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BACKGROUND Some challenges affecting student nurse learning include student fatigue, clinical recovery time, and hindered clinical experiences due to students experiencing long clinical shifts. AIM The aim of this study was to evaluate the differences between 12-hour biweekly and 6-hour weekly shifts on student nurse fatigue. METHODS A descriptive research design was used with second-year nursing students (N = 80) upon completion of their clinical rotations of four distinct cohorts during 2019-2020. All students in these cohorts were invited to complete the Occupational Fatigue Exhaustion Recovery (OFER15) online survey, developed and validated to assess the full spectrum of fatigue. RESULTS There were no statistically significant differences in acute fatigue, chronic fatigue, or the inter-shift recovery subscale for the 6-hour and 12-hour clinical groups. Student nurses, like registered nurses, would likely prefer to choose between a 6-hour and 12-hour clinical shift depending on their individual circumstances. In the parameters of this study, there was no statistical significance in shift length and student nurse fatigue. LINKING EVIDENCE TO ACTION Student nurse fatigue levels can affect learning inside and outside of nursing clinical experiences. In this study, no statistical significances were found between 6-hour and 12-hour clinical experiences in second-year nursing students. Offering both the 6-hour and 12-hour clinical experiences provides flexibility for students, clinical sites, and the school of nursing.

This scoping review has three aims related to the development of professional identity and self-concept as a nurse in students enrolled in a pre-registration graduate entry nursing programme: 1) identify the published literature, 2) evaluate and identify gaps in the research, 3) determine whether further primary research or a systematic review is needed, and 4) make recommendations for programme development.

Clinical Facilitators are the proverbial bridge between the student nurse and their placements in the clinical setting. These key nursing educators have a multi-faceted role of mentoring, monitorin...

A non-experimental survey study was conducted to assess the satisfaction of student nurses’ worked at Covid-19 areas during pandemic situation. 116 student nurses have participated in this study. The non- probability convenient sampling technique was used. Data was collected by means of Google form. The tool contained two sections, demographic data and likert scale to assess satisfaction level of student nurses worked at covid-19 areas. Objectives of study were to assess the student nurses’ satisfaction level related to clinical posting at covid-19 areas, and to find out the association of satisfaction level with selected demographic variables. The study reveals that out of 116 student nurses 28 (24.13%) of them were very satisfied with the clinical posting at covid-19 areas, 53(45.68%) of them were satisfied, whereas 30 (25.86%) of them were neither satisfied nor dissatisfied, and only 5 (4.31%) of them were dissatisfied. The study concludes that most of the student nurses were satisfied with all the aspects, but dissatisfaction was also noticed. 22(18.96%) of student nurses’ were dissatisfied with the administrative support at assigned hospital. In regard to availability of resources at the hospital and use of PPE kit during working hours, 26 (22.41%) of student nurses’ reported as dissatisfaction. 21(18.10%) of student nurses’ were dissatisfied with covid-19 screening carried out before and after clinical posting. Also in provision of facilities in quarantines period were reported as dissatisfaction by 30(25.86%) of student nurses. Keywords: Covid­19 Areas, Clinical posting Student nurse, Satisfaction

OBJECTIVES To assess the knowledge and attitudes of student nurses regarding evidence-based guidelines for preventing pressure injuries. METHODS This study used a descriptive research design. The participants included second-, third-, and fourth-year nursing students completing their bachelor's degrees at a faculty of nursing in Turkey. Data collection forms consisted of a student nurse information form, the Pressure Ulcer Prevention Knowledge Assessment Instrument, and the Attitude Towards Pressure Ulcer Prevention Instrument. RESULTS The overall mean score for knowledge was 49.9% (11.7/26). The highest scores for the instrument's subthemes were for nutrition (72%), and the lowest were for etiology and development (40.1%). The overall mean attitude score was 42.20 ± 2.40, although a statistically significant difference among grades was found (P < .001). The highest mean scores showed agreement among students that pressure injury prevention should be a priority (10.50 ± 1.43). A significant difference was found in the competence subscale according to the number of dressing changes observed and sense of competence in pressure injury care (P = .003). A weak but statistically significant positive relationship was found between knowledge and attitude scores (r = 0.158; 95% confidence interval, .040-.269; P < .001). CONCLUSIONS This study revealed that certain revisions are needed in the nursing curriculum to improve the knowledge and attitudes of nursing students toward the prevention and care of pressure injuries. More details should be covered in the classroom and laboratories through simulation or clinical practice for improved management of pressure injuries.

Purpose This study aims to explore how student nurses conceptualise their well-being and their views on how to improve student nurses’ well-being. Design/methodology/approach Qualitative inquiry using semi-structured interviews with 17 final year students. Tran-scripts were thematically analysed using Braun and Clark’s six-phase approach. Findings Three themes were identified as follows: “student nurses” “experience of the university”, “the meaning of student nurse well-being” and “how the faculty could improve student well-being”. The findings are interpreted with reference to notions of social capital and a sense of belonging. Practical implications University nursing programmes should embed approaches to student well-being. Higher education institutions should ensure that their social and pastoral offer is accessible and relevant to nursing students. Originality/value The study offers unique insight into student nurses’ self-concept as “university students” in the context of their well-being.

