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Workplace bullying is a critical and prevalent issue that causes serious problems in healthcare settings. However, there is little research on the factors affecting nursing students' perception of workplace bullying despite their forthcoming transition into the nursing profession. Therefore, this study aimed to identify the factors related to nursing students' perception of workplace bullying in Korea. A cross-sectional study was conducted among 242 nursing students who had experienced clinical practice. The survey questionnaire included general characteristics, perceived susceptibility and severity of bullying, and perception of workplace bullying. Data were analyzed using multiple regression analysis. In this study, the significant factors affecting nursing students' perception of workplace bullying included bullying experience in clinical practice and the perceived severity of bullying. Therefore, it is crucial for nursing managers and instructors to have a clear understanding of the bullying situations experienced by nursing students during clinical practice. We should promote the perception of workplace bullying through indirect experiences such as systematic education about workplace bullying for nursing students, which may prevent workplace bullying in clinical practice and work environments. Furthermore, a comprehensive and multifaceted approach is necessary to effectively prevent workplace bullying in clinical practice and work environments. This study reveals that systemic and persistent education and intervention to bullying may improve nursing students' perception of workplace bullying and prevent workplace bullying in clinical practice and work environments. Furthermore, this study provides basic data on the prevention and management of bullying in nursing students' clinical practice. [ABSTRACT FROM AUTHOR]

Background: Nursing students are given opportunities to develop critical thinking disposition, caring behaviors, and professional commitment through clinical training. Therefore, nurse educators should move away from traditional methods toward new ones, such as internship programs in clinical training. This study assessed the effect of nursing internship programs on senior undergraduate nursing students' critical thinking disposition, caring behaviors, and professional commitment. Methods: This quasi-experimental study was conducted using a pretest-posttest design but with no control group. The study sample included 46 senior students enrolled in nursing internship programs. A demographic questionnaire, the Critical Thinking Disposition Inventory (CTDI), the Caring Assessment Report Evaluation (Care-Q), and the Nursing Professional Commitment Scale (NPCS) were used to collect data before and five months after the nursing internship programs were implemented. Results: The study findings revealed that the senior nursing students' caring behaviors improved, but the total scores of critical thinking disposition and professional commitment did not change significantly after the nursing internship programs (p > 0.05). Conclusion: According to the results, nurse educators are recommended to adopt strategies to improve the effectiveness of internship programs on critical thinking disposition and professional commitment among senior undergraduate nursing students. [ABSTRACT FROM AUTHOR]

Introduction: Clinical education is a fundamental part of nursing professional education. One method of education is the implementation of the preceptorship program, in which clinical nurses are responsible for educating nursing students. The present study aimed to determine the effectiveness of the preceptorship training program for the participation of clinical nurses in the education of nursing students. Methods: This quasi-experimental study was conducted in 2023 at the teaching hospital in Tehran, Iran. The sample consisted of 66 nurses from a teaching hospital selected using the accessible method and randomly were put into two groups. The workshop addressed the educational needs of preceptors and students, their readiness for their role, and strategies to effectively support students. Prior to the study, the nurses' level of participation was assessed utilizing a valid IMSOC questionnaire that gauged their involvement in guiding nursing students. The participation rate was reassessed after one month using the same questionnaire. The data were analyzed using SPSS version 19. Findings: The two groups were homogeneous in terms of demographic characteristics. The average score for nurses' participation in the education of students before the intervention was 101.84 ± 15.42 in the test group and 107.24 ± 10.53 in the control group; these two groups were not significantly different (P = 0.10). After the intervention, the scores reached 118.90 ± 15.11 in the test group and 106.21 ± 11.96 in the control group, indicating a significant difference (P < 0.001). A comparison of the nurses' participation scores in the test group indicated a significant difference from the pretest to the posttest, with the improvement in all nurses's participation scores (P < 0.001). However, in the control group, this difference was not significant (P = 0.41). Conclusion: The preceptorship training program is effective in light of increasing the participation of clinical nurses in the education of nursing students. This program can improve various aspects, such as motivation, satisfaction, commitment, implementation, and obstacle removal. Considering the importance of clinical training for nursing students and the essential role of preceptors, it is recommended that managers and health trustees in all university hospitals implement a preceptorship training program to increase the participation of clinical nurses in the education of nursing students. [ABSTRACT FROM AUTHOR]

Aim. This study aimed to investigate how nursing students utilised the "DiagNurse" mobile app to assess patient health conditions during their clinical apprenticeships. Material and methods. This prospective, quasi-experimental post-test study included a convenience sample of 62 undergraduate nursing students. In the course of the work, they utilized paper-based measurement scales (first measurement) and the mobile app (second measurement) to assess patient health conditions during clinical practice. In total, 432 clinical condition assessments were performed on patients in the first measurement and 432 in the second measurement. Following the clinical assessment, two types of post-tests were employed to ascertain the usability of the mobile app: quantitative testing using the System Usability Scale and qualitative testing. Results. The mean SUS score was 80.2 (SD 15.67). The majority of the students agreed that the utilisation of the mobile app to assess a patient's health condition is faster (M=3.21) and more convenient (M=3.16) than the use of paper-based scales and questionnaires. On a 0–10 scale, the study participants rated it as "highly recommended" (M=8.03) for fellow nursing students or practicing nurses. Conclusions. Although the "DiagNurse" mobile app was considered a suitable tool for learning clinical patient assessment, the students also proposed some improvements to the app's design. [ABSTRACT FROM AUTHOR]

Background: The practical sessions during skills laboratory simulation or clinical simulation are cores of nursing education. For this, different modalities have been devised to facilitate psychomotor skills learning. One of the commonly used educational material or instructional method to supplement skills learning across various disciplines is video-based teaching method. The opportunities of traditional two-dimensional video might be limitless and maximized with 360º virtual reality (VR) video, which offers immersive experience. This study incorporates 360º VR video into skills laboratory training as an alternative approach to face-to-face procedure demonstration. Methods: An open-label, parallel (1:1), randomized controlled trial study was conducted among third-year undergraduate nursing students at Hiroshima University, Japan. The nursing students were block-randomized into 360º VR video and face-to-face demonstration group. After a 3-hour theoretical class of patient management on ventilator and closed-suction principles of mechanically ventilated patients in an Intensive Care Unit focused class, the 360º VR group watched the 360º VR video of closed tracheal suction (including oral) using the head-mounted display of Meta Quest 2 individually, while the face-to-face group attended the instructor's demonstration. A week after the skills laboratory, the students' psychomotor skills, knowledge, satisfaction, confidence were evaluated; the 360º VR video group's perception was explored; Wilcoxon rank-sum test was used to compare the two groups. Results: A total of 57 students were analyzed; 27 students in the 360º VR video group and 30 students in face-to-face group. There were no statistically significant differences between both groups in skills, knowledge, and confidence. However, the face-to-face group had higher satisfaction level than the 360º VR group; this difference was statistically significant. In the 360º VR video group, 62% agreed that VR makes learning more interesting; more than half of students (62.5%) experienced VR sickness symptoms, and "feeling of drunk" is the highest. The students appreciated the ready to use, immersiveness, and realism; however, symptoms and discomfort, burdensomeness, and production limitations were improvements recommended. Conclusion: Although face-to-face demonstration is the established method of teaching psychomotor skills to nursing students, the use of 360º VR video could achieve similar learning effect as an alternative approach. [ABSTRACT FROM AUTHOR]

