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Elearning in a blended learning approach provides enormous opportunities for working nurses to further their studies and enhance their professional development and life-long learning. To date, the impact of self-directed learning (SDL) abilities among working nurses in elearning education in Malaysia remains uncertain. This study aims to investigate the relationship between SDL abilities and elearning outcomes, as well as the mediating effect of student satisfaction between the variables. This is a cross-sectional quantitative correlational study using a predictive design and multivariate analysis method. A stratified random sampling technique was applied to recruit 241 nursing students through an online survey. The Self-Directed Learning Instrument (SDLI) and an elearning course evaluation survey were used to measure the independent and dependent variables of the study. The variance-based Partial Least Squares Structural Modeling (PLS-SEM) method was employed to analyse the possible effects on the relationships among the variables studied. The findings revealed statistically significant relationships among SDL abilities, student satisfaction, and elearning outcome. A total effect of 62.4% is predicted for SDL abilities on elearning outcomes through student satisfaction. This study highlights the vital role of SDL abilities for online learners' success. A collaborative effort between universities and faculty and support personnel is essential to ensure successful, continuous elearning education for student nurses. We recommend that future studies explore other possible factors in the model that could help to enhance successful elearning in nursing education.

The advantages and drawbacks of components of flexible assessment have been studied mostly from the standpoint of students and, to a lesser extent, teachers. A gap persists in understanding the collective perspectives of teachers and students concerning flexible assessment. This study aimed to explore experiences and perspectives of students and teachers regarding flexible assessment within the specific context of nursing education. Seven focus groups comprised four sessions with teachers and three with students, each involving 5-8 participants. Results showed that students and teachers have a predominantly positive perspective towards flexible assessment. They acknowledge the opportunities that flexible assessment provides for diverse forms to present evidence. However, concerns were raised regarding the design of flexible assessments, issues of fairness in rating evidence, and the understanding among teachers and students regarding the assessment processes. Additionally, discussions focused on the perceived benefit of flexible assessments, particularly concerning the time investment required for their implementation and evaluation. In conclusion, the success of flexible assessments is contingent on the careful consideration of its design, ensuring equitable evaluation of evidence, and fostering comprehensive understanding among both teachers and students. Recognizing potential disparities in views of students and teachers offers valuable insights into the effectiveness of flexible assessment. Achieving a balance between the flexibility of assessment formats, aligned forms of evidence, and an appropriate rating methodology is crucial for effective implementation.

International students are an important component of the host country and universities bringing economic, social, and community contributions. International students are the most vulnerable students with challenges related to academic expectations, language proficiency, and socio-cultural integration. This study explores the challenges of international students in a Western Australian School of Nursing and Midwifery. An exploratory questionnaire (n=10), three focus groups (n=15) and a quality improvement survey (n=80) informed this study. Four themes emerged: stress in the first weeks, incorrect and/or late enrolments, lack of guidance and support, and system navigation nightmares. Other issues included: accommodation, culture shock, financial concerns, information needs, and peer support. These findings led to the instigation of an international academic coordinator role as a single point of contact and increasing resources within the university faculty provided additional support to the international students.

The qualitative research explored the perceptions toward evidence-based practice competency of nursing students in caring for older adults. Nine participants met the criteria using purposive sampling and were invited to join in the study of evidence-based practice experiences in nursing students. The data was analyzed using thematic analysis. Three main themes emerged: 1) Knowledge enhancing evidence-based practice with three sub-themes: implementing the nursing process, searching for trustworthy information, and selecting appropriate guidelines; 2) Skills driving evidence-based practice with three sub-themes including nursing practice skills, critical thinking skills, and language skills; and 3) Attitude fostering evidence-based practice with two sub-themes as well as increasing the quality of care for older adults and improving the nursing profession. Therefore, the following study should test component factors of evidence-based geriatric nursing competencies for nursing students, leading to developing the competency of nursing students in care for older adults in the future.

