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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.

AIMS: 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.DESIGN: Systematic review.DATA SOURCES: 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.REVIEW METHODS: 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.RESULTS: 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.CONCLUSION: 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.

Aim To explore levels of stigma in students of all fields of nursing and midwifery at different years and examine the impact of exposure to people with mental illness. Design A cross‐sectional survey was used. Methods The Community Attitudes to Mental Illness questionnaire was administered to all branches of student nurses (adult health, mental health, child health and learning disability) and midwives in all three years in one Higher Education Institution (HEI) in Scotland. Results Mental health nursing students scored significantly better on all stigma subscales. Stigma worsened with a little professional exposure to people with mental illness but then improved with increasing exposure. Both personal exposure and professional exposure to people with mental illness change perceptions. The professional results follow a J‐curve. Current plans for cross‐field experience involving short or virtual placements during student nurse training are likely to worsen stigma rather than improve it.

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.

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.

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.

Aim To investigate how mentors form judgements and reach summative assessment decisions regarding student competence in practice. Background Competence assessment is a significant component of pre-registration nursing programmes in the UK. Concerns exist that assessments are subjective, lack consistency and that mentors fail to judge student performance as unsatisfactory. Design A two stage sequential embedded mixed methods design. Data collected 2012-2013. Methods This study involved a whole student cohort completing a UK undergraduate adult nursing programme (N=41). Stage 1: quantitative data on mentor conduct of assessment interviews and the final decision recorded (N=330 from 270 mentors) was extracted from student Practice Assessment Documents (PADs). Stage 2: mentor feedback in student PADs was used in Stimulated Recall interviews with a purposive sample of final placement mentors (N=17). These were thematically analysed. Findings were integrated to develop a theoretically driven model of mentor decision making. Results Course assessment strategies and documentation had limited effect in framing mentor judgements and decisions. Rather, mentors amassed impressions, moderated by expectations of an ‘idealised student’ by practice area and programme stage that influenced their management and outcome of the assessment process. These impressions were accumulated and combined into judgements that informed the final decision. This process can best be understood and conceptualised through the Brunswik's lens model of social judgement. Conclusion Mentor decisions were reasoned and there was a shared understanding of judgement criteria and their importance. This impression based nature of mentor decision making questions the reliability and validity of competency based assessments used in nursing pre-registration programmes.

Introduction The US racial profile is changing rapidly, yet the nursing and midwifery professions are not evolving accordingly. The lack of racial and ethnic diversity within these health professions negatively affects efforts to eliminate persistent health disparities. To address this issue, the Midwives of Color Committee (MOCC) of the American College of Nurse-Midwives (ACNM) created a national online mentoring program in 2011 to support midwifery students of color. An evaluation of the program is reported here. Methods This was a descriptive study conducted via online surveys mailed to 44 mentors and 42 mentees who participated in the program during 2012. Categorical survey responses were compared between groups, and open-ended responses were evaluated for common themes. Results Response rates differed across groups. Half of the mentors responded (50%), while only 38.1% of the mentees responded. The majority of mentors and mentees rated the program as either excellent or good and felt the program should continue. Both mentors and mentees shared similar positive ratings about the effectiveness of the application, speed with which matching occurred, and satisfaction with mentee-mentor match; they also share less favorable ratings regarding frequency of communication, impact of geographic proximity, and academic support need and response. Both groups desired to live closer to one another and communicate more. Discussion This study suggests that the online mentoring program for student midwives of color currently being offered should continue but with enhancements to improve the face-to-face mentoring experience, including the use of computer-based technology. Other program improvements are also recommended. To be truly effective, mentoring programs must meet the needs of mentors and mentees; future evaluations should clarify their potential as an important tool for increasing diversity.

Aims To explore how nursing students account for decisions to report or not report poor care witnessed on placement and to examine the implications of findings for educators. Background Concern has been raised about the extent to which cases of poor care go unreported. Failure to report cases may have serious consequences for patient safety. Design Semistructured interviews were conducted with 13 undergraduate students at a UK university during 2013. They were asked to consider their response to episodes of poor practice witnessed on placement. Methods Data were transcribed verbatim and categorized according to whether or not students reported concerns. Cases were analysed in accordance with Potter and Wetherall's version of discourse analysis to identify the discursive strategies used to account for decisions to report or not report poor practice. Results Participants took care to present themselves in a positive light regardless of whether or not they had reported an episode of concern. Those who had reported tended to attribute their actions to internal factors such as moral strength and a commitment to a professional code. Those who had not or would not report concerns provided accounts which referred to external influences that prevented them from doing so or made reporting pointless. Conclusion This study provides information about how students account for their actions and omissions in relation to the reporting of poor care. Findings suggest ways educators might increase reporting of concerns.

