Nursing Students Research Articles

Evaluate the Impact of a Structured Teaching Program on Nursing Students' Understanding of Self-Care Practices

The study titled “Assess the Effectiveness of Structured Teaching Program on Knowledge Regarding Self-Care Practice Among 1st Year B.Sc. Nursing Students at Smt. Nagarathnamma College of Nursing, Bengaluru” aimed to evaluate the effectiveness of a structured teaching program on students' knowledge about self-care practices. Introduction: Self-care is crucial in nursing practice, as it helps maintain physical, emotional, and mental well-being. However, nursing students often focus more on patient care, neglecting their own self-care practices. This study aimed to bridge this gap by assessing and improving their knowledge. Methods and Materials: A quantitative approach was adopted, and 45 first-year nursing students were selected through non-probability sampling. Data were collected using a structured questionnaire with 30 items, covering demographic variables and knowledge assessment. Results: The pre-test results showed that 84.44% of students had inadequate knowledge regarding self-care. Following the structured teaching intervention, 57.7% of the students showed adequate knowledge in the post-test. A significant relationship between demographic variables and knowledge improvement was also observed through paired T-tests. Conclusion: The study concluded that the structured teaching program significantly improved the knowledge of self-care practices among nursing students. Incorporating such educational interventions into the nursing curriculum can enhance students' self-care awareness and contribute to better personal well-being and patient care in their professional roles.

Assess the Knowledge on Breast Self Examination among 3rd Year B.Sc Nursing Students

Breast Self-Examination (BSE) is a critical, non-invasive method for early detection of breast abnormalities and plays a vital role in breast cancer awareness. This study aims to assess the knowledge and awareness of Breast Self Examination among third-year B.Sc nursing students. As future healthcare providers, nursing students are in a strategic position to promote BSE education and practices among the general public. The study utilizes a structured questionnaire covering essential aspects of BSE, including its importance, recommended techniques, and frequency. By evaluating the students understanding of BSE, and aims to identify knowledge gaps. Descriptive approach was used to collect the data from 30 subjects selected by convenient sampling technique through non probability sampling approach consisting 2 sections. The results of the study shows that the majority of respondents had adequate knowledge on breast self-examination and How-ever, continuous reinforcement of this knowledge through practical sessions and ongoing education can further enhance their proficiency. This above-average knowledge places them in a strong position to educate and for BSE awareness, contributing to early detection efforts and improved breast health outcomes. overall mean percentage of knowledge score is 10%.

Development of the quality improvement collaborative questionnaire (QuIC) to explore quality improvement partnerships to teach pre-registration nursing students

Background Quality improvement partnerships between healthcare organisations and higher education require further research to explore their potential to provide a valuable education experience for pre-registration nursing students. Aims Develop and validate a questionnaire for nurse academics to evaluate quality improvement content in pre-registration nursing curricula and the extent of partnership with higher education providers in developing this content. Conduct a pilot test of the questionnaire. Study design Use a content validity approach. Methods The Australian higher education sector was the setting and participants were nurse academics with knowledge of the quality improvement content taught in pre-registration nursing courses. The quality improvement collaboration (QuIC) questionnaire was informed by the literature and sent to ten quality improvement and higher education experts for content validation. Each question was scored on a Likert scale for relevance and clarity. The QuIC questionnaire was distributed by email to the 37 higher education organisations offering pre-registration programmes in Australia. Descriptive statistics were used to analyse the questionnaire data. Results Eight experts completed the content validity questionnaire in full, with the QuIC questionnaire achieving an excellent content validity score of 0.94 for relevance and clarity. The QuIC questionnaire was completed by 24 participants. The results indicated that quality improvement education partnerships are only used occasionally in Australia. The education methods used to teach this content were case studies (online cases n = 11, 46%; patient cases n = 9, 38%) and the development of quality improvement education materials (n = 7, 29%). Conclusions The QuIC questionnaire demonstrates excellent relevance and clarity, and is the first in the literature to address the constructs of quality improvement education and partnerships. The pilot results provide insight into quality improvement education methods used in Australia and the presence of partnerships. These results may be used to assist in the implementation of quality improvement education partnerships into curricula across the health professions.

