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

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

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

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

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

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

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

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.

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

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

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

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

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.

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

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

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

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

Reflecting on practice and analysing situations when compassionate care has been delivered can be a valuable way of helping student nurses develop their understanding of humanising care. This exemplar showcases a scenario when a second-year student nurse studying for a BSc (Honours) in adult nursing explored an experience while working in the community. She critically reflected on an incident highlighting a simple yet powerful example of how she helped an older couple manage an aspect of their care. This exercise helped the student to explore and understand what compassionate care means and highlighted how the value of reflection can be used to gain new insights to enhance the care of older people in her future practice in the community.

BackgroundThis study evaluated psychometric properties of a structured behavioral assessment instrument, Nurse Anaesthetists' Non-Technical Skills—Norway (NANTS-no). It estimated whether reliable assessments of nontechnical skills (NTS) could be made after taking part in a workshop. An additional objective was to evaluate the instrument's acceptability and usability.MethodsAn explorative design was used. Nurse anesthetists (n = 46) involved in clinical supervision attended a 6-hour workshop on NTS, then rated NTS in video-recorded simulated scenarios and completed a questionnaire.ResultsHigh reliability and dependability were estimated in this setting. Participants regarded the instrument as useful for clinical supervision of student nurse anesthetists (SNAs).ConclusionsFindings suggest that NANTS-no may be reliable for performing clinical assessments of SNAs and encouraging critical reflection. However, further research is needed to explore its use in clinical settings.

Student nurses are exposed to hazards in terms of occupational health and safety (OHS) problems in Turkey. Researching these problems in the clinical setting, improving the health and safety of student nurses is an issue that needs to be investigated. The aim of this study is to present OHS-related impressions and OHS experiences of nursing students in relation to the risk assessment process and from an educational perspective. A descriptive and cross-sectional study was conducted with 140 students at a nursing school. The study indicated that almost all of the students’ OHS knowledge and awareness level were low, were exposed to contact with blood and body fluids as most dangerous situations, have difficulties in the provision of personnel protective equipment (PPE), were subjected to verbal assault, and experienced anxiety and irritability. They encountered dangerous situations applying treatment in the clinic, preparing drugs, following vital signs, giving general care, and during the intervention in the emergency room, and experienced back pain, headache, increased tendency to sleep, fatigue, and forearm, wrist, hand, and finger injuries. Because of contact with hand antiseptic/latex, skin irritation, and burning eyes, nose, and throat, allergy symptoms were detected. Carelessness and intensive work tempo were the most common causes of workplace accidents. The clinical practice areas are limited in terms of OHS; students are exposed to physical, psychological, and chemical risks with respect to OHS, and they are most psychologically affected by experiencing anxiety and irritability, as well as physiologically, and have symptoms similar to burnout syndrome; they are at risk of getting burnout syndrome.

Background . The period of transition from student nurse to professional nurse in various healthcare contexts can be challenging. No best practice guideline could be found optimizing the transition of final year nursing students to professional nurses in the South African Military Health Service (SAMHS). Methods . A draft guideline was developed based on data from interviews with students and professional nurses, and an integrative literature review including guidelines on the transition of final year nursing students to professional nurses (content), using the AGREEII instrument (format), which was piloted using expert panel reviews. Results . The guideline covers four areas: support for new graduates, providing socialization and belonging, enhancing a positive clinical learning environment and ensuring retention of newly qualified professional nurses. Conclusion. The guideline provides a guide to best practices which can be used by nurse educators and managers but requires implementation to determine its impact on a successful transition period.

