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Purpose: This study aimed to investigate the usefulness of a newly developed oral simulator for nursing students’ oral assessment education on oral diseases and symptoms. Materials and Methods: The participants were first-year students (n=105) at a nursing school in Japan. Ten identical oral simulators with angular cheilitis, missing teeth, dental caries, calculus, periodontitis, hypoglossal induration, food debris, and crust formation were created by a team of dentists. After a 45-minute lecture programme for oral assessment performance with the Oral Health Assessment Tool (OHAT), the ability test with the simulators and the OHAT as well as test feedback were conducted in a 30-minute practical programme. To evaluate the effectiveness of the programmes, questionnaires and ability tests with slides of oral images were conducted at baseline and after the programme. Results: Ninety-nine students (94.3%) participated in this study. The results of the ability test with the simulators and the OHAT in the practical programme showed that the correct answer rates of assessing tongue, gingiva, present teeth, and oral pain were less than 40%. Their levels of confidence, perception, and oral assessment performance were statistically significantly higher after the programmes than they were at baseline. Their level of confidence in assessing the need for dental referral had the largest increase in scores compared to the lowest scores at baseline in the nine post-programme assessment categories. Conclusions: This study identified several problems with nursing students’ oral assessment skills and improvements of their oral assessment confidence, perceptions and performance. [ABSTRACT FROM AUTHOR]

AIM: The study aims to provide insights into the key predictors of grit both before, during and throughout a common crisis event, where other more individualised challenges may not provide these insights. DESIGN: A repeated cross-sectional design. METHODS: Data were collected via an anonymous questionnaire among n = 818 (20.8% response rate) nursing students who were undertaking a three-year baccalaureate degree. Data collection occurred in the mid-year break of 2019, 2020 and 2021. The online questionnaire, which examined student demographics, personality, locus of control-4, general self-efficacy, psychological capital and grit, took 15-25 min to complete. Data were prepared and analysed using Statistical Package for the Social Sciences to undertake Structural Equation Modelling. Reporting methods adhered to the STROBE guidelines. RESULTS: The pathway models of grit prior to, at the time of, and after the global pandemic varied slightly as to their predictor variables, however, neuroticism was consistently present. Locus of control and psychological capital also varied over this period with hope having a positive impact, prior to and after the initial crisis, however, negatively impacted grit afterwards. Understanding the key drivers of grit, particularly those essential at or around the time of a crisis guides our understanding of how to better support nursing or healthcare students. These insights enable a greater focus of energies towards malleable attributes that can increase grit levels and better fortify nursing students for challenges they may encounter in practice. These insights also serve to further prepare healthcare, emergency, or other professionals who may encounter regular crises. Within months of a global pandemic occurring, the key predictors of grit were shown to fundamentally alter. Each pathway model varied slightly suggesting the timing of a crisis impacts students capacity to manage new or novel situations, with hope as a key driver of grit throughout a crisis.

Introduction: Nursing students experience significant academic and clinical stress due to challenging coursework, assessments, and educational demands, as well as the pressures associated with gaining practical healthcare experience. These challenges can lead to anxiety, fear of making errors, and concerns about patient well-being, ultimately impacting students' mental health and their preparation for a nursing career. Objective: assesses the predictors of academic and clinical stress among nursing students. Method: A cross-sectional study design was used with a convenience sample of 113 nursing students. The study team conducted the study at the Faculty of Applied Medical Science, Nursing Department at Prince Sattam bin Abdulaziz University. The researchers used three instruments for data collection and asked all nurse students to complete the online questionnaires, which utilized perceived clinical settings and academic stress. Results: The mean age of the studied nursing students was 21.2 years old. The study observed students had moderate perceived stress levels furthermore, the total levels of the academic stress domain's mean and standard deviation in students were 90.5 ± 32. Also, a significant relationship between perceived stress and clinical setting hours per week in nursing students, and hospital clinical setting type in nursing students. There was a correlation between academic stress and the ages of students. Students' academic stress was statistically significantly correlated with their educational level. Conclusion: Academic and clinical stress significantly impacts nursing students; the most common reasons that increase stress are fear of making mistakes and harming the patient. Recommendation: Accordingly, the study advocates for developing educational strategies and a structured course curriculum before student nurses are sent to clinical areas to enhance their capabilities and reduce academic and clinical stress. [ABSTRACT FROM AUTHOR]

ABSTRACT Objective Design Sample Method Results Conclusions This study was conducted to evaluate the effect of global climate change concern on environmental sensitivity in nursing students.This study was descriptive, cross‐sectional, and correlational.The study was conducted with undergraduate nursing students (n = 350).Descriptive Information Form, Climate Change Worry Scale, and Environmental Sensitivity Scale were used as data collection tools in the study. The relationship between global climate change concern and environmental sensitivity of nursing students was evaluated by Pearson correlation analysis, and the effect of climate change concern on environmental sensitivity of nursing students was evaluated by simple regression analysis.It was determined that there was a positive and moderately significant relationship between the mean total scores of the Climate Change Concern Scale and the mean total scores of the Environmental Sensitivity Scale (r = 0.388, p < 0.001).As a result of this study, it was found that as nursing students' concern about global climate change increased, their sensitivity toward the environment also increased. [ABSTRACT FROM AUTHOR]

Background & Objective: Therapeutic communication with patients is one of the most critical competencies for nursing students in clinical settings. In this study, we investigated the impact of an online education program based on the COMSKIL model on the communication skills of undergraduate nursing students. Material & Methods: This quasi-experimental study involved presenting a specific education program based on the COMSKIL model to a group of undergraduate nursing students in the 4th to 8th academic semesters. The program was delivered through the online platform of the university during the COVID-19 pandemic. The data were collected at three time points: baseline (T1), immediately after education (T2), and two months after education (T3). Two instruments were used to collect data: a sociodemographic information questionnaire and a Persian version of the Quindam Communication Skills Questionnaire. The data were analyzed using independent t tests, one-way Analysis of Variance (ANOVA), and repeated measures analysis of variance. Results: The study's hypothesis was accepted, showing that the education program had a positive impact on the communication skills of the students over time. The total mean score of students' communication skills significantly improved (p < 0.0001) from T1 (107.91 ± 7.53) to T3 (121.76 ± 4.91) two months after the education program. The effect size indicated that this increase was moderate. Conclusion: The findings of this study have practical implications for nursing students in realworld patient care scenarios in clinical settings. The innovative and evidence-based educational model used in this study can replace outdated methods of instruction. Given that effective communication between nurses and patients is vital for providing high-quality patient care in a supportive environment, we recommend integrating this person-centered program into the curriculum planning of undergraduate nursing students. [ABSTRACT FROM AUTHOR]

This study was conducted to analyze the findings of qualitative studies about nursing students' experiences with operating room (OR) practices. There is a need to conduct metasynthesis studies to highlight the overarching dimensions of nursing students' experiences in the OR learning environment, identify and summarize key elements, draw attention to the professional implications of the experience, and then help define the future research agenda. This original study is the first metasynthesis of qualitative studies focusing on nursing students' OR practice experiences. A qualitative metasynthesis. This metasynthesis study was based on the Preferred Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) statement and registered with PROSPERO (International prospective register of systematic reviews) (CRD42021252129). This metasynthesis consists of qualitative studies that included themes, were conducted with nursing students with OR experience, and were published in English between December 2000 and June 2022. Data were analyzed using the two-step metasynthesis procedures proposed by Sandelowski and Barroso. This metasynthesis study was carried out by analyzing 12 qualitative studies that met the inclusion criteria, reflected the results of a total of 244 nursing students, and were conducted in 7 different countries. As a result of the analysis of the studies, two main themes and seven subthemes were determined about the OR experiences of nursing students. The main themes of the study included (1) the OR environment and (2) professionalism and career choices. The synthesis of studies in this research revealed nursing students' OR experiences and provided evidence about the association between these experiences and their professionalism and career goals. The research drew attention to the limitations and facilitators of the OR learning environment for nursing students and provided guidance for a positive interactive learning environment. [ABSTRACT FROM AUTHOR]