Background The largest statewide hospital system collaborated with local nursing schools to provide a patient care internship program for nursing students. The goal was to create a pipeline of future nurses by equipping students for work in the clinical setting and promoting nurse retention. Purpose The purpose of this project was to determine the correlation between the student nurse internship program on the interns' NLCEX-RN pass rates, retention rates for the local hospitals, cost-savings, students' confidence, and program satisfaction. Method Nursing students (n = 25) were recruited from local nursing schools for unlicensed assistant personnel positions at the system hospitals. The program included a six-week intensive to educate nursing students as non-licensed staff members of hospital units, which continues as a mentored experience during the senior year of their baccalaureate program. Qualitative and quantitative data were collected and analyzed. Results The program had a pass rate of 96% for NCLEX-RN on first attempt. Additionally, 82% of participants were retained at the hospitals. Hospitals saved $216,993. Students reported increased role satisfaction with the program. Conclusions Program results suggest benefits of supportive NCLEX-RN pass rates, nurse retention, and cost benefit. Findings can be used to support future program expansion and improve the experience of nursing students as they transition into professional practice.

Background Virtual simulation offers learning opportunities in specialty nursing environments that may be otherwise limited. Methods A quasi-experimental design was used to compare students who learned newborn assessment using a virtual simulation to those in a traditional lab-based setting. Students’ knowledge, skill, satisfaction, self-confidence, and clinical judgment were evaluated. Results Findings from this study revealed that students’ knowledge acquisition of newborn assessment was greater when the content and demonstration were delivered by the virtual simulation, however students’ satisfaction and self-confidence were greater with the opportunity to engage in in-person lab activities. Conclusion These research findings illuminate the potential for virtual simulation to enhance knowledge and competencies in the student nurse and expand on traditional pedagogical approaches.

Purpose: To determine the impact of an educational intervention on student nurse knowledge of and interest in home care careers.Methods: A quasi-experimental pre-test/post-test design was used among nursing students (N= 108) completing an online module and simulation.Analysis: T-tests measured knowledge changes and descriptive statistics measured home care career interest.Findings: Knowledge increased significantly (p=.000) while preferred work setting rankings remained stable with a minimal but potentially impactful increase in home care interest.Conclusion: More education and research is warranted given home care workforce shortages and the need to imbed home care education into nursing curricula.

Background: Experiential learning in specialized psychiatric hospitals is as essential as other learning in any discipline in nursing education as it allows student nurses to correlate theory to practice. Experiential learning in the mental health environment has been identified as a significant factor in promoting a more favorable attitude among student nurses toward mental health nursing. Aim: The study explored student nurses’ personal experiences regarding experiential learning in specialized psychiatric hospitals. Methods: A qualitative approach using explorative, descriptive, and contextual designs was used, and 51 student nurses were purposively sampled. Data were collected through six focus group interviews and analyzed using a thematic approach. Measures to ensure trustworthiness were also enhanced. Ethical considerations were adhered to throughout the study. Results: One theme and four sub-themes on the experiences of student nurses regarding experiential learning in specialized psychiatric hospitals were revealed, namely: theme: personal factors; sub-themes: fear of mental healthcare users, anxiety about clinical assessment, lack of interest in psychiatric nursing science, and stress due to social problems. Conclusions: Based on the findings, student nurses experience many things during experiential learning, including personal factors. A further qualitative study should be conducted on strategies to support student nurses during experiential learning in the specialized psychiatric hospitals of Limpopo Province.

(1) Background: Clinical placements in psychiatric nursing science (PNS) are as important as other placements in any discipline in nursing education as they allow students to correlate theory to practice. Nursing students’ absenteeism has become a grave concern in psychiatric institutions in South Africa. This study investigated the clinical factors leading to student nurses’ absenteeism in the Limpopo College of Nursing during the psychiatric nursing science clinical placement. (2) Methods: A quantitative approach using a descriptive design was followed, where 206 students were purposively sampled. The study was conducted at the Limpopo College of Nursing situated in Limpopo Province, with five campuses offering a four-year nursing program. College campuses were used to access students since this was an easy way of accessing them. Data were collected through questionnaires of structured questions and analyzed using SPSS version 24. Ethical considerations were adhered to throughout. (3) Results: The correlation between clinical factors and absenteeism was determined. The main reported factors for absenteeism were student nurses being treated as a workforce in the clinical areas; shortage of staff in the clinical areas; inadequate supervision of student nurses by professional nurses; and being inconsiderate of student nurses requests for days off in the clinical area. (4) Conclusions: The findings revealed that student nurses’ absenteeism is caused by different factors. The Department of Health should find a way of not overworking students due to a shortage of staff in the wards but consider them for experiential learning. A further qualitative study should be conducted to develop strategies to mitigate student nurses’ absenteeism in psychiatric clinical placement.

