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Background: Mobile learning is a learning method that enables nursing students to learn anytime and anywhere. Objectives: This study was designed to determine nursing students' attitudes toward and readiness for mobile learning. Design: A descriptive, cross-sectional study design was used. Setting: The study was conducted at a nursing faculty in Turkey. Participants: The sample size was determined using the stratified randomization method by considering the participants' years at school, and 290 nursing students were included in this study. Methods: Data were collected using the Sociodemographic Characteristics Questionnaire, Mobile Learning Attitude Scale (MLAS), and Mobile Learning Readiness Scale (MLRS) using the survey method. Statistical Package for the Social Sciences, version 25.0, was used for all data analyses. Results: The mean scores of the participating nursing students obtained from the MLAS and MLRS were 76.48 ± 9.28 and 79.64 ± 16.62, respectively. Compared to first- and second-year students, fourth-year students, those who had mobile learning experience, and those who wanted to use a mobile learning system in the future obtained higher MLAS and MLRS scores. A positive, weak correlation was found between variables, age and level of computer use, and the MLAS and MLRS scores. Conclusions: It was determined that the attitudes of nursing students toward mobile learning were positive and they were ready for mobile learning. The results of this study can be used in designing and implementing mobile learning systems. © 2022 Elsevier Ltd, Ege Üniversitesi, We would like to thank all the nursing students who participated in the study. We are grateful to Ege University Planning and Monitoring Coordination of Organizational Development and Directorate of Library and Documentation for their support in editing and proofreading service of this study.

In order to provide culturally appropriate care, nursing students' intercultural communication anxiety, ethnocentrism and attitudes towards refugees should be examined. Objectives: This study aimed to examine the relationship among ethnocentrism and attitudes towards refugees in nursing students and to determine whether intercultural communication apprehension could mediate the relationship between ethnocentrism and attitude towards asylum-seekers. Design: A cross-sectional, descriptive design. Participants: 226 nursing students in Turkey. Methods: Data were collected using ethnocentrism, intercultural communication apprehension, and attitudes towards asylum-seekers scales and analyzed with Pearson's correlation coefficient and Baron and Kenny's three-regression analysis and Sobel test. Results: Ethnocentrism was positively associated with both intercultural communication apprehension and attitudes towards asylum-seekers scale. Intercultural communication apprehension was positively associated with attitudes towards asylum-seekers scale. Intercultural communication apprehension mediated the relationship between ethnocentrism and attitudes towards asylum-seekers (Z = 4.0497, p < 0.001). Conclusion: In line with these results, intercultural communication apprehension was a crucial mediator between ethnocentrism and attitudes towards asylum-seekers. Interventions to improve intercultural communication apprehension of nursing students should include nursing students' ethnocentrism and attitude towards refugees.

Background The risk of acquiring and spreading infection must be minimized in nursing students because they are exposed to healthcare-associated infections during clinical training. To achieve this goal, students should be knowledgeable and competent in infection control practice before proceeding to their training hospitals. Objectives This study assessed the nursing students' perception of the infection prevention climate in training hospitals in Saudi Arabia. It also examined the predictors of the students' perceptions. Design A quantitative, cross-sectional design was used. Methods This investigation was part of a large study conducted in six Saudi universities. A total of 829 Saudi nursing students were included in this study. Data were collected using the Leading Culture of Quality in Infection Prevention scale and analyzed using descriptive and inferential statistics. Ethical approval was obtained from the King Saud University, and permission was given by the administration of each participating university. Results The overall perception of nursing students indicated a modest infection prevention climate. Prioritization of quality and improvement orientation was rated as the highest dimensions, whereas psychological safety and supportive environment were the lowest. The nursing students in University F had the poorest perceptions among the six universities. The predictors of nursing student perception of their training hospitals' infection prevention climates were the university where they studied, their age, and participation in infection prevention seminars. Conclusions This article describes nursing students' perception of the infection prevention climate of their training hospitals in Saudi Arabia. Results may provide a unique theoretical underpinning on the perception and factors that effect an infection prevention climate. Thereby, previous knowledge and literature may be expanded. Results can be used as a guide in establishing clinical policies in efforts toward improving the infection prevention climate., Highlights • This multi-university study assessed the nursing students’ perceived infection prevention climate of training hospitals. • The students perceived their training hospitals’ infection prevention climate modestly. • The university, age, and participation in infection prevention seminars were significant predictors of students’ perceptions.

Background: Health-care professionals, and nurses especially among them, play an essential role in the health sector's response to gender-based violence. To be able to successfully address this major public health issue they need specific training in the topic. Objective: To analyse training on gender-based violence that nursing students receive at universities in Spain. Design: Mixed-methods approach. Setting: Spain. Methods: Systematic review of public documents followed by in-depth interviews with university lecturers. Results: Eighty per cent (92/115) of nursing training programmes included content regarding gender-based violence. There was great variability in the topics included in the training. Health consequences due to gender-based violence exposure and the role of the health sector in addressing these health consequences were the most frequently included topics. Ethical issues and legislation were the least frequent ones, as these were only dealt with in one and 18 training programmes, respectively. In the qualitative analysis of the interviews, two categories were identified: ‘Supportive legislation and supportive lecturers are essential for integrating gender-based violence training’ and ‘Approach to gender-based violence shapes the contents and the subject in which it is incorporated’. The first category refers to the main drivers for training integration, while the second category refers to how lecturers' perceptions influenced the way in which training was implemented. Conclusions: As many as 80% of the nursing education programmes included specific training in gender-based violence, although with great variability in the contents among the universities. For this study's participants, enacted legislation, and lecturers interested in the topic and in decision-making positions were key drivers for this extensive implementation. The variability observed across universities might be explained by lecturers' different approaches to gender-based violence and the nursing profession. This research was partly funded by Umeå Center for Global Health Research funded by FAS-Swedish Council for Working Life and Social Research, Sweden (Grant ID 2006–1512).

BackgroundThe international literature has largely conceptualised transition to university as a process of adjustment to both the social and the academic demands of university life. Several factors influence this process including: student, parent and university staff expectations; student preparedness; and student belongingness. Moreover, some student groups (groups well-represented in nursing) appear to have particular difficulty in successfully transitioning to university life.Study AimsTo explore first year nursing students' experiences of the transition to university; to compare nursing students' experiences with those of other disciplines and identify ways of easing the transition for nursing students.MethodologyAs part of their coursework, first year nursing students at an English University submitted a 500-word, formative reflection on the transition to university. Anonymised reflections from 161 students were available to the researchers for thematic content analysis; 50 reflections, however, proved sufficient for ‘information power’.ResultsTwo main themes emerged from the data: (i) ‘managing expectations’, an overarching theme that permeated most of the reflections; and (ii) ‘practical tools and support aids’, the practical, concrete actions that either the university took, or the students developed themselves, to ease the transition. Both themes embraced inter-related academic, social and personal domains.ConclusionsNursing students' transition experiences are similar to those of other university students. However, the particular demographics of nursing student cohorts amplifies certain aspects of the transition experience: more students who are likely to struggle with transition but also more students who embrace the developmental aspects of going to university. Transition requires joint enterprise between students and university staff, especially in terms of expectations and the support required to become independent learners. Transitions can be eased by tapping into student resourcefulness and seeing transition as a gradual process that cuts across academic, social and personal dimensions rather than as a short, one-off event.

Background: PIVC is one of the essential procedures of modern medicine, and is one of the most widely used and important treatments in the clinical setting. Nevertheless, it is one of the most difficult skills to teach in nursing education, and it is the skill which causes the most anxiety in nursing students. Objectives: The aim of the study was to examine the effect of the teaching method using infrared technology on PIVC success, duration, and the level of psychomotor skills and knowledge in the acquisition of PIVC skills in nursing students. Methods: This was a pre-test post-test randomized experimental study with a control group. The research was conducted in the Skills and Simulation Laboratory of a Nursing Faculty of a university between December 2019 and February 2020 to examine the effects of teaching PIVC measurement via infrared light on students' success rate. A theory lesson on PIVC followed 15 days later by laboratory practical was carried out with all of the students included in the study. The PIVC Knowledge Evaluation Form as a pre-test. The researchers completed the PIVC Skills Performance Test from observation during the application of the checklist. Immediately after the procedure, the PIVC Knowledge Evaluation Form was applied as a post-test. Results: The procedure success rate of the experimental group was 90%, and that of the control group was 46%. Comparing PIVC skill scores between the groups, the difference was found to be statistically significant (Z = -2.741; p < 0.05). The groups' PIVC knowledge levels increased in a similar way. Conclusion: Teaching with infrared technology contributes more to students' success in PIVC skills than does standard teaching. Both methods were effective in developing knowledge of PIVC., Ege University Scientific Research Project Coordinatorship [TGA-2019-20841], The study was accepted as research project No TGA-2019-20841 by the decision of Ege University Scientific Research Project Coordinatorship. The budget approved for our project was 40,000 Turkish liras.