Self-leadership is an enabling process during which a male student nurse learns to know himself better. This enriched self-awareness enables him to steer his work life. Male learners in the nursing profession could face gender-based challenges during their training that requires self-leadership. The study described the best experiences of self-leadership by male learner nurses during their four-year training programme at a nursing college in the Western Cape Province. A qualitative, exploratory, descriptive, and contextual design, incorporating the philosophy of the Appreciative Inquiry paradigm, was used. Purposive sampling was applied and 12 individual, semi-structured interviews were conducted. Data analysis indicated that peak experiences occur on multiple levels and include learning from ‘error’. Self-leadership could be enhanced by support from lecturers and mentors, fellow students, as well as by support in the wards and simulation laboratory.

Purpose This study was descriptively conducted to explore attitudes of nursing students related to caring for dying patients in central Anatolia. Methods The study was completed with 222 third-year students of nursing school originating from three universities in Turkey. Result It was explored that Frommelt Attitudes Toward Care of the Dying Scale (FATCOD) scores of the students who had previously cared for terminal patients at the clinics were significantly higher, and the scores of those who regarded themselves as nonbeliever in terms of religion were significantly lower (p < .05). Conclusion It was seen that nursing students’ FATCOD scores were at a moderate level. Implications for nursing practice We are of the opinion that it will be helpful that nursing students should be trained about the care for dying patients during their formal education. Amac Bu calisma Orta Anadolu'daki hemsirelik ogrencilerinin olmekte olan bireye bakim vermeye iliskin tutumlarini belirlemek amaci ile tanimlayici olarak yapildi. Gerec Ve Yontem Bu calisma, Turkiye'deki uc universitenin ucuncu ve dorduncu sinif hemsirelik bolumu 222 ogrencisiyle tamamlandi. Veriler ogrenci bilgi formu ve Frommelt Olmekte Olan Bireye Bakim Vermeye Iliskin Tutum Olcegi (FATCOD) ile toplandi. Mann-Whitney U ve Kruskal-Wallis testi kullanildi. Bulgular Daha once kliniklerde terminal donemdeki hastalara bakim veren ogrencilerin FATCOD olcek puanlarinin anlamli sekilde yuksek oldugu ve ogrencilerden kendini dini acidan inancsiz olarak ifade edenlerin puanlari da anlamli olarak dusuk bulundu (p

The aim of this study was to describe and compare the knowledge of registered nurses (RNs), assistant nurses (ANs) and student nurses (SNs) about preventing pressure ulcers (PUs). PU prevention behaviours in the clinical practice of RNs and ANs were also explored. A descriptive, comparative multicentre study was performed. Hospital wards and universities from four Swedish county councils participated. In total, 415 participants (RN, AN and SN) completed the Pressure Ulcer Knowledge Assessment Tool. The mean knowledge score for the sample was 58·9%. The highest scores were found in the themes 'nutrition' (83·1%) and 'risk assessment' (75·7%). The lowest scores were found in the themes 'reduction in the amount of pressure and shear' (47·5%) and 'classification and observation' (55·5%). RNs and SNs had higher scores than ANs on 'aetiology and causes'. SNs had higher scores than RNs and ANs on 'nutrition'. It has been concluded that there is a knowledge deficit in PU prevention among nursing staff in Sweden. A major educational campaign needs to be undertaken both in hospital settings and in nursing education.

The emotional well-being of psychiatric/mental health student nurses is critical to learners, the educational process and ultimately prospective patients. However, with a focus on client care, the psychological disposition and needs of psychiatric/mental health student nurses can be inadvertently marginalized or overlooked. To augment the extant literature, this paper examines how a respectful learning environment can be instrumental in safeguarding the emotional well-being of learners. Towards this end, this paper synthesizes and consolidates the literature regarding undergraduate psychiatric/mental health student nurse well-being, offers suggestions towards the establishment of a respectful learning environment, and invites further dialogue regarding this salient issue.

