Clinical Internship Research Articles

Standard precautions knowledge among nursing students at Duy Tan University in 2024

Objectives: This study aimed to assess the knowledge of nursing students regarding Standard Precautions at Duy Tan University in 2022. Participants and methods: A cross-sectional design was employed, involving 272 second, third, and fourth-year nursing students who participated in clinical internships from February and July 2022. A 56-item questionnaire based on the Ministry of Health’s SPs guidelines was used to evaluate students’ knowledge. Results: The findings revealed that the overall knowledge level of SPs among nursing students was 60.3%, with significant differences across academic years. Fourth-year students demonstrated superior knowledge compared to second- and third-year students. Factors such as the number of internship facilities, academic performance, participation in SPs-related programs, and the diversity of information sources were found to significantly influence students’ knowledge of SPs. The study identified knowledge gaps, particularly in personal protective equipment use, medical instrument handling, and environmental sanitation. Conclusions: It is recommended that nursing curricula include more comprehensive and systematic training on SPs and infection control practices, incorporating both theoretical and hands-on components, to improve students’ competency. Moreover, educational institutions should leverage digital media and organize regular SPs seminars to enhance students’ knowledge and preparedness for clinical practice. This research highlights the need for continuous education and training to ensure nursing students are well-equipped to prevent infections and promote patient safety in healthcare settings.

Comparison of diagnoses made by dentistry students and by artificial intelligence dentists.

The introduction of artificial intelligence (AI) about great changes in the field of dentistry, but it has not yet been fully determined in which areas it will make a positive contribution to dentistry students. The objective of our study was to compare the diagnostic accuracy of undergraduate students (fourth-year dentistry students [4DS] and final-year dentistry students [5DS]) and AI when examining panoramic radiographs. Fifty panoramic radiographs and 1602 teeth were examined by 50 4DS who had not received a clinical practice internship, 50 5DS, and an AI application. The participants and the AI application evaluated the teeth seen in each radiograph one by one in terms of caries, fillings, teeth with root canal treatment, periodontal loss, extractions, crowns, teeth with apical lesions, and impacted and extracted teeth. Findings were recorded in an Excel chart. Chi-square analysis was used to compare diagnostic success between the groups. The results indicate that there was a statistically significant difference in the identified accuracy of caries, fillings, and extractions between the AI application and undergraduate students (p<0.05). Although AI showed more identified accuracy in teeth with apical lesions, impacted teeth, and teeth with root canal treatment than in undergraduate students, there was no significant difference between them (p>0.05). AI exhibited better results than undergraduate students especially in the detection of caries and fillings. AI could improve undergraduates' accuracy in detecting caries, fillings, and extractions and help them make accurate treatment decisions. In cases where dentistry students are examining patients using panoramic radiographs, employing AI programs during their clinical training to confirm and strengthen the student's diagnosis may be a promising new development.

Choosing a pediatric surgery career: affecting factors and status assessment.

This study aims to investigate the factors influencing career choices in pediatric surgery with a focus on gender and generational differences in Türkiye. A cross-sectional survey study was conducted. A questionnaire, consisting of 42 questions was developed and distributed to pediatric surgeons via email and other digital platforms. The study included 121 participants (72 males, 49 females). During clinical internships, the recognition score for pediatric surgery specialty was significantly higher among those who volunteered in clinics or participated in surgical procedures (p < 0.05). Females had higher operating room participation compared to males (51.4% vs. 69.4%, p < 0.05). For career choice reasons, Baby Boomers (1943-1960) cited "affinity towards a specific clinic" (53.6%), while Millennials (1982-2004) prioritized the "TUS score effect" (50%) and "program's geographic location" (42.5%). Job satisfaction averaged 6.8/10, with dissatisfaction related to "harsh working conditions" and "low income." Regarding marital status, 87.5% of men and 59.2% of women were married (p < 0.05). Additionally, 23.6% of men and 55.1% of women had no children (p < 0.05). Pediatric surgery faces persistent challenges across generations. mproving training conditions, creating a supportive work environment, and increasing student involvement in pediatric surgery practices are critical. Adjustments are needed for future Generation Z residents.

