Clinical Nursing Education

Education is needed for enhanced capacity of acute hospitals to provide dementia care. A nonrandomized controlled, repeated-measures design was used to evaluate a dementia education program delivered to an intervention group (IG, n ¼ 468), compared to a wait-listed group (n ¼ 277), representing separate sites of a multisite hospital. Participants completed self-efficacy for dementia and satisfaction measures and provided written descriptions of dementia care collected at baseline, postintervention (IG only), and at 8-week follow-up. Oral narratives were gathered from IG participants 8 weeks post-intervention. The IG demonstrated significant improvement in self-efficacy scores from baseline to immediately post-intervention (P < .001), sustained at 8 weeks. There were no changes from baseline to 8 weeks postintervention evident in the wait-listed group (P ¼ .21). Intervention group participants described positive impacts including implementation of person-centered care approaches. Implementation of dementia care education programs throughout hospital settings is promising for the enhancement of dementia care.

This study was planned to investigate the effect of a self-awareness education program on the self-efficacy and sociotropyautonomy characteristics of nurses in a psychiatry clinic. The sample was composed of 22 nurses who worked in a psychiatry clinic. Three forms were used for research data collection: descriptive characteristics form, self-efficacy scale (SES), and sociotropyautonomy scale (SAS). A statistically significant difference was found in the psychiatric unit nurses' mean SES and SAS scores before and after receiving the education for increasing their self-awareness. On the basis of these findings, it is recommended that an education program for increasing self-awareness be implemented because it affects increasing the personal characteristics of selfefficacy and sociotropyautonomy.

This study aimed to evaluate the results of the application of a virtual learning object for the simulated evaluation of acute pain in the learning of undergraduate nursing students and to verify the opinions of the students regarding the quality of the technology. This was a quasi-experimental, non-randomized, before and after study performed with 14 students in the seventh phase of the undergraduate nursing course of the Federal University of Santa Catarina. The pre (8.84) and post-test (9.31) means revealed significant differences in learning after the intervention (p=0.03). In the qualitative evaluation the flexibility of access, access independent of time/place, freedom to decide the best learning route and the similarity with reality were highlighted. It constitutes a promising educational tool, an interactive experience, similar to reality, dynamic and constructive learning. The application of the technology has brought positive results for learning about pain evaluation, con...

Today, the novel coronavirus (COVID-19) has become a major challenge to the world and drastically affected the healthcare system itself. This deadly virus is highly contagious and have significant clinical implications that may results in continuous death across the globe. It is very much important that the pathogenicity and clinical implications of this virus is understood as that will help in the preventive measures to be taken in controlling the high rate of dead being faced across some countries. Our knowledge on COVID-19 is still quite limited despites the unprecedented efforts by scientists and clinical researchers over the last few months of the virus out breaking. Thus, this paper reviewed the current literature about the virus features, infectivity, pathogenicity and clinical implications that hinder the clinical diagnosis of SARS-CoV-2.

This descriptive survey assessed the perception of evidence-based practice (EBP) among nurses in the United States. Although evidence-based healthcare results in improved patient outcomes and reduced costs, nurses do not consistently implement evidencebased best practices. A descriptive survey was conducted with a random sample of 1015 RNs who are members of the American Nurses Association. Although nurses believe in evidence-based care, barriers remain prevalent, including resistance from colleagues, nurse leaders, and managers. Differences existed in responses of nurses from Magnet A versus non-Magnet institutions as well as nurses with master's versus nonmaster's degrees. Nurse leaders and educators must provide learning opportunities regarding EBP and facilitate supportive cultures to achieve the Institute of Medicine's 2020 goal that 90% of clinical decisions be evidence-based.

The application of nursing theories into clinical practice varies from context to context. But addressing the needs of patient is crucial in providing quality care, across the globe. There is hardly any local literature regarding theory application into practice in our setting. Aim: The aim of the paper is to elaborate the application of nursing theory into clinical setting for deliverance of nursing care and to address gap between theory and practice in Pakistani context. Methodology: This document illustrates a case study integrating Virginia Henderson's need theory and nursing theory process. Conclusion: This paper is an example of theory based nursing care that can enhance the human health.Virginia Henderson's need theory is considered close to realism and is applicable in Pakistanicontext.Therefore, it will enable nurses to improve the standard of caring by assessing patient needs and developing a pragmatic plan of care.

Background: Increasingly, mental health nurses are expected to base their clinical practice on evidence based knowledge and many of the practice traditions that have passed between generations of nurses must now be examined within this scientific context. Since 2000, there has been an increasing debate on what is best practice for the administration of intramuscular injections particularly in relation to site selection, needle size and technique. Weight gain associated with second generation long acting antipsychotics influences the site and needle size for effective medication delivery.

Aim: To determine intramuscular injecting practice choices made by nurses working in the mental health setting in 2006 compared to those made by a similar group of nurses in 2012.

Methods: A descriptive cross sectional study conducted across two time points: 2006 (93 participants) and 2012 (245 participants) utilising the same questionnaire designed to measure nurses' intramuscular injecting practice choices.

Results: Data were analysed using SPSS version 20 package. Six statistically significant practice changes were recorded related to needle size, site selection and the use of the Z-tracking technique. A continued higher usage of the dorsogluteal site was also reported in 2012 contrary to the recommendations in the current research for the ventrogluteal site.

Conclusion: Whilst some practice changes occurred, translation of research into evidenced based practice is challenging and definitive best practice in the administration of intramuscular injections remains unclear. Education and randomised controlled trials are needed to provide the evidence to ensure the delivery of safe and effective intramuscular injecting practice.

