Nursing Students Research Articles

Efficacy of 15-minute music intervention on nursing students' anxiety, self-efficacy, and performance in simulation testing: A randomized study

BackgroundAnxiety can negatively impact nursing students' confidence and performance during simulation-based training, leading to suboptimal learning outcomes. SampleThe study included 102 prelicensure Bachelor of Science in Nursing (BSN) students. The participants (µage = 21.72, SD = 3.14), mostly female (n = 85, 83.33%) and Caucasian (n = 67, 65.69%), were randomized into control (n = 51) and experimental (n = 51) groups. MethodParticipants in the control group prepared for simulation as they usually would, while those in the experimental group listened to 15-minutes of classical music before their simulation sessions. Anxiety, self-efficacy, and instructor-assigned performance ratings during the simulation were evaluated. ResultsThe experimental group experienced significantly lower anxiety, increased self-efficacy, and higher performance scores compared to the control group (p-values < .001 for all measures). ConclusionThese results suggest that a 15-minute music-listening intervention could effectively reduce anxiety, boost self-efficacy, and improve performance during simulation-based training.

Evaluating anxiety and self-confidence in nursing students: Adaptation and validation of the NASC-CDM scale for high-fidelity simulation training

BackgroundAnxiety and self-confidence impact performance and decision-making during high-fidelity simulation in nursing education. A validated tool to assess these factors is lacking. MethodsThe Nursing Anxiety and Self-Confidence with Clinical Decision-Making© scale (NASC-CDM) was translated, adapted for high-fidelity simulation and validated using a five-step approach. This included a Content Validity Index review by experts and pilot-testing with first-year nursing students. Construct validity and internal consistency were evaluated using Exploratory Factor Analysis and Cronbach's alpha. ResultsA total of 187 first-year nursing students participated. Exploratory Factor Analysis identified constructs for anxiety (two factors, 60.72% variance) and self-confidence (three factors, 61.22% variance). The tool demonstrated high internal consistency, with Cronbach's alpha values of 0.956 for anxiety and 0.955 for self-confidence. ConclusionThe 19-item Dutch Nursing Anxiety and Self-Confidence with Clinical Decision-Making for High-Fidelity Simulation scale is a valid and reliable instrument measuring anxiety and self-confidence in nursing students during high-fidelity simulation.

Differences in community health nursing learning outcomes based on simulation modality

BackgroundVarious modalities of community health nursing simulation have been useful in improving confidence, communication, and meeting learning objectives. Research focusing on comparing community health nursing learning outcomes in simulation with standardized patients versus mannequins is limited. This study aimed to explore differences in clinical reasoning, clinical learning, knowledge, communication, self-confidence, and learner satisfaction among community health students participating in standardized patient simulation compared to mannequins. MethodsA cross-sectional study was conducted with a convenience sample of 66 prelicensure students in community health nursing. Students completed a pre- and post-knowledge quiz, Satisfaction with Simulation Experience scale, and a simulation evaluation survey. ResultsCompared to simulation with mannequins, clinical reasoning, clinical learning, knowledge, communication, realism, and learner satisfaction scores were significantly higher with standardized patient simulation. ConclusionsSimulation with standardized patients can be useful for increasing community health nursing knowledge while enhancing clinical reasoning and realism. Future research including larger samples and more comprehensive community health topics is needed.