Accessible summary •The number of people training to be learning disability nurses has gone down over the last few years. •This study looks at why people decide to train as learning disability nurses and the reasons for carrying on with their training or to leave the course. •We found that students who decided to leave their training had been influenced by the negative views of their tutors and the staff in their practice placements. •This study matters to people with learning disabilities as it could mean that there will be fewer trained nurses to work with them in the future. Summary Recruitment onto pre-registration learning disability nursing courses has decreased considerably over the last decade. This paper reports the findings of the first stage of a longitudinal study that investigated the factors that influence students to train as learning disability nurses, and those that influence their decision to continue or leave the course. Semi-structured interviews were conducted with one cohort of learning disability student nurses (n = 19) within the first 6 months of their starting the Common Foundation Programme. A number of unexpected issues emerged. These revolved around the negativity displayed by some practitioners and tutors about learning disability nursing and how this in turn was impacting on the decision made by four of the students in particular to transfer to other branches of nursing. The paper concludes with some recommendations for Schools of Nursing to ensure that the speciality is seen as an attractive and worthwhile career option.

This paper gives a brief description of a research project carried out to test the assumption that there is a relationship between a student nurse's description, on paper, of how she would care for a patient, and the actual observed behaviour. No relationship was found in more than two-thirds of subjects in 19 hospitals. The paper goes on to look at the possible reasons for this phenomenon and suggests alterations in the training programmes for nurses in England and Wales which could create a greater correlation between the theory and practice of nursing. The views expressed are those of the author and not necessarily of any organization.

Background: Caring has been seen as a nursing term/concept, including all the aspects that are used to deliver nursing care to patients. Sometimes caring has been conceptualized as a relational expression of human concern and as a collection of human activities that assists others. Aim: This study is to identify and describe the nature of the concept ‘caring’ from the novice student nurse's perspective. Methods: A total of 127 Swedish novice student nurses wrote comments in essay form to the question: ‘what is your image of the concept caring?’ Data were analysed using qualitative content analysis, with the use of the theoretical framework: ‘doing’ and ‘being’. Findings: Three categories of caring were identified as ‘doing’, ‘being’ and ‘professionalism’. The phenomena of caring and the caring process could be illustrated as including hand (doing), heart (being) and brain (professionalism). Conclusions: It is now time to make care more visible as a principle of practice and of moral action. This could be explicit in a clear professional framework and incorporated more fully into nursing education programmes. Caring is to take care of the entire human being physically, emotionally and intellectually. Nurses need to use hand, heart and brain in order to fulfil their commitments.

This paper analyses a situation where a patient's suffering provoked feelings of compassion in a student nurse, and distress at her patient's circumstances. The reported behaviour of qualified nurses within the situation suggests that they lacked compassion, had inadequate knowledge, and that they failed to understand their patient's plight. An account of the situation is followed by an exploration of the nature of moral agency, and understanding in nursing. Nurses' capacity for moral imagination is shown to be of crucial importance to the care that patients receive. The extent of nurses' responsibility for their behaviour is considered, and in particular, the extent of nurses' responsibility during times when they experience strain. Argument leads to the conclusion that we are justified in holding nurses responsible for their behaviour in situations of patient care, although we must not judge a nurse's behaviour too hastily. Attention is drawn to the need for a moral climate to sustain those nurses who struggle to give good patient care, despite the strain that is ever present within today's world of health care.

Issues concerning the assessment of student nurse performance in clinical practice have pre-occupied nurse educationalists for some time and continue to pose problems. The debate in the nursing literature tends to revolve around two seemingly mutually exclusive positions related to competence vs. learning outcomes. These are views that seem to be held by academics with little reference to clinical nurses who have responsibility for the assessment of student performance in clinical practice. This paper adds to the wider debate on clinical assessment by reporting on a small research study that explored the written comments that 150 mentors made in relation to the performance of student mental health nurses following periods of clinical practice. An extensive literature review is provided in order to place the debate in context, followed by a brief outline of the research study, its findings, discussion and conclusion. This analysis of findings demonstrates that student learning is of major concern to mentors, and that the assessment of student performance in clinical practice is not restricted by pre-determined behavioural learning outcomes. Personal characteristics of students exert a great influence on judgements about clinical performance. This paper does not offer solutions to the search for the perfect clinical assessment, but it does call for an increased dialogue between educationalists and mentors to discuss the implications of this research for the development of an appropriate clinical assessment tool.

