Final-year Nursing Students Research Articles

Unveiling final-year students and new graduates’ concerns, preparedness, and learning experiences during the pandemic in Qatar: A cross-sectional survey

BackgroundThe emergence of COVID-19 interrupted education worldwide and educational institutions were forced to switch to an online learning (E-learning) environment. ObjectivesTo explore the perceived educational experiences, worries, and preparedness to enter clinical practice among final-year nursing students and new graduate nurses after studying during the COVID-19 pandemic. DesignA cross-sectional survey design. Settingand participants: An online survey of final-year undergraduate bachelor of nursing students at a single university in Qatar and new graduates across 14 health facilities in Qatar was undertaken between May 2022 and July 2022. MethodsParticipant demographics, experiences of E-learning and perceptions of readiness for practice were collected using validated instruments and open-ended questions. Descriptive statistics and thematic exploration were used to analyze the data. ResultsFifty-nine final-year students and 23 new graduates with an average age of 23.95 years (SD = 3.89) responded to the survey. Face-to-face clinical placement learning was preferred by 50 % of students and 66.1 % of graduates. During COVID-19, the majority of the participants indicated that strategies like practice kits and online simulations were implemented. While 61 % of new graduates felt well-prepared in their nursing skills, and 87 % felt confident, less than half of the students still in their final year of education felt prepared or confident. Increased stress and a perceived impact on education quality were reported due to changes in learning modalities. Despite these challenges, 81.1 % of students and 95.7 % of graduates felt they had developed sufficient professional values, with most looking forward to becoming registered nurses. The qualitative themes that emerged related to 1) adjusting to online learning, 2) experiencing restrictions in clinical learning skills, 3) feeling less confident and 4) experiencing increased stress. ConclusionsDespite experiencing emotional and educational challenges, the participants in this study felt that their education prepared them for clinical practice. Innovative strategies and unique educational experiences used by educators enhanced participants' clinical skills and readiness for practice.

Validity and reliability of the Czech version of The Clinical learning environment and supervision scale

BackgroundThe clinical learning environment has significant importance in nursing education. To measure the quality of clinical learning environment a valid and reliable instrument should be available. AimTherefore, the aim of this cross-sectional validation study was to test validity and reliability of the Czech version of The Clinical Learning Environment and Supervision (CLES) scale. MethodsParticipants were 166 final-year nursing students from four Czech universities. Data were collected using the paper and pencil form of The Clinical Learning Environment and Supervision scale from February 2018 to July 2019. Internal consistency and structure validity were tested. ResultsThe Czech final-year nursing students assessed clinical learning environment rather positively. The Cronbach alpha of total The Clinical Learning Environment and Supervision scale was 0.968. Exploratory factor analysis supported four factors. ConclusionsThe Czech version of the scale has satisfactory psychometric properties and can be recommended for evaluation the clinical learning environment for Czech nursing students.

Explorer la faisabilité, l’acceptabilité et la satisfaction d’un programme virtuel de mentorat par les pairs pour les étudiants et les étudiantes en soins infirmiers de premier cycle : une étude à méthodes mixtes

Final-year nursing students are known to face high levels of stress due to increased demands in academics and clinical practicum. In this study, a virtual peer mentoring program was pilot-tested, involving alumni as mentors. Using a mixed-methods approach, we sought to describe the acceptability, feasibility and satisfaction associated with the intervention. Study intervention involved: a) orientation, b) mindful self-compassion training workshop, and c) virtual mentorship interactions for nine months. Evaluation of study variables was done at the completion of training and at the end of the virtual peer mentoring program via self-reported questionnaires and interviews. The current virtual peer mentoring intervention was deemed acceptable, feasible and satisfactory to mitigate challenges for final-year nursing students. The virtual component of the study was considered to be convenient and appropriate, however, future mentoring interventions could be more effective by employing a form of mixed-contact involving both virtual and in-person interactions.

