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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.

A non-experimental survey study was conducted to assess the satisfaction of student nurses’ worked at Covid-19 areas during pandemic situation. 116 student nurses have participated in this study. The non- probability convenient sampling technique was used. Data was collected by means of Google form. The tool contained two sections, demographic data and likert scale to assess satisfaction level of student nurses worked at covid-19 areas. Objectives of study were to assess the student nurses’ satisfaction level related to clinical posting at covid-19 areas, and to find out the association of satisfaction level with selected demographic variables. The study reveals that out of 116 student nurses 28 (24.13%) of them were very satisfied with the clinical posting at covid-19 areas, 53(45.68%) of them were satisfied, whereas 30 (25.86%) of them were neither satisfied nor dissatisfied, and only 5 (4.31%) of them were dissatisfied. The study concludes that most of the student nurses were satisfied with all the aspects, but dissatisfaction was also noticed. 22(18.96%) of student nurses’ were dissatisfied with the administrative support at assigned hospital. In regard to availability of resources at the hospital and use of PPE kit during working hours, 26 (22.41%) of student nurses’ reported as dissatisfaction. 21(18.10%) of student nurses’ were dissatisfied with covid-19 screening carried out before and after clinical posting. Also in provision of facilities in quarantines period were reported as dissatisfaction by 30(25.86%) of student nurses. Keywords: Covid­19 Areas, Clinical posting Student nurse, Satisfaction

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.

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.

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.

BACKGROUND: Substance use disorder (SUD) is on the rise globally and nurses are not prepared to care for this population. PURPOSE: The purpose was to determine if a 4-hour anti-stigma intervention improved prelicensure student nurse attitudes and perceived stigma toward people with SUD. METHODS: This was a nonrandomized quasi-experimental survey study. Participants completed the 20-item Drug and Drug Problems Perception Questionnaire (DDPPQ), 8-item Perceived Stigma of Substance Abuse Scale (PSAS), and 13-item Marlowe-Crowne Social Desirability Scale at baseline, and repeated the DDPPQ and PSAS post-intervention. Paired t tests were used to determine the mean differences in the total DDPPQ and total PSAS scores. RESULTS: Following the anti-stigma intervention, there was a significant improvement in overall therapeutic attitudes (t = 8.4, df = 108, p < .001) and perceived stigma (t = −2.5, df = 108, p = .01) in undergraduate nursing students (n =126). CONCLUSIONS: Incorporating anti-stigma educational approaches may lead to more involvement and compassionate care for people with SUD.

Purpose: To examine the effects of psychiatric nursing e-course taught by distance learning on students' beliefs about mental illnesses. Design and Methods: This study was conducted as a pretest, posttest, and follow-up quasi-experimental study with 147 nursing students. Findings: The results showed that the psychiatric nursing e-course significantly reduced the stigmatization total and dimension scale scores of the participants, and the effect continued in the follow-up measurement. The difference between the pretest and posttest stigmatization scores of the students who concentrated during virtual classes and those who found student–instructor interaction and virtual course materials sufficient was statistically significant. Practice Implications: Our results have shown that the psychiatric nursing e-course is effective on beliefs regarding stigmatization, and distance education is promising for nursing education to continue effectively. © 2021 Wiley Periodicals LLC.

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.

Background Anxiety has a powerful impact on learning due to activation of anxiety hormones, which target related receptors in the working memory. Experiential learning requires some degree of challenge and anxiety. Patient simulation, as a form of experiential learning, has been an integrated component of health professional education internationally over the last two decades, especially in undergraduate nursing education. Little information is available to determine if and how anxiety impacts nursing students’ clinical performance during simulation. Objectives To investigate physiological and psychological anxiety during emergency scenarios in high-fidelity simulation and understand the effect of anxiety on clinical performance. Design First2Act was the model for the simulation intervention. Second and third year undergraduate nursing students attended a two-hour simulation session and completed a demographic questionnaire plus pre-simulation self-reported psychological anxiety scale. A heart rate variability monitor was attached to each student’s chest to measure heart rate variability (as a sign of anxiety) before engaging in two video-recorded simulated emergency scenarios (cardiac and respiratory) with a professional actor playing the patient. Performance was rated by a clinician followed by video-assisted debriefing. Finally, heart monitors were removed and students repeated self-reports of psychological anxiety. Results Students’ psychological anxiety was high pre-simulation and remained high post-simulation. With regard to physiological anxiety, students were anxious at the start of the simulation but became more relaxed toward the end as they gained familiarly with the simulation environment (p Conclusion High-fidelity patient simulation has the capacity to arouse novice nurses psychologically and physiologically while managing emergency situations. Indicative outcomes suggest that optimal performance was apparent when anxiety levels were low, indicating that they had received insufficient training to deal with situations that induced moderate to high anxiety levels.