A computerized clinical log was developed and revised over a period of three semesters by the family nurse practitioner students at the University of Texas Health Science Center in San Antonio, Texas. Students entered data on a disk formatted in Microsoft Access, and results were analyzed by the Statistical Packages for the Social Sciences (SPSS). More than 4,000 patient encounters were documented during three semesters. The development and refinement of the computerized log are described. Results are presented and the implications of the database for educational, curricular and employment purposes are discussed.

The planning and commissioning of nurse education by consortia of NHS trusts and others in England is examined. These arrangements are analysed in terms of quasi-market theory, investigating their ability to co-ordinate effectively the demand for nurse education and workforce demand for nurses. Hence the paper examines evidence concerning the success or failure of consortia to co-ordinate these aspects, discussing the arguments over nurse and student nurse shortages, and the procedure for assessing the demand for nurse training places. The paper argues that current nurse shortages illustrate past planning errors in commissioning nurse training. Consequently, the central body (National Health Service Executive) is still aiding consortia in their decision-making concerning numbers of nurse training places, modelling workforce plans and suggesting increases in training places (and producing the money to pay for this). As such, it is argued, the quasi-market is not as yet a completely devolved one. It is suggested in the concluding discussion that if qualitative benefits of consortia fail to materialize (as suggested elsewhere), and the quantitative functions are inadequate, the utility of consortia as planners and commissioners of nurse education may be questioned.

This project utilized constructive feedback from clients of mental health facilities as a means of facilitating student nurse learning in three clinical environments. Three questionnaires were utilized to elicit and evaluate the impact of this feedback with a sample of 43 students and 74 client participants. The inquiry demonstrated that clients are willing to participate in students learning and believe that they can contribute towards it. Students also believed that clients have a valuable role to play in their learning, although they note caution in regards to client selection.

A number of research studies in nursing education have drawn on the concept of 'role' when defining differing aspects of both student nurse and nurse teacher experiences. Despite the fairly wide use of the word, little attention has been given to the origins and development of the study of role. Consequently, the purpose of this paper is to explore 'role' and to consider the implications of this concept when undertaking research into the work nurses do. The subject will be explored from the perspective of nursing education and the role of the nurse teacher will be used as the working example in this paper.

In this paper, we analyse how critical thinking and intuitive practice are related to expertise in nursing. We examine how intuitive practice, when performed automatically without care, vigilance, and criticism, can result in prejudice and patterns of practice which are misinformed. We will show that the student nurse develops intuitive, skillful performance in nursing by reasoning about nursing knowledge and applying reflective, critical thought in practice situations, thereby gaining increasing expertise in reasoning as a reliable professional ensuring quality client care. The elements of thought necessary for sound reasoning in clinical practice will be explored. Finally, we suggest educational strategies and tactics which promote the development of the intellectual capacities of student nurses as independent critical thinkers.

Increasingly, nurses throughout the western world are receiving their educational preparation for initial registration in a tertiary environment at either the diploma or bachelor degree level. The length of time spent in the clinical setting has been reduced considerably, with the elimination of the apprenticeship system and the role of the student nurse as paid staff member. Concurrently, the amount of technological equipment used in the health care sector is both increasing rapidly and now found in general wards, not just the traditional 'high tech' environments. It is important to evaluate how well the tertiary experience prepares students in terms of their ability to handle common technological equipment such as infusion control devices or suction pumps. In the study reported here 245 diploma-prepared registered nurses completed a questionnaire designed to assess how nurses from tertiary institutions perceived their ability to handle technical equipment in the workplace. The majority of the respondents had been working for 7 to 12 months. No significant relationship was found between the frequency of use of specific items of clinical equipment and whether that item caused the nurse concern in practice. There was also no significant relationship between the frequency of use of an item and whether participants believed that competence should be acquired in relation to that item prior to tertiary graduation. Although moderate levels of comfort in the use of technical equipment were reported upon entry to the workplace, subjects rapidly acquired high levels of comfort in relation to equipment handling. The implications for hospital administrators and tertiary teaching programmes are discussed.