Background Life-threatening complications occur during anesthetic administration and student nurse anesthetists must know how to diagnosis and treat emergencies. Using high-fidelity simulation is one teaching method. Purpose This study compared if exposing students to the same performance criteria in simulated life-threatening anesthetic emergencies at three different intervals was statistically different from students who experienced the scenarios once. Method Using a checklist of required actions to diagnosis and treat the emergency, two faculty members documented the responses of the control group (n = 6) and study group (n = 6) as they performed the same 13 scenarios. Results Overall, the study group performed better on their third attempt at the scenarios than the control group who only performed the scenarios once. Conclusions Repeating anesthetic scenarios improves the overall outcomes for students in the simulated lab environment, but the financial impact must be considered if the required curriculum changes are to become sustainable. Further studies are needed to explore alternative teaching methods such as asynchronous computerized scenarios as a supplement to high-fidelity simulation.

There is a lack of literature regarding how prelicensure employment affects self-efficacy in nursing practice. The purpose of this study was to examine the relationship among prelicensure employment and self-efficacy in nursing practice of senior student nurses. Healthcare experience was identified as the best predictor of positive self-efficacy in managing an assignment of three and four patients. Findings of this study provide insight for providing orientation for newly licensed nurses regarding their readiness to practice.

The apprenticeship model of nurse training was in place in Ireland up to the end of the twentieth century. Task orientated care was a feature of this model. It is important to examine task allocation from the student's perspective, in light of current and on-going debates regarding student nurses' supernumerary status. Both approaches influence the status of the student; as a worker with task allocation and as a learner with supernumerary status. Oral history interviews were undertaken with twelve former student nurses (1960-2001) to explore their experiences of clinical learning and task allocation. Task allocation consisted of household tasks and tasks involving patient care. Students' experiences were influenced more by issues surrounding the task, particularly the 'task-person', than the task itself. Therefore, a learning environment that is inclusive, supportive and understanding of students' learning is recommended, regardless of the model of nurse training or education that might be in place. These findings can inform current debate on supernumerary status and task allocation for the student nurse within their clinical learning environment, but also on the history of nurse education in Ireland in the twentieth century.

OCCUPATIONAL APPLICATIONS Physically demanding nurse activities, such as patient handling, are leading contributors to an occupation with a historically high prevalence of musculoskeletal injury. N...

I decided to pursue a career in nursing because I believe it is a career that plays to my strengths of being a compassionate and empathetic individual with an internal drive to care for others. Throughout my life, I have had a handful of close family and friends be diagnosed with cancer, and these experiences sparked my interest in oncology nursing. I am drawn to the continuity of care aspect of oncology nursing, as well as the fast-paced and dynamic nature.

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.

Background There is little evidence supporting the use of simulation to evaluate student nurse safety performance prior to entering the clinical environment. Methods A High Fidelity Patient Simulation (HFPS) was created and tested that evaluated student nurse patient safety competency. Students were observed and evaluated on their ability to identify or perform six basic safe patient care competencies. A convenience sample (N = 52) of sophomore level students completing their initial semester in the Baccalaureate Nursing program were used to test the patient safety knowledge and skill evaluation. Results The majority of the students complied with the safety competencies of communication and assuring call bell and personal items were within reach. Less than 60% of the students complied with hand hygiene and correct identification of the patient using two identifiers. Only 19% of the students were competent in all six patient safety competencies. Conclusions HFPS provided a realistic patient care situation to evaluate basic safe patient care competencies. Future evaluation of student's patient safety competency needs to include an orientation to the environment and clearer understanding of the student's previous health care experience. Evaluation of the student's patient safety competency will provide valuable information for faculty and clinical practice facilities.

Introduction: Professional socialization is a critical aspect of nursing students’ development, which begins with entry into the nursing program and continues when their professional practice begins. The aim of this study was to explore the socialization of Iranian BSN students in the nursing profession. Methods: An exploratory qualitative approach utilizing Straussian version of the grounded theory (1998) method was used. Individual in-depth semi-structured interviews were undertaken with 14 participants chosen from two large nursing schools in an urban area through purposive and theoretical sampling. The data were analyzed, using the constant comparative method. Results: Five main categories and eleven subcategories emerged and integrated around one core category. Professional metamorphosis as the core variable was a complex and interrelated process (consisting of three stages: dependence, disintegration, and integration) with dynamic, ongoing, and personal features influenced by professional and extra-professional context. The students assumed a passive role in the initial of their studies. However, during the last year of the educational program, they gradually involved actively in dealing with own personal and professional issues. Conclusion: This study introduced "professional metamorphosis of BSN students" as a substantive grounded theory in the socio-cultural context of the health care system in Iran. During this process, students move from outsider personal position to insider professional position. The nurse educators and administrators may develop effective educational interventions to promote professional socialization of students with an understanding of the promoting and driving forces influencing socialization.

