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The purpose of this study was to make legible nursing students' efforts and aspirations as well as the industries that shape nursing education. Utilizing constructivist grounded theory, I interviewed 33 pre-licensure nursing students and recent graduates residing in California. Findings indicate that nursing students are engaged in active struggle. Nursing students internalize, perpetuate, and resist systems of oppression by mapping nursing education priorities, navigating the power dynamics of nursing programs, laboring through colonialism internalized and collectivized within cohort dynamics, and locating themselves in relation to community and future change. Nursing programs are vital sites of contestation with opportunities to expand and transgress the bounds of nursing, academia, and health care, not merely staging grounds for licensure. This study contributes to the excavation of oppressive systems, centering individual and collective student agency within the context of increasingly exploitative systems of education, nursing, and health care.

Virtual reality (VR) technology plays a significant role in nursing education by enhancing the quality of training by applying knowledge, decision-making, intervention completion and feedback. This study aims to examine nursing students' experiences and perceptions regarding the ventrogluteal injection training provided through VR technology. Conducted between May and June 2022, this qualitative descriptive phenomenology study took place at a state university in Turkey, involving 70 students who participated in Ventrogluteal Drug Administration training using VR glasses. The sample included 12 students selected via the Criterion Sampling Method. Data collection tools comprised the 'Descriptive Information Form' and a 'Semi-Structured Questionnaire'. Qualitative data were analysed using the Content Analysis Method, while quantitative data were assessed through descriptive statistical methods (frequency, percentage, mean). The study identified 13 codes, four sub-themes and two main themes from the students' evaluations. The first main theme, 'Weaknesses of Virtual Simulation', included two sub-themes: 'Due to its Nature' and 'Due to its Technique', resulting in five codes. The second main theme, 'Strengths of Virtual Simulation', was divided into two sub-themes: 'Permanence, Integrity, and Applicability' and 'Emotions towards Virtual Simulation', with eight codes identified. The findings indicate that students view VR technology positively in their education. However, they also highlighted specific issues related to the simulation's technique and inherent nature.

Misconceptions or inaccurate ideas about Alzheimer's disease (AD) can be found in college students from health-related careers. Refutation texts explicitly introduce inaccurate information, refute it, and introduce alternative, more accurate information. This study examined the role of refutation texts in revising misconceptions about AD in Ecuadorian Psychology and Nursing college students. Eighty undergraduate students completed a questionnaire about misconceptions on AD before and after reading eight texts in one of two conditions: refutation (texts that corrected a misconception following a refutational structure) or control (texts that corrected the misconception with no refutational structure). As a result, participants read the spillover sentence (next to the refutation) faster and improved performance on a misconceptions' posttest questionnaire in the refutation compared to the control condition. These results highlight the effectiveness of refutation texts in promoting the revision of inaccurate ideas about AD in college students during reading and 1 week later.

This research investigated how dramatization simulation affected nursing students' ethical attitudes. Most nurses and nursing students encounter ethical issues in their healthcare practices. Students who receive an education in ethics are better equipped to solve ethical problems, develop ethical sensitivity, and adopt an ethical attitude. Dramatization simulation, which has recently been applied in nursing education, is said to be an effective teaching method. A mixed-method approach was employed in the research. The sample consisted of 60 students enrolled in the final year of the Nursing Department of the Faculty of Health Sciences at a State university. Students were randomly assigned to experimental and control groups. In the experimental group, the dramatization simulation method was used to evaluate the effectiveness of the training method. The data were collected using the Descriptive Characteristics Form, Ethical Principles Attitude Scale, and Semi-Structured Focus Group Interview Form. SPSS 22 software was used to analyze the quantitative data, and Colaizzi's phenomenological analysis and MAXQDA 2020 software were used to analyze the qualitative data. The post-test total score of the group ethical attitude scale for the students in the experimental group showed a statistically significant improvement (p < 0.05). Additionally, the students in the experimental group's post-test Ethical Attitude Scale total score outperformed those in the control group statistically significantly (p < 0.05). The following themes were found: (1) perspectives on dramatization simulation and (2) perspectives on ethical attitude. To help nursing students develop ethical attitudes, we recommend using dramatization simulation as a teaching method. In addition, we recommend that this study be conducted in larger sample groups and on different topics. The recommendations were explored in more detail in the article.

Background: Digital storytelling is a teaching tool that can help nursing students master the curriculum and improve their skills. This study investigated the effect of digital storytelling on nursing students' knowledge levels and compliance with isolation precautions. Methodology: A pretest-posttest open-label randomized controlled trial. This study was conducted in the nursing department of the faculty of health sciences of a university in Türkiye. The sample consisted of 109 fourth-year nursing students divided into experimental (n = 66) and control (n = 43) groups. Data were collected using a Demographic Characteristics Questionnaire (DCQ), the Isolation Knowledge Test (IKT), the Questionnaire of Students' Opinions on Digital Storytelling (QSODS) and the Scale of Compliance with Isolation Precautions (SCIP). The experimental group participated a digital storytelling activity, whilst the control group received an education based on the curriculum. The data were analysed using the Mann-Whitney U test, the Wilcoxon test, analysis of variance (ANOVA), and the Spearman correlation test. Results and Conclusions: The experimental group had significantly higher posttest IKT and SCIP scores than the control group (p < 0.05). Both groups had lower IKT and SCIP scores 2 months after the experiment. However, the change was much smaller in the experimental group. Digital storytelling helped the experimental group participants learn about isolation precautions and how to comply with them. Digital storytelling also promotes learning retention. In conclusion, digital tools are effective in distance learning.