Hepatitis B Vaccination, Knowledge, Attitudes, and Practices Among Sample of Greek Nursing Students: A Cross-Sectional Study

Background: Nursing students share their study time between clinical and university environments, and due to their clinical training, are at increased risk of contracting the hepatitis B virus (HBV). This study investigated the vaccination coverage, knowledge, attitudes, and practices of nursing students regarding HBV in Greece. Methods: A cross-sectional study was conducted from September 2022 to July 2023, using an anonymous self-administered questionnaire, with informed consent obtained from each participant. Results: A total of 1261 nursing students from University Institutions of the Attica region participated in the convenience sampling. The response rate of the nursing students was 68.6%. A total of 27.7% of the sample was fully vaccinated against HBV. The reasons for not accepting the vaccine were not found to be related to participants’ level of knowledge or attitudes (p &gt; 0.05). The knowledge score ranged from 0% to 96.9%, with a mean of 62.2% (SD = 17.0%). Multivariate linear regression showed that longer year of nursing education was associated with better practices and attitudes towards HBV (p &lt; 0.05). Conclusions: The emergence of low vaccination coverage of nursing students against HBV identifies the need for departments of nursing studies to proceed in the development of educational and intervention programs on infection control. This study was not registered.

Virtual Children’s Hospital for Learning Pediatric Nursing

Abstract Background In the context of a funded Erasmus+ program, a platform of a Virtual Children’s Hospital for Learning Pediatric Nursing - VLPN is being developed. The education of nurses working with children, adolescents and families, needs to include specialized knowledge, skills, attitudes and behaviors that will empower them to provide optimal and high-quality care. The virtual platform enables the improvement of pediatric nursing competences of the nursing students through interactive and self-paced activities and content. Objectives 1. To develop an immersive and interactive virtual reality learning environment (VRLE), a virtual children’s hospital and new teaching and learning methods and practices, utilizing virtual reality and simulation in teaching. 2. To promote the international collaboration of students and lecturers through the VRLE Results The results are preliminary. 1. The VRLE includes educational materials developed to be integrated in the pediatric nursing studies, easy to access and use by the students and teachers with innovative self-pace learning material i.e. videos, 3D-models, interactive tests. Digital patients can react to the provided care with speech, movement, facial expressions and gestures, something that is not possible with the manikins in the Labs. 2. Nursing students and lecturers from different countries can participate in joint remote seminars or workshops in the VRLE, sharing and comparing their country and culture-specific differences and similarities in the nursing practices. VRLE and digital materials enables synchronous and asynchronous learning. Conclusions VRLE is highly conducive to clinical and procedure-focused training by enabling simulation. VR methods offer nursing students the opportunity to practice skills in a safe and risk-free environment in an immersive way. It can be accessed by multiple students, teachers or nurses at the same time from different locations in different countries. Key messages • New innovative VRLE enhances nursing students’ knowledge and skills that are needed when working with sick children and their families. • International collaboration, interaction and mobilization are enabled by using a virtual platform instead of traveling, thus strengthening the co-operation in European higher educational institutes.

Exploring Empathy Dynamics in Virtual Patient Training

Abstract Background This study investigates the manifestation of empathy among nursing students and teachers during virtual patient training with VR glasses at the Medical Simulation Training Centre of Medical University - Plovdiv. The pilot training, conducted from March 22 to April 12, 2024, was part of the Erasmus+ project ‘Caring violent child safely in child psychiatric and residential units (Safe4Child) 2021-1-FI01-KA220-HED-000032106.’ Participants were divided into two focus groups: third-year nursing students and lecturers teaching specialized academic disciplines in nursing. Results A total of 34 participants partook in the study, comprising 16 instructors with basic nursing education and 16 third-year nursing students. Students exhibited considerable empathy towards the virtual child patient, expressing an inclination to provide assistance, acknowledging the necessity for personalized care, and displaying a curiosity about the patient’s experiences. They conveyed sentiments such as ‘I felt the need to help the child/patient’, ‘the child needs individual work with a nurse’ and ‘I want to understand the child’s experiences.’ In contrast, instructors demonstrated more reserved emotional responses, characterized by professionalism and a focus on offering comfort. They expressed, ‘Normal feelings...but you want to hug the child and comfort him.’ Conclusions The study unveiled a marked difference in empathy expression between students and instructors, with students displaying stronger emotional reactions. These findings underscore the need to recognize and address individual variances in empathy expression within nursing education. Tailored strategies should be devised to bolster empathy development in both students and instructors during virtual patient training. Further investigation is warranted to explore effective methodologies for optimizing empathy development and fostering compassionate patient care in nursing education. Key messages • A Comparative Analysis of Nursing Students and Instructors Using VR Glasses. • Erasmus+ project (Safe4Child) 2021-1-FI01-KA220-HED-000032106.

