Experiences Of Nursing Students Research Articles

Exploring the experiences of female undergraduate nursing students in providing home healthcare to older adults

ABSTRACTBackgroundIn light of the growing ageing population in Saudi Arabia and Saudi nurses’ hesitation to work with the older population, it is important to understand the experiences of nursing students on their clinical placement in home healthcare.MethodsThis study is a descriptive qualitative study based on five focus groups of 3–5 students each. Data were collected from female senior baccalaureate nursing students at a female governmental university in Saudi Arabia, and during their placement in home healthcare. Data were analysed using thematic analysis.ResultsFive main themes emerged : struggling with their own family; struggling with cultural and social beliefs; struggling during clinical training; struggling with domestic caregivers; and reflections for the future were considered important impressions in clinical experience.ConclusionThe culture of Saudi Arabian society is an important factor in shaping the training experience of female nursing students either positively or negatively, specifically in the context of home healthcare nursing for older patients. The results of this study show how important it is for students to be prepared for the clinical environment, the nature of the work, and the role of the home healthcare nurse in order to improve their clinical learning.

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.

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.

Student nurses’ experiences of restraint − a qualitative study

Background/Aims Restraint is a complex issue that is associated with multiple legal and ethical challenges. National scandals have highlighted a lack of adequate training among healthcare staff in restraint. While education should start with nurses in training, evidence suggests that the experiences of student nurses in relation to restraint has not been addressed. This study aimed to explore the lived experiences of student nurses when encountering restraint. Methods A qualitative methodology was used to investigate student nurse experiences of restraint. Seven semi-structured interviews were undertaken with student nurses in their second (n=3) and third year (n=4) of an undergraduate nursing degree, with a specialism in mental health nursing. Data were analysed using a thematic analysis approach. Results Three overarching themes were identified from the data: a ‘clinical–theory gap’, referring to a gap in students’ theoretical learning and clinical placements; ‘learning from each other’, where students felt a need for increased shared learning surrounding restraint; ‘wellbeing’, highlighting a lack of sufficient supportive and timely interventions to appropriately aid student wellbeing after witnessing restraint. Conclusions These findings highlight the need for improved communication between higher education institutions and clinical practice in relation to restraint. Opportunities for debriefs within higher education learning environments should be considered in order to improve student nurses’ wellbeing and experiences of their nursing degree programme.

Enhancing the Graduate Nursing Student Experience Through Gamification.

Gamification, the use of game-styled learning methods in non-game contexts, encourages student participation, increases learning motivation, and maximizes the amount of information students can retain. An intervention was designed utilizing gamification principles to reinforce material learned during a week-long regional anesthesia intensive. Students participated in team-based competitions consisting of knowledge-based questions, critical thinking, and hands-on ultrasound skills. Anonymous survey results demonstrated a statistically significant increase in post-intervention student knowledge, confidence, and motivation. This project's impact may encourage the integration of gamification in nursing education to increase student motivation and confidence while providing feedback to decrease knowledge gaps.

Work readiness of student nurses voluntarily supporting NHS during COVID-19 pandemic: a mixed methods investigation into students’ experiences

Background: Transition from education to the workforce has been recognised as difficult and linked to ‘reality shock.’ Due to the unprecedented circumstances of the COVID-19 pandemic, many student nurses opted in for NHS emergency placements and prematurely transitioned to the workplace, which calls for an in-depth investigation of the work readiness and transition experiences of this cohort. Aim: The aim of this study was to investigate self-perceived work readiness, the effectiveness of support provided by the universities and the NHS as well as explore the experiences of student nurses who responded to the COVID-19 crisis to understand the impact of this early transition to the clinical workforce. Design: A mixed methods study was conducted. It included two stages: (1) an online survey consisting of a work readiness questionnaire and close- and open-ended questions about received support; and (2) online semi-structured interviews that were thematically analysed. Methods: Participants were nursing students from Scottish universities who took on emergency NHS placements. Thirty-three (30 females and 3 males) participants completed the survey and 8 of them (all female) participated in semi-structured interviews. The Work Readiness Scale for graduate nurses along with questions about the support received were completed in the first stage of the study. Results: Organisational acumen was perceived by participants as higher than social intelligence, work competence and personal work characteristics. Three superordinate themes emerged: (1) participants expressed appreciation of and need for coordination of support from the university and the NHS as a key factor in easing into their role; (2) they indicated the sense of obligation as the key driver for taking up this placement; (3) placement was seen as an opportunity to understand their role and develop their professional identity. Conclusions: The findings found the importance of support from the clinical placement and academic teams to help with the integration and application of theory into practice.