Background: Nurse educators who are novice often express the need for improved preparation in the educator role. Problem: With the growth of online programs, one area of concern is the need for educators who are prepared to teach online. Approach: A mentorship for online teaching was developed to give student nurse educators the opportunity to develop educator competencies in the online environment. The process, benefits, challenges, and key points for the success of the mentorship are discussed. Outcomes: Since Spring 2016, 89 nurse educator graduate students have completed the mentorship. Their confidence related to the educator role in an online environment was enhanced, and they took great pride in serving as professional role models to the undergraduate nursing students. Conclusions: The mentorship option provides improved educator role preparation for nursing education graduate students who will teach online. It also provides informal mentorship as well as an unexpected perceived value in higher education to students in undergraduate nursing program.

Introduction: Stress has become an inevitable part of everyone’s life. Student nurses too are not untouched by this phenomenon. Too many assignments, hostel living and exposure to rigorous clinical training act as stressors. To combat these, they adopt various coping strategies. Objectives: To assess the stressors, level of stress and identify de-stressors among student nurses. Methods: A descriptive survey was conducted on a total of 100 student nurses studying in diploma and degree courses in a nursing college in Delhi, who were selected through convenient sampling. Data were collected using structured questionnaires and analyzed using descriptive statistics. Results: 98% of student nurses were single. All 100% were female, out of whom 45% were Muslim, 35% were Christian and 20% were Hindu. 41% subjects suffered from mild, 57% with moderate, and 2% with severe stress. Academic stressor category topped the list, followed by clinical, individual and family stressors. De-stressors used by the students included venting, seeking social support, problem solving, intellectualization, etc. Conclusion: More than half of the nursing students were suffering from moderate to severe stress. Academic overload, examination and result apprehensions, lack of resources in clinical area and long college hours were among the common academic and clinical stressors bothering the student nurses.

Objective:The aim of the study is to determine knowledge of nursing students about taking and transferring of bio-chemical laboratory samples.Methods:The study is descriptive and was conducted during the spring semester of the 2016–2017 academic year and 118 volunteer final year nursing department students were included in the study. As a data collection tool, a questionnaire which was prepared by the researcher.Results:Eleven percentage of the final year students of the nursing department answered the information that should be in the laboratory sample request document and 83.9% responded correctly to the optimal blood-letting time for the biochemical analysis. It was determined that 52.5% of the students correctly know whether the sitting, lying or on-foot blood-letting positions affect the blood values or not, and 45.8% know the reason why blood-letting is performed in sitting or lying positions. 57.1% of the students correctly identified the medium urine sample and 14.3% correctly understood the 24-h urine collection practices.Conclusion:It was determined that the students lacked information on the taking, storage and transfer of the biochemical laboratory samples and it was detected that the missing information was provided in the curriculum.