Introduction: The emergence of Covid-19 has many psychological effects on teenagers, one of which is depression, anxiety and stress, and it has brought physical and psychological effects. Aim: The purpose of this study is to investigate the prevalence of anxiety and depression in students of Sanandaj city during the epidemic of the Covid-19 virus in 1401. Method: This study was conducted in a cross-sectional descriptive analytical way. The studied population included all middle school students of Sanandaj city in 1401 with a sample size of 270 people and an age range of 13-15 years. DASS-21 questionnaire was used to collect data. The data was analyzed using SPSS-24 software. Results: The results of the study showed that the average scores of depression, anxiety and stress were 14.68 ± 3.39, 14.56 ± 2.99 and 14.74 ± 2.989, respectively. There is a significant relationship between the mean score of depression, anxiety and stress with sleep time, duration of daily activity and body mass index (P<0.05). Also, there is a statistically significant relationship between gender, history of covid-19 in the student and their family, having daily activities and economic status with the average score of depression, anxiety, stress (P>0.05). Conclusion: The outbreak of the Covid-19 pandemic causes anxiety, depression and stress in students. This phenomenon is intensified when children are confined at home and do not have outdoor activities. As the spread of covid-19 increases, the level of anxiety, stress and depression also increases. Therefore, increasing public awareness of this disease and providing positive psychological programs can reduce anxiety in society. [ABSTRACT FROM AUTHOR]

Aim: This study investigated the impact of service-based learning on the health education competencies of students in community health nursing internships. community health nursing internship is one of the areas where students acquire health education competencies. Studies have shown that some students have poor health education competencies, and new educational interventions, such as service-based learning, can help improve their competencies. Method: This quasi-experimental study was conducted in 2021–2022. The participants were final-year nursing students affiliated to Kerman University of Medical Sciences. All participants (n = 72) were selected via the census method and randomly divided into intervention and control groups (36 participants in each group). The students in the intervention group attended a service-based learning program for 20 days. The data were collected before and one month after intervention using a 48-item health education qualification questionnaire. The collected data were analyzed using SPSS22 software. Results: The results showed that the mean health education competencies scores were lower before intervention in the intervention and control group (165.75 ± 23.09) (170.16 ± 28.58)(p > 0.05). There was no significant difference between the two groups in terms of their mean scores on health education competencies(p > 0.05). The health education competencies score increased significantly for the participants in the intervention group (191.58 ± 28.35) compared to the control group (165.97 ± 28.11) after intervention. Conclusion: Nursing administrators and professors need to take effective steps to empower nursing students as much as possible and incorporate service-based learning techniques in clinical education programs for nursing students. [ABSTRACT FROM AUTHOR]

Introduction: Establishing a supportive clinical environment is paramount for enhancing nursing students' engagement in clinical practice, their clinical proficiencies, and satisfaction. The increase in nursing student enrollment at the Nursing College, driven by the collaborative efforts between Abu Dhabi Health Services Company (SEHA) and universities, has given rise to concerns regarding the quality of education and clinical instruction. These concerns are primarily due to the increased student-to-instructor ratio. Furthermore, the unsupportive clinical settings and learning tensions underscore the need to understand students' learning experiences and address research gaps within the field of clinical learning in the United Arab Emirates (UAE). Objectives: The purpose of this study is to investigate the undergraduate nursing students' perceptions of their clinical learning environment, with a focus on perceived benefits and challenges. Methods: This study used a cross-sectional survey design. The researchers administered a five-point Likert scale questionnaire, which had been adapted and contextualized, to a convenience sample of 217 third and fourth-year nursing students who willingly participated in this study. Results: Despite the presence of positive aspects, such as diverse clinical experiences and strong support from both clinical instructors and peers, several challenges affect the students' clinical learning. These challenges encompass disparate perceptions of supervision among staff nurses, learning tensions related to student academic workload, insufficient clinical supervision, and difficulties in finding assistance when needed. Conclusion: There is a clear need to enhance the overall ward learning environment to optimize students' academic motivation and clinical skills. Several measures can be taken to achieve this goal, including incentivizing and reducing the workload of staff nurses, investing in the professional development of clinical instructors, promoting peer interactions and group learning, and adopting a block pattern of education in years three and four for better clinical knowledge assimilation and reduced theoretical workload. [ABSTRACT FROM AUTHOR]

Aim: To identify the coping strategies and social support received by nursing students during clinical practice. Design: Scoping review. Methods: Primary studies on coping strategies and social support, in full text, in English, French, Spanish or Portuguese and published in 2018 or later were included. Search was carried out in January 2023 on EBSCOhost, PubMed, SciELO, ScienceDirect, OpenAIRE, MedNar Search, WorldWideScience and the references of previously selected articles. Results: A total of 24 studies were identified. Seven studies mentioned social support as a useful strategy and several instruments were identified that allow measurement. Conclusions: Few studies establish a direct relationship between the effectiveness of coping strategies with stressful situations. Positive coping strategies are associated with effective stress management. The relationship between social support and stress reduction is scarcely addressed. Implications for the Profession and/or Patient Care: Stressful situations can have an impact on students' health and on the quality of care. Nursing schools and healthcare institutions must work together in programmes to improve students coping abilities. Impact: This review addressed coping strategies used by nursing students during clinical practice. A set of relevant coping strategies were identified that can be used by teachers to improve students' outcomes. Reporting Method: The review was performed according to Preferred Reporting Items for Scoping Reviews (PRISMA‐ScR). Patient or Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

Background: Nursing students encounter serious barriers in burn units, as caring for the burned patient requires greater responsibility than in most types of serious illness. Aim: Assess nursing students' perception regarding training barriers at burn unit. Subjects and Method: A descriptive research design was used. Setting: This study was conducted at burn unit at Emergency Hospital in Tanta University Hospital. Subjects: The study's participant was be recruited by systemic random sample of 285 students from second academic year students. Method: The nursing students were met during their training at burn unit, the nursing students filled the questionnaire at a period ranged from 30 to 45 minutes. Tools: Two tools were used. Tool (one): Perception of Training Barriers at Burn Unit Questionnaire, it includes two parts Part I; Socio-demographic Data, Part II; Barriers Affecting Nursing Students' Training at Burn Unit Questionnaire; which assessed student nurses' perception regarding physical, administrative, social, and psychological barrier. Tool (Two): A psychometric scale, it includes two parts. Part I; Anxiety state assessment tool which measured anxiety as state. Part II; Anxiety trait assessment tool which measured anxiety as a trait of the personality Results: About two third of students had moderate level of perception about barriers affecting their training at burn unit. Conclusion and recommendation: There was highly statistically significant positive correlation among anxiety state score, anxiety trait and total perception score so it is important to teach nursing students coping strategies for dealing with stressful situations. [ABSTRACT FROM AUTHOR]