Missed nursing care is a condition that is likely to be encountered frequently in the surgical care process and is generally related to the educational and emotional needs of the patients. Perception of and witnessing missed care can affect nursing images, expectations, and experiences by causing nursing students to experience professional disappointment. The purpose of the study was to explore nursing students' perception of perioperative missed nursing care (PMNC) according to "role theory" and Benner's "novice to expert" theories. The study used a qualitative design based on Heidegger's hermeneutical phenomenological approach. Study data were collected using a semistructured interview form prepared by the researchers through face-to-face interviews lasting approximately 50 minutes. The analysis of the data was conducted using van Manen's thematic analysis. The Standards for Reporting Qualitative Research checklist was used in reporting the study. This study, which was conducted to explore awareness of PMNC, consisted of 12 students, including five males and seven females. It was understood that nursing students noticed PMNC in clinical practice, experienced internal conflict about the issue, were concerned about the image of nursing, and experienced role and professional identity confusion. The themes of the study were formed in light of these experiences of nursing students. Three themes and 11 subthemes emerged in the study. The themes of the study were (1) perceived PMNC application-behavior patterns, (2) internal reflections of PMNC—its impact on professional identity development, and (3) perceptions of professionalism in perioperative nursing. This study provided important data about the awareness of PMNC in the surgical clinical practice of nursing students in Turkey and the effects of this awareness on the professional roles and professional identity process. Students were aware of the behavioral patterns of PMNC and that they experienced internal conflict, anxiety about the nursing image, role confusion, and professional identity confusion due to this awareness. Some students justified the PMNC behaviors of the nurses and others saw themselves as the power to change the PMNC behaviors. [ABSTRACT FROM AUTHOR]

Academic self-efficacy and psychological well-being play a crucial role in the mental health of nursing students and influence whether they decide to remain in the nursing profession. This study aimed to determine the effect of laughter therapy on self-efficacy and psychological well-being in nursing students. In this randomized controlled study, 208 nursing students were randomly assigned to an experimental (n = 102) and a control (n = 106) group. The experimental group received laughter therapy face-to-face once a week for eight weeks. No intervention was applied to the control group. In both groups, data were collected at the beginning of the study and the end of the eighth week using a Sociodemographic Questionnaire Form, the Academic Self-Efficacy Scale, and the Psychological Well-Being Scale. In the post-study group comparisons, there was a statistically significant difference in the scores for the total Academic Self-Efficacy Scale, the external emotion management and collegiality subscales, and the total Psychological Well-Being Scale (p > 0.05). With regard to all the scale scores, no statistically significant difference was found in the groups in the pre- and post-comparisons (p > 0.05). It was determined that laughter therapy increased the mean psychological well-being score in the experimental group. It was also found that after the laughter therapy, distraction and loss of interest in lectures decreased, stress and anxiety levels decreased, eating and sleeping habits were regulated, and social media use decreased. Laughter therapy can be used to increase self-efficacy and psychological well-being. • Laughter therapy has many positive effects on health in many aspects such as reducing depression, anxiety, and stress, increasing happiness, and improving psychological well-being. • Non-pharmacological this intervention is also cost effective and safe. [ABSTRACT FROM AUTHOR]

Background: Occupational Bloodborne Exposures (OBEs) are incidents where healthcare workers come into contact with blood or other potentially infectious materials, leading to risks of transmitting bloodborne pathogens. Nursing students, often in direct contact with patients, face heightened risks due to their duties. Methods: First, we conducted a cross-sectional survey using a OBEs questionnaire to explore the knowledge, attitudes, practices, and needs regarding OBEs among nursing students. Subsequently, we used a randomized controlled trial (RCT) to compare the impact of the Presentation-Assimilation-Discussion (PAD) method with the traditional lecture-based learning (LBL) method on OBEs education for nursing students. Pre-test, post-test, and retention test were used to observe the teaching effectiveness, and the students' feedback on the teaching method was also observed. Results: In the cross-sectional survey, we found that nursing students lacked sufficient knowledge and management skills regarding OBEs but recognized the importance of standard precautions and expressed a desire for systematic OBEs training during their education and internships. In the RCT, the total, theoretical, and practical scores of the PAD and LBL groups were comparable in the pre-test (56.70 ± 3.47 vs. 56.40 ± 3.95, 33.09 ± 3.39 vs. 33.33 ± 2.44, 23.61 ± 4.66 vs. 23.07 ± 4.84, p > 0.05). After training, the PAD model demonstrated an advantage over the LBL model in immediate total (84.25 ± 4.06 vs. 78.95 ± 4.23, p < 0.001), theoretical (54.32 ± 2.43 vs. 51.44 ± 2.58, p < 0.001), and practical scores (29.93 ± 3.90 vs. 27.51 ± 4.33, p < 0.01). It also showed superior retention of total (69.05 ± 3.87 vs. 65.77 ± 2.94, p < 0.001) and theoretical scores (39.05 ± 3.05 vs. 36.23 ± 3.18, p < 0.001). However, there was no significant difference in the retention of practical scores between the two groups (30.00 ± 4.76 vs. 29.53 ± 3.73, p > 0.05). The PAD group benefited more across various learning dimensions but reported a higher study load. Conclusions: Our study reveals that the PAD model could be a valuable approach for teaching OBEs to nursing students. [ABSTRACT FROM AUTHOR]

ABSTRACT Introduction Aim Methods Results Discussion Implication for Practice As the backbone of future healthcare delivery, the mental health of undergraduate nursing students can have a direct impact on patients' perceptions of health and the quality of their healthcare learning. However, there has been little qualitative research on the factors influencing the mental health of undergraduate nursing students.This study investigated the current status and factors influencing depression and anxiety in undergraduate nursing students.Questionnaires were administered to third‐year nursing students at a medical college university using the Self‐Assessment Scale for Anxiety (SAS) and the Self‐Depression Scale (SDS). The students who suffered from anxiety or depression were selected for qualitative interviews and the results of the interviews were analysed by using the seven‐step Koretz analysis.(1) SAS and SDS scores of undergraduate nursing students were higher than the national average. (2) The qualitative interviews revealed that five themes, including childhood experience, body image, interpersonal relationships, professional identity and career planning, influenced mental health.Undergraduate nursing students exhibited a high prevalence of anxiety and depression. The colleges should establish a proactive educational model centred on teaching quality, professional identity, career planning and mental health.This study found that the mental health of undergraduate nursing students was influenced by a variety of factors, which require diverse and constant interventions. School, family and social resources should collaborate to develop a systematic approach for better mental health education in undergraduate nursing students. [ABSTRACT FROM AUTHOR]