This cross-sectional study assessed the breastfeeding knowledge, attitudes, and practices of mothers using the newly developed Information, Education and Communication (IEC) materials. There was inadequate breastfeeding knowledge, poor attitude, and practices which all lead to early cessation of exclusive breastfeeding among the participants during the pre-test.
However, after the intervention which included the introduction and lecture using the newly developed IEC materials, there was an evident improvement in the breastfeeding knowledge, attitude and practice scores. The study recommends for extensive and profound future studies by using more respondents and expanding the settings of the study. There should be a combination of several evidence-based strategies and interventions within multi-faceted integrated programs to have a synergistic effect that must be established. There should be the introduction of several interventions using media campaigns, health education programs, comprehensive training of health professionals and necessary changes in national/regional and hospital policies.

Keywords: breastfeeding; satisfactory; interviews; knowledge; attitudes; practices; exclusive breastfeeding

Nursing is considered to be an applied science. Thus clinical teaching is central to nurse education. The quality of the student-teacher interaction in the clinical field can either facilitate or hinder the students' integration of theory to practice. It has been postulated that clinical instructors must possess caring behavior and effective clinical teacher characteristics if they want to facilitate students' entry and learning in a multifaceted world of clinical practice. So this study done to describe the clinical instructors' caring and effective clinical teaching behaviors in clinical area as perceived by their students. A convenience sample of 113 nursing students affiliated to faculty of nursing, King Khalid University, Saudi Arabia was included. Two tools for data collection were used; the first on was developed by the researcher and it was concerned with measuring the effective teaching characteristics of the clinical nursing instructors and the second one was the Nursing Student Perceptions of Instructor Caring (NSPIC) which was concerned with measuring clinical instructor's caring behaviors. The participant nursing students has common and unique perspectives on the importance of a clinical instructor demonstrating effective teaching characteristics. In addition, caring behaviors demonstrated by clinical instructors were identified and they perceived their clinical instructors demonstrated the highest number of caring behaviors from the subscales of respectful sharing and appreciation of life's meanings. Clinically, the results might be utilized to improve faculty awareness of students' views on their teaching performance. On the other hand, the clinical faculty can be educated and provided with useful educational tools to assist them in providing effective clinical instructions.

Context: Professionalism is an essential ingredient in the nursing profession that begins during the foundational educational program when the student nurses learn the knowledge, skills, and attitudes and continue during their practices in the real world. Aim: This research aimed to assess the main attributes of professionalism among undergraduates nursing students and nurses. Methods: This study utilized a descriptive comparative correlational design. The current study was conducted in the faculty of nursing, as well as in Intensive Care Units, Neonatal Intensive Care Units, Cardiac Care Units, and Neurology Intensive Care Units at Tanta University Hospital. Subjects. The sample consisted of (897) nursing students and (149) nurses. The data collection's tool was the nursing professionalism attributes' questionnaire that was developed by the authors. It contains three dimensions, including; professional identity (12 statements), professional ethics (12 statements), and professional behaviors (16 statements). Results: This study suggested that the undergraduate nursing students perceived the high mean score in all professionalism attributes more than the practicing nurses did. Conclusion: This study concluded that the development of professionalism in nursing is an essential feature of the nursing profession and practice. The nurse students were high in areas of patients and colleagues' rights, obeying orders, commitment and collaboration, physical appearance, continuing education, and caring of the patient. While the nurses had very low scores in membership in the nursing association, autonomy, and research areas, this study recommended the encouragement of nurses and students' participation in scientific research activities, including; membership in professional organizations or associations, attending nursing conferences/workshops/symposium as a producer or consumer, and fellowship.

Birey ve toplum ruh sağlığı ile ilgili alanlardan biri olan ruh sağlığı ve psikiyatri hemşireliği, XVIII. ve XIX. Yüzyıllardan günümüze gelene dek (Rungapadiachy, Madill ve Gough, 2004) çok gelişmiştir. Bilimsel ve teknolojik gelişmelerin hız kazanmasına bağlı olarak (Tuğrul ve Denat, 2019) ruh sağlığı ve psikiyatri hemşireliği kuramsal ve pratik eğitiminin nasıl olması gerektiği konusunda çeşitli fikirler ortaya atılmıştır. Bu fikirlerden en önemlisi, klinik uygulama stajı olan diğer birçok hemşirelik dersi öncesinde olduğu gibi ruh sağlığı ve psikiyatri hemşireliği dersi klinik uygulama stajı öncesinde de öğrencilerin hasta bireyler ile bir araya gelmeden deneyim edinebilecekleri ve temelde standart hasta uygulamasına dayanan simülasyon eğitim teknikleriyle eğitim görmeleri şeklindeki sistemi savunur (Bradley, 2006; Schoening, Sittner ve Todd, 2006). Bu makalede söz konusu eğitim teknikleri, ruh sağlığı ve psikiyatri hemşireliğinin Türkiye’deki eğitim ve uygulama aşamaları dikkate alınarak değerlendirilmiştir.
Anahtar kelimeler: hemşirelik, psikiyatri hemşireliği, ruh sağlığı, simülasyon teknikleri, standart hasta uygulaması

