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Background: With the development of nursing positions and nursing disciplines in China's tertiary hospitals, the number of people applying for the master's degree in nursing is also increasing year by year. Postgraduate examinations are held during internship, so nursing students face the dual pressure of testing and internship, which brings varying degrees of negative experiences and emotional fluctuations. Objective: To explore the psychological experiences and influencing factors of undergraduate nursing students under the dual pressures of clinical nursing internships and postgraduate examination preparations. Design: Descriptive qualitative study. Method: Purposeful sampling was used to recruit 18 participants from eight tertiary hospitals in China between October and December 2023. Semi-structured in-depth interviews were conducted, with interview recordings transcribed verbatim. Thematic analysis was then applied to the data. Results: Four themes were identified: negative experiences under dual pressures, coping mechanisms for negative experiences, motivational effects under dual pressures, and evaluations of significant individuals. Nursing students improved their overall abilities through internships and exam preparations, gaining a clear understanding of themselves and certain hospital roles. However, at this stage, students also experienced adverse psychological experiences for various reasons. Thus, they employed several methods to alleviate their psychological stress, aiming for a better state to face internships and exam preparations. Conclusion: Schools and hospitals should pay more attention to the needs of nursing students under dual pressures, monitoring their emotional states, and providing psychological support to enhance their stress-coping abilities. It is important to ensure the overall well-being of students while strengthening the motivational effects of internships and learning experiences.

Background: Academic nursing has a long history of partnering with practice-based settings to provide clinical learning experiences for nursing students; however, these placements are not easily obtained, especially in pediatrics. Approach: A freestanding academic pediatric hospital and 3 academic nursing programs collaborated to provide clinical practice to nursing students hired in a practice-based internship program. A second aim was to pilot a best practice clinical immersion framework to provide academic credit to bachelor of science in nursing (BSN) students using a shared clinical syllabus and e-learning platform. Outcomes: Sixteen nursing students successfully completed the program; 11 (68.7%) completed the pre- and postevaluation with significant (P <.05) changes in scores for 7 of the 20 questions. Conclusion: This best practice clinical immersion framework provided a strategy for obtaining clinical practice and academic credit, demonstrating the potential of innovative practice-academic partnerships. Further, this framework can be easily adapted in other practice-academic partnerships in all clinical areas. [ABSTRACT FROM AUTHOR]

To investigate the perspectives of clinical nurse educators regarding the challenges and essential elements of teaching competence in blended learning environments during nursing internships to inform the development of a competency-based teaching model. Competency-based teaching and blended learning play important roles in enhancing the learning experience of nursing internship trainees. Internship trainees refer to nursing students undergoing supervised practical training in ‎clinical settings.‎ However, clinical nurse educators frequently encounter challenges in acquiring the necessary competence for successful implementation of blended learning strategies. A descriptive‎ qualitative study. This study used semi-structured interviews with 11 certified nurse educators (CNEs) from diverse clinical disciplines in a tertiary hospital in China. Purposive sampling ensured diversity across key characteristics. Ethical approval was obtained and interviews were digitally recorded, transcribed and analyzed thematically. Theoretical saturation guided data collection, with precise measures taken to ensure confidentiality and anonymity. Thematic analysis, employing a constant comparison technique, systematically identified various themes related to blended teaching competence. This approach provided valuable insights into CNEs' perspectives and practices. The analysis involved theoretical sampling, line-by-line coding and comparative evaluation with supporting text materials. The in-depth analysis of teaching competence among clinical nurse educators in blended learning settings during nurse internships revealed five key themes: professionalism, teaching literacy, subject expertise, information literacy and interpersonal communication. These themes recognized clinical nurse educators' perspectives towards establishing a competency-based nursing teaching model for a blended learning environment for nurse internships. Moreover, these perspectives are also crucial in enhancing teaching literacy through effective instructional methods, engagement strategies and the promotion of critical thinking skills. Identifying these themes contributes to efforts to improve teaching effectiveness and enhance learning outcomes for internship trainees in a blended learning context. [ABSTRACT FROM AUTHOR]

