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The practical training of nursing students is conducted by mentors and teachers. Mentoring during training is an effective training method to achieve a high level of professional training. 110 students from the first to the fourth year of the "nursing" specialty course of the Faculty of Medicine, Thrace University - Stara Zagora participated in the anonymous survey conducted in the period 2022-23. The limits of the study are determined by the personality of the respondents and their subjective understandings and perceptions of the mentor's qualities. Findings and conclusion: The "ideal" clinical practice teacher should be demanding and ethical (100%), communicative (97.2%), responsible (96.3%) and disciplined (93.6); to have excellent theoretical and practical training (85.5%), individual approach to patients and students (80.1%), and teamwork skills (72%). According to 54.9% of students, mentors positively influence them, while 40.6% are partly influenced to increase interest in studying the specialty. Students appreciate the significant role of the clinical practice mentor in their professional training.. [ABSTRACT FROM AUTHOR]

Background: The COVID-19 pandemic placed a huge strain on healthcare services around the world, including community services. Students also faced substantial disturbance to educational programmes. Student district nurses are usually employed members of staff and can be recalled to the workforce, whereas pre-registration students cannot. Aims: This paper explores the feelings and experiences of student district nurses during the first UK national lockdown of the COVID-19 pandemic. An interpretative phenomenological approach was taken. Method: A semi structured 1:1 interview and focus group was held via zoom in July 2020. A total of eight student district nurses, who were all registered adult nurses, took part. Data was analysed using the Braun and Clarke model to identify themes. Results: The findings related to their experience of being a community adult registered nurse on the frontline, while also being a student district nurse. Three themes were identified from the analysis: anxiety and uncertainty, management of risk and teamwork. Conclusion: This study highlights the contribution that community nurses made in the clinical response to the COVID-19 pandemic. It adds to a paucity of literature available from this clinical setting and specifically from the viewpoint of a student district nurse. There is much written on the strains on hospital care, but it should be remembered that district nursing is the service that never shuts its doors because it has reached capacity. This study found that a lack of communication and uncertainty about their future as students contributed to heightened stress and anxiety. Teamwork and camaraderie are a vital aspect of any team and one that can support resilience in times of heightened stress. A lack of face-to-face interaction can lead to team members feeling isolated. Digital technology can be used to reduce this feeling when possible. [ABSTRACT FROM AUTHOR]

Background: The pre-registration BSc Nursing course in the UK is renowned for being challenging due to its requirement for 2300 hours each for theoretical and practice-based learning. It is therefore inevitable that some students may need to interrupt their study at some point during the course. In many cases, these students do not return and leave the course, which has an impact on the future nursing workforce. Aims: To examine the reasons why pre-registration student nurses interrupt their studies and consider ways to enable them to return successfully and complete the course. Methods: The research project was based in one higher education institution (HEI) in the North West region of England. Interrupted students due to return to study in semester 1 of the 2022/23 academic year (n=95) were invited to participate in semi-structured interviews. Findings: Health, including mental health was the dominant factor leading to the interruption of study for the students. Conclusion: This research has led the HEI to introduce an improved support package for students. Alongside other recommendations it is hoped the changes will reduce attrition and lead to an improved interruption/return-to-study experience. [ABSTRACT FROM AUTHOR]

Background: Disposable non-sterile gloves are part of the personal protective equipment (PPE) to be considered to protect oneself from the risk of infection. They have subsequently become the topic of concern related to increased use, inappropriate use, and potentially increasing the risk of cross-infection and environmental impact of plastic waste. Aim/objective: This study aimed to explore the views of pre-registration student nurses about non-sterile glove use in clinical practice and to identify the factors that impact student nurses' decision on whether to wear non- sterile gloves. Methods: Using a social constructivist approach, the study was organised in a higher education institution. Semi-structured interviews were conducted with second year student nurses, utilising a theoretical domains framework (TDF). Findings/Results: The key findings showed that students had limited awareness of the national infection prevention and control best practice procedures. The primary influential factors for non-sterile gloves use behaviour were personal protection, the type of care interventions required and the observations of peers and role models. Discussion: The study found limited awareness on the importance of infection prevention and control precautions, including the correct procedure for donning, and doffing of personal protection equipment, along with a lack of confidence to challenge non-compliance. [ABSTRACT FROM AUTHOR]

AbstractAims: We aimed to identify the unique challenges and opportunities faced by international student nurses in Türkiye when practicing patient care. This understanding is essential for educators, healthcare institutions, and policy makers to create more inclusive and supportive environments that enhance learning and professional development. Addressing these challenges can lead to better integration of foreign student nurses into the healthcare system, ultimately improving patient care quality. This research is important for all stakeholders in healthcare - educators, administrators, policymakers, and patients - because a diverse and well-supported nursing workforce is essential for the delivery of culturally competent and high-quality care. Methods: This study employed interpretative phenomenology. Data were collected from 12 foreign nursing students from Iraq, Egypt, Syria, Saudi Arabia, Iran, and the Netherlands. Data were collected between 01 and 20 May 2023 in the Nursing Department of the Faculty of Health Sciences of a state university in the province of Şanlıurfa, located in the southeastern region of Türkiye. Data were analyzed using Colaizzi’s method. Results: We identified four themes: “Metaphors describing patient care practices,” “Factors affecting care practices,” “Needs for education and support,” and “Opportunities during patient care practices.” Positively influencing factors included better education and living standards and economic benefits, while negatively influencing factors were traumatic events before studying abroad, racial discrimination, language and cultural differences, negative emotions, peer victimization, and lack of use of standards. Interviewees reported a need for training and support and that patient care practices provided opportunities for greater awareness, responsibility, and professional integration. Discussion: Positive and negative experiences of foreign student nurses were evident in the delivery of patient care practice. Interventions are needed to alleviate negatively influencing factors, provide training and support for students, and improve opportunities for foreign nationals. Identification of these factors can help medical educators to develop culturally sensitive and inclusive approaches, as well as individual/organisational facilitators that enhance existing opportunities and remove barriers. [ABSTRACT FROM AUTHOR]