Nursing students' attitude and perception toward machine translation for learning English medical terminologies

Nursing students must learn English medical terminologies since they must read and follow them to deliver patient care. Arab students highly use machine translation (MT) to understand those terminologies. Therefore, this study aimed to reveal the attitude and perception towards MT for learning English medical terminologies among undergraduate nursing students in Saudi Arabia. This study used an exploratory study design and comprised all final-year nursing students of the undergraduate nursing program in Abha (n=80) and Muhayil (n=80) female campuses of King Khalid University (KKU), Saudi Arabia. Those students (N=160) were administered a self-structured online questionnaire, and 132 responded to the questionnaire. More than 95% agreed that MT tools were easy to use, fast, and saved time. Though, 81.1% required more training in using MT tools. Furthermore, 97.7% perceived that MT helped them learn English medical terminologies. More than 90% reported that MT helped them understand and memorize English medical terminologies. Most nursing students stated that MT boosted their confidence (94.7%) and improved the quality of learning (96.2%) concerning English medical terminologies. Nursing students of KKU presented a positive attitude and perception toward MT for learning English medical terminologies. Saudi nursing schools should provide adequate training in using MT tools to enhance their students' learning of English medical terminologies, which would help them in clinical practice.

Assessment of Final Year Nursing Students’ Willingness and Readiness to Work With Patients With COVID-19 During the Pandemic: A Cross-Sectional Survey

During the COVID-19 pandemic, Indonesia faced shortages of medical supplies and healthcare workers. With a limited supply of healthcare workers, we examined the possibility of bringing final-year nursing students into COVID-19 patient care. We conducted a cross-sectional survey among final-year nursing students to assess their willingness and readiness to work with patients with COVID-19 in Indonesia. We recruited 1,028 final-year nursing students in East Java, Indonesia, during October 7-20, 2021. Data were collected using an online questionnaire designed for this study using Google Forms. Response data were extracted from Google Forms to MS Excel 2016 for analysis. We performed univariate analysis for descriptive statistics, followed by multivariate analysis using binary logistic regression to analyze the effect of independent variables on study outcomes. The characteristics of the study participants showed that most respondents were female (97.1%) and of Javanese ethnicity (75.3%). More than 90% of participants reported no chronic diseases (96.2%) and were vaccinated (81.4%). Most participants were willing to work (84.3%)and ready to work (94.4%) with patients with COVID-19. Adjusted analysis showed that sex, type of institution, ethnicity, household condition, and history of chronic diseases were independent determinants of willingness to work with patients with COVID-19. Male and private university students were significantly more willing to work with patients with COVID-19. Nursing students were willing to work with patients with COVID-19 during the pandemic; however, a longitudinal study is recommended for trend analysis.

The Impact of a Simulation-Based Learning Activity Using Actor Patients on Final Year Nursing Students’ Learning

