Legitimation Code Theory's role in shaping nursing education: An integrative review.

BACKGROUND: In response to the increasing diversity in nursing education, the Legitimation Code Theory (LCT) offers a transformative approach to understanding and addressing the unique learning needs of students from various backgrounds. OBJECTIVES: To identify how Legitimation Code Theory has informed the design of professional education in biological and health sciences. DESIGN: An integrative review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) and guided by the five-step process by Whittemore and Knafl. DATA SOURCES: A comprehensive search of eight databases was conducted (IEEEXplore, Scopus, Web of Science, ProQuest central, EBSCOHost, MEDLINE with full text, CINAHL and INFORMIT) using key concepts: Legitimation Code Theory and professional education from inception until November 2023. REVIEW METHODS: All studies were reviewed by two researchers independently. The same authors appraised the studies using the Mixed Methods Appraisal Tool with a third author providing consensus. The findings were coded and analysed using narrative synthesis. RESULTS: From the initial 518 records screened, 11 studies were identified where Legitimation Code Theory was used in biological and health science education. There were four themes identified in the review: a) Legitimation Code Theory as a framework for data analysis; b) Identifying and enhancing learning outcomes through Legitimation Code Theory; c) Pedagogy design informed by Legitimation Code Theory; and d) Legitimation Code Theory to contextualise disciplinary knowledge. CONCLUSION: This review highlights the significant influence of Legitimation Code Theory on professional education, particularly in the biological and health sciences. The versatility and effectiveness of Legitimation Code Theory are evident across various disciplines, including nursing education. As a comprehensive framework, Legitimation Code Theory not only aids in pedagogy design but also facilitates the transfer of learning, thereby promoting critical thinking. This demonstrates its robustness as a tool in the realm of professional education.

Nursing and midwifery students' perceptions of the elderly in nursing homes: a metaphor analysis.

BACKGROUND: Nursing and midwifery students' perceptions and attitudes toward older adults affect their behaviours, career choices and/or the quality of care provided to older adults after graduation. This study aimed to evaluate the perceptions of second year nursing and midwifery students toward elderly people staying in nursing homes through metaphor analysis. METHODS: This qualitative study has used the phenomenological approach. The sample of the study consisted of 128 nursing and midwifery students by purposive sampling method. Students were prompted to complete a sentence to express their perceptions about the elderly living in nursing homes: 'The elderly in the nursing home is similar to … because …' Participants were required to fill in their responses in two stages, providing metaphors in the first blank and reasons for their metaphors in the second blank. RESULTS: The results indicated that five main themes and 12 sub-themes were obtained from student metaphors: (i) needing help in meeting their needs (need for care and need for love); (ii) the emotional burden of a life away from loved ones (loneliness, abandonment, and helplessness); (iii) exhaustion at the end of the road (end, loss, and unproductive); (iv) holding on to life again (friendship and beginning); and (v) post-traumatic growth (strong and experienced). CONCLUSION: Students should question how to create opportunities and increase interaction for the elderly in the age of changing and developing technology before graduation and should be trained as professional individuals who are willing for this purpose.

Exploring the perceptions of nursing internship students and their faculty mentors regarding the complexities and hindrances associated with implementing the nursing process within the clinical setting: An in-depth qualitative investigation.

Background: Utilizing the nursing process within clinical settings serves to enhance the scientific stature of the nursing field. Nonetheless, various research findings suggest that nursing internship students encounter difficulties when it comes to implementing the nursing process and may lack the necessary proficiency. Objectives: The aim of this investigation is to identify the perceptions of nursing internship students and their faculty mentors regarding the complexities and hindrances associated with implementing the nursing process within the clinical setting. Design: A qualitative content analysis. Participants: Nursing internship students and their faculty mentors from the Isfahan School of Nursing and Midwifery. Methods: In this study, individual interviews were conducted with 13 participants. The data for this study were gathered through these semi-structured interviews and subsequently analyzed using the Granheim and Lundman method. To ensure the validity and reliability of the data, the evaluative criteria of Lincoln and Guba were employed. Results: The obstacles unveiled in this study can be categorized into three primary domains, each with its own subcategories: 1-Student role ambiguity (1-1 Lack of practical autonomy; 1-2 Insufficient proficiency in the nursing process; 1-3 Motivational deficiency). 2- Organizational Challenges (2-1 Shortage of nursing staff; 2-2 Suboptimal interpersonal dynamics); And 3- Gradual Erosion of the Nursing Process. Conclusion: Recognizing the paramount importance of the nursing process in enhancing patient care quality is universally accepted. Therefore, it is imperative to systematically identify and tackle the challenges associated with its application. This study highlights that these challenges stem from various factors, including the multifaceted roles assumed by nursing students, organizational shortcomings within healthcare institutions, and the neglect or erosion of the nursing process in specific clinical settings. Addressing these issues is crucial for ensuring the effective utilization of the nursing process within the nursing profession and for optimizing patient care outcomes.