Background Advanced Cardiac Life Support (ACLS) and emergency resuscitation is a critical role for anesthesia providers. The application of a clinical ACLS simulation to a patient under anesthesia is important to provide educational review and determine if the knowledge and skill of managing emergency events deteriorates over time. Method A surgical ACLS simulation training session was completed to test ACLS knowledge retention and provider skill. High-fidelity simulation was used with a pre-test and post-test design. Results The data obtained demonstrated several knowledge gaps in ACLS fundamentals. Conclusions The simulation demonstrated that key concepts and skills deteriorate when not utilized regularly. Simulation in nurse anesthesia continuing education can improve clinical skill and adequately prepare providers for emergency resuscitation.

A common goal for healthcare providers and nursing faculty is the provision of effective delivery of care and safe practice settings. Decisions around the delegation of care are critical for quality patient outcomes. The purpose of this collaborative project between schools of nursing and a local community healthcare facility was to provide educational training to prelicensure nursing students on the delegation expectations for nursing professionals.

The transition period from student nurse to novice nurse is a stressful time. Patient outcomes, healthcare organizations, the new nurse, and the nursing profession can be negatively affected if the transition from nursing student to novice nurse is not a positive and successful experience. Currently, there are numerous interventions aimed at easing the transition for the new nurse with just as many instruments used to evaluate the success of the interventions in doing so. This integrative review examined quantitative studies that evaluated the outcomes of interventions implemented to ease the transition from student to professional nurse. The seven articles that met the criteria for this review discussed four types of programs and one curriculum revision and collectively used 14 instruments to measure a total of 18 concepts related to new nurse transition. Despite the significance of the studies' results that indicate interventions to ease the transition-to-practice experience are beneficial and can have a positive impact on areas such as job satisfaction and retention, overall findings from this integrative review suggest the need for greater standardization of concepts that should be evaluated and the instruments used to determine if new nurses are successfully transitioning into professional nursing.

Purpose To determine the effects of progressive muscle relaxation exercise (PMRE) on clinical stress and burnout in student nurse interns. Design and methods This is a randomized controlled trial. Interns were divided into control group (CG; n = 78) or experimental group (EG; n = 67) randomly. PMRE was performed by students in the EG. Personal information form, Burnout Measure Short Version (BMS) and Physio-Psycho-Social Response Scale (PPSRS) for nursing students were administered to both groups in the first and last meeting. Findings There was a significant difference in posttest scores between groups; EG posttest scores on the BMS, on the PPSRS, and subscales were lower than those of the CG. Practice implications PMRE training ameliorates burnout and PPSRs to stress during clinical practice in nursing students.

Background Although hospitals in New York State have instituted safe patient handling programs as a response to a legislative mandate, evidence indicates nursing schools have lagged behind with these changes and are teaching outdated information. The purpose of this change project was to assess the effectiveness of an educational intervention (didactic and hands-on) to improve nursing student knowledge and safe use of patient handling equipment currently found in the clinical setting. Method Nursing students were provided small group educational sessions over a six-week period at an associate degree nursing school in New York. Open laboratory practice sessions for safe patient handling were provided. Results The nursing students (N = 34) completed pre- and post-tests to determine improvement in knowledge and were required to complete a competency on equipment use. Conclusion The educational intervention resulted in improved nursing student knowledge and the demonstration of safe use of patient handling equipment.

Background A nurse is a profession that requires character and soft skills because nursing as a professional discipline has special domain knowledge and skills as well as attitudes or behaviors obtained through academic education and clinical practice experience. These knowledge, skills and attitudes or behaviors are used in service, so this is what distinguishes nurses as professional disciplines, not just academics (professional character). Objective Strengthening soft skills as the character of student nurses through a preceptorship management model. Methods A research and development (R&D) was conducted by using reference studies with a quasi-experimental design. The samples in this study were 123 student nurses in odd and even semester of total sampling. The measurement of the professional character of these students used the Professionals Character Questionnaire (PCQ). Data analysis in this study used both descriptive and statistical analysis of Wilcoxon. Results The characteristics of the student nurses were 60.9% consists of female students (34.1% of the odd semester and 26.8% of the even semester), the youngest age was 19 years and the oldest age was 50 years, the shortest practice period was one month, and the longest was 12 months. The caring character of the student nurses of the Faculty of Nursing and Health Sciences in even semester was better than the odd semester of 8.2%. The professional character of the student nurses in even semester with a good category was almost three times more than the odd semester of 37.5%. The activism character of the student nurses in even semester with a good category was twice as much compared to the odd semester of 33%. The gender influences the caring character of the student nurses of The Faculty of Nursing and Health Sciences at UNIMUS with p-value 0.039. The gender also affects the activism character of student nurse of The Faculty of Nursing and Health Sciences at UNIMUS with p-value 0.017. Conclusion There are differences in caring, activism and professionalism between the student nurses of The Faculty of Nursing and Health Sciences at UNIMUS in even semester and odd semester with each p-value 0.021 for caring, 0.010 for activism and 0.001 for professionalism.