Misconceptions or inaccurate ideas about Alzheimer's disease (AD) can be found in college students from health-related careers. Refutation texts explicitly introduce inaccurate information, refute it, and introduce alternative, more accurate information. This study examined the role of refutation texts in revising misconceptions about AD in Ecuadorian Psychology and Nursing college students. Eighty undergraduate students completed a questionnaire about misconceptions on AD before and after reading eight texts in one of two conditions: refutation (texts that corrected a misconception following a refutational structure) or control (texts that corrected the misconception with no refutational structure). As a result, participants read the spillover sentence (next to the refutation) faster and improved performance on a misconceptions' posttest questionnaire in the refutation compared to the control condition. These results highlight the effectiveness of refutation texts in promoting the revision of inaccurate ideas about AD in college students during reading and 1 week later.

Elearning provides enormous opportunities for working nurses to further their studies and to enhance their professional development. The purpose of this study was to identify the elearning success factors in elearning nursing undergraduate programs in Malaysia. The conceptual framework for this study is based on DeLone and McLean's Information Systems Success Model. This is a cross-sectional quantitative correlational study using a predictive design and multivariate analysis method. Stratified random sampling technique was applied to recruit 241 nursing students through an online survey. Self-administered questionnaires were adapted to measure the independent and dependent variables of the study. The variance-based Partial Least Squares Structural Equation Modeling (PLS-SEM) method was employed to analyze the possible effects on the relationships among the variables studied. The findings revealed statistically significant relationships among the factors of self-directed learning (SDL) abilities, elearning quality, student satisfaction, and elearning benefits. The study found a mediating effect of student satisfaction on elearning benefits through SDL abilities and elearning quality. The findings highlight the crucial role of learning environmental needs among online learners. A collaborative effort between universities, educators, and support personnel is essential to ensure successful elearning education for student nurses.

International studies have revealed that Black undergraduate nursing students experience higher levels of attrition from nursing programs. Touted as the least likely racial group to graduate, Black students struggle disproportionately in comparison to their non-Black peers. Canadian literature, however, is largely silent on this topic and this population as a whole. Grounding our reflections in one student's experience, we argue that Canadian nurse educators need to implement invitational, antiracist approaches that intentionally support Black students' success. This article supports our argument by reflecting on both the literature and personal experience. First, we explain our reflective processes. Then, the history of nursing in Canada is presented, followed by an exploration of the current educational landscape. Next, we discuss Black students' experiences in nursing education. We conclude with recommendations for Canadian nurse educators.

The need to encourage critical thinking and academically engage nursing students in a clinical environment compels faculty use of assorted teaching strategies, including concept mapping and flipped learning. Though nurse educators encourage both strategies, concurrent use of both methods in clinical teaching is rare. Thus, this study examined the use of concept mapping in a flipped clinical course to encourage students' engagement and critical thinking. Twelve baccalaureate nursing students in a second-year medical-surgical clinical course provided the data for this basic qualitative study by completing journals or diaries throughout the course and through individual semi-structured interviews at course exit. Open coding of interview transcripts and journals in conjunction with constant comparative analysis helped develop categories and themes. Several overlapping themes emerged from interview and journal data. Nursing students indicated that they developed different ways of thinking, learned from many people, became actively involved in learning and expanded their thinking, connected information, determined clinical priorities and made decisions, became confident and knowledgeable in their ability to recall information and transfer knowledge, and experienced increased critical thinking and higher level thinking skills. The results of the study showed the participants derived positive meaning from their learning in a nontraditional flipped clinical with concept mapping. Students were actively engaged in their learning and were able to expand their thinking while working collaboratively with their instructor, patients, and staff.