The role of clinical instructor in student nurses' preparation for the professional nursing practice cannot be underestimated. The extent to which such role is achieved depends highly on the instructors' ability to realize the desired qualities expected of them. While a number of empirical studies have qualitatively explored the attributes of an effective clinical instructor, no attempt has ventured yet on the power of experimental vignettes for conjoint analysis in explicating the preferences of a select group of Filipino student nurses relative to their clinical instructors' attributes. Junior and senior nursing students (n=227), recruited from one of the comprehensive universities in the Philippines, were asked to sort out orthogonal cards generated by Sawtooth Software. As shown, the full-profile conjoint analysis was considerably fit for this study: Pearson's R=0.988, (p

Background: Practice development has been evolving as a movement in nursing for decades but was first conceptualised by Garbett and McCormack (2002). At its core are the principles that embody a shared intention of developing and improving both professional practice and patient care (McCormack et al., 2013). Through effective, supportive and motivational facilitation, practice development has the capacity to transform dominant and oppressive task-oriented cultures, run by hierarchical leaderships, into cultures that empower and value the contributions of all stakeholders, allowing for transformational and emancipatory learning (McCormack et al., 2013). Aims: Today, there are nine defining principles of practice development (McCormack et al., 2013). Based loosely on Kolb’s model of reflection (1998), this article is an in-depth critical evaluation of my own learning, which took place in the context of a practice development school for pre-registration nurses. I have chosen to focus on the practice development principle that I found to be most transformative. Principle number eight states: ‘Practice development is associated with a set of processes including skilled facilitation that can be translated into a specific skill set required as near to the interface of care as possible’. Conclusions and implications for practice: This journey has taught me that knowledge and experience will inevitably influence facilitation (Crisp and Wilson, 2011). However, the skills and attributes embodied by an effective facilitator are multifaceted and the evolution of my own facilitation expertise will continue alongside with my journey as a practice developer. On the journey so far, I have learned to appreciate the value of authentic and meaningful engagement, how to inspire and evoke it, and to what extent it has the potential to influence effective facilitation. I have learned to use various facilitation methods to create and sustain high levels of engagement, high challenge and high support, and ultimately, I have learned how skilled facilitation has the capacity to transform meaning perspectives to the benefit of all stakeholders, and to promote person-centred practice.

Our evaluative study aimed to capture the 'mentor voice' and provide an insight into the\ud mentoring role from the perspective of the nurse mentor. Participants from each of the\ud four fields of nursing practice were asked to comment on the satisfying and frustrating\ud aspects of their mentoring role. The narrative data gleaned from the evaluation was\ud evaluated utilising qualitative analysis and subsequently organised into key themes\ud around the student-mentor relationship and the clinical environment. Given that the\ud landscape of nurse education is set to change; in terms of new standards from the\ud professional bodies and the political drivers, not to mention the changing profile of the\ud student nurse; it is hoped that our findings may to help shape the relationship between\ud the mentor, Organisation,student and the Higher Education Institution and possibly\ud spark some debate around different models of mentoring.

Objective: To determine the opinions of nursing students on ageism and their thoughts regarding working with elderly individuals after graduation.Methods: This descriptive study was conducted in the academic year 2014–2015 and included 175 student volunteers, of whom 114 were firstgrade students and 61 were fourth-grade students studying in the Nursing Department, School of Health Sciences, Near East University. The Personal Information Form and Ageism Attitude Scale (AAS) were used for collecting data, which were assessed using the SPSS 20.0 statistics package program (Statistical Package of Social Sciences, v. 20.0 Chicago, IL, USA). The chi-square test was used for cross tables, and the t-test was used for comparing two-choice questions of the scale in the independent groups; single direction variance analysis was used for analyzing variables with more than one choice.Results: The attitudes of students in terms of elderly discrimination were positive, and the average AAS score was 79.56±9.39. The average total AAS score and average total score of the “negative discrimination against the elderly” sub-scale of the first-grade students were lower than those of the fourth-grade students (p

This article discusses research undertaken to investigate the journey that student nurses make who have previously worked as healthcare assistants (HCAs). It briefly identifies the research process, followed by in-depth discussion of one of the themes that emerged from the study: the difference between a student nurse and a healthcare assistant. The author chose to explore this theme in depth because more and more HCAs are undertaking the undergraduate degree programme to become a registered nurse. This article should help to inform them of the changes in role they can expect before embarking on their career progression.

