Impact of an immersive virtual reality simulator education program on nursing students' intravenous injection administration: A mixed methods study.

BACKGROUND: Undergraduate nursing students often face limited opportunities to gain hands-on experience in performing invasive procedures and techniques. Immersive media tools may be helpful in training and enhancing skill development among nursing students. OBJECTIVES: The specific aims of this study were threefold: (1) to describe the development process of an intravenous injection virtual reality simulator (IIVRS) program, (2) to determine the effect of the IIVRS program on intravenous injection knowledge, and (3) to examine the acceptability, learning motivation, and experience of the IIVRS program among nursing students. METHODS: This study is a mixed method design, encompassing a one-group pre- and post-test approach and the utilization of reflection logs among 128 second-year nursing students enrolled at a university in northern Taiwan. An innovative gamification IIVRS program was developed by our research team. Knowledge of intravenous injection was assessed using a point visual analog scale at pre-and post-testing. Acceptability and motivation were assessed using items on a 5-point Likert scale. The IIVRS program experience was evaluated using open-ended questions of reflection. A paired t-test was used for comparing knowledge at pre-and post-tests, independent t-tests were conducted to compare levels of acceptance and learning motivation among different students' characteristics, and content analysis was used for qualitative data. RESULTS: Students' knowledge of intravenous injection was significantly improved (Pre-test Mean = 3.08 vs. Post-test Mean = 4.96, p < 0.001). Students reported high levels of acceptance (Mean = 4.65) and learning motivation (Mean = 4.69). Students reported three themes of their experience: (1) attracts my attention and stimulates my motivation to learn, (2) enhanced memorization of the skill and process, and (3) a sense of presence and realism/unrealism. CONCLUSION: The virtual reality program for intravenous injection administration can be an effective education tool, fostering students' motivation to learn and a heightened sense of accomplishment.

Academic self-efficacy, personal responsibility, and readiness for professional practice in nursing students: A descriptive and correlational design.

BACKGROUND: The academic self-efficacy, personal responsibility, and readiness for professional practice of nursing students are important factors for academic achievement, quality of nursing care, and the transition process of new graduate nurses into the profession. OBJECTIVE: This research was conducted to determine whether sociodemographic variables on their own or in combination with one another have an effect on the academic self-efficacy, personal responsibility, and readiness for professional practice among nursing students. DESIGN: A descriptive and correlational design. SETTING: The study was conducted in the nursing department of a state university in Ankara, Turkey. PARTICIPANTS: The sample consisted of 832 nursing students. METHODS: The data were collected via the Casey-Fink Readiness for Practice Survey, the Academic Nurse Self-Efficacy Scale, and the Student Personal Responsibility Scale -10. The data were analyzed using descriptive statistics, Multivariate Analysis of Variance, and the Tukey Honesty Significant Difference test. RESULTS: Nursing students who engaged in clinical practice, developed care plans, and participated in case discussions had higher levels of academic self-efficacy, personal responsibility, and readiness for professional practice. Nursing students who were satisfied with studying nursing and desired to work as a nurse after graduation had higher levels of academic self-efficacy, personal responsibility, and readiness for professional practice. First-year students had lower levels of readiness for professional practice, while fourth-year students had significantly higher levels of academic self-efficacy and personal responsibility compared to students in other years. CONCLUSION: This study demonstrated that variables such as academic level, gender, practical applications for readiness to practice, satisfaction with studying nursing, and desire to work as a nurse after graduation significantly influenced the levels of academic self-efficacy, personal responsibility, and readiness for professional practice.

Everyday sexism in nursing degrees: A cross-sectional, multicenter study.