Background: Clinical education is an essential part of nursing education. It aims to prepare students to be able to provide safe and quality nursing care. However, despite its significance, it carries many difficulties for responsible nurse educators due to its unique nature. Aim: To determine the difficulties of clinical nursing education from nurse educators' perspectives. Design: A descriptive design was used. Setting: The current study was conducted at the Faculty of Nursing, Cairo University. Sample: A purposive sample consisting of 180 nurse educators who met the inclusion criteria were included in the study. Tools: (a) Nurse educator's characteristics sheet and (b) difficulties in clinical nursing education from perspectives of nurse educator's questionnaire. Results: The study results revealed that the difficulties from the perspectives of nurse educators included students/educator ratio (48.9%), availability of conference rooms (57.2%), availability of sufficient numbers of clinical settings (51.1%), availability of changing rooms for faculty staff members (48.9%), availability of needed supplies and equipment for training (45.0%), and overcrowding as a result of presence of students from other programs that result in lack of learning opportunities (46.7%). Conclusion: There are many difficulties in clinical nursing education from the perspective of nurse educators. On top of these difficulties were the increasing number of students and the lack of educational facilities in clinical settings. Recommendation: Faculty administration should plan carefully in relation to student/educator ratio as well as provide adequate facilities and resources to achieve educational objectives. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Nursing Effect / Etkili Hemşirelik Dergisi is the property of Dokuz Eylul Universitesi Hemsirelik Fakultesi Elektronik Dergisi and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Even when education and the use of safety equipment are emphasized, nurses frequently experience needlestick injuries. Understanding the risk situations and coping mechanisms for needlestick injuries experienced by nurses facilitates their prevention. Objectives: We aimed to explore and describe the phenomenon of needlestick injuries through the research questions: (1) What causes nurses to suffer from needlestick injuries? (2) How to cope after a needlestick injury? and (3) What are the recommendations for needlestick injury prevention? Methods: This qualitative descriptive study involved focus group interviews with 31 direct care nurses in 6 groups who had experienced needlestick injuries while working in different acute care hospitals across 3 regions in South Korea. Data were collected from January 29 to March 29, 2022, and analyzed using thematic analysis. Results: The average age of the participating nurses was 29.7 years. The following 3 themes were identified: various needlestick injury experiences, post-needlestick injury coping, and expectations regarding needlestick injuries. Conclusions: Risk situations and coping mechanisms of nurses who experienced needlestick injuries were diverse. Emergency situations and novice nurses were the causes of most of the needlestick injuries. Often, personal protective equipment was found cumbersome. Reporting needlestick injuries depended on the work environment. [ABSTRACT FROM AUTHOR]

Background: The first step in effectively applying novel teaching methods is identifying barriers and challenges to implementing appropriate interventions. A literature review revealed no studies exploring nursing instructors' viewpoints on the reasons for not using novel teaching methods. Purpose: The present study aimed to explore the challenges and executive barriers against using novel approaches in instructing nursing students from the perspective of nursing instructors. Methods: In this descriptive-analytical study, 163 nursing instructors from three nursing schools in Fars Province, Southwest Iran, were selected using convenience sampling. A researcher-developed questionnaire comprising 17 items scored on a five-point Likert scale was utilized to collect data. These items were categorized into three domains: challenges related to students (n=4), instructors (n=8), and structural-managerial aspects (n=5). The questionnaire's reliability coefficient was found to be 0.89 using the test-retest method. The Kolmogorov-Smirnov test was used to test the normality of variables and the independent t-test was employed to examine the relationship between genders and educational degrees across all three domains. Results: The mean scores for challenges and barriers related to the instructors, students, and structural-managerial aspects were 33.24(7.16), 16.31(3.93), and 22.14(3.64), respectively. A significant relationship between gender and educational degree was observed across all three domains (p<0.001). Conclusion: The barriers and challenges against using novel teaching methods for nursing students from the perspective of nursing instructors included challenges related to instructors, students, and structural-managerial aspects. The support and encouragement of educational institution managers in executing these methods could help promote the utilization of these techniques and improve the quality of education. [ABSTRACT FROM AUTHOR]

Objective: We aimed to evaluate depression, anxiety and stress in university students of a large university in Tehran. Iranians witnessed an extraordinary combination of natural and man-made disasters last year; the last of which was the outbreak of COVID-19. Participants: 234 students from Iran University of Medical Sciences. Methods: We designed an online survey to gather data related to General Health Questionnaire (GHQ)-28, Depression, Anxiety, and Stress Scale (DASS)-21, and demographic data. Results: The mean score of GHQ-28 was 34.4 (SD = 15.5, n=195), and 73.8% (n=144) of the sample had a score of higher than cut-point (23). According to DASS-21, varying degrees of depression, anxiety, and stress existed in 51%, 32%, and 56% of the students. Conclusions: Negative effects of stressful life events on mental health seems to be additive. More often than not, students need some kind of mental health care at the time of COVID-19 outbreak. [ABSTRACT FROM AUTHOR]

Background and Aims: Knowing study and learning strategies is a basic step for educational interventions, especially in the field of medical sciences. This study was conducted with the aim of determining the study and learning strategies in the dental clinical course students of Islamic Azad University of Tehran in the academic year of 2021-2022. Material and Methods: This cross-sectional descriptive study was conducted on all students from the 5th to 12th semesters of the faculty of dentistry of the Islamic Azad University of Tehran (n=141). The Third English edition of the study and learning strategies Instruments(LASSI) questionnier was completed by the students after cross- culture adaptation and confirming its face validity, quantitative content validity and construct validity and reliability was observed by test – retest. Data analysis was done using SPSS software and descriptive statistics, regression and Pearson correlation coefficient. Result: The average score of study and learning strategies in dental students was 123.05±9.00 out of 240 scores with a minimum of 104 and a maximum of 148. The highest average score of study and learning strategies was related to the areas of concentration, selection of the main idea, and processing, respectively. The lowest average score of study and learning strategies was related to the fields of attitude, motivation and anxiety, respectively. The average score of study and learning strategies in dental students had no significant relationship with gender and marriage of students (p<0.05). But there was a direct and significant relationship between the average score of study and learning strategies with age (p<0.05). Also, there was a direct and significant relationship between the average score of study and learning strategies and academic performance (p=0.048, r=0.350). Conclusion: The average score of study and learning strategies in dental students indicated moderate scores revision. It seems that dental students need counseling and guidance in some areas of study and learning strategies, especially in the areas of anxiety, attitude and motivation. [ABSTRACT FROM AUTHOR]

Between the years of 2003–2015, the Programme for International Student Assessment (PISA) has identified a global trend signalling a decline in a sense of school belonging for secondary school students. Research has identified several factors that are positively related to school belonging, such as teacher support and academic motivation. However, little empirical research has been conducted to evaluate the relevant school belonging variables holistically and to assess their socio-ecological levels (e.g., student, microsystem, mesosystem) relative to the student. The purpose of this study is to assess the significant predictive variables within each socio-ecological level regarding school belonging. For this purpose, this study used data collected by PISA in 2015, focusing on data from 309,785 15-year-old students attending 12,668 schools in 52 countries around the world. Hierarchical multiple regression analysis was conducted to a) examine the empirical support for a layered structure of sense of school belonging, b) explore the contributions of variables in each layer of the socio-ecosystem to explain the variability in sense of school belonging and c) examine potential variations in this ability across schools and countries. The models provided support for the existence of such layers but also for some underlying relationships across the variables in the layers of the socio-ecosystem. The study then concludes with a discussion of the implications of the findings for school leaders, teachers and parents with respect to how school belonging approaches and strategies can be absorbed into existing practices and operations at school. Highlights: Student, or individual intrapersonal factors, can have significant impact on a student's perception of belonging. The strongest individual factors were collaboration dispositions (i.e., enjoying and valuing cooperation with others). Findings suggest a significant negative relationship between school belonging and test anxiety. It can be concluded that there are various systemic influences of school belonging. [ABSTRACT FROM AUTHOR]