Aim: To synthesize research investigating suicide, suicide attempts, self‐harm and suicide ideation in nursing and midwifery students, a group of interest due to high rates of suicide among qualified nurses. Specific areas of interest for this review included prevalence, factors which may contribute to or mitigate risk and suicide prevention interventions. Design: A systematic review was conducted, and Preferred Reporting Items for Systematic Reviews and Meta‐Analysis (PRISMA) guidelines were followed. Data Sources: Three electronic databases were searched, and additional articles identified using hand‐searching. Studies were included if they examined suicide, suicide attempts, self‐harm or suicide ideation in nursing or midwifery students. Review Methods: Studies were deduplicated and assessed for inclusion. Data from included studies were extracted, quality of studies assessed and data synthesized, informed by study focus, design and assessed quality. Results: About 46 studies of largely moderate to low quality were identified. A high‐quality study demonstrated increased risk of suicide in Swedish female nursing students, and increased risk of self‐harm in nursing students of both sexes. Prevalence of suicide ideation did not appear to differ across course year, or between nursing students and students on other programmes. Psychiatric conditions, particularly depression, were associated with suicide ideation. Three studies related to suicide prevention interventions were identified. Integration of wellness initiatives into the curriculum and peer support were preferred interventions among nursing students and teaching staff. Conclusions: To understand the extent of suicide and self‐harm among nursing and midwifery students there is a need for further epidemiological research stratified by programme of study. To develop prevention interventions and initiatives for nursing students, high‐quality longitudinal studies should examine characteristics associated with suicide and self‐harm. Impact: Current findings suggest interventions could include support for students experiencing mental health difficulties, foster peer support, and help develop wellness. No patient or public contribution. [ABSTRACT FROM AUTHOR]

Student nurses often do not receive adequate preparation, support, and debriefing related to witnessing or experiencing critical events in the clinical setting. The purpose of this analysis was to describe the experiences of student nurses who have witnessed critical events in the clinical setting, the support and preparation they received, and staff and faculty actions they perceived as facilitating or hindering their processing of the event. This is a sub-analysis of a Straussian Grounded Theory qualitative study. Staff and faculty actions that helped and hindered the processing of the critical event were identified at four time points: pre-event, during the critical event, immediately post-event, and in the days and weeks following. Students exposed to critical events during their clinical rotations can experience psychological trauma. If unresolved, this can result in new nurses entering the profession already in distress. Preparation and support for witnessing critical patient events should start at the beginning of nursing school. During critical patient events, students need faculty or staff to be actively present to explain the event and support the student throughout the event. Immediate debrief and follow-up is recommended and should continue weeks or months after the event. • Nurses are exposed to critical events more frequently than any other health profession, and students often witness these same events. • Exposure to critical events in the clinical setting can be traumatizing for those who witness them. • Clinical instructors, nursing staff, and other faculty should consider providing psychological support to these students. • Schools of nursing have a responsibility to prepare students for critical events and following up with students after events. [ABSTRACT FROM AUTHOR]

Background: High-quality clinical placement experiences are important for preparing undergraduate student nurses for practice. Clinical facilitation and support significantly impact student placement experiences and their development of skills, knowledge, and attitudes in the healthcare setting. Aim: This research aimed to explore university-employed clinical facilitators' perspectives on providing quality clinical facilitation and student learning on placement. Design: An exploratory, descriptive research design was used to examine the perspectives of n = 10 university-employed clinical facilitators working in regional New South Wales, Australia (March 2020-December 2021). Methods: Semi-structured interviews were used to explore the experiences of a purposeful sample of university-employed clinical facilitators. Data was thematically analysed using Miles et al.'s (2014) qualitative data analysis framework. Results: Five key themes were identified 1) relationships at the core of quality, 2) a culture of commitment to student learning, 3) connection to the curriculum, 4) examining the model, and 5) empowering growth and development. Clinical facilitators perceive their role as misunderstood, undervalued, and isolating and that they require further preparation and ongoing professional development to provide quality facilitation. Building rapport and relationships with staff and students was at the core of quality clinical facilitation. Conclusions: The clinical facilitator role has an important function in preparing student nurses for practice and needs further recognition and continued professional development. Education providers and healthcare organisations need to examine strategies to provide inclusive and supportive work environments, building communities of practice for clinical facilitators and stakeholders to share their experiences and knowledge, promoting individual and group learning, thus improving the student placement experience and fostering the professional identity of clinical facilitators. [ABSTRACT FROM AUTHOR]