Is awareness of climate change a predictor of eco-anxiety? Research within the scope of nursing students.

BACKGROUND: Understanding nursing students' awareness of climate change and its impact on their anxiety levels is crucial in representing a significant research area for the sustainability of healthcare services and the development of strategies to address climate change. OBJECTIVES: This study aims to determine nursing students' awareness of global climate change and eco-anxiety levels. Additionally, it seeks to uncover the relationship between these two factors. DESIGN: During the academic year 2022-2023, this research was conducted with nursing students at a university in Istanbul, utilizing a cross-sectional and exploratory correlational design. The study involved 390 nursing students at the same university, aiming to reach the entire population without using any sampling method. Valid data were obtained from 374 students. The Student Information Form, University Students' Climate Change Awareness Scale and the Eco-anxiety Scale used as instruments for data collection. Subsequently, the data underwent analysis in a computational environment utilizing descriptive statistical methods and Pearson correlation analysis. RESULTS: Most of the participants were female and single. The mean "total global climate change awareness" of the students was 75.072 ± 15.094, and the mean "general eco-anxiety" of the students was 1.158 ± 0.629. A weak positive relationship was found between the total global climate change awareness and general environmental concerns of the students participating in the study at r = 0.233 (p = 0.000 < 0.05). The level of awareness of climate change explains 5 % of nursing students' eco-anxiety levels. CONCLUSION: This study emphasizes a significant relationship between climate change awareness and increased ecological anxiety. Filling a gap in the field due to the lack of specific research focusing on nursing students highlights the importance of maintaining awareness to prevent ecological anxiety from reaching undesirable levels. This approach is crucial in actively encouraging nurses to contribute to developing educational curricula and environmentally friendly health policies.

"I want to have stories too". Nursing students' views on nursing identity and reasons for choosing nursing as a career: A qualitative study.

AIM: To understand and interpret nursing students' views on nursing identity and their reasons for choosing nursing as a career after participating in a face-to-face storytelling panel by academics. BACKGROUND: Knowing nursing students' view of the profession and their thoughts about the profession, their roles and their future will guide nursing academics to develop evidence-based strategies that will enable participants to realize their own professional identities. Storytelling has an important role in creating and strengthening a strong professional identity among participants. DESIGN: This study is a sample case study. METHODS: This research was carried out in the fall semester of the 2023-2024 academic year with participants registered in nursing program at the Faculty of Health Sciences of a state university in the Central Anatolia Region of Türkiye. The study was completed with one hundred ten participants. Five academics were invited to the panel at the Faculty of Health Sciences to share their experiences, stories and reasons for choosing nursing as a career through storytelling. The data were collected using the surveys, which includes five structured open ended questions and analyzed using descriptive analysis. RESULTS: Five main themes emerged: 1. Participants' views on nursing profession; 2. Awareness of positive/negative emotions related to the profession as a part of nursing stories and feeling that these emotions are experienced in the stories; 3. Changes in the perspective of the profession and sense of belonging to the profession as part of nursing stories; 4. Facilitators in choosing nursing as a career; and 5. Barriers to choosing nursing as a career. CONCLUSION: Providing participants with the chance to both listen to the real stories of academic nurses and to reflect on themselves through writing was a dynamic experience that motivated participants to understand their perceptions of nurses and nursing profession.

Development and effectiveness of online teaching on practical skills among nursing students: A systematic review and meta-analysis.