Background: The aim of the research is to shed light on the experiences of a group of nursing students enrolled in a yoga elective course who practiced yoga regularly for 14 weeks, regarding yoga and the phenomenon of doing yoga, with a qualitative approach. Methods: This qualitative study was conducted at a public university in Izmir, Turkey. The study sample consisted of 61 students enrolled in the 1st-year yoga course at the Department of Nursing, Faculty of Health Sciences. Except for two students, 59 of them participated in the study. Participants attended a face-to-face yoga course once a week for 1.5 h over a 14-week period. Each session comprised 30 min of theoretical instruction and 60 min of practice. In data collection, an interview form containing five questions was used to understand nursing students' experiences and thoughts about practicing yoga. In addition, A4 sized papers in different colors were presented to the participants. The participants were asked to draw and/or cut a shape by choosing the paper in the color that most evokes yoga. Then they were asked to explain why they chose this color and why they drew this shape. Participants were given one hour. After the data were collected, the pictures drawn by the participants and their descriptions of their drawings were transferred to the computer and included in the analysis. Qualitative data were hand-coded by the researchers. Within in-vivo coding, code names were formed from the participants' expressions. The findings analyzed by content analysis were interpreted with the literature under the themes by presenting quotations. Results: It was determined that the participants used nature figures (sun, cloud, tree, sky, flower) (f = 75), people doing yoga (f = 12), and sound, light and other figures (bird sound, wave sound, candle, light bulb, traffic light, heart, eye, left key, peace, swing, India, circle, etc.) (f = 29) in the shapes they drew and cut out on A4 sized papers in different colors to describe their experiences and thoughts about practicing yoga. The participants mostly chose blue-green-yellow colors (n = 41). With qualitative question analysis, a list of codes was created from the answers given by the students to the questions for the phenomenon of "doing yoga" (number of codes = 98). After the analysis of the data, four categories were reached. The category names and frequency numbers explaining the phenomenon of practicing yoga were distributed as "symbol of health and serenity (f = 345)", "the way to place goodness in your heart (f = 110)", "the most effective way to meet the self (f = 93)" and "no guarantee of relaxation (f = 71)", respectively. Conclusions: The results indicate that yoga is perceived by nursing students as a multifaceted practice that evokes a range of emotional and physical responses. Most participants associate yoga with symbols of health, serenity, and self-awareness, often using natural elements and blue-green-yellow the colors to represent these feelings. However, there is also recognition that yoga may not guarantee relaxation for everyone, as some students reported difficulties in meditation, physical discomfort, and challenges in focusing. The study highlights the variability in how individuals experience yoga, emphasizing both its positive effects on well-being and the potential challenges in practice. These findings suggest that while yoga is widely valued for its calming and health-promoting benefits, it may not be universally effective in achieving relaxation or mindfulness. [ABSTRACT FROM AUTHOR]

Academic burnout in nursing students is a serious problem worldwide that results in emotional exhaustion, cynicism and low professional efficacy. The aim of the current study was to examine the association between sleep quality and circadian rhythm indicators and academic burnout among Iranian nursing students. This cross-sectional study was conducted on 325 undergraduate nursing students studying at Qazvin University of Medical Sciences between November and February 2023. Data collection was carried out using self-report questionnaires including demographic characteristics, The Pittsburgh Sleep Quality Index (PSQI), reduced-Morningness-Eveningness Questionnaire (r-MEQ), and the Maslach Burnout Inventory-Student Survey (MBI-SS). Social jetlag (SJL) was defined as the absolute value of the difference between the midpoint of sleep on free days (MSF) and the midpoint of sleep on workdays (MSW). Data were analyzed using univariate and multivariate linear regression models. About 31.4% of participants had evening chronotype and almost half of them suffered from poor sleep quality. About 47.7% of the participants had SJL ≥ 2 h. In the multivariate linear regression model, students with evening chronotype compared to morning chronotype experienced more academic burnout in emotional exhaustion, cynicism and professional efficacy. PSQI score was only correlated with emotional exhaustion and cynicism subscales. Increased SJL was a predictor on all three subscales of academic burnout. The findings suggested that evening chronotype, poor sleep quality, and high SJL were associated with increased likelihood of academic burnout in nursing students. Assessment of circadian preference and sleep quality is beneficial for timely identification and prevention of academic burnout in nursing students. [ABSTRACT FROM AUTHOR]

• It was determined that nursing students had high disgust sensitivity. • It was determined that nursing students' willingness to care for the elderly was at a moderate level. • As the nursing students' disgust sensitivity increased, their willingness to care for an older adults was negatively affected. In clinical learning environments, nursing students frequently encounter situations that cause physical disgust. It is believed that a high sensitivity to disgust among students can negatively affect their academic performance and caregiving behavior. This study was conducted to identify the relationship between nursing students' disgust sensitivity and willingness to care for older adults. This descriptive and cross-sectional research was conducted with 807 volunteer participants studying at the Department of Nursing of a university in southeast Turkey. The research data were collected by using the Personal Information Form, the Disgust Sensitivity Scale - Revised Form (DS-R), and the Willingness to Care for the Elderly Scale (WCES). Descriptive statistics, the Student's t -test, the Mann-Whitney U test, the One-Way Analysis of Variance, and Pearson's correlation were used in the analysis of research data. In the research, nursing students' mean DS-R and WCES scores were calculated respectively as 77.93 ± 16.40 and 34.16 ± 5.98 points. A statistically significant negative relationship was found between nursing students' DS-R and WCES scores (p < 0.05). In the research, there were statistically significant differences in nursing students' mean DS-R scores as per the variables of student gender and class year. Also, it was found that, as per the variables of student nationality and the status of assuming responsibility for the care of a sick or old relative, there were statistically significant differences in both nursing students' mean DS-R scores and their mean WCES scores (p < 0.05). It was concluded that nursing students had high-level disgust sensitivity and medium-level willingness to care for an older adult. As the disgust sensitivity of the nursing students increased, their willingness to care for an older adult was negatively affected. Therefore, it is important that nurse educators evaluate nursing students' disgust sensitivity and help nursing students define and eliminate their disgust emotions [ABSTRACT FROM AUTHOR]

In general, nursing students' self-concept of nursing is associated with their professional competence. Arts-based pedagogical approaches offer a creative way of supporting nursing education that improves clinical practice and creates meaningful learning. The aim of the study is to understand the professional self-concept of nursing students through their self-artwork. A qualitative descriptive design from an arts-based critical perspective was applied to nursing students from an accelerated program for non-nursing BA graduates. The thematic analysis utilized the constant comparative analysis method. The study included 34 artworks created by 184 students. Three themes and 11 codes were identified. The themes are: "The question is why?"; "My story,"; and "Nursing is a value." The themes and codes reflect a naïve view of nursing self-concept, societal critique regarding the profession's poor image, and recognition of nursing as a feminist and transition tool, particularly among Arab women. Students expressed concerns about balancing professional commitments and their own needs. Use of artwork may help students express their professional self-concept, thoughts, feelings, and criticism. Nursing educators and leaders can use these insights to develop an education process adapted to the needs of students, professionals, and society. • Professional self-concept impacts competency throughout the nurse's professional life • Artwork may help nursing students express their professional self-concept, thoughts, and feelings • Artwork may help nursing students express their criticism of society's image of nursing • The artwork approach may be an educational source for improving professional self-concept [ABSTRACT FROM AUTHOR]

Background and Purpose: Nursing students and graduates experience grief when not achieving curricular benchmarks or passing the NCLEX-RN. This study developed the perceptions of academic grief (PAG) instrument for baccalaureate nursing program completers experiencing academic failure. Methods: Content analysis methods generated items and achieved face validity. Focus group interview and experts' judgment of item relevance established content validity. A purposeful sample of registered nurses (RNs) and nursing students (N = 70) completed the pilot test on the 40-item instrument. Results: The highest ranked items included being disappointed, trying again to prove they could become a nurse, life investment in nursing school, and fear of failing again. The coefficient α was.94. Conclusions: The instrument was developed to measure nursing students' and RNs' academic grief. The PAG showed beginning reliability and validity and needs additional testing. [ABSTRACT FROM AUTHOR]

Purpose: This study uses grounded theory to explore the process and conceptual framework of how nursing students' attitudes toward others and different cultures change after receiving education on multicultural understanding. Methods: This study used the Corbin and Strauss grounded theory throughout data collection and analysis. We used purposive sampling to select participants and then gathered data through in-depth interviews with 18 students who completed a multicultural understanding education course. Results: Two researchers conducted a comparative semantic analysis of the transcribed data, applying open, axial, and selective coding techniques. With the collected data, the two researchers exchanged opinions to categorize and structure the data according to the research questions. Through the analysis, open coding yielded 11 categories and 26 subcategories from 135 concepts. In a model that recombined nine categories through axial coding, the central phenomenon was "distance", while the core category was "perceive people from different cultures as others/accept with reduced distance". Conclusion: Since nursing students are more likely to care for patients from diverse cultural backgrounds in their future clinical practice, they must have specialized cultural knowledge. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Nursology is the property of Ataturk University Coordinatorship of Scientific Journals 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.)