BACKGROUND: Gender stereotypes are reproduced in healthcare settings, leading to unequal relationships, discrimination, and sexism. University students express insecurity about their ability to identify and handle these situations. There are gaps in our knowledge about everyday sexism in academic and clinical nursing settings. AIM: To describe how nursing students perceive sexist behavior in their daily life at university and during university teaching. DESIGN: Cross-sectional, multicenter study using an online questionnaire. SETTING: Eight universities that offer nursing degrees in Catalonia. PARTICIPANTS: In total, 317 valid responses were collected. The inclusion criteria were to be a third- or fourth-year undergraduate or a first- or second-year postgraduate nursing student in Catalonia. There were no exclusion criteria. Snowball sampling. METHOD: Online questionnaire designed ad hoc with sociodemographic variables, academic characteristics, and perception of sexism and discrimination in students' daily life collected between November 2020 and March 2021. The Microsexism Against Women Scale was used as a frame of reference to formulate questions on sexism and discrimination at the nursing school and during practicums. A descriptive, bivariate analysis of the data was performed. RESULTS: Students do not place importance on differences between genders in involvement, task distribution, and oral presentation of group work. In this setting, there seems to be no perception of situations of power or inequality. Female students reported a higher frequency of unwanted physical contact than male students; however, the percentage was similar for both in practicums. Everyday sexism and discrimination were perceived at the nursing school but not in practicums. CONCLUSIONS: Everyday sexism is perceived in nursing degrees in the context of relationships within the school but not during classroom teaching or in care settings. Various mechanisms make it difficult for students to consciously detect such behaviors. Addressing sexism in nursing training is necessary to ensure a safe learning environment.

Development and validation of a core competence instrument for clinical nursing teachers: A mixed-methods study.

BACKGROUND: Competence-based education (CBE) highlights the important position of clinical nursing teachers and stipulates additional requirements for them. However, research on the core competence of clinical nursing teachers remains lacking, which has hindered their development and the cultivation of nursing students. OBJECTIVES: Developing and verifying a core competence instrument to evaluate clinical nursing teachers' competence in clinical settings and provide empirical guidance for their development. DESIGN: A mixed-methods study including qualitative and quantitative methods. SETTINGS: Primarily, 9 universities and hospitals throughout China. PARTICIPANTS: Fourteen nursing experts and 2 students participated in the qualitative study, and 626 nursing professionals ultimately participated in the quantitative study. METHODS: The instrument was developed based on behavioral event interviews and expert consultation as well as exploratory factor analysis using a cross-sectional survey, following which the instrument was verified by confirmatory factor analysis. RESULTS: A 4-factor core competence instrument for clinical nursing teachers was developed and verified; the four factors included education and teaching competence, clinical nursing competence, management competence and professional awareness and attitude, and the instrument included 25 items in total. The instrument has an explanatory degree of 90.58 %, and it exhibits good reliability and validity as well as a good fit to the data. CONCLUSIONS: This instrument can provide theoretical guidance for the development of clinical nursing teachers and can be widely used as an effective tool in practice. Nursing administrators and educators should implement policies and programs to help clinical nursing teachers improve their competencies with regard to these four aspects, which can play an important role in the development of nurse education.

First-year nursing students' perceptions of health activism and social responsibility - A cross sectional study.

BACKGROUND: Social responsibility and health activism both represent key concepts and professional values in nursing practice. Nevertheless, definitions in the nursing literature remain inconsistent, and little is known regarding nursing students' perceptions of these concepts or about the associations between these perceptions. OBJECTIVES: This research explores: a) the associations between nursing students' perceptions of social responsibility and health activism; and b) the differences in nursing students' perceptions of social responsibility and health activism according to their personal characteristics. DESIGN AND METHODS: Across-sectional survey design was conducted with a sample of 173 Israeli first-year undergraduate nursing students. Questions were uploaded in the format provided by a commercial Internet survey provider (Qualtrics.com) and distributed through social media groups. RESULTS: Positive correlations were found between health activism and social responsibility and between health activism and philanthropic and environmental responsibility. Significant differences were found in the research variables according to the students' cultural group and voluntary service. Cultural group and social responsibility explained 25 % of students' variance in health activism. CONCLUSIONS: Faculty and nurse educators should promote and develop nursing students' knowledge acquisition in health activism and social responsibility throughout all their years of study. It is recommended that nursing students be given meaningful opportunities to discuss, integrate, and apply health activism, guided by role models in clinical practice. Academic settings should also promote the value of social responsibility and support nursing students in taking active roles in social organizations in order to further develop and integrate the social component of their professional role.

