"A different country, a different language, a different culture " Educational experiences of international nursing students studying in Turkey: A qualitative study.

AIM: This study was aimed at investigating the educational experiences of international nursing students in Turkey. BACKGROUND: Nursing education has now gained an international dimension, which creates an environment where students from different cultures come together. In Turkey, nursing education is expanding internationally due to the increasing number of international students. DESIGN: A descriptive- phenomenological qualitative study. METHODS: The study data were collected from nursing students who came to Turkey from 17 different countries between April 2023 and July 2023 to study at a nursing faculty in Turkey using a semi-structured interview form. Of these students, 27 constituted the study sample. The data collected were analyzed using the content analysis. The COREQ checklist was used in reporting the study. RESULTS: Four themes emerged: a) challenges, b) gains, c) support needs and d) recommendations. Among challenges reported by the participating students were language barriers, cultural adjustment issues and lack of social support. As for the gains of being a foreign student, they stated that they experienced intercultural interaction and improved their language skills, independence and self-confidence. In the study, the need for language support, provision of psychological assistance and cultural adaptation support for these students and the importance of practical recommendations such as mentoring programs and orientation trainings to improve their educational experience were emphasized. CONCLUSION: In conclusion, in this study, the importance of targeted strategies in nursing education in areas such as language support, psychological assistance and cultural adaptation was emphasized, which helps international students to have a successful educational experience. It was also concluded that mentoring programs and orientation trainings could enrich the educational processes of students by facilitating their adaptation to their new environment. This study is notable in the literature in that students from 17 diverse countries share the same program and the same prerequisites.

Bibliometric and content analysis of ChatGPT research in nursing education: The rabbit hole in nursing education.

AIM: This study was conducted to perform the bibliometric and content analysis of ChatGPT studies in nursing education. BACKGROUND: ChatGPT is an artificial intelligence-based chatbot developed by OpenAI. The benefits and limitations of the use of ChatGPT in nursing education are still discussed; however, it is a tool having potential to be used in nursing education. DESIGN: Bibliometric and content analysis. METHODS: The study data were scanned through Scopus and Web of Science. Bibliometric analysis was carried out with VOSViewer and Bibliometrix software. In the bibliometric analysis, science mapping and performance analysis techniques were used. Various bibliometric data, including most cited publications, journals and countries, were analyzed and visualized. The synthetic knowledge synthesis method was used in content analysis. RESULTS: We analyzed 53 publications to which 151 authors contributed. The publications had been published in 29 different journals. The average number of citations of publications is 8.2. It was determined that most of the articles were published in Nurse Education Today and Nurse Educator journals and that the leading countries were the USA and Canada. It was observed that international cooperation on the issue was weak. The most frequently mentioned keywords in the publications were "ChatGPT", "artificial intelligence" and "nursing". The following three themes emerged after the content analysis: (1) Integration of ChatGPT into nursing education; (2) Potential benefits and limitations of ChatGPT; and (3) Stepping down the rabbit hole. CONCLUSIONS: We expect that the results of the study can give nursing faculties and academics ideas about the current status of ChatGPT in nursing education and enable them to make inferences for the future.

Mobile learning in nursing education: A bibliometric analysis and visualization.

AIM: This study performed a bibliometric analysis of studies related to mobile learning in the field of nursing education. METHODS: The Scopus database was used to determine the most frequently cited studies on mobile learning in nursing education. VOSviewer and Bibliometrix were employed for bibliometric analysis and visualization. Science mapping and performance analysis was adopted from bibliometric analysis techniques. In addition, a synthetic knowledge synthesis approach was used. RESULTS: A total of 234 publications were published in 107 sources in 2002-2023. The publications had 8797 citations, an average of 88 citations per publication. In terms of total link strength (TLS), links, a number of articles and citations, the US led all other countries in the field. Regarding authors, Hwang was the most frequently cited authors (n = 348). According to trend topics analysis, the keywords "gamification", "simulation", "attitude", "clinical competence" and "online learning" have emerged in the field. CONCLUSION: Research on mobile learning in nursing education has been increasing in recent years. The findings of this study can provide new ideas in the applications of mobile learning in nursing education to researchers or nursing faculties in the field.

Determination of nursing students' attitudes toward and readiness for mobile learning: A cross-sectional study.

BACKGROUND: Mobile learning is a learning method that enables nursing students to learn anytime and anywhere. OBJECTIVES: This study was designed to determine nursing students' attitudes toward and readiness for mobile learning. DESIGN: A descriptive, cross-sectional study design was used. SETTING: The study was conducted at a nursing faculty in Turkey. PARTICIPANTS: The sample size was determined using the stratified randomization method by considering the participants' years at school, and 290 nursing students were included in this study. METHODS: Data were collected using the Sociodemographic Characteristics Questionnaire, Mobile Learning Attitude Scale (MLAS), and Mobile Learning Readiness Scale (MLRS) using the survey method. Statistical Package for the Social Sciences, version 25.0, was used for all data analyses. RESULTS: The mean scores of the participating nursing students obtained from the MLAS and MLRS were 76.48 ± 9.28 and 79.64 ± 16.62, respectively. Compared to first- and second-year students, fourth-year students, those who had mobile learning experience, and those who wanted to use a mobile learning system in the future obtained higher MLAS and MLRS scores. A positive, weak correlation was found between variables, age and level of computer use, and the MLAS and MLRS scores. CONCLUSIONS: It was determined that the attitudes of nursing students toward mobile learning were positive and they were ready for mobile learning. The results of this study can be used in designing and implementing mobile learning systems.