Copyright of Journal of Nursology is the property of Ataturk University Coordinatorship of Scientific Journals 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.)

Introduction: The study aimed to assess the impact of Case-based Learning on nursing students' sensitivity and moral courage. Method: The present study is semi-experimental with non-equivalent control group. The research population is nursing students in Medical Sciences who entered the study by census (61 people). The educational program was designed, and the principal learning method was based on case-based learning (CBL). Latzen's ethical sensitivity questionnaire was used to check the level of moral sensitivity, and Sekerka's questionnaire was used to determine the level of moral courage. The students completed the questionnaires before and twice after the educational interventions. The data were analyzed with descriptive and analytical tests (Pearson RM-ANOVA). Results: The number of 61 students participated in the present study. The 29 people were in the intervention group and 32 in the control group. The average age of the participants was 18.41 ± 0.49. The study results showed that the moral sensitivity scores of the students in the intervention and control groups changed significantly over time (one week and three months after the intervention) compared to before the intervention (P = 0.02). Regarding moral courage scores, no significant change was reported between the intervention and control groups before, one week, and three months after the intervention (P = 0.82). Conclusion: The present results showed that the educational intervention using the case-based learning method improved the student's moral sensitivity and maintained it over time. However, improvement in moral courage over time has not been reported significantly.

Abstract Background Occupational Bloodborne Exposures (OBEs) are incidents where healthcare workers come into contact with blood or other potentially infectious materials, leading to risks of transmitting bloodborne pathogens. Nursing students, often in direct contact with patients, face heightened risks due to their duties. Methods First, we conducted a cross-sectional survey using a OBEs questionnaire to explore the knowledge, attitudes, practices, and needs regarding OBEs among nursing students. Subsequently, we used a randomized controlled trial (RCT) to compare the impact of the Presentation-Assimilation-Discussion (PAD) method with the traditional lecture-based learning (LBL) method on OBEs education for nursing students. Pre-test, post-test, and retention test were used to observe the teaching effectiveness, and the students’ feedback on the teaching method was also observed. Results In the cross-sectional survey, we found that nursing students lacked sufficient knowledge and management skills regarding OBEs but recognized the importance of standard precautions and expressed a desire for systematic OBEs training during their education and internships. In the RCT, the total, theoretical, and practical scores of the PAD and LBL groups were comparable in the pre-test (56.70 ± 3.47 vs. 56.40 ± 3.95, 33.09 ± 3.39 vs. 33.33 ± 2.44, 23.61 ± 4.66 vs. 23.07 ± 4.84, p > 0.05). After training, the PAD model demonstrated an advantage over the LBL model in immediate total (84.25 ± 4.06 vs. 78.95 ± 4.23, p 0.05). The PAD group benefited more across various learning dimensions but reported a higher study load. Conclusions Our study reveals that the PAD model could be a valuable approach for teaching OBEs to nursing students.

Amaç: Bu çalışma hemşirelik öğrencilerinin bakım davranışları ile klinik öğrenim çevresi arasındaki ilişkiyi değerlendirmeyi amaçlamaktadır.Yöntemler: Araştırma tanımlayıcı-ilişki arayıcı desende yürütülmüştür. Araştırmanın örneklemini bir devlet üniversitesindeki 241 hemşirelik öğrencisi oluşturmuştur. Veri toplama aracı olarak; “Kişisel Bilgi Formu”, “Bakım Davranışları Ölçeği-24” ve “Klinik Öğrenim Çevresi Ölçeği” kullanılmıştır.Bulgular: Öğrencilerin yaş ortalamasının 21,25 olduğu, %74,3’ünün kadın, %34,9’unun 3. sınıfta öğrenim gördüğü saptanmıştır. Hemşirelik mesleğini sevenlerin Personel Öğrenci İlişkileri, Öğrenci Memnuniyeti, Hiyerarşi ve Rutinler alt boyutları ve Klinik Öğrenim Çevresi Ölçeği toplam puan ortalamasının anlamlı düzeyde daha yüksek olduğu tespit edilmiştir. Hemşirelik yapan bir yakını olan öğrencilerin Hasta İlişkileri ve Güvence alt boyut puan ortalamasının anlamlı düzeyde daha yüksek olduğu belirlenmiştir. Klinik uygulama öncesi uygulama hakkında bilgilendirilen öğrencilerin Bakım Davranışları Ölçeği-24 alt boyut ve toplam puan; Personel Öğrenci İlişkileri, Öğrenci Memnuniyeti, Klinik Öğrenim Çevresi Ölçeği toplam puan ortalamaları anlamlı düzeyde yüksek bulunmuştur. Kliniklerde teorik bilgiyi uygulama alanına oldukça yeterli ve yeterli yansıtan öğrencilerin, Bakım Davranışları Ölçeği-24 alt boyut ve toplam, Klinik Öğrenim Çevresi toplam puan ortalamasının istatistiksel olarak anlamlı düzeyde yüksek olduğu saptanmıştır. Çalışmada hemşirelik öğrencilerinin bakım davranışları ile klinik öğrenme çevresi arasında pozitif yönde anlamlı ilişki bulunmuştur.Sonuç: Öğrencilerin bakım davranışlarına yönelik algılarının yüksek olduğu ve klinik öğrenim çevresine ilişkin değerlendirmelerinin olumlu olduğu belirlenmiştir.

Background & Objective: Therapeutic communication with patients is one of the most critical competencies for nursing students in clinical settings. In this study, we investigated the impact of an online education program based on the COMSKIL model on the communication skills of undergraduate nursing students. Material & Methods: This quasi-experimental study involved presenting a specific education program based on the COMSKIL model to a group of undergraduate nursing students in the 4th to 8th academic semesters. The program was delivered through the online platform of the university during the COVID-19 pandemic. The data were collected at three time points: baseline (T1), immediately after education (T2), and two months after education (T3). Two instruments were used to collect data: a sociodemographic information questionnaire and a Persian version of the Quindam Communication Skills Questionnaire. The data were analyzed using independent t tests, one-way Analysis of Variance (ANOVA), and repeated measures analysis of variance. Results: The study's hypothesis was accepted, showing that the education program had a positive impact on the communication skills of the students over time. The total mean score of students' communication skills significantly improved (p < 0.0001) from T1 (107.91 ± 7.53) to T3 (121.76 ± 4.91) two months after the education program. The effect size indicated that this increase was moderate. Conclusion: The findings of this study have practical implications for nursing students in real-world patient care scenarios in clinical settings. The innovative and evidence-based educational model used in this study can replace outdated methods of instruction. Given that effective communication between nurses and patients is vital for providing high-quality patient care in a supportive environment, we recommend integrating this person-centered program into the curriculum planning of undergraduate nursing students.