Effect of Emotional Intelligence Education Intervention on Nursing Students’ Emotional Intelligence Level in Nepal

Introduction: Emotional intelligence (EI) is increasingly recognized as an important attribute in healthcare professions, with a growing acknowledgment of its pivotal role in providing patient-centered care. A high emotional intelligence will promote comprehensive coping skills to address stress, conflict, or any negative behavior in academics and work-related environments. Objective: To assess the effect of emotional intelligence education intervention on nursing students’ emotional intelligence level in Nepal. Methods: A true experimental pretest and posttest control group design was adopted for the study. A total of 240 (120 in each study and control group) nursing students enrolled in final year at selected private nursing campuses of province 2 in Nepal were selected for the study by cluster random sampling. The data was collected using self-administered structured questionnaire and Schutte Self Report Emotional Intelligence Test (SSEIT). Both descriptive (frequency, percentage, mean, Standard deviation) and inferential statistics (Mann Whitney test and Wilcoxon test) were used to analyze data in SPSS vs20. Results: The findings of the study revealed that there was no significant difference of pretest mean EI score between study and control group as P >0.05, whereas the mean EI scores were significantly higher in study group than the control group as P<0.0001 after emotional intelligence education intervention. Similarly, the study findings also revealed that there was significant difference within study group before and after the intervention as p<0.0001. This shows that there was significant effect of Emotional intelligence education intervention program on study group, whereas in control group there was no significant difference as P˃0.05 Conclusion: The present study findings showed that emotional intelligence improved after introducing education intervention for the study subjects with significant improvements across all subscales post intervention. It is recommended that emotional intelligence courses should be included in curriculum of nursing for students to improve emotional intelligence thereby enhancing their self-esteem and quality of life. Keywords: Education program, Emotional Intelligence, Nursing students, Nepal

토론학습 기반 생명윤리 교육이 간호대학생의 도덕적 자아개념과 윤리적 민감성에 미치는 효과

Objectives This study is a quasi-experimental study with a one-group pretest-posttest design to investigate the effect of discussion-based bioethics education on the moral self-concept and ethical sensitivity of nursing students. Methods For this purpose, first-year nursing students who took the basic major course ‘Bioethics and Philosophy’ in the nursing department of a university located in Chungnam were randomly selected. The data collection period for this study was from September 4 to December 22, 2023, and it was conducted in the order of pre-survey, intervention, and post-survey. The collected data were analyzed as follows using the SPSS WIN 20.0 program: First, the general characteristics of the participants were analyzed using descriptive statistics, including frequency, percentage, mean, and standard deviation. Second, the moral self-concept and ethical sensitivity were assessed by calculating the mean and standard deviation using descriptive statistics. Third, to verify the research hypotheses, the normality of the pretest and posttest scores was examined using the Kolmogorov-Smirnov test. Fourth, the effectiveness of discussion-based learning was analyzed using a paired t-test. Fifth, the reliability of the instruments was tested by calculating Cronbach's α values. Results Before and after the discussion-based bioethics education, the moral self-concept showed a statistically significant increase, from 3.30±.20 points before the education to 3.79±.49 points after the education on a 5-point scale (t=-6.717, p<.001). Ethical sensitivity also showed a statistically significant increase, from 4.39±.46 points before the education to 4.59±.46 points after the education (t=-2.171, p<.05). Conclusions Conclusion: It was confirmed that discussion-based bioethics education is effective in improving the moral self-concept and ethical sensitivity of nursing students. To effectively address various ethical issues that nursing students may face in professional environments, future studies should expand the sample size and employ experimental research designs with control groups to verify the effectiveness of discussion-based bioethics education.