Dialogues with human books to promote professional commitment and learning among first-year nursing students: A mixed-methods study.

BACKGROUND: First-year nursing students in Taiwan typically have a limited understanding of nursing as they initiate their studies. Curriculum demands can be overpowering, and students may become averse to developing a positive commitment toward nursing. One strategy to assist in inculcating professional commitment is the integration of a Living Library with "human books." OBJECTIVES: This study aimed to investigate the effects of interacting with human books on first-year nursing students in terms of their professional commitment, learning motivation, and learning career adaptability. DESIGN: A mixed-methods, pretest-posttest study design was used. METHODS: The convenience sampling method was used to recruit 46 students with the following eligible criteria: enrolled in an introductory nursing course, first-year students in the 2022-2023 academic year, and willingness to participate in the study. Participants interacted twice for 20-30 min using self-regulated learning with human books. Quantitative outcomes were professional commitment, learning motivation, and learning career adaptability using the IBM SPSS Statistics V28.0 for statistical analysis. Qualitative outcomes came from the content analysis of written feedback. RESULTS: Participants experienced a significant improvement in their professional commitment, learning motivation, and learning career adaptability after engaging with human books. Contents analysis of feedback showed four categories: Professed value for nursing, motivation to pursue a career in nursing, reflection and transformation, and positive career possibilities and expectations. CONCLUSION: Human books offer a novel strategy for nursing students to learn from real-life experiences to enhance professional commitment and learning for a nursing career.

Nursing students' processes of taking role models and being role models: A descriptive phenomenological study.

BACKGROUND: Role models are frequently viewed as a means of motivating people to adopt new behaviors and inspiring them to establish ambitious targets. Role models play a significant role in the characters of individuals and can be effective in shaping their career choices, education, and identities. Within the nursing profession, role models are integral to nursing students' journey towards understanding the nursing role and professional responsibility. For this reason, it is very important for nursing students to identify role models that support the development of students growth and development. OBJECTIVES: This study aimed to investigate the qualities of nurses who serve as role models for senior undergraduate nursing students in shaping their professional attitudes and behaviors, identify the motivations behind selecting these individuals as role models. DESIGN: A descriptive phenomenological research method was used. SETTINGS: The research was conducted at a state university nursing school. PARTICIPANTS: The study was conducted with the participation of 16 senior nursing students. METHODS: Data collected from one-on-one interviews. A thematic analysis was used to analyze the data. RESULTS: Student nurses mostly took clinical nurses and lecturers as professional role models. They were most impressed by their role models' knowledge, strong communication skills, and respect for human beings. To imitate their role models, students were willing to work in the clinic to improve their communication and psychomotor abilities and engaged in research and inquiry in areas where they felt insufficient. However, they also reported that most clinical nurses were not positive role models. They avoided taking nurses as role models because they had low communication skills, did not guide the student, and did not value human beings. CONCLUSIONS: The study's findings indicated that student nurses were primarily influenced by clinical nurses and viewed them as both positive and negative role models, and they aspired to emulate the qualities of the nurses they considered positive role models while actively avoiding behaviors and traits associated with those seen as negative role models. Clinical nurses, who are in contact with prospective nurses the most, have an important role in guiding them.

Predictors of attrition and program dismissal in a nursing major.

BACKGROUND: Increasing the representation of nurses and other health professionals from minority populations is one way to address health disparities. The purpose of this study was to investigate nursing admission criteria that predicted first, second, third semester attrition and program dismissal. METHOD: A retrospective secondary data analysis was conducted on existing student records spanning from 2016 to 2020 in one BSN program from a Hispanic-serving institution to gain an understanding about program attrition and dismissal. A total of n = 349 student records were included in the analysis. RESULTS: Pre-nursing science GPA, pre-nursing college GPA, and reading ability were found significant predictors for attrition and dismissal, respectively. CONCLUSIONS: Aptitudes in the sciences and in reading should be emphasized in pre-nursing to enhance student success in nursing. Findings from this study could inform administrators in postsecondary and in secondary education about establishing infrastructures for at-risk students to better prepare the latter for a nursing major.