Abstract Background Inadequate collaboration in healthcare can lead to medical errors, highlighting the importance of interdisciplinary teamwork training. Virtual reality (VR) simulation-based training presents a promising, cost-effective approach. This study evaluates the effectiveness of the Team Emergency Assessment Measure (TEAM) for assessing healthcare student teams in VR environments to improve training methodologies. Methods Forty-two medical and nursing students participated in a VR-based neurological emergency scenario as part of an interprofessional team training program. Their performances were assessed using a modified TEAM tool by two trained coders. Reliability, internal consistency, and concurrent validity of the tool were evaluated using intraclass correlation coefficients (ICC) and Cronbach’s alpha. Results Rater agreement on TEAM’s leadership, teamwork, and task management domains was high, with ICC values between 0.75 and 0.90. Leadership demonstrated strong internal consistency (Cronbach’s alpha = 0.90), while teamwork and task management showed moderate to acceptable consistency (alpha = 0.78 and 0.72, respectively). Overall, the TEAM tool exhibited high internal consistency (alpha = 0.89) and strong concurrent validity with significant correlations to global performance ratings. Conclusion The TEAM tool proved to be a reliable and valid instrument for evaluating team dynamics in VR-based training scenarios. This study highlights VR’s potential in enhancing medical education, especially in remote or distanced learning contexts. It demonstrates a dependable approach for team performance assessment, adding value to VR-based medical training. These findings pave the way for more effective, accessible interdisciplinary team assessments, contributing significantly to the advancement of medical education.

Abstract Background The aim of the research is to shed light on the experiences of a group of nursing students enrolled in a yoga elective course who practiced yoga regularly for 14 weeks, regarding yoga and the phenomenon of doing yoga, with a qualitative approach. Methods This qualitative study was conducted at a public university in Izmir, Turkey. The study sample consisted of 61 students enrolled in the 1st-year yoga course at the Department of Nursing, Faculty of Health Sciences. Except for two students, 59 of them participated in the study. Participants attended a face-to-face yoga course once a week for 1.5 h over a 14-week period. Each session comprised 30 min of theoretical instruction and 60 min of practice. In data collection, an interview form containing five questions was used to understand nursing students' experiences and thoughts about practicing yoga. In addition, A4 sized papers in different colors were presented to the participants. The participants were asked to draw and/or cut a shape by choosing the paper in the color that most evokes yoga. Then they were asked to explain why they chose this color and why they drew this shape. Participants were given one hour. After the data were collected, the pictures drawn by the participants and their descriptions of their drawings were transferred to the computer and included in the analysis. Qualitative data were hand-coded by the researchers. Within in-vivo coding, code names were formed from the participants' expressions. The findings analyzed by content analysis were interpreted with the literature under the themes by presenting quotations. Results It was determined that the participants used nature figures (sun, cloud, tree, sky, flower) (f = 75), people doing yoga (f = 12), and sound, light and other figures (bird sound, wave sound, candle, light bulb, traffic light, heart, eye, left key, peace, swing, India, circle, etc.) (f = 29) in the shapes they drew and cut out on A4 sized papers in different colors to describe their experiences and thoughts about practicing yoga. The participants mostly chose blue-green-yellow colors (n = 41). With qualitative question analysis, a list of codes was created from the answers given by the students to the questions for the phenomenon of “doing yoga” (number of codes = 98). After the analysis of the data, four categories were reached. The category names and frequency numbers explaining the phenomenon of practicing yoga were distributed as “symbol of health and serenity (f = 345)”, “the way to place goodness in your heart (f = 110)”, “the most effective way to meet the self (f = 93)” and “no guarantee of relaxation (f = 71)”, respectively. Conclusions The results indicate that yoga is perceived by nursing students as a multifaceted practice that evokes a range of emotional and physical responses. Most participants associate yoga with symbols of health, serenity, and self-awareness, often using natural elements and blue-green-yellow the colors to represent these feelings. However, there is also recognition that yoga may not guarantee relaxation for everyone, as some students reported difficulties in meditation, physical discomfort, and challenges in focusing. The study highlights the variability in how individuals experience yoga, emphasizing both its positive effects on well-being and the potential challenges in practice. These findings suggest that while yoga is widely valued for its calming and health-promoting benefits, it may not be universally effective in achieving relaxation or mindfulness.

Abstract Background Happiness is a cognitive and emotional evaluation of one’s life, and the upward approach affects satisfaction and happiness throughout life. Because nursing students must experience medical settings closely related to COVID-19 infection through clinical practice, they are vulnerable to exposure to infection and academic stress, and are also sensitive to personal life satisfaction and happiness. In this study, Korean nursing students who experienced the COVID-19 pandemic during the COVID-19 endemic era were divided into nursing students infected with COVID-19 and non-infected nursing students. By identifying the effects of college life adaptation, leisure satisfaction from club activities, and family health on happiness, which are individual sub-factors of happiness, we intend to provide basic data for the development of intervention programs for promoting their happiness. Methods Data were collected from October 4, 2023 to November 15, 2023. The subjects were 343 students enrolled in five nursing schools in four major cities (D, G, K, and Y) in Korea. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson’s correlation coefficients. Results For COVID+ students, happiness was significantly affected by adaptation to campus life and family strengths. This model had r2 = 0.401; i.e., it explained 40.1% of the variability in happiness. For COVID0 students, happiness was significantly affected by adaptation to campus life and subjective health status, with r2 = 0.346. Conclusions These results indicate the necessity of developing a happiness-promotion program for nursing students.

Abstract Background Academic pressure and frustration stimulation are significant stressors in college students, and response to the prolonged stimuli would cause adverse mental and physical outcomes. However, more is needed to know about the stress response and its predictors among undergraduate nursing students retaking failed course under the background of the abolition of the Final Supplementary Examination in China. This study aimed to investigate the stress response and its predictive factors of nursing student repeaters who are retaking at least one failed course. Methods A cross-sectional study was conducted, utilizing convenience sampling to recruit 120 nursing student repeaters from four 4-year undergraduate medical universities in China between September 2020 and May 2021. Data collection instruments included a general information questionnaire, a stress response questionnaire, the Connor-Davidson resilience scale, a self-control scale, and a academic self-efficacy questionnaire. The data were analyzed using descriptive statistics, Pearson correlation coefficients, t-tests, analysis of variance (ANOVA), and multiple linear regression. Results The average scores of the total stress response, emotional response, physical response, and behavioral response were 58.07 ± 26.72, 86.97 ± 17.12, 57.69 ± 9.75, 67.16 ± 9.22, respectively. Stress response was predicted by psychological resilience, self-control ability, academic self-efficacy and the number of retaking courses. Conclusions The stress response among nursing student repeaters is relatively active. Higher psychological resilience, self-control ability, and academic self-efficacy predict lower levels of stress response. In order to help nursing students with failing and repeating course release their psychological stress and maintain well-being, nursing educators could adopt self-control promotion strategies and emphasize the cultivation of psychological resilience and academic self-efficacy as parts of health promotion programs for this particular student group.

Abstract Background Forensic nursing, which merges healthcare and legal expertise to address trauma and violence, is vital yet often underrepresented in nursing education. Many nursing students lack knowledge in this field, underscoring the need for enhanced education to improve patient care and legal outcomes. This study aimed to assess university nursing students’ knowledge and attitudes towards forensic nursing, as well as identify factors influencing their knowledge. A mixed-methods design was conducted at a Saudi nursing college with a convenience sample of 250 students. The data were collected using a structured questionnaire comprising two parts. The quantitative part included demographic and academic characteristics, knowledge and opinions on forensic nursing, knowledge of forensic evidence, and attitudes towards forensic nursing. The qualitative part consisted of four open-ended questions about factors affecting forensic knowledge. Data analysis involved inferential statistics and content analysis. Results The study revealed that 80.4% of nursing students lacked prior knowledge of forensic nursing, and only 59.76% had some awareness of forensic evidence. A strong positive relationship was found between attitudes towards forensic nursing and knowledge of forensic evidence (r = 0.817, p

Abstract Background The Nurses Professional Values Scale-3 (NPVS-3) is a psychometric instrument derived from a set of values initially established by the American Nurses Association (ANA) Code of Ethics. The present study evaluates the reliability of the NPVS-3 scale for nursing students and nurses in Austria. Methods A cross-sectional methodological study was conducted on 209 research participants, comprising 139 nursing students and 70 nurses, with the objective of determining the reliability of the Austrian version of the scale. A multilevel approach was employed in the study, encompassing cultural and linguistic validation, content validity, face validity, and construct validity. The scale translation was performed per the established translation stages of back-translation and was subsequently reviewed by an expert committee. The translated instrument was applied to the participants who completed an online survey between April and July 2023. Internal consistency was evaluated using Cronbach’s alpha, while construct validity was assessed using confirmatory factor analysis (CFA). Results The Cronbach's alpha values obtained were deemed appropriate, with the following results: Caring (0.852), Activism (0.832), and Professionalism (0.676). Through factorial analysis, three factors were identified as original NPVS-3 and construct validity was verified. Conclusion The Austrian version of the NPVS-3 demonstrated satisfactory validity, efficiently evaluating the professional values of nurses and nursing students in Austria.