Copyright of Celal Bayar Üniversitesi Saglik Bilimleri Enstitüsü Dergisi is the property of Celal Bayar University Health Sciences Institute Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is a universal shortage of nurses, with a current needs-based shortage of 5.9 million. This is not solely a recruitment issue but one of retention, triggered by high levels of work-induced stress, burnout, and reports of low job satisfaction resulting in poor care delivery. Some of the health repercussions on nurses include anxiety, insomnia, depression, migraines, irritability, absenteeism, and sometimes alcoholism and drug abuse. To tackle some of these costly issues, a qualitative exploration into how inner resources is used by nurses to cope with stress at different points of their careers is proposed. Through the lens of grounded theory, semi-structured interviews will be carried out with two distinct sets of participants: (1) Student nurses registered at the University of the Illes Baleares between 2022–2025. (2) Experienced nurses on the Balearic nursing register. Interviews will be coded and then analysed using Atlas.ti. Expected results will inform curriculum improvements that will benefit the well-being of (student) nurses, from the outset of their training, pre-empting potential psycho-social risks before they arise in the workplace. This is vital as it addresses nurses' mental health as well as chronic issues of retention and absenteeism. [ABSTRACT FROM AUTHOR]

Copyright of Androloji Bülteni (Andrology Bullettin) is the property of BAYT Ltd. Co and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

There is a universal shortage of nurses, with a current needs-based shortage of 5.9 million. This is not solely a recruitment issue but one of retention, triggered by high levels of work-induced stress, burnout, and reports of low job satisfaction resulting in poor care delivery. Some of the health repercussions on nurses include anxiety, insomnia, depression, migraines, irritability, absenteeism, and sometimes alcoholism and drug abuse. To tackle some of these costly issues, a qualitative exploration into how inner resources is used by nurses to cope with stress at different points of their careers is proposed. Through the lens of grounded theory, semi-structured interviews will be carried out with two distinct sets of participants: (1) Student nurses registered at the University of the Illes Baleares between 2022–2025. (2) Experienced nurses on the Balearic nursing register. Interviews will be coded and then analysed using Atlas.ti. Expected results will inform curriculum improvements that will benefit the well-being of (student) nurses, from the outset of their training, pre-empting potential psycho-social risks before they arise in the workplace. This is vital as it addresses nurses’ mental health as well as chronic issues of retention and absenteeism.

• Integrating students' interactive participation in the teacher-led demonstration would add more inspiration, enthusiasm and motivation. • Competency-based Peyton's four-step approach is effective in improving students' skill acquisition and retention. A student-friendly atmosphere and interactive learning experience enhance students' motivation and skill acquisition. Thus, integrating students' interactive participation in the teacher-led demonstration would add more enthusiasm and motivation. To determine the effect of integrating peer instructions and assessment with competency-based four-step approach on wound dressing skill acquisition and motivation among nursing students. A quasi-experimental, two-group pretest-posttest study was carried out at the skill labs of the College of Health and Sport Sciences. A convenience sampling of 121 nursing students were assigned to two groups; the control group received the traditional Peyton's 4-Steps-Approach (P4-SA). These steps included (a) demonstration; teacher performed the complete skill without comments or explanation, (b) deconstruction; teacher performed every sub-step slowly with detailed explanation, (c) comprehension; teacher performed the skill for third time, following the student's instructions and explanation of every sub-step, (d) execution; student described and execute the skill step by step simultaneously (n = 59). While the study group received the modified P4-SA approach where peer learning and peer assessment were applied in step 4 (n = 62). The study revealed that 71.0% of students in the study group obtained good total percent skills scores immediately after receiving the intervention, compared to 18.6% of those in the control group (p<0.001). Moreover, 93.5% had good total percent scores of skills after eight weeks of the intervention, compared to only 46.6% of those in the control group (p< 0.001). Regarding motivation, students in the study group also reported higher intrinsic and extrinsic goal orientation, task value, self-efficacy for learning and performance, and test anxiety control of learning beliefs. Integrating a student-centered teaching approach effectively promoted their motivation while performing complex nursing competencies such as wound dressing and facilitating skill acquisition and retention. Therefore, nursing educators could utilize their educational toolkit with various strategies for empowering nursing students' active participation in their learning. [ABSTRACT FROM AUTHOR]

Copyright of Gümüshane Üniversitesi Saglik Bilimleri Dergisi is the property of Gumushane University, Faculty of Health Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

• Nursing education can address student nurses' bias against aging and the aged. • What the paper adds to the existing knowledge? To address bias, students learn active listening through patients' life stories. • How the information in your manuscript can be applied to practice? Life review assignment can impact students' professional development and awareness. Infusing geriatric-specific communication content into the nursing curriculum is essential to prepare student nurses for the workforce. This study explored the impact of the life review assignment, a write-up of interview with an older adult aged >65. The assignment helped students reconnected with elderly family members, focused on patient-centered care, developed nurse-patient relationship, experienced difficult conversations, and increased awareness of nonjudgmental care. Students learned effective communication through reflection and storytelling from the life review interview. [ABSTRACT FROM AUTHOR]

Burnout amongst healthcare professionals has been a long-considered condition associated with the workplace environment. Student nurses studying at Sheffield Hallam University continued to engage in their training during the COVID-19 pandemic; however, the stressors of this experience were anecdotally highlighted to their academic staff. Furthermore, burnout can be linked to the ongoing difficulties with recruitment and retention of nursing staff within the NHS workforce. This work aimed to determine the burnout among nursing students experience by obtaining quantitative data to understand their experiences. The Copenhagen Burnout Inventory was used to gauge levels of burnout across the different fields of nursing students. Results identified that: (1) mental health students reported feeling tired significantly less often than child and adult field students (mean rating of 69% versus 91.7% and 84.0%, respectively); (2) students aged 30–39 feel tired significantly less often than both younger student age groups (mean rating 59.4% versus 82.8% and 90.6%); (3) there was a significant difference in how often different age groups felt "tired of working with clients" (F(4) = 2.68, p = 0.04) and that "they couldn't take it anymore" (F(4) = 2.53, p = 0.05); (4) child-field students reported generally higher levels of global burnout (mean CBI total = 57.9%) whilst mental health students reported lower levels (mean CBI total = 54.1%). Considering these results, it is imperative for both higher education institutions and potential employers to consider the impact of COVID-19 and burnout, and the levels of support offered to student nurses during their training and transition to practice as newly qualified nurses. [ABSTRACT FROM AUTHOR]