English proficiency is critical for nurses to provide optimal patient care and in advancing careers, but existing course materials often lack authentic workplace needs. Therefore, this study aimed to explore Indonesian nurses' perspectives on the English coursebooks needed to effectively perform professional duties. A mixed-methods design combined both questionnaires (n=60) and semi-structured interviews (n=5) conducted with nurses working in Indonesian healthcare environments. The results showed that nurses prioritized the course material topics directly related to core nursing tasks, such as administering medication, educating patients, and explaining symptoms. Additionally, the course materials should enhance writing skills for clinical documentation and job applications. Concerning language skills, participants emphasized the need for authentic listening, speaking, reading, and writing activities adapted to the nuanced communication demands of healthcare. Examples included understanding detailed medical reports, writing observation notes, reading textbooks, and presenting at conferences. This study further discussed the valuable insights gained from frontline nurses to determine topics and skill focus in the coursebooks to correlate with the authentic language needs faced by nurses in the clinical practice environment. By incorporating target workplace demands, nursing graduates could enter the profession equipped to provide safe and high-quality care. Integrating the needs analysis of frontline nurses was crucial to developing effective English coursebooks and adequately preparing students for the transition from nursing education to clinical practice.

Nursing care is the most critical element in nursing services, which aims to improve the patient's health status. Ineffective and inefficient care documentation can impact the quality of nursing services. However, the increasingly advanced development of technology provides freedom for the health world to improve the quality of patient-centered services. Educational institutions have also used information technology in learning process activities. As prospective health professionals, students must be equipped with competencies to support their performance. In this study, a web-based nursing care information system was developed to assist students in documenting care activities. The website application was designed to increase student competency in nursing documentation activities to provide high-quality nursing services even though learning is online. The waterfall model approach was used in application design. The design stage started with analyzing application requirements, followed by system design and coding. Next, using a Likert-scale questionnaire, a usability test was performed on 15 beta users to assess the functionality of the application. The results showed that the nursing care website application was easy to use and that students felt satisfied. It is hoped that the website application can be made more attractive by including a decisional support system to make it easier for students to enforce nursing diagnoses on patients.

Elearning in a blended learning approach provides enormous opportunities for working nurses to further their studies and enhance their professional development and life-long learning. To date, the impact of self-directed learning (SDL) abilities among working nurses in elearning education in Malaysia remains uncertain. This study aims to investigate the relationship between SDL abilities and elearning outcomes, as well as the mediating effect of student satisfaction between the variables. This is a cross-sectional quantitative correlational study using a predictive design and multivariate analysis method. A stratified random sampling technique was applied to recruit 241 nursing students through an online survey. The Self-Directed Learning Instrument (SDLI) and an elearning course evaluation survey were used to measure the independent and dependent variables of the study. The variance-based Partial Least Squares Structural Modeling (PLS-SEM) method was employed to analyse the possible effects on the relationships among the variables studied. The findings revealed statistically significant relationships among SDL abilities, student satisfaction, and elearning outcome. A total effect of 62.4% is predicted for SDL abilities on elearning outcomes through student satisfaction. This study highlights the vital role of SDL abilities for online learners' success. A collaborative effort between universities and faculty and support personnel is essential to ensure successful, continuous elearning education for student nurses. We recommend that future studies explore other possible factors in the model that could help to enhance successful elearning in nursing education.

The qualitative research explored the perceptions toward evidence-based practice competency of nursing students in caring for older adults. Nine participants met the criteria using purposive sampling and were invited to join in the study of evidence-based practice experiences in nursing students. The data was analyzed using thematic analysis. Three main themes emerged: 1) Knowledge enhancing evidence-based practice with three sub-themes: implementing the nursing process, searching for trustworthy information, and selecting appropriate guidelines; 2) Skills driving evidence-based practice with three sub-themes including nursing practice skills, critical thinking skills, and language skills; and 3) Attitude fostering evidence-based practice with two sub-themes as well as increasing the quality of care for older adults and improving the nursing profession. Therefore, the following study should test component factors of evidence-based geriatric nursing competencies for nursing students, leading to developing the competency of nursing students in care for older adults in the future.

International students are an important component of the host country and universities bringing economic, social, and community contributions. International students are the most vulnerable students with challenges related to academic expectations, language proficiency, and socio-cultural integration. This study explores the challenges of international students in a Western Australian School of Nursing and Midwifery. An exploratory questionnaire (n=10), three focus groups (n=15) and a quality improvement survey (n=80) informed this study. Four themes emerged: stress in the first weeks, incorrect and/or late enrolments, lack of guidance and support, and system navigation nightmares. Other issues included: accommodation, culture shock, financial concerns, information needs, and peer support. These findings led to the instigation of an international academic coordinator role as a single point of contact and increasing resources within the university faculty provided additional support to the international students.

This opinion piece focuses on the vital integration of academic and professional literacies in specialist nurse education and other professional education programmes within higher education in Sweden. In this opinion piece, we argue that extended learning, practise, and support can enhance the academic and professional literacy competence of specialist nurse students and other students in professional educations. To offer student specific and targeted support, educators, researchers, and policymakers can engage in collaboration, as well as inspire and empower their teachers through ongoing professional development. We also argue that the relationship between these two literacies should be highlighted in higher education to clarify the importance of academic skills within specialist nursing and other professions. We therefore suggest higher education could be more active in implementing and visualising intended learning outcomes with progression and learning activities regarding academic literacy as well as professional literacy curricula in professional educations. This approach, with an emphasis on systematic monitoring and research, ensures proficiency in effective communication, evidence-based practice, ethical responsibility, continuous learning, and quality assurance.