OBJECTIVE: The purpose of this meta-analysis was to assess the effects of online education for practical skills among nursing students. METHODS: This research was done by searching PubMed, Embase, CINAHL, and Web of Science electronic databases from inception to August 18, 2023, to identify English-language articles. Data extraction, quality assessment, and literature screening were carried out independently by two researchers. The Cochrane risk of bias tool and the Methodological Items for Nonrandomized Studies (MINORS) tool were used to assess the risk of bias of the included studies. Meta-analysis was carried out using Review Manager (RevMan) version 5.3 software. RESULTS: Eighteen studies involving 2274 nursing students met the inclusion criteria. Nursing students' skills (SMD = 0.43, 95 % CI [0.33, 0.54], P<0.00001), knowledge (SMD = 0.16, 95 % CI (0.02, 0.30], P = 0.02), satisfaction (SMD = 0.29, 95 % CI (0.10, 0.47], P < 0.01), and confidence (SMD = 0.56, 95 % CI [0.29, 0.83], P < 0.0001) were all significantly improved by the online teaching intervention compared with traditional face-to-face instruction. Self-efficacy (SMD = 0.1, 95 % CI [-0.13, 0.33], P = 0.41) was also improved, but the difference was not statistically significant. CONCLUSION: Online learning is a novel and efficient approach to teaching practical skills to nursing students. Online education can enhance students' knowledge, skills, confidence, and learning satisfaction, and it is superior to traditional classroom instruction. The findings of this study can serve as a basis for the development of standardized online teaching techniques and assessment metrics.

Achieving consensus on the essential knowledge and skills needed by nursing students to promote planetary health and sustainable healthcare: A Delphi study.

AIM: To achieve consensus on the knowledge and skills that undergraduate/pre-licensure nursing students require to steward healthcare towards a more sustainable future. DESIGN: A two-phase real-time Delphi study. METHODS: Phase 1 included the generation of Planetary Health, climate change and sustainability knowledge and skill statements based on a review of relevant literature. Phase 2 consisted of a real-time Delphi survey designed to seek consensus on the proposed statements from a panel of 42 international experts. RESULTS: Of the 49 survey statements, 44 (90%) achieved ≥75% consensus and 26 (53%) achieved ≥80% consensus. Three were removed and 32 were modified to improve clarity of language. CONCLUSION: The knowledge and skills statements that emerged through this Delphi study can serve as a guide for incorporating Planetary Health, climate change and sustainability into nursing education programs. IMPLICATIONS FOR THE PROFESSION: Incorporating Planetary Health and climate change education into nursing programs has the potential to produce more environmentally conscious and socially responsible nurses. IMPACT: The absence of consensus on the essential knowledge and skills expected of nursing students has hindered the advancement of curricula and impacted educators' confidence in teaching Planetary Health and climate change. This study has resulted in a meticulously crafted framework of knowledge and skill statements that will be beneficial to educators, the future nursing workforce, and, ultimately, the individuals and communities whom nurses serve. REPORTING METHOD: This paper adheres to the Conducting and REporting DElphi Studies (CREDES) reporting guideline. PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution.

Comparison of the effects of burn assessment mission game with feedback lecture on nursing students' knowledge and skills in the burn patients' assessment: a randomized clinical trial.

BACKGROUND: Learning of burn patient assessment is very important, but heart-breaking for nursing students. This study aimed to compare the effects of feedback lecture method with a serious game (BAM Game) on nursing students' knowledge and skills in the assessment of burn patients. METHOD: In this randomized controlled clinical trial, 42 nursing students in their 5th semester at Mashhad University of Medical Sciences School of Nursing and Midwifery, were randomly assigned to intervention (BAM game, available for two weeks) and control (feedback lecture method presented in two 90-minute sessions) groups. Two weeks after the intervention, all students were evaluated for their knowledge (using knowledge assessment test) and skills (using an Objective Structured Clinical Examination). Statistical analysis involved independent t-test, Fisher's exact test, analysis of covariance (ANCOVA), and univariable and multivariable ordinal logistic regression models. RESULTS: Following the intervention, the skill scores were 16.4 (SD 2.2) for the intervention group and 11.8 (SD 3.8) for the control group. Similarly, the knowledge scores were 17.4 (SD 2.2) for the intervention group and 14.7 (SD 2.6) for the control group. Both differences were statistically significant (P < .001). These differences remained significant even after adjusting for various factors such as age, gender, marital status, residence, university entrance exam rank, and annual GPA (P < .05). Furthermore, the BAM game group showed significantly higher skills rank than the feedback lecture group across most stations (eight of ten) (P < .05) in the univariable analysis. Multivariable analysis also revealed a significantly higher skills score across most stations even after adjusting for the mentioned factors (P < .05). These results suggest that the BAM game group had higher skills scores over a range of 1.5 to 3.9 compared to the feedback lecture group. CONCLUSIONS: This study demonstrated that nursing students who participated in the BAM game group exhibited superior performance in knowledge acquisition and skill development, compared to those in the control group. These results underscore a significant enhancement in educational outcomes for students involved with the BAM game, confirming its utility as a potent and effective pedagogical instrument within the realm of nursing education. TRIAL REGISTRATION: Iranian Registry of Clinical Trials: IRCT20220410054483N1, Registration date: 18/04/2022.