Attitudes, Experience, and Self-Confidence of Veterinary and Veterinary Nursing Students in Small Animal Dentistry: A Survey Study.

Dental issues are extremely common in dogs and cats, underscoring the importance of veterinary professionals' knowledge in dentistry. Nevertheless, dental problems are currently often underdiagnosed and, consequently, undertreated. This study investigated the attitudes, experiences, and self-confidence of veterinary (V) and veterinary nursing (VN) students in their final two years of study in small animal dentistry. An online questionnaire was distributed, and responses were received from 61% of V students (n=94) and 41% of VN students (n=72). The majority of both V students (61%) and VN students (69%) expressed a desire for more education in small animal dentistry. Furthermore, a minority of V students (20%) and VN students (22%) felt adequately prepared for their first day in practice after graduation. Less than half of the students (V 44% and VN 38%) had participated in a practical dental procedure outside training sessions. Self-confidence in small animal dentistry procedures was rated on a 0-10 scale. V students exhibited the highest confidence in teeth polishing (6.1) and removing tartar with ultrasonic scalers (6.0), while VN students were most confident in recognizing common oral/dental problems (6.0) and discussing dental issues with pet owners (5.3). Extra practical training significantly increased confidence in several dental procedures (p<.005). Despite positive attitudes, a notable proportion of V and VN students feel unprepared for their first day in practice, potentially stemming from insufficient training. Addressing these gaps through clear guidelines for Day One Competence and enhanced practical training is crucial, ultimately benefiting the well-being of small animals.

Student nurses experiences of moral distress: A concept analysis.

To understand how pre-registration student nurses experience moral distress and refine the concept in this population. The experience of moral distress has positive and negative effects for health professionals and negatively impacts on patient care. Moral distress is a fluid concept which permits the experience to be varied among different populations. Despite empirical research, a concept analysis has not been performed in the student nurse population. Electronic databases were searched via Ebsco Host Complete and included Cinahl, Medline, APA Psych in March 2024. Search terms included 'Moral Distress' AND 'Student', 'Moral Distress' and 'Baccalaureate.' Search limits included articles between 2014 and 2024, English Language. Twenty-five papers were included in the review and consisted of eight quantitative studies, 11 qualitative studies, three mixed methods studies and three literature/systematic reviews. An integrated mixed research synthesis (Sandelowski, Voils, Barroso 2006) was conducted and organized into Walker, Avant's (2005) framework of antecedents, attributes and consequences. Braun and Clarkes (2006) thematic analysis was then used to generate themes from the literature. Antecedents emerged as students having moral sensitivity, they recognize unethical circumstances. Attributes identified roots of moral distress. These roots include poor patient care, harm to the patient and unsafe care. Students experience of morally reprehensible events is exacerbated by the disempowerment they experience as being 'just a student'. Student nurses who do not exhibit moral courage and do not oppose immoral practices do so due to internal constraints which transpire as fear of conflict, withdrawal of learning opportunities, and fear of disruption to learning. This is influenced by their registered nurse supervisor relationship. Consequences of moral distress identify negative feelings, coping mechanisms and positive effects. The attributes of moral distress in the student nurse population have distinctive features which should be considered by nurse educators and in empirical research. None, as this is a concept analysis that contributes to theory development and is not empirical research.