Longitudinal trajectories of sleep inertia among intern nurses with shift work in China: Prevalence, risk factors and outcomes.

There is a growing consensus regarding the significant individual differences in responses to sleep inertia. However, little is known about the longitudinal trajectories of sleep inertia. Therefore, we aimed to investigate the incidence rates of sleep inertia, longitudinal trajectories, influencing factors and outcomes among intern nurses with shift work. A total of 1079 intern nurses with shift work completed online surveys at 2 weeks (T1) and 16 weeks (T2) after their clinical internship, respectively. The demographics and willingness to continue working as nurses, circadian type, sleep problems and emotional problems were measured. Hierarchical logistic regressions were used to examine predictors for the distinct longitudinal trajectory of sleep inertia, and binary logistic regressions were used to examine the predictive effects of trajectory memberships of sleep inertia on mental health problems (daytime sleepiness, anxiety, depression) at follow-up. Overall, the incidence rates of severe sleep inertia increased significantly from 20.4% at T1 to 25.3% at T2 among intern nurses with shift work. All participants were classified into four trajectory memberships. Multiple factors were significant predictors of distinct trajectories of sleep inertia. Additionally, individuals with deteriorated and persistent-high sleep inertia were more likely to develop mental health problems at the subsequent point. Sleep inertia is prevalent among intern nurses with shift work, and its distinct change patterns were associated with multiple risk factors and various adverse outcomes. Therefore, these factors should be considered when designing individualized and appropriate interventions for sleep inertia among medical staff.

Student confidence in clinical competence during dental education

IntroductionDental education blends theoretical and practical training to prepare students for independent patient care. This study examines the confidence levels of dental students at Umeå University, Sweden regarding independent performance of general dentistry tasks, and whether this confidence changes after clinical training.Material and methodsSurveys were conducted before and after a summer clinical internship, with students rating their comfort levels on a scale from 0 to 10 for various procedures.ResultsResults from 64 initial surveys and 54 follow-up surveys showed no significant difference in confidence before and after the internship except for performing a tooth extraction (p = 0.010). However, confidence levels varied based on whether students had practiced specific tasks during the internship.DiscussionStudents felt least confident in managing acute dental trauma (mean 6.1–6.2) and treating cavities in young children (mean 6.2–6.7), while they were most confident in tasks like obtaining radiographic surveys (mean 8.5–8.6) and debriding periodontally compromised dentition (mean 8.2–8.3). Tooth extraction and dental fillings were the most practiced procedures during the internship.ConclusionsThe study concludes that the internship between the ninth and tenth semesters does not notably boost students’ confidence in specific dental procedures except for dental extractions. This result can possibly be explained due to the short duration of the training. Further exploration, including input from clinical supervisors, is suggested to optimise clinical training in dental education.

Knowledge, awareness, and approaches of dentistry students about separated instruments in root canals: A cross-sectional study.

This survey aims to assess the understanding, viewpoints, and methods employed by undergraduate dental students in the fourth and fifth grades regarding broken endodontic instruments in root canal procedures. A survey comprising 27 questions across three sections-demographic information, practical application, and knowledge-approach-awareness inquiries-was developed. It was distributed to 282 students either in person or via a link shared through WhatsApp groups using Google Forms. Out of the total 219 respondents (77.6%), 10.6% experienced instrument breakage once during their clinical internship, while 2.8% encountered it more than once. The majority (86.7%) did not face instrument fracture incidents. Among these occurrences, it was observed that endodontic instruments were most commonly separated in molars, accounting for 51.9%. Nearly half (48.1%) of the students noted instrument breakage during the initial attempt to reach the apical part of the canal, while 55.6% reported breakage during root canal cleaning and shaping. Most dental students opted to leave the separated instrument in the root canal and proceed with filling it. Enhancing students' understanding and awareness of this matter will help prevent potential complications and enable them to handle such situations appropriately when they arise.

