This study evaluated the effect of cooperative learning on the attitude, satisfaction, and performance of undergraduate nursing students enrolled in community nursing courses. A one-group pretest-posttest quasi-experimental design. This study was conducted at a university in northern Taiwan. A total of 49 fourth-year nursing students were included in the study. The students' attitude toward cooperative learning was measured using the Chinese version of the Group Cooperative Learning scale at three time points: before the intervention, after the 8-week preclinical course intervention, and after a 5-week clinical practicum. Course satisfaction was evaluated using a structured survey. Data were analyzed with descriptive and inferential statistics. One-way repeated-measures analysis of variance was used to determine changes in attitude over time. The students' attitude toward cooperative learning was significantly improved after the intervention (p<0.05), with continued enhancement after the clinical practicum. The rates of course satisfaction were high, indicating a positive reception of the cooperative learning format. Clinical instructors reported enhanced group dynamics and individual accountability during the community nursing practicum. Implementing cooperative learning can help nursing educators across different cultural and institutional settings foster critical thinking, problem-solving abilities, and teamwork skills. This study supports the global integration of cooperative learning into nursing curricula, emphasizing its role in preparing students for collaborative, patient-centered care in diverse healthcare environments. Cooperative learning significantly benefits undergraduate nursing students by improving attitude, academic and practical performance, and course satisfaction.

To analyze nurse faculty perceptions of student notetaking and generate insight for future practice and research. As part of larger cross-sectional study, nurse faculty completed an online survey from November 2024 to January 2025. Among 120 responses to the prompt "Students take notes to…," thematic analysis identified five key themes: A way to manage important course information, Helps students with studying, Reinforces student learning, Prepares students for class and exams, and Guides students to faculty expectations. These findings emphasize the importance of fostering effective notetaking skills in nursing students and have broad implications for nursing education practices globally. The findings highlight the importance of effective notetaking in various contexts which is applicable for national and global educators.

This study assessed the perceptions of Practical Nursing (PN) students around caring for theelderlyand how these attitudes were related to PN students' socio-demographics and other characteristics. Cross-sectional study with data analyzed at a single point in time. A majority of respondents (63 %) identified specialized geriatric courses, and 62 % highlighted expert instructors, as beneficial in shaping perceptions of caring for the elderly. The mean Burbank's scores of the PN students and new graduates indicated a positive perspective towards care and their scores were impacted by age and work experience, not by gender, or education years. The development of specialized gerontology and related courses to improve students' perceptions of caring for older people may be useful. Further international research work to expand findings is required.

Various criteria have been examined in different studies of factors predicting success in nursing studies, and results are not always conclusive. The aim of the current study is to examine the admission criteria factors that are associated with success in master's degree studies for NPs. This retrospective cross-sectional study included 89 student records of nurse practitioner students specializing in either palliative care or geriatrics. The admission criteria, based on the guidelines from the Israeli Ministry of Health, were analyzed in relation to student success in the licensing exam, completion of specialty courses and clinical rotations. Significant correlations were found between academic variables, such as work experience, post-basic specialty course, years of work experience, and educational background, and degree of success at various points of the program. Understanding academic and professional development factors can help educators and policymakers develop more effective strategies to enhance the performance and success of NP students in their respective fields.

To investigate how undergraduate nursing students perceive teamwork among nurses during their most recent clinical placement and to identify factors that can affect their teamwork perception. The descriptive cross-sectional study was carried out between September 2022 and February 2023 using the Slovak version of the Nursing Teamwork Survey (NTS) tool and included 749 undergraduate nursing students. The average NTS score was 3.32 (SD=0.43) and significantly associated with academic year, perceived staff adequacy, clinical supervision and learning expectations, hours per week, number of patients per shift, and number of students per shift (p<0.05). The study underscores the importance of understanding teamwork dynamics from the perspective of undergraduate nursing students.