Background As the COVID-19 pandemic continues, safe and effective vaccines with high coverage remain the most effective way of controlling the infection. Therefore, the intention to get vaccinated is a critical issue for nursing students because they will act as health care providers and educators due to their future profession. Objectives This study aimed to explore factors associated with COVID-19 vaccination intention among Chinese nursing students. Design A cross-sectional online survey was used. Participants A total of 1070 Chinese nursing students participated in this study. Methods The study used structured self-administered questionnaires to assess the effects of the following elements; sociodemographic factors, vaccination status, beliefs on general vaccination, beliefs and attitudes towards COVID-19 and COVID-19 vaccination, and COVID-19 vaccination intention. Hierarchical regression analysis was conducted to examine the relationship between these variables and COVID-19 vaccination intention. Results More than half (51.9%) of nursing students were willing to vaccinate against COVID-19, while 43.4% were uncertain and 4.7% were unwilling to get vaccinated. Increased likelihood of intention to get vaccinated was associated with positive beliefs towards general vaccination and COVID-19 vaccination, perceived less adverse effects following vaccination, the greater impact of COVID-19 on daily life, and less clinical practice experience in healthcare settings. Those hesitant to vaccinate raised concerns about the safety of vaccines, doubted the efficacy, believed that vaccination was unnecessary, or had insufficient information on COVID-19 vaccines. Conclusions More efforts are needed to enhance vaccine confidence and increase the vaccination rates against COVID-19 in nursing students by organizing effective educational campaigns and establishing positive vaccination beliefs.

Background: Academic goals guide the learning mode of nursing students, focus their objectives and influence the acquisition of skills. However, research on academic goals and related variables is scarce. Objective: To study the relationship between different sociodemographic and academic variables with the type of academic goal in nursing students at the Universitat Jaume I (Spain). Design: Cross-sectional study conducted between September 2020 and June 2021. Settings and participants: Undergraduate nursing students at Universitat Jaume I (n = 263). Methods: The Academic Goal Orientation questionnaire was administered. In addition, the variables age, gender, route to university, previous health studies, previous training in critical thinking, degree year and average grade on academic record were collected. A descriptive analysis of the sample and an analysis of the association between variables were performed. In addition, exploratory multinomial logistic regression was performed. Results: The nursing students preferred the Learning Goal (95.8%; n = 263), and this increased among the students as their average grade increased. The results of the multivariate analysis indicated that students with a lower average grade, those from advanced years and those without previous training in critical thinking preferred the Work Avoidance and Self-defeating Ego Goals. Conclusion: The preferred goal among the students was learning. The variables that influenced the type of goal were year, average grade and previous training in critical thinking. Funding for open access charge: CRUE-Universitat Jaume I

Background There is a need for higher education policy to consider how student nurses might be supported to help them to develop the resilience and mental wellbeing needed to cope with stressful environments. Reviews and qualitative research in this area suggest that compassion can improve wellbeing, however, compassion-based feedback is yet to be explored as a pedagogical intervention using quantitative methods. Purpose To explore the effect of different feedback types on subjective wellbeing. Methods In this experimental design, nursing students were presented with three feedback types, ‘compassion-based feedback, simple descriptive feedback, and utilitarian feedback’ and were asked to provide post-trial ratings of subjective wellbeing, in relation to each type, whilst undertaking a nursing-related task. Participants also rated the helpfulness of ‘Type of Feedback’. Results We report a significant difference of ‘Type of Feedback’ with higher ratings of wellbeing when participants were presented with compassion-based feedback. Conclusion Compassion-based feedback could lead to higher wellbeing in educational tasks related to nursing.

Background: Exposure of nursing students to foreign residents may improve cultural understanding. Nursing students are expected to have differing rates of contact with foreign residents, depending on how many foreign residents live in their municipality where they study in. Those in areas densely populated by foreign residents are more likely to encounter foreigners, and to have favorable views of them than students in areas with sparser foreign-resident populations. As of 2015, 2.23 million foreign residents lived in Japan, equaling 1.76% of the population; however, Japan still has fewer foreign-born residents compared to other countries. Therefore, interest in Medical Health Care for Foreign Residents (MHCFR) may be greater in students in ethnically diverse areas. While nursing students may have different levels of recognition of foreign nationals as potential clients and interest in MHCFR, no research validates this assumption. Objectives: This study aimed to clarify the association between proximity to foreign nationals and interest in MHCFR among Japanese nursing students. The secondary purpose was to describe knowledge and interest regarding MHCFR among students. To elucidate these topics, education and development of human resources in MHCFR should be considered. Research design and method: The study design was cross-sectional. A self-administered questionnaire survey was conducted with 143 nursing students. Results: Most students understood the likelihood of providing nursing care to foreigners; however, knowledge and interest were low, regardless of whether lectures on MHCFR were provided. Knowledge of MHCFR, recognition of providing care to foreign nationals, and level of contact experiences with foreign nationals were significantly associated with students' level of interest in MHCFR. Discussion: Nursing students in ethnically diverse areas tend to show greater interest in MHCFR in Japan. To foster global health perspectives, including MHCFR, in nursing students studying in ethnically diverse areas, contact experiences with foreigners and acceptance of international students by universities might be effective., Nurse Education Today, 65, pp.41-45; 2018

BackgroundDespite the increasing labour market shortage of well-educated community nurses, few baccalaureate nursing students choose for a career in community care. Obtaining knowledge of how students perceive healthcare areas early in their education is important to take meaningful steps in counteracting any existing misconceptions with targeted curriculum redesign.ObjectiveDetermination of factors underlying perceptions of healthcare areas in first-year baccalaureate nursing students.DesignA descriptive qualitative study using focus group inquiry.MethodsThis study follows up on a large-sample quantitative multicentre survey study. Fourteen first-year nursing students at a university of applied sciences in the Netherlands participated in focus group discussions in October 2014. Transcripts of the discussions were coded by two independent researchers at three levels – open, axial and selective coding – on the basis of two templates. The codes were sorted into categories and assigned to suitable main codes in the templates. The number of sub-codes per category and code were added together.ResultsEight main themes were formulated, to wit (1) variety and diversity, (2) challenges, (3) improving people's health, (4) collaboration, (5) role models, (6) patient- or environment-based perceptions, (7) self-efficacy and (8) immediate vicinity. Data suggest that first-year students have clear ideas about the characteristics which they consider important in professional practice. Their perceptions do not necessarily reflect the actual situation, as they expect the hospital to possess all desired characteristics while community nursing seems to be undervalued.ConclusionTo remedy students' misperceptions, four recommendations are formulated for curriculum redesign strategies deriving from the eight themes. These recommendations are based on collaboration between school and care organisations as well as on themes related to in-depth knowledge within the educational programme. The interventions will potentially help to strengthen the focus on community care, which will foster a more optimistic and realistic career outlook on this field.

Background This study examined the influence that perceptions and stereotypes of the nursing role had on future career choice of rural secondary students. Objective The study was undertaken to identify a method of attracting final year secondary school students to an undergraduate nursing degree at a rural University. Design A mixed method study using a pre–post-interventional design. Setting The rural campus of an Australian university. Participants 71 secondary students attending a secondary school career development program at a rural Australian university. Method Semi structured questionnaires were used for data collection. The surveys were analysed using descriptive statistics and content analysis of open-ended survey questions. Results The research supports the importance of being aware of young people's impressions about nurses and nursing as a career, to ensure the successful implementation of targeted recruitment. Conclusion Targeted recruitment strategies can increase students' awareness of the wide variety of pathways within nursing, rather than leaving awareness to what family, friends or career advisers tell them, or how nurses are portrayed on television, movies and the media.

