Ensuring nursing students can prepare, survive and thrive on placements

Title: Using Interpretative Phenomenological Analysis to understand the lived experience of Undergraduate Nursing Students involved in Interprofessional simulation-based learning in Bahrain. The study's rationale: Interprofessional simulation-based learning (IPSBL) has been identified as an effective educational approach that enhances teamwork, collaboration, communication and other clinical competencies among healthcare providers. Educating health care providers, mainly nursing and medical students, is essential in preparing both disciplines for clinical settings. Evidence suggests that interprofessional simulation-based learning has positive outcomes for undergraduate healthcare students. Still, little attention has been given to nursing students' experience in Bahrain and its impact on their clinical decision-making. Aim: To explore nursing students' lived experience of interprofessional simulation-based learning sessions with medical students and to understand how these experiences inform their Clinical Decision-Making (CDM) during clinical placements. Methodology and methods: A qualitative design underpinned by hermeneutic phenomenology and guided by an interpretivist stance was employed. Purposive sampling included six pre-registration undergraduate nursing students studying in Bahrain. Individual semi-structured interviews were conducted following an IPSBL session involving nursing and medical students. Data were collected to explore participants' perceptions of how the IPSBL experience influenced their clinical decision-making during placement. Data were analysed using Interpretative Phenomenological Analysis (IPA). Peer debriefing and reflexivity supported rigour, trustworthiness, and quality. Three Group Experiential Themes: From Stress to Success, Learning to Lead, and Empowered to Practice. The three groups' themes illustrate students' progression from stress management to leadership and empowerment, which enhanced their confidence and skills in applying clinical decisions to practice. These findings suggest IPSBL enhances teamwork, communication, and confidence in clinical decision-making. IPSBL is therefore proposed as a valuable method for preparing nursing students to navigate complex clinical environments safely and effectively. This research has demonstrated that IPSBL involving nursing and medical students has the potential to offer a highly immersive, realistic learning experience that better prepares nursing students for the complexities of clinical practice. The findings suggest that IPSBL may support the development of adaptive clinical decision making, which is a critical skill for navigating uncertainty, enhancing patient outcomes, and supporting students’ readiness for real-world clinical environments. This study offers an original contribution by being the first to explore this phenomenon among undergraduate nursing students in the Kingdom of Bahrain and potentially the broader Gulf Region. Additionally, it provides actionable insights for designing IPSBL initiatives that more effectively integrate nursing students as active participants.

The effects of community-based family nursing and medicine clinical rotations on students' confidence in their knowledge and ability to counsel clients in selected health promotion areas were examined from the perspective of Bandura's (1986) self-efficacy theory. Nursing students (n=66) enrolled in a community family nursing course and medical students (n=71) enrolled in a 6-week family practice clerkship rotation completed questionnaires at three points: prior to, at completion of, and 3 months following their clinical rotations. Nursing and medical students' self-efficacy levels at pretest were similar. At-posttest, nursing students' self-efficacy was significantly higher than that of the medical students. This difference was sustained at 3 months follow up. Students' conception of health (clinical vs. nonclinical) did not have an effect on posttest self-efficacy levels. Self-efficacy scores accounted for 63% of the variance in the nursing students' self-reported use of health promotion principles in their daily practice; but only 11% of the variance in medical students' daily practice. The results of this exploratory study provide information to guide theory-informed curricular decisions to design clinical learning activities that foster the development of health promotion counseling skills in both nursing and medical students.

Child maltreatment is a global problem with serious life‐long consequences. Preventing child maltreatment before it starts is possible and requires a multisectoral approach. This study aimed to investigate the factors affecting the ability to determine symptoms and risks of child abuse and neglect in midwifery and nursing students. The population of this descriptive study consisted of a total of 882 midwifery and nursing students studying in the Faculty of Health Sciences of a university in the Black Sea Region of Turkey. The sample included a total of 719 midwifery and nursing students who agreed to participate in the study. Of the students, 60.5% ( n = 435) were nursing students, and 39.5% ( n = 284) were midwifery students. The study was conducted between April and May 2017. The data were collected with the Personal Information Form and the Scale for Determining Symptoms and Risks of Child Abuse and Neglect (SDSRCAN) and were analysed using the SPSS 21 software program. The analysis involved descriptive statistics, t test, ANOVA and post hoc Tukey HSD test. The mean score of the students on the SDSRCAN was 3.64 ± 0.40, with subscale mean scores ranging from 3.23 ± 0.62 to 3.92 ± 0.62. Female students, midwifery students, those who were older and those with more years of university education had statistically significantly higher mean scores on the SDSRCAN and its subscales. This study identified a deficiency in the ability to determine, as the mean SDSRCAN score among nursing and midwifery students fell below the desired threshold of 5.0. It is recommended that more training be provided to enhance the ability to determine symptoms and risks of child abuse and neglect among nursing and midwifery students.