Aim: To evaluate the quality of nursing clinical placement among nursing students. Design: This is a descriptive cross‐sectional study. Methods: Two hundred eighty two nursing student completed self‐administered, online questionnaires. The questionnaire assessed participants' socio‐demographic data, and the quality of their clinical placement. Results: The students had a high mean score for the overall satisfaction of their clinical training placement with high mean score for the item of "patient safety was fundamental to the work of the units" and the item of "I anticipate being able to apply my learning from this placement," while the lowest mean score was related to "This placement was a good learning environment" and "Staff were willing to work with students." Patient or Public Contribution: Quality of clinical placement is critical for improving the everyday quality of care for patients who are in desperate need of caregivers with professional knowledge and skills. [ABSTRACT FROM AUTHOR]

Aim: Healthcare workers (HCWs) are always at risk of experiencing occupational needle stick injuries (NSIs). The primary aim of this study was to assess the prevalence of NSIs among Iranian HCWs in military hospitals in Tehran. Design: This cross‐sectional study was conducted in four military hospitals in the summer of 2019 in Tehran. Method: By Census, 802 HCWs were included. Data were collected through a questionnaire consisting of vaccination history, safety equipment, use of safety box, history of NSIs and demographic variables. The logistics regression was used to estimate the odds ratios (OR) and 95% confidence interval (CI). The statistical significance level was set at 5%. The data were analysed using the SPSS software version 23. Results: A total of 203 (25.3%, CI: 22.3–28.4) of the participants reported a history of NSIs at least once during the past year. Single HCWs had a higher risk of NSIs compared to married HCWs (OR: 1.59, 95% CI (1.09, 2.30)). Also, the night shift working (OR: 1.91, 95% CI (1.18, 3.12)), higher educational degree (OR: 2.25, 95% CI (1.21, 4.20)), working overtime (OR: 1.50, 95% CI: (1.07, 2.12)), older age (OR: 1.02, 95% CI (1.01, 1.04)) and needle recapping (OR: 2.90, 95% CI: (1.98, 4.22)) were identified as significant associated factors. The study draws attention to a relatively high prevalence of NSIs as well as high‐risk activities among military HCWs. The primary source of NSIs is needle recapping. Measures such as setting up training courses for the military HCWs are needed to be planned. [ABSTRACT FROM AUTHOR]

Young people have emerged as one of the most impacted groups from the COVID-19 pandemic and related restrictions to daily activities, with disruptions to schooling, social interactions, and connections. Simultaneously, students' access to school mental health professionals were restricted or modified. The aim of this paper was to identify how school mental health professionals supported and addressed the mental health needs of young people during COVID-19 restrictions in Australia. School mental health professionals were surveyed during the 2020 lockdowns using a questionnaire designed by researchers in the United States of America. The innovations school mental health staff adopted to support students during lockdowns and remote learning were presented, including telehealth services, digital resources, and the online training and support they received/provided. The barriers and facilitators to providing counselling and assessment services during lockdowns were identified, including issues with providing psychometric assessments during remote learning, and ethical concerns when delivering remote counselling to students. Recommendations have been included, which address how school mental health professionals could be supported to assess and treat young people during future pandemics and school restrictions. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Health Academics / Sağlık Akademisyenleri Dergisi is the property of Journal of Health Academics and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background & Aims: Among psychological issues, anxiety is a "futuristic state of mind" in which a person is ready or preparing for the negative events of the future, indicating that there is a distinction between present and future dangers that alienate fear. Separates from anxiety (2). In fact, normal reaction anxiety is considered to be stress that may help a person cope with difficult situations. When anxiety is excessive, it may be so great that it is placed in the categories associated with anxiety disorders (2). Another variable that can be different in different situations between individuals and students is the individual self-efficacy of students. Self-efficacy refers to a person's personality strength in dealing with problems in achieving his goals and success, and more than it is influenced by the student's intelligence and learning ability, it is influenced by personality traits such as self-confidence, diligence and submission, self-esteem, Is self-regulation and self-direction. In the age of information explosion, cultivating selfsufficient people, people who can overcome their own anxiety and learn and solve problems independently is much more important than transferring a huge amount of information (3). Humans, on the other hand, are constantly solving problems throughout their lives. Problem solving helps people deal effectively with life's problems and challenges. When an issue is not clearly defined, ambiguity tolerance is used to construct and reconstruct solutions and interpretations. When an issue is not clearly defined, ambiguity tolerance is used to construct and reconstruct solutions and interpretations (4). Due to the above and the impact of anxiety on students' lives on the one hand, the identification of important factors and factors related to anxiety on the other hand and considering that research in the field and research was not found in the field The researcher seeks to answer the questions of whether there is a relationship between students' tolerance of ambiguity, anxiety and self-efficacy? Can tolerance of ambiguity and anxiety be able to predict anxiety in students? Methods: To conduct the present descriptive research, which is a type of basic and applied research, among male and female students of Farhangian University (former teacher training), Tehran in the academic year 1394-2014, based on multi-stage sampling of 150 people with a minimum of Undergraduate education was selected as a sample and then the questionnaires of McDonald (1970), Beck Anxiety (1998) and the self-efficacy of Scherer et al. (1982) were distributed and collected among the sample. After removing incomplete and invalid questionnaires, a total of 142 questionnaires were collected. Finally, descriptive statistics and Pearson correlation and linear regression tests were used simultaneously with the help of SPSS software for statistical analysis of data. Results: The results showed that the sum of the variables used (self-efficacy and ambiguity tolerance) predicted 18% of the variance of students' anxiety. Given that F calculated at the level less than 0.01 is significant, so the linear regression model is significant. The results of regression analysis show that self-efficacy at the level (= = 0.01) is able to significantly predict students' anxiety and t-test is significant for the significance of regression coefficients at the level less than 0.01. In other words, with increasing self-efficacy score, students' anxiety score decreases and vice versa. Given that β is the standardized coefficient of regression, it is clear that self-efficacy with an coefficient of explanation (0.393) is more effective in predicting student anxiety. Conclusion: The results showed that the variables of self-efficacy and ambiguity tolerance predict 18% of the variance of anxiety in students. Also, the results of regression analysis showed that self-efficacy is able to significantly predict students 'anxiety. In other words, with increasing self-efficacy score, students' anxiety score decreases and vice versa. It was also found that self-efficacy was more effective in predicting student anxiety. Explaining this finding, it can be said that tolerating the ambiguity of a personality variable is perceptual-emotional. In the clinical literature, ambiguity tolerance is a cognitive characteristic that can predict the risk of anxiety disorder. Tolerance of ambiguity is associated with negative anxiety and expectation about the future and is therefore always considered in research on anxiety disorders (11).Self-efficacy also refers to a person's perceived ability to perform a desired action. This means that evaluating one's abilities in a situation influences one's decision to act or avoid that situation, and because fear of judgment and negative evaluation prevents anxious people from displaying their abilities, The person is drawn to avoidance, passivity, and ultimately the inability to perform functional activities. Therefore, it is likely that a common factor in the structure of anxiety and low self-efficacy is the inability to understand individual competencies and adequacy and the misconception about the failure of activities (13). Beliefs about strong self-efficacy have been suggested as a powerful personal resource in dealing with stressful situations. Much evidence has been reported on the effect of selfefficacy beliefs on blood pressure with heart rate in heart patients. According to Bandura, self-efficacy related to one's judgments can affect one's actions in future situations. When a person is examining behavior or performing a task, he or she also makes judgments about his or her ability to perform the task and its circumstances. These judgments about self-efficacy affect a person's thinking about the ability or inability to do work and the individual's excitement and performance (14). The main focus of social cognitive theory is that self-efficacy beliefs strongly influence human performance. According to Graham and Wiener, self-efficacy is the most consistent predictor of behavioral outcomes relative to any other motivational structure (15). In predicting student anxiety. [ABSTRACT FROM AUTHOR]