Background: It is important to know the rights of women and children while shaping attitudes toward gender roles, violence against women, and reporting child abuse. To shape attitudes toward reporting abuse, women's and children's rights courses should be integrated into undergraduate nursing curriculum. It is important to develop positive attitudes of nursing students toward gender roles, violence against women, and reporting child abuse. Objectives: The aim of the study was to evaluate the effects of a "women's-children's rights" online-educational program in a nursing curricula. Design: A pretest-posttest follow-up with a control group quasi-experimental trial. Settings: Nursing department of the state university in Turkey. Participants: Fourth-year students (N = 62) of a nursing department at the state university in Turkey constituted the study sample. The students were divided into two groups: education and control groups with each group comprising 31 fourth-year nursing students. Methods: The education group took the women's-children's rights online-course, whereas the control group did not. In both groups, baseline assessments were performed online using the "Gender Roles Attitude Scale," "Violence Against Women Attitude Scale," and "Healthcare Provider Attitudes Toward Child Maltreatment Reporting Scale." The posttest (T1) was conducted immediately after the 14-week course was completed. Follow-up was performed after 1 month (T2). Numbers, percentages, chi-square test, t-test, Kolmogorov-Smirnov test, Pearson's correlation, and Duncan's test were conducted using SPSS 20.00 software. Results: The education group's scores of attitudes toward gender roles, violence against women, and reporting child abuse/neglect were significantly higher than those of the control group (p < 0.05). After the online program, a significant difference between the groups and between the measurements was observed in the education group (p < 0.05). Conclusions: The women's-children's rights online-course is an effective method in educating and enriching nursing students on women's and children's rights.

Background The predominate role of internships on the retention of nursing students highlights the need to monitor internship experiences during a healthcare crisis like CoViD-19. Objectives To explore the relation between internships experiences during a pandemic and student nurses’ commitment or intention-to-leave the nursing program; as well as the relation between internship experiences and commitment or intention-to-leave the nursing program. Design, setting and participants A cross-sectional study using a sample of 1.079 nursing students from18 nursing schools in Flanders, Belgium. Students from all study years were eligible to participate. Methods Online self-reporting survey during the first CoViD-19 wave (April-May 2020). Regression analyses were used to explore the association with students’ commitment or intention-to-leave. Results Students reported high levels of study commitment (4.06; SD 0.66; range 1-5), and an overall low intention-to-leave (1.64; SD 0.83; range 1-5). No difference in commitment or intention-to-leave were seen between students who did or did not had internship experience during CoViD-19 period. Need-supportive experiences - indicating that students felt competent, related to the team, and could be themselves on internship - coincided with high commitment. Conversely, need-frustrating experiences - indicating that students felt insecure, unrelated, and controlled by the nursing team – increased intention-to-leave nursing education. Students who felt pressured for an internship during the first wave of the CoViD-19 crisis, had more doubts to continue nursing education, and an increased chance on drop-out. Conclusions We recommend nursing schools to assess student's motivation when making a substantiated decision concerning internships during a health crisis, as facing an imposed or subjective mandatory decision to go into clinical practice might lead to less commitment to the study program. For both teacher and staff mentors it is deemed important to discuss the internship climate with the student, in order to early identify need-frustrating issues during internship.

Background: It is important for the professionalism that students at the university use their coping skills to solve the problems that may arise before starting the profession, control their behaviours by directing themselves, and motivate themselves in case they face negative situations. Objectives: This study was carried out to determine the relationship between the selfleadership skills of students studying in nursing and midwifery departments and their learned resourcefulness skills. Design: The study a descriptive, correlational and cross-sectional pattern. Settings: The sample of the study consisted of 380 students studying at the Nursing and Midwifery Department of the Faculty of Health Sciences of a foundation university in Istanbul. Methods: The research data were collected using the information form, the Revised Self-Leadership Questionnaire, and the Rosenbaum Learned Resourcefulness Scale. In the analysis of the data descriptive analysis, parametric or non-parametric comparative analyzes and correlational analyzes were used. Results: In the study; 84.5% of the participants were female and whose mean age was 20.6-61.6% of the participants were studying in the nursing department. The total score the students got from the Revised Self-Leadership Questionnaire was 131.87 ± 23.49, and the total score that got from the Rosenbaum Learned Resourcefulness Scale was 120.81 ± 16.77. The students studying in the third-grade (124.16 ± 13.9) had higher self-control skills compared to the first (118.57 ± 18.8) and the second-grade (119.2 ± 16.7) students, that's, they frequently applied the coping strategies represented in the scale (p < 0.05). There was a positive linear relationship between two scale (p < 0.001). Conclusion: Within the framework of the research results, gender, grade and the department studied are related to the level of self leadership. The level of learned resourcefulness was associated with classroom and stress training. Individuals’ self leadership levels showed a positive relationship with their learned resourcefulness level.

Background Experiencing the third wave of COVID-19 pandemic, high vaccination coverage by a safe and effective vaccine globally would be a great achievement. Acceptance of vaccination by nursing students is an important issue as they play a decisive role as future professionals in educating patients, counselling, and guiding them to the right clinical decision. Objectives To explore the intention of nursing students to get vaccinated for SARS-CoV-2 infection and the factors acting either as motivators or as barriers towards vaccination. Design A multicenter cross-sectional design. Participants In total 2249 undergraduate nursing students participated. Methods The study was conducted in 7 universities in participating countries (Greece, Albania, Cyprus, Spain, Italy, Czech Republic, and Kosovo) through a web survey. Data was collected during December 2020–January 2021 in all countries. Results Forty three point 8% of students agreed to accept a safe and effective COVID-19 vaccine, while the acceptance was higher among Italian students. The factors for intention to get vaccinated were male gender (p = 0.008), no working experience in healthcare facilities during the pandemic (p = 0.001), vaccination for influenza in 2019 and 2020 (p

BACKGROUND: Studies of peer learning indicate that the model enables students to practice skills useful in their future profession, such as communication, cooperation, reflection and independence. However, so far most studies have used a qualitative approach and none have used a quasi-experimental design to study effects of nursing students' peer learning in clinical practice. OBJECTIVES: To investigate the effects of peer learning in clinical practice education on nursing students' self-rated performance. DESIGN: Quasi-experimental. SETTING: The study was conducted during nursing students' clinical practice. PARTICIPANTS: All undergraduate nursing students (n=87) attending their first clinical practice were approached. Seventy students out of 87 answered the questionnaires at both baseline and follow-up (42 of 46 in the intervention group and 28 of 39 in the comparison group). METHODS: During the first two weeks of the clinical practice period, all students were supervised traditionally. Thereafter, the intervention group received peer learning the last two weeks, and the comparison group received traditional supervision. Questionnaire data were collected on nursing students' self-rated performance during the second (baseline) and last (follow-up) week of their clinical practice. RESULTS: Self-efficacy was improved in the intervention group and a significant interaction effect was found for changes over time between the two groups. For the other self-rated variables/tests, there were no differences in changes over time between the groups. Studying each group separately, the intervention group significantly improved on thirteen of the twenty variables/tests over time and the comparison group improved on four. CONCLUSIONS: The results indicate that peer learning is a useful method which improves nursing students' self-efficacy to a greater degree than traditional supervision does. Regarding the other self-rated performance variables, no interaction effects were found.

Objective: The aim of this review was to explore the experiences of nursing students participating in end-of-life education programs. Design: A systematic review. Data sources: Exhaustive literature searches were performed using seven electronic databases: Medline, Scopus, Web of Science, CINAHL Plus, Dialnet Plus, Eric and Cuiden Plus. Review methods: In total, 6572 studies published from 2008 until 2018 were examined. The Critical Appraisal Skills Program was used to assess the quality of the studies included in the review. The findings were synthesized using meta-aggregation. Results: Seventeen studies were included in this systematic review, representing a sample of 606 nursing students. Simulation methods were most common among the educational programs analyzed. The analysis of qualitative data allowed us to identify 260 illustrations which were grouped into 14 categories and three themes: feelings and emotions during the performance of the pedagogical activity, end-of-life education among nursing students and competencies acquired on death and end-of-life. The most highlighted communication skills were learning to listen and building confidence to speak with the patient, family and the general public. Conclusions: End-of-life programs generally helped students acquire communication skills, learn concepts and improve the administration of this type of care. In addition, they perceived the experience as an opportunity to learn more about oneself, gain trust and support critical thinking. Nonetheless, the evidence available in this field is limited due to the small number of studies, plus the limited data reported. Thus, further studies on this subject are necessary.