Background: There is acquiescence in the nursing profession that patient demand must be met and patient turnover accomplished within a minimal/rushed timeframe. The growing and complex healthcare needs of an ageing population mean moments of vulnerability and unhurried care provision are now often looked upon with disapproval and discomfort, when such moments should be celebrated for their altruism and humanness. Aim and objective: The aim of this article is to share a critical reflection on compassion and vulnerability in nursing. An exploration of the influence and significance of vulnerability in the nursing profession will shed light on the experiences of a student nurse during clinical placements. Conclusion: By allowing themselves to become vulnerable, contemporary nurses will be better able to establish a work ethic focused on delivering person-centred compassionate care and a high level of patient safety. This enables compassionate care to be offered despite the common emphasis on patient turnover, and suboptimal workplace cultures. Implications for practice: Allowing vulnerability is important for nurses as it helps to ensure a true understanding of self, and facilitate personal courage in healthcare environments Vulnerability enables nurses to explore the essence of raw and undiluted nursing care that can be given to patients. It enhances our experiences with patients, families and colleagues, allowing a truly person-centred approach to practice When we look into ourselves first, we have a much greater sense of knowing what to give to others. By facing uncertainty, risk and emotional exposure, we can truly commit to our own reconstruction and consider how we are person-centred in the workplace

Newly qualified veterinary nurses can often feel intimidated making the move from student to registered veterinary nurse. New responsibilities, losing the supervision of colleagues and stepping out...

BACKGROUND Many cognitive aids are formatted in a step-by-step fashion with the intent that the aid will be accessed at the beginning of a critical event and that key behaviors will be performed in sequence. AIMS We hypothesized that, during simulated pediatric intraoperative critical events, anesthesia clinicians may not use cognitive aids immediately after the onset of a critical event but instead access the aid only after first performing several key behaviors. MATERIALS AND METHODS This manuscript is a re-analysis of previously published simulation data. The original study involved 89 clinicians participating in 143 pediatric intraoperative events divided into 6 types: arrhythmia, venous air embolus, hypoxemia, malignant hyperthermia, hypotension, and supraventricular tachycardia. For each trial involving cognitive aid use, we measured the time from event trigger to cognitive aid use, and the number and type of key behaviors performed by simulation participants prior to cognitive aid access. RESULTS Cognitive aid use was sought in 66 of 93 trials where it was available. Sufficient data for this analysis were available in 65 trials. The average time from event trigger to first cognitive aid use was 258 seconds. In 62/65 trials (95%), the cognitive aid was accessed after at least one key behavior had already been performed. The time from event trigger to cognitive aid use varied by type of scenario (P = .03, df 5, adjusted H 12.78), with the shortest time for "supraventricular tachycardia" (90 [66,156] seconds (median [IQR]) and the longest time for "hypoxemia" (354 [192,492] seconds). CONCLUSION In simulated critical events, anesthesia residents and student nurse anesthetists often consulted a cognitive aid only after first performing at least some key behaviors. Incorporating the possibility of delayed access into critical event cognitive aid design may facilitate the effectiveness of that aid.

BACKGROUND: Substance use disorder (SUD) is on the rise globally and nurses are not prepared to care for this population. PURPOSE: The purpose was to determine if a 4-hour anti-stigma intervention improved prelicensure student nurse attitudes and perceived stigma toward people with SUD. METHODS: This was a nonrandomized quasi-experimental survey study. Participants completed the 20-item Drug and Drug Problems Perception Questionnaire (DDPPQ), 8-item Perceived Stigma of Substance Abuse Scale (PSAS), and 13-item Marlowe-Crowne Social Desirability Scale at baseline, and repeated the DDPPQ and PSAS post-intervention. Paired t tests were used to determine the mean differences in the total DDPPQ and total PSAS scores. RESULTS: Following the anti-stigma intervention, there was a significant improvement in overall therapeutic attitudes (t = 8.4, df = 108, p < .001) and perceived stigma (t = −2.5, df = 108, p = .01) in undergraduate nursing students (n =126). CONCLUSIONS: Incorporating anti-stigma educational approaches may lead to more involvement and compassionate care for people with SUD.

Patients are vital for student learning. However, research has primarily focused on student nurse learning from a student or supervisor perspective; few studies have investigated patient perspectives. This study examines student care practice for patients in acute psychiatric day care. The aim was to describe patients’ experiences of care by student nurses in a psychiatric education unit, a collaboration between the clinic and academia. Data were collected through 17 lifeworld interviews with patients, of which 10 also included observations. Data have been analysed for meanings using reflective, lifeworld research (RLR). The findings reveal that the encounters involve an interactive process of giving and receiving, providing students with both health opportunities and risks. The findings can further be described by the following constituents: exposed and vulnerable; responsibility to support; the importance of accessibility; reciprocity; and engagement that evokes the desire to live a life with dignity. In a patient–student community, there are prerequisites for proper caring. Patient health seems to be positively affected when patients are involved in both their own care and student learning.