Adrift down under: An integrative review of international students’ experiences in Australian higher education including shaping factors

Australia is currently one of the leading destination countries for International Students (IS), ranking third in popularity as a study destination. There is sparse research into the experience of IS including the factors influencing their experience within the Australian higher education system. This integrative review aims to synthesize knowledge on the IS’ experience in Australian higher education, including the factors influencing their experience. The review included 15 qualitative studies, three quantitative studies, three mixed methods studies and two literature reviews. IS perceived their study experience in Australia as challenging. They reported English unproficiency, poor academic performance, lack of academic support, low-quality courses, and work-study imbalance as factors that lead to insufficient learning engagement. IS reported difficulties in adjusting to the culture due to language barrier, negative emotions, and stronger acculturation orientation toward their heritage culture. IS reported the difficulties in establishing rapport with both domestic students, university teachers, and obstacles in building meaningful relationships within the local community as factors hindering the development of rapport with these entities. Despite encountering the challenges, IS have recognised the imperative of seeking avenues to foster connections with their fellow peers, their teachers, and the broader Australian community. They noted that their proactive efforts to connect with others, participation in work integrated learning, engagement in extracurricular activities, and prolonged residency in Australia were influential factors that facilitated opportunities for connectedness. These findings emphasise the significance of fostering networks between international students, domestic peers, university educators, and the Australian community. Such networks facilitate cultural understanding, elevate academic achievements, and contribute to the holistic well-being of students. The findings offer valuable assistance in equipping stakeholders and higher educational institutions with essential insights to effectively support IS and address their needs comprehensively. These insights are significant for global education providers aiming to support IS and cultivate a positive study environment. Further research should explore the experiences of international nursing, medical, and healthcare students, considering their involvement with patients and the healthcare team in the Australian system, potentially influencing their experience.

How did student district nurses feel during the COVID-19 pandemic? A qualitative study.

The COVID-19 pandemic placed a huge strain on healthcare services around the world, including community services. Students also faced substantial disturbance to educational programmes. Student district nurses are usually employed members of staff and can be recalled to the workforce, whereas pre-registration students cannot. This paper explores the feelings and experiences of student district nurses during the first UK national lockdown of the COVID-19 pandemic. An interpretative phenomenological approach was taken. A semi structured 1:1 interview and focus group was held via zoom in July 2020. A total of eight student district nurses, who were all registered adult nurses, took part. Data was analysed using the Braun and Clarke model to identify themes. The findings related to their experience of being a community adult registered nurse on the frontline, while also being a student district nurse. Three themes were identified from the analysis: anxiety and uncertainty, management of risk and teamwork. This study highlights the contribution that community nurses made in the clinical response to the COVID-19 pandemic. It adds to a paucity of literature available from this clinical setting and specifically from the viewpoint of a student district nurse. There is much written on the strains on hospital care, but it should be remembered that district nursing is the service that never shuts its doors because it has reached capacity. This study found that a lack of communication and uncertainty about their future as students contributed to heightened stress and anxiety. Teamwork and camaraderie are a vital aspect of any team and one that can support resilience in times of heightened stress. A lack of face-to-face interaction can lead to team members feeling isolated. Digital technology can be used to reduce this feeling when possible.

A Qualitative Study of Foreign Nursing Students’ Experiences of Educational Process

Abstract: Foreign students face difficulties in nursing education, where theoretical and practical education processes are applied simultaneously. As to clinical education processes, which have an important place in nursing education, foreign students’ experience communication problems with patients, nurses, and peers, and this brings along adaptation problems. In this study, it was aimed to determine the experiences of foreign nursing students in the undergraduate education process. The research was carried out according to the case study, which is one of the qualitative research methods. Ten foreign nursing students were included in the study. Data were collected with a socio-demographic information form and a semi-structured focus group interview form. Five main themes were determined in nursing foreign students' experiences with nursing education: (1)being a nursing student, (2)feeling, (3)reason for preference, (4) being a minority in a country, and (5)solution suggestions. In line with the results from our study, it is thought that ensuring the continuity of Turkish courses throughout undergraduate education, a clearer explanation of theoretical courses, enrichment of courses with different teaching methods, and increasing the use of visual materials will be beneficial for their success and adaptation in order to minimize the language barrier of the students.

Student nurses' utilisation of self-directed simulation learning at a University in Gauteng.