This historical study aims to explain how the transition from student nurse service to fully qualified "graduate nurse" service in the United States in the 20th century affected assumptions about fundamental patient care in hospital wards and provide historical context for current apprenticeship programs. Through analysis of documents from 1920 when student nurse service, a nurse apprentice model, was the norm to 1960 when the nurse apprentice model was waning in favor of registered nurse service, this study found that the replacement of student nurses with registered nurses led to weakened standardization of fundamental bedside care and the introduction of large numbers of unlicensed nursing assistants. While student nurses could perform all the functions of fully qualified graduate nurses, nursing assistants could not, resulting in a separation of fundamental nursing care from the professional nurse role and changes in assumptions and attitudes toward fundamental care. These changes had a negative effect on fundamental nursing care. New apprenticeship programs provide opportunities for improvement. [ABSTRACT FROM AUTHOR]

• Scenario-based learning (SBL) is effective in enhancing nursing students' self-confidence. • SBL enables students to develop their technical competencies, critical thinking, and problem-solving skill. • In SBL, nursing students can safely practice a diversity of critical care situations that cannot be scheduled in real clinical settings. Clinical training is the heart and soul of nursing education. Practicing nursing skills in a structured nonthreatening interactive environment affords a motivating learning experience. Scenario-Based learning (SBL) is an innovative pedagogical approach where authentic scenarios are used to support active learning strategies such as problem-based, case-based learning, role-play, and simulation. The current study aims to determine the effect of scenario-based practical training (SBPT) on nursing students' self-confidence regarding nursing care of preterm neonates. A quasi-experimental, two-group, pre- post-test study was carried out in the neonatal intensive care unit (NICU) at University Specialized Hospital in Smouha, Alexandria. A sample of 60 senior nursing students received a didactic lecture and engaged in an interactive SBPT session regarding the care of preterm neonates and the common problems that affect them on a medium-fidelity manikin. The scenario included cues, skills, triggers, and a preordained series of actions with timing for the task to be completed. Reflection on students' performance was done through debriefing sessions using the plus-delta model. The study results revealed that all of the nursing students in the study group exhibited high levels of confidence after SBPT compared to only 10% of those in the control group (P < 0.001). It can be concluded that the application of a motivational and interactive teaching approach as SBPT was effective in enhancing nursing students' self-confidence in assessing, and caring for preterm neonates with familiar and complicated medical diagnoses as well as solving the common problems affecting these vulnerable age-groups. [ABSTRACT FROM AUTHOR]

Background: Undergraduate education and training are fundamental in preparing student nurses for working in palliative and end-of-life care. Aim: This article explores the experiences of student nurses in their palliative and end-of-life undergraduate nurse education. Methodology: Sandelowski and Barroso's (2007) framework for undertaking a metasynthesis was used. Initial database searches returned 60 articles of interest. Re-reading the articles in the context of the research question identified 10 studies that met the inclusion criteria. Four key themes emerged. Findings: Student nurses voiced concerns regarding their feelings of unpreparedness, and lack of confidence and knowledge when dealing with the complexities of palliative and end-of-life care. Student nurses called for more training and education in palliative and end-of-life care. Conclusion: Flexible nursing curricula responsive to the needs of student nurses and the changing landscape of healthcare provision, including care to ensure a good death experience, should be prioritised at undergraduate level. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Background: Palliative care is one of the most important areas of practice because it includes caring for vulnerable people who are mostly in their last stage of life. Palliative care is a relatively new specialty in the Middle East and little is known about student nurses' knowledge of and attitudes towards it. Aim: The aim of this study was to explore students' knowledge of and attitudes towards palliative care in the Middle East, and to use the findings to make recommendations to higher education institutions about its importance. Design: An integrative review following an established framework was used. Hawker's Assessment Tool was employed to evaluate the quality of the research articles. Results: The search found seven quantitative studies from four countries in the Middle East. Their focus was on students' knowledge (n=5) and attitudes (n=2). The number of participants ranged from 110 to 452, with knowledge scores ranging from 5.23 to 8.0 out of 20 on all or part of the Palliative Care Quiz for Nursing. Students' attitudes were marginally positive toward palliative care and dying patients. Conclusion: There are few studies in the Middle East investigating student nurses' knowledge of and attitude toward palliative care; consequently, more attention needs to be given to this area of practice. [ABSTRACT FROM AUTHOR]

Background: Clinical scholarship is defined as an approach that enables evidence-based nursing and the development of best practices to meet the needs of clients efficiently and effectively. However, there are many barriers that impede its progress. Objective: This study aimed to identify the barriers and enablers to scholarship for post basic nursing students in clinical service areas. Method: This multimethods study used a structured questionnaire followed by semi-structured individual interviews of post basic nursing students and their lecturers (nurse educators). Results: The 81 students who completed the questionnaire indicated a lack of support or funding assistance and mentoring, as well as no mechanisms to reward or recognise scholarship as top barriers to clinical scholarship. Top enablers were noticed as reward mechanisms in place, more protected time and availability of role models and mentoring. Twelve respondents engaged in the qualitative phase and three categories emerged from the data, namely (1) resource dependent, (2) ‘what’s the use of research’, (3) making a change. Conclusion: It has been shown that there is a need to adopt and promote a culture of clinical scholarship to ensure that the best available evidence is being utilised by nurses to effectively manage their patients; however, to support clinical scholarship, resources are needed. Contribution: This study highlighted the lack of funding and resources as being a major barrier to scholarship, together with an institutional culture that did not promote clinical scholarship. Providing protected time, mentoring and criteria for promotion and reward based on scholarship is viewed as enabling.