Investigation of Scabies Awareness of Nursing and Elderly Care Students

Investigation of Scabies Awareness of Nursing and Elderly Care Students

The effect of neuroticism on mobile phone addiction among undergraduate nursing students: a moderated mediation model

BackgroundMobile phone addiction (MPA) has numerous deleterious effects on college students, including depression, anxiety, cognitive impairments, and sleep disorders. Undergraduate nursing students play a crucial role as a significant reserve workforce in clinical nursing practice, and their compromised mental health status significantly influences the quality of nursing work and nurse-patient relationships in the future.ObjectivesThis study aims to investigate the associations between neuroticism and MPA among undergraduate nursing students, the mediating effect of self-control and the moderating effect of psychological capital.MethodsA total of 900 undergraduate nursing students participated in the survey, wherein the Eysenck Personality Questionnaire Short Form Scale China Version-Neuroticism Subscale (EPQ-RSC-N), Self-Control Scale (SCS), Positive Psychological Capital Questionnaire (PPQ), and Mobile Phone Addiction Tendency Scale (MPATS) were employed for assessment. To analyze the available data, various statistical methods were utilized, including common method bias test examination, descriptive statistics, chi-square tests, independent samples t-tests, Pearson’s correlation analyses, as well as the Hayes’ PROCESS Macro models 4 and 14.Results(1) The prevalence of MPA in this study was found to be 34.89%. (2) The MPA was positively correlated with neuroticism (r = 0.287, p < 0.001), and was negatively correlated with self-control (r = -0.467, p < 0.001) and psychological capital (r = -0.260, p < 0.001). (3) Self-control played a partially mediating role in the association between neuroticism and MPA, with an effect size of 0.151, accounting for 52.98% of the total effect. (4) Psychological capital played a moderating role in the association between self-control and MPA. More specifically, with an increase in the level of psychological capital increases, the predictive effect of self-control on MPA gradually strengthens (β = -0.072, SE = 0.019, t = -3.708, p < 0.001).ConclusionThe prevalence of MPA was relatively high among undergraduate nursing students, with neuroticism exerting a direct influence on it. Self-control served as a mediating factor that could partially alleviate MPA associated with neuroticism. Psychological capital has the ability to regulate the relationship between self-control and MPA. Therefore, enhancing self-control capabilities and cultivating psychological capital levels can effectively manage MPA among undergraduate nursing students.

Innovative Game-Based Teaching Methods for Promoting Nursing Students' Cultural Competence and Attitudes Toward Refugees: An Explanatory Sequential Mixed Study.

Nursing cultural competence is crucial for enhancing the quality of care for refugees. While innovative game-based teaching methods have been used to foster in a wide range of clinical competences, little is known about its use on refugees' care. This study aims to evaluate the effect of these methods on nursing students' cultural competence and attitudes toward refugees. An explanatory sequential mixed design was conducted from March to May 2023. One-hundred forty-one nursing students participated. There were no statistically significant differences in total Outgroup Threat Perception Scale and Cultural Competence Assessment Scale scores between the experimental and control groups, pre- or post-intervention. However, students reported increased awareness and empathy for refugee issues. The study showed that innovative game-based teaching methods effectively increased nursing students' awareness of health-related issues faced by refugees. It recommends incorporating transcultural nursing courses into curricula and professional training, with updated content on migration and refugee issues.

Epidemiology of food addiction among nursing and health technician students in Agadir, Morocco

ABSTRACT This study investigates food addiction among nursing students at the Higher Institute of Nursing and Technical Health in Agadir, Morocco, using a cross-sectional design. It employs the Yale Food Addiction Scale and a self-administered survey, selecting participants through proportional sampling across study levels and random selection within each level. Analysis includes univariate and multivariate logistic regressions, evaluating model using area under the curve (AUC). Among 451 participants (mean age 20.89 ± 3.71 years; 64.7% female), 19.3% exhibited food addiction. Physical activity (OR = 0.447; 95% CI [0.264–0.757]) and being underweight (OR = 0.336; 95% CI [0.124–0.915]) reduced risk, while anxiety and depression increased it (Yes; OR = 1.904; 95% CI [1.158–3.129]). The predictive model achieved an AUC of 0.6985, indicating strong discrimination. The study underscores the importance of psychological support and regular physical activity during students’ academic and professional training. Future studies should encompass diverse locations and institutions to enhance the findings’ generalisability beyond Agadir, Morocco.

Triage ethics in mass casualty incident simulation: A phenomenological exploration.