Studies have reported differing concepts of the role of the personal tutor (PT) in nurse education. Theoretical frameworks were used to critically examine the complex field of nurse education and t...

To provide: (a) an overview of interventions aimed at improving mental health of student or novice nurses; and (b) an evaluation of their effectiveness on dropout-related outcomes.Systematic review.Research papers published between January 1971-February 2019 were identified from the following databases: Embase, Medline, PsycInfo, CINAHL, ERIC, the Cochrane Library, Web of Science, and Google Scholar.We followed the procedures recommended by the Editorial Board of the Cochrane Collaboration Back Review Group. We included peer-reviewed articles with a quantitative research design, examining interventions aimed at improving mental health of student and novice nurses and their effect on dropout-related outcomes. The large variation in studies prohibited statistical pooling and a synthesis without meta-analysis of studies was performed.We identified 21 studies with three areas of focus: managing stress or stressors (N = 4); facilitating the transition to nursing practice (N = 14); and a combined approach (N = 3). Five studies showed a statistically significant effect on dropout-related outcomes. The overall risk of bias was high.A wide range of interventions are available, but the evidence for their effectiveness is limited. There is a need for high-quality studies in this field, preferably with a randomized controlled design.目的: 提供：（a）旨在改善学生或新手护士心理健康的干预措施概述；（b）评估其对辍学相关结果的有效性。 设计: 系统评估。 数据源: 1971年1月至2019年2月之间发表的研究论文来自以下数据库：Embase、Medline、PsycInfo、CINAHL、ERIC、科克伦图书馆（Cochrane Library），科学网（Web of Science）和谷歌学术（Google Scholar）。 评估方法: 我们遵循了科克伦协作回顾评述小组（Cochrane Collaboration Back Review Group）编辑委员会推荐的程序。我们纳入了具有定量研究设计的同行评审文章，研究了旨在改善学生和新手护士心理健康及其对辍学相关结果影响的干预措施。研究中的巨大差异无法进行统计汇总，采用了无荟萃分析研究的综合。 结果: 我们确定了21个研究，重点关注三个领域：管理压力或压力源（N = 4）；促进向护理实践的过渡（N = 14）；以及组合方法（N = 3）。五项研究表明，与辍学相关的结果在统计上具有显著影响。总体偏倚风险很高。 结论: 干预措施的种类很多，但其有效性的证据有限。这一领域需要高质量的研究，最好采用随机对照设计。.

Background: In the highly competitive world today's nursing students had to achieve high goals in less time which lead to high level of stress among students especially due to the nature of study in nursing and having continuous examination. Thus, students can limit their academic stress by use of effective time management. Aim: the aim of this study was to assess the relation between time management skills and stress level among fourth year students at Faculty of Nursing. Design: Descriptive correlational research design was used to achieve the aim of the current study. Subjects: of this study compromised convenient fourth year nursing students who enrolled for the academic year 2017-2018 (n=235). Setting: Faculty of Nursing, Minia University. Tools: two tools were used to collect data pertinent to the study as: Time management skills questionnaire; and student nurse stress index. Results: The study results revealed that nursing students had moderate time management skills scores (75.3%) and moderate stress level scores (54.5%). Conclusion: this study concluded that, there was a negative correlation between time management skills and stress level. Recommendations: Conducting workshops to develop student's time management skills and stress coping skills.

Primary care networks have the potential to increase student nurse placements in general practice. Shaun Heath explores how effective learning environments can be created and the concept of the ‘community of practice’ This article explores how the emerging primary care networks (PCNs) could be used to increase student nurse placements in primary care, and how they could facilitate nurses in breaking free from isolative working. Known as a ‘community of practice’, working with our peers and colleagues from neighbouring practices alongside students could facilitate the growth of the network itself, share the educational load with the nurses in the PCN, and create nursing leadership with shared educational advancements. Could PCNs be what general practice nurses need to find their voices and develop their ambitions of becoming leaders?

A student nurse internship program was designed with the purpose of improving recruitment and supporting a registered nurse’s transition into professional practice. During this program development, it was identified that current partnerships with local nursing colleges were not strong enough to support the program, nor were they strong enough to sustain meaningful recruitment efforts. The American Organization for Nursing Leadership (AONL) competency behaviors guided this program development and were valuable in strengthening academic relationships with the local nursing colleges. As a result, a nurse internship program was developed, recruitment efforts improved, and turnover rates decreased.