Self-directed simulation learning (SSL) is a globally accepted teaching and learning strategy wherein student nurses take the initiative in diagnosing their learning needs, formulate learning goals, identify resources for learning, and implement relevant strategies in response to their learning needs. This autonomous learning strategy will assist student nurses in taking ownership of their learning. Consequently, student nurses exit the training programme to become lifelong learners, safe and competent professional nurses. This study aimed to explore and describe the experiences of student nurses' utilisation of SSL at a University in Gauteng and to make recommendation(s) to enhance the use of SSL. A qualitative, exploratory, descriptive, and contextual research design was used to uncover the student nurses' experiences with the use of SSL at a University. Nineteen participants were purposively sampled. Data collection was conducted through focus group interviews. Tesch's method of data analysis was used to analyse, organise and interpret data. Theme: student nurses experience time constraints, which hinder their utilisation of SSL. Subthemes: (1) a compacted academic timetable, and (2) limited access to the clinical simulation laboratory for self-directed learning. Time constraints hinder the utilisation of SSL, and this challenge threatens the acquisition of clinical skills and knowledge during the training of student nurses.Contribution:Evidence-based recommendations to enhance the utilisation of SSL at a University.

Being a Postgraduate Nursing Student in Limpopo Province, South Africa: An Exploratory Study.

Research proficiencies for nurses include the ability to search for and evaluate evidence, disseminate findings, and apply findings to practice within the context of caring. Aim: This study explored the experiences of distant postgraduate nursing students in Limpopo Province, South Africa. Methods: The population consists of all students registered for postgraduation studies in a nursing programme at two South African universities in Limpopo Province. Purposive sampling was used to select 23 registered postgraduate nursing students. Data were collected through unstructured one-on-one interviews, including an audio recorder and field notes. The narrative data from interviews were analysed qualitatively through Tesch's open coding descriptive qualitative data analysis method. Results: Three main themes emerged: the reasons behind engaging in postgraduate studies, factors impacting postgraduate studies' success, and a description of challenges associated with conducting research. Conclusions: The students generally have varied experiences about whether or not completing a research project is a valuable learning experience. The relationship between a postgraduate student and their research supervisor is crucial to ensuring that the students advance consistently and complete their theses on time. The study will, therefore, assist HEIs offering postgraduate programmes in nursing in realising the challenges faced by students and coming up with strategies to combat the challenges.

The Experiences of Male Nursing Students at North-West University: Insights from Mafikeng Campus

Men in nursing are still seen as unusual for being in a profession that the society perceives as suitable only for females. There is also the notion that men have difficulty caring, traditionally, men are resilient and often are told "men do not cry", they are not supposed to show emotion, if they do, they tend to be considered weak. Men who choose nursing as a career not only risk challenging gender-based stereotypes but gender roles defined traditionally as well. The purpose of this paper was to explore the experiences of male nursing students at NWU (MC) and the empirical evidence suggests that there is still much to be done in institutions of higher learning to enable male nursing students to also feel a sense of belonging in their respective nursing programs. The study utilized qualitative research method in exploring the issues of gender with a particular focus on masculinity and it has uncovered the concept of hegemonic masculinity. Structured interviews were employed, and the data was transcribed and analysed through content analysis. A comprehensive search of the literature from different disciplines reveals deeper issues than just the commonly held assumption that nursing is not masculine. The findings of the study suggest that Connell’s theory of masculinity should not attempt to balance supposedly masculine and feminine qualities, but to challenge the assumption that masculinities are predominantly masculine or feminine. Recommendations include institutions creating campaigns that will ensure that only students that are passionate about nursing are recruited and implement strategies that will improve the experiences of male nursing students in institutions of higher learning.