Teaching Belonging in Nursing Using Narrative Pedagogy.

As Abraham Maslow asserts, belonging is essential to achieving self-esteem and self-actualization. With increasing numbers of novice nurse burnout and a perceived education-practice gap, promoting a sense of belonging is important to nurses' growth and psychological well-being and should start in nursing school. An elective course, Belonging in Nursing, was developed to assist undergraduate nursing students in understanding the importance of belonging through narrative pedagogy. Course topics include the concept of belonging, managing moral distress, professional identity and boundaries, and readiness for practice. Student feedback was positive, including the promotion of belonging in the class through hearing others express their fears and doubts and an increased awareness of moral distress and professional boundaries. Teaching Belonging in Nursing through narrative pedagogy aids in integrating this vital concept into the undergraduate nursing curriculum. Promoting belonging should start in nursing school and continue into novice nurse practice. [J Nurs Educ. 2024;63(X):XXX-XXX.].

Achievement Motivation and its Relationship to Critical Thinking among Nursing Students in the Kingdom of Saudi Arabia

The study aimed to identify Achievement Motivation and its Relationship to critical thinking among nursing students in the Kingdom of Saudi Arabia. The research sample consisted of 200 male and female students from the College of Nursing in the Kingdom of Saudi Arabia. The researchers used the descriptive approach and the results of the study reached: Summary of the results of the first question: It turns out that the degree of availability of the level of motivation among female nursing students in the Kingdom of Saudi Arabia was (very high), as the general average was (4.5381), with a standard deviation of (.19607). The degree of evaluation of the study dimensions was arranged according to the highest arithmetic mean as follows: 1. The scope and clarity of the goal was rated very high, with an arithmetic average of (4.54). 2. The field of ambition level dimension was rated very high, with an arithmetic average of (4.5478). 3. The domain of perseverance dimension was rated very high, with an arithmetic average of (4.4972) .4. The field of perceived efficiency dimension was rated very high, with an arithmetic average of (4.5294). and It is clear from the level of critical thinking skills among female nursing students in the Kingdom of Saudi Arabia was (very high), as the general average for the second axis was (4.5570), with a standard deviation of (.19470). The degree of evaluation of the study dimensions was arranged according to the highest arithmetic mean as follows: 1. The skill of making predictions dimension was rated very high, with an arithmetic average of (4.5625( 2. The skill of interpretation dimension was rated very high, with an arithmetic average of (4.5680). 3. The skill of evaluating arguments dimension came with a very high rating, with an arithmetic average of (4.5137( 4. The skill of deduction dimension was rated very high, with an arithmetic average of (4.5430). 5. The skill of reasoning dimension came with a very high rating, with an arithmetic average of (4.5900). and It shows that there is a statistically significant correlation between the degree of availability of achievement motivation and critical thinking among nursing students in the Kingdom of Saudi Arabia at a significance level of less than (0.05), and the correlation coefficient was equal to (.336**), which is a high positive value. It indicates the existence of a strong positive relationship between achievement motivation and critical thinking.