Background: Little is known, whether physical workload and musculoskeletal complaints (MSCs) have an impact on the intended or actual dropout of nursing students in the later years of their degree program.Purpose: Studying the determinants of intention to leave and actual dropout from nursing education. We hypothesized that physical workload and MSCs are positively associated with these outcomes.Methods: A prospective cohort study among 711 third-year students at a Dutch Bachelor of Nursing degree program. Multivariable backward binary logistic regression was used to examine the association between physical work factors and MSCs, and intention to leave or actual dropout.Results: Intention to leave was 39.9% and actual dropout 3.4%. Of the nursing students, 79% had regular MSCs. The multivariable model for intention to leave showed a significant association with male sex, working at a screen, physical activity, decision latitude, co-worker support, distress and need for recovery. The multivariable model for dropout showed a significant association with living situation (not living with parents), male sex, sick leave during academic year and decision latitude.Conclusions: Our research shows that the prevalence of MSCs among nursing students is surprisingly high, but is not associated with intention to leave nor with actual dropout.

The period of transition from being a student nurse to a professional nurse remains the most traumatic and stressful period for newly qualified nursing graduates. These graduates are expected to adapt to the working environment while they are still under scrutiny to see whether they have acquired sufficient knowledge, skills and confidence to practise safe nursing care. This study aimed to determine and describe the perceptions of employers regarding the employability skills of newly qualified nursing graduates from the School of Nursing at the University of Namibia. A total of 168 nursing service managers from four public hospitals and two private hospitals were invited to participate in the study during 2019. Altogether 114 (68%) participants completed a self-administered questionnaire. The findings of this study showed a relatively low rating of 37 (32.5%) participants who had observed weak performance in the skills of newly qualified nursing graduates regarding invasive procedures and cardiopulmonary resuscitation (CPR). These skills were mostly rated as poor, fair or average. There was no association between observing poor skills with invasive procedures and the number of employees’ years of experience, ?2 (24)>= 24.070, p=0.239. Findings in this study call for well-articulated plans from nurse educators and faculty members to implement immediate actions to address the issues highlighted in this study.

EBN engages through a range of Online social media activities to debate issues important to nurses and nursing. EBN Opinion papers highlight and expand on these debates.

Background Anxiety has a powerful impact on learning due to activation of anxiety hormones, which target related receptors in the working memory. Experiential learning requires some degree of challenge and anxiety. Patient simulation, as a form of experiential learning, has been an integrated component of health professional education internationally over the last two decades, especially in undergraduate nursing education. Little information is available to determine if and how anxiety impacts nursing students’ clinical performance during simulation. Objectives To investigate physiological and psychological anxiety during emergency scenarios in high-fidelity simulation and understand the effect of anxiety on clinical performance. Design First2Act was the model for the simulation intervention. Second and third year undergraduate nursing students attended a two-hour simulation session and completed a demographic questionnaire plus pre-simulation self-reported psychological anxiety scale. A heart rate variability monitor was attached to each student’s chest to measure heart rate variability (as a sign of anxiety) before engaging in two video-recorded simulated emergency scenarios (cardiac and respiratory) with a professional actor playing the patient. Performance was rated by a clinician followed by video-assisted debriefing. Finally, heart monitors were removed and students repeated self-reports of psychological anxiety. Results Students’ psychological anxiety was high pre-simulation and remained high post-simulation. With regard to physiological anxiety, students were anxious at the start of the simulation but became more relaxed toward the end as they gained familiarly with the simulation environment (p Conclusion High-fidelity patient simulation has the capacity to arouse novice nurses psychologically and physiologically while managing emergency situations. Indicative outcomes suggest that optimal performance was apparent when anxiety levels were low, indicating that they had received insufficient training to deal with situations that induced moderate to high anxiety levels.

Coaching is as an intervention that facilitates another person’s learning, development and performance. Applied to student nurse practice learning, coaching has the potential to promote leadership learning that is student-led, less focused on following the directions of a mentor and more focused on students taking responsibility for identifying their learning goals and objectives. This article provides personal perspectives about how a partnership between four Greater Manchester (GM) universities and its partner practice organisations collaborated to developed, implement and evaluate a coaching approach to student nurse clinical leadership development, peer learning, whilst at the same time increasing practice placement capacity. In this article the GM Synergy Model is introduced. This article focuses on the perspectives of setting up a project team, testing the model prior to its implementation and developing a robust evaluation framework. Coaching as a model for student support and clinical leadership development is transferable to the new NMC Future Nurse: Standards of proficiency for registered nurses with the practice supervisor role complimenting the role of the coach in clinical practice.

Working with medication is an important role of the mental health nurse. However, little research has focused on staff nurses' perspectives on where the responsibility lies for preparing student nurses for safe, competent medication management. This study investigated mental health nurses' perspectives on medication education. An interpretive descriptive approach was used. Two focus groups were conducted, and data were analysed using inductive content analysis. It was found that participants embraced a medical approach to servicer user care, with less positive attitudes demonstrated towards psychosocial approaches. There were also tensions expressed between clinical practice and the university, with uncertainty voiced about whose responsibility it was to educate students about medication management. It is important that both environments complement each other in order to enhance the student nurse educational experience. While mental health nurses should be educated in this area to practice in a safe and competent manner, it is also key that a holistic approach to care is considered.