Shifts in demographic profiles and in the understanding of how to best deliver health care have seen nurses increasingly caring for non-acute client groups outside traditional clinical settings. Evidence suggests that this does not always sit well with nurses, or with nurses in training. This study sought to investigate the influences on student nurse perceptions of the worth of working with various client groups. Thematic analysis of a focus group discussion led to the identification of several themes suggesting that unhelpful opinions are present in some students on entry to the programme; however, programme-related influences also contribute towards unhelpful attitudes. To create a more positive framing of working within such specialisms will require significant focus across nursing, nurse education and society in general.

Effective clinical nursing education is critical to prepare nursing students for their practice-based profession. However, there is a lack of consensus in the literature about the preferred model of the clinical experience. In order improve the clinical experience for nursing students, Mount Sinai Queens and LaGuardia Community College collaborated to transform the clinical experience by developing the five roles of the student nurse. These roles included clinician, leader, educator, researcher, and communicator.

There is increasing focus on building safety into anaesthesia practice, with excellence in anaesthesia as an aspirational goal. Non-technical skills are an important factor in excellence and improved patient safety, though there have been few systematic attempts at integrating them into anaesthesia nursing education. This study aimed to test the reliability of NANTS-no, a specially adapted behavioural marker system for nurse anaesthetists in Norway, and explore the development of non-technical skills in student nurse anaesthetists. The pre-test post-test design incorporated a 10-week simulation-based programme, where non-technical skills in 14 student nurse anaesthetists were rated on three different occasions during high-fidelity simulation, before and after taking part in a training course. NANTS-no demonstrated high overall inter-rater reliability (ICC = 0.91), high test-retest reliability (ICC = 0.94) and good internal consistency (Cronbach's α of 0.85–0.92). A significant improvement was demonstrated across all categories of non-technical skills, with greatest improvements between the first and third and second and third sessions. There was also a significant improvement in two categories between the first and second sessions. NANTS-no is therefore suitable for assessing non-technical skills during simulation training in anaesthesia nursing education. More research is needed to validate its use in clinical practice.

Background - Nursing students’ ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern. Objectives - To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice. Design - The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items. Methods - An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data. Participants - Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation (N=9) and 44.4% (N=4) attended the focus group. Results - The results revealed six themes: (1) lectures are an inadequate teaching strategy for bioscience; (2) teaching strategies which incorporate active learning engage students; (3) the team-teaching workshop provides an effective learning environment; (4) the workshop content should be expanded; (5) pharmacology should relate to bioscience, and bioscience should relate to nursing, and; (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice. Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment. Conclusion - Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice.

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.

Background Recent advances in medicine and an increasingly demanding healthcare environment are causing various complicated ethical problems. Nursing students need to prepare to deal with ethical issues in their future roles. Ethical sensitivity is a key aspect of the ethical decision-making process; however, there is no scale to measure nursing students’ ethical sensitivity. Therefore, we developed a scale and verified its reliability and validity. Methods The Ethical Sensitivity Questionnaire for Nursing Students (ESQ-NS) was developed in three phases. First, questionnaire items were formulated after a literature review and interviews with nursing students. Next, its face and content validity were examined by an expert panel and piloted among nursing university graduates. Then, a final draft questionnaire survey was administered to nursing university students from 10 Japanese universities in 2015 and an exploratory factor analysis was performed. Criteria-related relevance was examined to compare established scales (i.e. the Japanese version of the Moral Sensitivity Test (JMST) and the Japanese version of the revised Moral Sensitivity Questionnaire (JMSQ)) using single regression analysis. A second questionnaire survey was conducted in one of the 10 universities to examine reliability. Results Initially, 48 items including ethical conflict in clinical nursing practice were formulated, and 47 items were approved by the expert panel. Five-hundred and twenty-eight nursing students responded to the final draft questionnaire. Participants’ mean age was 20.4 (standard deviation = 3.1) years. The questionnaire was reduced to 13 items and three factor structures were determined by exploratory factor analysis: ‘respect for individuals’, ‘distributive justice’, and ‘maintaining patients’ confidentiality’. The Cronbach’s alpha values for items in each domain ranged from 0.77–0.81, and the Cronbach’s alpha for the entire ESQ-NS was 0.82. The ESQ-NS was significantly associated with specific domains: ‛Judgment of the care conflict’ from the JMST and ‘Sense of Moral Burden’ from the JMSQ. Pearson’s correlation coefficient of the ESQ-NS between the first and second survey was 0.42 (p