Introduction In recent few years, the production of nurses in both the public and private sectors has been growing rapidly to fill up the gap of health care staff. As there is a lack of data available on clinical practice readiness among final year nursing students in India, the question remains of how nursing students see themselves and what qualities and areas interest them are of great importance. Objectives This study was conducted to determine the clinical practice skill readiness among final year nursing students and also to explore the factors that show the significant difference with clinical practice skill readiness level. Methodology A nonexperimental institutional-based cross-sectional online survey was conducted from October 15 to November 15, 2020 using a simple random sampling technique. A total of 200 final year nursing students have participated in the study through the self-structured and prevalidated comprehensive nursing competencies questionnaire (CNCQ). Data was collected through Google Form and exported to SPSS version 20.0 for further analysis. To compare the nursing competencies score with selected demographic characteristics, a one-way analysis of variance and an unpaired t -test were applied at a 95% confidence interval (CI). The post hoc test was used to check for multiple comparisons. Results Results of the study revealed that the overall CNCQ mean score of basic nursing skills were reasonably high (39.08 ± 13.27) compared with advanced nursing care skills (13.03 ± 5.28). A significant difference (p < 0.05) was observed in overall clinical posting duration in both basic (p < 0.004) and advanced (p < 0.001) nursing skills with selected demographic variables. There is also a significant difference found in the overall level of qualification (p < 0.004) in basic nursing skills. It was observed that in basic nursing care skills half of the year clinical posting (minimum 6 months) duration had a significant difference with the improved performance skills (p < 0.005) (0.57; 95% CI 0.14–1.00). Whereas the results also show that, the advanced nursing skills will be greatly improved if the nursing students get an opportunity to practice in different specialty areas for at least 2 months (p < 0.013) (0.62; 95% CI 0.11–1.14) or half of the year (p < 0.001) (0.95; 95% CI 0.34–1.56). This result shows a clear indication of how important clinical posting for nursing students is. Conclusion Our data suggested that the final year nursing students are losing ground in clinical practice readiness and competency. The result also shows that the clinical competency score will greatly improve in both basic and advanced nursing skills if the students are exposed to the clinical areas at least for a few months. Our findings will support the stakeholders, authorities of nursing colleges, and policymakers to make a significant decision to enhance the clinical practice among final year nursing students. [ABSTRACT FROM AUTHOR]

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

Objective: To investigate the prevalence of sleep problems and associated factors among Brazilian physiotherapists during the Coronavirus Disease 2019 (COVID-19) pandemic. Methods: Cross-sectional online survey of physiotherapists in Brazil. Sociodemographic data, sleep quality (Pittsburgh Sleep Quality Index – PSQI) and symptoms of anxiety, depression and stress (21-item Depression, Anxiety and Stress Scale – DASS-21) were assessed. Results: 342 physiotherapists responded the survey (18% male, median age 31 [27–38] years, 78% frontline workers). The three biggest fears reported by frontline physiotherapists were fear of being infected (48%), shortage of personal protective equipment (24%) and the severity of the disease (16%). The overall prevalence of poor sleep quality was 86%. Frontline physiotherapists showed worse scores on all PSQI components but sleep latency, disturbances and daytime dysfunction (p ≤ 0.037). Symptoms of anxiety and stress were highest in frontline workers (p ≤ 0.032). Being a frontline worker was independently associated with a poor sleep quality (odds ratio [95% CI] 1.99 [1.01 to 3.93]). Conclusion: Poor sleep quality was highly prevalent among Brazilian physiotherapists during the COVID-19 outbreak. Frontline physiotherapists showed worse sleep quality and more symptoms of anxiety and stress than non-frontline physiotherapists. Being at the frontline was associated with a higher chance of poor sleep quality. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Health & Nursing Management / Sağlık ve Hemşirelik Yönetimi Dergisi is the property of Logos Medical Publishing and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abundant research indicates that the COVID-19 pandemic has been negatively affecting mental health in adolescence. Few works, however, benefit from data from the same sample before and after the onset of the pandemic. The present longitudinal study involved a non-clinical group of 136 Italian adolescents (Mage = 16.3 years ± 1.08, 67% girls) to investigate their psychological response to the first lockdown and explore the role of a protective trait (i.e., Positivity) in moderating the effect of Intolerance of Uncertainty (IU) on internalizing symptoms before and during the COVID-19 outbreak. Participants completed self-report questionnaires assessing psychopathological symptoms, psychological well-being, IU, and Positivity on three separate occasions: October 2019 (T1), January 2020 (T2), and April 2020 (T3). The results showed that internalizing and externalizing symptoms as well as psychological well-being did not vary significantly over time. Positivity was found to significantly moderate the relationship between IU and internalizing symptoms at T3 (i.e., during the COVID-19 lockdown) only. Overall, our findings suggest that the teenagers' good adjustment to the initial phase of the pandemic might have been associated with the enhanced weight of the Positivity trait, which may have encouraged a positive attitude towards self, life, and the future. [ABSTRACT FROM AUTHOR]

Introduction: Cancer is one of the leading causes of death worldwide. This has led doctors, psychologists to seek to discover the causes, treatment and ultimately improve the mental health of this group of patients. Aim: The aim of this study was to evaluate the effectiveness of group schema therapy on death anxiety and emotional turmoil in patients with breast cancer in Shiraz. Method: The present study was quasi-experimental and of pre-test-post-test design with a control group. The statistical population of this research included all patients referred to medical centers and hospitals in Shiraz from July to September 2019 diagnosed with breast cancer. Using the targeted sampling method, 50 women with breast cancer were selected and randomly assigned to 2 groups (control and experimental). The experimental group received the educational intervention of group schema therapy in 8 sessions of 45 minutes and 1 session per week. The control group did not receive any intervention; the questionnaires used in this research included Death Anxiety Questionnaire and Depression, Anxiety and Stress Questionnaire. SPSS version 24 software and covariance analysis were used for data analysis. Results: Findings showed that group schema therapy training protocols had a significant effect on reducing death anxiety and emotional turmoil in women with breast cancer (P≤0.001). The effect size for death anxiety and emotional disturbance was 0.576 and 0.247, respectively. Conclusion: The effectiveness of group schema therapy on reducing death anxiety and emotional disturbance was confirmed in the present study. It is suggested to use this type of treatment to help women with breast cancer. [ABSTRACT FROM AUTHOR]

Background: Improving the professional identity of nursing intern is significant for enhancing the number of new registered nurses and easing the shortage of nursing personnel. The clinical internship is a key period for the formulation of professional identity. However, we know little about the factors influencing the nursing interns' professional identity during clinical internship. Therefore, this study explore the influencing factors of nursing interns' professional identity during clinical internship. This study will provide evidence and suggestions for generating effective strategies contributing to professional identity improvement of nursing interns. Methods: This was a cross-sectional study. The convenience sampling was used to recruit 398 nursing interns from a teaching hospital in Hunan, China. The demographic characteristics information was collected by a self-developed questionnaire. The nursing interns' professional identity and potential influencing factors (e.g., work atmosphere, teacher capacity) were measured by questionnaires with good psychometric properties. The appropriate indicators were used for descriptive statistics, and t test, analysis of variance, Pearson's correlation analysis and multiple linear regression were used to analyse the influencing factors. Results: In this study, the influencing factors of nursing interns' professional identity are education level, first choice of major, residential status, work atmosphere, and teacher capacity. The results showed that: (1) the nursing interns with a higher education level reported a lower level of professional identity; (2) the nursing interns whose first choice of major was not nursing discipline reported a lower level of professional identity; (3) the nursing interns live in rural areas (compared to urban areas) reported a higher level of professional identity; (4) the nursing interns in better work atmosphere reported a higher level of professional identity; (5) the nursing interns under the guidance of the teachers equipped with better teaching capacity reported a higher level of professional identity. Conclusion: The education level, first choice of major and residential status are influence factors of nursing interns' professional identity. The nursing educators need to pay attention to nursing interns whose first choice is not nursing, and in a bachelor program, who may have a lower level of professional identity. It is crucial to enhance the nursing interns' professional identity by improve the work atmosphere and clinical teachers' capacity, to promote nursing interns to choose nursing as a profession and reduce the shortage of nursing workforce. [ABSTRACT FROM AUTHOR]