In Korea, there are cases where nurses use abusive language while teaching new nurses. Nursing students who observe and experience this kind of violence question themselves if they will be able to perform well in such an environment. This descriptive research study examined the mediating effect of negative emotions and the regulated mediating effect of resilience in the relationship between indirect experiences of violence and career identity. Junior- and senior-year students in the nursing departments of nine universities located in Gyeonggi Province and Seoul were recruited using snowball sampling from August 1st to August 31st, 2021. A total of 254 participants completed the questionnaire. Data were analyzed using the SPSS PROCESS macro. The factors that affected career identity were indirect experience of violence ([beta] = -0.1978, p = 0.0001), negative emotions ([beta] = -0.2364, p < 0.0001), and resilience ([beta] = 0.3107, p < 0.0001). Resilience ([beta] = -0.1113, p = 0.0112) had a moderated mediating effect on negative emotions. The index of moderated mediation of negative emotions and resilience was statistically significant at -0.0284 (95% CI [-0.0549, -0.0046]). As a result of this study, when students see a violent situation, they have negative emotions such as fear of making a mistake, and their confidence in nursing performance decreases. In order to avoid this situation, they avoid their career path. In this study, it showed that the greater the resilience, the greater the ability to overcome it. Violence itself needs to be improved, and resilience strengthening programs are needed for children and women exposed to violence.

When teaching infection prevention and control (IPC), nursing education tends to focus on skills and fostering good practice rather than challenging students' thinking. Therefore, students' misconceptions about IPC receive less attention than they deserve. The purpose of the study was to make an inventory of student nurses' misconceptions about IPC before instruction and to make these misconceptions visible to teachers. The study was conducted in one vocational institute in Finland and is based on the answers of 29 practical nurse students before IPC training. The students took an online test requiring them to justify their answers to two multiple-true--false questions: 1) What is the main route of transmission between patients in healthcare facilities, and 2) What is the most effective and easiest manner to prevent the spreading of pathogens, e.g., multi-resistant bacteria in long-term care facilities? Analysis of the students' written justifications resulted in three mental models: 1) the Household Hygiene Model manifesting lay knowledge learned in domestic situations, 2) the Mixed Model consisting of lay knowledge, enriched with some professional knowledge of IPC, and 3) the Transmission Model manifesting a professional understanding of IPC. The first two mental models were considered to be misconceptions. Only one of the participants showed a professional understanding (i.e., the Transmission Model). To conclude, student nurses manifested systematic patterns of misconceptions before instruction. Unless the students are confronted with their misconceptions of IPC during instruction, it is likely that these misconceptions will impede their learning or make learning outcomes transient.

Background: Mobile phones have become a widely accepted learning mode due to the impact of COVID-19. This study explores the mobile technology acceptance, among nursing students at selected educational institutions in South India. Materials and Methods: Quantitative cross-sectional descriptive design. First-year 176 B.Sc. nursing students who underwent blended learning were selected by the purposive sampling method. The tool "Technology Acceptance Model" was used to collect responses. Bivariate analysis was used to determine the relationship between the demographic and study-related variables with the mobile technology acceptance using SPSS version 25.0. Results: The majority 73.9% of the students belonged to the age group of 18-19 years, females 76.7% and, 98.9% were unmarried. Among the constructs of TAM, a mean (SD) value of 22.08 (2.26) was found for material (mobile device audio/video) characteristics the mean (SD) value was 22.08 (2.26), attitude about use 17.58 (1.95), behavioral intention 17.46 (1.78) and system characteristics 17.21 (2.27). The mobile technology acceptance revealed that 126 (71.6%) strongly agreed, 49 (27.8%) agreed, and 1 (0.6%) was neutral with a mean (SD) of 105.19 (8.68), respectively. A positive correlation was found between the system characteristics, material characteristics, perceived ease to use, perceived usefulness, attitude about the use, behavioral intention with a P value <0.001. There was a statistically significant association between Mobile technology acceptance and time spent by the students for independent studies shown the Chi-square value of 12.7, with P value <0.05. Conclusion: Nursing students had a positive acceptance and behavior toward smartphone use.