Disaster scenarios challenge both novice and experienced nurses to navigate complex ethical dilemmas in resource-limited environments. Traditional nursing education often leaves new nurses unprepared for the ethical demands of disaster nursing. Utilitarianism must often guide triage ethics and decision-making. There is a critical need to equip nursing students with these ethical competencies. This study explores nursing students' lived experiences using introductory triage ethics in mass casualty incident simulation (MCIS). A qualitative, interpretive phenomenological approach was employed, analyzing reflective journal responses from senior nursing students following MCIS participation. Participants were senior-year nursing students from a private university in the U.S., engaging in MCIS as part of their curriculum, which simulated resource-limited disaster scenarios requiring real-time ethical decisions. The study received Institutional Review Board (IRB) approval, and participants provided informed consent. Data were anonymized and did not affect academic evaluation. Two major themes emerged: 1. Living in Ethical Dilemmas (subthemes: We Could Have Saved Them If…, Looking Past Obvious Suffering, How Can We Be Prepared?, We Can't Abandon Them). 2. Development of Ethical Competency (subthemes: Knowing You've Done Enough, Finding New Perspectives, There Is No Right Answer). Students grew in moral reasoning and emotional resilience, transitioning from patient-centered care to utilitarian decision-making. Participation in the mass casualty incident simulation allowed nursing students to confront and navigate complex ethical challenges in real time, fostering significant growth in moral reasoning and emotional resilience. Through immersion in simulated ethical dilemmas, students grappled with the tension between patient-centered care and the realities of utilitarian decision-making. This experience catalyzed a deeper understanding of ethical ambiguity and the development of moral clarity, equipping them with foundational skills for ethically navigating crises. Nursing curricula should recognize and incorporate opportunities that facilitate this ethical growth through experiential learning.

Transition from Virtual Reality to Metaverse: Students’ Experiences Regarding the Future of Nursing Education

The study was aimed at determining the effect of educational intervention on nursing students’ awareness of virtual reality (VR), augmented reality (AR), and metaverse in nursing education, both on their level of virtual presence, and their knowledge of, attitudes towards, and awareness of metaverse. A quasi-experimental study with a single-group pretest–posttest design study was conducted at a university. Ninety-three nursing students participated in the present study. Descriptive statistics, independent t-tests, and Pearson’s correlation analysis were used for data analysis. Of all the participants, 60.2% had heard of metaverse, 50.5% had VR experience, and 62.4% said that metaverse could be used in nursing education in the future. The participating nursing students’ experiences regarding their transition from VR to metaverse revealed that their level of readiness for e-learning and knowledge and awareness of metaverse was high. It was concluded that metaverse could be used in nursing education within the possibilities provided by today’s technology.

Motivations for Enrolment and Dropout of First-Year Undergraduate Nursing Students: A Pilot Multimethod Study.

Higher education institutions must improve the attractiveness and retention of the nursing profession to address the widespread shortage. This pilot multimethod study aimed to preliminarily understand the relationship between motivations for enrolment and dropout among first-year undergraduate nursing students. A two-step approach was conducted among first-year nursing students from five Italian universities involving: (a) a baseline quantitative online survey collecting their characteristics and motivations for enrolment; (b) a follow-up semi-structured interview qualitative data collection among students who dropped out. Descriptive and inferential statistics were used to describe the motivations for enrolment and differences between universities. Dropout motivations emerged from inductive content analysis, with data categorisation according to Urwin's framework. A total of 759 students completed the online survey. Primary motivations for enrolment included the desire to be useful (88.8%), help suffering people (84.3%), and find employment (74.2%); 22.3% cited unsuccessful admission to another university as motivation for enrolment. Of the 141 students who discontinued, 31 were interviewed (22%). Eleven categories and three themes were identified. More than half of the participants dropped out due to interest in other courses and lack of aptitude, while a smaller number cited personal circumstances. Other motivations for dropout were related to negative learning environments or feelings and difficulties related to course characteristics. This study provides an initial insight into these complex phenomena that will be instrumental in understanding data from an Italian multicenter cohort study. The findings can inform recommendations and strategies to strengthen the future nursing workforce.

