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OBJECTIVES: This systematic review of qualitative studies explored interventions to improve student nurses' knowledge, attitudes or willingness to work with older people. Student nurses are likely to encounter older people in all health and aged care settings, however, research demonstrates that few have career aspirations in gerontological nursing. METHODS: Qualitative systematic review method based on the Cochrane Handbook for Systematic Reviews of Interventions. RESULTS: Search of Medline, Embase, PsycINFO, EBSCOhost and Scopus yielded 1841 articles which were screened to include primary research about educational interventions to improve student nurses' knowledge, attitudes and/or willingness to work with older people. Data extraction was performed on the 14 included studies, and data were analysed using directed content analysis. The Mixed Methods Appraisal Tool (MMAT) was used the assess the quality of the studies. CONCLUSIONS: Educational interventions included theory or practice courses, or a combination of theory and practice. While most interventions changed nursing students' negative attitudes towards older people, few increased their willingness to work with them. Practice courses had the most significant impact on willingness to work with older people. Quality assessment revealed methodical limitations. More research is needed to better understand the elements of practice interventions that enhance student nurses' knowledge, attitudes, and willingness to work with older people, so that they can be replicated.

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Final-year student Aghogho Wanogho explains what registered nurses can do to ensure that student nurses gain the most from their clinical placements.

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ABSTRACT: Global migration significantly impacts demographic patterns in the United States, intensifying the need for nurses to deliver culturally competent healthcare to refugees, immigrants, and migrants. By integrating global service-learning (GSL) into nursing curricula, this study aims to provide a comprehensive understanding of GSL benefits in fostering effective intercultural communication, cultural humility, spiritual growth, and global health knowledge among nursing students. The findings suggest that GSL enhances the educational experience and equips nurses with the skills necessary to address the complex needs of a diverse patient population.

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Simulation-based education is gaining attention worldwide as it is recognized as effective in fostering collaborative skills in healthcare students. We conducted a comprehensive review of simulation-based interprofessional education (IPE) to examine the current state of simulation-based IPE. This scoping review systematically analyzed studies on simulation-based IPE in South Korean healthcare education, following established guidelines. Relevant articles were comprehensively searched, and key data on simulation methods, implementations, and educational effectiveness were extracted for analysis. The present study included nine quantitative studies and one mixed-methods study. The majority of participants were undergraduate nursing and medical students. The duration of IPE interventions ranged from 2 hours to 2 weeks. Education methods included standardized patients, high-fidelity simulators, and role-playing. Educational outcomes focused on measuring IPE competencies and satisfaction levels, concentrating on Kirkpatrick levels 1 and 2. While most studies reported high satisfaction levels, there is a need for objective evaluation of educational effectiveness. As simulation-based IPE in Korean healthcare education evolves, there is a need for greater inclusivity of diverse roles, multidisciplinary respect, and scenario development allowing active participation across professions. Establishing institutional frameworks, community linkages, and a deep understanding of IPE's purpose and essence among practitioners is crucial for its academic maturation.

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BACKGROUND: The purpose of this qualitative study was to evaluate the effects of curricular changes made to foster graduate students' understanding of how they can be catalysts of change. For more than a decade, the concept of the citizen nurse has been woven into coursework in nursing education, thus indicating an evaluation process was needed. METHOD: Ten oral history interviews were completed with current students or alumni. Data were analyzed for codes, allowing the final themes to emerge. RESULTS: Two main themes emerged. Students reported (1) having a new understanding of what it means to be a nurse and (2) feeling more prepared to take action. CONCLUSION: Students felt more prepared to lead change as the result of curricular changes that supported their ongoing education. [J Nurs Educ. 2024;63(9):626-629.].