Mediating effect of meaning in life on death anxiety and attitude toward palliative care among undergraduate nursing students.

BACKGROUND: This study investigates the mediating effect of meaning in life between death anxiety and attitude toward palliative care among nursing students. METHODS: We enrolled 363 undergraduate nursing students using a convenience sampling method as the respondents and conducted a survey using general information about nursing students, the Chinese version of the FATCOD-B Scale, the Chinese version of the Death Anxiety Scale, and the Chinese version of the Meaning in Life Questionnaire. The SPSS25.0 statistical software was used to analyze the mediating effect. RESULTS: The mean total attitude score toward palliative care was (104.72 ± 10.62). Death anxiety had a significant negative predictive effect on the attitude toward palliative care (ß = -0.520, P < 0.01). When the mediating variable of the presence of meaning in life was included, the negative predictive effect of death anxiety on attitude toward palliative care remained significant (ß = -0.379, P = 0.036); the mediating effect (-0.141) accounted for 27.12% of the total impact (-0.520). CONCLUSIONS: The presence of meaning in life mediates the relationship between death anxiety and attitude toward palliative care. This implies that nursing educators, through their role in educating nursing students about the meaning of life, can significantly influence the development of a positive attitude toward palliative care.

Effect of narrative videos and mini-VR games in nursing smoking cessation training on empathy and self-efficacy of smoking cessation counseling: A randomized controlled trial.

BACKGROUND: Empathy and self-efficacy for smoking cessation counseling can be enhanced through smoking cessation training. Narrative videos and virtual reality (VR) games have been applied in medical education, but their application in smoking cessation training is limited and understudied. OBJECTIVES: To evaluate the effect of smokers' narrative videos and mini-VR games on nursing students' empathy towards smokers (State Empathy Scale), confidence in practicing empathy, self-efficacy in smoking cessation counseling, and learning satisfaction. DESIGN: An open-labeled randomized controlled trial, registration number: NCT05440877 (ClinicalTrials.gov). SETTING AND PARTICIPANTS: Master of nursing students from the University in Hong Kong who enrolled in a smoking cessation course. METHODS: All students attended a tutorial including case-based discussions and role-play. The intervention group could additionally access the narrative videos and mini-VR games of smokers' cases. Linear mixed models and Cohen's d were used to evaluate the intervention effect on the self-reported learning outcomes after the intervention. RESULTS: 26 students enrolled in this trial, with 13 in each trial arm. All completed the trial. Post-test state empathy scores were significantly higher in the control group than in the intervention group (Cohen's d = 0.814, p = 0.049). No significant group differences were observed in the change of confidence in practicing empathy (ß = -11.154, p = 0.073), self-efficacy (ß = 4.846, p = 0.096), and students' learning satisfaction (Cohen's d = 0.041, p = 0.917). Both groups showed a significant increase in self-efficacy post-test (p < 0.001). CONCLUSIONS: Narrative videos showing smoking scenes and reluctance to quit, and our mini-VR games may weaken nursing students' empathy towards smokers. Smoking cessation training involving narrative videos should be modified. Debriefing and guidance to understand smokers' difficulties and express empathy are needed. VR games for smoking cessation training can involve more frame stories and challenging tasks to increase engagement.

Gameful Experience Scale: Reliability and Validity in Nursing Students.

Objective: Nursing students are among the groups where gamification applications are used effectively and frequently in educational technologies. This study aimed to adapt the Gameful Experience Scale (GAMEX) to the Turkish language and test its validity and reliability. Materials and Methods: The study was conducted with 620 nursing students studying an undergraduate nursing program between March and May, 2023. Data were collected using a personal information form and GAMEX-Turkish Form. Results: The validity and reliability of the five-factor structure scale with 27 items were confirmed. In confirmatory factor analysis, all factor loads were found to be >0.56. The fit indexes of the scale were χ2/df = 2.8, goodnessof-fit index = 0.90, comparative fit index = 0.94, and root mean square error of approximation = 0.55. Cronbach's alpha coefficient of the overall scale was 0.89. Conclusion: As a result of this study, the Turkish version of GAMEX was found to be a valid and reliable tool that can be used to evaluate the game experience in nursing students' training.