Experiential Teaching Method Enhance Surgical Nursing Learning Achievements and Learning Attitude of Five-Year Higher Vocational Nursing Students

China&amp;rsquo;s higher vocational nursing education continues to develop. Teaching methods based on classroom lectures are difficult to achieve high-quality teaching results. Nowadays, clinical nursing has an increasing demand for all aspects of higher vocational nursing students. &amp;ldquo;Surgical Nursing&amp;rdquo; is a required course for nursing students and the key content of the nurse professional qualification examination. Experiential teaching was introduced as an innovative teaching method. The research aims to achieve several goals: 1) To compare the surgical nursing learning achievement of students between using experiential teaching and traditional teaching methods. 2) To investigate student attitudes toward learning surgical nursing course after using experiential teaching activities. Participants were five-year vocational nursing students studying nursing at a university in Sichuan, China. A control group of 46 students and an experimental group of 46 students were selected through cluster random sampling. This study used the learning achievements and learning attitudes of surgical nursing as research tools. The results of the study showed that participants&amp;rsquo; learning achievements and learning attitudes in surgical nursing were significantly improved in experiential teaching methods. These findings highlight the effectiveness and practicality of experiential teaching in higher vocational nursing education. It is recommended that further research be carried out to Experiential teaching methods are used in the teaching of other majors to promote the sustainable development of teaching.

Design and Validation of a Health Inequalities Questionnaire for Occupational Health Nurses and Occupational Health Nursing Students in Spain.

This article aims to describe the methodology for the design, validation, reliability, and pilot testing of a questionnaire aimed at exploring the knowledge and training needs on health inequalities of occupational health nurses (OHNs) and occupational health nursing students in Spain. Working and employment conditions are social determinants that influence the health of workers. The unequal distribution of these factors leads to inequalities. The training and competencies of OHNs need to focus on the social determinants of health to reduce social inequalities. The questionnaire was structured in five sections and 24 closed questions, self-administered and online. It was validated by a panel of experts using Moriyama's criteria and achieved an average consensus of 93.85%. Internal reliability reached a Cronbach's alpha coefficient of 0.843 and a McDonald's omega of 0.953. Participation in the pilot test was 92.5% of the sample recruited. Achieving higher levels of health of the working population requires a consensus among different social actors to integrate social determinants, gender and equity perspectives into the overall health policy of the company.

Relationship between Perceived Stress and Psychological Capital in Nursing and Midwifery Students in Ahvaz, Iran during the COVID-19 pandemic

Background and Objectives: The COVID-19 pandemic led to mental health problems in people, including nursing students. People use different coping strategies when faced with unprecedented stress. This study aims to determine the relationship between perceived stress and psychological capital components (hope, optimism, resilience, self-efficacy) in nursing and Midwifery students in Ahvaz, Iran, during the COVID-19 pandemic. Methods: This is a descriptive-correlational study that was conducted on 178 third- and fourth-year undergraduate nursing and Midwifery students of Ahvaz Jundishapur University of Medical Sciences, who were selected using a census method. The data were collected from May to July 2022 online using a demographic checklist, Cohen’s Perceived Stress Scale 14-item, and Luthans’s Psychological Capital Questionnaire. Data were analyzed using independent t-test, one-way ANOVA, Pearson’s correlation test, and multiple linear regression analysis in SPSS software, version 22. Results: A significant and negative correlation was found between perceived stress and psychological capital components (r=-0.5, P&lt;0.001). Regression models showed that optimism (β=-0.36, P&lt;0.001), self-efficacy (β=-0.30, P=0.001), visiting a psychologist (β=-0.17, P=0.005), and resilience (P=0.043, β=0.16) were the predictors of perceived stress in nursing students. These factors were able to predict 32% of the changes in the perceived stress variable. Conclusion: There is a negative relationship between psychological capital and perceived stress in nursing students. It is recommended to make appropriate plans to improve the psychological capital of these students to prevent and control their stress during the pandemic.