Exploring the meaning of peer support used by undergraduate nursing students who have experienced clinical-related critical incidents: A hermeneutic study.

BACKGROUND: Undergraduate nursing students may access support from peers after having experienced critical incidents during experiential learning opportunities. While researchers have addressed peer support relative to academic or day-to-day stress in undergraduate nursing students, there is a paucity of data on the context of clinical related critical incidents. OBJECTIVE: To better understand undergraduate nursing students' experiences of using peer support after clinical related critical incidents. DESIGN: Experiential learning places undergraduate nursing students at risk of encountering critical incidents. Gadamer's philosophical hermeneutics was the research approach used to explore the meaning of peer support accessed by undergraduate nursing students who had experienced clinical related critical incidents. SETTING: Participants were recruited from a Canadian university. PARTICIPANTS: A purposive sample was used to recruit nine students who were enrolled in a baccalaureate nursing program. Data collection involved conducting semi-structured interviews over 12 months in 2021-2022. METHOD: The interviews with participants were recorded and transcribed and the data was analyzed using the interpretive method of hermeneutics. RESULTS: Findings from this research revealed that peer support was an effective informal method of providing immediate assistance to undergraduate nursing students. Inherent in this support was a safe space where students experienced a sense of belonging which normalized the incident and minimized isolation. Support was perceived by some participants as reciprocal as both the traumatized individual and the peer supporter benefited from the organic connection. CONCLUSIONS: This study highlighted the importance of nurturing a psychologically safe clinical learning environment where students who experience critical incidents may seek timely support from peers and clinical instructors.

Preparing nursing students for clinical placement using synchronous role-play telesimulation: A descriptive survey study.

BACKGROUND: Contemporary teaching modalities in nurse education include teaching clinical skills via telesimulation. The effectiveness of this modality has not been evaluated. OBJECTIVE: To evaluate undergraduate nursing students' and clinical facilitators' perceptions of student preparedness for placement when clinical skills are taught via role-play telesimulation using home equipment packs. DESIGN: A descriptive survey study was employed to measure and explore perceptions using Likert scales and open-structured questions delivered via an anonymous online survey. SETTING: Clinical placement after undertaking preparation via role-play telesimulation for students at an Australian university. PARTICIPANTS: Data were collected from 180 undergraduate nursing students and 22 clinical facilitators. METHODS: Quantitative data were analysed using statistical analysis software, SPPS. Open ended responses to survey questions were analysed through the application of Elo and Kyngas (2008) three phases of content analysis. RESULTS: Seventy-eight percent of students felt prepared for placement, and 86 % of clinical facilitators believed that students were adequately prepared. Three major categories were identified from students' responses: sense of community, learning logistics, and sense of comfort. Three categories emerged from clinical facilitators' responses: nervous and anxious, confidence and preparedness. CONCLUSIONS: Findings from this study suggest that role-play telesimulation with home equipment packs is a viable, achievable, sustainable and effective modality for teaching hands-on practical skills to prepare undergraduate nursing students for industry placement.

The impact of virtual clinical simulation on nursing students' palliative care knowledge, ability, and attitudes: A mixed methods study.