Prevalence of depression among nursing students: A systematic review and meta-analysis

Background: Patient safety is one of the most crucial aspects of high-quality healthcare and ensure positive patient outcomes. Nursing students contribute to safety care and are seen as an essential and vital part of the healthcare system. Purpose: This study was conducted to assess secondary technical nursing school students’ awareness and attitude toward patients’ safety. Design: A descriptive correlation research design was utilized. Setting: The study was conducted at four secondary technical nursing schools randomly chosen out of thirteen schools at Menoufia Governorate, Egypt. Sample: A convenience sample of 440 secondary technical nursing students aged 16-20 years, from first to fifth grade. Instruments: three instruments were used (Demographic characteristics, structured self-administered awareness questionnaire of nursing students about patient safety and nursing students attitude scale about patient safety. Results: The main finding revealed that, 64.3% of the studied nursing students had unsatisfactory awareness, whereas 35.7% had satisfactory awareness about patient safety. Additionally, 81.6% of the participated nursing students had a negative attitude toward patient safety. Conclusion: The majority of nursing students had a negative attitude and inadequate awareness regarding patient safety. Recommendations: patient safety orientation training programs should be implemented for technical nursing students to improve their awareness and attitudes regarding patient safety prior graduation.

It is mentioned that students' opinions about xenotransplantation (XTx) have been explored in a limited manner. In particular, there is no literature in Turkey on Nursing and Theology students' perspectives on XTx. This research aimed to find out what Nursing and Theology students thought about XTx. This descriptive and cross-sectional study was conducted on students studying at the Theology and Nursing faculties. The study population consisted of 2.581 students educated in these faculties. Without using any sampling method, it was aimed to reach all students, and 1.780 (70%) students were reached. Data were collected using a participant identification form and questionnaire form, which the researchers developed. The difference between the answers given by the Nursing and Theology students to the information statements about XTx was statistically significant (p < .001). Nursing and Theology students' attitudes to organ or tissue Tx from halal animals in case of necessity were positive (p < .001). While the nursing students' attitude toward organ or tissue Tx from non-helal animals in case of necessity was negative, Theology students had no idea (p < .001). In other attitude statements, while nursing students responded positively, Theology students responded as "I have no idea" (p ≤ .001). Theology students tended to have the question about XTx and only positive attitude towards XTx from halal animals. Nursing students mostly had positive attitude, but negative when XTx is practiced out of necessity.

Background: The aim of this exploratory pilot study was to evaluate student perceptions of a simulation activity involving undergraduate nursing and pharmacy students. The key question was “how do nursing and pharmacy students respond in an immersive collaborative simulation activity which involves medication dosage form modification?” Methods: One hundred nursing students participated in a simulated exercise where patients required medications for which there were barriers to administration. Fourteen pharmacy students were also present in the simulated health environment, observing the work of the nursing students and being available to provide advice regarding medication administration to the nursing students. A mixed methods approach was employed for this exploratory pilot study, where both nursing and pharmacy students were invited to complete a survey regarding the experience at the end of the simulation exercise and pharmacy students completed a reflection. Both surveys and reflections were analyzed. Results: Survey results indicated very high satisfaction regarding the exercise for both pharmacy and nursing students. Analysis of pharmacy student reflections also indicated apprehension regarding their preparedness to contribute to the exercise, enjoyment in participation, their understanding of the value of collaboration between the two groups of students, and also recognition of their need to be more prepared for such situations. Conclusion: This study assessed student perceptions and did not formally evaluate learning outcomes. The interprofessional immersive simulated learning opportunity was viewed as valuable by both nursing and pharmacy students. The immersive simulation provided teaching staff with the opportunity to develop a new approach for the teaching of dosage form modification to both nursing and pharmacy students in an interprofessional setting.