Exploring Barriers to Attending Zhengzhou University from the International Nursing Students’ Viewpoints in China: A Qualitative Study

Background: Developing nursing capacity worldwide includes training nurses to the doctorate level. Due to a global shortage of PhD nursing programs, many nurses are pursuing their doctorates abroad. International nurse students frequently face some barriers because of socio-cultural and other differences. As far as we are concerned, there is limited research on the barriers experienced by international nursing students. Objectives: This study aimed to explore the barriers to attending Zhengzhou University from the viewpoint of international nursing students in China. Methods: The study employed a qualitative approach among international nursing students at Zhengzhou University, China. Participants were selected using purposeful sampling, and the sample size was determined by information saturation. A semi-structured interview guide and a conventional content analysis method were used. Results: In this study, ten international nursing students were interviewed. All participants expressed their concerns regarding the barriers experienced in China. Two major categories were identified from the student data: (1) situations outside the school/university (skin color, language, and socio-cultural differences); and (2) those inside the school/university (expectations and realities of learning experiences, supervisory concerns, and lack of support). Conclusions: This study indicated that international nursing students experienced different barriers than international students at Zhengzhou University. A secure learning environment is required to adapt and flourish in an educational teaching society. The university/school should create a culturally competent and suitable environment for international nursing students.

Becoming a Nurse: Professional Identity in Prelicensure Nursing Students.

A correlation exists between professional identity (PI), hope, and job satisfaction that warrants interventional measures to reverse nurse turnover. Developing, nurturing, and improving nurses' PI can positively address nurse turnover. The purpose of this study was to examine the intersections between career motivation, PI formation, and belongingness in prelicensure nursing students. As part of a larger mixed-methods study, a quantitative survey was disseminated to students. Findings suggest significant connections between the depth of perceived PI, motivation to enter the field, and future orientation(s) that are mediated through classroom instruction. PI was shaped by student relationships, confidence, and autonomy. Findings underscore the importance of academic intentionality in incorporating PI early in nursing education. Prioritizing quality bedside experiences to develop meaningful relationships while simultaneously increasing confidence and autonomy to assist the nursing student in connecting with their PI is key.

Nurses’ perceptions regarding the establishment of clinical education and training units in public hospitals in the North-West Province: a qualitative study

BackgroundA Clinical Education and Training Unit is defined as a unit in which the clinical orientation, teaching, learning, and assessment, mentoring and support of student nurses are coordinated to achieve the outcomes of their learning programmes in the health establishment. In South Africa, Clinical Education and Training Unit was developed to reconstruct and revitalise nursing education and training. The clinical education is crucial to enable nursing students to put what they learn in the classroom into practice as they direct patient care, practise therapeutic communication, hone technical skills, demonstrate caring behaviours, investigate ethical dilemmas, and take on the roles of nurses. The clinical teaching unit is one of the models that show potential in advancing clinical education. Since the proposed clinical education and teaching model concluded that Clinical Education and Training Units should be established in 2012, to the researcher’s knowledge, no research study has been conducted to explore and describe the nurses’ perceptions regarding the establishment of Clinical Education and Training Units, particularly in the North-West Province. This has resulted in the scarcity of literature on their perceptions. Thus, the researcher believed that it was essential to explore and describe the perceptions of professional nurses regarding the establishment of Clinical Education and Training Units in the North-West Province of South Africa, so that their perceptions may be known and understood.AimThe study aimed to explore and describe the perceptions of professional nurses regarding the establishment of Clinical Education and Training Units in public hospitals in the North-West Province.MethodsA qualitative-exploratory-descriptive and contextual research design was used. This method was used because it is known to unearth a wide range of views, opinions, thoughts, and feelings of the participants thus enabling a deeper understanding concerning perceptions of professional nurses regarding the establishment of Clinical Education and Training Units at the hospitals of interest. Participants were recruited using pamphlets and flyers. A non-probability convenience and purposive sampling techniques were used to select participants based on an inclusion criterion. From 09 September 2023 to 07 December 2023, the researcher used face-to-face group discussions to collect data and it was analysed using six steps of inductive thematic data analysis as outlined by Braun and Clarke.ResultsFour focus groups discussions were conducted with a total of 19 participants who were professional nurses. Responses were categorised into three domains: advantages of the Clinical Education and Training Unit, challenges of the Clinical Education and Training Unit, and recommendations for the Clinical Education and Training Unit. Subsequently, a total of three main themes with eight sub-themes were determined for advantages of the Clinical Education and Training Unit, two themes with six subthemes for challenges of the Clinical Education and Training Unit, and one theme with two sub-themes for recommendations for the Clinical Education and Training Unit respectively.ConclusionThe need to establish functional Clinical Education and Training Units is therefore very important not only to student nurses but also to health care professionals. Most of the participants emphasised that if Clinical Education and Training Units were fully established they would be beneficial in developing health care professionals, especially in terms of in-service training where nursing standards are emphasised as outlined by the South African Nursing Council. The research study results might contribute to the full establishment of CETUs in the hospitals of the North- West Province, South Africa.Trial registrationnot applicable to the study.