BACKGROUND: Palliative care is fraught with numerous challenges when it comes to conducting practical teaching as it involves caring for people facing the complexities of end-of-life and death. Insufficient clinical practice hinders nursing students from mastering knowledge, attitude and ability of hospice care. Virtual clinical simulation has demonstrated its effectiveness as a valuable educational tool in nursing. However, there is a dearth of evidence supporting its utilization in the context of palliative care practice education. OBJECTIVE: To develop a virtual clinical simulation education system and assess its impact on enhancing nursing students' knowledge, ability, and attitudes toward palliative care. DESIGN: A single-group pretest-posttest design and focus group interviews were employed. SETTING: The study was conducted at a medical university in southwest China. PARTICIPANTS: A total of 76 third-year nursing students participated. METHODS: Participants underwent a 1-hour learning session using the virtual clinical simulation education system. Pre-test and post-test evaluations were conducted to assess the participants' knowledge, ability, and attitudes toward palliative care. Survey questionnaire was administered to gauge the students' acceptance and perception of virtual clinical simulation. Focus group interviews were integrated to gain insight into students' subjective perceptions and feedback on the virtual clinical simulation. RESULTS: There were notable enhancements in the students' overall scores of palliative care knowledge, ability, and attitudes after the learning session. Students positively evaluated the usefulness and usability of virtual clinical simulation. Students' feedback regarding virtual clinical simulation can be categorized into four themes: the value of virtual clinical simulation education system, its role as a complement to clinical practice teaching, the enjoyment and accessibility of learning, and the technological challenges encountered. CONCLUSION: Virtual clinical simulation is an effective learning tool in palliative care practice education, which has the potential to enhance students' knowledge, ability, and attitudes toward palliative care.

Factors associated with nursing students' online learning self-efficacy: A descriptive cross-sectional study.

BACKGROUND: When compared to face-to-face education, nursing students in online education should be highly motivated and self-disciplined. Therefore, revealing the factors associated with the online learning self-efficacy of nursing students is fundamental. AIM: This descriptive cross-sectional study examined nursing students' online learning self-efficacy levels and associated factors. METHODS: This study was conducted with a total of 632 undergraduate nursing students and took place between February and April of the 2020-2021 academic year in Turkey. A questionnaire including sociodemographic characteristics, features of online learning, and the "Online Learning Self-Efficacy Scale" was used to collect data. Data were analyzed using descriptive statistical methods, t-tests in independent groups to test for differences between groups, Pearson Correlation, One-Way Variance (ANOVA), Tukey, and multiple linear regression analysis. RESULTS: The mean score of nursing students in the Online Learning Self-Efficacy Scale was 74.54 ± 14.42 (min-max: 22-105). Factors associated with the online self-efficacy level of nursing students were: being female, using computers/tablets or more than one technological device in online education, the belief that online education offers the advantage of more study time, the belief that online education prevents time lost by commuting, frequency of attending online courses, satisfaction level with online education, and technology usage skill level. These factors explained 55 % of variance. DISCUSSION: Some factors related to students studying in different disciplines affect students' self-efficacy in online education. CONCLUSION: Nursing students' online learning self-efficacy skills can be enhanced by creating positive learning online environments and offering support in the use of online technologies.

Development and validation of an assessment tool for higher education learning abroad programs: A qualitative Delphi study.

BACKGROUND: Higher education learning abroad programs provide many benefits to healthcare students. However, inadequate preparation prior to their international travel, and misdirected motivations for their participation, can jeopardise the benefits and increase the risks. While it is pivotal to objectively evaluate pre-departure student preparation and the impact the programs have on students, existing assessment questionnaires fail to inform these aspects. OBJECTIVES: To develop an assessment tool (two surveys) to holistically evaluate learning abroad programs for higher education healthcare students. DESIGN: A qualitative Delphi technique. PARTICIPANTS: A total of 24 experts who had designed, managed, participated in, hosted, funded, and/or researched Australian learning abroad programs for higher education students. METHODS: The study was conducted over a 4-month period. An initial set of pre-departure and post-program questions was developed through a review of the existing literature and from a post-program survey previously used at an Australian higher education institution. Subsequently, experts provided constructive and practical feedback on the questions to be included in the two surveys. RESULTS: The experts reached consensus on the 26 questions to be included in the pre-departure survey and the 16 questions in the post-program survey after three Delphi rounds. Key areas of interest to the experts were mitigating student risk, improving effectiveness of pre-departure briefings, gaining a better insight into student motivations for participation, and understanding the impact the programs have on students. CONCLUSIONS: The development of this valid assessment tool (two surveys) will provide higher education institutions and program leaders with the ability to better evaluate the effectiveness of the pre-departure preparation they provide to students, understand the motivations of students who participate, as well as assessing the impact these programs have on students. The insights gathered can be used to improve future program offerings and maximise the benefits to healthcare students while reducing the risks.

