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Aim: To explore junior nurses' and final-year student nurses' intention to care for COVID-19 patients amidst the Delta COVID-19 variant outbreak in China using the theory of planned behaviour (TPB) as a framework., Background: The COVID-19 pandemic has intensified global nursing shortage. Junior nurses and final-year student nurses represent the backbone of the future frontline nursing workforce. The TPB is a valid theoretical model for predicting nurses' caring behaviours., Methods: A 47-item self-administered questionnaire was disseminated online to a convenience sample of 547 junior nurses and final-year student nurses located in 13 regions across mainland China., Results: Approximately 63.4% of the participants intended to care for COVID-19 patients voluntarily and 65.6% by non-voluntary assignment. The TPB model significantly predicted 45% of the variance in behavioural intention, subjective norms being the strongest predictor. Gender, vaccination status and ethical perceptions regarding frontline work significantly correlated with the intention to provide care., Conclusions: Our findings highlight the importance of social, organisational and family support underpinning future junior nurses' professional commitment in times of public health crisis., Implications for Nursing Management: Pandemic-tailored workplace training programmes for nurses/student nurses that emphasize on self-care and ethical issue discussions are warranted. Hospital managers should collaborate with community partners to offer additional family support for nurses in need., (© 2022 John Wiley & Sons Ltd.)

Self-regulated learning is a model of learning situated in social cognitive theory that views learners as active participants in their learning. Similarly, peer-learning is a pedagogical approach that assigns greater autonomy to the student and known to enhance student learning. The objective of this study was to determine the self-regulated learning strategies used by final year undergraduate nursing students enrolled in a teaching unit that included a component of peer-teaching. A mixed methods study was conducted across four campuses of one university. Three hundred and five undergraduate nursing students completed The Motivational Strategy for Learning Questionnaire and fourteen students consented to interviews. Key findings included the high level of reported motivational and learning strategies used by students in their approach to learning, and in their roles as near-peer teachers. Learning strategies were associated with higher-order learning and near-peer teaching enhanced shared regulation using dyadic teaching. This study has shown how participating in a formal teaching unit prior to graduating may positively influence self-regulatory behaviours and increase student confidence and is therefore uniquely situated to promoting students' anticipatory control over similar opportunities in the clinical setting once they graduate., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Graduate entry programs leading to registration are gaining momentum in nursing. These programs attract student cohorts with professional, cultural, gender and age diversity. As a consequence of this diversity, such accelerated programs challenge traditional pedagogical methods used in nursing and require different approaches. To date, however, there has been limited research on the learning styles of students undertaking these programs to inform academics involved in their delivery. Kolb's Experiential Learning model has been used widely in a variety of educational settings because it is based on the theory of experiential learning. More recently VARK (Visual, Aural, Read/write and Kinaesthetic) model has become popular. The aim of this study was to investigate the learning styles of two cohorts of graduate entry nursing students undertaking an accelerated masters-level program. This was a cross-sectional survey of two cohorts of Master of Nursing Practice students enrolled at a large Australian university. The students were more inclined toward converging (practical) and least toward concrete experience (experiencing) learning styles. The majority of students were more inclined toward kinaesthetic and least toward aural learning style. Findings have implications for academics engaged in teaching graduate entry nursing students., (Copyright © 2017. Published by Elsevier Ltd.)

Evidence indicates that nurses regularly experience bullying within the workplace which has the potential for health and social effects, as well as worker attrition. Literature suggests that nursing students are exposed to workplace violence during clinical placements including from health professionals and mentors, however little is known about midwifery students. This study sought to examine undergraduate midwifery students' experiences of workplace violence during clinical placements. A cross-sectional approach using a paper-based survey, the Paramedic Workplace Questionnaire, was used to solicit the information. Students were exposed to workplace violence with the main act being intimidation (30%), verbal abuse (17%), physical abuse (3%), and sexual harassment (3%). In more than three-quarters of the incidents the students had some level of apprehension or were frightened as a result of the violence. Students responded to the acts of violence with changes to emotions, self-confidence, and a desire to "give up". This paper demonstrates ways in which midwifery students are vulnerable to potential workplace violence from various sources. Support mechanisms need to be developed to ensure this can be minimised., (Crown Copyright © 2015. Published by Elsevier Ltd. All rights reserved.)