Building a Consortium to Address Graduate Nursing Student Academic Preparedness.

The demand for nurses in advanced practice roles is expected to grow by 38% by 2032. The nationwide faculty shortage is also a concern, as it correlates to the nursing shortage. Successful retention strategies for graduate nursing students can strengthen the rising demand of specialized nursing roles. The transition from clinical practice to the graduate student environment can be daunting to some practicing nurses who may struggle with program completion. It is well documented that graduate nursing students lack academic preparation for the rigorous scholarly work. A national onboarding consortium of graduate nursing faculty was formed to meet regularly and utilize a model onboarding program to address graduate nursing students' academic preparedness. Structured onboarding programs show promising results. The programs were easily adopted to support students from various backgrounds and regions within the United States. Benefits of forming a consortium to address a national issue were evident.

The Influence of an Evidence-Based Practice Course on Saudi Nursing Students’ Beliefs About and Implementation of Evidence-Based Practice: A Cross-Sectional Comparative Study

The Influence of an Evidence-Based Practice Course on Saudi Nursing Students’ Beliefs About and Implementation of Evidence-Based Practice: A Cross-Sectional Comparative Study

Effects of an Interactive Handwashing Lecture on First-Year Thai Nursing Students: A Pretest-Posttest Study

Background: Hand hygiene is essential in healthcare to prevent infections and ensure patient safety. The World Health Organization highlights hand hygiene as a key measure to reduce healthcare-associated infections. However, adherence to hand hygiene protocols is often inadequate, with a low compliance rate. First-year nursing students are at a critical stage in developing foundational practices. Traditional teaching methods have shown limited success in achieving long-term adherence, necessitating the need for more interactive and engaging teaching methods. Therefore, this study aims to evaluate the effects of an interactive lecture on the handwashing knowledge of first-year nursing students. Methods: This study employed a quasi-experimental one-group pretest-posttest design involving 60 first-year Thai nursing students at Boromarajjonani College of Nursing. After four weeks of interactive lectures, participants completed a pretest and posttest to assess changes in hand hygiene knowledge and understanding of WHO Five Moments for Hand Hygiene. The intervention included visual demonstrations, hands-on practice, and real-time feedback. Data were analyzed using descriptive statistics and paired t-tests to determine the intervention’s effectiveness. Results: The study showed significant improvements in both handwashing knowledge and understanding of WHO Five Moments for Hand Hygiene post-intervention. The mean score for handwashing knowledge increased from 5.41 (SD = 1.06) to 6.62 (SD = 1.10) (t(59) = 7.154, p &lt; 0.001). Similarly, the mean score for understanding WHO Five Moments for Hand Hygiene improved from 4.32 (SD = 0.68) to 4.97 (SD = 0.84) (t(59) = 5.60, p &lt; 0.001). Correct responses to specific handwashing questions also increased significantly. Conclusions: The interactive handwashing lecture intervention significantly improved nursing students’ knowledge and understanding of hand hygiene practices. These findings support the integration of interactive educational strategies in nursing curricula to improve hand hygiene compliance and patient safety. Future research should address study limitations, such as sample size and long-term knowledge retention, to further validate these results.