Perceptions of spirituality and predictors of competence in spiritual care among nursing students in five middle eastern countries: A cross-sectional survey.

BACKGROUND: Spiritual Care is integral to holistic nursing; however, it often remains underprovided due to a lack of education. OBJECTIVE: This study examined perceptions of spirituality and predictors of competence in spiritual care among nursing students in Middle Eastern countries. DESIGN: A cross-sectional survey was used. PARTICIPANT/SETTING: Nursing students (n = 785) from five universities in Middle Eastern countries were included. METHODS: Participants completed the Spiritual Care-Giving Scale-Arabic and Spiritual Care Competency Scale. Multiple linear regression analysis was used to identify the predictors of perceived competence in spiritual care. RESULTS: Nursing students showed positive attitudes towards spirituality, with a mean score of 5.1 (SD = 0.60) on the Spiritual Care-Giving Scale-Arabic. However, their perceived competence in providing spiritual care was low to moderate with a mean score of 79.0 (SD = 32.0) on the Spiritual Care Competency Scale. The bivariate analysis indicated significant relationships between students' spiritual care competence and gender, previous exposure to spirituality education, willingness to undergo spirituality training, and total spirituality score. Finally, significant predictors of higher competence included regular admission status, prior spiritual education, willingness to undergo spiritual care training, and higher personal spirituality scores. CONCLUSION: Nursing students in the Middle East have positive attitudes towards spirituality, but low to moderate competence in providing spiritual care. The influence of personal spirituality on competence underscores the importance of fostering a supportive environment for students to reflect on their beliefs. Comprehensive curriculum revisions and training programs, along with the recognition of the impact of personal spirituality, are essential to prepare future nurses for holistic people's care.

The association between proactive personality and interprofessional learning readiness in nursing students: The chain medication effects of perceived social support and professional identity.

BACKGROUND: Interprofessional education (IPE) has been advocated for all healthcare students, and readiness for interprofessional learning significantly influences its effectiveness. It is essential to explore the antecedent factors of readiness for interprofessional learning among nursing students to promote IPE. While a proactive personality might impact readiness for interprofessional learning, its specific role has remained unspecified. OBJECTIVE: To examine the mediation effects of perceived social support and professional identity on the association between proactive personality and readiness for interprofessional learning among nursing students. DESIGN: The study utilised a cross-sectional design. SETTINGS: Research was conducted at two universities and two vocational schools in Hainan Province, China. PARTICIPANTS: On-campus nursing students were invited to participate between March and May 2023. METHODS: A flyer was distributed to the participants with a QR code to scan to voluntarily complete the online survey, including the Readiness for Interprofessional Learning Scale (RIPLS), Proactive Personality Scale, Perceived Social Support Scale and Professional Identity Status Questionnaire Scale 5d. Descriptive analysis, Pearson associations and mediation analysis were conducted using SPSS software version 26.0 and PROCESS version 4.2 for SPSS. RESULTS: The participants' average RIPLS score was 66.93 ± 9.28. Proactive personality (r = 0.633, p < 0.01), perceived social support (r = 0.605, p < 0.01) and professional identity (r = 0.549, p < 0.01) were all positively related to readiness for interprofessional learning. Meanwhile, the relationship between proactive personality and readiness for interprofessional learning was partly mediated by perceived social support (25.15 %), professional identity (13.35 %) and the chain effects (9.48 %) of perceived social support and professional identity. CONCLUSIONS: The nursing students in Hainan, China demonstrated a medium level of readiness for interprofessional learning. Compound strategies that foster proactive personality, provide social support and boost positive professional identity are warranted to improve nursing students' readiness for interprofessional learning.

The tendency and affecting factors of nursing students' Xenophobia toward refugees from the perspective of ecological systems theory: A convergent parallel mixed method study.