Abstract Objectives The purpose of this study was to determine whether integrating ethical simulation-based education (SBE) into prelicensure nursing students’ curriculum would impact moral distress levels. Methods A longitudinal mixed methods design was used to measure moral distress levels and collect qualitative data related to the SBE. Results In the final sample (n=48), there was no statistically significant difference among moral distress scores over the three measured time points. Thematic analysis revealed four primary themes: (1) powerlessness as a student; (2) students have a basic moral understanding; (3) discomfort in speaking up with integrity; and (4) students understand the importance of emotional intelligence. Conclusions The final and lowest survey score, combined with the results of the thematic analysis, indicates that integrating ethical SBE throughout curriculum could impact moral distress. In addition, training educators in maintaining psychologically safe environments can empower students and potentially reduce burnout.

Explore the interest of Canadian undergraduate and graduate nursing students in medical (MC) and recreational cannabis (RC) education. Transformative learning theory framed an online survey exploring sources of information; factors and learning modalities of increasing interest in learning about MC/RC; and future career plans regarding MC/RC in practice. Survey ran from September 2022 to February 2023. Descriptive statistics and content analysis were applied. Respondents (n=153) disclosed knowledge gaps in MC/RC regulations (90 %), effectiveness (88 %), and dosing best practices (86 %). Exposure to clinical opportunities and virtual resources were stimulating learning factors. A socially responsive curriculum is crucial to engage nursing students in becoming more knowledgeable about this topic and understand the nurse's role in enhancing practice quality. Implications for International Audience - The evidence provides a proactive approach to nursing educators in countries where cannabis is legal or in the process of being legalized.

The objective of this pilot study was to investigate the deliberate practice teaching method with medication administration skills to prepare for a future larger study. A multi-methods repeated measures design was used. Pre-licensure nursing students engaged in deliberate practice across two study visits that were spaced four to eight weeks apart. Simulated scenarios served as the pre-posttests. Study procedures were feasible to implement. Medication error rates decreased from 80.9 to 22.2 %. Students voiced a need for more skills practice and that deliberate practice is beneficial. The deliberate practice teaching method was feasible to implement, skills improved, and students attributed their improvements to the teaching method. Skills were retained over a 4-8week span suggesting that skill decay did not occur in this timeframe. Worldwide, improvements in medication administration safety are required. Changes in the methods used to teach medication administration may contribute to these necessary improvements.

Our paper puts forward the contention that diversity of ideas will be essential if nurse education is going to have the flexibility, innovation, and dynamism needed to meet current and future challenges. We describe a unique crucible of innovation that was forged through a weekly discussion of international nurse educators. Our paper sets out the resulting outcomes, stimulating new connections, curriculum development, studies, and shared learning. We offer insights from participants' assessment of the group's effectiveness to drive innovation in nursing education. In so doing, we urge educators to reach out, to connect, and to use resulting opportunities tolearn.

This study aims to systematically explore the perspectives of nursing instructors and students concerning the pedagogical aspects of patient care plan instruction. This qualitative descriptive study was conducted between October 10, 2022, and January 17, 2023, at a public university in Ankara, Turkey. Data were gathered through seven focus group interviews involving eight instructors and 27 students, employing semi-structured interview questions. Thematic analysis was used. The average age of the nurse educators was 36.87 years; all were female, 75 % had a Ph.D. degree, and the average number of years of professional experience was 10.12. The average age of the students was 20.40 years; 66.67 % were female, and 40.74 % were second-year students. After examining interview data, three overarching themes emerged for instructors and students: Clinical Teaching Conditions of the Nursing Process, Engaging with Care Plans in Practice, and Strengthening Care Plan Teaching. The findings underscored a notable challenge: instructors struggled to provide optimal interaction with students due to overwhelming group sizes during care plan activities. Concurrently, students faced difficulties across all phases of the nursing process when formulating patient care plans. To strengthen the teaching of specific patient care planning, it is recommended that the number of faculty members be increased and that information and communication technologies be used in clinical education. This study's findings can help nursing faculties understand the various dimensions of the needs of nursing process education. Furthermore, nurse instructors' and students' opinions can promote technology integration in nursing education.