Saving lives could be a noble act and donating blood is one way to do it. People can save up to three lives by donating blood because a pint of blood actually can be separated into three components which are red blood cells, platelets and plasma. In order to increase blood supply and to maintain adequate stock of blood, voluntary and regular blood donors are needed to meet the increasing demand. The donation from young adults like university students is more preferable because they are a healthy group with a low risk of transmitting disease and more knowledgeable than the other groups. Considering the significance of university students in blood donation practice, the aim of the study was to assess university students' knowledge, attitude and practice on blood donation among nursing and computational sciences students. Methods/Materials: A descriptive cross-sectional study was conducted on 295 students from nursing and computational science programs. A well-structured questionnaire was used as research instruments which is adapted from Amatya (2012) with the author's permission and internal reliability was Cronbach's alpha >0.7. Data was analyzed by using SPSS version 20 and then measured the association between variables using the Chi-square test. Result: There was 93.6% response rate and 98% of the respondents had high knowledge and 96.6% had a positive attitude about blood donation. Among 35.6% respondents who had donated before; six were regular donors. More male respondents practiced blood donation compared to female which was 50% and 30.6% respectively. There was a significant association between year of study with blood donation attitude among respondents in IIUM(p value = 0.037). There was a significant association between year of study and practice of blood donation(p value = 0.011)There was a significant association between gender and practice (p value = 0.002).Meanwhile, gender had no association between knowledge and attitude towards blood donation. Most respondents donated for moral satisfaction and humanity while the commonest reason for not donating was restraint factors: medically unfit, time constraint, and no permission from parents. Conclusion: Organizing more blood donation campaigns and participation of students in the occasion will increase blood donation practice. The study findings can be a baseline evidence for health care professionals and may contribute to develop an educational platform on blood donation globally.

Background: In meeting the global standard of patient safety, quality care and nursing leadership, countries are urged by the World Health Organisation to have a greater proportion of nurses educated to degree level or higher. However, some researchers have found that there are very little differences in competencies of diploma registered nurses and first degree nurses in some countries. University education in nursing remains problematic and there are many disparities in the programmes currently being offered in different parts of the world. Though teaching hospitals in Ghana are expected to assist in the training of undergraduate nursing students, there is limited scientific evidence on experiences of undergraduate nursing students in these teaching hospital environments. The purpose of this study was to explore the experiences of undergraduate nursing students in selected teaching hospitals in Ghana. Methods: A qualitative explorative descriptive design was used in conducting the study. Purposive sampling technique was utilised in collecting data from thirty-five undergraduate nursing students placed in two teaching hospitals in Ghana. Data were collected through a semi-structured interview guide and analysed manually by the research team. A thematic content analysis was used in analysing data. Results: Four main categories of themes were extracted from data. These themes were: 1. Feeling isolated in
clinical placement. 2. Inadequate application of the nursing process. 3. Encounter with complex medical devices
and complex conditions. 4. Inadequate application of physical examination by nurses.
Conclusion: There were both positive and negative experiences by undergraduate nursing students in teaching
hospitals in Ghana. The opportunity to see various clinical cases and also use complex medical devices were
positive experiences for students. However, the undergraduate nursing students also experienced challenges of
isolation in placement, inadequate application of the nursing process, and inadequate application of physical
assessment by nurses. Undergraduate nursing students require varying levels of support, supervisory commitments
and logistics provisions to learn skills such as physical examination and nursing process during placement.

Gap between theory and practice is common problems that often occurs in nursing clinical practice. Thus common problem emerge has been related to several factors. This study aim to analyze factors contribute the gap between knowledge and clinical practice of nursing students in hospitals. An observational analytic study design with cross sectional approach among 64 nursing students in hospitals. Results of data analysis establish individual factors (p = 0.23) and environmental factors (p = 0.48) which had a significance (p = <0.05). Meanwhile the nursing curriculum factors (p = 0.62) has less a significant corellation than others. Individual, environmental and nursing curriculum factors become the main factors that influence the gap between theory and clinical practice of nursing students in hospital setting. Abstrak Gap atau kesenjangan antara teori dan praktik saat ini masih menjadi salah satu masalah yang sering terjadi pada pembelajaran klinik keperawatan. Hal tersebut terjadi tentunya dipengaruhi oleh beberapa faktor. Penelitian ini bertujuan untuk menganalisis faktor-faktor yang mempengaruhi terjadinya kesenjangan antara pengetahuan dan praktik klinik mahasiswa keperawatan di Rumah Sakit. Penelitian ini menggunakan desain penelitian observasional analitik dengan pendekatan cross sectional kepada 64 mahasiswa praktik klinik keperawatan di rumah sakit. Hasil analisis data menunjukkan bahwa faktor individual (p=0,23) dan faktor lingkungan (p=0,48) memiliki korelasi yang signifikan (p=<0.05) terhadap terjadinya kesenjangan. Sementara itu faktor kurikulum keperawatan (p=0,62) tidak menunjukkan korelasi yang signifikan terhadap terjadinya kesenjangan. Faktor individual, lingkungan dan kurikulum pembelajaran keperawatan menjadi tiga faktor utama yang mempengaruhi terjadinya kesenjangan antara pengetahuan dan praktik klinik keperawatan di rumah sakit.

This article reviews changes in nursing education in the last quarter century, notes some trends currently shaping health care delivery and academia, and discusses some issues likely to grow in importance in the next quarter century. T his article reviews changes in nursing education in the last quarter century, notes some of the trends currently shaping health care delivery and academia, and discusses some issues likely to grow in importance in the next quarter century. The development of this article involved reviews of the literature and analyses of both existing data sets and e-mail responses from colleagues around the country to a set of questions posed about past/anticipated changes. THE LAST QUARTER CENTURY A first step in assessing changes in nursing education is to study data sets regarding the basics. Table 1 provides an overview of registered nurse (RN) changes over time. These data points were taken from many sources prepared by the National League for Nursing and the Division of Nursing/Health and Human Services,

THESIS ABSTRACT

TITLE              : BREASTFEEDING BELIEFS AND PRACTICES
AMONG AETAS IN DUEG RESETTLEMENT SITE

RESEARCHER : MARY CRIS TABLANTE – ROMBAOA, RM RN
ADVISER : PROF. MA. CECILIA O.  MARTINEZ, RM RN MAN
READER : PROF.  MA. TERESA S.  ABILA, RN MAN
SCHOOL : PAMANTASAN NG LUNGSOD NG MAYNILA
DEGREE : MASTER OF ARTS IN NURSING
SCHOOL YEAR : 2014
NO. OF PAGES : 243