Background: Nursing education has been disrupted by the onset of the COronaVIrus Disease 19 (COVID-19) pandemic, potentially impacting learning experiences and perceived competencies at the time of graduation. However, the learning experiences of students since the onset of COVID-19, their perceived competences achieved and the employment status one month after graduation, have not been traced to date. Methods: A cross sectional online survey measured the individual profile, the learning experience in the last academic year and the perceived competences of the first COVID-19 new nursing graduates in two Italian universities. Details relating to employment status and place of employment (Covid-19 versus non-COVID-19 units) one month after graduation were also collected and the data compared with those reported by a similar cohort of new graduates pre-pandemic in 2018–2019. All those who graduated in November 2020 and attended their third year after the onset of the COVID-19 pandemic were eligible. The online survey included individual, nursing programme and first working experience variables alongside the Nurse Competence Scale (NCS). Descriptive and inferential statistical analyses were performed. Results: A total of 323 new graduates participated. In their last academic year, they experienced a single, long clinical placement in non-COVID-19 units. One month after graduation, 54.5% (n = 176) were working in COVID-19 units, 22.9% (n = 74) in non-COVID-19 units and 22.6 (n = 73) were unemployed. There was no statistical difference among groups regarding individual variables and the competences perceived. Fewer new graduates working in COVID-19 units experienced a transition programme compared to those working in non-COVID-19 units (p = 0.053). At the NCS, the first COVID-19 new graduate generation perceived significantly lower competences than the pre-COVID-19 generation in the 'Helping role' factor and a significant higher in 'Ensuring quality' and 'Therapeutic interventions' factors. Conclusions: The majority of the first COVID-19 new graduate generation had been employed in COVID-19 units without clinical experience and transition programmes, imposing an ethical debate regarding (a) the role of education in graduating nurses in challenging times with limited clinical placements; and (b) that of nurse managers and directors in ensuring safe transitions for new graduates. Despite the profound clinical placement revision, the first COVID-19 new graduate generation reported competences similar to those of the pre-COVID-19 generation, suggesting that the pandemic may have helped them to optimise the clinical learning process. [ABSTRACT FROM AUTHOR]

The aim of this study was to investigate the prevalence rate and determinants of SU in adolescents based on the social development model (SDM). In 2018, applying a cross-sectional design, cluster multistage random sampling was employed to recruit 600 adolescents in Bam County, Iran, to participate in the study. A valid and reliable SDM-based instrument was used to collect data. The prevalence rate of using at least one substance was 42% (in girls 33.6% and in boys 50.3%). Adjusted for covariates, having close friends with SU was found as the factor with the highest risk. Higher scores in involvement in prosocial activities and interactions (OR: 0.47; 95% Confidence interval (CI): 0.33–0.66, p < 0.001), attachment and commitment to prosocial others (family and school) (OR: 0.73; 95% CI: 0.58–0.93, p < 0.05), and skills for interaction/involvement (OR: 0.51; 95%CI: 0.39–0.67, p < 0.001) reduced the odds of ever use of SU among adolescents. Also, higher levels of perceived rewards for antisocial interaction/involvement (OR: 2.22; 95% Confidence interval (CI): 1.53–3.22, p < 0.001) and belief in antisocial values (OR: 2.24; 95% CI: 1.67–2.94, p < 0.001) increased the odds of ever use SU among the respondents. In community-based interventions to prevent SU among adolescents, a great focus should be firstly on identifying the probability of SU in close friends. Moreover, the involvement of adolescents in prosocial activities and interactions, attachment and commitment to prosocial others (family and school), and skills for interaction/involvement should be core categories while designing community-based interventional studies. [ABSTRACT FROM AUTHOR]

Aims and objectives: This study investigated the effects of multimedia‐based information on anxiety, discomfort and satisfaction with care among patients undergoing cerebral angiography. Background: Cerebral angiography is the gold standard for diagnosing cerebrovascular conditions; however, patients might experience related anxiety and discomfort. For such patients, reductions in anxiety related to informational interventions have been inconsistent, and the effects on patient discomfort and satisfaction with nurses were not confirmed. Design: This quasi‐experimental study with a non‐equivalent, control group, non‐synchronised design was conducted using the TREND checklist. Methods: Fifty‐five patients who underwent cerebral angiography at a neurosurgery ward were enrolled in this study. Twenty‐seven patients in the experimental group were provided multimedia‐based information on cerebral angiography, including actual on‐site photographs and videos, an explanation of the benefits of cerebral angiography and introduction to medical staff. Twenty‐eight in the control group were provided a printed explanation. The collected data were analysed using the χ²‐test, Fisher's exact test, independent t test, paired t test or ANCOVA. Results: In the experimental group, anxiety was significantly decreased post‐intervention, and there was a significant difference in state anxiety between the experimental and control groups. Discomfort and satisfaction with care also showed significant differences between these two groups. Conclusion: This study confirmed that multimedia‐based information decreases patient anxiety and discomfort while increasing satisfaction with care among those undergoing cerebral angiography compared with a printed explanation only. Relevance to clinical practice: The anxiety and discomfort of patients undergoing cerebral angiography should be considered a major nursing problem. This study evaluated the effects of multimedia‐based information on anxiety, discomfort and satisfaction with care among patients undergoing cerebral angiography and showed it to be an effective nursing intervention. [ABSTRACT FROM AUTHOR]

Purpose: To explore RN-BSN students' perception on clinical placements, mentorship and supervision in clinical teaching and learning. Methodology: The study adopted a descriptive cross-sectional survey design among RN-BSN students studying at Kenya Methodist University. The sample size was determined by Fisher et al., formula and the participants were selected through simple random sampling, those who met the eligibility criteria were included in the study. Data was collected through a self-administered questionnaire and data was analysed by use of SPSS version 26, where descriptive data was presented by the use of tables and figures. Findings: This study revealed that 61.7% of the students were satisfied with the clinical placements as it provided a positive learning environment, while 84% reported they had the opportunity to transfer theory into practice. In addition, 59.1% were satisfied with the hands-on experience they had in the clinical area however, 58.3% were dissatisfied with the use of Evidencebased practice and 54.8% were dissatisfied with the involvement of lecturers in clinical training. Unique Contribution to Theory, Practice and Policy: This study tested the Kolb Experiential model where for learning to take place the students need to go through concrete experience, reflective observation, abstract conceptualization and active experimentation. This study is in support of this model that for effective learning to take place the student has to undergo all the learning cycle. In policy, this study recommends the need to equip health facilities and employ more nurses in the hospitals who will also act as mentors to students and improve these facilities into teaching and referral centres. In practice, hospitals should identify clinical mentors who will oversee the implementation of Evidence-Based Practice and critical thinking into the nursing practice, while, institutions should employ more clinical instructors, and identify clinical mentors and preceptors in the clinical learning environments. [ABSTRACT FROM AUTHOR]

