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Introduzione: La ricerca sugli effetti della gratitudine ricevuta dalle figure che operano nei contesti della salute è poco rappresentata. Gli studi quantitativi hanno utilizzato questionari self-report per misurare la percezione e gli effetti della gratitudine sui professionisti sanitari (Martini & Converso, 2014; Mc Cullough et al., 2002). Altri studi esplorano con metodi qualitativi la gratitudine ricevuta dagli assistiti (Jung e Han, 2017; Aparicio et al., 2018; Berger et al., 2019). L’obiettivo dello studio è descrivere parole e gesti di gratitudine espressi dai pazienti o familiari nei confronti degli studenti di Infermieristica durante il tirocinio ed esplorare come il sentimento di gratitudine influenzi il percorso di studi. Metodi: È stata condotta una ricerca qualitativa su narrazioni scritte da studenti del primo anno di Laurea in Infermieristica dell’Università di Verona, in cui vengono narrati episodi di gratitudine ricevuta durante il tirocinio, su di un format con 3 domande guida. Risultati: Le 18 narrazioni di gratitudine appartenevano a 15 studentesse e a 3 studenti. Dall’analisi dei racconti sono emersi 4 temi e relativi sottotemi: “Diventare un buon infermiere”, “Essere sulla strada giusta”, “Essere ripagati per la fatica e l’impegno del tirocinio”, “Provare emozioni positive”. Discussione: Gli apprezzamenti dei pazienti e familiari giocano un ruolo rilevante per gli studenti durante il primo anno. La gratitudine funge da rinforzo sul proseguimento degli studi e sull’esperienza del tirocinio: i grazie diventano feedback riguardo alle loro alle capacità relazionali ed empatiche e sembrano affievolire la fatica fisica e l’impegno cognitivo. I tutor possono invitare gli studenti a riportare le esperienze di gratitudine e attuare su di esse una riflessione “on action”, per guadagnare benessere emozionale e apprendimento. Parole chiave: gratitudine, studenti infermieri, tirocinio clinico, assistenza TAKE HOME MESSAGE • Ricevere gratitudine dagli assistiti durante le prime esperienze di tirocinio clinico gioca un ruolo di rinforzo nel proseguire il percorso di studi per gli studenti di Infermieristica. 2. Il ricevere un “grazie” e/o un sorriso di riconoscenza dagli assistiti supporta e ripaga gli studenti degli sforzi e della stanchezza, sia fisica che emozionale, che il tirocinio richiede. 3. Gli studenti sono sorpresi dalla gratitudine e che i loro piccoli gesti siano considerati importanti dai pazienti e tali da meritare un grazie. Il gesto più apprezzato è quello fatto di persona dal paziente o familiare che li cerca, li chiama per nome o li aspetta per ringraziarli. ABSTRACT Introduction: Research on the effects of gratitude received by people operating in health setting is not much. Some studies, use self-report questionnaires for the perception and effects of gratitude on healthcare professionals (Martini &Converso, 2014; Mc Cullough et al., 2002), other studies recommend to explore the gratitude received by patients more thoroughly and with qualitative methods (Jung and Han, 2017; Aparicio et al., 2018; Berger et al., 2019). The objective of this study is to describe words and gestures of gratitude expressed by patients or family members towards nursing students. Method: A qualitative research was conducted on written narratives from the first year nursing students of Verona University, asking them to report one or more episodes of gratitude received during clinical practice. A format for the written narration with 3 guiding questions was sent them. Result: The 18 gratitude narratives belonged to15 female students and 3 male students. From the analysis of the testis emerged four themes and related sub-themes. "Becoming a good nurse", "Being on the right path", "Being repaid for the effort and commitment of the clinical internship", "Feeling positive emotions". Discussion: The appreciations of patients and family members play a relevant role for students during the first year. Gratitude acts as a reinforcement on the continuation of the studies and on the overall experience of the internship: thanks, smiles become feedback regarding their relational and empathic skills and seem to ease physical fatigue and cognitive difficulties. Tutors can invite students to write the experiences of gratitude and carry out an “on action” reflection on them, to gain emotional well-being and at the same time learning. Key words: Gratitude, nursing education, clinical placement, caring TAKE HOME MESSAGE • For nursing students, receiving gratitude from patients during their first clinical internship experience plays a reinforcing role in continuing their studies. 2. Receiving a “thank you” and/or a smile from the patient they are caring repays the students for the effort and the physical and emotional tiredness that the practical training requires. 3. The students are surprised by the gratitude they receive and by the fact that their small gestures are considered important by the patients and worthy of tanks. The most appreciate gesture is when the patient or a family member personally thanks them, or call them by name or waits to talk with them., Tutor, V. 21 N. 2

ObjectiveTo explore nursing students’ interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences.DesignNational cross-sectional study on data collected in 2016.Setting95 Bachelor of Nursing Sciences programmes; 27 Italian Universities.ParticipantsStudents who (a) were attending or just completed their clinical rotations lasting at least 2 weeks in the same unit, and (b) willing to participate in the study.Primary and secondary outcomesFirst to measure the occurrence of IPE experiences in the most recent clinical rotation; the secondary outcome was to discover factors associated with IPE occurrence.MeasuresThe primary outcome was measured using questions based on a 4-point Likert scale (from 0=‘never’ to 3=‘always’). Explanatory variables were collected at both individual and regional levels with items included in the same questionnaire.Results9607 out of 10 480 students took part in the study. Overall, 666 (6.9%) perceived not having had any IPE experience, while 3248 (33.8%), 3653 (38%) and 2040 (21.3%) reported having experienced IPE opportunities ‘only a little’, to ‘some extent’ or ‘always’, respectively. From the multilevel analysis performed using the generalised linear mixed model, factors promoting the occurrence of IPE experiences were mainly set at (a) the clinical learning environment level (high: learning environment quality, self-directed learning encouragement, learning opportunities, quality of safety and nursing care and quality of tutorial strategies); and (b) the regional level, where significant differences emerged across regions. In contrast, male gender was negatively associated with the perception of having had IPE experiences.ConclusionsA large number of nursing students experienced either ‘never’ or ‘only a little’ IPE opportunities, thus suggesting that nursing education tends to remain within the nursing profession. Limiting students’ interprofessional exposure during education can prevent future collaborative approaches that have been shown to be essential in providing best patient care. In order to increase IPE exposure, it is necessary to develop strategies designed both at the singular unit and regional levels.

Validation of the Italian Clinical Learning Environment Instrument (SVIAT): study protocol.Nursing students obtain most of their university credits in internship environments whose quality can affect their clinical learning. Several tools are available to measure the quality of the clinical learning environment (CLE) as perceived by students: these instruments developed in other countries, were validated in Italian but do not discriminate those CLEs capable (or not) to promote significant clinical learning.To validate an instrument to measure the capability of the CLE to generate clinical learning; the secondary aim is to describe the learning environments as perceived by nursing students according to individual course site and tutorial models adopted.The study will be developed in three phases: a) instrument development and pilot phase, b) validation of the psychometric properties of the instrument and c) description of the CLEs as perceived by the students including factors/item confirmed in the validation process. Expected outcomes. A large validation, with more than 8,000 participating students is expected; the construct under lying will be confirmed through exploratory and confirmatory factor analysis and will report high internal consistency; the instrument will report also a high test-retest and inter-rater reliability; in addition, the instrument will demonstrate predictive ability by discriminating those units able (or not) to activate effective learning processes.