The relationship between cyberchondria and health literacy among first-year nursing students: the mediating effect of health anxiety

BackgroundFirst-year nursing students are at a critical juncture in their education. They are transitioning from laypersons to healthcare professionals, and students are frequently exposed to medical information in academic settings and through personal research. This exposure can sometimes lead to cyberchondria; improving health literacy and managing health anxiety are critical strategies for reducing the incidence of cyberchondria.AimInvestigate the mediating effect of health anxiety on cyberchondria and health literacy among first-year nursing students.MethodsA cross-sectional correlational research design was used in this study. The study was conducted with 475 students in October 2023 during the first semester of the academic year 2023–2024.ResultsCyberchondria and health literacy levels were both moderate. In addition, the degree of health anxiety among first-year Nursing Students was mild, too. The results showed that the association between Cyberchondria and Health Literacy was partially mediated by health anxiety.Conclusion and implicationsThis study highlights the sophisticated relationship between cyberchondria, health literacy, and anxiety among first-year nursing students. It demonstrates that lower health literacy can lead to increased health anxiety, which in turn exacerbates cyberchondria. To mitigate these issues, it is essential to enhance health literacy and provide support for managing health anxiety within nursing education programs. By doing so, we can help nursing students navigate online health information effectively and reduce unnecessary health-related anxieties, promoting better educational outcomes and overall well-being.

Psychometric testing of the continence and mobility in older adults knowledge quiz

AbstractWhat are the psychometric properties of the Continence and Mobility in Older Adults Knowledge Quiz? Our previous research revealed gaps in practicing and student nurses' knowledge of mobility and continence in older people. To address this gap, we developed a self‐directed e‐learning module on continence and mobility to enhance student nurses knowledge. The module provided education about continence, mobility, and the links between them. Since we were unable to locate a continence and mobility measure that captured both lower urinary track symptoms and elements of mobility, we developed a continence and mobility knowledge quiz. For researchers and educators to be able to use this quiz with confidence, psychometric testing of our continence and mobility knowledge quiz was required. When caring for older people, two geriatric challenges—continence and mobility—are often linked and viewed as indicators of frailty. Functional changes related to continence and/or mobility can indicate an acute illness in older persons and, if left untreated, can result in permanent changes managing continence needs. Continence care is often viewed negatively and is not prioritized by nurses. We employed stages in development of the Continence and Mobility Knowledge Quiz. In stage one, we developed 18 item true/false items from the literature with the guidance of a continence expert. In stage two, we tested the Quiz with nursing students from three universities in Canada. In stage three, (the current stage) we assessed the validity of the scale using a factor analysis and a reliability analysis (via standardized Cronbach's alpha). From our sample of 420, factor analysis indicated a two‐factor model (as suggested by Kaiser's rule), explained 22% of the variation in responses to the assessment items. We recommend removing item 7 as it does not contribute to the internal consistency of the tool. Cronbach's alpha after removing 7 is 0.65, indicating satisfactory reliability. To our knowledge, this is the first validated tool for measuring nurse knowledge about continence and mobility that addresses both a range of lower urinary tract symptoms and elements of mobility in older adults.

Understanding the ‘imposters’

AbstractAs teachers, we think that we understand the challenges of educating children and adults when addressing multiculturalism, immigration and racism. But are we getting it right if we do not know the experiences and challenges faced by international students or even know the perspectives of typically white British students learning in an increasingly multicultural education system? We have all at some point felt like an imposter, isolated and insecure but this is a very real, everyday experience for many people who happen to come from a different country or have different coloured skin. We need to challenge our perspectives by thinking outside of the protective box and seeking information from varied and contemporary sources who understand these challenges the most. This is a look at how a refugee centre has inspired a new way of teaching adult nursing students, and how utilising the enormous amount of knowledge in such centres can also be used to give valuable insight and a fresh perspective when it comes to teaching young people in schools, where the challenges of stamping out racism can be tackled early and head‐on.