Development and evaluation of a sepsis simulation with undergraduate nursing students.

BACKGROUND: In 2016, the Centers for Disease Control found that more than 1.5 million people develop sepsis each year and about 250,000 Americans die from it. Early identification and treatment of sepsis can decrease mortality and morbidity, yet studies have shown student nurses are not prepared to rescue deteriorating patients. METHOD: The purpose of this pilot study was to create and test a response to rescue simulation for use with undergraduate nursing students. The simulation depicted a patient deteriorating from sepsis. The Martinez Sepsis Competency Evaluation Tool (MSCET) developed to rate student behaviors during the simulation. Promoting Excellence and Reflective Learning in Simulation (PEARLS) debriefing model was used post simulation. RESULTS: The overall content validity of the MSCET was 0.88. Each item that scored a I-CVI of 0.78 or less were revised. The total percentage of behaviors met was 68 %. The inter-rater reliability of the MSCET conciseness was 0.47 (X = 67.508, df = 48, p ≤ .05). CONCLUSION: The results indicate the simulation based experience was effective in preparing students to care for patients with early signs of sepsis. Students were complimentary about the experience, and preliminary data on the MSCET psychometrics were positive. Limitations of the study and recommendations for further revision of the simulation were made.

Effectiveness and experiences of integrating Mindfulness into Peer-assisted Learning (PAL) in clinical education for nursing students: A mixed method study.

INTRODUCTION: Nursing students can find clinical learning to be challenging, unpredictable and stressful. To address this problem, this study integrated Mindfulness into Peer-assisted Learning (PAL) for nursing clinical education and investigated the feasibility and effectiveness on improving student participants' emotional reactions, and explored the perception and experience towards the programme. METHOD: This quasi-experimental, repeated-measure, mixed methods study was conducted in a convenience sample of 126 Year 2 and Year 3 university nursing students. The participants engaged in an online mindfulness peer-assisted learning (PAL) programme that consisted of mindfulness practice, senior students sharing their experiences, and peer-assisted group learning. Emotional status (in terms of depression, anxiety and stress), burnout and self-efficacy were measured at baseline, 8 weeks after programme commencement and immediately after programme completion. Linear mixed-effects models and an intention-to-treat analysis were used to investigate changes in the dependent variables over time. Thirty-nine participants were also invited to engage in semi-structured interviews to explore their learning experiences in the programme. RESULTS: The programme significantly improved the participants' self-reported self-efficacy (ß = 1.44, 95 % confidence interval (CI): 0.58 to 2.30, p = 0.001) and decreased their level of burnout (ß = -2.31, 95 % CI: -3.24 to -1.38, p < 0. 001) but did not significantly alleviate their depression, anxiety or stress across time (p > 0.05). Three themes emerged from the qualitative data, namely 1) nurturing self-care capacity through mindfulness; (2) empowering essential skills for clinical placement; (3) maintaining momentum alongside various challenges and enablers. CONCLUSION: The mindfulness PAL programme may facilitate nursing students' clinical preparedness. Further trials are recommended to investigate its applicability and use in clinical nursing education.

Barriers to the completion of bachelor thesis for bachelor nursing students during their internship: A qualitative study from dual student and faculty perspectives.