The purpose of this study was to establish whether application of the four states of relatedness (connectedness, disconnectedness, enmeshment, and parallelism) and four processes or social competencies (belonging, reciprocity, mutuality, and synchrony) within the theory of human relatedness may have relevance and transferability to the practicum experiences of an international nursing student population. Secondary data transcriptions derived from focus groups involving 20 final-year pre-registration nursing undergraduates at an academic institution in Hong Kong which directly examined their placement reflections and views were analyzed against the states of relatedness and process or social competences identified within this theory. Data from the study provided evidence to support every state of relatedness and process or social competency within the theory of human relatedness. Evaluating pre-registration nursing student placement experiences against this theory suggests that improving a practicum may necessitate creating conditions for workplace learning which more effectively foster connectedness, belonging, reciprocity, mutuality, and synchrony, minimize the need for parallelism and help prevent disconnectedness and enmeshment.

It is known that the students' attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs' general attitude scale toward e-learning was found to be 52.58±15.93. A statistically negative correlation was found between the "avoidance of e-learning" factor and the NSs' vital signs skills general achievement scores (r= -0.185; p= 0.035). Gender ([beta]1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform ([beta]1= 4.895, p= 0.022) and avoidance of e-learning ([beta]1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement.

The advent of virtual reality (VR) in education offers unique possibilities for facilitating cooperative learning strategies, particularly in fields demanding intricate spatial understanding, such as gross anatomy. This study investigates the impact of integrating cooperative learning strategies within a VR-based gross anatomy curriculum, focusing on enhancing students' anatomy knowledge and skills. We analyzed the performance of two cohorts of first-year nursing students across five semesters (2016-2020), where traditional learning methods were used in the first three semesters (2016-2018), and a VR-based cooperative learning approach was adopted in the last two semesters (2019-2020). Our findings suggest that the VR-based cooperative learning group achieved significantly higher scores in their gross anatomy laboratory courses compared to their counterparts learning through traditional methods. This research provides valuable insights into how the integration of VR technology and cooperative learning strategies can not only enhance learning outcomes but also improve the VR learning experience by reducing motion sickness. It accentuates the potential of VR-based cooperative learning as an impactful educational tool in anatomy education. Future research should further explore the optimal integration of VR and cooperative learning strategies in diverse course types and their potential to enhance educational outcomes and the learning experience.

The pandemic period creates a feeling of inadequacy in applying the education that students receive. During this period, students who receive online education seem to feel inadequate and experience stress in a practical lesson. It aims to evaluate the level of changing the care behaviors of undergraduate nursing students and the stress they experience during the COVID-19 process. This research was completed with a nursing student in 2192 in Turkey. The research is descriptive and relationship-seeking. Data were collected at the end of the semester with the caring behaviors competency and the stress scale. T-tests, Kolmogorov-Smirnov tests, and correlation tests were used in the analysis of the data. Bachelor of Science in Nursing (BSN) students are predominantly in the first year of study. A significant difference was found in the perceived stress level according to the variables of gender, education level, perceived care sufficiency, and the type of university attended. It was determined that the caring behaviors of male students were higher than females, and those in private schools were higher than those in public universities. Nursing students' age, class, and perceived stress scores significantly affect their care behavior. Nursing education in Turkey focuses on care-based education which emphasizes skill development across the BSN program, establishing measurable care behavior, and ensuring that managing student stress is part of the curriculum content.