Development of an Education and Training Program for New Intensive Care Unit Staff: Ladders to Success

The nursing manpower shortage intensified during the COVID-19 pandemic. Moreover, inadequate clinical internship durations during this period led to recent nursing graduates reflecting insufficient clinical skills. These issues, coupled with the inherent complexity of work in intensive care units (ICUs), have increased stress and decreased self-confidence among new staff, leading to higher turnover rates. This study was designed to develop and then evaluate the effectiveness of a tailored ladderized training program for improving clinical care skills and self-confidence in new ICU staff. An individualized ladderized training program for new staff was developed based on the conceptual PDDRO (plan, design, do, review, outcome) framework. In addition to the program, a 3-stage critical care training regimen was implemented to strengthen technical, physical assessment and judgment, and communication and teamwork skills. A multivariate evaluation approach was employed to evaluate the level to which participants improved in terms of clinical skills and self-confidence, and a competency-related personalized training model was used to guide their progress until all of the training goals were achieved. Fifty new staff members completed the 3-stage critical care training program. In terms of program effectiveness, mean scores increased from 79.3 (pretest) to 92.3 (posttest) for awareness and 1.69 to 2.53 for work competency self-confidence. These increases were significant, and indicated the participants had collectively improved from "some self-confidence" to "a lot of self-confidence". Moreover, the retention rate of new staff increased from 75% before the intervention to 84% afterward. Interviews with the participants found the program had improved their mastery of clinical care skills and confidence in their future ability to perform care tasks. Advance implementation of ladderized training can facilitate the establishment of a new nursing staff training system in hospitals to improve the post-pandemic recovery and reconstruction of nursing manpower systems in Taiwan. This program may serve as a successful model for training new staff and retaining human resources as part of the ongoing effort to promote a stable and high-quality workplace environment for nurses.

Clinical Readiness for Practice of Nursing Students: A Concept Analysis.

The concept of clinical readiness for practice among nursing students is yet to be analyzed, and there is a lack of empirical evidence on its usage among academics and clinicians. This concept analysis is anchored on a systematic literature review that adhered to the PRISMA guidelines and incorporated the eight iterative steps of Walker and Avant's concept analysis method. This concept analysis method involved: (1) choosing a concept; (2) determining the objectives of the analysis; (3) identifying usages of the concept; (4) determining the defining attributes; (5) identifying a model case; (6) identifying other cases, including borderline, contrary, and related cases; (7) identifying antecedents and consequences; and (8) defining empirical references. The integrative thematic data synthesis method was adopted. The concept of nursing students' clinical readiness for practice is said to have four interrelated attributes. These attributes included (1) professional skills, (2) communication skills, (3) self-management skills, and (4) self-confidence. The two antecedents for nursing students' clinical readiness to practice are (1) personal factors, including demographic characteristics, prior healthcare experience, income, and emotional intelligence; and (2) educational factors, including the clinical learning environment, clinical internship program, learning resource, and learning strategy. The consequence of clinical readiness for the practice of nursing students includes obtaining practice skills that can lead to more personal and job-related satisfactory outcomes. clinical readiness for practice in nursing encompasses the acquisition and integration of professional knowledge, skills, effective communication abilities, and self-management capabilities and the application of these competencies with confidence toward the provision of high-quality care to patients. Understanding the components of clinical readiness is crucial for nursing educators, preceptors, and healthcare institutions to ensure that nursing students are adequately prepared for the challenges they will face in clinical practice. By recognizing the importance of professional knowledge, skills, communication, and self-management in clinical readiness, educators and training institutions can tailor their curricula, programs, and support systems to better prepare nursing students for the demands of real-world healthcare settings. This focus on clinical readiness ultimately delivers safe, effective, and compassionate patient care.