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BACKGROUND: Although simulation-based education plays a vital role in nursing education, it consistently induces high levels of anxiety among nursing students. This study aimed to implement a mindfulness intervention to alleviate anxiety in nursing students during simulation sessions. METHOD: This randomized controlled trial study included 54 nursing students. Both survey and emotion track system data were collected and analyzed using multivariate analysis of covariance. RESULTS: The intervention effectively reduced anxiety among students in the experimental group compared with students in the control group during simulation sessions. The frequency (F[1, 53] = 6.145, p = .016), intensity (F[1, 51] = 3.771, p = .050), and duration of anxiety felt by students (F[1, 50] = 4.223, p = .017) decreased after the intervention. However, no long-term effects of the intervention were identified. CONCLUSION: The implementation of a mindfulness intervention successfully alleviated anxiety among nursing students during simulation. [J Nurs Educ. 2024;63(9):577-583.].

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BACKGROUND: Quality clinical environments are crucial in bridging the gap between theoretical knowledge and practical skills. This study explored the mediating role of academic burnout in relation to workplace bullying experience, stress hardiness, and occupational identity among nursing students during clinical practice. METHOD: In this cross-sectional study, an online questionnaire was administered to fourth-year nursing students from four universities. Data were collected in March 2023 and analyzed using descriptive statistics, independent t test, one-way analysis of variance, Pearson's correlation coefficient, and PROCESS Macro Model 4. RESULTS: In the final sample (N = 202), the correlates of occupational identity were stress hardiness and academic burnout; workplace bullying was not statistically significant. Academic burnout completely and partially mediated the relationship between workplace bullying and occupational identity and between stress hardiness and occupational identity, respectively. CONCLUSION: To strengthen nursing students' occupational identity, active attention and management are required to prevent academic burnout and improve stress hardiness. [J Nurs Educ. 2024;63(9):604-612.].

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BACKGROUND: Although evidence-based practice is a tenet of nursing education, students struggle to learn information literacy skills that transition to practice. This quality improvement project created an online learning experience for prelicensure baccalaureate nursing students to increase their ability to locate and critically appraise evidence. METHOD: A framework based on nursing and information literacy standards was developed to establish baccalaureate-level information literacy knowledge and skills. This framework and cognitive constructivism were used to design a learning experience. The intervention was integrated into a research and theory course. RESULTS: Students demonstrated a higher level of competence in identifying types of sources and using information ethically but had a lower level of competence in defining their information needs and locating relevant resources. CONCLUSION: Findings support the positive effects of an online learning experience to increase competence in the knowledge and skills expected of information-literate baccalaureate-prepared nurses. [J Nurs Educ. 2024;63(9):638-642.].

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BACKGROUND: Collaborative learning is an educational method widely used in nursing education that involves learners solving problems through teamwork. This study investigated the effects of using a metaverse virtual space for collaborative learning among nursing students. METHOD: A nonequivalent control group posttest design was used, and focus group interviews were conducted. This mixed-methods study included second-year nursing students (n = 43) divided into two groups. The intervention group used metaverse methods for the group projects and the control group used traditional methods. RESULTS: Satisfaction with collaborative learning and peer evaluation of team projects were significantly higher in the intervention group compared with the control group. Participants' learning experiences were categorized into "unwelcome changes in the learning environment," "discovering the potential of a learning environment that encourages participation," and "tips for building a metaverse learning environment." CONCLUSION: Metaverse collaborative learning is a student-centered educational approach that fosters active interaction and addresses the shortcomings of traditional approaches. [J Nurs Educ. 2024;63(9):585-593.].

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BACKGROUND: Innovative models are required to maximize nursing student placements in environments of shrinking budgets, increasing hospital demands, and casualization and aging of the workforce. This article reports the success of a service-academic partnership in a dedicated education unit. METHOD: This cross-sectional observational study in a regional hospital analyzed survey data using validated tools completed by buddy nurses (n = 80) and postplacement evaluation completed by students (n = 102) and the nurse leadership team (n = 17). RESULTS: Postimplementation, nursing student placement days increased, and participants were positive about the partnership. Although most of the nursing students (n = 96) reported they were very or extremely satisfied with their placement, they rated student facilitators higher than their buddy nurses. CONCLUSION: Increasing enrollments will not solve the nursing workforce shortage unless student placements of quality and quantity are provided. Partnership in support of clinical staff remains critical to create time to provide quality supervision. [J Nurs Educ. 2024;63(9):619-625.].