Abstract Introduction Assessing critical thinking disposition is crucial in nursing education to foster analytical skills essential for effective healthcare practice. This study aimed to evaluate the cross-cultural adaptation and validation of the Persian version of the Critical Thinking Disposition Scale among Iranian nursing students. Method A total of 390 nursing students (mean age = 21.74 (2.1) years; 64% female) participated in the study. Face and content validity were established through feedback from nursing students and expert specialists, respectively. Construct validity was assessed using exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The EFA was used to explore the number of factors and the items that were loading on them. The CFA was used to confirmed the fidnings of the EFA on the same sample. Convergent and discriminant validity were examined, along with reliability through internal consistency and test-retest reliability. Results EFA revealed a two-factor structure, comprising “Critical Openness” and “Reflective Skepticism,” explaining 55% of the total variance. CFA confirmed the model’s fit (χ² = 117.37, df = 43, χ²/df = 2.73, p

Abstract Background Ensuring that nursing students graduate with the required clinical competence in nursing is a global challenge. To address this challenge, several studies have looked at various aspects of competency and competency development, however there is scanty evidence on factors affecting development of clinical competency in nursing students. Therefore the, purpose of this study was to investigate nurses’ perceived competence and related factors affecting the development of clinical competence of nursing students at two university sites in Namibia. Methods A cross-sectional design was utilised. Simple random sampling was applied and 272 nursing students at two university campuses in Namibia were selected. An online questionnaire was used. Data were collected between April and May, 2022, over a period of six weeks, and were analysed using Statistical Package of Social Sciences (SPSS) version 27. Chi-square and Spearman correlations were used to assess the associations and correlations, respectively, among the variables. Logistic regression was used to assess the factors associated with the development of clinical competence using a p-value

Objective: This study aims to the effect of role-play-based gamification on the analysis of symptoms in Internal Medicine Nursing, decision making, administration of appropriate nursing care, and the communication skills of nursing students.Methods: The study was designed in participatory action research as a qualitative design. In the action research, gamification elements were constructed on a role-play performance of the students in Nursing Department at a private university in Ankara-Türkiye. A gamification based on systems role play was performed for students taking the internal medicine nursing course (n=10). Checklists for each system regarding the selection and use of equipment appropriate for nursing interventions have been added to the games. At the end of the semester they were asked to evaluate this intervention via qualitative interview. In the in-depth interviews, data were collected by asking the students 9 unstructured open-ended questions prepared by the researchers. Data analysis was carried out by hand coding by the researchers. Codes were created from the research objectives based on Werbach's D6 Model for gamification design. Results: The qualitative analysis revealed six major themes (i) Defining Business Goals (ii) Delineating Target Behaviors (iii) Describing Players (iv) Devising Activity Loops (v) Deploying Tools (vi) Not forgetting the fun. In these themes, students stated that by using game elements in lessons, it became easier to remember and apply theoretical knowledge about internal medicine nursing, improved their practical skills, time management skills and critical decision-making abilities, and that they better understood the importance of effective communication within the team. Additionally, students stated that the experience of learning the basic aspects of internal diseases, which are difficult to learn in theory, became fun with the gamification technique.Conclusion: The use of gamification, students learned nursing care and communication skills related to Internal Medicine Nursing education in a motivated and more permanent manner.

Abstract Background Nurse students reportedly face lots of challenges during skill development practice in health institutions. However, the prevalence of challenges and factors associated aren’t well understood yet. Objective The objective of the study was to identify the challenges experienced by nursing students in health institutions during skill development practice. Method A cross-sectional study was employed on the participants selected using a simple random sampling technique. The data was cleaned using Epi-data and exported to SPSS for analysis. Logistic regression analysis and correlation analysis were carried out to identify the associated factors. Result The participants are more challenged by instructor factors (43.6%) and facility factors (40%). The prevalence of the challenge was 16.9%. Substance use and learning institutions are found to be independent predictors. A negative correlation was identified between the total challenge score and the overall competency score. Conclusion The determined nursing students’ challenges are strong enough to affect the quality of education; therefore, it is essential to plan and improve the students’ integrated supportive supervision.

Abstract University nursing students have been shown to experience psychological stress. A mindfulness-based intervention (MBI) may be a helpful tool for stress management. The aim of this study was to examine the effects of a MBI on improving mindfulness and reducing perceived stress in nursing students. A quasi-experimental study was conducted between July 2021 and February 2022. The intervention group participated in an 8-week mindfulness awareness course, which included 50 min of training and practice in mindfulness meditation techniques each week. Over the same 8 weeks, the control group watched a 50-min film each week. The mindful attention awareness scale (MAAS) and perceived stress scale (PSS) were administered before the intervention, intervention completion, and 2 and 6 months after the intervention. Data were analyzed using t test and generalized estimating equation. Overall, that the MBI showed a substantial effect on felt stress in comparison to the control group. When compared to the control group, the MBI showed a substantial impact on trait mindfulness. The MBI was beneficial for nursing students and could be considered a viable approach in nursing education to enhance mental wellbeing. It could be an effective method of relieving stress in a high-stress population.

Background: Happiness is a cognitive and emotional evaluation of one's life, and the upward approach affects satisfaction and happiness throughout life. Because nursing students must experience medical settings closely related to COVID-19 infection through clinical practice, they are vulnerable to exposure to infection and academic stress, and are also sensitive to personal life satisfaction and happiness. In this study, Korean nursing students who experienced the COVID-19 pandemic during the COVID-19 endemic era were divided into nursing students infected with COVID-19 and non-infected nursing students. By identifying the effects of college life adaptation, leisure satisfaction from club activities, and family health on happiness, which are individual sub-factors of happiness, we intend to provide basic data for the development of intervention programs for promoting their happiness. Methods: Data were collected from October 4, 2023 to November 15, 2023. The subjects were 343 students enrolled in five nursing schools in four major cities (D, G, K, and Y) in Korea. Data were analyzed using descriptive statistics, t-test, one-way ANOVA, Pearson's correlation coefficients. Results: For COVID+ students, happiness was significantly affected by adaptation to campus life and family strengths. This model had r2 = 0.401; i.e., it explained 40.1% of the variability in happiness. For COVID0 students, happiness was significantly affected by adaptation to campus life and subjective health status, with r2 = 0.346. Conclusions: These results indicate the necessity of developing a happiness-promotion program for nursing students. [ABSTRACT FROM AUTHOR]