Do Danish medical students feel prepared to deliver healthcare to patients with backgrounds different from their own? A cross-sectional survey

BackgroundMigrant and ethnic minority populations in Europe are growing, leading to a demand for health systems and health educations to accommodate the growing diversity. Research indicates that health professionals feel inadequately prepared to care for diverse populations, and medical education has gaps in addressing these issues. The aim of the study is to explore whether Danish medical students and newly graduated physicians feel prepared to meet the needs of the increasingly diverse populations.MethodsAn online survey was emailed to students in the four medical Master’s programs in Denmark and to newly graduated physicians in clinical internships. Data was collected spring 2023. Descriptive statistics reported overall numbers, and multivariate logistic regression was used to model the association between survey answers and the background variables: semester, gender/sex, parent’s education, self-identified ethnicity.ResultsMany medical students and newly graduated physicians feel unprepared to care for patients of backgrounds different from their own. For all items women reported feeling more unprepared than men. Among the medical students and newly graduated physicians with enough clinical experience to answer the question, 34.2% reported feeling helpless at times or often in the past year when treating culturally different patients. Men were less likely than women to report feeling helpless (OR = 0.42; 95% CI 0.28 to 0.64); and self-identified ethnic minorities were 2.59 times more likely than Danish/European medical students and newly graduated physicians to report feeling helpless (95% CI 1.32–5.07).ConclusionOur findings indicate shortcomings in medical students and newly graduated physicians feeling of preparedness to provide care to patients of backgrounds different from their own. These findings can assist medical education management with identifying curriculum gaps.

Research priorities: Establishing discipline-based education research in prosthetics and orthotics.

Education research, as a field of study, is relatively new to the health professions. Research and scholarship in prosthetics and orthotics education is limited, and the priority areas and needs of individuals interested in pursuing this area of research and scholarship are unknown. The objectives of this study were to collaboratively identify the areas in which education research in prosthetics and orthotics is needed, to prioritize these areas, and to evaluate the resources needed to support those interested in pursuing education research. Mixed methods. The researchers used a participatory action research approach. Focus group sessions were held at the 2022 International Society for Prosthetics and Orthotics (ISPO) Global Educators Meeting. Findings from the focus groups informed creation of a survey that was distributed internationally. The results of this survey were presented to attendees at the 2023 ISPO World Congress for review and ranking. Findings from focus group discussions were used to create a 20-item survey. High priority categories included providing feedback to students, program evaluation, and clinical education and internship. Protected time and funding, faculty development, and program resources were identified as items needed to support faculty in pursuing education research. At the ISPO World Congress, participants highly rated the categories of academic v. clinical practice, program resources, and program evaluation. Many categories were identified as priorities for orthotic and prosthetic education research, and ways to support faculty pursuing this work were highlighted. This study identified opportunities for education researchers to focus their efforts on directly impacting needs of education programs and the profession.

Cognitive Flexibility and Professional Identity in Nursing Students: The Modeling Role.

Students' professional identity is essential to build nursing competence. Cognitive flexibility plays a crucial role in developing professional identity, as well as clinical supervisors and academic teachers through role modeling. This study analyzed the role of internship and theoretical modeling in the link between cognitive flexibility and professional identity. Participants were first-, second-, and third-year nursing students (n = 284) at a university in northern Italy. Participants completed an online survey, and multigroup analysis was performed. Internship modeling was positively associated with professional identity but not for second-year students. Theoretical modeling was not significantly associated with professional identity and cognitive flexibility. Theoretical modeling did not mediate the relationship between cognitive flexibility and professional identity. Clinical internship modeling mediated the relationship between cognitive flexibility and professional identity but not for second-year students. Internship modeling helps students give sense and coherence to learning, which contributes to their professional identity. [J Nurs Educ. 2024;63(11):764-772.].