Nursing education is transitioning from traditional teaching to competency-based education. Additionally, more nursing courses and programs are now offered online. Scholarly writing is a powerful strategy to teach effective communication and critical thinking, both core competencies for safe and effective nursing practice. However, teaching writing online to nursing students is challenging due to a lack of research evaluating best practices, faculty time constraints, and inconsistent writing assessment. Automated essay scoring systems using artificial intelligence (AI) provide new opportunities for efficient, reliable, and valid assessment of writing skills. We used a quasi-experimental design to investigate the impact of a 14-week fully online competency-based writing course on students' self-efficacy, task value, and writing performance. The participants were master's nursing students enrolled in an existing one-semester online competency-based writing course for healthcare professionals. An AI-powered writing assessment, IntelliMetric®, and the SAWSES self-efficacy survey were administered pre- and post-intervention. The results showed statistically significant gains in self-efficacy and writing performance with large effect sizes. This study addresses the gap in nursing education regarding the assessment of online, research-based writing interventions on students' scholarly writing capacity. Recommendations include implementing a required scholarly writing course in all graduate-level nursing programs, scaffolding students' competency development with the cognitive apprenticeship model, using best practices from composition research to inform online instruction, and employing AI-powered automated essay scoring to evaluate students' writing progress and instructional efficacy.

The demand for online education is rising for working nurses because of its flexibility and accessibility, which allows them to further their studies and enhance their professional development. Self-directed learning is imperative for nurses to continue their education using the elearning approach. This study investigates gender differences in overall self-directed learning among working nurses in elearning nursing programs in Malaysia. The conceptual framework for the study is based on the concepts of the self-directed learning model. This is a cross-sectional quantitative correlational study using a multivariate analysis method. Stratified random sampling technique was employed to query 241 nursing students through an online survey. The Self-directed Learning Instrument (SDLI) was adopted to measure the dependent variables of the study. The findings of the study revealed statistically significant differences between gender and the dependent variables (p < 0.05) of learning motivation, planning and implementation, interpersonal communication, and self-monitoring. Male nurses reported higher levels of self-directed learning than females. This study highlights the important concepts of self-directed learning among online learners. The role of educators is essential to support students for self-direction in elearning education. Future studies to explore other possible determinants in elearning context are recommended

The purpose of this study was to compile research on the advantages and challenges of using digital technology in clinical education for undergraduate nursing students during the COVID-19 pandemic. The study employed an integrative literature review with the use of the five steps as per Cooper's framework. Data were collected from four electronic databases to access research articles published from 2019 to 2023. Out of 440 potential candidates, eighteen satisfied the inclusion criteria. Three themes emerged from the analysis namely: 1) the benefits, 2) the challenges of digital technology, and 3) attitudes towards the use of technology in clinical learning. The use of digital technology helps nursing students become more competent and confident in their ability to practice in a friendly environment. It is imperative that there should be opportunities for workshops to create awareness regarding the importance of digital technology. The practical implications of the study are that nursing education institutions should invest in the purchase of digital technology equipment as a means of advancing the implementation of new educational advancements. The stakeholders in clinical teaching and learning should be better equipped by health facilities and nursing education institutions to make better use of digital technologies.

This article describes the process whereby MacEwan University modified an existing EAP course, consisting of broad reading and writing topics, into an ESP course with a more targeted focus on relevant nursing-related themes to better serve the unique literacy needs of internationally educated nurses (IENs). Differing from the existing EAP course, the newly devised ESP course drew on authentic, nursing-specific content provided by IENs themselves with a view toward tailoring the course to their academic and discipline-specific language and literacy needs. The new ESP course, piloted over two terms, was found to have strengthened student outcomes in their L2 literacy, while their disciplinary knowledge contributions also enriched the curriculum. These modifications also assisted in the identification of similarities and differences between EAP and ESP for the institution. In this article, we describe the modification and implementation of this newly devised ESP course, which drew on learner input--a "negotiated syllabus." We also provide recommendations regarding determining and designing appropriate language pathways (EAP versus ESP course offering) to respond to the language and literacy needs of diverse student groups in the Canadian context.