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BACKGROUND: Integrating life-threatening clinical simulations improves learning outcomes. This study assessed nursing students' critical thinking factors before and after simulation, evaluated nursing clinical reasoning ability and learning satisfaction at two time points, and explored relationships and predictions among critical thinking, clinical reasoning, and satisfaction before and after simulation. METHOD: Surveys and focus groups were used for this mixed-methods study. RESULTS: Quantitative findings revealed increased critical thinking scores for curiosity, skepticism, and systematicity; clinical reasoning; and satisfaction after simulation. Qualitative results supported these improvements and indicated enhanced curiosity for clinical knowledge and iterative phases of clinical reasoning. Students expressed satisfaction with the simulations. Objectivity significantly influenced clinical reasoning and satisfaction in nursing students following life-threatening simulations. CONCLUSION: Fostering a culture of critical thinking in life-threatening simulations is crucial. Educators must teach the importance of objectivity in clinical practice, encourage critical evaluation, and foster self-reflection in simulations. [J Nurs Educ. 2024;63(9):595-603.].

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AIM: To explore the experiences and needs of postgraduate nursing students within the Nigerian context. DESIGN: This qualitative study was conducted using a descriptive phenomenological approach. METHOD: Data were collected between February and April 2022 using a purposive sampling method and telephone semi-structured interviews. Colaizzi's method of Qualitative data Analysis was utilized. Twenty-two Nigerian postgraduate nursing students were interviewed. RESULTS: Three themes emerged: challenges of Nigerian postgraduate students before the pandemic, the impact of the pandemic on postgraduate education, and innovations to improve postgraduate education in Nigeria. The challenges include the burden of physical lectures, lack of infrastructure, and poor mentorship of postgraduate nursing students. The impact of the pandemic on postgraduate education includes abrupt disruption of the academic program, a prolonged academic calendar, and a communication gap between students and their research supervisors. Innovations to improve postgraduate nursing education in Nigeria also include adoption and sustainability of e-learning, upgrading post-basic to postgraduate nursing programmes, proper structuring of postgraduate nursing education, commencement of postgraduate nursing programmes in more universities and provision of financial aid for students. Our primary finding is that funding, mentorship and infrastructure were issues peculiar to all the respondents. CONCLUSION: This study concludes that efforts should be made to maintain a seamless educational program by ensuring an uninterrupted flow of learning through virtual means, thereby enhancing effective teaching and learning. IMPLICATIONS: Graduate nursing studies is one of the suggested solutions in the WHO strategic direction for nursing and midwifery globally to achieve Universal Health Coverage . The reason is that nurses can practice with more and better skills in any work setting, thus improving the quality of health care services. Our study provides insights into the experiences of postgraduate students and how these could discourage other nurses who might have thought about furthering their studies. Efforts should be made to provide all the support that these students need, using evidence from this study and similar studies to ensure they have a good learning experience and others can be motivated to learn at the graduate level as well. This will increase the proportion of nurses and midwives honed with better skills to provide more standard quality services that will improve patient care outcomes.