BackgroundService user involvement in educating healthcare professionals in higher education can help student nurses develop a compassionate approach to care practice. This article explains one university’s initiative, the Patient as Coach Team (PaCT), and presents evaluation results from phase 1. The PaCT strategy involved a service user-led session with student nurses, in small groups, sharing experiences of care from a service user perspective.AimOur aim was to evaluate nursing students’ views of the PaCT session, involving service users in their teaching and learning.DesignSurvey.MethodStructured questionnaires with a free-text box were completed by student nurses ( n = 321). Structured question responses were analysed manually and free-text data thematically. Data collection took place from June 2016 to June 2017.ResultsThere were very positive responses to the survey questions, with students perceiving a positive impact on their learning. Five themes emerged from the students’ free-text responses: ‘Usefulness of the session’, ‘Seeing patients’ perspectives’, ‘Inspiring and motivating session’, ‘Good discussions with patient coach’ and ‘Overall views about the PaCT session’.ConclusionThe PaCT session provides a valid learning strategy, utilising coaching as a technique to enable student nurses to learn from service users’ experiences and perspectives of care. In addition, it contributes to students’ reflective practice about their individual professional practice in care settings.

Clinical preceptorship typically involves an experienced nurse supervising a student performing clinical tasks. Due to model limitations, we designed a flipped model of student preceptorship. From the second placement day, the student is allocated responsibility for complete nursing care of two patients, within their scope of practice. The model was piloted and positively evaluated by students and valued by clinical staff. It represents a unique model for transitioning students to the role of graduate nurse.

Background: Child abuse is an important public health problem as it negatively affects the child's development as well as the child's family and therefore society. Nurses are one of the most important members of the team caring for child abuse victims and are indispensable in terms of child and family education. Objectives: The research was carried out to determine the perceptions of third and fourth year nursing students, who took the Child Health and Diseases Nursing course, about child abuse through metaphor. Design: The research was carried out with the metaphor analysis technique based on the phenomenological method. “Metaphor analysis” is a technique based on the phenomenological research method within the qualitative research methods. Settings: The study was conducted at a state university in Turkey. Participants: While the population of the research consisted of nursing department students in a facility, the sample consisted of third and fourth year nursing students who took the Child Health and Diseases Nursing Course. In the study in which 186 nursing students volunteered to participate, the study was completed with 174 students, since the answers of 12 students did not contain metaphors. 174 students who took the course participated in the research. Methods: The data were collected using the Student Information Form and the metaphor sentence “Child abuse is like … because…” questioning the perceptions of child abuse from June to August 2021. Results: At the time of the research, it was determined that all third and fourth year nursing students who took the Child Health and Diseases Nursing course in the institution had negative metaphors about “child abuse”. The harm caused by child abuse to the child and the future has often been compared to natural disasters and catastrophes. Metaphors produced for the perception of “Child Abuse”; it is grouped under a total of five categories: Disaster, Damage, Never Beginning, Never Been Like Before, and Hunting. Conclusions: Child abuse is a medical, pediatric and public health problem that must be reported. Nursing students' perceptions of the subject are very important, as it is among the duties, responsibilities and roles of nurses. The fact that child abuse is perceived by student nurses as the strong hurting the weak, the irreversible harm, or the fact that something good ends before it begins, reveals the importance of the situation. It clearly reflects the necessity of a course on child abuse in the nursing curriculum. Tweetable abstract: It is important to evaluate the perceptions of child abuse of nursing undergraduate students. @dilek_fatos. © 2022 Elsevier Ltd

The decision-making process in nursing is complex. High quality care is dependent\ud on good clinical judgement and decision-making. Nurses need to be able to justify\ud and defend their clinical decision-making. In this article, the author, a third-year\ud nursing student reflects on an incident from a community placement involving a\ud collaborative, clinical decision. Carper’s (1978) four fundamental patterns of knowing\ud are used to analyse the decision-making process. It is shown that influences on\ud decision-making include prior knowledge and expertise, law and accountability and\ud ethical principles such as respect for autonomy and beneficence. Good\ud communication, interpersonal skills and a person-centred approach have a bearing\ud on decision-making. It is argued that intuition

This study was designed to investigate nursing students’ attitudes toward the nursing profession and ex-amine their state anxiety level during the coronavirus 2019 (COVID-19) pandemic. Methods: The population for this descriptive research was Turkish university nursing students. The study sample consisted of 1653 nursing students who participated in the study between April 25 and May 10, 2020. The Attitude Scale for Nursing Profession (ASNP) and the State-Trait Anxiety Inventory (STAI) were used to collect the study data. The Mann-Whitney U test, Kruskal-Wallis test, and the Spearman correlation test were used to evaluate the findings. Results: The mean score of the preference for the nursing profession (PNP) subscale of the ASNP was 51.13±8.61 and the mean score of the general attitude toward the nursing profession (GATNP) subscale score was 34.82±2.80. The mean STAI mean score was 43.95±11.17. There was a weak, negative relationship between the STAI and the PNP (r=-0.279) and the GATNP (r=-0.140) (p