Nasal Fiber-optic Intubation Training for Nurse Anesthesia Students Incorporating Deliberate Practice and Summative Assessment

Introduction Managing difficult airways and adverse respiratory events is critical for anesthesia providers. Fiber-optic intubation (FOI) is a strategic management approach in difficult airway situations. Clinical exposure to FOI can be limited, posing challenges for skill development. Simulation-based medical education offers a safe alternative for training. This study aims to evaluate the effectiveness of a simulation-based FOI training program for student registered nurse anesthetists (SRNAs) in an educational context. Methods A repeated measure study was conducted during the Pediatric Anesthesia Simulation for Student Nurse Anesthetists course at the Peter M. Winter Institute for Simulation, Education, and Research. One hundred twenty-three SRNAs participated in the FOI simulation program. For the analysis, students were stratified into 2 groups based on their performance in the summative testing of nasal FOI time. Baseline characteristics and the students' performance during the simulation were analyzed. Results Among the participants, 58 were categorized as “above median time” (AMT) and 65 as “below median time” (BMT) for FOI testing. No significant differences were observed in baseline characteristics. The AMT group exhibited longer mean times for summative testing FOI (50 vs. 26 seconds), first FOI attempt (97 vs. 78 seconds), and subsequent sets (third: 374 vs. 325 seconds, fourth: 323 vs. 268 seconds). Both groups showed performance improvement across training sets with reduced variability. Conclusions The simulation-based FOI training program effectively enhanced SRNA skill, with performance improvement during the training period. This study underscores the importance of simulation in anesthesia education, offering a safe and structured environment for skill development in FOI.

Evaluating Stigma Toward Individuals With Substance Use Disorder Among Prelicensure Nursing Students

Background: Seventeen percent of individuals in the United States live with substance use disorder (SUD). Nursing curricula may not adequately address SUD, and stigma can impact care. Purpose: This project aimed to measure stigma toward people with SUD among nursing students. Methods: Surveys were administered to prelicensure nursing students. Stigma was measured using the Opening Minds Provider Attitudes Toward Opioid-Use Scale. Students were asked about personal experience with SUD and perceived adequacy of SUD-related curricula. Results: A total of 193 students participated. The mean stigma score was 31.35. Those with personal experience had lower stigma scores than those without ([95% CI 2.26-9.23]; P value = .0014). Most students (71.0%) desired to see content from individuals with lived experience incorporated into curriculum. Conclusion: Addressing stigma in SUD education is critical for improving future patient care. Nursing schools should consider incorporating stigma-reducing content, including perspectives from individuals with lived experiences, into SUD curricula.

Do Therapeutic Recreation Mental Health Clinical Placements Provide Educational Experiences to Pre-Registration Student Nurses?: A Mixed Methods Systematic Review.

Clinical placements are a critical component in any pre-registration student nurse's skill development and play an influential role in career specialisation upon registration. However, students are reporting to feel anxious and under prepared attending clinical placements, especially within mental health settings. Such a concern was highlighted in the Australian Government's Productivity Commission into Mental Health (2020). With recommendations for clinical placements to occur in therapeutic recreation environments, allowing increased interactions between students and individuals with a lived experience. Hence, this mixed methods systematic review aims to explore the experiences of pre-registration student nurses completing their mental health clinical placement within a therapeutic recreation environment. Six databases were searched for the review; CINHAL, Medline, PsycINFO, Web of Science, Scopus and the ProQuest Dissertation and Theses database, yielding 10 214 articles. Data were imported to COVIDENCE for management and screening processes. Risk of bias was undertaken by two authors utilising the Joanna Briggs Institute's Critical Appraisal Checklist for qualitative and quasi-experimental studies and McGill's Mixed Methods Appraisal Tool 2018 Version for mixed methods studies. Data were extracted manually for the 13 included articles which met the review inclusion criteria. Following a thematic analysis of the extracted data, three themes emerged: an optimal learning environment, impact on stigmatising beliefs and influence on future career. Findings identified that therapeutic recreation environments pose numerous education benefits for pre-registration student nurses. It is apparent through an immersive mental health clinical placement; student nurses are able to increase their mental health understanding through the lens of those with lived experiences. Such environments challenge stigmatising beliefs held by students prior to clinical placements and can lead to an increased desire to pursue a career within the mental health speciality. This review offers an insight into the many benefits for pre-registration student nurses who complete their mental health clinical placements in therapeutic recreation environments, including reduced stigmatising beliefs, increased mental health knowledge and improved clinical confidence. Trial Registration: PROSPERO: CRD42023476280.