Fundamental to clinical nursing is the ability to recognise patient deterioration and know what to do. These skills are vital for patient safety and yet remain a challenge to teach nursing students. Simulation provides a means for students to develop the necessary skills in a safe learning environment. This qualitative descriptive study investigated final-year nursing students’ perception of the effectiveness of a ward-based simulation learning activity using actor patients. The research question that underpinned this study is as follows: Does actor patient simulation help preparedness for clinical practice? The simulation setting was a mock medical-surgical ward in a tertiary education clinical skills centre. Focus group interviews were conducted in two parts: immediately after the simulation and then three months later when students had completed their clinical placements. Thematic analysis identified three main themes: decreasing the theory-practice gap; decision-making; and acting like a registered nurse. This study found that simulation with actor patients positively impacted nursing students’ learning, reinforcing other studies that support simulation as an effective learning strategy. Although the simulation was challenging, students valued the opportunity to role-play as a registered nurse, which provided insight into the skills and abilities needed for clinical practice. Te reo Māori translation Te pānga o tētahi ngohe akoranga ā-whakatakune mā te whakamahi i ngā tūroro kaiwhakaari, ki te akoranga tau whakamutunga o ētahi akonga tau tuatahi Ngā Ariā Matua He mea tino hira te kite wawe i te heke o te tūroro, waihoki te mōhio me aha te tapuhi, mō te haumarutanga tūroro, engari e noho ana hei mea uaua ki te whakaako ki ngā akonga tapuhi. Ko te whakatakune tētahi ara pai mō ngā ākonga hei whakawhanake i ngā pūkenga haumaru i roto i tētahi horopaki ako haumaru. I tūhura tēnei rangahau kounga whakaahua i ngā kitenga o ngā ākonga tapuhi tau whakamutunga mō te whāinga hua o tētahi ngohe ako i te wāhanga hōhipera nā te whakamahi i ngā tūroro kaiwhakaari. Ko te pātai rangahau i roto i tēnei mahi ko tēnei: Hei āwhina te whakatakune i te takatū mō te mahi i te taha o te tūroro? Ko te wāhi o te whakaritenga whakatakune ko tētahi wāhanga hōhipera taurima mate-hāparapara i tētahi pūtahi pūkenga tiaki turoro mātauranga matua. I kawea ētahi uiuinga rōpū arotahi i ētahi wā e rua: i muri tonu mai i te whakatakune; ā, e toru marama i muri i te whakatakune i te otinga o ngā whakanohonga tiaki tūroro o ngā ākonga. E toru ngā tāhuhu matua i tautohutia i roto i te tātaritanga tāhuhu: te whakaheke i te āputa ariā-mahi, te whakatau take, me te kawe i te mana o te tapuhi rēhita. I kitea e tēnei rangahau i whai hua te whakatakune me ngā tūroro kaiwhakaari ki te akoranga o ngā tapuhi, me tōna whakatūturu i ētahi atu rangahau e tautoko nei i te whakatakune hei rautaki ako whai hua. Ahakoa te uaua o te whakatakune, he mea hira ki ngā akonga te kawe i te tūranga o te tapuhi rēhita, i puta ai he māramatanga ki ngā pūkenga me ngā āheinga e hiahiatia ana mō te mahi tiaki tūroro tūturu. Ngā kupu matua: tūroro kaiwhakaari, akonga tapuhi, hekenga o te tūroro, te whakatakune, te tātari tāhuhu

Dangdut Koplo Singing Activity on Anxiety Levels in Final Year Nursing Students

Background: Final-year students face many obstacles in working on their thesis, which causes them to experience anxiety. Strategies are needed that can reduce the level of anxiety experienced by students. The activity of singing dangdut koplo can reduce anxiety levels because the characteristics produced by dangdut koplo can make those who listen to it and even sing it feel happy. Objective: To determine the effect of dangdut koplo singing activities on the anxiety level of final semester students who are still writing their theses at the University of Indonesia Maju. Method: This research uses the Hamilton Anxiety Rating Scale (HARS) anxiety level questionnaire, a pre-experimental method with a one-group pre/post-test design approach, and a non-probability sampling technique with a purposive sampling model. The research was conducted at the University of Indonesia Maju from November to February 2023 with a total sample of 15 final-year nursing students. Data collection using the HARS anxiety questionnaire. Data analysis used univariate tests, the Sapiro – Wilk normality test, and the Wilcoxon test as a bivariate test. Results: The research results showed that 10 students (66.6%) experienced mild anxiety before being given the Dangdut Koplo singing treatment. After being given the Dangdut Koplo treatment, as many as 8 students (53.3%) experienced a decrease in their anxiety level, namely, they did not experience anxiety. Based on the results of data processing using the Wilcoxon test, the results obtained were (p=0.001). Conclusion: There is an influence of singing dangdut koplo on the level of anxiety in final-year nursing students.