COVID-19 has revolutionised assessment design and practices in higher education; however, there has been no shift in the objective of enhancing the relationship between assessment and learning that promote the holistic development of students. In this study, we provide an empirical evaluation of the perceived effects of assessment practices (invigilated examination and alternative assessments) on students' mental wellbeing, learning processes, and academic misconduct. A cross-sectional study design was employed for this study in which a self-reported survey instrument was administered to 380 undergraduate and postgraduate students in a public university in Australia. We explored the correlations within defined networks by path analysis via partial least square structural equation modelling (PLS-SEM) framework of SmartPLS 3. Model assessment indexes indicated acceptable convergent, divergent, and construct validity scores for the instrument used. Compared to invigilated exams, students perceived alternative assessments to have significant positive direct effects on stress levels, research skills, learning process, and time management (p < 0.05). In relation to academic misconduct, students generally perceived invigilated exams to restrain such practices, however, the perceived effect was not statistically significant when compared with alternative assessments (p > 0.05). Although, the popularity of alternative assessment practices may have been driven by COVID-19, the pilot findings from this study suggest that these assessment designs and practices have greater potential to promote overall student success and productivity and must be encouraged and utilised in the post-COVID-19 era.

The research aimed to investigate the critical reflection of nursing students at the Faculty of Nursing, Rajamangala University of Technology Thanyaburi during the 2021 academic year. A total of 169 students were selected as the specific purposive sample group who consented to provide data. The research used a questionnaire comprising personal information and the level of critical reflection analysis. The data was analyzed using frequency, percentage, mean, standard deviation, one-way ANOVA, and LSD post hoc test. The findings revealed that nursing students had a high overall level of critical reflection (mean = 3.93). When examining specific aspects, it was found that their technical rationality, reflectivity, and critical reflection were also high (mean = 3.91, mean = 3.95, and mean = 3.92, respectively). This research highlights the nursing students' capability for critical reflection, which can contribute to the enhancement of their learning and development of analytical skills.

Medical, nursing, and other healthcare students undergo specific stressors. Their mental health represents a priority for universities and the entire community. This review aimed to gather evidence about the effectiveness of individual psychological counselling offered by universities to healthcare students. A systematic review was conducted by searching PubMed, Scopus, and APA PsycInfo. A total of 1906 records were identified. The selection resulted in six studies published between 1994 and 2014. The most common design was quasi-experimental. Half focused on medical students and often interventions comprised other elements. Outcomes were related to mental health issues, academic performance, or both. The results showed statistically significant improvements, with some exceptions. The present review highlighted some specific characteristics that must be considered in order to fill the existing gap in this field, such as widening the range of studied outcomes, improving the description of the intervention, and planning randomized controlled trials (RCT) to compare strategies.

The advantages and drawbacks of components of flexible assessment have been studied mostly from the standpoint of students and, to a lesser extent, teachers. A gap persists in understanding the collective perspectives of teachers and students concerning flexible assessment. This study aimed to explore experiences and perspectives of students and teachers regarding flexible assessment within the specific context of nursing education. Seven focus groups comprised four sessions with teachers and three with students, each involving 5-8 participants. Results showed that students and teachers have a predominantly positive perspective towards flexible assessment. They acknowledge the opportunities that flexible assessment provides for diverse forms to present evidence. However, concerns were raised regarding the design of flexible assessments, issues of fairness in rating evidence, and the understanding among teachers and students regarding the assessment processes. Additionally, discussions focused on the perceived benefit of flexible assessments, particularly concerning the time investment required for their implementation and evaluation. In conclusion, the success of flexible assessments is contingent on the careful consideration of its design, ensuring equitable evaluation of evidence, and fostering comprehensive understanding among both teachers and students. Recognizing potential disparities in views of students and teachers offers valuable insights into the effectiveness of flexible assessment. Achieving a balance between the flexibility of assessment formats, aligned forms of evidence, and an appropriate rating methodology is crucial for effective implementation.

The researchers aimed to assess the effects of the COVID-19 pandemic on nursing education through semi-structured interviews with undergraduate nursing students. The researchers explored themes related to online education, clinical placements, and mental health. Findings revealed that the sudden shift to online learning caused increased stress, and decreased confidence. Clinical placements were affected, leading to missed time and altered learning experiences. Mental health suffered as students faced stressors and challenges brought on by the pandemic. These interviews elucidate the challenges faced by nursing students during the COVID-19 pandemic and provide valuable information for future planning in nursing education during crises. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

One of the top concerns of educational policies around the world is the use of digital tools in the teaching and learning process. In Morocco, the integration of technology into nursing education is taking on an increasingly prominent role, particularly after the introduction of the LMD (Licence-Master-Doctorat) system. This study investigates students' perceptions regarding the pedagogical use of digital technologies. A cross-sectional study was conducted between April and June 2022. The data were collected through a questionnaire distributed to 539 nursing students, of which 225 questionnaires were returned and analyzed. Our results show that the smartphone and laptop computer are the most commonly used technologies by students to access the internet. The majority of the students (87.11%) agree with the integration of information and communication technologies (ICTs) for pedagogical purposes. Nevertheless, 52% of students are unsatisfied with their teacher's pedagogical use of ICT. Our research adds to a large body of knowledge about the use of ICT in higher education. However, additional research is needed to investigate the integration of educational technologies in greater detail with the aim of enhancing student learning.

Let us lay the context for our conversation: My senior level undergraduate nursing students, all of whom were doing their clinical experience at health care centres in Calgary, appreciated not having to travel to the University after their clinical day to have a face-to-face hour session with myself as their instructor. In previous years, we used a platform called Blackboard, and then Desire to Learn. Each student described what they had learned that day. When we had our face-to-face weekly session on non-clinical days, they reviewed their peer group projects. In providing course feedback, students emphasized that the online approach facilitated their peer group learning and enhanced their confidence in doing classroom presentations. [Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.]