This study was conducted to describe the extents of breastfeeding beliefs and practices among Aetas in Dueg Resettlement Site Barangay Maasin San Clemente, Tarlac. A total sample of one-hundred seventeen (117) Aetas from this locale participated in the study. Specifically, it sought answers to the following questions: What is the demographic profile of the respondents when they are grouped according to: breed, age, and education; To what extent do the Aetas accept the following beliefs on breastfeeding: combining breast milk with other substances, preparation prior to breastfeeding when from work, initiating breastfeeding after child birth, and diet of breastfeeding mothers; To what extent do the Aetas perform the following breastfeeding practices in terms of: nature, preparation, initiation, frequency, duration, and positioning; Is there a significant difference in the extents of breastfeeding beliefs and practices of Aetas when they are grouped according to their demographic profile; Is there a significant relationship between the extents of beliefs and practices of Aetas on breastfeeding; Based on the findings of the study, what breastfeeding health education program can be developed for Aetas. This study had utilized partially-mixed sequential dominant status design of research via self-made questionnaire developed from the result of a pre-survey conducted by the researcher. Items for the instrument were validated by experts ¬¬¬¬¬¬¬¬¬¬¬¬¬in the fields of Psychology and Nursing, an assigned lowlander rural health midwife, a long-term principal in the Dueg Resettlement Site Elementary School and a homegrown professional teacher from the site. It was translated from English to Filipino language by an expert translator. It was also tested for reliability using the Cronbach’s alpha analysis of data. Purposive sampling technique was done in this study (based from the criteria set by the researcher) in choosing its respondents from the selected locale. In the quantitative phase of the study, percentage was utilized to determine the profile of the respondents; weighted mean and ranking was utilized to determine the Aetas extent of beliefs and practices on breastfeeding; to determine the difference in extents of breastfeeding beliefs and practices when the respondents are grouped according to their profile, t – test was done; to determine the relationship between the extents of breastfeeding beliefs and practices of Aetas, Pearson r was utilized. The highlighted findings from the quantitative method were the basis for the focus of the semi-structured interview in the qualitative phase. For items with higher extent of belief, Aetas were asked the following questions: Why do you have a high extent of belief on this specific item while a lower level of belief on the other items; Do you think these beliefs are important to you; What is the cultural meaning of these beliefs to you. For items with higher extent of practice, Aetas were asked the following questions: Why do you have a high extent of practice on these specific aspects on breastfeeding while a lower level of practice on the other aspects; Do you have other practices on these aspects of breastfeeding; and what is the cultural meaning of these practices to you. The focus of the health education program developed was based from correction of the identified wrong and strengthening proper breastfeeding beliefs and practices grounded on the Breastfeeding Guidelines of the World Health Organization/La Leche League International and Centers for Disease Control and Prevention. Utilizing the Culture Care Diversity and Universality Theory of Madeleine Leininger, the researcher made Transcultural Nursing Care Decisions which includes maintenance culture care, accommodation culture care and restructuring code culturally congruent care.
The results showed that: the respondents were generally pure breed Aetas at their reproductive stage without schooling; there was a very high extent of Aetas’ belief in terms of combining breast milk with other substances, preparation prior to breastfeeding, initiating breastfeeding after child birth,  breastfeeding mothers’ diet; there was a very high extent of breastfeeding practice of the  in terms of nature of breast milk, prior to breastfeeding when from work, frequency of breastfeeding, duration of breastfeeding, and positioning during breastfeeding; there was a high extent of breastfeeding practice in terms of initiation; there was no significant difference  between the extents of the respondents’ breastfeeding beliefs when they are grouped according to profile breed. This implied that hypothesis 1 was accepted at this point; there was no significant difference between the extents of the respondents’ breastfeeding practices when they are grouped according to profile breed. This implied that hypothesis 1 was accepted at this point; there was a significant difference between the extents of the respondents’ breastfeeding beliefs when they are grouped according to profile age. This implied that hypothesis 1 was rejected at this point; there was a significant difference between the extents of the respondents’ breastfeeding practices when they are grouped according to profile age. This implied that hypothesis 1 was rejected at this point; there was a significant difference between the extents of the respondents’ breastfeeding beliefs when they are grouped according to profile education. This implied that hypothesis 1 was rejected at this point; there was no significant difference between the respondents’ breastfeeding practices when they are grouped according to profile education. This implied that hypothesis 2 was accepted at this point; there was as a significant relationship between extent of breastfeeding beliefs and extent of breastfeeding practices among Aetas. This implied that hypothesis 2 was rejected.
After describing the extents of breastfeeding beliefs and practices among Aetas, the researcher has the following recommendations: for Aetas in the resettlement site, utilizing the culturally – sensitive health education program on proper breastfeeding beliefs and practices with the aim of maintaining their harmless ethnic tradition is very important. More so, accommodation of the knowledge and techniques that enhance proper breastfeeding beliefs and practices was also suggested. Finally, a culturally congruent care was formulated through restructuring of the harmful breastfeeding beliefs and practices; for Aetas’ community leaders, strict implementation and full compliance on attendance of the elders and leaders during health education program; for community health workers, they should utilize the proposed  health education program for Aetas.