Background\ud Obstetric violence is a type of gender-based violence that is presented structurally. This type of violence has physical and psychological consequences for both the women who experience it and health professionals. The World Health Organization adds that health professionals need training to ensure that pregnant women are treated with compassion and dignity.\ud \ud Objectives\ud The objective of the study was to evaluate health sciences students' perception of obstetric violence and to identify possible changes after an educational intervention.\ud \ud Design\ud A pre-post quasi-experimental study was carried out between January and June 2019.\ud \ud Settings and participants\ud Students of medicine and nursing from Jaume I University (Universitat Jaume I) (Spain).\ud \ud Methods\ud An ad hoc scale comprising 33 items was designed to measure the students' perceptions. In addition, sociodemographic and control variables were collected. Descriptive analyses of the sample and the scale were carried out, and a bivariate analysis was performed.\ud \ud Results\ud Of the students surveyed, 89.7% were women, and the majority was nursing students. Of the 33 items, 28 (84.84%) showed statistically significant changes in the pre-post-intervention measurement. Twenty-five of the 33 items (75.75%) showed a relationship with the sociodemographic variables of gender, field, course and ever having been pregnant.\ud \ud Conclusion\ud This study shows the change in health sciences students' perceptions of obstetric violence after an educational intervention. In addition, the normalization of this type of violence was observed with the progression of training and with personal obstetric experience.Background\ud Obstetric violence is a type of gender-based violence that is presented structurally. This type of violence has physical and psychological consequences for both the women who experience it and health professionals. The World Health Organization adds that health professionals need training to ensure that pregnant women are treated with compassion and dignity.

Providing personal care is one of the most significant activities of nursing care. Nursing students, who approach the patient's body for the first time, may experience a wide range of emotions, affecting their attitude toward the nursing profession and performance. Nevertheless, the emotional aspects related to providing personal care in nursing education have remained relatively neglected. A qualitative descriptive study was performed to describe the emotions felt by first-year nursing students when providing personal care and to analyze the situations which triggered their emotions. First-year students (N = 145) were asked to narrate episodes of body care evoking both positive and negative emotions. Emotions were analyzed according to Damasio's theory while trigger situations were inductively found through a content analysis. Our results show that first-year nursing students experienced mostly social emotions, with a significant triggering role played by patients. In most of the narratives, patients were seen as a source of (un)recognition and personal (un)satisfaction. In this pattern, the patients play a fundamental role in supporting their confidence. Providing emotional education and peer discussion/sharing may facilitate the ability of nursing students to become aware of their own feelings and to be focused on patient's needs.

Background The need to provide care for the dying patient and his/her family may occur in every medical setting. Newly graduated nurses and physicians should therefore be prepared to deliver it at a high-quality level. Objectives To explore (a) the primary difficulties participants anticipate they will encounter whilst working with dying patients, (b) their interest in developing competencies in caring for dying patients, and (c) their interest in working in palliative/hospice settings or with dying patients in the future. Design A cross-sectional study. Settings A medical university in Poland. Participants Convenience sample of nursing (=112) and medical students (=101) at the end of their undergraduate education. Methods Questionnaire distributed online and in hard-copy format. Results Half of the participants anticipated experiencing various emotional and professional difficulties in caring for dying individuals, especially medical students. These difficulties pertained mostly the reaction of family members to the patient's death, addressing the psychological needs of the dying person, and coping with his/her own emotions when dealing with the patient's death. Students reported that working with dying patients could cause occupational stress – more so among medical students. The majority of them showed an interest in improving knowledge regarding palliative care and also in this case this was mostly true of medical rather than nursing students. However, more than half of the participants preferred avoiding work in palliative/hospice settings, with no differences between the two groups. Participants attributed this attitude to two factors: (a) the desire to avoid negative emotions and stress that could be triggered by dealing with death and dying; and (b) because they felt they lacked the required skills and personal abilities to handle such situations. Conclusions Undergraduate curricula that include strategies for coping with negative emotions associated with facing the process of death and dying should be developed. Interprofessional education should be encouraged, especially regarding the psychosocial aspects of end-of-life care.

Background Intercultural sensitivity is accepting the existence of cultural differences and similarities between individuals without attributing a value to them. In order to provide individualized nursing care, it is required to train nurses who can respond to cultural needs of society, have cultural knowledge and skills regarding society and show a high intercultural sensitivity. Purpose The purpose of this study is to examine the correlation between intercultural sensitivity and individualized care perception of nursing students, who will become a member of professional health discipline. Method The population of this study consisted of nursing students receiving education in a state university in Agri. The sample of the study consisted of 2nd, 3rd, and 4th year students who agreed to participate in the study and were not absent during the data collection process. In the study, the “Student Information Form”, “Intercultural Sensitivity Scale” and “Individualized Care Scale” were used. The study was completed with 90 individuals. Statistical analyses were performed in the SPSS program using arithmetic mean, standard deviation, and correlation analysis. Results Nursing students' Intercultural Sensitivity Scale total mean score was 89.10 ± 10.42 and their Individualized Care Scale mean score was 3.97 ± 0.59. It was determined that there was a weak, positive and statistically significant correlation between total mean score of Intercultural Sensitivity Scale and total mean score of Individualized Care Perception Scale among the nursing students (r = 0.274, p = 0.009). Conclusion It was determined that the correlation between nursing students' intercultural sensitivity and individualized care perception was weak, positive and statistically significant. It was found that as nursing students' intercultural sensitivity level increased, their individualized care perception also increased.

*Kaya, Yunus ( Aksaray, Yazar ), Background: Factors affecting intercultural sensitivity and care are becoming an increasingly important issue due to ethnic diversity. Nurses play a crucial role in care and therefore should keep up with this trend and improve their intercultural sensitivity. Objective and design: This descriptive cross-sectional study investigated the effects of ethnocentrism and moral sensitivity on intercultural sensitivity in nursing students. Methods and participants: Data were collected using a demographic characteristics questionnaire and the Intercultural Sensitivity Scale, Generalized Ethnocentrism Scale, and Moral Sensitivity Scale. The sample consisted of 1343 nursing students. The Pearson correlation coefficient was used to determine correlations between scale scores. Multiple linear regression was used to determine the effects of ethnocentrism, moral sensitivity, and demographic characteristics on intercultural sensitivity. Results: Intercultural sensitivity was found to be negatively correlated with ethnocentrism and positively correlated with moral sensitivity. Ethnocentrism predicted intercultural sensitivity more than moral sensitivity. Ethnocentrism and moral sensitivity explained 16.8% of the total variance of intercultural sensitivity. However, ethnocentrism affected intercultural sensitivity more than moral sensitivity did (beta = −0.406). Conclusion: Nursing education should adopt strategies to reduce ethnocentrism by helping students develop cultural competence and intercultural sensitivity. Such education can equip nurses to provide higher quality care to patients of different cultural backgrounds.

BACKGROUND: The unprecedented abrupt shift to remote online learning (OL) within the context of the national lockdown due to the 2019 coronavirus disease (COVID-19) highlights the importance of addressing students' preparedness in managing their first experiences with OL. PURPOSE: To investigate the experiences of undergraduate nursing students during their first uses of OL to increase the understanding of their encountered opportunities and challenges. DESIGN: A descriptive qualitative design guided by a phenomenological approach was used. METHODS: The study used a purposive sampling technique to recruit 18 undergraduate nursing students from two universities. Data were collected using two focus group discussions, and the discussions with participants were audio/video recorded through the online platform Zoom due to the national imposed curfew. Content analysis employed Colaizzi's steps to derive the themes/categories. RESULTS: The study revealed four themes: experience of helplessness, burdens, and burnout; the need for social and technical support to manage OL; the propensity to consider OL as a positive opportunity; and the deficiency of OL in fulfilling the educational outcomes of clinical courses. CONCLUSIONS: Abrupt remote OL was a challenge to clinical encounters. This format was very stressful; however, it was also useful. The current study highlighted the need for further research on the effectiveness of remote OL platforms in regard to the achievement of the intended learning outcomes of clinical courses.