Context: The relationship between the staffs and the nursing students is an essential factor that affects the clinical learning experience of the nursing students. However, students conveyed negative experiences in the clinical setting that provided a negative impact on their learning process. Aims: This study explored the challenges and difficulties encountered by nursing students during their internship year. Settings and Design: This study used descriptive qualitative design. It was conducted in select hospitals in Qassim Region that provides clinical internship to nursing students. Subjects and Methods: Data were gathered using face-to-face semi-structured interview among select 17 nursing interns from three colleges of nursing in Qassim Region: Qassim University, AlGhad Private Colleges, and Buraydah Colleges between December 2016 and February 2017. Analysis Used: Data were analyzed using thematic content analysis established by Morse and Field (1996). Results: The nursing interns experienced inappropriate treatment from the clinical staffs through lack of communication, disregard, and exploitation from the staffs. Further, they perceived feeling lost because of the identified gap in the organizational structure in the training department of some hospitals, scarcity in regular follow-ups from the college, and lack of willingness to teach from the clinical preceptors. Furthermore, they feel shocked from reality due to the existence of some staffs who were found to have unsatisfactory knowledge and skills in the clinical area and the limitations set by the hospital policies and procedures in the scope of practice of nurses in their institution. Conclusions: There is a vast need to improve the internship program for nursing students in the Qassim Region. A joint effort between the hospital and college administrators should be encouraged to establish an internship program with well-defined policies and procedures.

Objective: Describing the nursing internship contributions for the nurse skills formation in the caring of pregnant women in the Primary Health Care. Method: It's a report developed from the practical experience in the Internship Module I, in the Nursing program at the Vale of Acarau State University, from October 2019 to January 2020. Results: The engagement in the prenatal appointments has provided the internship in nursing to improve the practice in healthcare education and acting in vulnerable situations, starting from integration of teaching-service-community, being necessary for the education of the nurse professional in this essential context. Conclusion: The internship in nursing has positive impacts over the formation, for the development of skills to practice the health care pregnant. Therefore, the participation in prenatal appointments allowed the routine experience for the nurse professional in the Family Health Strategy. [ABSTRACT FROM AUTHOR]

Supplemental digital content is available in the text. Background: Clinical decision making (CDM), expected of professional nurses, affects patient outcomes but is arduous for nursing students to learn. Psychological barriers (low self-confidence [SC] and high anxiety with CDM) have an impact on its achievement. Externship programs help mitigate these barriers. Purpose: The aim was to examine the impact of summer employment (nurse extern [NE], nursing assistant, and non–health care employed) on students' confidence and anxiety with CDM. Methods: The study used a quasi-experimental before-and-after design using the Nursing Anxiety and Self-Confidence with Clinical Decision Making scale. Associate and baccalaureate degree students (N = 134) from 2 nursing and 2 extern programs were included. Results: The NEs reported significantly increased SC (F = 14.02, P <.001) and reduced anxiety (F = 8.64, P <.001). Nonsignificant improvements were noted in other groups. Conclusions: Externships appear to enhance students' SC and lessen their anxiety with CDM. [ABSTRACT FROM AUTHOR]

Objective To investigate the effect of psychiatric clinical internship teaching path on a daily basis in clinical teaching of nursing students. Methods A total of 53 under graduate nursing students were enrolled in the study. According to the internship batch, the nursing students were randomly divided into the control group (single batch, n =27, allocated to 4 clinical wads) and the observation group (double batch, n = 26, allocated to 4 clinical wards). In the control group, according to the requirements of the psychiatric nursing practice outline, the corresponding wards wiil follow the traditional teaching methods to implement the follow-up teaching. While in the observation group, the nursing students received the psychiatric clinical internship teaching path on a daily basis. The outcomes of theoretical and practical asseesments, clinical internship questionnaire and evaluation by gross teachers/head nurse were analyzed. Results Nursing students in the observation group achieved higher scores of theoretical and practical asseesments (Heimlich Maneuver) compaed with those in the control group (P < 0.05). The score of evaluation by gross teachers/head nurse was(24.35 ± 4.57) points in the observation group and (21.81 ± 3.62)points in the control group, with a significant difference (t = 2. 247, P < 0. 05). The score of clinical internship questionnaire in the observation group was higher than that in the control group (126.52 ± 12.36 vs. 112.21 ± 9.47, t = 4.742, P< 0.01). Conclusion The psychiatric clinical internship teaching path on a daily basis showed a outstanding efficacy in clinical teaching and practicing of undergraduate nursing students. [ABSTRACT FROM AUTHOR]