Background: Integration of theory to practice by student nurses is a challenge in most training institutions accredited by the South African Nursing Council (SANC). Nurse educators require a fully equipped and functional clinical skills laboratory to impart clinical competency knowledge to student nurses. Aim: The purpose of this study was to understand the experiences of the nurse educators in teaching clinical skills to student nurses using the clinical skills laboratories. Setting: The study was conducted at the School of Nursing in the Free State province in 2021. Methods: A qualitative descriptive design was employed. Purposive sampling was used to select participants for the study. Unstructured one-on-one interviews were conducted with 17 nurse educators until data saturation was reached. Data were analysed thematically. Results: The three major themes that emerged during data analysis and were discussed to make recommendations of the study are as follows: clinical skills laboratory environment; human and material resources; financial constraints. Conclusion: This study revealed that there is a need for the use of the clinical skills laboratory by nurse educators to teach clinical practice to student nurses. Therefore, it is imperative that the study recommendations be considered for implementation to improve the use of the clinical skills laboratory. Contribution: The importance of integrating theory to practice by using the clinical skills laboratory during clinical practice teaching by nurse educators will be understood.

Objective: The aim of the study is to evaluate the effect of laughter yoga applied to Nursing 1st year students before the skill practice exam on exam anxiety. Material and Methods: The research was carried out between 30 May and 2 June 2022 in a single-group pre-test-post-test order using a quasi-experimental design. The sample of the study consisted of 48 first-year nursing students who voluntarily accepted to participate in the study and took the Fundamentals of Nursing course in the spring term of 2021-2022. The students who accepted to participate in the study were given 4 sessions of laughter yoga practice, which lasted approximately 30 minutes, 3 days before the clinical practice exam and on the morning of the exam. Before and after the application, students were asked to fill in the Exam Anxiety Scale. Results: After the application, it was determined that the mean scores of the students on the Exam Anxiety Scale decreased, but the difference was not statistically significant (p> 0.05). The pretest score average of the students in the mental and physical reactions sub-dimension was determined as 3.39± 0.67, while the posttest score average was 3.23. It was determined as ± 0.78. In the statistical analysis; It was determined that the difference between the mean scores of the mental and physical reactions sub-dimension of the scale before and after the laughter yoga practice of the students was statistically significant. (p<0.05). Conclusion: It has been determined that the practice of laughter yoga can be used as an alternative method to reduce exam anxiety in nursing students. [ABSTRACT FROM AUTHOR]

Background: Integration of theory to practice by student nurses is a challenge in most training institutions accredited by the South African Nursing Council (SANC). Nurse educators require a fully equipped and functional clinical skills laboratory to impart clinical competency knowledge to student nurses. Aim: The purpose of this study was to understand the experiences of the nurse educators in teaching clinical skills to student nurses using the clinical skills laboratories. Setting: The study was conducted at the School of Nursing in the Free State province in 2021. Methods: A qualitative descriptive design was employed. Purposive sampling was used to select participants for the study. Unstructured one-on-one interviews were conducted with 17 nurse educators until data saturation was reached. Data were analysed thematically. Results: The three major themes that emerged during data analysis and were discussed to make recommendations of the study are as follows: clinical skills laboratory environment; human and material resources; financial constraints. Conclusion: This study revealed that there is a need for the use of the clinical skills laboratory by nurse educators to teach clinical practice to student nurses. Therefore, it is imperative that the study recommendations be considered for implementation to improve the use of the clinical skills laboratory. Contribution: The importance of integrating theory to practice by using the clinical skills laboratory during clinical practice teaching by nurse educators will be understood. [ABSTRACT FROM AUTHOR]

Copyright of Karya Journal of Health Science is the property of Karya Journal of Health Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Ege University Nursing Faculty (JEUNF) is the property of Journal of Ege University Nursing Faculty (JEUNF) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Dokuz Eylül Üniversitesi Hemsirelik Fakültesi Elektronik Dergisi is the property of Dokuz Eylul Universitesi Hemsirelik Fakultesi Elektronik Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Reflection is essential for students to learn and understand caring, their formation as human and caring beings, and their ability to meet patients in a caring way. Consequently, to facilitate nurse students' development into professionals, learning support is needed where the focus is on understanding caring and becoming caring nurses. Aim and research questions: The exploratory study aim is to gain knowledge of the meaning of reflection in first‐term nursing education, and how reflection grounded in caring theory can deepen the students' understanding of caring and their professional formation of becoming a caring nurse. Method: Data consisted of individual written reflections and were collected from 64 nursing students from Norway, who had completed their instruction in caring theories and participated in four reflection groups where they reflected on caring and becoming a caring nurse. A thematic analysis was used. Findings: The results are based on the three main themes, Reflection provides an understanding of caring by developing a language for caring; Reflection provides an understanding of seeing the person behind the illness; and Reflection contributes to increased self‐understanding and awareness of oneself as a caring nurse. Conclusions: Instruction in caring theories and participation in reflection groups, with reflection grounded in caring theory, has a key function in facilitating students' development of a language for caring in nursing and appropriation of caring theory. The appropriation of caring theory provides a foundation for the nurse students to see themselves within a broader perspective and is important for mutual support in the professional formation of becoming a caring nurse. The expected outcome of such integration is a nursing curriculum that progressively supports the development of nursing students professionally and personally in the formation of becoming a caring nurses. [ABSTRACT FROM AUTHOR]