Stress Level Differences on Final Year Nursing Students During Distance Learning Between Gender

Introduction: The implementation of distance learning on final-year nursing students who are preparing thesis often gives more burden and stress. Stress is certainly different between male and female students. The purpose of this study was to determine the difference in stress levels in final-year nursing students by gender. Method: The study was comparative research with cross-sectional design. Total samples were 167 final-year nursing students. Independent variables were distance learning. Dependent variables were stress level. The instrument used was questionnaire and analyzed by T test. Results: The number of students who experience stress is dominated by female students as much as 83.2% or 139 people. The most common level of stress found in mild stress was 28.1% or 66 people. Additionally, the result of comparative test found that there was a significant difference of 0,645 (p > 0,05) which there was no significant difference of stress between male and female student of final semester Conclusions: It concluded that there was no significant difference in stress levels between male and female students. Gender differences was not followed by significant differences in stress levels in the study subject.

The Relationship Between Stress Level and Sleep Paralysis During COVID-19 among Final-Year Nursing Students

World Health Organization warns that stress will increase due to the COVID-19 pandemic situation. Stress can disrupt sleep quality, and the potential for experiencing sleep paralysis is most common in students, which can reduce students' academic abilities. This study aimed to identify the correlation between stress levels and sleep paralysis in final-year nursing students during COVID-19.; The research design describes the correlation with a Cross-Sectional approach with a total sampling technique of 238 final-year nursing students. Data were analyzed using a chi-square test; Results: with Asymp.Sig 0.012˂0.05, there is a correlation between stress levels and sleep paralysis. More than half of 152 students (63.9%) with moderate stress levels experienced sleep paralysis, a small portion of 41 (17.2%) students with severe stress levels experienced sleep paralysis and students with mild stress levels 15 (6.3%) experienced sleep paralysis; Conclusions: in this study indicate that the highest stress level experiences sleep paralysis at moderate stress levels. Students are expected to further optimize the counseling activities held by the institution, and the institution can provide interventions such as progressive muscle relaxation therapy to reduce stress levels and sleep disturbances.

Nursing Students’ Intention to Work in Rural Areas after Graduation: A Mixed Approach Study

Introduction: A key issue of Human Resources for Health and constraint to Universal Health Coverage is a disparity between the number of healthcare providers in urban and rural areas. The accessibility to health services has been found difficult in rural areas due to shortage of health workers. As final-year nursing students are the prospective human resource for health, this study aimed to assess the intention of nursing students to work in rural areas and identify the motivating and discouraging factors associated with their intention. Methods: Cross-sectional research design with mixed methods was conducted among final-year bachelor-level nursing students of Pokhara, Nepal from December 2019 to July 2020. A census method using a self-administered questionnaire was used for the quantitative method and in-depth interviews were conducted for the qualitative method. For quantitative method, descriptive and inferential statistics were used while content analysis for the qualitative method was carried out. Results: About one-third (33.3%) participants intended to work in rural areas. The motivating factors were an opportunity for career advancement (AOR: 3.8; 95% CI: 1.35-10.77), locating near to family (AOR: 3.58, 95% CI: 1.36-9.45), high salary/incentives, and high healthcare needs in rural areas; whereas discouraging factors were separation from family and friends (AOR 4.10, 95% CI 1.34-12.52), less availability of recreational facilities (AOR 3.68, 95% CI 1.11-12.21), inadequate salary/incentives, lack of equipment and resources, low utilization of skills and knowledge and low self-perceived competency. Conclusions: Only one-third of the participants had the intention to have the job placement in rural areas. The participants preferred to work staying with or nearby their family. The enrollment of students of rural origin/residence or background in a nursing program should be ensured. Various motivating factors like training, attractive incentives, infrastructures, and facilities should be offered to make rural jobs more attractive.

Knowledge of child abuse and neglect in nursing students: Assessment and perspectives.

