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In this study, we investigated whether the interaction effects of self-efficacy, life satisfaction, and sociocultural adjustment have significant negative effects on culture shock. The data were collected from 323 international students in Turkey, and the sample comprised 197 undergraduates (61%) and 126 graduates (39%). We administered the "Culture Shock Questionnaire," "General Self-Efficacy Scale", "The Satisfaction with Life Scale", and "Sociocultural Adaptation Scale" through an online survey. Of the participants, 86 were female (26.6%), and 237 were male (73.4%). The ages of the participants ranged from 18 to 32 (M = 22.11; SD = 4.23). In this study, we identified three structural models to test the relationships between culture shock, self-efficacy, life satisfaction, and sociocultural adjustment. The results supported our hypothesis (H1) that there would be a significant negative relationship between self-efficacy and culture shock. One-way MANOVA revealed that students with lower self-efficacy scores experienced greater culture shock. Conversely, students with higher self-efficacy scores experienced lower culture shock and interpersonal stress. Additionally, a multigroup analysis was conducted to test the assumed relationships in structural models for Muslim (such as Turkey, where the research was conducted, which is 90% Muslim) and Christian students. The results indicated that self-efficacy has a significantly greater negative impact on culture shock for Christian students than for Muslim students. Our study confirmed the hypothesis (H4) that life satisfaction and sociocultural adjustment serve as mediating variables between self-efficacy and culture shock. Both life satisfaction and sociocultural adjustment were found to have significant direct impacts on culture shock, and a meaningful mediating effect on the relationship between self-efficacy and culture shock was identified. Based on these findings, we concluded that self-efficacy may be particularly beneficial for coping with culture shock for people who do not embrace dominant religious beliefs in a local culture. [ABSTRACT FROM AUTHOR]

Clinical exposure of learner nurses to psychiatric hospitals is a requirement by the South African Nursing Council. Clinical experience helps learner nurses build cognitive and affective skills, cultural acculturation, and professional identity. The clinical placement also aids nursing learner nurses in making decisions regarding future career paths. The goal of psychiatric nursing practice is to enhance mental and physical health and improve the patient's quality of life and rehabilitation. A qualitative research approach was followed, and a descriptive, explorative, and contextual design was used in this study to explore the challenges faced by University of Limpopo learner nurses during psychiatry clinical exposure. The population included learner nurses from level two to level four who registered for psychiatric nursing science practice. Convenience sampling was adopted. Semi-structured interviews were used to collect data, and the data were analyzed using the Tesch open coding method. Measures to ensure trustworthiness were adhered to, and ethical considerations were observed. The findings of this study indicated that learner nurses go through challenges and discomfort in the form of mental health care users, clinical environment matters, and the attitude of clinical staff in the hospital. Proper preparation of the learner nurses and clinical areas can assist in reducing the challenges that learner nurses go through. [ABSTRACT FROM AUTHOR]

Objective: To explore health-improving behaviors during COVID-19 pandemic and to reveal the impact of the risk perception of COVID-19 on these behaviors. Methods: We recruited a total of 510 participants for this crosssectional study. The data were collected online using a questionnaire booklet covering a form inquiring about the participants' demographic, physical, and mental characteristics, the Generalized Anxiety Disorder-7 Scale, and the COVID-19 Perceived Risk Scale. Results: The mean age of the participants was (28.7±10.1) years, and 76.1% were females. Of the participants, 31.8% were overweight and obese. While 35.1% experienced negative alterations in their dietary patterns, 23.9% reported positive changes to their diet during the pandemic. Besides, 47.8% reported their sleep to be negatively affected during the pandemic. While the rate of those with extended screen time was 72.5%, it was 44.3% for the participants engaging in regular exercise. More than one-third of the participants (35.9%) had high and severe anxiety. We also found increased risk perception of COVID-19 among females, obese, those with disturbed eating and sleep quality, healthcare workers, and those with severe anxiety. Conclusions: Overall, the pandemic has appeared to have brought both positive and negative impacts on maintaining and improving eating, sleep, physical activity, and mental health. [ABSTRACT FROM AUTHOR]

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Background: The nursing process is a systematic approach to identifying the care needs of healthy individuals or patients, and families and groups and to planning, implementing, and evaluating nursing interventions. Nursing students are also an integral part of it. Research, however, shows that they experience challenges at different stages of the nursing process Objective: This study was conducted to investigate the opinions of nursing undergraduate students regarding the nursing process, challenges experienced in the nursing process and solution suggestions. Methodology: The sample of this qualitative study consisted of 31 participants. Data were collected using a descriptive characteristics form and a semi-structured interview form between 20 and 24 January 2020. Qualitative data were analyzed using descriptive and content analysis. The study was approved by the Ethics Committee. Results: The students stated that they have difficulties in many steps of the nursing process, they could not get sufficient feedback from the instructors and the instructors gave different messages. The duration of clinical practice is short, and therefore, students are assigned different patients each time they go to the clinic and cannot find the opportunity to put their care plans into practice. Conclusions: Nursing students face different problems about nursing process. Therefore, the problems need to be solved. [ABSTRACT FROM AUTHOR]