Background Since HIV and AIDS were discovered, studies have demonstrated that negative perceptions and reluctance to provide care to affected people persist among nursing students throughout the world. This leads to poor quality care. Objectives To report on a study that explored socio-cultural influences on the perceptions of international nursing students toward caring for people living with HIV/AIDS. Methods A qualitative descriptive research design, guided by stigma theory, was utilised. Participants were 21 international and Australian undergraduate nursing students enrolled in a Bachelor of Nursing program at an Australian university. Data were collected via semi-structured interviews in 2009 and 2011; manual thematic analysis was performed on interview data. Findings Three major themes emerged: blame; othering; values. Perceptions were influenced by complex, interrelated factors and underscored by culturally construed blame and othering. People living with HIV/AIDS were perceived as alien and assumed as homosexuals, drug users, or promiscuous. They were labelled ‘bad people’. Many participants were compassionate but others struggled with differences between their personal values and professional values expected of a Registered Nurse. There was considerable variation in the degree to which participants were willing to embrace different perspectives and values. Conclusion Nursing curricula is vital to patient health and wellbeing and requires increased focus on the impact of HIV/AIDS. It is important for educators to recognise that simply providing information to students does not necessarily change their existing stigmatising perceptions. By addressing the effect of being stigmatised and marginalised by society nursing care to all patients will be enhanced. Students must also reflect on their perceptions and values so as to embrace diversity.

Background It has been shown that empathy strengthens the relationship between patients and health professionals and also improves patient and health professional satisfaction, which helps promote the best clinical outcomes. Empathy is considered an essential prerequisite for a nurse to effectively care for a patient and for a holistic understanding of a patient's perspective in a student population. Objectives The main aim was to compare empathy levels between health professional students attending different university courses. Design A comparative study with a cross-sectional approach was conducted in two successive academic year cohorts of 1st year health professional students at a public Italian university. Participants and Methods A sample of 1st year health professional students at a public Italian university was investigated using the Jefferson Scale of Empathy Health Professional Students version (JSE-HPS). Results Overall, 502 health professional students were included in the study. The students in nursing showed significantly higher empathy levels than the students in other health professions. Furthermore, the female students were found to exhibit significantly more overall empathy than the male students were. Conclusions The undergraduate nursing students showed a significantly higher mean score of empathy measured by the Jefferson Scale of Empathy Health Professional Students version (JSE-HPS) than the students attending other health undergraduate courses. This could mean that a particular aptitude in establishing a help-relationship with other people exists among the students that choose to become a nurse.

Purpose Registered nurses must have a level of scientific literacy to be able to interpret research data and access Scientific's knowledge. Several studies have been conducted to explore barriers and levers to the dissemination of nurse's knowledge; however, the scientific literacy that nursing students acquire has not been studied. Objective The aim was to examine and compare the way that research is taught to undergraduate nursing students in France and other countries. Design Cross-sectional, Internet survey. Settings Universities providing undergraduate nursing programs around the world. Participants Nurses educators. Methods Schools of nursing and universities were contacted by mail, through social networks and with the help of national or international nursing organizations. Respondents provided demographic data on schools and faculties of nursing, the teaching of scientific databases, Reading Critical Analysis and the teaching of scientific English. Information on the transmission of articles and access to scientific knowledge by students through the institution were also requested. Findings A total of 245 nursing schools/universities participated. Most respondents were educational research referees (52.2%), worked in a public institution (85.7%) and were in the nursing program leading to a bachelor's degree (74.3%). Databases were taught at 56.8%, Critical Reading of Articles at 70.1%, scientific English at 60.6% of nursing schools or universities. Articles were provided to students at 89.6% of institution and students had access to data through the institution in 66.1% of nursing schools or universities. Several significant differences were found between French schools of nursing and nursing schools/universities in other countries. Conclusions Our results show that most schools or universities of nursing teach the three majors' components to promote, provide articles to students and give access to scientific knowledge. However, there is wide heterogeneity between countries. There is a need to standardize research education for nursing students worldwide to promote the development of scientific literacy skills.

Background: Hand hygiene is the most effective and simplest infection control method but there is a considerable amount of evidence that shows hand hygiene skills of nursing students should be improved. Nursing education plays an important role in giving nursing students the necessary knowledge, beliefs and teaching and improving basic hand hygiene skills. An effective learning method that enables students to understand both the practical skills and the underlying theoretical principles should be used in teaching hand hygiene. Objectives: The aim of this study was to compare the effects of a fluorescent concretization intervention and conventional education on improving the hand hygiene beliefs and skills of nursing students. Design and setting: This double blinded pretest-posttest randomized controlled trial was carried out from January 1 to June 1, 2019 with the participation of 126 nursing students in a faculty of health science in a state university in Turkey. Methods: The participants were randomly assigned to an intervention group (n = 63), receiving education with a fluorescent concretization intervention, and a control group (n = 63) receiving conventional education. Results: There was a significant difference between the intervention and control groups in terms of the total post-test hand hygiene belief score (p = .016 effect size(r) = 0.214). The final handwashing skill score of the students in the intervention group increased significantly for the seven regions of hands (p < .001 effect size(r) = 0.863). in addition, final handwashing skill score in the intervention group (20.62 +/- 4.07) was found to be significantly higher than that of the students in the control group (12.57 +/- 2.85) (p < .001 effect size(r) = 0.805). Conclusion: Hand hygiene training which includes visual concretization intervention with glo germ can be used as a useful strategy to improve nursing students' negative beliefs about hand hygiene and to gain students to effective handwashing behaviors., Scientific and Technological Research Council of Turkey (TUB.ITAK)Turkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [118S625], This study was funded by the Scientific and Technological Research Council of Turkey (TUB.ITAK) as part of the 3001-Starting R&D Projects Funding Program Project with number 118S625.

COVID-19, also known as severe acute respiratory syndrome caused by coronavirus 2 (SARS-CoV-2), is the most serious health epidemic this century, with 5.4 million diagnosed cases in 180 countries and 343,000 deaths worldwide, according to confirmed data for 26 May 2020 published by the World Health Organization (WHO). In December 2019, health authorities in China reported a pneumonia outbreak of unknown origin in Wuhan (Hubei province), and the virus responsible was subsequently named SARS-CoV-2 by the Coronaviridae Study Group of the International Committee on Taxonomy of Viruses. Its rapid spread and high associated mortality led the WHO to declare the COVID-19 outbreak a Public Health Emergency of International Concern. In Spain, COVID-19 is the first major epidemic since the devastating 1918 flu pandemic, and our country has been one of the most affected in Europe. According to data published by the Spanish Ministry of Health for 26 May 2020, more than 236,000 cases have been diagnosed and over 27,000 people have died.

Background Medication safety is an integral aspect of patient safety. Nurses, as advocates of patient safety, actively consider medication safety in the course of their daily work. Hence, it is important to consider the educational preparation of nursing students in medication management, as future caregivers. There are inherent links between nurses' undergraduate educational preparation in medication management and patient safety. Objective This research study identifies fourth-year nursing students' perceptions of their educational preparation in medication management. Design An interpretative phenomenological methodological approach underpinned this research study. Setting This study was conducted at a University in the West of Ireland. Participants Participants were final year students of three undergraduate nursing programmes, Bachelor of Science in Nursing (General), Bachelor of Science in Nursing (Intellectual Disability) and Bachelor of Science in Nursing (Mental Health). Methods Fourteen semi-structured, face-to-face interviews were conducted with students on a one-to-one basis. Data were analysed using thematic content analysis. Results The voices and interpretations of the participants in this study were fundamental to understanding nursing students' perceptions of their preparation in medication management and provided the foundation for this research. These perceptions were captured in the format of four themes: developing an understanding, embedding knowledge in practice, engaging in practice and accepting professional responsibility. Conclusions Findings point to the important role of the university and the clinical placement settings in nursing students' medication management education and the need for further collaboration and development across both settings. Teaching and learning strategies which promote the integration of theory and practice throughout the four years of the undergraduate degree programme should be encouraged, such as technology enhanced learning and simulation.

Objectives The aim of this review was to explore healthcare students' professional and personal use and understanding of social media. Design and data sources A comprehensive search was performed in October 2017 using CIHAHL, Academic Search Complete, Education Search Complete, ERIC, MEDLINE and British Education Index. A further search was completed in February 2018 including Google Scholar. Review methods A summary table was used to organise data by author, year, type of study, methods, findings, limitations, recommendations and additional comments. Qualitative findings were organised into related themes and these were reviewed and discussed amongst the authors to confirm their relevance. Results The prevalent themes that emerged were; understanding social media, perceptions of professional & safe social media use, positive aspects of social media and factors influencing social media usage. Conclusions Social media is predominately used by students to communicate with peers and to access course related information. It can provide a collaborative environment which allows engagement and promotion of the nursing profession. Student nurses are generally aware of what constitutes safe and professional social media usage but there remains a need for additional training on how students should navigate the online world as there remains a significant risk of unprofessional behaviours.