AIM: This study aims to develop a comprehensive understanding of nursing students' xenophobic tendencies toward refugees and affecting factors from the perspective of Ecological Systems Theory. BACKGROUND: Nursing students' xenophobia toward refugees may negatively affect their care for patients. To effectively prevent xenophobia, it is essential to identify its underlying factors. DESIGN: A convergent parallel mixed method. METHODS: This study was conducted with third and fourth-grade nursing students at a university in Turkey. In the quantitative phase, online surveys were used, employing convenience sampling, with 227 participants. In the qualitative phase, purposive sampling was used and data were collected through in-depth interviews with 17 participants on the Zoom platform. Data were obtained using the Participant Information Form, Xenophobia Scale and Semi-Structured Interview Form. RESULTS: Nursing students who are male, in their third year, have low economic status, lack immigrant friends, lack immigrants in the family members, receive information about immigrants from social media and live in regions with a high concentration of immigrants have higher levels of xenophobia (p<0.05). In the qualitative phase, our study results showed that negative experiences with refugees, economic and social worries, perception of security threats, cultural conflicts and negative media messages toward refugees can lead to xenophobia. In addition, students stated that lessons about immigrants and caring for them in clinics can improve their ability to empathize with immigrants. CONCLUSION: Nursing curriculums should cover immigrant care and interaction to combat xenophobia, which can improve empathy skills and raise awareness.

Effectiveness of a resilience-focused educational program for promoting resilience in nursing students: A systematic review and meta-analysis.

AIM: To evaluate the effectiveness of a resilience-focused educational program to promote resilience among the forming year's BSN students. BACKGROUND: Resilience is a resource for the well-being and growth of nursing students. Lack of resilience is a high-risk condition for psychosocial health problems that hinder students' academic and professional growth during the BSN program. DESIGN: A systematic review and meta-analysis are reported using PRISMA guidelines. The review was registered at the PROSPERO with the ID number: CRD42023475098. METHODS: A primary search was done on the most relevant databases: PubMed, CINAHL, and PsycINFO while a secondary search was done on the Wiley Online Library, HEC Digital Library, and Science Direct for studies in the English language that assessed resilience-building interventions in forming years (1st and 2nd year) undergraduate nursing students till Oct 2023. Both quasi-experimental studies (QESs) and randomized control trial studies (RCTs) were included in this review. The meta-analysis was performed on three QESs and two RCTs that provided information about a pooled estimate of resilience promotion. RESULTS: Of 596 identified records, six were found eligible comprising four QESs and two RCTs with a total of 472 participants. Studies were found with variability in sample size, intervention strategy, teaching-learning activities, intervention content and duration, measurement scales, and statistical analysis of the main outcome. Meta-analysis of QESs showed no effects between pre-and post-intervention resilience scores, the standardized mean difference (SMD) of 0.04 [95 % CI -0.22, 0.30]. The RCTs immediately after intervention showed a non-significant effect, SMD 0.35 [95 % CI -0.06, 0.75]; however, at follow-up of one month, it showed a statistically significant effect in favor of the experimental group, SMD 0.54 [95 % CI 0.12, 0.95]. CONCLUSION: This review has provided evidence of a delayed effect of educational intervention to improve resilience among nursing students. The resilience-focused educational intervention has the potential to improve the resilience of nursing students. However, because of the time-bound and multi-faceted nature of resilience, a need to develop an inclusive multi-dimensional approach for resilience building is recommended for future studies. REPORTING METHOD: The manuscript has been written in adherence with PRISMA guidelines for the systematic review and meta-analysis.

Exploring determinants of hand hygiene among nursing students: A theory of planned behavior approach.

BACKGROUND: This study aims to assess the hand hygiene behavior of nursing students and identify the factors influencing this behavior through the "Scale for Assessment Hand Washing Behavior in the Frame of Theory of Planned Behaviour (SAHBTPB)". METHODS: This descriptive and cross-sectional study was undertaken at the nursing departments of the university's faculty of health sciences in Izmir, Turkey between 2021 and 2022. A total of 240 nursing students were recruited as participants for this study. Data were collected with the SAHBTPB. The data was analyzed using descriptive statistics, the Chi-square test, and correlation analysis in the SPSS 21.0 program (p < .05). RESULTS: Participation rate was 74.76%. The mean age of the students was 20.59 ± 1.59 years and 69.9% were woman. The nursing students' total mean score of SAHBTPB was 147.5 ± 14.0 (min = 94; max = 176). There was a positively significant association between the total score and students' gender, graduate level, and hand hygiene education status. There was no significant difference in scale total score mean based on the existence of dermatological problems on the students' hands or their frequency of hand hygiene (p > .05). CONCLUSION: The mean scores of nursing students on the SAHBTPB were found to be at a good level. The sub-dimension "intention" was identified as an effective factor in predicting the hand hygiene behavior of the students. The findings have the potential to positively impact nursing education by increasing awareness among students and offering valuable insights for nurses and educators.