Burnout amongst healthcare professionals has been a long-considered condition associated with the workplace environment. Student nurses studying at Sheffield Hallam University continued to engage in their training during the COVID-19 pandemic; however, the stressors of this experience were anecdotally highlighted to their academic staff. Furthermore, burnout can be linked to the ongoing difficulties with recruitment and retention of nursing staff within the NHS workforce. This work aimed to determine the burnout among nursing students experience by obtaining quantitative data to understand their experiences. The Copenhagen Burnout Inventory was used to gauge levels of burnout across the different fields of nursing students. Results identified that: (1) mental health students reported feeling tired significantly less often than child and adult field students (mean rating of 69% versus 91.7% and 84.0%, respectively); (2) students aged 30–39 feel tired significantly less often than both younger student age groups (mean rating 59.4% versus 82.8% and 90.6%); (3) there was a significant difference in how often different age groups felt “tired of working with clients” (F(4) = 2.68, p = 0.04) and that “they couldn’t take it anymore” (F(4) = 2.53, p = 0.05); (4) child-field students reported generally higher levels of global burnout (mean CBI total = 57.9%) whilst mental health students reported lower levels (mean CBI total = 54.1%). Considering these results, it is imperative for both higher education institutions and potential employers to consider the impact of COVID-19 and burnout, and the levels of support offered to student nurses during their training and transition to practice as newly qualified nurses.

Caring behaviours are taught through instruction and clinical instructors’ role modelling while training student nurses. Learning to care for patients and providing safe nursing care is central to any nursing programme. The effects of caring actions are lifelong, positively impact patient outcomes, and result in nurses’ improved physical and emotional well-being.During student nurses’ clinical placement, they complete clinical assessments where they demonstrate practical and theoretical knowledge and interact with the clinical instructor while observing the presence of caring. This study aimed to examine the presence of caring during clinical assessments at five campuses of a private nursing education institution in South Africa. Recommendations were formulated to facilitate caring during student nurses’ clinical assessments. A descriptive, comparative, correlational research method was used. These perceptions were defined and compared as the clinical assessments naturally occurred, and the findings were correlated according to various variables such as age, gender, and location.The results indicated the site of students’ placement had the most significant influence on their perception of the presence of caring. The research findings indicate a correlation between clinical instructors’ characteristics and student nurses’ perceptions of caring. Based on the study’s findings, recommendations were to hold workshops for clinical instructors on methods to demonstrate caring during clinical assessments, facilitate strategies for student nurses to provide feedback on clinical assessments, develop professional, supportive behaviours among clinical instructors, and increase their emotional intelligence.

Background: Regardless of educational pathway, the transition from student to the registered midwife is a topic of increasing interest within the profession as this is likely to have implications for retention and attrition. Newly qualified midwives have reported that the reality of putting knowledge into practice in the midwifery field is often challenging and stressful. Aim: To explore and describe the experiences of newly qualified midwives with regard to the provision of midwifery services during transition from students to qualified midwives, in the Limpopo province, South Africa. Setting: The study was conducted in the maternity units of each of the five selected public hospitals in the Limpopo province. Methods: The researcher employed a qualitative approach with explorative and descriptive design. The population comprised all midwifery graduates working in the Limpopo province and have undergone a comprehensive nursing programme regulated by R425 of 19 February 1985, as amended. Five newly qualified midwifery graduates were sampled from each of the five selected hospital, using a non-probability purposive sampling method, resulting in a sample size of 25 participants. Data collection was carried out through unstructured individual interviews and was conducted until participants were no longer bringing new information. Results: Graduates reported excessive workload, which resulted in physical exhaustion. Challenges related to the roles and responsibilities of a new position as a qualified midwife were expressed. Negative collegial relationship displayed by experienced qualified midwives, negatively affected graduates’ midwifery performance. Conclusion: Effective, transition from student to qualified midwife is a stressful and exhausting process because of unfavourable working conditions in the labour ward, administrative roles as well as negative collegial relationship and disrespect displayed by experienced midwives. Contribution: Strategies to effectively support newly qualified midwives may be developed, which may consequently help in improving newly qualified midwives’ performance.

Purpose: This study was conducted to explore the effect of inadequately conducted compulsory distance education on the professional identity (PI) development process from nursing students' perspective. Design and Methods: The study used a qualitative design based on Heidegger's hermeneutic phenomenological approach. The data were analyzed by using Van Manen's thematic analysis. Results: The themes of the study were: (1) an inadequate, compulsory, uncertain, and difficult experience, (2) negative impact on PI development. Practice Implications: It is important for educators to realize that the PI development of nursing students is affected during the distance education process. In this context, students can be included in clinical practice in small groups before graduation in addition to online learning in terms of PI development. [ABSTRACT FROM AUTHOR]

