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Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background. The Coronavirus disease 2019 (COVID-19) pandemic negatively impacted nursing students' opportunity to gain experience through clinical placement, potentially threatening their readiness for practice and their clinical competence. The aim of this study was to explore whether and to what extent the thirdyear undergraduate nursing students perceived that their readiness for practice was impacted by changes to clinical placement and classroom learning implemented in response to the COVID-19 pandemic. Study design. Cross-sectional study. Methods. The study was conducted in a university of North-western Italy that provides nursing education across five sites. All sites stopped in-person classroom learning at the beginning of March 2020, but each site was free to decide whether to continue in-person clinical placement based on the local epidemiological situation. All 228 third-year nursing students who completed their degree by June 2020 were invited to participate. Data were collected via online questionnaire, which included the question "What impact do you think that COVID-19 safety measures employed by your nursing programme had on your readiness for practice?" Answers were given on a 5-point Likert scale (none, minimal, moderate, major, and severe). Explanatory variables were collected at the individual, nursing programme, and university site levels. Results. A total of 126 (response rate 55.3%) nursing students completed the questionnaire. Overall, 84 (66.7%) perceived that COVID-19 safety measures had a moderate to severe impact on their readiness for practice. These students often had lower grade point averages (p=0.037) and received no clinical placement during the pandemic (72.6% vs 90.5% of students who reported no or minimal impact, p=0.022). Average duration of third-year clinical placement was also lower among these students, though it was not statistically significant. No differences emerged at the university site level. Conclusions. Despite important advances in technology-based educational activities, clinical placement remains the best educational strategy to allow nursing students to feel prepared to work effectively during a pandemic. [ABSTRACT FROM AUTHOR]

Copyright of SCENARIO: Official Italian Journal of ANIARTI is the property of ANIARTI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of SCENARIO: Official Italian Journal of ANIARTI is the property of ANIARTI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of SCENARIO: Official Italian Journal of ANIARTI is the property of ANIARTI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper moves from an educational evaluation research conducted in the on the Nursery Degree Programme of Bologna University. Starting from the analysis of transversal competences that are crucial for nurses and from the outcomes of a qualitative exploratory phase of the research, this contribution is focused on the assessment of students’ learning strategies, at the beginning and at the end of the degree programme. Such assessment has been conducted through the application of «Learning Strategies Questionnaire QSA», validated from Pellerey in 1996 to 168 students at the first and last year (160 students) of the Nursery Degree Programme. In the meanwhile the questionnaire has been proposed to almost 100 first year University students from other degree programmes and 390 Secondary School’s students. Thanks to this second and third sample, results could be compared with the standard group through which the questionnaire was validated in 1996 and with other students attending University and Secondary School nowadays. The results put into evidence a certain urgency in reflecting on learning strategies proficiency for students in the last 20 years: in fact the scores of University students now do not appear so far from the results of the students aged 15 in 1996.

Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of L'Infermiere is the property of IPASVI - Italian Nursing Association and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of SCENARIO: Official Italian Journal of ANIARTI is the property of ANIARTI and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

PURPOSE. The aim of this 10-year retrospective study was to evaluate the impact of teaching nursing process to students at different levels of baccalaureate education, using the North American Nursing Diagnosis Association International (NANDA-I) Taxonomy. METHOD. Nursing care plans written between 1996 and 2006 by 3,784 students who had completed a baccalaureate course in nursing process at a university in northern Italy were evaluated. At least three of the four steps of the nursing process were included in the evaluation: assessing, planning, intervening, and evaluating. RESULTS. An average of 6.3 (range 0–31; ±3.9; median 6) problems were identified in each care plan. Of these, 5.1 (range 0–29; ±3.06; median 5) were related to nursing diagnoses concerning either an actual problem or the risk of developing a problem; the remaining 1.2 (range 0–20; ±1.9; median 0) diagnoses were concerned either with collaborative problems or with potential complications. The students demonstrated significant improvement in accurately identifying 75 diagnostic titles from the NANDA-I Taxonomy as they progressed through their first, second, and third years of baccalaureate study. CONCLUSIONS AND IMPLICATIONS FOR PRACTICE. These findings suggest that the ability to use the NANDA-I Taxonomy accurately is acquired over time. Thus, the theory and practice of using nursing process should be introduced in a formal course during the first year of baccalaureate nursing education and should be reinforced throughout the remaining courses. Students can then progressively improve their knowledge, critical thinking abilities, and use of the NANDA-I Taxonomy during their second and third years of study. Teaching strategies to reinforce students' learning are recommended. OBIETTIVI. L'obiettivo di questo studio retrospettivo, è stato quello di valutare l'impatto dell'insegnamento del Processo di Nursing basato sulla tassonomia NANDA-I realizzato negli ultimi dieci anni al primo, secondo e terzo anno di un Corso di Laurea in Infermieristica. METHOD. Sono stati inclusi 3.784 piani di assistenza elaborati dagli studenti che hanno frequentato e concluso il Corso di Laurea in Infermieristica presso un Ospedale Universitario del Nord Italia dal 1996 al 2006. Sono in particolare state valutate tre tra le quattro fasi del Processo di Nursing che comprendono l'accertamento, la pianificazione, l'attuazione e la valutazione dei risultati sul paziente. RISULTATI. Ciascun piano di assistenza ha riportato una media di 6.3 (range 0–31; ±3.9; mediana 6) problemi. Di questi, 5.1 (range 0–29; ±3.06; mediana 5) erano Diagnosi Infermieristiche riguardanti problemi attuali o di rischio; i rimanenti 1.2 (range 0–20; ±1.9; mediana 0) riguardavano, invece, problemi collaborativi o complicanze potenziali. Gli studenti hanno dimostrato un significativo miglioramento nell'accuratezza nell'uso delle diagnosi passando dal primo al secondo e dal secondo al terzo anno di studio, utilizzando 75 titoli diagnostici dalla tassonomia NANDA-I. CONCLUSIONI ED IMPLICAZIONI PER LA PRATICA. I risultati di questo studio suggeriscono che l'abilità di utilizzare accuratamente la tassonomia NANDA-I è acquisita nel tempo. L'apprendimento teorico e pratico del Processo di Nursing deve essere introdotto con un corso formale dal primo anno di studio e deve essere rinforzato per l'intera durata degli studi. Gli studenti possono successivamente aumentare progressivamente la conoscenza, l'abilità di pensiero critico e l'utilizzo del sistema Tassonomico NANDA-I al secondo e terzo anno di studio. Strategie di insegnamento che rinforzano l'apprendimento degli studenti sono raccomandate. [ABSTRACT FROM AUTHOR]