Virtual Reality Simulation-Based Clinical Procedure Skills Training for Nursing College Students: A Quasi-Experimental Study.

Core nursing skills are emphasized in nursing education, given their vital role in nurses' competence; however, invasive nursing procedures like catheterization and enemas are infrequently performed in actual clinical practice, primarily being observed rather than executed. Virtual reality simulation training involves performing core nursing skills on virtual patients in a three-dimensional virtual reality environment, following the correct procedures. The purpose of this study is to examine the effects of VR simulation on nursing students' confidence, proficiency, task engagement, and satisfaction. The study participants included 76 second-year nursing students, with 37 in the VR group and 39 in the control group. The VR group engaged in immersive VR (IVR) training sessions including enemas, nasogastric feeding, and nelaton catheterization. Conversely, the control group practiced these skills using mannequins. Assessments evaluated confidence, proficiency, learning satisfaction, and task engagement before and after the intervention. The average age of the study participants was 21.07 years, with 78.95% being female and 21.05% being male. The study findings revealed no significant differences between the VR and control groups regarding confidence (F = 3.878, p = 0.053), task engagement (F = 0.164, p = 0.687), and learning satisfaction (F = 0.668, p = 0.416). However, the VR group demonstrated significantly higher proficiency in the overall assessment of nasogastric feeding (F = 5.389, p = 0.023) and core components of nelaton catheterization (F = 4.046, p = 0.048). The IVR program emerged as an effective and valuable teaching tool, particularly well-suited for second-year nursing students, significantly enhancing proficiency.

Cultural competences among future nurses and midwives: a case of attitudes toward Jehovah's witnesses' stance on blood transfusion.

BACKGROUND: Transcultural nursing recognises the significance of cultural backgrounds in providing patients with quality care. This study investigates the opinions of master's students in nursing and midwifery regarding the attitudes of Jehovah's Witnesses towards refusing blood transfusions. METHODS: 349 master's students in nursing and midwifery participated in a quantitative study and were surveyed via the Web to evaluate their awareness of the stance of Jehovah's Witnesses on blood transfusions and the ethical and legal dilemmas associated with caring for Jehovah's Witness (JW) patients. RESULTS: The study yielded three significant findings. It unequivocally demonstrates that nursing and midwifery students possess inadequate knowledge regarding Jehovah's Witnesses' stance on blood transfusions and their acceptance of specific blood products and medical procedures. Despite being cognisant of the ethical and legal dilemmas of caring for JW patients, students lack an understanding of patients' autonomy to reject blood transfusions and their need for bloodless medicine. Students also articulated educational needs regarding cultural competencies regarding the Jehovah's Witnesses' beliefs on blood transfusions and non-blood management techniques. CONCLUSIONS: Healthcare professionals need the knowledge and skills necessary to provide holistic, patient-centred and culturally sensitive care. This study emphasises the urgent need for university curricula and nursing postgraduate training to include modules on transcultural nursing and strategies for minimising blood loss.

"WE MUST RETHINK OUR KNOWLEDGE": REFLECTIONS OF STUDENTS ON PEDAGOGICAL PRACTICES IN NURSING TEACHING / "DEVEMOS REPENSAR NOSSOS SABERES": REFLEXÕES SOBRE AS PRÁTICAS PEDAGÓGICAS NO ENSINO DE ENFERMAGEM

: A educação em enfermagem caracteriza-se por discussões constantes sobre as abordagens pedagógicas utilizadas nos cursos de graduação em enfermagem, visando introduzir mudanças curriculares que possibilitem experiências de aprendizagem cada vez mais significativas. Nesse contexto, o objetivo deste estudo foi analisar a percepção dos estudantes sobre as práticas pedagógicas de um curso de graduação em enfermagem. Esta pesquisa adota abordagem qualitativa com ênfase crítico-reflexiva. Participaram do estudo quinze estudantes de enfermagem do oitavo semestre matriculados no curso Tópicos Especiais em Cuidados de Enfermagem de uma universidade pública do Nordeste do Brasil. A coleta de dados ocorreu no segundo semestre de 2019 por meio da análise de portfólios que expressavam significativamente o conteúdo abordado e o aprendizado adquirido. Após a transcrição dos textos, as informações obtidas foram analisadas com base na análise de conteúdo categorial temática. Emergiram três categorias: trabalho em equipe como ferramenta eficaz na construção do conhecimento; o processo de ensino-aprendizagem como parte integrante da produção de conhecimento significativo; e motivação e engajamento decorrentes de experiências positivas no curso. Essas categorias destacaram a importância do trabalho em equipe, do desenvolvimento de uma aprendizagem significativa e de experiências positivas decorrentes do uso desses métodos. Consequentemente, os estudantes indicaram que as práticas empregadas no curso os prepararam efetivamente para os desafios da prática profissional, permitindo-lhes desenvolver habilidades como pensamento crítico, tomada de decisões e trabalho em equipe.