Aim: To provide a brief review of health concerns associated with a sedentary lifestyle and summarize some of the benefits of walking, with specific focus on the value of dog-walking programs as a means to improve health and wellness for the student nurse.Methods: A professor within the School of Nursing and Doctor of Veterinary Medicine collaborated to review research on the benefits of dog walking and interventions utilizing dogs to increase and sustain physical activity in their owners and those that enjoy the companionship a dog can provide.Results: Dog walking is an intervention to increase activity among student nurses due to companionship and the sense of obligation dogs provide. Research suggests that dog owners are more physically active with subsequent health benefits for both owners and dogs. Animal assisted therapy programs within the university setting can link students with dogs to improve physical activity.Conclusion: Dog walking has benefits to both people and dogs. Nursing faculty can develop physical activity programs within their institution that incorporate walking a dog to enhance physical activity among student nurses. Further research is needed to empirically evaluate effectiveness of dog walking in the student nurse population.

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.

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.

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.

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.

The study was aimed to: Investigate student nurse's knowledge and attitude concerning uterine malignancy.Research design: A descriptive study design was used. Sample: convenient sample of 200 students was obtained from technical institute of nursing, Faculty of Nursing Ain Shams University. Tools: First tools, Self administered questionnaire schedule to assess student nurses’ general characteristics and their knowledge regarding uterine malignancy. Second tool, questionnaire to assess student nurses' attitude regarding uterine malignancy. Results: (46%) among studied students had correct knowledge while (54%) among studied students had incorrect knowledge about uterine malignancy, more than 42% of studied students were reported the source of their knowledge was from education. (88.5%)among studied students had positive attitude toward uterine malignancy. There were statistically significant differences between studied students sex, marital status, academic year, qualification and knowledge. There were statistically significant difference between studied student marital status and attitude regarding uterine malignancy. There were statistically significant positive correlation between total studied student's knowledge and total studied student's attitude. Conclusion: More than two fifth of studied student's had correct knowledge and Majority among studied students had positive attitude toward uterine malignancy. The study recommended that; the undergraduate technical institute curriculum must be revised and the issue of uterine malignancy must be integrated in the undergraduate course specs. Further research are needed to investigate student nurses' practical skills regarding care of women with uterine malignancy at gynecological oncology department

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.

Background People living with dementia have complex communication needs, especially during acute hospital admissions. The VERA framework (validation, emotion, reassurance, activity) was designed to promote person centred communication between student nurses and people living with dementia, but there is limited evaluation of its impact. Aim To measure the impact of dementia communication training (based on VERA) plus older adult unit (OAU) placement on students' ability to recognise opportunities for person centred (PC) communication compared to OAU placement alone. Method A control pre-post-study design was used. Dementia communication training plus follow-up during OAU placement was delivered to 51 students (5 OAU, two hospitals) while 66 students (7 OAUs, five hospitals) acted as controls. The primary outcome was students' ability to recognise PC communication assessed using case vignettes. Data were collected using electronic survey and focus group interviews. Data analysis used independent non-parametric Mann-Whitney U test and thematic analysis. Results In total 52 students (response rate 40%) completed surveys at the end of placements (38 intervention, 14 control group students). In the intervention group, participants were significantly more likely to identify PC responses with a mean score of 10.5 (SD 3.0) compared with 7.5 (SD 3.0) in the control group (p = 0.006). In focus group interviews (n = 19 students), the main themes were connecting with patients, VERA in practice, communication challenges, and learning environment. VERA was described as a flexible approach that added to participants' communication toolkit. The learning environment, complexity of patients and organisational resources were important contextual factors. Conclusion The VERA framework has potential as a foundation level dementia communication training intervention, but it requires more rigorous testing. Nursing can lead the way in developing and embedding evidence-based, interdisciplinary dementia communication training in preregistration curricula.

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.

Born in Sri Lanka, Ranasinhage Dayaratna Samaratunga studied medicine at the General Hospital Colombo and met his future wife, Mary, then a student nurse, in 1954. He passed his exams in 1957 and over the next 16 years, he …

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.