This study aimed to explore nursing students' practice skills learning experiences in online education based on Anderson's Theory and to investigate and interpret these experiences among students. Besides, this study proposes to evaluate the planned online nursing education based on Anderson's theory. With a phenomenological qualitative design, the study sample included 17 nursing students using purposive sampling. In-depth semi-structured interviews were performed to collect data. The data were analysed using the interpretative phenomenological analysis method. Three major themes were identified as follows: (a)Practice skills learning experiences; (b)Coping process in practice skills learning; (c)Suggestions to improve online practice skills learning process. Students expressed both positive and negative experiences. To cope with the process, they used different learning materials as well as individual ways of coping. They also offered suggestions on the learning process, teaching content and interaction and evaluation for practice skill learning in online education. The findings demonstrated that students perceived inadequacy in these skills but also expressed that they improved their psychomotor, cognitive and affective skills. In addition, Anderson's theory created positive results in the online nursing skill training process.

This study aimed to explore the perspectives of Indonesian nursing students on the utilization of ChatGPT in their learning process. A qualitative descriptive design was conducted among 19 second-year nursing students (age 18-20) who were purposively selected. Data were collected in February 2023 through online (Zoom meetings) and offline (face-to-face) focus group discussions (FGDs), lasting 43 to 64 min each. The qualitative data were analyzed using thematic analysis. Three main themes were developed: (1) ChatGPT may be helpful but not fully trusted, (2) Nurse skills will never be replaced, and (3) The need for evaluating and advancing curriculum. In conclusion, this study provides vital insights into nursing students' attitudes toward using ChatGPT. Although acknowledging the ChatGPT's benefits, students are mindful of its limitations. This study also recommends integrating artificial intelligence and emerging technologies into the nursing curriculum while highlighting nurses' unique abilities and the essence of caring in nursing.

Novice nurses often report a disconnect between textbook knowledge and realworld practice which damages their confidence in providing clinical care to patients. Nursing students indeed encounter numerous challenges in clinical environments such as inadequate resources and a gap between learning theory and clinical practice. To close the academic-practice gap and to ensure nursing students are equipped with sufficient clinical skills to perform tasks in their future career, virtual simulation can be used for students to experience clinical cases. In addition to the virtual simulation environment itself, appropriate pedagogies are also needed for them to explore simulated clinical tasks and apply what they have learned. Problem-based learning (PBL) is one pedagogy well-suited to this purpose. To increase the effectiveness of PBL in fostering student nurses' self-efficacy and problem-solving skills, this study proposes integrating computational thinking (CT) into PBL in concert with the virtual dissection table, as CT is viewed as a problem-solving skill. Informed by CT, nursing students organize and synthesize the acquired knowledge, applying it to solve clinical problems and provide nursing care in clinical practice more effectively with the skills developed. The results reveal no significant differences in learning achievement, but both problem solving skills and confidence increase for students empowered by CT concepts.

Given the limited and scattered data on nursing students' behavioral intentions regarding interprofessional collaboration and the factors influencing them, there is a need for comprehensive, theory-driven research on the topic from nursing students' perspectives. Using a theoretical framework provided by the theory of planned behavior, this study aimed to evaluate the behavioral intentions of Polish nursing students regarding interprofessional collaboration, including their attitudes, subjective norms, and perceived behavioral control. Sixteen nursing students participated in semi-structured interviews. Data were collected on the MS Teams application between February and May 2022 using a thematic guide created following manuals dedicated to the theory. They were thematically analyzed by two researchers using Atlas.ti Software. The results showed that students' attitudes were mostly positive. The benefits of interprofessional collaboration included positive patient outcomes, exchange of mutual knowledge and expertise, comfort, and improved work atmosphere. The risks originating from human-dependent factors were viewed as a negative aspect. The relevant groups of people influencing their subjective norms comprised nursing community representatives, other medical professionals, patients, and members of society. Perceived behavioral control aspects covered the work organization, lack of incentives for collaboration, atmosphere and habits prevailing in the workplace, and insufficient practical experience and knowledge regarding collaboration. To conclude, although positive attitudes expressed by nursing students seem to constitute a positive predictor of their involvement in interprofessional collaboration, relevant decision-makers should address negative feelings and aspects identified during this study.

Objective: This study intended to examine whether the utilization of ChatGPT and Termbot enhances students' understanding of medical terminology. Method: ChatGPT, developed by OpenAI, is an AI chatbot designed to generate human-like text responses. Termbot is a chatbot-based learning model focused on improving the acquisition of medical terminology through gamified learning methods. A total of 60 participants participated in this exploratory study, with 40 nursing students assigned to the experimental group and 20 nursing students assigned to the control group. In the experimental group, participants were further divided into two groups of 20, one of which was trained with ChatGPT and the other with Termbot. The participants in the experimental group engaged with the assigned tools for a minimum of 2 hours per week following classroom instruction. The control group used a traditional textbook as their primary learning resource. The study lasted 2 months, after which participants' learning outcomes were evaluated using an online medical terminology exam post-test. Results: The study found that participants in the experimental group had significantly improved learning outcomes compared to participants in the control group. The results showed a substantial increase in posttest scores for both ChatGPT and Termbot groups, indicating that using these tools as learning assistants can assist students in the learning process. Conclusion: The study has important implications for educators and educational institutions, as it provides evidence for the potential benefits of using ChatGPT and Termbot as tools to improve students' learning outcomes. The findings intensifyt the importance of embracing new technologies in education and using them to supplement traditional teaching methods.

It is known that individuals use the internet more to escape from the psychological problems they encounter in daily life during the pandemic. Besides, it is also known that individuals with personality traits such as neuroticism and extraversion might be prone to internet addiction due to poor communication skills. It is important to determine the relationship between the internet usage characteristics and the mental state of nursing students so that students can provide better quality health services in their education and professional processes. The present study aimed to determine the relationship between internet addiction and personality traits, stress, and obsessive-compulsive symptoms among nursing students during the pandemic. This study includes 528 nursing students. The Young's Internet Addiction Test (YIAT), the Vancouver Obsessive-Compulsive Inventory (VOCI), the Eysenck Personality Inventory (EPI), and the Perceived Stress Scale (PSS) were used for data collection between August and October 2021. It was found that there was a statistically significant and positive correlation between the students' YIAT mean scores and the EPI neuroticism sub-dimension, VOCI all sub-dimensions, and PSS mean scores (p < 0.05). In addition, the mean scores of the PSS and EPI were predictors of the YIAT total score (R = 0.550, R[superscript 2] = 0.233, p < 0.05). Considering these results, it is necessary to prevent the negative effects of the COVID-19 pandemic on the psychosocial health of individuals. Psychological counseling can be offered to provide protective factors during the pandemic period.