Purpose: This study aims to assess the fear of coronavirus disease 2019 (COVID‐19) and its influence on the students' fear of COVID‐19 and intention to leave nursing school. Design and Methods: This study employed a cross‐sectional design using self‐report questionnaires distributed to 261 nursing students from the Philippines. Findings: The first‐year nursing students are found to be the most fearful among the group. The students' fear of COVID‐19 is associated with their high irritability, poor sleep quality, and desire to quit nursing school. Practice Implications: Students are perturbed by the pandemic and teachers should implement supportive, teaching–learning strategies to address the student's needs. [ABSTRACT FROM AUTHOR]

Background: Learning depends not only upon how teachers have designed and structured their subjects and courses but also upon how their students perceive and understand this design and structure. Understanding student's level of perception with their clinical education forms a basis of determining the quality of nursing education. Objective: Assess nursing students' perception of their learning experience with community health nursing practical modules. Methods: Cross-sectional descriptive study, the convenience sample included 149 students studying a community health nursing practical course at the Faculty of Nursing affiliated to Modern University for Technology and Information. Three tools were used; (a) interviewing questionnaire regarding demographic characteristics. (b) Undergraduate modules experience questionnaire and (c) Student evaluation of clinical education environment inventory. Results: Students' total perception mean scores regarding the practical modules experience questionnaire was (79.82%) , and different community clinical learning environment, family health centers (82.01%), schools (76. 83%), and geriatric homes (79. 29%) with statistical significance differences p ≤.042. Furthermore, significant relationship was found between students' academic achievement and total perception of the Undergraduate Modules Experience Questionnaire (UMEQ) and its subscales, Good Teaching, Intellectual Motivation (p ≤.01), Clear goals and standards and Generic Skills (p ≤.04), Appropriate Assessment and Overall Satisfaction (p ≤.05). Conclusion: Nursing students revealed a higher positive perception of community health nursing practical modules experiences. However, there was few areas are required for improving quality of the practical modules. Implications for nursing education: Increasing period of students' clinical training exposure, teaching the skills of effective time management as well as increasing number of the academic staff in the community health nursing department are recommended strategies for improving quality of community health nursing practical modules. [ABSTRACT FROM AUTHOR]

Background: Oral Medication administration is one of the paramount nursing procedures, where nurses must pay their utmost commitment. The vital aims are to reduce medication errors and ensure patient safety. The objectives of this study were to evaluate whether the nursing students could learn and retain the basic guidelines for oral medication administration when they are taught using a video-assisted teaching method compared with the lecture-demonstration method and to assess the students' attitudes towards the two types of teaching methods. Methods: This study was conducted as a quasi-experimental study with a pre and post-test design. Forty-five students in the first year of the bachelor's degree in nursing programme participated. All the participants completed a self- administered questionnaire, including socio demographic data and questions of oral medication administration. Subsequently, participants were randomly assigned to two groups. Oral medication administration procedure was taught using two different teaching methods. Finally, the post-test knowledge scores of both groups were assessed and analysed using the paired-sample t-test. Results: The results revealed that there was no significant difference in terms of age, gender and type of residence of students in the two groups. When comparing the pre-test mean score and post-test mean score using paired sample t-test, there was a statistically significant difference in both video demonstration group (t = − 4.533, p < 0.001) and lecture-demonstration group (t = − 4.208, p < 0.001). Almost all the students obtained good knowledge scores regardless of the method used in teaching oral medication administration. However, when comparing post-test scores of both groups using an independent sample t-test, it was identified that there was no significant difference between the two groups. Therefore, it was difficult to identify which method was effective than the other. According to the student feedback obtained at the end of the study, 67% of them preferred to have more video demonstrations in their skills classes. Conclusion: The results of this study suggested that oral medication administration can be effectively taught using lecture-demonstration and video-demonstration teaching methods. [ABSTRACT FROM AUTHOR]

Background: Nurses' adherence to ethical values in the field of patient care is affected by various factors, especially moral intelligence. The role of moral intelligence on professional commitment is an issue leading to improving the quality of services and health promotion. The aim of this study was to investigate the predictive power of moral intelligence on professional commitment of nurses. Method and Materials: This descriptive-analytical study was carried out on 100 nurses and 300 patients selected by stratified random sampling. Data were collected using the Lenik & Kiel moral Intelligence Questionnaire and Nurse Professional Commitment Questionnaire. Data were analyzed using descriptive analysis and regression. Results: The results showed that there was a significant statistical relationship between moral intelligence and professional commitment (P=0.001). There was a significant relationship between demographic variables, age and work experience with moral intelligence and two variables of gender and professional commitment (P <0.05). In addition, regression showed that dimensions of nurses 'moral intelligence account for 41% of the variance of nurses' professional commitment. of the four dimensions of nurses' moral intelligence, compassion had the most significant effect (P=0.03, β=0.32). Conclusion: The results of this study showed that moral intelligence is associated with professional commitment and is able to predict it. Therefore, it is recommended that nursing managers and authorities to put the Strengthening nurses' moral intelligence in the list of their priorities. [ABSTRACT FROM AUTHOR]

Objectives: The aim of this study was to conduct a "Strengths-Weaknesses-Opportunities-Threats"(SWOT) analysis in order to assess strengths and weaknesses, threats and opportunities clinical practice of women's health nursing lesson (CPWHN) is facing. Method: Embedded single-case research design was used in this study conducted with methodology of qualitative research. Academicians and mentor nurse trainers who were teaching women's health nursing lesson were included in this study (n=13). Case analysis method was used to assess the data. Finding: Strengths of CPWHN included the university being located in the capital of Turkey and certain application hospitals offering case variety. Its weaknesses included failure to provide individualized education due to high quotas for nursing students, lack of interest in CPWHN among male students due to gender stereotypes. Opportunities of CPWHN included national and international exchange programs for both students and academicians in addition to developments in innovative health practices; whereas the threats it was facing included opening nursing programs at universities with insufficient academicians and high quotas for nursing students due to high demand in nursing work force. Conclusions: Improving weaknesses and turning threats into opportunities for CPWHN would be beneficial in improving quality of nursing care after graduation. [ABSTRACT FROM AUTHOR]

Background: Nursing students experience ethical conflicts and challenges during their clinical education. These may lead to moral distress and disturb the learning process. Objectives: This study aimed to explore and to evaluate the nursing students' ethical challenges in the clinical settings in Iran. Research design: This was a mixed-methods study with an exploratory sequential design. Participants and research context: A total of 37 and 120 Iranian nursing students participated in the qualitative and quantitative phases, respectively. Ethical considerations: The ethical committee of Kerman University of Medical Sciences, Iran, approved the protocol of the study. Findings: Three main categories were extracted from qualitative data including Low attention of nurses to the patients' preferences; Lack of authority; and Inadequate support. A total of 97% of the students had more than one ethical challenge in clinical settings and 48% of them stated that their challenges did not resolve. The total score of perceived ethical challenges was 62.03 ± 9.17, which was moderate. The highest mean score related to the "Low attention of nurses to the patients' preferences" subscale. Discussion: The finding confirmed most of the existing results of other international researches about the frequency and kinds of baccalaureate nursing students' ethical challenges. Conclusion: Identifying student ethical challenges helps teachers to manage their clinical learning process better. This study may provide a view for the nurses, clinical educators, and managers toward nursing students' ethical challenges and their impact on nursing students' clinical experiences. [ABSTRACT FROM AUTHOR]