Background: Nursing work often occurs in complex and potentially hazardous settings. Awareness of patient and practice environments is an imperative for nurses in practice., Objectives: To explore nursing students' situation awareness while engaging in simulated patient deterioration scenarios., Design: The educational process of FIRST(2)ACT was the model for the nurse intervention. Situation awareness was measured quantitatively using the Situation Awareness Global Assessment tool. Four domains were measured: physiological perception (patient parameters), global perception (surroundings), comprehension (interpretation of information), and projection (forecasting outcomes)., Settings: Clinical laboratories at each of three participating universities., Participants: Ninety-seven nursing students from three Australian universities., Methods: Between March and July 2012, students participated in three video-recorded simulation events, in which a trained actor played patient roles and groups of three students worked as teams. To measure situation awareness, following the simulation each team leader was taken to a separate room and asked to report on a question set regarding the patient's vital signs, bedside setting and medical diagnosis., Results and Conclusions: Overall, situation awareness was low (41%). Of the four domains, physiological perceptions scored the lowest (26%) and projection the highest (59%). Final year nursing students may not have well developed situation awareness skills, especially when dealing with these types of scenarios. Education providers need to consider ways to assist students to fully develop this attribute. Findings suggest that this is an aspect of undergraduate nursing education that requires significant consideration by curriculum developers., (Crown Copyright © 2014. Published by Elsevier Ltd. All rights reserved.)

Background: Clinical placements form a large and integral part of midwifery education. While much has been written about nursing students' clinical placements, less is known about clinical experiences of undergraduate midwifery students. In nursing, belongingness has been demonstrated to be a key factor in clinical learning but little is known about this in midwifery education., Objectives: This study sought to examine undergraduate midwifery students' sense of belongingness in their clinical practice., Design: A quantitative design using an online questionnaire was employed. A tool adapted by Levett-Jones (2009a), and previously used with nursing students, was utilised to examine sense of belonging in undergraduate midwifery students., Participants: Sixty undergraduate midwifery students from two campuses at one Australian university participated in the study. Students were drawn from a single Bachelor of Midwifery degree and a double Bachelor of Nursing/Bachelor of Midwifery degree., Methods: On completion of a scheduled lecture, students were invited by one of the researchers to participate in the study by completing the online questionnaire and the link provided. Data were analysed using descriptive statistics., Results: Midwifery students generally reported similar perceptions of belongingness with previous studies on nursing students. However, a few differences were noted that require further exploration to fully understand., Conclusions: Midwifery students experienced a sense of belonging in their clinical placements. The findings contribute to understandings of the experiences for midwifery students and provide a foundation on which to develop future clinical placement experiences., (Crown Copyright © 2012. Published by Elsevier Ltd. All rights reserved.)

Nurses have a responsibility to share knowledge with others. However, many are reluctant to undertake teaching, feeling unprepared for the responsibility. With this in mind, a semester-long compulsory core unit was designed and implemented in 2009 to equip final year students with knowledge and skills to enable facilitation of teaching and learning in practice. As part of the summative assessment, third (final) year students taught vital signs in first year skills laboratories. To evaluate the strategy, the Peer Teaching Experience Questionnaire (adapted from Iwasiw and Goldenberg, 1993) was administered to third year students and Clinical Teaching Preference Questionnaire (Iwasiw and Goldenberg, 1993) to first years. Focus groups were conducted with third year volunteers to explore issues in greater detail. One hundred and five (75%) third year and 112 (52%) first year students completed questionnaires. In addition, 11 third year students participated in a focus group. Overall, third year students reported increased confidence in their knowledge and teaching abilities, reflected on their own learning and found the experience rewarding, acquiring skills they considered would be helpful in graduate years. Many suggested there should be more opportunities for such types of learning and interaction. First year students reported feeling comfortable learning skills with senior peers, as well as being able to learn from their experiences. Overall, both groups recognised strongly that teaching was part of nurses' roles., (Crown Copyright © 2010. Published by Elsevier Ltd. All rights reserved.)

Objective: to explore the influence that clinical placements have on career intentions for undergraduate midwifery students., Design: a qualitative approach involving a combination of focus group and individual interviews., Setting: the study was part of a larger study undertaken across a range of health disciplines within one university., Participants: 11 Bachelor of Midwifery students who had either undertaken their first or last clinical placement., Findings: data were managed with QSR NVivo and analysis was influenced by the work of Strauss and Corbin. Two main themes emerged: midwifery as a career choice and future midwifery career. Findings indicated that students entered the course with preconceived ideas of midwifery and where they would practice after graduation. Clinical placements allowed students to experience the reality of midwifery practice, promote identification with the profession, and influenced decision-making about future careers. Finally, it raised limitations placed on diversity of available clinical experience., Key Conclusions: clinical placements are essential for midwifery preparation. They challenge students' preconceived ideas about midwifery practice and assist them to develop perspectives on, and directions for, their future careers. The diversity and quality of placement experience plays a significant role in career decision-making and employment choices., Implications for Practice: positive placement experiences influence where students will choose to work after graduation. These experiences can directly influence the organisations and clinical areas chosen by students for graduate practice.