Purpose: This study analyses the evolution of attitudes of nursing students towards mental health, paying particular attention to the influence of social desirability. Design and Methods: Prospective longitudinal repeated‐measures study in a sample of nursing students who completed the Community Attitudes toward Mental Illness scale and The Social Desirability Scale. Findings: After their training, and after adjusting for social desirability, students of female gender recognized attitudes that foster humanistic values than their male counterparts. However, attitudes of restrictiveness and authoritarianism continued to be manifested significantly when the students themselves had mental health problems (MHPs), had had previous training, or were older. Practice Implications: University courses should continue to foster attitudes of acceptance and destigmatization of people with MHPs, through responses that value authenticity. [ABSTRACT FROM AUTHOR]

Purpose: To examine the effects of psychiatric nursing e‐course taught by distance learning on students' beliefs about mental illnesses. Design and Methods: This study was conducted as a pretest, posttest, and follow‐up quasi‐experimental study with 147 nursing students. Findings: The results showed that the psychiatric nursing e‐course significantly reduced the stigmatization total and dimension scale scores of the participants, and the effect continued in the follow‐up measurement. The difference between the pretest and posttest stigmatization scores of the students who concentrated during virtual classes and those who found student–instructor interaction and virtual course materials sufficient was statistically significant. Practice Implications: Our results have shown that the psychiatric nursing e‐course is effective on beliefs regarding stigmatization, and distance education is promising for nursing education to continue effectively. [ABSTRACT FROM AUTHOR]

• Bullying and incivility are both common and detrimental for nursing students. • Instructors must address bullying to foster student resilience and empowerment. • Strategies to reduce bullying are vital to promote a healthy learning environment. Despite ongoing research, incivility and bullying are rampant in nursing education. This paper explores the concepts of bullying and incivility in clinical nursing education. Students are particularly vulnerable to bullying at the hands of clinical instructors and nurses in the clinical setting. Bullying and incivility have detrimental effects on students psychologically, physiologically, and professionally. When these behaviors are normalized, they become a part of nursing culture and continue on long after nursing school. Social dominance theory helps to explain some of the factors contributing to the presence of bullying and incivility, but more research is needed to understand how minoritized students are affected. While a holistic approach to bullying acknowledges that all stakeholders have a responsibility to reduce bullying and incivility, this paper will focus on the ways that instructors can address and reduce these behaviors, empower students and advocate for meaningful change. [ABSTRACT FROM AUTHOR]

• What is currently known about this topic: Nursing students are ill-prepared for the social dynamics of the workplace. • What the paper adds to existing knowledge: Clinical placements lack focus on interprofessional assertiveness and communication. • How the information in your manuscript can be applied to practice: Future-proof curricula must train students in assertive interprofessional conduct. Novice nurses currently feel unprepared for the social dynamics of the workplace, due to a lack of assertiveness. Although clinical placements in nursing curricula should prepare student nurses for the demanding work environment, they do not seem to meet these expectations. Our study looked into Dutch students' experiences of clinical placements as a learning environment for assertiveness. Twelve semistructured interviews were conducted and thematically analyzed, revealing three themes and four subthemes. Clinical placements varied greatly in their capability to stimulate assertiveness development. The team's supportiveness toward students and the didactical skill of the coach mainly influenced this capability. In general, students lacked a clear professional role with regards to their colleagues, stifling assertive behavior with the fear of failing the clinical placement. Our findings indicate that future-proof nursing curricula should support the development of assertive interprofessional conduct in students both before and during clinical placement. [ABSTRACT FROM AUTHOR]

Aim: The aim is to understand current research into the impact of undergraduate nursing education on the development of professional values. Background: Values are evident in the professional standards for nurses and the guidelines and healthcare policies of many countries. These professional values guide decisions and behaviour and are recognised as an essential component in the professions ability to provide safe and professional care. This literature review presents the current research on the impact of education on professional values in undergraduate nurse education. Design: An integrative review of the findings was conducted to provide insight into the current research on the professional value development in undergraduate nurses. Data sources: CINAHL, PubMed and Scopus. Review methods: A literature search was undertaken within defined date parameters 2010–2021 using a systematic approach. The Preferred Reporting Items for Systematic Reviews and Meta-analysis guide PRISMA was used to guide and illustrate the process. Papers were assessed for quality using the Mixed Methods Appraisal Tool. Results: Two distinct areas of inquiry were identified. (a) Changes in professional values as an outcome of undergraduate nursing education or (b) changes in professional values as an outcome of specifically designed educational content. These areas were further explored to better understand the influences of undergraduate education on students' professional values. Conclusion: There is a lack of evidence in the literature to support the premise that professional values develop in line with academic year progression; however, there is strong evidence to support the inclusion of explicit learning in undergraduate education that engages students in education specifically designed to explore and develop professional values. [ABSTRACT FROM AUTHOR]

Background/Aims: Healthcare students are at high risk of sharps injuries, which can negatively impact their confidence and wellbeing. This study audited three clinical skills simulation wards at a UK university to determine the incidence of sharps injuries in this educational setting. Methods: An audit of sharps injuries sustained in three clinical skills simulation wards was conducted, including data from 2008–2016. The authors developed an audit tool to collect data on the number of incidents that occurred, the type of individual involved and the nature of the incident. Results were analysed to compare the incidence of general injuries and sharps injuries among healthcare students and staff. Results: A total of 46 incidents were recorded across the three wards during the 8-year period. Sharps injuries were by far the most common type of injury, comprising 69.6% of recorded incidents, followed by fainting at 19.6%. The highest proportion of general injuries (56.5%) and sharps injuries (59.4%) occurred among nursing students. However, the association between incidents and type of individual involved was not statistically significant Conclusions: Sharps injuries were the most common type of incident in the clinical skills simulation wards, with student nurses being at highest risk. Intervention is needed to improve safety in this educational setting, including sharps handling training, with greater focus on existing regulations. [ABSTRACT FROM AUTHOR]