Background: Anxiety in patients with myocardial infarction (MI) which has a very negative effect on the prognosis of their disease and their physical and mental health. We performed this study in order to find the impact of a peer based education (PE) on anxiety in patients with MI. Methods: This was a randomized clinical trial study. The study participants included 60 patient with MI, who were randomly divided into two groups. The first group received routine education and the other one received PE. We assessed anxiety before and 30 days after the intervention through a valid questionnaires. Data were analyzed by independent sample t-test, two-way ANOVA and the Bonferroni test. Results: The majority of samples were male, married, self-employer, and living in city. After 30 days intervention the anxiety score was significantly lower in the PE group compare to the control group. Conclusion: Our findings indicated that the implication of PE as an educational element in decreasing anxiety score and can be considered as a method for continuing of care, and could as well as be a good approach for other patients. [ABSTRACT FROM AUTHOR]

Purpose: This study investigated the quality of life (QOL) and its predictors among nursing students in a university in Saudi Arabia. Design: A descriptive, cross-sectional design. Method: A convenience sample of 175 baccalaureate nursing students from a university in Saudi Arabia was surveyed in this study. Using the WHOQOL-BREF and a sociodemographic sheet, the QOL and its predictors among Saudi nursing students were investigated. Findings: The respondents reported a mean score of 4.09 (SD = 0.71) and 4.02 (SD = 0.87) for their overall perceptions of QOL and health, respectively. The psychological and physical health of these students had the highest and poorest QOL perception, respectively. Gender, academic year level, community type, and monthly family income exerted a multivariate effect on the four domains of QOL. Conclusion: The study underscores the need to ensure the highest level of health and well-being among nursing students while they are undergoing training for their professional roles as nurses. The findings should be utilized by policymakers in nursing institutions in Saudi Arabia in creating policies centered on the holistic development of nursing students in the country. [ABSTRACT FROM AUTHOR]

Accessible summary: What is known on the subject?: Psychological distress is a major health concern, and university student populations are at a risk due to high academic, economic and interpersonal demands at this time. While a number of studies have been conducted looking at distress and service uptake amongst university students, there is a lack of comparative information in the student nurse population. Therefore, this study focuses on level of psychological distress and service uptake in student nurses during their training. Student nurses in training are acknowledged as particularly vulnerable to anxiety and depression. Anxiety and depression can interfere with educational achievement and interfere with working relationships, which are an important aspect of clinical practice. What this paper adds to existing knowledge?: This study investigates psychological distress and service uptake in student nurses, in a single study, by measuring the level of distress and comparing this with adult nonpatient norms. The key findings suggest high levels of anxiety and depression and poor uptake of support in student nurses. The main barrier to seeking support was the fear of disclosure about their anxiety and/or depression, and feared impact on their suitability to train as a nurse. What are the implications for practice?: Due to the fear of disclosure and low levels of support seeking, mental health nurses and academics have a key role to play in mental health literacy. It seems reasonable, given the key findings, to suggest that interventions be directed at decreasing anxiety and depression such as mindfulness training and other evidence‐based strategies. It is recommended that psychological distress needs due attention from higher education sector and those health professionals involved in mental health service provision to support evidence‐based strategies that target these issues. Abstract: Introduction: This study adds to the existing international evidence on psychological distress in the student population by focusing on student nurses. It quantitatively assesses psychological distress with comparative norms and investigates service uptake in a single study. Aim: The aim of this study was to investigate the level of psychological distress in students and compare this with population norms and highlight potential facilitators and barriers to help seeking. Methods: This study recruited N = 121 student nurses from one university in a cross‐sectional design. Data were analysed using descriptive statistics, independent t tests and one‐way ANOVAs. Findings: The key findings show high levels of psychological distress, which is above levels seen in the general population. The main barriers to seeking support were fear of disclosure and the perceived impact on their suitability as a student nurse. Discussion: The study highlights that high levels of distress identified in the literature are seen in student nurses and that fear of disclosure may account for some not seeking support. Relevance: The fear of disclosure and low levels of seeking support suggest there is a need for mental health nurses and academics to play a key role in mental health literacy and evidence‐based interventions such as mindfulness to combat these issues. [ABSTRACT FROM AUTHOR]

Copyright of Investigacion & Educacion en Enfermeria is the property of Universidad de Antioquia, Facultad de Enfermeria and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Clinical teaching is at the core of the nursing profession. However, clinical teaching may not empower students to gain clinical competency and skills. In this context, the performance of instructors is one of the main determinants of effective clinical teaching. Therefore, the present study aimed to determine the relationship between nursing instructors' clinical teaching behaviors and students' learning. Methods: This descriptive, correlational study was conducted with 267 nursing students selected through convenience sampling. The data were collected using the Nursing Clinical Teacher Effectiveness Inventory, developed by Knox and Morgan. The questionnaire included two parts: the extent to which nursing instructors used teaching behaviors and the effectiveness of these behaviors on students' learning. The data were entered into the SPSS statistical software, version 19, and were analyzed using descriptive and inferential statistics and the Pearson's correlation coefficient. Results: The results showed a significant positive relationship between the extent to which nursing instructors used teaching behaviors and the effectiveness of these behaviors on students' learning (P = 0.001). In terms of the utilization of teaching behaviors, the highest average rates were related to the dimensions of interpersonal relations and teaching abilities, while the lowest average rates were found for the evaluation dimension. With regard to the effectiveness of these teaching behaviors on learning, the dimensions of teaching ability and evaluation gained the highest and lowest average rates, respectively. Discussion: Instructors' capabilities have to be improved regarding the effective utilization of some behaviors related to evaluation, personal characteristics, and nursing competency. In this respect, the use of comprehensive teaching programs can be quite beneficial. [ABSTRACT FROM AUTHOR]

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Background: The clinical learning environment is an important part of the nursing and midwifery training as it helps students to integrate theory into clinical practice. However, not all clinical learning environments foster positive learning. This study aimed to assess the student nurses and midwives' experiences and perception of the clinical learning environment in Malawi. Methods: A concurrent triangulation mixed methods research design was used to collect data from nursing and midwifery students. Quantitative data were collected using a Clinical Learning Environment Inventory, while qualitative data were collected using focus group discussions. The Clinical Learning Environment Inventory has six subscales of satisfaction, involvement, individualisation, innovation, task orientation and personalisation. The focus group interview guide had questions about clinical learning, supervision, assessment, communication and resources. Quantitative data were analysed by independent t-test and multivariate linear regression and qualitative data were thematically analysed. Results: A total of 126 participants completed the questionnaire and 30 students participated in three focus group discussions. Satisfaction subscale had the highest mean score (M = 26.93, SD = 4.82) while individualisation had the lowest mean score (M = 18.01, SD =3.50). Multiple linear regression analysis showed a statistically significant association between satisfaction with clinical learning environment and personalization (β = 0.50, p = < 0.001), and task orientation (β =0.16 p = < 0.05). Teaching and learning resources, hostile environment, poor relationship with a qualified staff, absence of clinical supervisors, and lack of resources were some of the challenges faced by students in their clinical learning environment. Conclusion: Although satisfaction with clinical learning environment subscale had the highest mean score, nursing and midwifery students encountered multifaceted challenges such as lack of resources, poor relationship with staff and a lack of support from clinical teachers that negatively impacted on their clinical learning experiences. Training institutions and hospitals need to work together to find means of addressing the challenges by among others providing resources to students during clinical placement. [ABSTRACT FROM AUTHOR]