Self-reported mistreatment of Danish medical students

Abstract Background Evidence suggests that mistreatment of medical students (MS) exists and that it is associated with stress, anxiety, burnout, substance abuse etc. Mistreatment encompasses discrimination and sexual harassment and impacts MS’ ability to partake their education with increased risk of dropout. The aim of the study is therefore to explore whether Danish MS and junior physicians enrolled in the Clinical basic education (CBE) have experienced mistreatment during their studies. Methods An online survey was conducted by email and sent to 5234 MS enrolled in one of four medical Master programs in Denmark or in the CBE. Reminders were distributed by email, shared in Facebook groups, and presented during lectures, accompanied by cards with QR codes for the survey. Data collection took place during spring 2023 and 645 completed the questionnaire giving a response rate of 12 %. The questions were based on the Everyday Discrimination Scale. Descriptive statistics and multivariate logistic regression were used for data analysis. Results MS most often encounter mistreatment from physicians, other health professionals and patients during their clinical internships. They also encounter mistreatment from lecturers and peers. MS who self-identify with another ethnicity than Danish/European were 3.2 times more likely than MS identifying with Danish/European ethnicity to report mistreatment from other students (95% CI 1.76 -5.95). Men were also less likely than women to report mistreatment. The mistreatment reported by MS is predominantly based on gender, ethnicity, religion, and age. The most frequent experiences are stereotypical statements (71,8%), lack of respect (65,1%) and being ignored (54,1%). Conclusions Our results indicate that Danish MS experience mistreatment, which can potentially impact their mental health. These results underscore the need for targeted interventions to create an inclusive educational environment that fosters the well-being and success of MS. Key messages • Danish medical students often face mistreatment from peers and health professionals, and more often reported by woman and students identifying with ethnic backgrounds other than Danish/European. • Action by University management is needed to implement targeted interventions such as diversity training, as mistreatment can negatively impact students’ mental health and educational outcomes.

Recovery ecosystem: More than treatment

Andre L. Johnson, Psy.D., founder and CEO of the Detroit Recovery Project, shared his vision of a “recovery ecosystem” at the annual meeting of the Association of Addiction Professionals (NAADAC) in Washington, D.C. last week. “The world has changed, it's not the world of the 80s,” he said. Johnson, after he was sober for two years, went to Morehouse for an undergraduate psychology degree and went on to work at a hospital in Detroit, where he “sat down with CEOs and CFOs and learned how money is moved around and how programs are designed based on resources,” he said. After completing a clinical internship at Tarzana Treatment Center treating 12‐18‐year‐olds, he received a doctorate in clinical psychology from the Michigan School of Psychology. What he stressed at NAADAC was this: “we needed to develop a recovery support program.” Treatment alone wasn't working in the drug‐ravaged city. The time of 120 days in treatment was over.

Exploration of Collaborative Innovation Pathways in the Development of Clinical Pharmacy Faculty Teams

Objective: To explore the collaborative innovation pathways for the development of clinical pharmacy faculty teams. Methods: Taking clinical pharmacy faculty in Shaanxi Province as the research subjects, the study investigates their current status and identifies existing issues. Based on these findings, collaborative innovation pathways for building clinical pharmacy faculty teams are proposed. The pathways are then implemented and evaluated to determine the final approach. Results: The proposed pathways include the establishment of collaborative bases for clinical pharmacy talent training, the creation of an internal mechanism for the collaborative development of clinical pharmacy faculty across multiple units, the development of a faculty training mechanism for instructors at clinical pharmacy internship bases, and the establishment of a collaborative incentive and competition mechanism combining universities and hospitals. Conclusion: This collaborative pathway meets the urgent needs of resource sharing, complementary strengths, cooperative problem-solving, and collaborative innovation. It aims to improve teaching quality and cultivate clinical pharmacy talents for society.