Blended learning is an increasingly prevalent trend in College English acquisition. This research seeks to study the influence of a blended learning environment to English acquisition, and the differences between the high-achieving learners and the low-achieving learners for Chinese minority preparation college students in English acquisition. Eighty students were selected as the research subjects, and the research instruments included questionnaire and interview questions to collect data. The study results show that a blended learning environment, to some degree, can help learners overcome anxiety and cultivate autonomous learning abilities. In addition, high-achieving language learners are willing to ask for help from others when they encounter problems; they are able to choose their learning strategies on their own, and have the strong ability of self-learning.

Taking the perspective of career choice as a lifelong, iterative, constructive, and agentic process, the present study focuses on the development of vocational aspirations of nursing trainees; that is, thoughts about a long-term perspective in nursing (i.e., persistence), ideas of finishing the training but changing into another profession after some time (i.e., withdrawal), and decisions to terminate the training before completing the programme through a final examination (i.e., dropout). In order to generate detailed insights about the dynamics behind the development of such aspirations during the initial training phase, a qualitative, longitudinal, within-subject study design based on grounded theory was employed. The results mainly show that social interactions with more experienced nurses, practical work experiences, encounters with environments that are either conducive to learning or not, the satisfaction of different needs (e.g., autonomy, competence, belonging, sense of meaningfulness), as well as the associated feelings of well-being affect how vocational aspirations develop over the first year of training. In addition, the study identifies four different patterns of how trainees typically oscillate between thoughts of staying in nursing and leaving the profession in the short or long run: (a) arriving and wanting to stay, (b) staying as a transitional passage, (c) seeking to stay, and (d) exiting as a knee-jerk reaction. The patterns present evidence of a variety of approaches regarding how trainees deal with certain experiences during their training and how the combination of experiences might affect young professionals' subsequent career choices.

The use of standardized patients in nursing education provides many advantages such as providing students with realistic learning opportunities, defining patient needs, reducing anxiety, and stress while caring for real patients in clinical practice, and increasing clinical performance, theoretical knowledge, and self-confidence. This study aimed to examine the effect of repeated standardized patient simulations in family planning counseling on the anxiety levels, communication, and counseling skills of nursing students. This is a quasi-experimental study with single group pretest-posttest. The study sample consisted of 44 nursing students. Student sociodemographic form, State anxiety inventory, Communication skills inventory, and Family planning counseling skill learning guides were used as data collection tools. The median of the State anxiety inventory before the first standard patient simulation was 43.0, and the median of the State anxiety inventory before the repeated simulation was 38.5. A significant difference was found between after the first standard patient simulation and repeated simulations to students' median scores of State anxiety inventory, Communication skills inventory, and Family planning counseling skills (p < 0.05). Repeated simulations with standardized patients has contributed positively to reducing anxiety among students and increasing students' family planning counseling and communication skills.

Purpose: In light of the world's accelerating march towards a sustainable future, the education for sustainable healthcare must be sufficiently acknowledged in health professions curricula. Early integration of these competences into nursing degree programme emphasizes its importance and applicability. This paper aims to investigate the effectiveness of an educational sustainability intervention in higher education to change nursing students' attitudes towards sustainability and climate change, and environmental awareness. Design/methodology/approach: A quasi-experimental study was performed with repeated measures between September 2019 and May 2023. Undergraduate students were introduced to sustainability and climate change in the context of healthcare using scenario-based learning and augmented reality over the courses in nursing degree. Participants' attitudes and awareness were collected by online questionnaires. Findings: The educational intervention showed effectiveness in significantly improving attitudes towards climate change and sustainability, and the environmental awareness for changing their clinical practice (p < 0.01). However, students struggled to apply sustainability and address unsustainable practices in healthcare settings. Originality/value: This study shows an effective model of curricular sustainability that can be implemented in other universities and health disciplines. The findings highlighting the importance of sustainability education in nursing and its potential to drive positive change in healthcare practice and society at large. Embedding key topics aligned with sustainable development goals in the curriculum prepares nursing or health workforce to address planetary health and implement sustainable practices that provide climate-smart care.