Introduction: The disease burden of HIV and AIDS in Zambia is among the highest in the world. In 2009 the HIV Nurse Practitioner (HNP) program was implemented to address the disease burden of HIV and AIDS that is worsened by a critical shortage of health care workers and in Zambia. The objective of this study was to analyze the perceptions of supervisors of the first three cohorts of graduates of the HNP program regarding the HNP role, the impact of the role on the quality of care for HIV patients and their families, and perceived challenges in integrating the HNP graduates into the Zambian health system. Methods: This paper reports findings from a cross-sectional survey of the supervisors from the first three cohorts of Zambian HNP graduates who completed the program between 2010-2012. Thematic analysis was used to identify themes from the responses of 60 supervisors. The project received approval from the University of Zambia Biomedical Research Ethics Committee and from the University of Alabama at Birmingham Institutional Review Board. Results: The HNP graduates' supervisors reported an understanding of the role, and a positive perception of the impact of the HNP cadre on the quality of HIV and AIDS care for patients and their families. The perceived challenges to integration of the HNP into the Zambian health system included the need to clarify job descriptions and responsibilities for the new role within the Ministry of Health, addressing issues related to the shortage of nurses to meet other health needs, ensuring appropriate referral of complex cases, and providing ongoing HNP supervision. Conclusion: The findings in this study can be used to guide the development of this program and the development of future task-shifting programs to provide comprehensive care to patients with HIV and AIDS.

There is a wealth of literature demonstrating that clinical nursing education is an important part of the baccalaureate programme in preparing students for entry into the nursing profession. While much attention has been given to the factors that can affect learning outcomes in the clinical environment, student and teacher perceptions of the relationship between assessment and learning has remained an under-researched area. The purpose of this study was to explore the perceptions about what students learned and how they learned during their clinical practicum, and to examine the role played by assessment in influencing student learning. Data were collected through a series of focus group interviews with groups of nursing students, graduates, and teachers. It was revealed that students' learning during the clinical practicum was, to a large extent, affected by their perceptions of the assessment tasks. As a result, they adopted a surface approach to learning and focused on preparing for the assessment tasks to the detriment of their learning. Assessment, in this study, exerted what has been described as a negative ''backwash'' effect on learning. Since assessment may also foster student learning in a positive way, suggestions are offered as to what can be done to bring about a positive ''backwash'' effect.

Background: Presenteeism among nurses is the designation to attend work while sick, and is a vital issue for nurse administrators to focus. 
Aim: This descriptive correlational study aimed to explore the level of job stress and presenteeism as perceived by nurses, and to explore the relationship between overall job stress and overall presenteeism among nurses in tertiary care hospitals, the Islamic Republic of Pakistan.
Methodology: The subjects were 282 nurses working in three tertiary care hospitals in the Islamic Republic of Pakistan. Data collection was carried out from February to March, 2016. The research instruments included the Expanded Nursing Stress Scale (ENSS) and the Stanford Presenteeism Scale-6 (SPS-6). The ENSS and the SPS-6 were confirmed for validity by the developers. The reliability coefficients of the ENSS and SPS-6 were 0.80. Descriptive statistics and Spearman’s rank-order correlation coefficient were used to analyze the data.
Results: The results of this study showed as follows: The mean score of overall job stress and the nine dimensions of job stress as perceived by nurses were at a moderate level. The mean score of overall presenteeism and the two dimensions of presenteeism included completing work and avoiding distraction as perceived by nurses were at a high level. There was no relationship between overall job stress and overall presenteeism among the nurses.
Conclusion: The results of this study provide baseline information for hospital and nursing administrators in order to design strategies to reduce job stress and to manage presenteeism among nurses in tertiary care hospitals in the Islamic Republic of Pakistan.
Key Words: Job stress, Presenteeism, Nurse, Tertiary care hospital, Pakistan

Nursing professional education in Indonesia consists of two steps namely the academic step to get a bachelor's degree in nursing and the professional step or clinical learning step to get a Ners (Ns) degree. Teachers at the professional education step are called preceptors. This study aims to identify the effect of team effectiveness, interpersonal communication, and emotional quotient on satisfaction of preceptors in the Nurses Professional education program in North Sumatera. The research design is pathway analysis. Samples were taken by proportional random sampling technique with 168 preceptors using Slovin's formula from 291 preceptors in North Sumatera. Before the instrument was used, validity and reliability tests were carried out. Based on the results of the analysis there is a significant influence between the variables of team effectiveness and emotional quotient on preceptor's satisfaction, but there is no significant effect between interpersonal communications on preceptor's satisfaction. It is recommended to explore the factors that influence the relationship of interpersonal communication with satisfaction of the preceptors.

The Covid-19 pandemic has negatively affected every aspect of human life. In these challenging times nursing students, facing academic and psychological issues, are advised to use augmented reality applications in the field of health sciences for increasing their motivations and academic performances. The main motive of the study was to examine the acceptance status of nursing students in implementing augmented reality technology in their education and training. The study is a quantitative research study, and it uses the causalcomparative screening method. The data used in the study was collected online from 419 nursing students. The hybrid method was preferred. First, the hypotheses based on the linear relationships were defined between the variables which were then tested by the method of structural equation modeling. Second, the method of artificial neural networks was used to determine the non-linear relationships between the variables. The results show that the nursing students have a high intention of using augmented reality technology as a way of self-learning. It was also found that the most emphasized motive behind this intention is the expectation that using augmented reality technology will increase their academic performance. They also think that AR technology has many potential benefits to offer in the future. It was observed that a considerable number of students already use augmented reality technology for its usefulness and with a hedonic motivation. In conclusion, nursing students have a high acceptance of using augmented reality technology during their education and training process. Since we live in a world where e-learning and self-learning education/training have become widespread, it is estimated that students will demand augmented reality applications as a part of holistic education, and as an alternative to traditional textbooks.

Many institutions of higher education were caught unprepared for the consequences of covid-19 on program delivery and completion; notably schools of nursing with clinical practicums. The purpose of senior clinical practicums is to foster nursing students' readiness for practice. A practicum offers the students the opportunity to engage in advocacy and leadership, respond effectively and efficiently to changes in client status, navigate and mitigate ambiguity in the healthcare system and partner with interdisciplinary team members to ensure a holistic approach. The disruption of face-to-face programming required schools of nursing to quickly redesign courses to ensure learning outcomes were met and students would successfully graduate prepared to enter their practice. The intent of this article is to share the lived realities of nursing students and faculty members during the implementation of a redesigned course during the pandemic crisis.