Assertive communication is a skill that many nurses, particularly nursing students, find challenging. This article describes the findings of phenomenological study that set out to explore third-year student nurses' experiences of using assertive communication in the clinical setting. A narrative enquiry approach reviewed six reflective written accounts of their experiences. In addition, seven students took part in an in-depth semi-structured group discussion of their clinical experiences. Data were analysed using a hybrid interpretive phenomenological analysis and discourse analysis framework. Three key themes emerged: a sense of responsibility/duty and a sense of failure when this is not upheld, the importance of mentors in promoting self-confidence and self-esteem, and a sense of belonging on placement. The students responded well to positive role models and were able to identify negative role models. Accurate, constructive feedback and support was important to help students reflect appropriately. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Academic Research in Nursing (JAREN) is the property of Hemsirelikte Egitim ve Arastirma Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Amaç: Bu çalışma, Hemşirelik öğrencilerinin Intravenöz (IV) kateter bakımıyla ilgili bilgi düzeylerini belirlemek amacıyla yapılmıştır. Metod: Araştırma bir vakıf üniversitesinin Hemşirelik Yüksekokulu’nda öğrenimlerini sürdüren ve araştırmaya katılmayı kabul eden 211 hemşirelik öğrenciyle tanımlayıcı olarak yürütüldü. Veriler kurum izni ve etik kurul onayı alınarak anket formu ile toplandı. Anketler istatistik programı kullanılarak değerlendirildi. Bulgular: Öğrenci hemşirelerin IV kateter bakımına ilişkin bilgi düzeyi değerlendirme formu puanları 20,15± 2,349 olarak bulunmuş olup, sosyo demografik verilere göre karşılaşması yapıldığında cinsiyetlerine ve IV kateter bakımı ile ilgili eğitim alma durumlarına göre istatistiksel olarak anlamlı bir fark belirlendi (p

Cultural competence is an essential component of nursing care in today's multicultural era. However, the research on nursing students' cultural competence and its related factors is very limited. This study investigated the mediating effect of professional nursing values on the relationship between compassion competence and cultural competence among nursing students. A cross-sectional and correlational research design was used. Participants were 146 nursing students recruited from three 4-year baccalaureate nursing programs, who completed the self-report scales of compassion competence, professional nursing values, and cultural competence. Baron and Kenny's regression method and the Sobel test were used to analyse the mediating effects of professional nursing values on the association between compassion competence and cultural competence. Professional nursing values exerted a partial mediating effect on the relationship between compassion competence and cultural competence. Nursing educators should recognize that the cultural competence of nursing students can be improved by incorporating professional nursing values and compassion competence in the nursing curriculum. • Cultural competence is emphasized as an essential element for student nurses. • Compassion competence positively affects cultural competence. • Professional nursing values play an important role in promoting cultural competence. [ABSTRACT FROM AUTHOR]

Copyright of Turkiye Klinikleri Journal of Nursing Sciences is the property of Turkiye Klinikleri and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

COVID-19 has affected those undertaking courses in higher education, especially programmes in health care with clinical placements. Many student nurses were unable to undertake their planned clinical placements and had to adjust to self-directed learning and an increase in simulated learning. As a suitable alternative to clinical placements, a research placement for two second-year BSc adult nursing students was trialled, and this article presents an account from one placement. The academic team devised specific questions for students to consider for their research electives and provided a template for their written work with the aim of writing up a weekly report to reflect their learning. In particular, the students had to identify how their learning related to the UK Nursing and Midwifery Council code of conduct. The research placement was successful and shows great potential, offering students tangible opportunities to seek out the evidence for themselves and use it to inform their clinical practice. [ABSTRACT FROM AUTHOR]

Abstract Background The risk of malnutrition among elderly people is high and living alone increases the risk. As the number of older persons living alone is expected to increase due to the demographic development of an increasing older population, more knowledge about low-cost, sustainable nutritional interventions is needed. The purpose of this study was to investigate how nursing students can be a resource in the nutritional care of older persons living alone by sharing weekly meals. Methods Twenty-three nursing students and 23 elderly people who lived alone and received home nursing care participated in the project period of 9 weeks and shared 1–2 weekly meals. Shortly after the study period, 13 students and 4 elderly persons were interviewed in individual, face-to-face, semi-structured interviews. The questions included their experiences, the perceived impact of sharing meals, and facilitators and barriers of such meal interventions. The interview material was transcribed and analyzed using qualitative content analysis as described by Graneheim and Lundman. Results Our study found that both nursing students and older persons expressed positive experiences from sharing meals. Nursing students with some nutritional knowledge can provide a useful, sustainable supplement to the home-care nursing staff’s limited resources and time. Improvements were found, including preparation of ready meals and the meal environment, different facilitators and barriers of the meal experience, and the possible positive impact on the elderly persons’ nutritional status, which affects meal enjoyment, appetite, food intake and weight. Conclusion During their practical placement in the community, nursing students can provide a useful contribution to the nutritional care of elderly persons who are at nutritional risk living alone at home by the intervention of sharing a meal together. This is a low-cost supplement to other primary health-care measures that can affect both nutritional status and adjust the appropriate care for patients. This study demonstrates a small contribution to the complex nutritional care literature based on the growing elderly population in home care and the nursing student as a valuable resource for the multidisciplinary team approach necessary to meet this challenge.