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COVID-19 affected health and wellbeing globally. Graduating nursing students face a variety of stressors, and entering the nursing profession during the pandemic adds additional stress. Using a quantitative cross-sectional design, mood, perceived stress, resilience, and coping were assessed in an Australian sample of 112 graduating nursing students, who completed the Brunel Mood Scale (BRUMS), Perceived Stress Scale (PSS-4), and Brief Resilient Coping Scale (BRCS). Mean BRUMS scores for tension, fatigue, and confusion were significantly above population norms and vigour scores were significantly below. Mean PSS-4 scores were reflective of population norms but showed higher levels of stress among younger and on-campus students compared to those who were older or studied externally. BRCS data showed that 82.1% of graduating nursing students were medium- or high-resilient copers. Mood profiles suggested that 19.6% of participants reported moods associated with mental health issues, 23.2% reported moods associated with risk of burnout, and only 17.9% reported mood profiles associated with positive mental health. High mean tension scores reported by graduating nursing students indicated apprehension about joining the profession, although stress, resilience, and coping scores suggested they were adequately managing the additional stressors generated by the global pandemic. [ABSTRACT FROM AUTHOR]

To determine differences in load/min (AU) between standards of netball match play. Methods: Load/ min (AU) representing accumulated accelerations measured by triaxial accelerometers was recorded during matches of 2 higher- and 2 lower-standard teams (N = 32 players). Differences in load/min (AU) were compared within and between standards for playing position and periods of play. Differences were considered meaningful if there was >75% likelihood of exceeding a small (0.2) effect size. Results: Mean (± SD) full-match load/min (AU) for the higher and lower standards were 9.96 ± 2.50 and 6.88 ± 1.88, respectively (100% likely lower). The higher standard had greater (mean 97% likely) load/min (AU) values in each position. The difference between 1st and 2nd halves’ load/min (AU) was unclear at the higher standard, while lower-grade centers had a lower (–7.7% ± 10.8%, 81% likely) load/min (AU) in the 2nd half and in all quarters compared with the 1st. There was little intrastandard variation in individual vector contributions to load/min (AU); however, higher-standard players accumulated a greater proportion of the total in the vertical plane (mean 93% likely). Conclusions: Higher-standard players produced greater load/min (AU) than their lower-standard counterparts in all positions. Playing standard influenced the pattern of load/min (AU) accumulation across a match, and individual vector analysis suggests that different-standard players have dissimilar movement characteristics. Load/min (AU) appears to be a useful method for assessing activity profile in netball. [ABSTRACT FROM AUTHOR]

Considers the implications of using normative data for the interpretation of results in the Selective Reminding Test as different forms of administration may not be equivalent with regards to the domain of the memory discussed. Differences in scoring procedures between Ehrenreich (1995) and Hannay and Levin (1985); Normative data provided by Ehrenreich (1995) as a valuable resource.