In caring with awareness, the student nurse is able to be present in the moment, while being with the patient. Such student nurses treat patients holistically, considering the patient’s mind, body, and spirit. Purpose: To elicit the importance of caring with awareness in order to facilitate student nurses’ caring toward patients. Hypothesis: There is a positive relationship between student nurses acting with awareness and caring. Method: A quantitative, descriptive, correlational, and contextual research design with a purposive sampling method was used in the study. Respondents ( n = 56) were student nurses in their third- and fourth-year level of study. Data were collected by use of a self-administered questionnaire. Findings: There was a negative correlation between acting with awareness and caring. There was no difference in caring among third- and fourth-year students. Conclusion: Student nurses may be caring for patients, but it does not necessarily mean they act with awareness in caring. Awareness should be cultivated among student nurses for them to be present in caring and provide holistic caring.

BackgroundFailure to effectively recruit Newly Graduated Nurses (NGN) to perioperative nursing in the face of an anticipated nursing shortage will adversely impact patient outcomes. Development of interventions that address the recruitment problem is hampered by lack of a comprehensive understanding of factors that influence Student Nurse Intention (SNI) regarding perioperative nursing.PurposeThis descriptive quantitative study aims to test a Theory of Planned Behavior (TPB) questionnaire and validate factors that influence SNI.MethodQuantitative sequence of exploratory sequential design. Item analysis, and principal component analysis of data are completed.ResultsThe instrument demonstrated satisfactory psychometrics. Immediate exposure or immersion, affirmation by nurse managers, and availability of positions were the most influential attitudinal, normative, and control beliefs respectively. Generational values have some influence on intention to choose perioperative nursing.ConclusionA TPB questionnaire is useful for measuring factors that influence SNI.

The purpose of this multisite, randomized, pretest/posttest quasi-experimental study was to compare student nurse competency, learning retention, and perceived student support after exposure to a deliberate practice debriefing versus standardized debriefing. Fifty undergraduate students participated in the complex response to rescue simulation. The intervention group had significantly higher total mean and three subscale scores on the competency tool than the comparison group, although differences in learning retention and student support were not significant. This study provides preliminary support for the effectiveness of deliberate practice debriefing to enhance students' mastery of skills and behaviors in complex simulations.

Introduction Debriefing is a critical phase in simulation-based education that is extremely time-consuming for the instructors. The aim of the study was to assess whether a collective debriefing was non-inferior to an individual debriefing to improve learning outcomes after a simulation session. Methods This randomised controlled multicentre non-inferiority study included pairs comprising one resident and one student nurse in anaesthesia. Each pair underwent two sessions of a simulated life-threatening emergency held at a 6-week interval. Six participant pairs underwent simulation sessions every half-day of training. The debriefing performed after the first session was either individual (1 debriefing by pair; individual group) or collective (1 debriefing by 6 pairs; collective group). The primary outcome was the evolution of a 34-parameter technical skill score (Delta-TSS-34) between the two simulation sessions. The non-inferiority margin was 5. The change in the Anaesthetists’ Non-Technical Skills score (Delta-ANTS), and the debriefing duration per participant pair were secondary endpoint measures. Results Respectively 23 and 21 pairs were included in the collective and individual groups. Delta-TSS-34 was non-inferior in the collective group compared to the individual group (mean intergroup difference [95% confidence interval]: 2.71 [0.44–4.98]). Delta-ANTS did not significantly differ between the two groups (median [interquartile range]: 22 [10–37] versus 25 [17–35], p = 0.57; respectively in the collective and individual groups). The debriefing duration per participant pair was significantly lower in the collective group (10 [10–11] min versus 27 [25–28] min; p Conclusion Collective debriefing was non-inferior to individual debriefing to improve learning outcomes after simulation of medical emergencies and allows a significant reduction in the time dedicated to the debriefing.

As I enter into my last year of nursing school at the University of Maryland School of Nursing in Baltimore, I am asked many times, "What area of nursing do you want to go into?" Although this question can be very daunting for most, the hardest question that I am constantly mulling over is, "Do you want to stay in oncology after you graduate?" I currently work as a student nurse on an inpatient oncology unit, and I see the ups and downs that oncology nurses face every day.

• COVID-19 is a global fight that requires innovative action by nursing leadership. • Unexpected frontline leaders are taking initiative to consolidate/repurpose resources. • Leadership in academia/practice must harness the energy of these emerging leaders. • This will improve work flow, reduce cost, and ease stress during the crisis and beyond.