Background: Learning palliative care is challenging for nursing students. Simulation is recommended as a learning approach. Whether experiences from simulation transfer into clinical practice must be investigated. Objective: The aim of this study was to explore nursing students' experiences of participating in palliative care simulation and examine how they describe the perceived transfer of knowledge, skills, and competence into clinical practise. Method: This prospective, qualitative study was comprised of 11 in-depth interviews with second-year bachelor nursing students. Content analysis was performed to analyse the answers to open-ended questions. Results: From this sample, simulation is a preferred method to gather knowledge, skills, and attitudes towards palliative care. Realistic cases stimulated senses and feelings. Courage grew through active participation and debriefing and influenced the students' self-confidence. Debriefing seemed to alter the situation from one of chaos to control. Conclusions: Experiences from the simulation were perceived to transfer to practice, serve as a sound basis for clinical judgement, and enable communication with patients and their relatives. Continuity in learning through simulation combined with practice is highlighted. The Western Norway University of Applied Sciences funds the study, grant no: 3008.

Background Low academic success rates lead to fewer than the required number of nurses entering the national health systems, impacting on the supply of nurses and with negative consequences for global health care since low nurse-to-patient ratios are associated with an increase of patients' adverse outcomes. Objectives This study was mainly aimed at documenting any of the academic outcomes' potential predictors among Nursing Degree Program (NDP) students' characteristics. Design A retrospective multi-cohort study was conducted. Participants and Setting Ten cohorts of nursing students enrolled in a central Italy university were involved. Methods Qualitative and quantitative data on entry characteristics and academic outcomes were retrieved, observing retrospectively 10 cohorts of Italian nursing students for 13 academic years (2004–2017). Multiple regression analyses were conducted to assess if potential predictors reporting a p-value Results A total of 2278 students were enrolled in this study. Multivariate analyses showed that ‘female gender’, ‘having attended classical or scientific upper-secondary school’, and ‘having higher upper-secondary diploma grade’ were associated both with the qualitative outcomes (graduation within the legal duration of NDP) and the quantitative ones (final degree exam grade). The weight of the ‘admission-test score’ in explaining the variance of academic performances was very low (β = 0.03, 95% CI = 0.01 to 0.05) compared to the ‘upper-secondary diploma grade’ (β = 0.14, 95% CI = 0.12 to 0.16). Conclusions This evidence should lead to a reflection on the entry-selection methods for NDP, especially in those countries such as Italy, where these methods are essentially based on the entry-test, which in this study was shown to have a very low predictive power for academic outcomes.

WOS: 000367117000021 PubMed: 26417713 Background: Nursing education is a process that includes theoretical and practical learning and requires the acquisition of theoretical knowledge and skill. Nursing students need a good clinical practice environment in order to apply their knowledge and skills due to the fact that the clinical practice settings play an important role in the nursing profession. Objectives: This study was carried out in an effort to explore nursing students' perception of the clinical learning environment and its association with academic motivation and clinical decision making. Design: A descriptive survey design was used. Setting: This study was conducted in Giresun University in Turkey. Participants: Participants were second-, third- and fourth-year undergraduate students (n = 222) in the Bachelor of Nursing Science Degree in the academic spring term of 2014-2015. Methods: The data was collected using the 'Clinical Learning Environment Scale', the 'Academic Motivation, and the 'The Clinical Decision Making in Nursing Scale'. Results: Of the respondents in this study, 45% of the students were second class, 30.6% of the students were third class and 24.3% of the students were fourth class. There was a statistically significant positive correlation found between the clinical learning environment and the nursing students' academic motivation (r = 0.182, p < .05). However, there was no correlation between the clinical learning environment and clinical decision making (r = 0.082, p > .05). Conclusion: One of the prerequisites for the training of qualified students is to provide nursing students with a qualified clinical environment. It was found that nursing students' academic motivation increased as the quality of their clinical learning environment improved. (C) 2015 Elsevier Ltd. All rights reserved.

Summary Background The transition to higher education involves many changes for students. Objectives The aim of the study was to characterize nursing students' suicidal behaviors, use of medication, social support and reasons for living. Design A quantitative cross-sectional and correlational descriptive study was conducted at a Portuguese nursing college. Methods The Social Support Satisfaction Scale (Pais-Ribeiro, 1999) and the Reasons for Living Inventory (Matias and Santos, 2014) were used. Results Most nursing students are women, with a mean age of 20 years, and most of them have siblings. The majority of them lives outside the city of Coimbra. Approximately 5% of students showed suicidal behaviors, being more frequent among women. Around 20% of the students take medication, with a higher prevalence among women. Fourth-year students had the lowest reasons for living and satisfaction with social support scores. Conclusions Five percent of the students had a history of suicidal behaviors. Nine percent of the students take psychotropic medications. The students who take medication are 2.3578 times more likely to have suicidal behaviors. Fourth-year students had the lowest mental health scores. Third-year students were the most satisfied with social support, whereas fourthyear students were the least satisfied. First-year students had the highest reasons for living scores, whereas fourth-year students had the lowest scores.

Background: Gender-based violence is a worldwide major public health issue with detrimental effects on the health of women. Nurses can play an essential role in its identification, management and prevention. Specific training is essential to be able to successfully address gender-based violence and accordingly, has been incorporated into many university's training programmes for nurses and other health care professionals. Research aimed at exploring attitudes and perceptions of gender-based violence in undergraduate student nurses following these new training programmes is scarce. Objective: The aim of this qualitative study was to explore third- and fourth-year nursing students' perceptions and attitudes toward gender-based violence. Design: A focus groups based qualitative study. Setting: A public University in Spain. Participants: Purposive sample of 42 nursing students who joined 7 focus groups. Methods: Focus groups discussions following a semi-structured interview guide. Discussions were transcribed and analysed following critical discourse analysis to identify interpretative repertoires. Results: From the analysis, three interpretative repertoires emerged. The first, ‘Gender-based violence is something serious’, reflected participants' acknowledgment of the social relevance of this type of violence. The second interpretative repertoire, ‘Men are defenceless!’, related to the perception that national legislation on gender-based violence was discriminatory to men and the perception of a lack of social sensitisation toward intimate partner violence against men. The last one, ‘Trained to address gender-based violence but still unprepared’ encompassed participants' confidence in their ability to identify gender-based violence but uncertainty as to how to respond to gender-based violence exposed women in terms of professional practice. Conclusions: Participants perceived that training has increased their knowledge and self-confidence in identifying cases. However, training should strongly challenge widespread myths about gender-based violence that could negatively affect their performance as nurses. This research was partly funded by Umeå Center for Global Health Research funded by FAS (2006-1512), the Swedish Council for Working Life and Social Research (2006-1512).

