Measurement properties of the Mental Health Literacy Scale (MHLS) validation studies: a systematic review protocol.

INTRODUCTION: Mental Health Literacy (MHL) is important for improving mental health and reducing inequities in treatment. The Mental Health Literacy Scale (MHLS) is a valid and reliable assessment tool for MHL. This systematic review will examine and compare the measurement properties of the MHLS in different languages, enabling academics, clinicians and policymakers to make informed judgements regarding its use in assessments. METHODS AND ANALYSIS: The review will adhere to the COnsensus-based Standards for the selection of health Measurement INstruments (COSMIN) methodology for systematic reviews of patient-reported outcome measures and the Joanna Briggs Institute (JBI) Manual for Evidence Synthesis and will be presented following the Preferred Reporting Items for Systematic reviews and Meta-Analysis 2020 checklist. The review will be conducted in four stages, including an initial search confined to PubMed, a search of electronic scientific databases PsycINFO, CINAHL, Scopus, MEDLINE, Embase (Elsevier), PubMed (NLM) and ERIC, an examination of the reference lists of all papers to locate relevant publications and finally contacting the MHLS original author to identify validation studies that the searches will not retrieve. These phases will assist us in locating studies that evaluate the measurement properties of MHLS across various populations, demographics and contexts. The search will focus on articles published in English between May 2015 and December 2023. The methodological quality of the studies will be evaluated using the COSMIN Risk of Bias checklist, and a comprehensive qualitative and quantitative data synthesis will be performed. ETHICS AND DISSEMINATION: Ethics approval is not required. The publication will be in peer-reviewed journals and presented at national and international conferences. PROSPERO REGISTRATION NUMBER: CRD42023430924.

Undergraduate Nursing Students' Readiness to Practice: Views of the Senior Students in the United Arab Emirates.

BACKGROUND: Nursing literature identifies difficulties facing new graduates in managing their responsibilities as registered nurses. The ability of new graduates to be practice-ready upon entry to the workplace remains a challenging concern for nurse educators. PURPOSE: This study investigated the perceptions of senior students toward their readiness to practice safely and independently and perform registered nurses' job-specific requirements upon graduation. METHODS: A descriptive design using quantitative and qualitative methods was used to conduct the study. Data were collected from a sample of 117 senior nursing students in the United Arab Emirates using the Casey-Fink Readiness to Practice Survey. RESULTS: Senior students felt confident to manage the care of 2 to 3 patients, communicate with patients and interdisciplinary teams, solve clinical problems, prioritize patients' care, and recognize significant changes in patient conditions. Areas of concern were their ability to care for more than 3 patients, among others, such as caring for dying patients and performing catheter insertion/irrigation. CONCLUSION: Students need better learning opportunities and closer guidance, support, and on-time feedback in clinical settings.

Implementing dedicated nursing clinical education unit: Nursing students' and preceptors' perspectives.

BACKGROUND: The Dedicated Education Unit is a clinical learning model designated to deliver more targeted learning opportunities and enhance student nurses learning capacity. It provides students with more opportunities to develop their skills, experience different learning events, consolidate their knowledge, and build their professional nursing identity. METHODS: The study followed a convergent parallel mixed-method design to investigate the nursing students and the nursing preceptors' perceptions of the Dedicated Education Unit model at Mafraq hospital. Quantitative and qualitative data were collected from a sample of sixty-seven nursing students and 20 nursing preceptors from March to May 2019. RESULTS: The overall results of the study were positive. Nursing preceptors were confident to communicate and constructively interact, motivate, and facilitate students' learning. However, they requested better support and more free time to supervise and answer students' questions. Nursing students reported positive learning at the dedicated units. However, they requested more support from nursing preceptors. CONCLUSION: Implementing a Dedicated Education Unit model supported the nursing preceptors' role and enhanced nursing students' learning opportunities and hands-on experiences. Achieving a positive effect of the dedicated nursing clinical education unit requires constant collaboration between healthcare facilities and nursing education programs to maximize nursing students learning.

Clinical Teaching Effectiveness of Undergraduate Student Nurses in the United Arab Emirates.

INTRODUCTION: Clinical supervision is a crucial aspect of developing nursing students' knowledge, skills, and professional attitudes. The characteristics of clinical instructors have a significant role in the progress and transition of students into their future professional roles. OBJECTIVE: The study aimed to examine the behaviors of effective clinical instructors as perceived by nursing students and faculty members in the UAE. METHODS: The study followed a cross-sectional quantitative research design to explore nursing students' and faculty members' perceptions of clinical instructors' effective behaviors that facilitate students' clinical practice. Data were collected from a convenience sample of 147 nursing students and 17 faculty members who completed an online version of the study survey at four nursing programs in the UAE. RESULTS: Students rated personality (M = 4.96, SD = 1.91) and teaching ability (M = 4.94, SD = 1.96) as the highest behaviors for effective clinical instructor. They perceived effective clinical instructor to be organized (M = 5.19, SD = 1.88), shows self-confidence (M = 5.16, SD = 1.84), able to answer questions (M = 5.16, SD = 1.90), emphasizes what is crucial to learn (M = 5.11, SD = 1.81), and takes responsibility for his/her actions (M = 5.11, SD = 1.90). While faculty members perceived effective clinical instructor to encourage a climate of mutual respect (M = 5.56, SD = 1.27), be approachable (M = 5.47, SD = 1.32), demonstrates clinical skill and judgment (M = 5.53, SD = 1.46), takes responsibility for his/her actions (M = 5.53, SD = 1.37), and be a good role model (M = 5.47, SD = 1.32). CONCLUSION: Understanding clinical instructors' effective behaviors and supporting them during students' clinical experiences inspire a productive teaching-learning environment that is crucial to improve students' motivation, expand their learning opportunities and improve their hands-on skills.