Future Trends in Nursing Education in 21st Century are -
i. Increased collaboration between nursing practice and nursing education
ii. Increased student & nurse mobility, including increased licensure mobility
iii. Increased distance (online) learning
iv. Schools of nursing providing continuing professional development
v. Increased teaching of evidence-based practice.
Therefore, the new Graduate nurses should be able to –
- Think critically and be able to solve complex, real-world problems
- Find, evaluate, and use appropriate learning resources
- Work cooperatively in teams and small groups
- Demonstrate versatile and effective communication skills, both verbal and written
- Become life-long learners to update their knowledge and skills acquired at the university
We can achieve this, if we have the self-belief in our ability to motivate our students to achieve all the intended learning outcomes that will enable them to be competent nurses of the 21st Century.

Back pain is the leading cause of disability, decreased physical performance at work and absenteeism. Activities leading to the occurrence of back pain include patient transfer and long standing hours.This study aimed to explore the prevalence and determine the activities responsible for the presence of back pain among Jordanian nurses. A descriptive cross-sectional study was conducted on a convenience sample of 150 nurses from two governmental hospitals in Jordan. A self-report questionnaire was developed by Stubbs et al. and Harber et al. A descriptive method using mean, standard deviations, and percentages was used, in addition to chi-square tests. Baseline findings indicated that 76.7% of nurses suffered back pain during their work. Among nurses with back pain, only 21.3% reported it to administration. The highest percentage (36%) of back pain was among critical care nurses. Further, the static factors contributed less commonly to back pain compared with the dynamic factors. Nearly half the participants (48.1%) with back pain reported taking days off more frequently. Jordanian nurses demonstrated one of the highest frequencies of back pain compared with other studies. Focus should be placed on education programmes about the appropriate body mechanics.

The University of Sao Paulo School of Nursing (EEUSP) went through a period of transition from undergraduate syllabus between the years 2009 and 2010. This change was made to integrate basic and clinical cycles and to reduce fragmentation of the disciplines. The mental health nursing education was included in many modules including the primary care. This qualitative study aimed to identify how the service offered to people with mental illness was performed by 20 undergraduate students in the context of primary care and how they were prepared. Data collection was conducted through semi-structured interviews, in August 2012, in EEUSP. After thematic analysis, we separated in categories: Teaching-learning process, Basic Health Unit and Mental health-illness process. The socially constructed conception of madness added to the problems related to academic training may result in lack of preparation in nursing mental health care.

The study was conducted with an aim to improve the knowledge of adolescent students regarding acne, to promote health and to encourage them to establish healthy patterns of behavior that will influence their health and psychological wellbeing. A pre-experimental one group pre test and post-test design was used for the study in order to evaluate the effectiveness of structured teaching programme on knowledge regarding acne among adolescent students at Caset Experimental Higher Secondary School Srinagar, Kashmir. Simple random sampling technique was used for selection of 60 students from accessible population.

Background  If allied health professionals are to begin measuring outcomes routinely, a change in attitudes and behaviour is necessary. However, individuals need to be ready to change and often move through several stages before practice change is observed.Aim  To develop and test the psychometric properties of a questionnaire that determines clinicians' readiness to measure outcomes.Methods  A study of instrument development, validation and reliability. Ten expert allied health professionals were involved in content validity testing. A further 396 allied health professionals completed the questionnaire to establish content and construct validity, internal consistency and temporal reliability (or stability). Of these 396 allied health professionals, 70 participated in the temporal reliability assessment. Content validity was established using the Content Validity Index (CVI). Construct validity was determined using confirmatory factor analysis (CFA) and internal consistency was ascertained using Cronbach's alpha. Temporal reliability was confirmed using intraclass correlation coefficients (ICC 3,1).Results  A 30-item questionnaire was developed, reflecting the five stages of change from the Transtheoretical Model of Change, and commonly cited barriers to outcome measurement. Content validity was excellent (CVI = 0.96). Using CFA, a two-factor model provided best fit. Based on CFA results, four items were dropped resulting in a 26-item questionnaire (range 26–156). Internal consistency reliability was excellent (α = 0.94). Temporal (stability) reliability ICC (3,1) was very good (r = 0.86, P = 0.0001).Conclusions  The final 26-item questionnaire takes 10 minutes to complete and 5 minutes to score. The Clinician Readiness for Measuring Outcomes Scale provides educators with useful information about clinician readiness and helps identify strategies for affecting behaviour change.

Background: Back pain is the leading cause of disability, decreased physical performance at work and absenteeism. Activities leading to the occurrence of back pain include patient transfer, and long standing hours. Aims: This study aimed to explore the prevalence and determine the activities responsible for the presence of back pain among Jordanian nurses. Methods: A descriptive cross-sectional study was conducted on a convenience sample of 150 nurses from two governmental hospitals in Jordan. A self-report questionnaire was developed by Stubbs et al. 1983, Harber et al. 1987.A descriptive methods using mean, slandered deviations, and percentages was used, in addition to chi square tests. Results: Baseline findings indicated that 76.7% of nurses suffered back pain during their work. Among nurses with back pain, only 21.3% reported it to administration. The highest percentage (36%) of back pain was among critical care nurses. Further, the static factors contributed less commonly to back pain compared with the dynamic factors. Nearly half the participants (48.1%) with back pain reported taking days off more frequently. Conclusion: Jordanian nurses demonstrated one of the highest frequencies of back pain compared with other studies. Focus should be placed on education programs about the appropriate body mechanics.