Generative Artificial Intelligence in Clinical Practice: Undergraduate Experience

The objective of this article is to assess the impact of generative artificial intelligence (AGI) as a learning tool in clinical practice, as perceived by clinical students of human medicine. To this end, six learning activities were devised and executed, employing diverse pedagogical approaches and AGI tools, with the objective of addressing various facets of clinical practice. These included the creation of explanatory material, literature analysis, the selection of clinical cases for publication, the development of self-assessment questions, the production of explanatory videos, and the creation of scientific posters. These activities were conducted during the clinical internships of the fifth year of the medical curriculum and were evaluated using both quantitative and qualitative methods. The findings indicated that the incorporation of GAI as a pedagogical instrument in the clinical training of medical students yielded a favorable influence on their motivation, self-assurance, satisfaction, competencies, and knowledge. The students identified GAI as a novel, applicable, useful, and transferable tool and expressed interest in continuing to use it in the future. However, the results also indicated that students encountered certain challenges and difficulties in utilizing GAI as a learning tool, including overconfidence, resistance, and a lack of understanding. In conclusion, this study provides empirical evidence on the use of GAI as a learning tool for undergraduate medical students' clinical practices, and contributes to the knowledge base regarding the possibilities and challenges of GAI application in higher education.

Learning Styles of Medical Students, Surgical Residents, Medical Staff, and General Surgery Teachers When Learning Surgery: Protocol for a Scoping Review.

Learning styles are biological and developmental configurations of personal characteristics that make the same teaching method effective for some and ineffective for others. Studies support a relationship between learning style and career choices in medicine, resulting in learning style patterns being observed in different residency programs, including in general surgery, from medical school to the last stages of training. The methodologies, populations, and contexts of the few studies pertinent to the matter are very different from one another, and a scoping review on this theme will enhance and organize what is already known. The goal of this study is to identify and map out data from studies on the learning styles of medical students, surgical residents, medical staff, and surgical teachers. The review will consider studies on the learning styles of medical students in a clinical cycle or internship, surgical residents with no restriction on year of residency, medical staff in general surgery, or general surgery's medical faculty. Primary studies published in English, with no specific time frame, will be considered. The search will be carried out in four databases, and reference lists will be searched for additional studies. Duplicates will be removed, and two independent reviewers will screen the titles, abstracts, and full texts of the selected studies. Data collection will be performed using a tool developed by the researchers. A results summary will be presented with figures, narratives, and tables. A quantitative and qualitative analysis will be carried out and further results will be shared. The search was funded on September 25, 2023. Data collection was performed in the two following months. Of the 213 articles found, 135 were excluded due to duplication. The remaining 78 articles will have their titles and abstracts analyzed by three of the researchers independently to select those that meet the eligibility criteria. This data is expected to be published in the first semester of 2025. Conducting a scoping review is the best way to map what is known about a subject. Understanding how students, residents, staff, and even teachers prefer to learn surgery is key to staying up to date and knowing how to best educate those pursuing a surgical career. Open Science Framework 75ku4; https://osf.io/75ku4. DERR1-10.2196/57229.

Emergency surgery for traumatic brain injury in geriatric patients

Objectives: Verify the sociodemographic profile of an elderly victim of trauma due to a fall who is admitted to the ICU of a public reference hospital to determine whether there are relationships between his age, comorbidities, length of stay, complications and clinical results. A retrospective analytical study with a quantitative approach was carried out between April and October 2014 in the Intensive Care Unit (ICU) of the Hospital de Base do Distrito Federal, administered by the State Department of Health of the Federal District, DF. Using the TrakCare® computerized medical record, sociodemographic data were found on elderly people hospitalized between the fall of July 2012 and July 2014, including mechanisms of trauma, comorbidities, length of stay, use of invasive devices, vasoactive and sedative drugs, complications and clinical internships. Results: The sample was made up of 52 elderly people, the majority of whom were men and the injury was a fall in height. Lung infection, septic shock, use of blood products and acute renal failure were the main complications. Despite the high mortality observed in the study, the majority of elderly people survived the traumatic event. Male sex, traumatic brain injury (TBI), pulmonary septic shock and dialysis were the main causes of mortality. Conclusion: Falling in height, fractures and severe TBI were extremely common, and most patients had more than one complication during hospitalization. No significant difference was found between age and mortality.