"Background": The adoption of technology in healthcare and higher education supports an opportunity for educators to harness the capacity of digital environments. This research contributes to discourse of industry acceptance regarding the educational value of virtual teaching and learning nursing skills, along with transferability to healthcare. "Methods": The research was conducted within a Bachelor of Nursing program. In Second Life, students completed assessment activities related to clinical nursing skills. Registered Nurses, educators, and undergraduate nursing students provided perceptions about this learning. This paper focuses on the theme of Virtual learning supports contemporary nursing education. "Findings": Second Life was shown to mimic real-world, experiential learning. All participants agreed that Second Life could be utilised to rehearse and refine nursing skills in readiness for practice. Registered Nurses recognised that learning via this virtual platform could assist to close the theory practice gap. "Conclusion": All key stakeholders valued the experiences provided when learning nursing in Second Life and recommended a broad adoption in curricula. As an adjunct teaching strategy, this has practice implications that could ultimately improve patient care and outcomes. A recommendation calls for nurse educators to adopt the use of virtual worlds for wider and consistent use in nursing curricula.

The number of individuals with dementia is on the rise, highlighting the need to create effective educational methods that can improve nursing students' understanding and attitude toward this group of people who require special care. Explore the effectiveness of introducing a new curricular course in improving nursing students' knowledge of and attitudes toward people living with dementia and the provision of care for them. A pretest-posttest quasi-experimental design was used. After the introduction of dementia lectures, both study groups had a significant improvement in knowledge and attitude toward people living with dementia (P [less than or equal to] 0.05). Adding clinical experience did not significantly enhance knowledge. It improved attitudes, but the result was not statistically significant (P > 0.05). The introduction of a new curricular course had a positive impact on the knowledge of and attitudes of nursing students toward people living with dementia. These findings emphasize the importance of incorporating dementia-focused education to enhance the quality of care provided by future nursing professionals.

While social media is evolving rapidly, understanding its underlying and persistent features with the potential to support high-quality learning would provide opportunities to enhance competence acquisition and collaborative work in higher education. Moreover, the adoption of tools that students already use in their everyday lives facilitates the integration of new forms of learning. In this context, we have developed an initiative to disseminate content through TikTok in three modules of the Bachelor's Degree in Nursing course, with the aim of promoting quality learning through these microlearning environments. To this end, we have implemented these learning environments and evaluated the users' perceptions, as well as their level of acceptance of the technology according to the Technology Acceptance Model. Overall, our results show high levels of satisfaction with regard to engagement and the content generated, as well as in terms of the acceptance of the technology. Our results do not show gender-specific variations, but we did detect slight variations depending on the subject in which the microlearning tool was deployed. Although for the most part these variations do not change the participants' assessment of their experience, it will be necessary in the future to determine the underlying reasons for these variations. In addition, our results suggest that it is possible to design a content creation system to promote quality learning through microlearning that can be transferred to other subjects, at least in the Bachelor's Degree in Nursing.

Nursing students struggle to retain enough anatomical knowledge to meet their entry to practice competencies, but what knowledge is missing and when this occurs has been previously unexplored. A cohort of 80 nursing students were given multiple choice quizzes to assess their anatomical knowledge on 11 different organ systems during their second, third, and fourth year. Results were analyzed in comparison to their first-year examination scores to determine knowledge loss. Results showed an overall knowledge loss of 33.5% in the second year, 31.8% in the third year, and 29.6% in the fourth year. There were significant differences in system specific results. Special senses (i.e., audition) had a 20.6% loss in the second year, increased in retention to a 17.3% loss in third year, and then decreased to a 37% loss in fourth year. The vascular system had a 46.1% knowledge loss at the second-year assessment, declined to 49% knowledge loss in the third year, but improved to 27.6% knowledge loss by the fourth year. A similar change was observed for the musculoskeletal system with second-year loss at 30.7%, third-year loss at 40.3%, and fourth-year loss at 26.6%. These data suggest there are significant differences in the amount of knowledge retained by nursing students depending on the system being tested and the year the test is taken. Identifying the areas and times where anatomical knowledge is lost and gained is valuable for instructors in any program so that specific topics can be targeted at different times with more effective educational strategies.

