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Background: Global nursing shortages and increasing cultural diversity in healthcare necessitate the development of culturally sensitive nurses. Intercultural learning and exchange programs have been shown to enhance nursing students' intercultural knowledge, cultural awareness, and sensitivity. However, non-technical skills such as communication, leadership, and teamwork are less emphasized in existing programs, despite their importance in facilitating adaptation to clinical contexts and ensuring patient safety across different ethnic groups., Objective: This study aims to evaluate the effectiveness of a Collaborative Learning in a Student-led Global Classroom (CLSGC) program that employs video-based learning and student-led debriefings to enhance non-technical skills, and to explore the experiences of undergraduate nursing student participants from three different regions., Methods: Seventy-eight nursing students from the Hong Kong Polytechnic University, Malmo University, and La Trobe University participated in the program. The program included three webinars on teamwork, communication skills, and leadership, facilitated through student-led discussions and video simulations. Data were collected using the Team Strategies and Tools to Enhance Performance and Patient Safety Teamwork Attitudes Questionnaire, and qualitative methods including focus groups and reflective journals. A paired t-test and manifest content analysis were used to analyze the quantitative and qualitative data, respectively., Results: The quantitative results indicated significant improvements in the students' attitudes towards teamwork, communication, and leadership. The qualitative data shed light on the students' learning experiences, highlighting the value of cultural exchanges in exploring the importance of non-technical skills in practice, and the effectiveness of the program structure., Conclusions: The CLSGC program effectively improved nursing students' non-technical skills and enriched their clinical practice. Integrating simulation-based learning and student-led debriefing sessions to enhance nursing students' knowledge and attitudes towards teamwork, communication, and leadership is recommended in nursing education. Continuous exposure to simulation should be part of nursing education to reinforce the significance of non-technical skills in practice., Competing Interests: Declaration of competing interest The authors declare that they have no conflicts of interest., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Mathematics proficiency is a key element in accurate medication calculation and patient safety. Education providers play an important role in preparing students for safe medication administration. However, the presence of mathematics anxiety in students may impact on relevant mathematics mastery., Objectives: To explore what is known and reported about mathematics anxiety in nursing and the nature of interventions developed., Design: A scoping review guided by the work of Arksey and O'Malley and Joanna Briggs Institute methodology., Data Sources: CINAHL, Medline, ERIC and Proquest Nursing and Allied Health., Review Methods: Search included primary research published between 2000 and 2021 and in English language., Results: Ten studies were included in the final review, and numerous different tools used to measure mathematics anxiety. A number of factors were found to influence mathematics anxiety and various local interventions are reported. There is a lack of consistency in research reporting on mathematics anxiety, with most being single-site studies and small in scale., Conclusions: Overall, despite its importance, there is scant research into mathematics anxiety in nursing. There is a need for a consistent, valid and reliable tool for its measurement, as well as validated interventions to address it. Furthermore, there is a deficit in research evaluating mathematics anxiety longitudinally across the duration of an education program. There is a need for nurse education providers to work to address these important gaps and establish entry-level benchmark requirements., (Crown Copyright © 2022. Published by Elsevier Ltd. All rights reserved.)

Objective: To identify outcomes of nursing or midwifery students participating in international educational programs in their pre-registration education., Design: A systematic review of the literature was conducted in keeping with JBI methods., Data Sources: A range of databases were searched, including Medline, Embase, ERIC, CINAHL, ProQuest Central and DOAJ. Studies published in English from 2010 to 2020 were considered., Study Eligibility Criteria: The review included qualitative and quantitative primary peer-reviewed research studies involving nursing or midwifery students who participated in international educational programs in their pre-registration education., Review Methods: Thematic analysis informed by Braun and Clarke was used to identify key outcomes emerging., Results: 56 studies were included. The results highlight similarities in outcomes for students who had undertaken international educational programs in three thematic areas: Cultural learning, Personal growth, and Professional development. Short-term outcomes are well documented, however there is a lack of research investigating long-term outcomes., Conclusions: Further research is required to investigate long-term outcomes of international educational programs and means for measuring the effects on students' future professional practice. In addition, further research is needed to explore the perspectives of, and impact on, others including host communities and universities, and other stakeholders., (Copyright © 2022 Elsevier Ltd. All rights reserved.)

Personal Development Profiles (PDPs) have been an important and necessary feature of United Kingdom (UK) Higher Education for more than a decade. There is significant agreement as to their core purpose and their key features are of relevance to higher education institutions internationally, irrespective of whether an equivalent formal system or process is in place. The aim of this exploratory study was to evaluate the use of PDPs within a Child Health Nursing Programme in a UK University, looking at the experiences of both teaching staff and of students coming to the end of their three year programme of study. A convenience sample of final year pre-registration Child Health Nursing students and their lecturers was used for the purposes of this study with mixed methods of collection used to generate the required data. A survey was conducted with questionnaires. Following the analysis of the questionnaires, a discussion group was undertaken with the students. A series of questions was developed to guide this discussion. The structure offered by the system of PDPs evaluated here was seen to offer much in the way of potential value. Staff saw it as offering direction, a tool for discussion and a clear time and reason for meeting their students. Students similarly appreciated the structure it provided, but did describe it as somewhat repetitive. These findings were clearly of use in terms of evaluating this ongoing work, but also offer the potential to inform the work of other educational institutions., (Copyright © 2011 Elsevier Ltd. All rights reserved.)

There are very high rates of pregnancy and sexually transmitted infections in the teenage population in Scotland. The Scottish Government recommends that child health nurses working alongside education professionals should be addressing these issues. The aim of this study was to explore the nature, type and experience of educational provision student nurses gain during their undergraduate programme to help them deal effectively with the sexual health needs of children and young people with whom they are involved. Thirteen students from two third year cohorts of a child health pre-registration nursing programme took part in this qualitative, phenomenological study. Focus groups (n=2) were undertaken to gather data and to develop emerging themes. Four themes are reported: "greater knowledge and expectations" "variation in practice affects the variety of experience" "sexual health should be part of the role" and "need to be better prepared". The students reported on their previous experiences of sex education and about differences in practice whilst out on a variety of placements. Most of the students believed that delivering sexual health education to young people was the nurse's role however there appeared to be a consensus that they did not have sufficient knowledge of sexual health to achieve this.