Professionalism assessment of students in clinical education through Situational Judgment Test (SJT)

BackgroundThe study aims to assess the situational judgment capability of students in various professions, including medicine, surgical nursing, anesthesia nursing, and emergency medical technology, using a validated and adapted Situational Judgment Test (SJT).MethodsThe cross-sectional study was conducted at Qom University of Medical Sciences in 2023–2024. The study consisted of two steps: (1) adaptation and validity assessment of the SJT in various health professions, and (2) evaluation of students’ situational judgment capability using the adapted SJT. Participants included 207 students from surgical nursing, anesthesia nursing, medicine, and emergency medical technology departments, selected through stratified random sampling. The SJT included 10 constructed-response scenarios developed by Alkhuzaee and colleagues in 2022. The validation and adaptation process utilized consensus methods, and the SJT was modified to a selected response format based on a knowledge-based approach. Scores ranged from 0 to 30. Cohen’s method and norm-referencing standard deviation were used to calculate a cut-off score. Data were analyzed using descriptive statistics (frequency, mean, standard deviation) and inferential statistics (independent t-test, ANOVA, and ANCOVA).ResultsThe face and content validity of the adapted SJT with a selected-response format was confirmed by expert agreement. The reliability of the SJT was approved, with a Cronbach’s Alpha of 0.81. The mean score of students’ situational judgment in professionalism was 11.90 (SD 4.54). Students’ professions significantly impacted their situational judgment scores (F (3.201) = 3.67, p = 0.01, Partial Eta Squared = 0.052).ConclusionThe adaption and validation of SJT with a selected response format were confirmed by experts who evaluated the situational judgment capabilities of students in different clinical professions. The reliability of the SJT was acceptable—Cohen’s method as a standard-setting approach assisted in identifying students needing support and training. The moderate level of situational judgment capacity confirmed the development of the educational program for the improvement of non-cognitive and non-technical skills such as judgment and decision-making in the field of professionalism.

The Impact of a Mental Health Community Symposium on Nursing Students' Knowledge and Attitudes Toward Mental Illness.

The Impact of a Mental Health Community Symposium on Nursing Students' Knowledge and Attitudes Toward Mental Illness.

Optimising Healthcare Education with Design-Based Theory

Introduction In complex, and socially dynamic educational systems, traditional research methodologies often fail to connect with everyday practice, creating a need for “usable knowledge” when solving individual and collective education problems (Design-Based Research Collective, 2003). Traditional methods are effective, but do not necessarily uncover the nature of changes to student thinking during an education experience. With this, Design-Based Research (DBR) is a proposed solution that emerges as a pivotal methodology in educational research, as it aims to integrate theories of learning with practical experiences. Seen as a systematic yet adaptable approach, DBR integrates iterative cycles of analysis, design, and evaluation in collaboration with researchers and practitioners within authentic educational settings, (Harrington, 2012; Wang &amp; Hannafin, 2005). This (poster) presentation will describe how DBR was utilised to create a learning environment to improve learning experiences within healthcare education. An analysis of the problem highlighted that healthcare students experienced high levels of anxiety during high-fidelity simulation when asked to perform and treat simulation manikins (Aiello et al., 2023). In part, the main issues relate to a lack of environmental authenticity, resulting in under-stimulation and performance anxiety resulting in over-stimulation. This relates to the Yerkes Dodson stress performance curve and suggests that too little or too much arousal results in poor performance (Yerkes, 1908). The hypothesis therefore was to design a solution for peak performance by increasing environmental authenticity and managing anxiety. Method The hypothesis is conceptualised as a ‘design solution’ rather than an intervention. To provide an authentic learning experience virtual reality environments were developed, and to aid performance anxiety, the centering technique was used. Centering is a visualisation technique that teaches participants to focus on the here and now, reduce negative thoughts, and lower anxiety. Virtual reality scenarios were provided prior to each simulation and included a ward-based environment (nurse students) and a rescue helicopter (paramedic students). The study involved 35 Master of Nursing Science, Entry to Practice student nurses at the University of Melbourne and 33 Bachelor of Health Science, Paramedicine students at Auckland University of Technology and industry experts within nurse and paramedic education. All data was collected for each cohort iteratively in 2023 and 2024 to evaluate and develop the design. Data collection included using the State-Trait Anxiety Inventory as a pre-test baseline to measure general and long-standing anxiety for each participant. Within-test heart rates was recorded on a Polar H10 chest strap to measure an objective physiological response to stress. Post-test participants completed the Competitive State Anxiety Inventory–2R after each simulation to understand subjective anxiety and several focus groups were completed to gain further insight into experiences and perspectives. Discussion and Conclusion This presentation outlines the design characteristics used to support student learning within healthcare education settings. Design-Based Research offers a robust framework to develop and refine educational practices through iterative design and implementation cycles. Early results suggest that both virtual reality and the centering technique impact healthcare learning and the implementation of this approach could lead to long-term resilience and build confidence that maximises potential.