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Clinical learning environment play a vital role in bridging theory with practice, equipping nursing students with essential skills for patient care and support their smooth transition into the nursing workforce. To assess Palestinian nursing students' perceptions of clinical learning environment and supervision. A total of 308 undergraduate nursing students were conveniently recruited from Arab American University-Palestine for this descriptive cross-sectional study. Data collection utilized the Arabic version of the Clinical Learning Environment and Supervision plus Nurse Teacher scale. In general, nursing students expressed positive perceptions regarding their clinical learning environment (M = 130.56 ± 21.03), with the "supervisory relationship" and "role of nurse teacher" scoring highest (M = 3.85 ± 0.82 each). Conversely, the lowest rating was observed for "leadership style of the ward manager" (M = 3.8 ± 0.84). Fourth-year students and those trained in public hospitals showed significantly more positive perceptions (P < .001). Furthermore, students with higher professional satisfaction had more positive perceptions of the clinical learning environment (P < .001). The positive perceptions of Palestinian nursing students underscore the importance of the supervisory relationship and nurse teacher. However, finding suggest an area for improvement in the leadership style of the ward manager, emphasizing the necessity for strengthened partnership between nursing faculties and healthcare facilities. These insights expand our understanding of student perceptions and stress the importance of addressing these concerns to adequately prepare students for professional practice.

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Background High levels of human HIV and tuberculosis (TB) stigma have been reported among healthcare workers (HCWs). Methods We compared HIV and TB stigma scores reported by nursing students and ward staff from hospitals across India. Transmission worry (TW) and intent to discriminate (ID) for HIV and TB were captured using a validated stigma scale. Results A total of 3733 individuals were interviewed. Nursing students and ward staff expressed higher TW while carrying out high- and low-risk tasks on patients with HIV compared to TB. Mean scores were 2.1 and 1.86 among nursing students; 1.82 and 1.79 among ward staff (all p<0.001). Both groups expressed a significantly higher ID against patients with HIV compared to TB (mean percentage: 75.6 and 70.3 among nursing students; and 81.8 and 78.8 among ward staff; all p<0.001). Conclusion TB stigma has implications for providing quality TB care. Training of HCWs regarding transmission dynamics, the importance of standard precautions during patient care, regardless of diagnosis is essential.

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This study evaluated the effectiveness of an 8-week digital detox program on digital screen use among 300 nursing students and explored associations between screen use and demographic variables. A one-group pretest posttest design was employed using the Social Media Addiction Scale Student Form. The digital detox program was implemented for 8 weeks. Digital hygiene, self-reflection and goal setting, mental wellness, screen time management, physical health, interpersonal relationships, digital detox challenges, and hobby-based activities. Chi-square test was employed to determine the associations between digital screen use and demographic variables, respectively. t-tests were conducted to compare the mean screen time across different demographic groups. Results showed that 42% of students had high social media use, while 20% had low use. The overall mean score of social media use decreased significantly from 64.13 to 47.79 postintervention (p < 0.05), indicating the program's effectiveness. The study suggests incorporating digital detox routines to balance technology use with health, productivity, and external connections.

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BACKGROUND: Improving the professional competency of nursing students during the internship is critical. This study aimed to compare the professional competency and anxiety of nursing students trained based on two internship models. METHODS: This is a two-group posttest-only quasi-experimental design study. One hundred nursing students who passed internship models A (a previous internship model) and B (an intervention with more educator support and a more planned and programmed process) were randomly enrolled in this study. Internship model groups A and B were conducted for the students in semesters 7 and 8. The outcomes assessed in both groups were "The Competency Inventory for Registered Nurses" and Spielberger "State-Trait Anxiety Inventory". T-test and MANOVA were used to analyze the data. RESULTS: The mean scores of competency were 134.56 (SD = 43.23) and 160.19 (SD = 35.81) for the nursing students in the internship model groups A and B, respectively. The mean scores of nursing students' anxiety were 92.14 (SD = 15.36) and 80.44 (SD = 18.16) in the internship model groups A and B, respectively. MANOVA test showed a significant difference between the groups regarding professional competency (F = 10.34, p = 0.002) and anxiety (F = 11.31, p = 0.001). CONCLUSIONS: The internship model group B could improve the professional competency of nursing students to a great extent and they experienced mild anxiety; it is suggested that this intervention should be done for nursing students. Conducting more studies to evaluate the effect of this model on the nursing students' competency and anxiety after graduation and as a novice nurse is suggested.

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