Background: Formative online multiple-choice tests are ubiquitous in higher education and potentially powerful learning tools. However, commonly used feedback approaches in online multiple-choice tests can discourage meaningful engagement and enable strategies, such as trial-and-error, that circumvent intended learning outcomes. These strategies will not prepare graduates as self-regulated learners, nor for the complexities of contemporary work settings. Objectives: To investigate whether providing only a score after formative online multiple-choice test attempts (score-only feedback) increases the likelihood of students to engage in self-regulated learning compared with more directive feedback. Measurable outcomes included deeper learning, collaboration, information seeking, and satisfaction. Methods: Data in this mixed methods study were collected from nursing students through surveys, test results, focus groups, and student discussion board contributions. A quasi-experimental design was used for quantitative data, and qualitative data were analysed thematically against domains of self-regulated learning. Results and Conclusions: Students receiving score-only feedback were more cognitively engaged with the content, collaborated constructively, and sought out richer sources of information. However, it was also associated with lower satisfaction. In this study, minimal feedback created states of uncertainty, which resulted in the activation of self-regulatory actions. Implications for Practice: Providing overly directive feedback for formative online multiple-choice tests is conducive to surface-level learning strategies. By minimising feedback and allowing for extended states of uncertainty, students are more likely to regulate their learning through self-assessment and problem-solving strategies, all of which are required by graduates to meet the challenges of real-world work settings.

This study aimed to identify the main stressors in the transition and adaptation processes to higher education in nursing students. Two reflective groups were conducted with 136 students. The thematic-reflexive analysis revealed that the main stressors were the excessive workload of course activities, the need for maturation, psychological pressure, and lack of financial resources. The results demonstrated the need for monitoring students throughout the course, especially in the early years, as well as the continuity of welcoming activities. University care programs can help adapt to the course, also functioning as mental health promoters.

Background: There are deficiencies in ensuring the permanence of some theoretical information taught in nursing education and transferring it to practice environment. Mobile-assisted teaching can be useful to eliminate deficiencies. The aim of this study was to determine the effect of mobile-assisted teaching on nursing students' learning ventrogluteal injection. Methodology: The study was conducted in Turkey between February and June 2022. This study is a single group pre-posttest intervention. The study sample consisted of 354 students studying in the 2nd, 3rd and 4th grades in Turkey. After the students completed the Introductory Characteristics Form and Ventrogluteal Region Information Suggestion Form in the pre-test, the researchers sent a ventrogluteal injection animation video to their mobile phones. The students who watched the video completed the Ventrogluteal Region Information Suggestion Form and Mobile Education Activity Form in the final test. Results and Conclusion: There was a statistically significant difference between the pre-posttest score medians of the students (p < 0.001). While the preference of the students for the ventrogluteal region in intramuscular injection was 28.5% before mobile learning, it increased to 51.1% after the training. In this study, after the training given through mobile learning, the knowledge level of the students about ventrogluteal injection and their preferences for ventrogluteal injection increased. In line with these results, mobile-assisted education should be used in nursing education.

This study was aimed at investigating the effect of standardized patient simulation training on getting nursing students to gain care providing skill for the individual diagnosed with dementia. The study is a randomized controlled trial. Training was provided to the experimental group (n = 36) through patient simulation method, while the control group (n = 35) was trained through standard curriculum. As a result of simulation training, it was determined that the experimental group students' communication skills, ability to evaluate cognitive capacity, and ability to identify nursing diagnoses and interventions suitable for the individual diagnosed with dementia were higher compared to those of the control group students (p < 0.05). It was concluded that simulation training was effective in getting nursing students to gain care providing skill for the individual diagnosed with dementia.