Misdiagnosis of child abuse and neglect can delay early treatment. Some authors have pointed out that nurses can miss child abuse and neglect diagnoses due to a lack of knowledge. It is unclear whether the lack of knowledge is due to students' insufficient preparation in nursing school and/or a deficiency in continuing education. An 18-item questionnaire was administered to final-year nursing students to assess their degree of knowledge on child abuse and neglect and to evaluate if the lack of knowledge was due to insufficient teaching/training during nursing school. The students were also asked to evaluate themselves by assigning a score to their knowledge. A statistical comparison was performed to define whether sufficient/insufficient results were associated with the following variables: sex, pediatric or general nursing student, attending pediatric lectures, training in pediatric wards/ambulatories, and attending specific lectures on child abuse and neglect. The study population comprised 175 students (154 females, 20 males, 1 unknown). Exactly 66.3% of the participants had ≤9/18 correct answers. Of all students, 77.7% self-evaluated their level of knowledge as ≤5/10. The comparisons yielded statistically significant differences between the groups with sufficient objective knowledge and those unrelated to training in pediatric wards/ambulatories or pediatric nursing students. Overall, there was little objective knowledge on the subject, which may be related to insufficient teaching/training in nursing schools. Useful corrective strategies include further teaching on child abuse and neglect, preferably using a practical approach. Further, common teaching/training programs should be conducted by both pediatric and general nursing schools.

The approaches and motivations to learning of student nurses: a phenomenological study.

This research study was undertaken to elicit a group of final-year student nurses' perceptions of their motivations and approaches to learning, and the implications of their views. It is important to explore this subject because students' motivations and approaches to learning can potentially impact patient care. This study was part of a larger research project. The sample consisted of 18 final-year student nurses at a large UK university. Students completed semi-structured interviews that used a qualitative constructivist approach to explore their educational experience. Students described what motivated them to learn, and how they approached their learning because of their understanding of which subjects they believed were and were not important. Students felt that clinical skills were the most important subjects, and topics such as health promotion, law and ethics, were less important and therefore they approached these subjects in a superficial way, learning just enough to pass their course. Clinical skills were perceived as more useful because they would be used directly in clinical practice. The findings of this study are significant to inform nurse educators as they plan curricula and provide an insight into what may potentially adversely affect patient care when students become registered nurses.

Nursing students’ view on their future role and skills regarding euthanasia due to unbearable mental suffering: A mixed-method Study

AimTo explore final-year bachelor nursing students’ view on their future role and skills regarding euthanasia due to unbearable mental suffering (UMS-euthanasia) and to discover possible education needs. BackgroundSince UMS-euthanasia is legal in Belgium, nursing students will be confronted with this issue during their future internship, or professional career. Graduated nurses believe to have an important role in the process of euthanasia where good communication skills and sufficient legal knowledge are essential. DesignMixed-methods sequential explanatory design. MethodsFirst, a questionnaire was administered to all final-year bachelor nursing students at eight university colleges in Flanders (October 2020 and March 2021). Second, qualitative information was collected by organising focus groups with these students to gain more insights into the quantitative results (October 2021). ResultsThe final-year nursing students from the survey (n = 249) and from the three focus groups (n = 21) see a clear future role for themselves in the decision-making process, as well as in supporting the patient and family before, during and after UMS-euthanasia, but not in assisting in administering UMS-euthanasia. However, they also indicate they lack knowledge and skills in dealing adequately with UMS-euthanasia. Psychiatric internship alumni perceive a diminished role for themselves in the preparatory acts (p < 0.05). Ever involved in euthanasia shows a statistically significant difference in the demand for simulation. ConclusionsNursing students see an important role for nurses in UMS-euthanasia but feel inadequately prepared to take on this role. A combination of theoretical knowledge, clinical experience, open discussions, reflection and simulation is an opportunity to prepare nurses for their future role.

Assessment of Nursing Students' Awareness toward Ionizing Radiation: Cross-Sectional Study.

Among healthcare workers, nurses are considered the core of healthcare auth-info services in healthcare facilities because of their responsibilities and duties toward patients. All healthcare professionals, especially nurses, must be completely knowledgeable about the hazards of ionizing radiation, and the most effective radiation protection techniques. This study assessed the attitude and awareness toward radiation protection among final-year nursing students in the Fatima College of Health Sciences (FCHS) campuses. An online cross-sectional survey was conducted between March and April 2022. A total of 200 out of 224 female participants ranging from 18 to 30 years old agreed to participate in the study. The highest percentage of final-year nursing students did not attend any radiation protection course (52%). The results of the last section of the survey indicate a lack of awareness of basic radiation protection knowledge among final-year nursing students in FCHS campuses (less than 80%). The results showed a lack of knowledge and poor attitude toward radiation hazards and radiation protection from final-year nursing students in the FCHS. Formal education about basic radiation and radiation is recommended in the nursing program for safe clinical practice.