Context: The relationship between the staffs and the nursing students is an essential factor that affects the clinical learning experience of the nursing students. However, students conveyed negative experiences in the clinical setting that provided a negative impact on their learning process. Aims: This study explored the challenges and difficulties encountered by nursing students during their internship year. Settings and Design: This study used descriptive qualitative design. It was conducted in select hospitals in Qassim Region that provides clinical internship to nursing students. Subjects and Methods: Data were gathered using face-to-face semi-structured interview among select 17 nursing interns from three colleges of nursing in Qassim Region: Qassim University, AlGhad Private Colleges, and Buraydah Colleges between December 2016 and February 2017. Analysis Used: Data were analyzed using thematic content analysis established by Morse and Field (1996). Results: The nursing interns experienced inappropriate treatment from the clinical staffs through lack of communication, disregard, and exploitation from the staffs. Further, they perceived feeling lost because of the identified gap in the organizational structure in the training department of some hospitals, scarcity in regular follow-ups from the college, and lack of willingness to teach from the clinical preceptors. Furthermore, they feel shocked from reality due to the existence of some staffs who were found to have unsatisfactory knowledge and skills in the clinical area and the limitations set by the hospital policies and procedures in the scope of practice of nurses in their institution. Conclusions: There is a vast need to improve the internship program for nursing students in the Qassim Region. A joint effort between the hospital and college administrators should be encouraged to establish an internship program with well-defined policies and procedures. [ABSTRACT FROM AUTHOR]

Background Professional commitment is defined as a belief in and acceptance of the values of the profession which is chosen, effort to actualize these values, desire to improve him/herself. Nurses' professional and organizational commitment are influenced by factors such as job stress, job satisfaction and burnout. Objective This study was conducted to determine the effect of nursing internship program on professional commitment and burnout of senior nursing students. Design A quasi-experimental study with a pretest and posttest without control group design was used. Methods Students who were attending nursing internship program and agreed to participate were included in the study. Sample consisted of 101 students. Data were collected with a questionnaire, the burnout measure short version and nursing professional commitment scale. Results After the nursing internship, 77.2% were pleased to study nursing, 83.2% were pleased to be a senior student, 55.4% did not have any intention to change their profession, 81.2% wanted to work as nurses, and 82.2% were planning career advancement in nursing of the students, 34.7% and 43.6% were found to experience burnout, before and after the nursing internship, respectively ( p   <   0.05 ). When the students' mean pre-test and post-test scores on the nursing professional commitment scale were compared, a significant difference was found between mean scores on the total score and “maintaining membership” subscale ( p   <   0.05 ). Conclusion This study revealed that after the nursing internship, burnout and professional commitment levels of the students increased. [ABSTRACT FROM AUTHOR]

Goal: The aim of the course “interprofessional communication and nursing” is to reflect medical students’ experiences from the nursing internship. The content of the course focuses on barriers and support of interprofessional communication as a foundation for teamwork between nursing professionals and physicians. The nursing internship is for most medical students the first contact with nursing professionals and can lead to perceptions about the other group that might hinder interprofessional teamwork and consequently harm patients. To meet the demographic challenges ahead it is important to emphasize interprofessional education in the study of medicine and better prepare future physicians for interprofessional collaboration. Method: The design of the course includes an assessment of a change in the students’ perceptions about nursing and interprofessional communication. The first class meeting presents the starting point of the assessment and visualizes students’ perceptions of nursing and medicine. The content of the following class meetings serve to enhance the students’ knowledge about nursing as a profession with its own theories, science and scholarship. In addition, all students have to write a research paper that entails to interview one nursing professional and one physician about their ideas of interprofessional communication and to compare the interviews with their own experiences from the nursing internship. To access what students learned during the course a reflective discussion takes place at the last meeting combined with an analysis of the students’ research papers. Results: The assessment of the students’ perceptions about the nursing profession and the importance of successful interprofessional communication showed a new and deeper understanding of the topic. They were able to identify barriers and support measures of interprofessional communication and their own responsibilities as part of a team.Conclusion: Interprofessional education is an important part of medical education and should be a topic from the beginning. The assessment of the course shows that it is possible and important to integrate the topic early in the curriculum.

Introduction: Most of previous studies have focused on factors affecting learning during nursing educational program, and a few researches have been conducted on students’ achievements. The present research aimed to determine nursing students’ and instructors’ viewpoints regarding the level of skills gained by students during internship in Tabriz University of Medical Sciences. Methods: In this descriptive study conducted in 2003, 74 bachelor nursing students attending internship program and 33 instructors were selected using census method of sampling. A researcher made questionn-aire with five point Likert scale and including 96 questions was distributed as self-administered. The questionnaire covered a variety of dimensions such as providing services for patients, patient care, patient safety, management skills, quality improvement, and patient education. The data was analyzed by SPSS software using frequency distribution, and Chi2. Results: The achieved professional abilities in all dimensions were not satisfactory. There was a significant difference between students’ and instructors’ viewpoints, on the level of professional skills in patients’ services, patient care, management skills, quality improvement, and patient education. Conclusion: Students’ professional abilities during internship program were not optimum. The gap is probably due to the absence of good, supportive and incentive environment, or due to the lack of appropriate stewardship and management mechanisms.