Background: Academic pressure and frustration stimulation are significant stressors in college students, and response to the prolonged stimuli would cause adverse mental and physical outcomes. However, more is needed to know about the stress response and its predictors among undergraduate nursing students retaking failed course under the background of the abolition of the Final Supplementary Examination in China. This study aimed to investigate the stress response and its predictive factors of nursing student repeaters who are retaking at least one failed course. Methods: A cross-sectional study was conducted, utilizing convenience sampling to recruit 120 nursing student repeaters from four 4-year undergraduate medical universities in China between September 2020 and May 2021. Data collection instruments included a general information questionnaire, a stress response questionnaire, the Connor-Davidson resilience scale, a self-control scale, and a academic self-efficacy questionnaire. The data were analyzed using descriptive statistics, Pearson correlation coefficients, t-tests, analysis of variance (ANOVA), and multiple linear regression. Results: The average scores of the total stress response, emotional response, physical response, and behavioral response were 58.07 ± 26.72, 86.97 ± 17.12, 57.69 ± 9.75, 67.16 ± 9.22, respectively. Stress response was predicted by psychological resilience, self-control ability, academic self-efficacy and the number of retaking courses. Conclusions: The stress response among nursing student repeaters is relatively active. Higher psychological resilience, self-control ability, and academic self-efficacy predict lower levels of stress response. In order to help nursing students with failing and repeating course release their psychological stress and maintain well-being, nursing educators could adopt self-control promotion strategies and emphasize the cultivation of psychological resilience and academic self-efficacy as parts of health promotion programs for this particular student group. [ABSTRACT FROM AUTHOR]

Introduction: Cadaver dissection in anatomy, a cornerstone of medical school education, has been replaced by digital technologies. This study aimed to determine the learning outcomes nursing students could achieve through cadaveric dissection practice (CDP). Methods: This scoping review was carried out using the checklist outlined in the Reporting Items for Systematic Reviews and Meta-Analysis Extension for Scoping Reviews through August 2023. Articles from PubMed, ERIC, and CINAL were included. This scoping review included studies that focused on the learning effects of nursing students' experiences with cadaver dissection, written in English, and covered all study types. Results: The cadaveric dissection exercise resulted in a strong interest in the human body and a thorough understanding of anatomy and physiology. It also allows for creating an image of care for the patient before death, the meaning of existence after death, acceptance that death is not frightening, and an understanding of the afterlife. Furthermore, the cadaveric dissection exercise has been reported to improve confidence in patient care, lead to a better understanding of what other professions practice, and involve the development of professional identity. Conclusions: Studies on the learning effects of CDP have differed in subject matter and educational methodologies. In the future, while determining how the experience of CDP is related to nursing practice of nursing students and graduates, we must explore effective CDP and develop educational methodologies that can achieve similar learning effects. [ABSTRACT FROM AUTHOR]

Background: Forensic nursing, which merges healthcare and legal expertise to address trauma and violence, is vital yet often underrepresented in nursing education. Many nursing students lack knowledge in this field, underscoring the need for enhanced education to improve patient care and legal outcomes. This study aimed to assess university nursing students' knowledge and attitudes towards forensic nursing, as well as identify factors influencing their knowledge. A mixed-methods design was conducted at a Saudi nursing college with a convenience sample of 250 students. The data were collected using a structured questionnaire comprising two parts. The quantitative part included demographic and academic characteristics, knowledge and opinions on forensic nursing, knowledge of forensic evidence, and attitudes towards forensic nursing. The qualitative part consisted of four open-ended questions about factors affecting forensic knowledge. Data analysis involved inferential statistics and content analysis. Results: The study revealed that 80.4% of nursing students lacked prior knowledge of forensic nursing, and only 59.76% had some awareness of forensic evidence. A strong positive relationship was found between attitudes towards forensic nursing and knowledge of forensic evidence (r = 0.817, p < 0.001), indicating that positive attitudes could predict 66.8% of the variance in forensic evidence knowledge. Key barriers included lack of support from upper management, insufficient resources, and concerns about faculty qualifications. Students recommended integrating forensic nursing into the curriculum, offering specialized programs, and promoting research and social media awareness campaigns. Conclusions: These findings underscore significant gaps in knowledge and misconceptions about forensic nursing among participants, emphasizing the critical need for education and awareness in this field. The study highlights the potential implications for integrating forensic nursing concepts into undergraduate curricula, enhancing faculty training, and utilizing diverse teaching modalities. Addressing these gaps will not only improve future nurses' competency in forensic nursing, but also contribute to better patient care. [ABSTRACT FROM AUTHOR]

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]

This study aimed to determine the effects of virtual reality (VR)-based meditation on the sleep quality, stress, and autonomic nervous system balance of nursing students. Nursing students were categorized into experimental groups I (VR-based meditation) and II (concentration meditation) and a control group. Before the study's initiation, we measured the participants' general characteristics, and a sleep measurement device was used to measure sleep quality. Stress levels and heart rate variability were measured before and after study completion. On the first day, all three groups slept without any intervention. On days 2–6, only experimental groups I and II implemented the intervention before sleeping. We found that the subjective sleep quality, wakefulness after sleep onset, sleep efficiency, deep sleep quality, subjective stress, objective stress, and autonomic nervous system balance of the VR meditation group were significantly better than those of the other groups. Our results reveal that the participants who underwent VR-based meditation experienced better sleep quality, lower stress levels, and improved autonomic nervous system balance compared with those in the concentration meditation and control groups. Thus, VR-based meditation effectively enhances sleep quality, lowers stress levels, and improves autonomic nervous system balance in nursing students. [ABSTRACT FROM AUTHOR]

This study aimed to determine nursing students' perceptions of dementia and patients with dementia. Specifically, this study sought to illuminate the essential meaning of dementia among nursing students to uncover insights useful for developing patient-centered care rooted in empathy for patients with dementia. This study used a descriptive phenomenological research method. Between August and September 2023, semi-structured interviews were conducted with 15 nursing students. Colaizzi's method was used for the manual analysis. After analyzing the interview data on nursing students' awareness of dementia, four categories, nine theme clusters, and 28 formulated meanings were derived. The four categories were "View of dementia", "Feelings about dementia", "Efforts made regarding dementia", and "Dementia as a nursing student". Although nursing students' perceptions of dementia resulted in negative perspectives and emotions, by looking into coping methods and wishes for dementia, this study also confirmed that nursing students had an awareness of caring for patients with dementia. [ABSTRACT FROM AUTHOR]

Purpose: This study is conducted with the purpose of comparing fourth-year nursing students’ hand hygiene practices and beliefs with their hand flora. Additionally, we aim to assess the effectiveness of hand hygiene education in this context. Material and Methods: This research has been conducted using a pre-test, post-test, and control group quasi-experimental design. The research was conducted with fourth-grade students studying at the Nursing Department of a Faculty of Health Sciences in the fall semester of the 2022-2023 academic year. Twenty students who volunteered to participate were included using a simple random sampling method and were then randomly assigned to experimental and control groups. The Hand Hygiene Application Inventory and the Hand Hygiene Belief Scale administered as pretests. Students underwent tape stripping and swab methods to collect samples for their hand flora before any interventions. Ten students in the experimental group were given education about hand hygiene rules by the researchers. A post-test was conducted for the experimental group. Results: The hand hygiene beliefs and practices of both groups were similar before training. When the Hand Hygiene Application Inventory and Hand Hygiene Belief Scale scores before and after the training were examined, an increase was observed in the scale scores after training. In this study, the microorganisms present in the general hand flora were identified simplistically, and the changes were observed after hand hygiene education. Furthermore, the study shed light on the structure of hand flora after education in terms of microbial load. Conclusion: It has been experimentally determined that there is a significant decrease in hand microbiota load and pathogenic groups with hand hygiene education. [ABSTRACT FROM AUTHOR]

This study aimed to evaluate the relationship between nursing students' mental health literacy and resilience levels. This cross-sectional study included 676 nursing students who completed the Information Form, Mental Health Literacy Scale (MHLS), and Brief Resilience Scale (BRS). The total mean scores of the students' MHLS and BRS were 102.53 ± 11.49 and 18.19 ± 4.02 respectively. Correlation analysis revealed a very weak positive correlation between MHLS and BRS total scores. The nursing students' mental health literacy and resilience levels were moderate. Of them, those with high mental health literacy levels also had higher levels of resilience. This study may provide evidence that increasing societies' mental health literacy levels can also improve resilience levels. • Mental health literacy and resilience levels of nursing students were found to be moderate. • A very weak significant relationship was found between mental health literacy and resilience levels of nursing students. • This study suggests that increasing the mental health literacy level of society can strengthen mental health. [ABSTRACT FROM AUTHOR]