Background: Underreporting adverse drug reactions (ADRs) is a global issue; therefore, health care professionals require adequate understanding for timely reporting. Young doctors and nursing professionals must be engaged in pharmacovigilance programs to increase awareness regarding pharmacovigilance and ADR reporting. Aim: This study aimed to evaluate the knowledge, attitudes, and practices regarding pharmacovigilance and ADR reporting among undergraduate health care professionals in a tertiary care teaching hospital. Methods: The present cross-sectional, questionnaire-based descriptive study was carried out for 6 months among second-year medical (n=96) and nursing (n=91) students. A validated questionnaire consisting of 20 questions was used to assess the knowledge, attitude, and practice regarding pharmacovigilance and ADR between medical and nursing students. Results: Most MBBS students had a better understanding of pharmacovigilance compared to nursing students, including definition (64.4%), drug safety identification (76%), ADR reporting timelines (63.5%), and international monitoring centres (58.3%). Both groups strongly agreed on the importance of integrating ADR reporting into pharmacology practical’s and establishing it in hospitals, the role of reporting, and the need for pharmacovigilance education. Most MBBS students (99%) had seen the Central Drugs Standard Control Organization ADR reporting form, while only over half of nursing students (52.7%) reported awareness of ADRs during ward postings. Conclusion: MBBS students are more aware of pharmacovigilance and the importance of ADR reporting than nursing students. Both MBBS and nursing students have minimal practical experience in reporting ADRs. Implementing effective teaching interventions can improve students’ confidence and skills in ADR reporting.

To provide depth and breadth in the analysis of nursing students' written narratives of 'most memorable' professionalism dilemmas. While nursing students are taught professionalism through formal curricula, they commonly experience workplace-based professionalism dilemmas. Although non-UK studies have begun to explore students' lived experiences of dilemmas, they lack detail about when and where dilemmas occur, who is involved, what students do and why and how students feel. Online survey of healthcare students including 294 nursing students from 15 UK nursing schools. Nursing students provided a written narrative of their most memorable dilemma (December 2011-March 2012) as part of a survey examining the impact of professionalism dilemmas on moral distress. We conducted thematic and discourse analysis of all narratives and narrative analysis of one exemplar. The most common themes were patient care dilemmas by healthcare personnel or students, student abuse and consent dilemmas. Of the dilemmas, 49·6% occurred over 6months previously, 76·2% occurred in hospitals and 51·9% of perpetrators were nurses. 79·3% of students reported acting in the face of their dilemma. Of the narratives, 88·4% contained negative emotion talk and numerous significant relationships existed between types of emotion talk and dilemmas. Our narrative analysis demonstrates the impact of dilemma experiences through emotion talk and more subtle devices like metaphor. Findings extend previous research with nursing and medical students. Nurse educators should help students construct emotionally coherent narratives to make sense of their experiences, actions and identities and to better prepare them for future professionalism dilemmas.

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.

BackgroundThe purpose of this study was to identify the possible needs for undergraduate disaster medicine education in Sweden and to make informed recommendations for the implementation of disaster medicine content in medical and nursing schools in Sweden.MethodsAn online survey was distributed to undergraduate medical and nursing students through the directors of all medical and nursing programs at Swedish universities. The survey contained demographic questions, as well as questions about the amount of disaster medical education and previous experience with rescue, police, or military services. The final survey page contained self-assessments of disaster medical knowledge. Comparative statistics were applied between nursing and medical students, those with previous military service, and those without, as well as between universities.ResultsA total of 500 medical and 408 nursing students participated in this study. A median of 2 h of disaster medicine education was provided to senior medical students and 4 h was provided to senior nursing students. Senior medical students scored their disaster medical knowledge lower than nursing students (t-test, p < 0.001). A proportion of 1% had served in rescue services or police, and 7% of the participants had a history of military service, of which 67% served in a medical role. Those who had served in rescue services, police, or the armed forces had a higher self-assessed disaster medical knowledge base than those who had not (p < 0.007 and p < 0.001, respectively).ConclusionMost medical and nursing students in this study rated their disaster medical knowledge as insufficient. The correlation between the amount of disaster medical education and self-assessed disaster medical knowledge should influence and help direct Swedish educational policies.