Elearning provides enormous opportunities for working nurses to further their studies and to enhance their professional development. The purpose of this study was to identify the elearning success factors in elearning nursing undergraduate programs in Malaysia. The conceptual framework for this study is based on DeLone and McLean's Information Systems Success Model. This is a cross-sectional quantitative correlational study using a predictive design and multivariate analysis method. Stratified random sampling technique was applied to recruit 241 nursing students through an online survey. Self-administered questionnaires were adapted to measure the independent and dependent variables of the study. The variance-based Partial Least Squares Structural Equation Modeling (PLS-SEM) method was employed to analyze the possible effects on the relationships among the variables studied. The findings revealed statistically significant relationships among the factors of self-directed learning (SDL) abilities, elearning quality, student satisfaction, and elearning benefits. The study found a mediating effect of student satisfaction on elearning benefits through SDL abilities and elearning quality. The findings highlight the crucial role of learning environmental needs among online learners. A collaborative effort between universities, educators, and support personnel is essential to ensure successful elearning education for student nurses.

International studies have revealed that Black undergraduate nursing students experience higher levels of attrition from nursing programs. Touted as the least likely racial group to graduate, Black students struggle disproportionately in comparison to their non-Black peers. Canadian literature, however, is largely silent on this topic and this population as a whole. Grounding our reflections in one student's experience, we argue that Canadian nurse educators need to implement invitational, antiracist approaches that intentionally support Black students' success. This article supports our argument by reflecting on both the literature and personal experience. First, we explain our reflective processes. Then, the history of nursing in Canada is presented, followed by an exploration of the current educational landscape. Next, we discuss Black students' experiences in nursing education. We conclude with recommendations for Canadian nurse educators.

The need to encourage critical thinking and academically engage nursing students in a clinical environment compels faculty use of assorted teaching strategies, including concept mapping and flipped learning. Though nurse educators encourage both strategies, concurrent use of both methods in clinical teaching is rare. Thus, this study examined the use of concept mapping in a flipped clinical course to encourage students' engagement and critical thinking. Twelve baccalaureate nursing students in a second-year medical-surgical clinical course provided the data for this basic qualitative study by completing journals or diaries throughout the course and through individual semi-structured interviews at course exit. Open coding of interview transcripts and journals in conjunction with constant comparative analysis helped develop categories and themes. Several overlapping themes emerged from interview and journal data. Nursing students indicated that they developed different ways of thinking, learned from many people, became actively involved in learning and expanded their thinking, connected information, determined clinical priorities and made decisions, became confident and knowledgeable in their ability to recall information and transfer knowledge, and experienced increased critical thinking and higher level thinking skills. The results of the study showed the participants derived positive meaning from their learning in a nontraditional flipped clinical with concept mapping. Students were actively engaged in their learning and were able to expand their thinking while working collaboratively with their instructor, patients, and staff.

Background: Mobile phones have become a widely accepted learning mode due to the impact of COVID-19. This study explores the mobile technology acceptance, among nursing students at selected educational institutions in South India. Materials and Methods: Quantitative cross-sectional descriptive design. First-year 176 B.Sc. nursing students who underwent blended learning were selected by the purposive sampling method. The tool "Technology Acceptance Model" was used to collect responses. Bivariate analysis was used to determine the relationship between the demographic and study-related variables with the mobile technology acceptance using SPSS version 25.0. Results: The majority 73.9% of the students belonged to the age group of 18-19 years, females 76.7% and, 98.9% were unmarried. Among the constructs of TAM, a mean (SD) value of 22.08 (2.26) was found for material (mobile device audio/video) characteristics the mean (SD) value was 22.08 (2.26), attitude about use 17.58 (1.95), behavioral intention 17.46 (1.78) and system characteristics 17.21 (2.27). The mobile technology acceptance revealed that 126 (71.6%) strongly agreed, 49 (27.8%) agreed, and 1 (0.6%) was neutral with a mean (SD) of 105.19 (8.68), respectively. A positive correlation was found between the system characteristics, material characteristics, perceived ease to use, perceived usefulness, attitude about the use, behavioral intention with a P value <0.001. There was a statistically significant association between Mobile technology acceptance and time spent by the students for independent studies shown the Chi-square value of 12.7, with P value <0.05. Conclusion: Nursing students had a positive acceptance and behavior toward smartphone use.

Healthcare educators are encouraged to provide both skill-based practical exams and interprofessional experiences to prepare students for clinical practice. With skill-based exams come increased student stress and anxiety. This article reports on the development, exploratory outcomes, and lessons learned from an ungraded objective structured clinical examinations (OSCEs) event involving doctoral-level occupational therapy and bachelor-level nursing students. The primary objective was to allow occupational therapy students to practice for an upcoming graded, comprehensive, skill-based exam. The secondary objective was to examine if the event changed students' perceived interprofessional skills. The OSCE event included a large group pre-brief, three simulations with mini debriefs following each simulation, and a large group debrief. Students completed pre- and post- tests providing quantitative data to assess perceived attainment of interprofessional competencies. Qualitative data suggested significant value and worthiness of this learning event. Students reported the event improved their interprofessional skills, decreased exam stress and anxiety, and provided them adequate practice for the exam. Overall, the preliminary findings suggested the design of this interprofessional ungraded OSCE event prepared occupational therapy students for comprehensive skill-based exams, thereby decreasing test anxiety and stress levels while facilitating a beneficial interprofessional experience. Details of the OSCE design are shared to assist faculty in preparing future healthcare professionals for positive interprofessional collaborations and comprehensive skill-based curricular assessments.