Half of the hospital-acquired pressure ulcers are associated with the use of medical devices. Nursing students provide care services to patients in clinical settings and intensive care units who have or are at risk for medical device-related pressure ulcers (MDRPUs). In the prevention and care of MDRPUs, the attitudes of nursing students towards preventing of pressure ulcers are as crucial as their knowledge level and clinical skills. The aim of this descriptive study is to assess the attitudes of final-year nursing undergraduate students towards preventing MDRPUs across cognitive, affective, and behavioral dimensions of ABC model. Data of the study was handed between April 1 and December 31, 2021, with 147 final-year nursing students. Data were collected using the Student Information Form and the Attitude Towards Preventing Medical Device-Related Pressure Ulcers Questionnaire (ATP-MDRPUsQ). The mean attitude score towards preventing MDRPUs was 3.98 ± 0.45 on a 5-point Likert scale. The mean scores for the cognitive, affective, and behavioral sub-dimensions were 3.88 ± 0.57, 4.15 ± 0.51, and 4.00 ± 0.672, respectively. A moderate positive relationship was found between the cognitive sub-dimension and both the affective and behavioral sub-dimensions (r = 0.451; r = 0.302; p < 0.01, respectively). Based on cluster analysis, the mean attitude scores of students towards MDRPU prevention were grouped into two clusters. The students in Cluster-2 and female students had higher mean attitude scores (p < 0.01). The item with the lowest mean score in the questionnaire pertained to the item, "I believe that I need training on the etiology and prevention of medical device-related pressure ulcers." The general attitudes of final-year nursing students towards prevention MDRPU were satisfactory. However, their cognitive attitudes were less positive compared to their affective and behavioral attitudes. It is recommended to incorporate theoretical and practical courses focusing on the prevention of these injuries into nursing curricula to enhance students' knowledge and attitudes. • Nursing students had positive attitudes towards medical device-related pressure ulcers (MDRPUs). • Cognitive attitude score, which shows the existing thoughts and beliefs of an individual about a situation or event object, was found to be slightly lower than the other dimensions. • Students stated that they needed training on the etiology and prevention of pressure injuries associated with medical devices. [ABSTRACT FROM AUTHOR]

Objective: Lifelong learning and sexual health literacy are two separate concepts that are important in improving health today. The aim of this study is to determine the relationship between sexual health literacy and lifelong learning in nursing students. Methods: 269 individuals were involved in this cross-sectional investigation. An online poll was used to gather data between August 10 and September 10, 2023. The "Life-long Learning Scale" and the "Sexual Health Literacy Scale" were employed in the research. The data analysis techniques included post-hoc testing, ANOVA, Ttests, and basic linear regression studies. Results: The mean age of the participants was 21.62±2.41. Of the students, 77.3% were female, 97.8% were single, and 36.1% were in third grade. A moderate, positive, and substantial connection was found between the variables based on a simple linear regression analysis conducted between the scales (R=0.470, R2=0.221, F=75.776, p=0.000). Life-long learning tendency explained 22% of sexual health literacy. Conclusions: Lifelong learning has a significant impact on sexual health literacy. It is recommended that the necessary programs be prepared, implemented and closely monitored to increase the tendency for lifelong learning in educational institutions. [ABSTRACT FROM AUTHOR]

Copyright of Balikesir Health Sciences Journal / Balıkesir Sağlık Bilimleri Dergisi is the property of Balikesir Health Sciences Journal (BAUN Health Sci J) 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.)

Copyright of University of Health Sciences Journal of Nursing is the property of Saglik Bilimleri Universitesi 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.)

Copyright of Istanbul Gelisim University Journal of Health Sciences / İstanbul Gelişim Üniversitesi Sağlık Bilimleri Dergisi is the property of Istanbul Gelisim Universitesi Saglik Bilimleri Yuksekokulu 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.)

Purpose: This study aimed to organize a training program for nursing students using the peer teaching method between seniors and juniors and to investigate its effects on self-confidence, skill performance ability, and self-directed learning ability. Methods: A non-equivalent control group pretest-posttest design was used. The study population comprised 76 nursing students (experimental group, n=37; control group, n=39) from two universities. The experimental group received four training sessions of 2 hours each, during which peer teaching was applied between seniors and juniors. Data were collected between September 4 and September 15, 2023 and analyzed using SPSS for Windows version 28.0. Results: Compared with the control group, the experimental group exhibited significant increases in self-confidence (t=4.36, p<.001), skill performance ability (t=4.74, p<.001), and self-directed learning ability (t=2.25, p=.027). Conclusion: Peer teaching between seniors and juniors was found to be an effective tool in nursing education to cultivate nursing students' skill performance confidence, skill performance ability, and self-directed learning ability. The findings of this study can guide nursing professors in designing and implementing educational programs that incorporate peer teaching between seniors and juniors. Future studies should continue to apply peer teaching to nursing education programs and evaluate its effectiveness. [ABSTRACT FROM AUTHOR]

Aim: To describe nursing students' perceptions of interaction in a multiplayer virtual reality (MPVR) simulation. Design: A qualitative descriptive study. Methods: Second‐semester nursing students (n = 24) participated in pairs in MPVR simulations and semi‐structured interviews. Data were analysed deductively and inductively. Results: Four types of interaction in a MPVR simulation were identified: interaction between the students, interaction between the student and the virtual environment (VE), interaction between the student and the virtual patient (VP), and interaction between the student and the simulation facilitator. Interaction consisted of verbal and nonverbal interaction, as well as object manipulation and movement in the VE. The reasons for interaction were to coordinate the care, to assess the VP, and to implement VPs' care. Conclusions: MPVR simulation offered nursing students an opportunity to practice nurse‐to‐nurse interaction and interaction related to nurses' collaboration, which are essential skills in nursing practice. Students were also able to interact with the VP, which can promote students' nurse–patient interaction skills. Therefore, MPVR simulations can be utilized as a platform to enhance interaction skills of future healthcare professionals, which could improve patient safety. Patient or Public Contribution: None. [ABSTRACT FROM AUTHOR]

Aim: Limited available studies compare the core competence performance of students undertaking their practicum at different level‐of‐care practicum sites. This study aimed to (1) compare the gaps between the perception of importance for competence and the perceived performance of nursing students at practicum sites involving different level‐of‐care and (2) identify low competencies that must be prioritized for improvement at different sites during the fundamental nursing practicum. Design: Cross‐sectional design. Methods: A total of 659 students who had passed their fundamental nursing practicum within 1 month from six nursing colleges in Taiwan were recruited. The students completed the 25‐item Core Competence in Fundamental Nursing Practicum Scale, wherein both the importance and performance level of each item are indicated. One‐way analysis of variance along with the Scheffe post hoc test and importance–performance analysis were used to explore the gaps between the perception of importance for competence and the perceived performance and to identify weak competencies that must be prioritized for improvement, respectively. Results: Compared with nursing students practicing in district hospitals (predominantly caring for chronically ill patients), nursing students practicing in medical centres (predominantly caring for patients with severe and critical conditions) had larger gaps in total scores and the application of nursing processes. Students in medical centres also had larger gaps in professional attitude than their counterparts in long‐term care facilities. Importance–performance analysis identified a common shortfall in communication skills among nursing students for all level‐of‐care practicum sites. Students at long‐term facilities had the highest number of weak competencies that required improvement. The results of this study can guide instructors in designing curricular activities focused on the weaker core competencies of the students at a practicum site for each level of care. Patient or Public Contribution: No patient or public contributions. [ABSTRACT FROM AUTHOR]