This study is the result of research conducted by senior students of the Nursing Course on the conceptions of the mental health/disease process in the perspective of the Psychiatric Reform proposed countrywide. It was based on the theoretical-methodological system of the Historical and Dialectical Materialism and it has Work as its category of analysis. The empirical material was analyzed through the Speech Analysis technique. The themes gathered from the speeches converged into the formation of an empirical category that refers to the reproduction of the knowledge of traditional psychiatry in the teaching of Nursing, indicating a professional education based on that conservative social position.

Purpose/Objectives: To describe the perceptions of nurses regarding the importance of each action skill listed in the Ethical Assessment Framework (EAF) to their ethical decision-making process and how prepared they were to undertake each action when confronted ...

Today, the novel coronavirus (COVID-19) has become a major challenge to the world and drastically affected the healthcare system itself. This deadly virus is highly contagious and have significant clinical implications that may results in continuous death across the globe. It is very much important that the pathogenicity and clinical implications of this virus is understood as that will help in the preventive measures to be taken in controlling the high rate of dead being faced across some countries. Our knowledge on COVID-19 is still quite limited despites the unprecedented efforts by scientists and clinical researchers over the last few months of the virus out breaking. Thus, this paper reviewed the current literature about the virus features, infectivity, pathogenicity and clinical implications that hinder the clinical diagnosis of SARS-CoV-2.

Resilience has been identified as key to protecting nurses against the sequelae of their work and compassion fatigue; however, a recent review highlighted a lack of training programs targeted at improving resilience and studies providing evidence that resilience can even be strengthened in nurses. The present exploratory study sought to examine if a continuing education program for nurses practicing in oncology settings targeted at improving their knowledge, attitudes, and practice behaviours in psychosocial care would also have a secondary effect of improving resilience and reducing distress in these nurses. Non-parametric correlation analyses revealed that improvements in knowledge and self-reported practices were related to improvements in resilience, and that improvements in resilience were associated with reductions in distress. While more targeted research is required, findings provide preliminary evidence that continuing education programs targeted at psychosocial care may also be helpful in improving resilience in nurses and consequently reducing distress.

This descriptive survey assessed the perception of evidence-based practice (EBP) among nurses in the United States. Although evidence-based healthcare results in improved patient outcomes and reduced costs, nurses do not consistently implement evidencebased best practices. A descriptive survey was conducted with a random sample of 1015 RNs who are members of the American Nurses Association. Although nurses believe in evidence-based care, barriers remain prevalent, including resistance from colleagues, nurse leaders, and managers. Differences existed in responses of nurses from Magnet A versus non-Magnet institutions as well as nurses with master's versus nonmaster's degrees. Nurse leaders and educators must provide learning opportunities regarding EBP and facilitate supportive cultures to achieve the Institute of Medicine's 2020 goal that 90% of clinical decisions be evidence-based.

Primary immunodeficiency diseases (PIDs) are presenting the most common in childhood. PID are genetically determined disorders of the immune system resulting in greatly enhanced susceptibility to infectious disease. Therapy in these group of patients preventing infectious diseases is immunoglobulin (Ig) replacement therapy. Nowadays the quality of life is very important issue which doctors should consider treating their patients. The subcutaneous immunoglobulins appears to be the best solution for them. Treating patients with subcutaneous Ig require good educational programme not only for patients but also for doctors and nurses. We would like to provide practical guidelines for identifying patients who should be referred for assessment of possible immunodeficiency and give some practical instructions how to start and follow-up subcutaneous therapy in all centers of immunology in Poland who are engaged in this kind of treatment.

Preceptorship is a method of clinical learning. Interest preceptorship is to build and develop the basic capabilities of students at the stage of professional education programs. The instructors are called preceptors and the learners are called preceptees. This study aims to determine the perception of the Preceptor of the implementation of preceptorship at the Surgical Care Room, General Hospital Haji Adam Malik Medan. Design research is qualitative. The data collected was through focus group discussions at surgical care room, general hospital Haji Adam Malik Medan. A Focus Group Discussion (FGD) consist of six preceptors of surgical care room, two preceptors of the nurse educational institution and four case managers of surgical care room and the deputy head of the surgical care room. Based on the results of FGD has found four themes. The first theme, which was the duration of time for students that needed guidance proved still be inadequate; the second theme is the decrease in ability of the students; the third theme is the cooperation of educational institutions and the preceptors still be improved; the fourth theme that was obtained was a moral burden of becoming a preceptor. Based on themes found it advisable that preceptors involvement at every stage of learning. A preceptor should have additional knowledge compared to nurses and the cooperation of educational institutions and the preceptors of clinical institutions that still needs to be improved.

There is a wealth of literature demonstrating that clinical nursing education is an important part of the baccalaureate programme in preparing students for entry into the nursing profession. While much attention has been given to the factors that can affect learning outcomes in the clinical environment, student and teacher perceptions of the relationship between assessment and learning has remained an under-researched area. The purpose of this study was to explore the perceptions about what students learned and how they learned during their clinical practicum, and to examine the role played by assessment in influencing student learning. Data were collected through a series of focus group interviews with groups of nursing students, graduates, and teachers. It was revealed that students' learning during the clinical practicum was, to a large extent, affected by their perceptions of the assessment tasks. As a result, they adopted a surface approach to learning and focused on preparing for the assessment tasks to the detriment of their learning. Assessment, in this study, exerted what has been described as a negative ''backwash'' effect on learning. Since assessment may also foster student learning in a positive way, suggestions are offered as to what can be done to bring about a positive ''backwash'' effect.

... For point of service providers to value data collection and implications, there must be relevance to their daily work and they must have a voice in ... Health care decision making must be data-driven. ... Scorecards, dashboards, and KPIs: Keys to integrated performance measurement ...