Is high-fidelity simulation-based training in emergency nursing effective in enhancing clinical decision-making skills? A mixed methods study

AimTo evaluate the effects of a high-fidelity simulation-based training in emergency nursing and the relationships between study outcomes. The objectives were to: (1) evaluate the effects of high-fidelity simulation-based training in emergency nursing on final-year nursing students’ generic capabilities, self-confidence and anxiety during clinical decision-making; (2) examine the relationships between the outcomes of generic capabilities and clinical decision-making skills; (3) examine participants’ satisfaction with the simulation experience; and (4) explore their experiences and opinions of the training module. BackgroundFollowing the emergence of coronavirus disease 2019, safety and other considerations have limited the clinical training opportunities available to nursing students. This has resulted in the increased use of high-fidelity simulations to provide clinical training for nursing students. However, evidence of the effects of such training modalities on generic capabilities, clinical decision-making skills and learning satisfaction remains lacking. In particular, the effectiveness of high-fidelity simulations of emergency clinical situations in training has not been closely evaluated. DesignA mixed methods study incorporating quasi-experimental and qualitative components. MethodsWe recruited a convenience sample of 255 final-year pre-registration nursing students (183 bachelor and 72 master students) from a government-funded local university in Hong Kong. Four case scenarios of emergency nursing were developed and simulated in the simulation wards of the study institution in May and June 2021. We assessed the pre- and post-intervention outcomes of generic capabilities and clinical decision-making skills. We also explored the participants’ post-intervention satisfaction, experiences and opinions. ResultsPost-intervention, the participants reported significant improvements in generic capabilities, self-confidence and anxiety during clinical decision-making. They expressed a high level of satisfaction with the simulation experience. Additionally, we detected significant relationships between generic capabilities and clinical decision-making skills. Qualitative data analysis yielded four themes that either confirmed or complemented the quantitative findings. ConclusionsThis study provides evidence of the effectiveness of high-fidelity simulation-based training in emergency nursing in enhancing students’ learning outcomes. Further studies should include a control group, evaluate students’ knowledge and skills, and retention of knowledge to confirm the true impact of such training.

Self-assessed competence of final-year nursing students.

To examine the overall level of self-assessed competence of final-year nursing 'bachelors' degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. A cross-sectional observational study. Data were collected with the Czech version of the Nurse Competence Scale from 274 final-year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of 'managing situations' (VAS mean 67.8) and 'work role' (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self-assessed competence. Students who completed clinical placement during the COVID-19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.

Perceived Incivility and Stress of Final Year Nursing Students

Background: Incivility is disruptive behavior that can cause physiological or psychological distress to those involved and can escalate into a potentially dangerous situation such as serious suicidal tendency and engage in self-injury if left untreated. Incivility can be caused by a variety of factors, one of which is stress; however, stress can also be a cause of incivility. Objective: This study aimed to examine the relationship between incivility and stress among final-year nursing students. Methods: This study employed a quantitative research method using a correlation approach. The study used a simple random sampling. The data were analyzed using descriptive statistics and Spearman rank test. The instruments used in this study were the INE-R/Incivility in Nursing Education-Revision (Cronbach Alpha 0.881-0.876) and the PSS/Perceived Stress Scale (Cronbach Alpha 0.684). This study recruited 200 students, the majority of whom were female (87.5%). Result: This study revealed students' perceived levels of incivility (Mean 20.93, SD 6.67); perceived frequency of incivility (Mean 18.01, SD 5.18); and perceived stress (Mean 22.01, SD 4.01). Additionally, this study discovered significant relationships between students' perceived levels of incivility and stress (p value 0.010, r 0.283) as well as their perceived frequency of incivility and stress (p value 0.001, r 0.269). Conclusion: Incivility has been associated with stress levels in nursing students. It is critical for nursing education to foster a positive learning environment. This study provides evidence for a correlation between incivility and stress in nursing students who transitioned from blended to fully online learning due to the Covid-19 pandemic.