Psychological Safety Competency Training During the Clinical Internship From the Perspective of Health Care Trainee Mentors in 11 Pan-European Countries: Mixed Methods Observational Study.

In the field of research, psychological safety has been widely recognized as a contributing factor to improving the quality of care and patient safety. However, its consideration in the curricula and traineeship pathways of residents and health care students is scarce. This study aims to determine the extent to which health care trainees acquire psychological safety competencies during their internships in clinical settings and identify what measures can be taken to promote their learning. A mixed methods observational study based on a consensus conference and an open-ended survey among a sample of health care trainee mentors from health care institutions in a pan-European context was conducted. First, we administered an ad hoc questionnaire to assess the perceived degree of acquisition or implementation and significance of competencies (knowledge, attitudes, and skills) and institutional interventions in psychological safety. Second, we asked mentors to propose measures to foster among trainees those competencies that, in the first phase of the study, obtained an average acquisition score of <3.4 (scale of 1-5). A content analysis of the information collected was carried out, and the spontaneity of each category and theme was determined. In total, 173 mentors from 11 pan-European countries completed the first questionnaire (response rate: 173/256, 67.6%), of which 63 (36.4%) participated in the second consultation. The competencies with the lowest acquisition level were related to warning a professional that their behavior posed a risk to the patient, managing their possible bad reaction, and offering support to a colleague who becomes a second victim. The mentors' proposals for improvement of this competency gap referred to training in communication skills and patient safety, safety culture, work climate, individual attitudes, a reference person for trainees, formal incorporation into the curricula of health care degrees and specialization pathways, specific systems and mechanisms to give trainees a voice, institutional risk management, regulations, guidelines and standards, supervision, and resources to support trainees. In terms of teaching methodology, the mentors recommended innovative strategies, many of them based on technological tools or solutions, including videos, seminars, lectures, workshops, simulation learning or role-playing with or without professional actors, case studies, videos with practical demonstrations or model situations, panel discussions, clinical sessions for joint analysis of patient safety incidents, and debriefings to set and discuss lessons learned. This study sought to promote psychological safety competencies as a formal part of the training of future health care professionals, facilitating the translation of international guidelines into practice and clinical settings in the pan-European context.

Clinical Internship Program Development In An Academic Cardiopulmonary Exercise Laboratory

Clinical Internship Program Development In An Academic Cardiopulmonary Exercise Laboratory

Status of needle-related injuries among nursing students at Hanoi Medical University, campus in Thanh Hoa province, in 2024

Objective: Describe the current situation of sharp object injuries among nursing students at Hanoi Medical University, campus in Thanh Hoa in 2024. Subjects and methods: A cross-sectional descriptive study was conducted involving 168 regular nursing students in their 2nd, 3rd, and 4th years. Results: Among 168 nursing students who practiced at the hospital, 117 had experienced injuries from sharp objects such as needles and glass shards, accounting for 69.6%. The majority of these injuries were among female students, accounting for 88.8%. In the past six months, the total number of sharp object injuries among the 117 students was 348, with an average of 2.1 injuries per student. Third-year students had a higher average number of injuries at 2.8 times per 6 months. The highest occurrence of sharp object injuries during clinical internships was during the day 70.1% and at night 29.9%. Most injuries occurred on daytime 81%, while weekends and holidays had a lower rate 19%. The most common activity causing injuries was breaking ampoules 45.4%, followed by administering injections 21.1%. Hands were the most commonly injured body part 87.9%. Among the students who experienced sharp object injuries: 62.6% treated their wounds correctly, 33.3% treated their wounds incorrectly and 4.1% did not treat their wounds at all. Conclusion: The proportion of nursing students who had been injured by sharp objects was 69.6%. Keywords: Sharp objects, injury, nursing students, clinical practice