This article seeks to analyze the current state of scientific knowledge concerning critical thinking in nursing. The methodology used consisted of a scoping review of the main scientific databases using an applied search strategy. A total of 1518 studies published from January, 1999, to June, 2013, were identified, of which 90 met the inclusion criteria. The main conclusion drawn is that critical thinking in nursing is experiencing a growing interest both in the study of its concepts and its dimensions, as well as in the development of training strategies to further its development among both students and professionals. Furthermore, the analysis reveals that critical thinking has been investigated principally in the university setting independent of conceptual models, with a variety of instruments used for its measurement. We recommend the (i) investigation of critical thinking among working professionals, (ii) the designing of evaluative instruments linked to conceptual models, and (iii) the identification of strategies to promote critical thinking in the context of providing nursing care.

Students taking programmes of study leading to registration as a nurse or other health and social care professional, must be assessed in practice to ensure that they are competent in a range of skills. As practice placements become more difficult to source, the use of inter-professional assessment is becoming an increasingly important facet of assessment for students in health and social care. This paper describes an innovate collaborative project across 5 Higher Education Institutions and 16 professional groups to develop maps to assess communication, team working and ethical practice, three essential competences for all health professionals. The process used to develop each competency map is detailed along with discussion of the consultation process with professional statutory and regulatory bodies, practice based and academic staff and service users and carers. The completed project is evidence of successful multiinstitutional and inter-professional working to develop assessment processes which accurately and fairly measure capabilities to help students develop into proficient and effective practitioners.

Modern handheld devices and wireless communications foster new kinds of communication and interaction that can define new approaches to teaching and learning. Mobile learning (m-learning) seeks to use them extensively, exactly in the same way in which e-learning uses personal computers and wired communication technologies. In this new mobile environment, new applications and educational models need to be created and tested to confirm (or reject) their validity and usefulness. In this article, we present a mobile tool aimed at self-assessment, which allows students to test their knowledge at any place and at any time. The degree to which the students&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; achievement improved is also evaluated, and a survey on the students&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; opinion of the new tool was also conducted. An experimental group of 20- to 21-year-old nursing students was chosen to test the tool. Results show that this kind of tool improves students&amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;amp;#39; achievement and does not make necessary to introduce substantial changes in current teaching activities and methodology.

Objetivo: avaliar a opinião dos estudantes sobre a tecnologia educacional e-Baby. Método: estudo descritivo exploratório que teve como amostra 14 estudantes de enfermagem portugueses que utilizaram a tecnologia educacional digital e-Baby em um curso extracurricular. Para atender ao objetivo, a coleta de dados foi realizada por meio de um instrumento de opinião em escala do tipo Likert e com possibilidade de comentários pelos estudantes além de um instrumento de caracterização dos participantes. Resultados: os estudantes emitiram avaliações muito satisfatórias sobre o jogo e-Baby, variando desde aceitação no âmbito de usabilidade até sugestão de expansão para outros temas da Enfermagem. Conclusão: o serious game e-Baby pode ser considerado uma inovação didática e motivadora da aprendizagem e demonstra possuir interface adequada quanto aos aspectos do design e função educativa, provocando intensa interação entre o usuário e a ferramenta computacional.

The aim of this article is to explore the interaction between the integration of genetics-genomics competencies into nursing curricula and regulatory standards. By taking a global perspective of activity in this field, we aim to develop a framework that can inform strategic planning in relation to international genetics-genomics and nursing education. Methods: We focus our exploration around a small-scale international survey on the progress, achievements, and critical success factors of 10 countries in relation to the integration of genetics-genomics into nursing education, with exemplars from three of those countries. Findings: Analysis of the data generated 10 themes, each with several subthemes that play a critical role in the development of genetics-genomics in nursing education and practice. The themes were organized into three overarching themes: nursing in genetics, genetics in nursing, and recognition and support. Genetics-genomics competence is not fully integrated into nursing education at an appropriate level in any country, nor was it reflected robustly in current standards for registration and licensure. Conclusion: Strong leadership from the specialist genetics community plays a critical role in defining genetics-genomics competence but the engagement of nursing professionals at senior levels in both government and regulatory institutions is essential if nurses are to be active participants in the innovations offered by genomic healthcare. Clinical Relevance: Safe and effective nursing practice must incorporate the needs of those with, at risk for, or susceptible to genetic-genomic conditions, as well as those who might benefit from the application of genomic technologies in the diagnosis and management of common conditions such as cancer and heart disease. The scope of such practice can be articulated though competence statements. Professional regulation defines the standard of competence that practicing nurses should demonstrate at initial registration and licensure.

Aims: The problems of clinical education have the undesirable effects on achieving the goals of nursing and midwifery education and ultimately the community health. No doubt the assessment of clinical education in the viewpoints of students plays an important role in finding the problems and promoting the quality of education. The aim of this study was to determine the quality of clinical education in the viewpoints of nursing and midwifery students. Methods: In this descriptive cross-sectional study 361 nursing and midwifery students of Islamic Azad University, Falavarjan Branch was selected via census method. Data was collected, using a demographic characteristic form and clinical education quality questionnaire in five fields. Data was analyzed using Independent T, ANOVA and Pearson Correlation tests. Results: The total quality of clinical education was at intermediate level. In the field of goals and educational plans, supervision and evaluation, instructor's performance and dealing students at the intermediate level and in educational environment was weak. Educational environment was evaluated in weak level by 55/1% of students. In the viewpoints of midwifery students clinical education quality in the fields of goals and educational plans, educational environment, and supervision and evaluation was significantly higher (p<0.05). Quality of the all fields was significant difference in terms of semester (p<0.05). Conclusions: It can identify current strengths and weaknesses of clinical education status with frequent evaluations. It seems that providing appropriate clinical education environment, dealing students and using expert clinical instructors are essential for solving clinical education problems of nursing and midwifery.
KeyWords: Clinical Education,  Nursing Education,Quality, Nursing Students, Midwifery students