Evaluating a Kid’s Dementia Awareness Game with Pre-Licensure Children and Young People’s Nursing (CYP) Students in Northern Ireland – A Pre/Posttest Study

ABSTRACT Dementia not only affects the person living with the condition but also their family and wider social circle. For that reason, it is important to educate family members, the wider public and health professionals. How a child and young people’s (CYP) nurse supports and responds to a CYP whose family member has dementia or acts as a carer is of interest to pre-licensure (pre-registration) CYP nursing programs. With serious games becoming more common as a method to educate a diverse population regardless of age and gender, this study aims to learn if playing a kid’s dementia awareness game improves CYP nursing student’s attitude to dementia using a validated pre-/posttest questionnaire. This study adopted a pretest, posttest design to assess the attitudes of pre-licensure CYP nursing students toward dementia. The Approaches to Dementia Questionnaire (ADQ) was administered before and after playing a serious CYP kid’s dementia game developed by children and people living with dementia for 10- to 11-year-old children. The ADQ measured the total score, Hope subscale, and person-centered approaches. Matched paired t-test was used for analysis conducted with SPSS statistics 29. Seventy-two participants, from one university in Northern Ireland, completed pretest measures, of these, 55 also completed the posttest questionnaire. The participating CYP pre-licensure undergraduate and postgraduate nursing students demonstrated a significant increase in overall dementia attitudes post-gameplay, with an increase from 78.31 to 83.27. Subscales for Hope (27.75 to 30.44) and person-centered approaches also exhibited significant improvement (50.56 to 52.84). Demographic data revealed all participants as female, with 50% knowing a person living with dementia, and limited training experiences. In conclusion, this study has shown a positive response to playing a dementia game relevant to the child population. This adds to the literature building on the use of serious games for health education. Attitudes and hope scales increased with the use of the game.

Sell not, TEL not

An interdisciplinary group of researchers designed an innovative mobile application (app) to support bioscience language proficiency among pre-registration nursing students. The app's design, which incorporated features for audition and speaking prompts, was a key factor in its effectiveness. The same pedagogical approach was applied to alternative topics within the unit in Moodle, the university’s learning management system (LMS). The intervention in both forms (IC) was trialled and evaluated in a pilot study with two consecutive student cohorts in 2023 (n1=631, n2=218). Student access to each form of the condition was measured via technology-provided user analytics. The intervention condition (IC) uptake was higher in its LMS form compared to the app form. However, there were more initial attempts of the standard condition (SC) than the IC overall, indicating a tendency towards novelty avoidance. This article highlights and discusses the challenges of implementing novel technology-enhanced learning (TEL) approaches, focusing on students as stakeholders. Recommendations are proposed to improve user uptake of TEL approaches by focusing on strategies to enhance students’ perceptions of the TEL’s utility. A consistent ‘sales pitch’ to students as stakeholders is suggested.