Active teaching methods are believed to facilitate higher-order thinking skills and prepare allied health students for independent clinical decision-making. This quantitative, correlational study aimed to explain the relationships between student preferences for active over traditional methods and their beliefs, the frequency and positiveness of their experiences, and the extent of knowledge they have received regarding active and traditional teaching methods. Two hundred and thirty students completed a 53-item online survey. Students were enrolled in a Doctor of Physical Therapy, Masters in Speech-language Pathology, or Bachelor of Science Nursing program in one of seventeen participating institutions across a ten-state Midwest region. A combination of student knowledge, student beliefs, and positive student experiences with active over traditional methods predicted 72.5% (R[superscript 2] = 0.725, p = <0.001) of the variance of student preferences for active methods. When students have clarity about the expectations of active learning methods, how they benefit their learning, believe they are responsible for learning and take the initiative, and perceive a positive experience, they prefer active methods over traditional methods. The results inform health professional education programs with recommendations that influence pedagogical change to support faculty and prepare students for clinical practice, higher-order thinking skills, and workforce expectations.

Introduction: "Note-taking" is a learning strategy that requires tremendous importance in the teaching/learning process. It therefore allows for better information processing and deeper encoding (long-term memory) of information. Its adoption and mastery can improve students' learning performance. Nevertheless, it has been poorly explored in the academic environment, particularly at the higher institutes of nursing professions and health techniques in Morocco. The present research aims to determine the effect of the Cornell method on the quality of note production and learning performance among second-semester students of the Higher Institute of Nursing and Technical Health Agadir-Annex of Guelmim. Methods: This is a research project consisting of two primary studies. The first is related to a descriptive cross-sectional study exploring the practice of note-taking among students based on a self-administered questionnaire. The second is a two-group quasi-experimental study divided into two parts. The first part is devoted to determining the effect of the Cornell method on grade production quality, and the second is related to the effect on learning performance. This is based on a grid for analyzing the quality of mark production and a QUIZ for assessing students' knowledge, respectively. The study was conducted with a sample of 128 students divided into an intervention group (n=62), which received note-taking using the Cornell method, and a control group (n=66), which did not receive this training. Results: Most of the students participating in the study reported the adoption of note-taking as a learning strategy. On the other hand, more than half of them do not master it. In addition, a quarter of the students revise notes taken in the raw during exams and use this learning strategy to feel secure. The Cornell training had a positive effect on the quality of note production as well as on the student's learning performance. Conclusions: The Cornell note-taking method is recommended to be integrated into the preparation cycle of studies for the benefit of students in the first semester of Higher Institute of Nursing and Technical Health Agadir-Annex of Guelmim.

The purpose of this study was to establish whether application of the four states of relatedness (connectedness, disconnectedness, enmeshment, and parallelism) and four processes or social competencies (belonging, reciprocity, mutuality, and synchrony) within the theory of human relatedness may have relevance and transferability to the practicum experiences of an international nursing student population. Secondary data transcriptions derived from focus groups involving 20 final-year pre-registration nursing undergraduates at an academic institution in Hong Kong which directly examined their placement reflections and views were analyzed against the states of relatedness and process or social competences identified within this theory. Data from the study provided evidence to support every state of relatedness and process or social competency within the theory of human relatedness. Evaluating pre-registration nursing student placement experiences against this theory suggests that improving a practicum may necessitate creating conditions for workplace learning which more effectively foster connectedness, belonging, reciprocity, mutuality, and synchrony, minimize the need for parallelism and help prevent disconnectedness and enmeshment.

It is known that the students' attitudes toward e-learning are an important factor in achieving the targeted learning achievement. The aim of the study was to determine the relationship between attitudes toward e-learning and the academic achievements. This cross-sectional and correlational study was conducted with a total of 135 first-year nursing students. Data were collected via Student Information Form, General Attitudes toward E-Learning Scale, Vital Signs Skills Laboratory Practice Assessment Videos. Two-Way ANOVA, Pearson correlation analysis, multiple linear regression analysis were used to analyze the data. The total mean score of the first-year NSs' general attitude scale toward e-learning was found to be 52.58±15.93. A statistically negative correlation was found between the "avoidance of e-learning" factor and the NSs' vital signs skills general achievement scores (r= -0.185; p= 0.035). Gender ([beta]1= 5.399, p= 0.001), receiving adequate counseling and help on using the e-learning platform ([beta]1= 4.895, p= 0.022) and avoidance of e-learning ([beta]1= -0.222 p= 0.046) explained 20.9% of the variance in vital signs overall achievement score. The results showed that negative attitudes and negative satisfaction with e-learning may lead to a decrease in e-learning academic achievement.

The advent of virtual reality (VR) in education offers unique possibilities for facilitating cooperative learning strategies, particularly in fields demanding intricate spatial understanding, such as gross anatomy. This study investigates the impact of integrating cooperative learning strategies within a VR-based gross anatomy curriculum, focusing on enhancing students' anatomy knowledge and skills. We analyzed the performance of two cohorts of first-year nursing students across five semesters (2016-2020), where traditional learning methods were used in the first three semesters (2016-2018), and a VR-based cooperative learning approach was adopted in the last two semesters (2019-2020). Our findings suggest that the VR-based cooperative learning group achieved significantly higher scores in their gross anatomy laboratory courses compared to their counterparts learning through traditional methods. This research provides valuable insights into how the integration of VR technology and cooperative learning strategies can not only enhance learning outcomes but also improve the VR learning experience by reducing motion sickness. It accentuates the potential of VR-based cooperative learning as an impactful educational tool in anatomy education. Future research should further explore the optimal integration of VR and cooperative learning strategies in diverse course types and their potential to enhance educational outcomes and the learning experience.