O ensino de enfermagem é marcado por constantes discussões frente às propostas pedagógicas em uso nos cursos de graduação em enfermagem, a fim de introduzir mudanças curriculares, que viabilizam um aprendizado cada vez mais significativo. Diante do exposto, objetivou-se analisar a percepção dos discentes sobre as práticas pedagógicas em um curso de graduação em enfermagem. Trata-se de uma pesquisa de abordagem qualitativa, com ênfase crítica-reflexiva. Participaram 15 estudantes, do oitavo período de enfermagem, matriculados na disciplina Tópicos Especiais do Cuidado de Enfermagem, pertencentes a uma universidade pública do Nordeste brasileiro. A coleta foi realizada no segundo semestre de 2019, por meio da análise de um portfólio que expressa de forma significativa os conteúdos competitivos, bem como o aprendizado adquirido. Após a transcrição dos textos, as informações obtidas foram exploradas com base na análise de conteúdo do tipo categorial temático. Revela-se três categorias: Trabalho em equipe como ferramenta eficaz na construção do conhecimento; O processo de ensino-aprendizagem como parte integrante na produção de um saber significativo; Motivação e engajamento através de experiências positivas na disciplina imersas respectivamente na importância do trabalho em equipe, desenvolvimento de um aprendizado significativo, além de experiências positivas frente à utilização desses métodos. Assim, os estudantes evidenciaram que as práticas usadas na disciplina os prepararam de forma eficaz para os desafios das práticas profissionais permitindo-lhes desenvolver habilidades como pensamento crítico, tomada de decisão e trabalho em equipe.

The need for and acceptability of a cancer training course for medical and nursing students in Tanzania: a convergent mixed methods study.

BACKGROUND: The cancer burden in Africa is on the rise. A Cancer Training Course on screening, prevention, care, and community education is crucial for addressing a wide range of cancer health issues. When appropriately educated healthcare providers on cancer provide care, patient care improves, and healthcare costs decrease. However, in Tanzania, doctors and nurses receive little or no training in primary cancer care in their bachelor's program. AIM: This study assessed the need and acceptability of a cancer training course for nursing and medical doctor students at the Muhimbili University of Health and Allied Sciences (MUHAS) in Dar es Salaam, Tanzania. METHODS: This study was a cross-sectional parallel mixed method study during the 3-month follow-up within the larger study on sexual health training for health professionals. The study was a randomized controlled (RCT), single-blind, parallel trial of sexual health training versus a waitlist control among health students at MUHAS in Tanzania. Descriptive analysis was performed to analyze the participants' demographic information, need, and acceptability of the cancer training courseto determine the frequencies and percentages of their distribution between disciplines. In addition, inductive thematic analysis was performed for the qualitative data. The RCT study was registered at Clinical Trial.gov (NCT03923582; 01/05/2021). RESULTS: Data were collected from 408 students (272 medical doctors and 136 nursing students). The median age of the participants was 23 years. Most (86.0%) medical and 78.1% of nursing students reported receiving little to no cancer training. On the other hand, most (92.3%) medical and nursing (92.0%) students were interested in receiving cancer training. Furthermore, 94.1% of medical and 92.0% of nursing students needed a cancer training course in their undergraduate program. In addition, participants said a cancer training course would be important because it would help them improve the quality of cancer care and enhance the quality of life for patients by ensuring early diagnosis and treatment. CONCLUSION: A cancer training course is both highly needed and acceptable to medical and nursing students. Implementation of this cancer training course will improve students' knowledge and skills and eventually improve the quality of cancer care and patients' quality of life by ensuring early diagnosis and management.