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Background: Virtual reality (VR) and stress balls can be used during phlebotomy in school-age children., Objectives: This randomized controlled study was conducted to evaluate the effect of distraction methods using VR and stress balls on the emotional behavior, pain, fear, and anxiety associated with phlebotomy in children aged 7-12., Methods: A parallel trial with a three-arm design approach was adopted for this randomized controlled trial, guided by the CONSORT checklist. The study sample (n = 150) was divided into VR, stress ball, and control group using stratified randomization. The mean scores obtained from the Children's Emotional Manifestation Scale, Wong-Baker FACES Pain Rating Scale, Child Anxiety Scale-State, and Child Fear Scale were compared between the groups. Linear regression analysis and correlation analysis were performed., Results: Significant differences were found in phlebotomy-related pain, fear, and anxiety. While there was no difference in emotional behavior before the phlebotomy, a significant difference was found after the phlebotomy. Being in the virtual reality group explained 30.8 % of the difference between the before and after phlebotomy-related-emotional behavior scores. A strong, positive, and significant relationship was found between emotional behavior scores after phlebotomy and phlebotomy-related fear, pain, and anxiety scores (p < .01)., Conclusion: Virtual reality and stress ball distraction were found to be effective in reducing pain, fear, and anxiety during phlebotomy. Virtual reality distraction is effective in reducing negative emotional behaviors., Application to Practice: The VR distraction can be used in the pediatric population in pain, fear, anxiety, and emotional behavior management during phlebotomy., Clinicaltrials: gov Identifier: NCT05818761., Competing Interests: Declaration of competing interest The authors declare no potential conflicts of interest with respect to the research, authorship, and/or publication of this study., (Copyright © 2024 Elsevier Inc. All rights reserved.)

Pregnant women have faced novel physical and mental health risks during the pandemic. This situation is remarkable because a parent's emotional bond with their unborn baby (also known as prenatal attachment) is related to the parent's mental state. Prenatal attachment helps parents psychologically prepare for the transition into parenthood. Moreover, it plays a pivotal role in the future parentchild relationship and psychosocial development of the baby. Based on the available literature, the current study integrated risk perception theories with mental health indicators to examine maternal prenatal attachment during the pandemic. Pregnant women (n = 258) completed the Pregnancy-Related Anxiety Questionnaire-Revision 2 (PRAQ-R2), the WHO Well-being Index (WHO-5), the Prenatal Attachment Inventory (PAI), and answered questions about COVID-19 risk perception. The findings illustrated that pregnancy-related anxiety was positively associated with maternal prenatal attachment. Moreover, COVID-19 risk perception and well-being mediated this relationship. In other words, the higher levels of pregnancy-related anxiety were associated with increased COVID-19 risk perception and decreased well-being, inhibiting prenatal attachment in pregnant women. Considering the importance of prenatal attachment, it is crucial to understand the experiences of pregnant women and develop policies for promoting prenatal attachment, especially during challenging times such as the COVID-19 pandemic. [ABSTRACT FROM AUTHOR]

This study was conducted to investigate the effect of web‐based teaching on paediatric nursing internship students' self‐confidence and anxiety levels in the clinical decision‐making process. The study sample consisted of 61 students who received internship training in the Pediatric Nursing department. There were 30 students in the control group and 31 students in the experimental group. Data were collected using a sociodemographic form, and nursing anxiety and self‐confidence levels were measured using a clinical decision‐making scale. The data were analysed using a t test, a Mann‐Whitney U test, a correlation analysis, and a regression analysis, along with power and effect size. The self‐confidence scores of the experimental group were higher than the scores of the control group (p < 0.05), and the anxiety scores of the experimental group were lower than the scores of the control group (p < 0.05). The web‐based training program accounted for 17.8% of the change in self‐confidence and 12.8% of the change in anxiety level. Therefore, the web‐based training program was effective in increasing nursing students' self‐confidence levels and decreasing their anxiety levels in the clinical decision‐making process. Lay Description: Problem There is a general lack of an identified theoretical framework of "Effect of Web‐Based Education on Self‐Confidence and Anxiety Levels of Pediatric Nursing Interns in Clinical Decision‐Making Process."What is already known Web‐based education are effective educational methods to improve the learning outcome through nursing intern student knowledge and practice. But there is not enough information about the effect of web‐based education on self‐confidence and anxiety levels of paediatric nursing interns in clinical decision‐making process.What this paper adds This study provides evidence for web‐based education effect the self‐confidence and anxiety levels of paediatric nursing interns in clinical decision‐making process. [ABSTRACT FROM AUTHOR]