Introduction: Hand hygiene is the most cost-effective and easy implemented measure to prevent healthcare-associated infections. Determining beliefs and practices regarding hand hygiene is highly important in order to improve compliance. However, studies regarding Turkish student nurses’ beliefs and practices about hand hygiene are lacking. Thus, this study was performed to determine hand hygiene belief and practices among student nurses. Method: the sample of this descriptive study consisted of 462 student nurses from a faculty of nursing. Data were collected via a self-reported hand hygiene questionnaire which determines hand hygiene compliance, beliefs and practices. the hand hygiene beliefs, and practices of student nurses’ were determined with the hand hygiene belief scale and the hand hygiene practices inventory. Findings: of the 462 respondents, 108 (23.4%) enrolled the second year, 142 (30.7%) enrolled the third year and 212 (45.9%) enrolled in the fourth year. the average self-reported hand hygiene compliance rate was 84.42±12.64 among student nurses. the student nurses’ average hand hygiene practice inventory and hand hygiene belief scores were 65.90±5.54 and 85.04±8.20 respectively. the student nurses reported the lowest compliance rates under the following conditions: before patient contact (4.35±0.88), before entering an isolation room (4.44±0.88) and before caring for a wound (4.55±0.74). Results: It was determined that the student nurses reported a high hand hygiene compliance rate. in addition, they showed positive beliefs towards hand hygiene and demonstrated good practices regarding hand hygiene., Giriş: El hijyeni, sağlıkla ilişkili enfeksiyonları önlemek için uygulanan en ucuz ve kolay yöntemdir. El hijyeni ile ilgili inanç ve uygulamaların belirlenmesi, uyumu arttırmak için oldukça önemlidir. Ancak, Türk öğrenci hemşirelerinin el hijyeni konusundaki inanç ve uygulamaları konusunda araştırmalar oldukça sınırlıdır. Bu nedenle, bu çalışma öğrenci hemşirelerin el hijyeni inanç ve uygulamalarını belirlemek amacıyla yapıldı. Yöntem: Tanımlayıcı tipteki bu çalışmanın örneklemi bir hemşirelik fakültesinin 462 öğrencisinden oluştu. Veriler, el hijyeni uyumunu, inançlarını ve uygulamalarını belirleyen soru formu ile toplandı. Öğrenci hemşirelerin el hijyen inançları ve uygulamaları El Hijyeni Inanç Ölçeği ve El Hijyeni Uygulamaları Envanteri ile belirlendi. Bulgular: Araştırmaya katılan 462 katılımcıdan 108’i (% 23.4) ikinci, 142’si (% 30,7) üçüncü ve 212’si (% 45.9) dördüncü sınıf öğrencisidir. Öğrenci hemşirelerin ortalama el hijyeni uyum oranları 84.42 ± 12.64 idi. Öğrenci hemşirelerin ortalama el hijyeni uygulama envanteri ve el hijyeni inanç puanları sırasıyla 65.90 ± 5.54 ve 85.04 ± 8.20 idi. Öğrenci hemşireler hasta temasından önce (4.35 ± 0.88), izolasyon odasına girmeden önce (4.44 ± 0.88) ve yara bakımı yapmadan önce (4.55 ± 0.74) en düşük uyum oranlarını rapor etmişlerdir. Sonuç: Öğrenci hemşirelerin el hijyeni uyum oranının yüksek olduğu belirlenmiştir. Ayrıca, el hijyenine karşı olumlu inançlara sahip oldukları ve el hijyeni ile ilgili uygulamalarının iyi olduğu belirlenmiştir.