This study examines how nursing students in their final year use skills in information literacy (IL) in clinical placements when working on an assignment in evidence-based practice. The IL instruction and the assignment were designed to give the students room for reflective thinking. Reflective thinking is crucial for developing good practice and adequate care in nursing. The study is qualitatively oriented and sets out to examine what kind of skills and knowledge the students demonstrate when doing an assignment that is practically oriented, and where IL is integrated in other tasks. The empirical material consists of written reflection notes from clinical placement. These notes have been analysed using a version of Bloom's taxonomy. For educators it is important to focus on how to bridge the theory-practice gap and combine IL with practical work. In this study we have identified some factors that may need more attention when designing similar assignments for students. The conclusion drawn from the reflection notes is that the students are on different levels of maturity and that in designing assignments related to real-life contexts, this should be given more attention.

China's elderly population is on the rise, and there is a growing need for improved education for professionals in geriatric health care and management. "Age-Friendly Interior Design" is a mandatory component of the curriculum for students majoring in aged care and management. Problem-Based Learning (PBL) has been introduced as an innovative teaching model. The study aims to achieve several objectives: 1) To compare the knowledge, skills, and interests of students after using Problem-Based Learning (PBL) against predefined criteria. 2) To compare the knowledge, skills, and interests of students after using the Traditional Teaching Method against predefined criteria, and 3) To compare the knowledge, skills, and interests of students after using Problem-Based Learning (PBL) and the Traditional Teaching Method. This research engaged students pursuing degrees in geriatric nursing and management at a university in Sichuan, China. It encompassed both a control group consisting of 42 students and an experimental group with 48 students. The findings indicated that both PBL and traditional teaching methods had a positive impact on enhancing students' knowledge, skills, and interests to some extent. Problem-based learning (PBL) was more effective in improving these aspects than traditional methods with a significance level of 0.05.

The pandemic period creates a feeling of inadequacy in applying the education that students receive. During this period, students who receive online education seem to feel inadequate and experience stress in a practical lesson. It aims to evaluate the level of changing the care behaviors of undergraduate nursing students and the stress they experience during the COVID-19 process. This research was completed with a nursing student in 2192 in Turkey. The research is descriptive and relationship-seeking. Data were collected at the end of the semester with the caring behaviors competency and the stress scale. T-tests, Kolmogorov-Smirnov tests, and correlation tests were used in the analysis of the data. Bachelor of Science in Nursing (BSN) students are predominantly in the first year of study. A significant difference was found in the perceived stress level according to the variables of gender, education level, perceived care sufficiency, and the type of university attended. It was determined that the caring behaviors of male students were higher than females, and those in private schools were higher than those in public universities. Nursing students' age, class, and perceived stress scores significantly affect their care behavior. Nursing education in Turkey focuses on care-based education which emphasizes skill development across the BSN program, establishing measurable care behavior, and ensuring that managing student stress is part of the curriculum content.

Nursing education is transitioning from traditional teaching to competency-based education. Additionally, more nursing courses and programs are now offered online. Scholarly writing is a powerful strategy to teach effective communication and critical thinking, both core competencies for safe and effective nursing practice. However, teaching writing online to nursing students is challenging due to a lack of research evaluating best practices, faculty time constraints, and inconsistent writing assessment. Automated essay scoring systems using artificial intelligence (AI) provide new opportunities for efficient, reliable, and valid assessment of writing skills. We used a quasi-experimental design to investigate the impact of a 14-week fully online competency-based writing course on students' self-efficacy, task value, and writing performance. The participants were master's nursing students enrolled in an existing one-semester online competency-based writing course for healthcare professionals. An AI-powered writing assessment, IntelliMetric®, and the SAWSES self-efficacy survey were administered pre- and post-intervention. The results showed statistically significant gains in self-efficacy and writing performance with large effect sizes. This study addresses the gap in nursing education regarding the assessment of online, research-based writing interventions on students' scholarly writing capacity. Recommendations include implementing a required scholarly writing course in all graduate-level nursing programs, scaffolding students' competency development with the cognitive apprenticeship model, using best practices from composition research to inform online instruction, and employing AI-powered automated essay scoring to evaluate students' writing progress and instructional efficacy.

Students on courses leading to professional registration are required to develop an understanding of how to find, appraise and integrate research to inform practice. An escape room activity was designed as part of the learning experience for a first-year academic module titled 'Introduction to evidence-based practice'. The learning module was designed to develop nursing students' skills in the first three stages of EBP: Developing a question, searching and appraising the literature. This case study will describe the staff and student experience of a virtual escape room from design to delivery for evidence-based practice learning.

Visualizing effects of images on improved anatomical knowledge are evident in medical and allied health students, but this phenomenon has rarely been assessed in nursing students. To assess the visualizing effect of images on improving anatomical knowledge and to use images as one of the methods of gross anatomical knowledge assessment in nursing students, the present study was repeated over two semesters. The results show that the percent class average (%) was significantly (P<0.006) increased with the inclusion of more anatomical images in a multiple-choice anatomy exam compared to a similar exam with fewer images and was significantly (P<0.002) decreased by reducing the number of images by 50% compared to image-rich exams. However, examinations with an equal number of images did not alter the class average. The percent score of individual questions from the examinations with images plus text was significantly (P<0.001) higher than the same questions with text only in both semesters. The findings of this study indicate that image inclusion in anatomy examinations can improve learning and knowledge, may help reduce cognitive load, recall anatomical knowledge, and provide a hint to an exam question.