This paper describes the use of focus groups in the first phase of a study to investigate the attitudes of teachers and clinical assessors to the assessment of student nurses. It offers a description of the methodology, with an analysis of its strengths and weaknesses.

The study aimed to explore the question, what factors affect student nurse learning in a community setting? A phenomenological approach was taken by carrying out in-depth interviews with eight Project 2000 students who had just completed 8 weeks of community placements. The factors which emerged centred around three themes: the students themselves, the mentors and the placements. Students recognized that their own approach to the placement was important. They found that the role they fulfilled in the placements affected their learning, preferring a participative role to observation only. The role of the mentor was found to be crucial for learning. Important factors were the mentors' knowledge and attitude towards the Project 2000 course and their professionalism (particularly communication skills), as perceived by the students. Also significant were the mentors' skills at facilitating learning in the placements, by encouraging questions and reflection, and organizing a variety of experiences. Factors relating to the placements concerned their relevance to the course (as perceived by the students) and the breadth of experience available. Whilst this was a small sample, from which no generalizations can be made, the study gives insight into students, teachers and community staff of the experience of learning in the community setting.

Nurse preceptorship programmes have evolved as a means to ease the turmoil of transition from student nurse to staff nurse. In this era of economic retrenchment, it is possible that such programmes might be eliminated. Conversely, it is also possible that preceptorship programmes represent an important mechanism for recruitment and retention; issues that also pervade the contemporary health care arena. This study was conducted, therefore, to evaluate the transition process of new graduates who participated in a preceptorship programme. While the objective measures used in this investigation did not support the common belief that the transition from student nurse to staff nurse is an emotion-laden experience, the preceptees did verbalize feelings of psychosocial discomfort. Several explanations are proposed to account for these findings, including that the effectiveness of the programme may have sustained the more positive affective states. The authors conclude that preceptorship programmes remain important and necessary interventions to facilitate integrating and enacting the professional nurse role.

The aim of this paper is to demonstrate the utility of qualitative methods for Nursing research, to this end a case is made for the use of fieldwork methods. The paper focuses upon a study which was concerned with student nurses' accounts of their experience of being learners of nursing. An overview of the students' construction of their nursing world is given and then the discussion moves to one particular aspect described as ‘nursing in the dark’. This is a conceptual category which deals with the data pertaining to the student's difficulties concerning what they could say to patients. The reader is thus furnished with a substantive as well as a methodological view of the study. The analysis draws upon the work of Glaser & Strauss, both in the attempt to generate ground theory and by reference to their work concerning awareness contexts.

This paper outlines research priorities in general student nurse training, which include looking at curriculum content and methods of teaching/learning, and the linking of theory and practice--particularly the inclusion of research findings. The student nurse's ability and counselling needs are assessed. Finally, the need for research into the teacher's training and role is outlined.

This paper examines the changing values in the General Nursing Council for England and Wales between the days before the National Health Service and the time when the minimum educational level for entrants to student nurse training was reinstituted in 1962. It discusses why the entry level was set at two ordinary levels of the General Certificate of Education, lower than the standard before the 1939 World War. The paper ends by arguing that the GNC became an agent of the government for the recruitment of nurses and the deskilling of nursing.

Mrs. Franceschi, mother of three children, is a student nurse now completing her second year at Foothill College, Los Altos, California. Following an assignment for which each student was given a patient to observe through surgery and recovery, Mrs. Franceschi wrote her observations. She has mentioned what impressed her as being important in good patient care and has indicated her ability to adapt and apply the principles which she has learned during her training.

Surgical nursing experience in the surgical division is of utmost importance to a student nurse. The objectives of nursing are better illustrated in the surgical area than in any other area of the hospital. A nurse who has experience in the operating room is able to adapt easily and adequately in other wards. In the OR a student nurse learns to develop judgment, patient care, good human relations, organization, aseptic technique, interest in work and emotional stability. She also learns the scientific basis for surgery, interdepartmental and intradepartmental relationships, communication, and how to respond in emergencies. The nurse’s success lies in her understanding of human nature. In her career she meets different types of people. She should be able to respond to them in the way that is appropriate to the situation. This experience helps her by putting her in emergency situations where she must respond and develop the skill of achieving good interpersonal relationships.