Objectives The day-to-day management of diabetes is often the responsibility of resident physicians in teaching hospitals, yet studies have consistently shown that learners lack confidence and knowledge of inpatient insulin titration. We sought to elucidate factors that influence inpatient management of diabetes by medical learners. We predicted that there would be conscious and unconscious variables at play, and we sought to determine the process by which learners arrived at insulin titration decisions. Methods We administered a survey using a hypothetical case based on script concordance testing in 88 medical students and residents at the University of Calgary. We used multilevel, mixed-effects linear regression and random-effects meta-analysis to compare clerks’ and residents’ insulin prescribing, confidence in prescribing decisions and concordance with endocrinologists. Results Residents had higher confidence than clerks, yet were less concordant with the insulin decisions of staff endocrinologists. Both residents and clerks prescribed more insulin when the reported blood glucose was higher, or the patient had positive ketones and prescribed less insulin when the patient had hypoglycemic unawareness. Residents prescribed a higher dose of insulin when the charge nurse reported the result compared with a student nurse, but this variable did not significantly impact prescribing by clerks. Conclusions We propose a model in which learner factors (knowledge, confidence, experience), patient variables and perceived expectations influence insulin titration decisions via analytical and heuristic processes. We propose that educational interventions designed to improve inpatient glycemic control must, therefore, address both knowledge and systems factors.

Background and Aims: Stress is a key factor that impacts the quality of nursing in various medical settings. The set of factors that can cause stress in students enrolled in the different academic disciplines is significantly different from the stressors identified to cause stress in nursing students globally. Methods: Nursing students in Geriatric nursing course (140 students) in Taibah University, Kingdom of Saudi Arabia were enrolled. The Student Nurse Stressor-15 Scale (SNS-15) was used to assess the levels of stress experienced by students on older adult clinical placements. Results: The study revealed that the perceived stress among the nursing students patterns due to academic work- load (3.21 ± 1.29%), placement workload (3.21 ± 1.26%), < missing on placement days (3.41 ± 1.39%), < staffing level (3.42 ± 1.18%), < clinical skills (3.51 ± 1.24%), < number of workdays per week (3.56 ± 1.37%) and < treatment by staff (3.66 ± 1.17). Surprisingly, a significant number of students (20%) was found to be stressed out due to canteen facility (3.06 ±1.36%) which is the highest level of stress observed categorically. Conclusions: Based on obtained results, it can be concluded as age of students goes beyond 30, the level stress of placement increases significantly. The level of stress experienced in nursing students cannot be assigned to their gender.

Background\ud \ud The importance of non-technical skills (NTS) to patient outcomes is increasingly being recognised, however, there is limited research into how such skills can be taught and evaluated in student nurses in relation toward rounds.\ud \ud Objectives\ud \ud This pilot study describes an evaluation of a NTS framework that could potentially be used to measure ward round skills of student nurses.\ud \ud Design and Methods\ud \ud The study used an observational design. Potential key NTS were identified from existing literature and NTS taxonomies. The proposed framework was then used to evaluate whether the identified NTS were evident in a series of ward round simulations that final year general nursing students undertook as part of their training. Finally, the views of a small group of qualified nurse educators, qualified nurses and general nursing students were sought about whether the identified NTS were important and relevant to practice.\ud \ud Results\ud \ud The proposed NTS framework included seven categories: Communication, Decision Making, Situational Awareness, Teamwork and Task Management, Student Initiative and Responsiveness to Patient. All were rated as important and relevant to practice.\ud \ud Conclusion\ud \ud The pilot study suggests that the proposed NTS framework could be used as a means of evaluating student nurse competencies in respect of many non-technical skills required for a successful ward round. Further work is required to establish the validity of the framework in educational settings and to determine the extent to which it is of use in a non-simulated ward round setting.