BACKGROUND: Bachelor thesis are among the most important ways of exercising Chinese nursing students' research skills and developing critical thinking. However, there is a mismatch between the expectations and abilities of clinical nursing teachers and nursing students. Exploring the impediments to nursing students' research skills can provide a basis for developing targeted improvements. OBJECTIVE: To identify barriers to the completion of research projects among nursing undergraduates during their internships from the dual student and instructor perspectives. DESIGN: Descriptive qualitative design. SETTING: Affected by the COVID-19 pandemic, we conducted this study at a tertiary hospital in Fuzhou, Fujian Province. PARTICIPANTS: The study was conducted using a purposive sample of 16 nursing interns and six instructors. METHODS: Data were collected through semi-structured interviews to provide nursing students and instructors with various perspectives. The collected data were analysed using thematic analysis methods. RESULTS: This study included 16 students (two male and 14 female; age 21.75 ± 0.66 years), six instructors (age 34.33 ± 1.97 years), which was sufficient to reach data saturation. We identified 126 codes from the interview data and obtained seven subcategories among three categories: a) Lack of scientific research training: lack of clinical instructors' experience, lack of academic training courses, and lack of necessary scientific research resources support; b) Poor communication: excessive workload, poor instructor-student relationship, and lack of communication skills; and c) Lack of support systems: lack of support from other disciplines and negative coping patterns. CONCLUSIONS: The findings of this study will help nursing interns develop an interest in scientific research throughout their internships. Reducing barriers will also strengthen teacher training programmes, improve the teaching process, promote teacher-student communication, and provide students with necessary social support.

Quick and Easy Health-Promoting, Mood-Boosting Wellness Activities for Nursing Students.

The nursing profession not only is fulfilling but can also be stressful and exhausting. Rewarding students for making time for wellness activities meets the personal health and well-being competencies found in Domain 10.1 of the new Core Competencies for Professional Nursing Education. In this article, I provide instructions and rationale for nurse educators to include quick and easy, health-promoting, mood-boosting wellness activities in their classes for all nursing degree levels. My goal is to motivate nurse educators to teach nursing students the importance of self-care to foster well-being so that they may flourish emotionally and physically.

Nursing students' handling patient safety incidents during clinical practice: A retrospective qualitative study.

BACKGROUND: Nursing students may encounter patient safety incidents during clinical practice. Understanding the challenges and concerns of nursing students in handling with patient safety incident could contribute to informing nursing education and clinical practice training. OBJECTIVES: The aim of this study was to investigate how nursing students handle patient safety incidents during clinical practice. DESIGN: A retrospective descriptive qualitative study. SETTING: Nursing school in Slovenia. PARTICIPANTS: A snowball sampling technique was used to recruit nursing students (n = 15). METHODS: Data were collected via guided self-reflection diaries in 2021. Collected data were analysed using thematic analysis. RESULTS: We have generated the main theme of nursing students' handling patient safety incidents during clinical practice. The four primary thematic subthemes were: (1) emotional responses; (2) patient safety incident occurrence and actions taken; (3) contributing factors; and (4) consequences. CONCLUSIONS: Our study highlights nursing students' handling of patient safety incidents during clinical practice, revealing a spectrum of emotional responses, immediate actions, contributing factors, consequences, and the importance of fostering a non-blaming culture through reporting and effective communication.

Japanese nurse academics' pedagogical development using collaborative action research.

BACKGROUND: To meet contemporary professional standards, nurse educators must provide students with educational content that considers active learning strategies. OBJECTIVE: This study explored the process and challenges faced by nurse academics working collaboratively to implement an online problem-based learning course. DESIGN: Collaborative action research. SETTING: This study was conducted with nurse academics at Yamaguchi University in Japan from May 2020 to April 2022. PARTICIPANTS: Five Japanese nurse academics and two Australian academics participated in this study. METHODS: Nurse academics met regularly online to discuss issues and plan, act, and reflect on their experiences using Norton's (2001) five-step process. The meetings were recorded, and structured and written reflections from each participant were collected throughout the process. Data collected from the meetings and structured reflections were analysed to identify key themes. RESULTS: In Step 1, the key stakeholders were discussed and issues were identified. Step 2 included planning a short seminar for the convenience of student participants, Step 3 involved the conduct of an online nursing ethics course (four sessions) for the students, and Step 4 included the evaluation. One year after the academics had completed their teaching, a discussion of future directions was conducted (Step 5). Through the collaborative action research process, four themes were identified: (1) creating a shared understanding, (2) adopting new paradigms for teaching and research, (3) learning and experiences while practicing, and (4) looking back and moving forward. CONCLUSIONS: Despite some challenges experienced, the action research approach enhanced the curriculum development process, provided collegial opportunities to explore and learn together, and led to increased changes in the educational practice of academics, even beyond the collaborative action research.