Background: Within South Africa the Psychiatric Nursing Science curriculum in undergraduate Baccalaureate nursing education utilizes home visits as a service-learning opportunity. In this context faith communities are currently unexplored with regards to service-learning opportunities. With limited literature available on this topic, the question was raised as to what are these students' and family members' experience of home visits within a faith community. Purpose: To explore and describe nursing students' and family members' experiences of home visits within a faith community. Design: A qualitative approach was used that was phenomenological, explorative and descriptive and contextual in nature. Setting: The research was conducted within a faith community as service learning opportunity for Baccalaureate degree nursing students. This community was situated in a semi-urban area in the North-West Province, South Africa. Participants: Eighteen (n=18) final year nursing students from different cultural representations, grouped into seven groups conducted home visits at seven (n=7) families. Methods: Comprehensive reflective reporting after the visits, namely that the students participated in a World Café data collection technique and interviews were conducted with family members. Results: Three main themes emerged: students' initial experiences of feeling overwhelmed but later felt more competent; students' awareness of religious and cultural factors; and students' perception of their role. Two main themes from the family members emerged: experiencing caring and growth. Conclusions: There is mutual benefit for nursing students and family members. Students' experiences progress during home visits from feeling overwhelmed and incompetent towards a trusting relationship. Home visits in a faith community seems to be a valuable service learning opportunity, and the emotional competence, as well as spiritual and cultural awareness of nursing students should be facilitated in preparation for such home visits. http://www.journals.elsevier.com/nurse-education-today/ http://dx.doi.org/10.1016/j.nedt.2012.06.006

Background Changes in nursing students' expectations of their clinical nursing faculty competences over the course of time are an insufficiently researched phenomenon. Objectives To explore what competences BSc nursing students expect from their clinical faculties during their clinical training, and whether their expectations changed during their three-year studies. Furthermore, to survey factors which influenced their expectations and whether the fulfilment levels of their expectations influenced their feelings, learning, and behaviour. Design A two-phase, mixed-methods design was used. Settings The Higher Nursing Education Institution in Osijek, Croatia, European Union. Participants A cohort of 34 BSc nursing students, who were followed over the course of their three-year studies. Methods In Phase I, in each year, prior to their clinical training, participants responded to the same modified Nursing Clinical Teacher Effectiveness Inventory questionnaire about their expectations of clinical faculties' competences (52 items representing six categories of competences). In Phase II, seven days after their graduation, participants wrote reflections on the aforementioned expectations during their studies. Results The results show that Clinical faculties' evaluation of student was the category in which participants had the highest expectations in all three years. Results of Wilcoxon signed rank test indicate a significant increase of participants' expectations in all categories of clinical nursing faculties' competences during their study. Participants' reflections confirm these results and indicate that actual competences of clinical faculties and behaviour have the most significant effects on the change in these expectations. Participants reported that expectations, if fulfilled, facilitate their learning and motivation for better performance. Conclusions BSc nursing students' expectations of clinical nursing faculty competences represent an important concept, as they obviously determine the quality of faculty practice. Hence, they should be considered in the preparation, implementation, and evaluation phase of this vital part of nursing education.

BackgroundDespite increasing shortages of highly educated community nurses, far too few nursing students choose community care. This means that a strong societal problem is emerging that desperately needs resolution.ObjectivesTo acquire a solid understanding of the causes for the low popularity of community care by exploring first-year baccalaureate nursing students' perceptions of community care, their placement preferences, and the assumptions underlying these preferences.DesignA quantitative cross-sectional design.SettingsSix universities of applied sciences in the Netherlands.ParticipantsNursing students in the first semester of their 4-year programme (n = 1058).MethodsData were collected in September–December 2014. The students completed the ‘Scale on Community Care Perceptions’ (SCOPE), consisting of demographic data and three subscales measuring the affective component of community care perception, perceptions of a placement and a profession in community care, and students' current placement preferences. Descriptive statistics were used.ResultsFor a practice placement, 71.2% of first-year students prefer the general hospital and 5.4% community care, whereas 23.4% opt for another healthcare area. Students consider opportunities for advancement and enjoyable relationships with patients as most important for choosing a placement. Community care is perceived as a ‘low-status-field’ with many elderly patients, where students expect to find little variety in caregiving and few opportunities for advancement. Students' perceptions of the field are at odds with things they believe to be important for their placement.ConclusionDue to misconceptions, students perceive community care as offering them few challenges. Strategies to positively influence students' perceptions of community nursing are urgently required to halt the dissonance between students' preference for the hospital and society's need for highly educated community nurses.

This paper addresses the issue of substandard care and its effects on healthcare practice. It explores some recent concerns about the problem in nursing, its potential effects on students, how it can be conceptualised and what action needs to be, by both nurses and educators to prevent it. Recent healthcare scandals have tarnished the public image of nursing, and are also likely to influence nursing students' images, expectations and experiences of nursing. While much attention has been paid to the examination of such lapses in care, and potential corrective actions, little attention has been paid to the potential or actual effect on nursing students in practice. While good resources and staffing levels are crucial to ensuring optimal nursing care, developing and encouraging nursing students' awareness of and openness about personal behaviours, reflecting critically on practice reflection and strengthening nurse educators' collaborative links with healthcare practice can all serve to positively influence care deficits.

Background Previously, it has been shown that the clinical learning environment causes challenges for international nursing students, but there is a lack of empirical evidence relating to the background factors explaining and influencing the outcomes. Objective To describe international and national students' perceptions of their clinical learning environment and supervision, and explain the related background factors. Design An explorative cross-sectional design was used in a study conducted in eight universities of applied sciences in Finland during September 2015–May 2016. Methods All nursing students studying English language degree programs were invited to answer a self-administered questionnaire based on both the clinical learning environment, supervision and nurse teacher scale and Cultural and Linguistic Diversity scale with additional background questions. Participants ( n =329) included international ( n =231) and Finnish ( n =98) nursing students. Binary logistic regression was used to identify background factors relating to the clinical learning environment and supervision. Results International students at a beginner level in Finnish perceived the pedagogical atmosphere as worse than native speakers. In comparison to native speakers, these international students generally needed greater support from the nurse teacher at their university. Students at an intermediate level in Finnish reported two times fewer negative encounters in cultural diversity at their clinical placement than the beginners. Conclusion To facilitate a successful learning experience, international nursing students require a sufficient level of competence in the native language when conducting clinical placements. Educational interventions in language education are required to test causal effects on students' success in the clinical learning environment.

YILDIRIM SISMAN, Nuriye/0000-0003-3745-3751 WOS: 000389730600006 PubMed: 27701030 Background: Nursing education can be a stressful experience. To fully benefit from this experience and develop a positive professional identity, it is essential for nursing students to effectively cope with education-related stress. Purpose: The aim of the study was to investigate the relationships between nursing students' education-related stress and stress coping, self-esteem, social support, and health status. Method: This study utilized a cross-sectional, descriptive, and correlational design. The sample consisted 517 nursing students from a bachelor program in Turkey during the 2014-2015 academic year. Participants provided data on sociodemographic characteristics as well as completing the following instruments: Nursing Education Stress Scale, Coping Behavior Inventory for Nursing Students, Multidimensional Scale of Perceived Social Support, Rosenberg Self-Esteem Scale, and General Health Questionnaire. Relationships were examined using multivariate structural equation modeling. Results: Results indicated that nursing students' stress coping levels were affected by self-esteem and social support. Additionally, this interaction appears to affect general health status. Although the direct effect of stress on coping was non-significant, its overall effect was significant within the model. Conclusion: It is necessary to conduct further intervention studies examining the role of self-esteem and social support in facilitating nursing students' stress-related coping during their education. (C) 2016 Elsevier Ltd. All rights reserved.

WOS: 000263656900006, PubMed ID: 18814942, Nursing curriculum programs developed to train future professional nurses, methods of teaching and learning and practice can either prepare or be an obstacle to the students' thinking and acting like independent professionals. This study was conducted for the purpose of determining the level of autonomy of nursing students in the baccalaureate degree program at Cumhuriyet University School of Nursing. The research was conducted with a total of 326 students. Two forms were used for data collection in the research. The first was a 15-question personal information form. The second was the 30 item autonomy subscale from the Sociotropy/Autonomy Scale (SAS). The research data were entered into the Statistical Package for Social Sciences (SPSS) version 11.0 and frequency distribution, arithmetic mean, variance analysis (One-Way ANOVA) and Independent Samples t-test were used in the analysis of data. According to the General Autonomy (GA) score mean from the SAS administered in this study the nursing students' GA score mean was 83.03 +/- 14.51 and the highest level of autonomy was found to be in the 1st year students (84.87 +/- 14.44), followed consecutively by 2nd year (83.18 +/- 15.09), 3rd year (82.72 +/- 15.80) and 4th year (81.47 +/- 12.81) students. The conclusion of the study is that the autonomy levels of the students who regarded the professional qualities given them by the nursing education as enough have been remarkably high. This suggests that the nursing curriculum program being used is not adequately supporting the development of autonomy in students. (C) 2008 Elsevier Ltd. All rights reserved.