Exploring nursing faculty, managers, newly graduated nurses, and students’ experiences of nursing internship program implementation in Iran: a descriptive qualitative study

BackgroundNursing students are required to acquire the necessary clinical knowledge and skills to provide safe and quality care. The method of providing training, particularly for final-year nursing students, is of utmost importance. An internship is a program during which students work in shifts similar to nurses employed in a hospital; however, the number of their shifts and patients is less than nurses; a nurse and the faculty supervise the care they provide, and they are paid a monthly salary. This study was conducted to explore nursing faculty, managers, new graduates, and students’ experiences of nursing internship program implementation.MethodsThis descriptive qualitative study was conducted from November 2021 to March 2022. The participants were selected from among nursing managers, newly graduated nurses, nursing internship students (final-year undergraduate), and faculty of Iran. Data were collected using in-depth semi-structured interviews. The qualitative content analysis approach was used for data analysis.ResultsParticipants in this study included 17 nursing internship students, 12 nursing managers, three faculty members, ten nursing preceptors, and five newly graduated nurses from the internship program, 47 participants in total. After analyzing the data, five themes, including ‘facilitation of socialization process,’ ‘filling the gap between theory and practice,’ ‘improving self-confidence and independence,’ ‘an opportunity for clinical skill training,’ and ‘Achilles’ heel of the clinical setting,’ and nineteen subthemes were extracted from the participants’ experiences.ConclusionImplementation of an internship program for final-year nursing students plays a role in preparing them for better professional performance, enhancing clinical skills, increasing self-confidence and independence, inspiring the nursing profession, strengthening professional commitment, and improving the chances of employment after graduation. In order to alleviate the identified challenges of the internship program, holding a briefing meeting with managers, supervisors, and faculty to determine working hours, performance standards, and amenities such as lunch, dinner, and resting place is efficient.

Nursing students' attitudes regarding euthanasia due to unbearable mental suffering: Cross-sectional study using the adapted and validated Euthanasia Attitude Scale.

To explore final year nursing students' attitudes towards euthanasia due to unbearable mental suffering by using the adapted and validated Euthanasia Attitude Scale. Cross-sectional survey. Explorative, descriptive cross-sectional study conducted using an e-mail survey between October 2020 and March 2021 by a sample of final-year baccalaureate nursing students (n=273) from eight of the eleven Flemish university colleges. The actual questionnaire contains 21 questions and was developed based on a consensus reached following independent translations. The psychometric properties of the Euthanasia Attitude Scale were assessed, including reliability and validity. Independent-sample Mann-Whitney U-test was used to investigate relation between demographic and education-related data, and domain and total score of the UMS-EAS-NL. This study received ethical approval from the Ethical Committee of the University Hospital Brussels, Belgium. McDonald's omega was 0.838 for the total Euthanasia Attitude Scale scores, supporting the validity of the questionnaire. A statistically significant difference in 'Naturalistic beliefs' score was found relating to the year of birth. There are clinically important results between those students who have been involved in euthanasia and those who have not. Most of the final-year nursing students supported the probability of patients' access to euthanasia due to unbearable mental suffering. To monitor adequate care, it is necessary to prepare nursing students adequately for this complex matter. To date, no large-scale study has examined nursing students' attitudes towards euthanasia because of unbearable mental suffering. It is expected that nursing students may be confronted with such a euthanasia request during an internship, or later in their professional career, in countries where euthanasia is legal. Students showed a high acceptability towards UMS-euthanasia. Clinically significant differences were found for students who had ever been involved in euthanasia.

Clinical self-efficacy of final-year nursing students: A comparison of a 360-degree evaluation method with a conventional method

Clinical self-efficacy of final-year nursing students: A comparison of a 360-degree evaluation method with a conventional method