The demand for online education is rising for working nurses because of its flexibility and accessibility, which allows them to further their studies and enhance their professional development. Self-directed learning is imperative for nurses to continue their education using the elearning approach. This study investigates gender differences in overall self-directed learning among working nurses in elearning nursing programs in Malaysia. The conceptual framework for the study is based on the concepts of the self-directed learning model. This is a cross-sectional quantitative correlational study using a multivariate analysis method. Stratified random sampling technique was employed to query 241 nursing students through an online survey. The Self-directed Learning Instrument (SDLI) was adopted to measure the dependent variables of the study. The findings of the study revealed statistically significant differences between gender and the dependent variables (p < 0.05) of learning motivation, planning and implementation, interpersonal communication, and self-monitoring. Male nurses reported higher levels of self-directed learning than females. This study highlights the important concepts of self-directed learning among online learners. The role of educators is essential to support students for self-direction in elearning education. Future studies to explore other possible determinants in elearning context are recommended

The purpose of this study was to compile research on the advantages and challenges of using digital technology in clinical education for undergraduate nursing students during the COVID-19 pandemic. The study employed an integrative literature review with the use of the five steps as per Cooper's framework. Data were collected from four electronic databases to access research articles published from 2019 to 2023. Out of 440 potential candidates, eighteen satisfied the inclusion criteria. Three themes emerged from the analysis namely: 1) the benefits, 2) the challenges of digital technology, and 3) attitudes towards the use of technology in clinical learning. The use of digital technology helps nursing students become more competent and confident in their ability to practice in a friendly environment. It is imperative that there should be opportunities for workshops to create awareness regarding the importance of digital technology. The practical implications of the study are that nursing education institutions should invest in the purchase of digital technology equipment as a means of advancing the implementation of new educational advancements. The stakeholders in clinical teaching and learning should be better equipped by health facilities and nursing education institutions to make better use of digital technologies.

This article describes the process whereby MacEwan University modified an existing EAP course, consisting of broad reading and writing topics, into an ESP course with a more targeted focus on relevant nursing-related themes to better serve the unique literacy needs of internationally educated nurses (IENs). Differing from the existing EAP course, the newly devised ESP course drew on authentic, nursing-specific content provided by IENs themselves with a view toward tailoring the course to their academic and discipline-specific language and literacy needs. The new ESP course, piloted over two terms, was found to have strengthened student outcomes in their L2 literacy, while their disciplinary knowledge contributions also enriched the curriculum. These modifications also assisted in the identification of similarities and differences between EAP and ESP for the institution. In this article, we describe the modification and implementation of this newly devised ESP course, which drew on learner input--a "negotiated syllabus." We also provide recommendations regarding determining and designing appropriate language pathways (EAP versus ESP course offering) to respond to the language and literacy needs of diverse student groups in the Canadian context.

In Korea, there are cases where nurses use abusive language while teaching new nurses. Nursing students who observe and experience this kind of violence question themselves if they will be able to perform well in such an environment. This descriptive research study examined the mediating effect of negative emotions and the regulated mediating effect of resilience in the relationship between indirect experiences of violence and career identity. Junior- and senior-year students in the nursing departments of nine universities located in Gyeonggi Province and Seoul were recruited using snowball sampling from August 1st to August 31st, 2021. A total of 254 participants completed the questionnaire. Data were analyzed using the SPSS PROCESS macro. The factors that affected career identity were indirect experience of violence ([beta] = -0.1978, p = 0.0001), negative emotions ([beta] = -0.2364, p < 0.0001), and resilience ([beta] = 0.3107, p < 0.0001). Resilience ([beta] = -0.1113, p = 0.0112) had a moderated mediating effect on negative emotions. The index of moderated mediation of negative emotions and resilience was statistically significant at -0.0284 (95% CI [-0.0549, -0.0046]). As a result of this study, when students see a violent situation, they have negative emotions such as fear of making a mistake, and their confidence in nursing performance decreases. In order to avoid this situation, they avoid their career path. In this study, it showed that the greater the resilience, the greater the ability to overcome it. Violence itself needs to be improved, and resilience strengthening programs are needed for children and women exposed to violence.

When teaching infection prevention and control (IPC), nursing education tends to focus on skills and fostering good practice rather than challenging students' thinking. Therefore, students' misconceptions about IPC receive less attention than they deserve. The purpose of the study was to make an inventory of student nurses' misconceptions about IPC before instruction and to make these misconceptions visible to teachers. The study was conducted in one vocational institute in Finland and is based on the answers of 29 practical nurse students before IPC training. The students took an online test requiring them to justify their answers to two multiple-true--false questions: 1) What is the main route of transmission between patients in healthcare facilities, and 2) What is the most effective and easiest manner to prevent the spreading of pathogens, e.g., multi-resistant bacteria in long-term care facilities? Analysis of the students' written justifications resulted in three mental models: 1) the Household Hygiene Model manifesting lay knowledge learned in domestic situations, 2) the Mixed Model consisting of lay knowledge, enriched with some professional knowledge of IPC, and 3) the Transmission Model manifesting a professional understanding of IPC. The first two mental models were considered to be misconceptions. Only one of the participants showed a professional understanding (i.e., the Transmission Model). To conclude, student nurses manifested systematic patterns of misconceptions before instruction. Unless the students are confronted with their misconceptions of IPC during instruction, it is likely that these misconceptions will impede their learning or make learning outcomes transient.

Blended learning is an increasingly prevalent trend in College English acquisition. This research seeks to study the influence of a blended learning environment to English acquisition, and the differences between the high-achieving learners and the low-achieving learners for Chinese minority preparation college students in English acquisition. Eighty students were selected as the research subjects, and the research instruments included questionnaire and interview questions to collect data. The study results show that a blended learning environment, to some degree, can help learners overcome anxiety and cultivate autonomous learning abilities. In addition, high-achieving language learners are willing to ask for help from others when they encounter problems; they are able to choose their learning strategies on their own, and have the strong ability of self-learning.