Bu araştırmanın amacı, hemşirelik öğrencilerinin hemşirelik mesleği algılarının incelenmesidir. Tanımlayıcı nitelikteki bu araştırmada örneklem yöntemi kullanılmamıştır. İki üniversitenin sağlık yüksekokulundaki birinci ve dördüncü sınıf 334 hemşirelik öğrencisi arasından 322 gönüllü öğrenci veri toplama formlarını doldurmuştur. Veri toplama formları olarak soru formu ve Hemşirelik Mesleğini Algılama Ölçeği (HMAÖ) kullanılmıştır. HMAÖ’nin, mesleki nitelikler ve mesleki statü olmak üzere iki alt boyutu bulunmaktadır. Araştırma etik ilkeler ve gönüllülük doğrultusunda yürütülmüştür. İstatistik analiz olarak yüzde, ortalama, cronbach’s alpha, bağımsız gruplarda t testi, one-way ANOVA ve LSD post hoct test yapılmıştır. Bu çalışmada, ölçeğin Cronbach alfa katsayısı 0,94, alt boyutlarından “mesleki niteliklerin” 0,95, “mesleki statünün” 0,79 olarak bulunmuştur. Öğrencilerin yaş ortalaması 20,29±1,98 ve %69,9’u kızdır. Öğrencilerin %66,1’i üniversite sınavında hemşireliği birinci sırada tercih ettiğini, %6,2’si hemşireliği sevmediğini, %36,6’sı mezun olunca hastanede yönetici hemşire olarak çalışmak istediğini ve %53,7’si kendini mesleğe hazır hissettiğini belirtmiştir. Öğrencilerin %42,9’unun okula gelmeden önce meslek hakkında olumlu düşündüğü saptanmıştır. Öğrencilerin HMAÖ toplam ölçek puan ortalamaları 84,04±19,10’dur. Bu ortalama öğrencilerin mesleki algı düzeylerinin oldukça iyi olduğunu göstermektedir. Mesleki nitelikler alt boyutu ile cinsiyet (p

A theory to guide nursing students caring for patients with suicidal tendencies on psychiatric clinical practicum

Purpose: The purpose of this study was to investigate the level of perceived readiness for interprofessional learning and its differences between nursing and other health-related students. Methods: A web-based survey was conducted from April 25 to June 30, 2017 in one university in Korea. A total of 325 undergraduate nursing students and other health-related disciplines completed the structured questionnaire consisting of Readiness for Interprofessional Learning Scale and general characteristics. Data were analyzed by descriptive statistics, t-test, ANOVA, and multiple linear regression. Results: The scores of readiness for interprofessional learning in nursing students were significantly higher than those in other health-related students (t=3.50, p=.001). Nursing students had higher collaboration, professional identity, and roles and responsibilities than other health-related students. The class experiences with other major students was a significant factor related to the readiness for interprofessional learning both in nursing (p=.001) and other health-related students (p=.001). Conclusion: The findings suggest that nursing educators consider the different level of readiness for interprofessional learning between nursing and other health-related students while integrating interprofessional education into nursing education curricula.

The scenario of robotic surgery is rapidly evolving with the introduction of new robotic systems. A structured learning program in robotic surgery during academic education is often lacking, especially for undergraduates; as a result, many students may be unaware of indications to robotic surgery and technological progress. The aim of the study is to evaluate the knowledge and interest toward robotic surgery of medical and nurse students, and to analyze how the attractiveness may change after a hand-on training course with new simulators of Hugo RAS and Versius System. We performed a cross-sectional study involving medical and nurse students recruited on a voluntary basis at ASST Santi Paolo and Carlo, Milan; participants were invited to join a hands-on practice simulation with the Hugo RAS and/or Versius Trainer Simulator. Before the hand-on exercise, students were asked to fulfill an online anonymous questionnaire addressing knowledge and interest toward robotic surgery. After a 2-h hands-on exercises at the Hugo RAS and/or at the Versius Trainer simulator (preceded by a brief lecture on robotic surgery and new systems), participants were asked to complete a second-round questionnaire to evaluate changes in attractiveness toward robotic surgery. Data were recorded in a database; after a descriptive analysis of the variables, median values were compared with the Mann-Whitney U test, frequencies with the Fisher's exact test and in the case of paired observations (before and after the simulation), the Mc Nemar test was used. Forty-one undergraduates agreed to participate. Twenty-three nursing students and 18 medical students were recruited. Some of them had a basic knowledge in robotic surgery and were able to figure out some surgical indications, given the presence of a robotic program already settled up at the institution. Before the hands-on course, 44.0% nurse students and 36.6% of medical students were interested in surgical disciplines and robotic surgery. After the simulation, all students (100%) reported a high level of interest in robotic surgery and some of them required for a dedicated internship (p < 0.001). The students provided also feedback on the perceived ease-of-use of the robotic simulators (on a scale 0-10); overall, the median score was 8, IQR [7-8], with no differences between nursing and medical students (p = 0.482). In conclusion, the study demonstrates a great interest toward robotic surgery as a part of medical and nurse education. A hands-on simulation further improved the interest of undergraduates from both backgrounds. The technological progress with the availability of new surgical systems will be the future challenge of training programs and should be considered at all levels of education.