Background Middle East Respiratory Syndrome Coronavirus (MERS-CoV), an emerging infectious disease introduced in South Korea in 2015, spreads quickly through hospitals, and Korea became one of the major areas affected by the disease after the Middle East region. To stop the spread of an emerging disease, it is important to practice prevention guidelines correctly. Objectives The purpose of this study was to investigate factors influencing preventive behavior against MERS-CoV among Korean nursing students. Methods This is a cross-sectional study using a questionnaire survey. Data were collected from 429 nursing students from three colleges of nursing in Korea from June 25 to July 3 in 2015. Results Preventive behavior against MERS-CoV was affected mostly by attitude (β = .243, p, Highlights • Middle East Respiratory Syndrome Coronavirus spreads quickly in Korea in 2015. • To stop the spread of an emerging disease, it is important to practice prevention. • Preventive behavior against an emerging disease was affected mostly by attitude. • It's crucial to educate nursing students recognize the importance of preventive behavior.

Summary Background The high-fidelity simulation (HFS) has been utilized in nursing education for more than 20years. Advantages of the use of high-fidelity simulation in nursing education have been documented in the literature. Based on the advantages, it has been arranged as a part of the clinical study course of the first year baccalaureate nursing program in one of the nursing colleges in Macau recently. Objective The aim of this study is to explore undergraduate nursing students' perception of using high-fidelity simulation as part of their clinical study course in Macau. Design This is a qualitative study using open-ended questionnaire. Setting This study was implemented at the nursing laboratory between 1 April and 17 April 2015, which was the period of preliminary clinical study course of year one nursing students. Participants A purposive sample was sought from the voluntary year one undergraduate nursing students who participated in the clinical study course. Methods Students received two high-fidelity simulation sections during the course, while a self-administered open-ended questionnaire was allocated afterward. Qualitative content analysis was performed after data collection. Results Two themes emerged in this study, which included "appreciation" and "misunderstanding". They were further divided into five categories; as "positive feelings", "gaining a suitable atmosphere for learning", "assist of adequate emergency preparation: resourceful ability", "contempt", and "rote learning". Conclusion This was the first time to utilize HFS activities as a part of the clinical study course in one nursing college in Macau. These HFS activities instead of a part of real clinical placement were appreciated by nursing students. And it mainly contributed to the resourceful ability in students' view. During the HFS activities, nursing educators should consider the misunderstanding of HFS activities of students that a few nursing students despised simulator's life and got rote learning method.

Summary Background Situation awareness may be used to operationalize nursing students' clinical judgment of patient deterioration simulation scenarios. Objectives To develop and test an instrument to measure bachelor-level nursing students' situation awareness in a patient deterioration simulation scenario, using the Situation Awareness Global Assessment Technique (SAGAT). Design Instrument development and validation. Settings A faculty of nursing of a French–Canadian university. Participants 15 critical care experts and 234 bachelor-level nursing students from a critical care course. Methods The queries were developed from evidence and guidelines regarding nurses' assessment and response to patient deterioration and an inventory of nursing diagnosis. After expert content validation, the instrument was administered to three cohorts of nursing students in a high-fidelity simulation with a scenario of hypovolemic hemorrhagic shock. Difficulty, discrimination, and fidelity indices were computed. The impact of the instrument on student's performance was assessed with a post-simulation survey. Results The instrument comprised 31 queries, which obtained high content validity indices. Most showed satisfying difficulty, discrimination, and fidelity properties. Inadequate properties of the queries may be explained by the content of the simulation scenario, the assessment practices of nursing students, and their reliance on medical assistance. Students perceived that completing the instrument helped them realize what they forgot to assess in the simulation. Conclusions This instrument appears as a promising research tool, although it still needs to be tested with other populations and in other patient deterioration simulation scenarios.

WOS: 000404505000006, PubMed ID: 28463733, Introduction: Today, nursing education which educates the future members of the nursing profession aims to gain them high self-esteem, selfconfidence and self-compassion, independence, assertiveness and ability to establish good human relations. This aim can only be achieved through a contemporary curriculum supporting students in the educational process and enabling those in charge to make arrangements by taking the characters and needs of each individual into account. Objective: The study aims to investigate self-compassion, self-confidence and submissive behaviours of undergraduate nursing students studying in different curriculums. Methods: This descriptive, cross-sectional, comparative study was carried out with the 1st- and 4th-year students of the three schools, each of which has a different curriculum: conventional, integrated and Problem Based Learning (PBL). The study data were collected with the Self-Compassion Scale (SCS), Self-Confidence Scale (CS) and Submissive Acts Scale (SAS): The data were analyzed through frequency distribution, means, analysis of variance and the significance test for the difference between the two means. Results: The mean scores the participating students obtained from the Self-Compassion, Self-confidence and Submissive Acts Scales were 3.31 +/- 0.56, 131.98 +/- 20.85 and 36.48 +/- 11.43 respectively. The integrated program students' mean self-compassion and self-confidence scores were statistically significantly higher and their mean submissive behaviour scores were lower than were those of the students studying in the other two programs (p < 0.05). The analysis of the correlation between the mean scores obtained from the scales revealed that there was a statistically significant relationships between the SCS and CS values (r = 0.388, p < 0.001), between the SCS and SAS values (r = 0307, p < 0.001) and between the CS and SAS values (r = 0325, p < 0.001). Conclusion: In line with the study results, it can be said that the participating nursing students tended to display moderate levels of selfcompassion, self-confidence and submissive behaviours, and that the selfcompassion and self-confidence scores of the 4th-year students in the integrated program were higher than were those of the students in the other two programs.

Previous studies have identified various reasons for students to choose a career in nursing. Students at the start of their programme hold a great variety of images and perceptions of nursing which can affect their orientation and attitudes towards their future profession.

The training of health workers is a key issue for the prevention of healthcare associated infections.To evaluate knowledge of nursing and medical students concerning the prevention of healthcare associated infections.A cross-sectional study.University hospitals in nine Italian cities.One thousand four hundred sixty one healthcare students (607 medical students and 854 nursing students).The study was performed using a questionnaire investigating 3 areas, each having different possible points: standard precautions=12; hand hygiene=8; healthcare associated infections=5, for an overall perfect score of 25. Scores that met a cutoff ≥17.5 were considered to be indicative of an acceptable level of knowledge. Factors associated with an acceptable level of knowledge were analyzed using a logistic regression model.Mean overall score (±SD) was 18.1 ± 3.2. Nursing students (18.6 ± 2.9) obtained a higher overall score than medical students (17.4 ± 3.5) (p0.001). Weighed scores (±SD) by area were: 10.3 (±2.0) for standard precautions, 5.0 (±1.3) for hand hygiene and 2.8 (±1.1) for healthcare associated infections. Knowledge level concerning the three areas was different between medical and nursing students (p0.001). The probability of finding acceptable knowledge was smaller for medical students (OR: 0.54 p0.0001) and for students aged ≥24 years (OR: 0.39 p0.0001).The overall score showed an acceptable level of knowledge for the whole sample; but, considering separately the two curricula, only nursing students reached the minimum acceptable score. It seems important to investigate what is working better in nursing than in medical education in order to implement and validate new teaching approaches.

summary article i nfo Article history: Accepted 4 April 2012 Human patient simulation (HPS) is becoming a popular teaching method in nursing education globally and is believed to enhance both knowledge and critical thinking. Objective: While there is evidence that HPS improves knowledge, there is no objective nursing data to sup- port HPS impact on critical thinking. Therefore, we studied knowledge and critical thinking before and after HPS in prelicensure nursing students and attempted to identify the predictors of higher critical thinking scores. Methods: Using a one-group, quasi-experimental, pre-test post-test design, 154 prelicensure nursing stu- dents (age 25.7±6.7; gender=87.7% female) from 3 schools were studied at the same point in their curric- ulum using a high-fidelity simulation. Pre- and post-HPS assessments of knowledge, critical thinking, and self-efficacy were done as well as assessments for demographics and learning style. Results: There was a mean improvement in knowledge scores of 6.5 points (Pb0.001), showing evidence of learning. However, there was no statistically significant change in the critical thinking scores. A logistic re- gression with 10 covariates revealed three variables to be predictors of higher critical thinking scores: greater "age" (P=0.01), baseline "knowledge" (P=0.04) and a low self-efficacy score ("not at all confident" )i n "baseline self-efficacy in managing a patient's fluid levels" (P=.05). Conclusion: This study reveals that gains in knowledge with HPS do not equate to changes in critical thinking. It does expose the variables of older age, higher baseline knowledge and low self-efficacy in "managing a patient's fluid levels" as being predictive of higher critical thinking ability. Further study is warranted to de- termine the effect of repeated or sequential simulations (dosing) and timing after the HPS experience on crit- ical thinking gains.