Translation and cross-cultural adaptation of the Neonatal Skin Risk Assessment Scale (NSRAS) to Italian.

PURPOSE: The Neonatal Skin Risk Assessment Scale is the only tool exclusively designed for neonatal populations and it is the most recommended for neonatal skin risk assessment. To date, the NSRAS has been validated in different languages, but an Italian version was lacking. Consequently, the purpose of this study was to translate and to provide a cross-cultural adaptation of the NSRAS into Italian. METHOD: The translation and cross-cultural adaptation were conducted following an international instrument translation guideline across five steps: (1)translation, (2)forward translation review, (3)back translation, (4)back-translation review and (5)pre-test. Content validity was measured using the content validity index (CVI), calculating Aiken's coefficient, according to the opinion of an expert group. RESULTS: The final version approved by the expert committee was well understood by all nurses who participated in the study and has obtained a good face validity and content validity. Expert evaluation provided a CVI-Total of 0.92 [0.85-0.96], with Aiken V values for each item analyzed ranging between 0.85 and 0.97. CONCLUSION: The i-NSRAS is a clear, simple, relevant, and unambiguous tool. It is also updated to current knowledge on PUs and evaluates the presence of clinical devices as a risk factor in neonatal population.

COVID-19 Pandemic Impact on Undergraduate Nursing Students: A Cross-Sectional Study.

COVID-19 is a challenge for education systems around the world. This study aimed to evaluate the perceived impact of the COVID-19 pandemic on nursing students, by assessing their emotions, the level of concern in contracting the virus and their perceived stress. We conducted an observational cross-sectional study. A total of 709 nursing students completed an anonymous questionnaire. The levels of anxiety and stress were assessed using the generalized anxiety disorder scale and the COVID-19 student stress questionnaire, respectively. In total, 56.8% of the sample often or always found it difficult to attend distance-learning activities. The main difficulty referred to was connection problems (75.7%). The mean generalized anxiety disorder score was 9.46 (SD = 5.4) and appeared almost homogeneous among students across the three years of study; most of the students showed mild (35%) to moderate (27%) levels of anxiety; 19% had severe anxiety. The overall COVID-19 stressor mean scores were 11.40 (SD = 6.50); the majority of the students (47.1%) showed scores indicative of moderate stress, 25% showed low stress levels, and 28% showed high-stress levels. Improvements and investments are needed to ensure high-quality distance learning, adequate connectivity, technical support for students, as well as strategies to promote mental health.