Opinions and Experiences of Foreign Student Nurses Regarding Patient Care Practices in Türkiye: A Qualitative Study

Aims : We aimed to identify the unique challenges and opportunities faced by international student nurses in Türkiye when practicing patient care. This understanding is essential for educators, healthcare institutions, and policy makers to create more inclusive and supportive environments that enhance learning and professional development. Addressing these challenges can lead to better integration of foreign student nurses into the healthcare system, ultimately improving patient care quality. This research is important for all stakeholders in healthcare - educators, administrators, policymakers, and patients - because a diverse and well-supported nursing workforce is essential for the delivery of culturally competent and high-quality care. Methods : This study employed interpretative phenomenology. Data were collected from 12 foreign nursing students from Iraq, Egypt, Syria, Saudi Arabia, Iran, and the Netherlands. Data were collected between 01 and 20 May 2023 in the Nursing Department of the Faculty of Health Sciences of a state university in the province of Şanlıurfa, located in the southeastern region of Türkiye. Data were analyzed using Colaizzi’s method. Results : We identified four themes: “Metaphors describing patient care practices,” “Factors affecting care practices,” “Needs for education and support,” and “Opportunities during patient care practices.” Positively influencing factors included better education and living standards and economic benefits, while negatively influencing factors were traumatic events before studying abroad, racial discrimination, language and cultural differences, negative emotions, peer victimization, and lack of use of standards. Interviewees reported a need for training and support and that patient care practices provided opportunities for greater awareness, responsibility, and professional integration. Discussion : Positive and negative experiences of foreign student nurses were evident in the delivery of patient care practice. Interventions are needed to alleviate negatively influencing factors, provide training and support for students, and improve opportunities for foreign nationals. Identification of these factors can help medical educators to develop culturally sensitive and inclusive approaches, as well as individual/organisational facilitators that enhance existing opportunities and remove barriers.

Experiences of pre-registration student nurses during mental health clinical placements that enhance practice learning: an integrative literature review

PurposeThe aim of this study was to explore empirical literature on the experiences of pre-registration student nurses during mental health clinical placements and identify factors that enhance practice learning.Design/methodology/approachAn integrative mixed-methods approach and constant comparative synthesis were chosen. Eligible studies were from 2009 onwards sampling student experiences of mental health placements within undergraduate and postgraduate degree entry to practice nursing programmes, excluding academic-only experiences. The search was last conducted on 14th August 2021 and included MEDLINE, CINAHL and APA PsycINFO databases.FindingsThe search strategy identified 579 studies, of which 10 met the eligibility criteria. Seven of the articles reported qualitative research; two were based on quantitative studies, and one had a mixed-methods design. There was international representation across six countries. All studies examined the experiences of pre-registration student nurses during mental health clinical placements. The total number of participants was 447, comprised of students, nongovernmental organisations and community members.Originality/valueThe review identified four influential themes that enhance practice learning: immersion in the nursing role; relationships that empower autonomous learning; opportunity for defined and subtle skill development; and student experiences of people with mental health needs. Further research is required on culture, subtle skill development and the socialisation process of students with the mental health nurse professional identity.

WITHDRAWN: “The closest touch to death in psychiatric nursing practice”: Experiences of nursing students in a psycho-oncology unit

ObjectiveCaring for a person with a cancer diagnosis is challenging, especially for nursing students at the beginning of their professional careers. Although there has been previous research on the experiences of students in oncology units, there have been none to date on their experiences in a psycho-oncology unit. In this qualitative study, we evaluated the experiences of nursing students practicing in a psycho-oncology unit. MethodsThis qualitative descriptive study was conducted with nursing students who practiced in the psycho-oncology unit of a comprehensive oncology hospital in Turkey. ResultsA total of 23 nursing students, 15 females, and 8 males, with a mean age of 22.73 years, described their practical experience in the Psycho-Oncology Unit of a comprehensive cancer hospital. A content analysis of the student narratives identified three main themes: gains, emotional dissonance, and challenges. The students stated that working with a person who is close to death is a very challenging experience, but it has many professional gains. ConclusionsWhen student statements are evaluated, practice in a psycho-oncology unit is considered a valuable contribution to learning. However, the results of this study suggest that bachelor's degree nursing students require more education and mentoring on cancer care. We recommend that students gain more education and experience in fields such as psycho-oncology and consultation-liaison psychiatry earlier in their education. More research is needed into the experiences of student nurses practicing in psycho-oncology units.

Lessons learned: Why study-abroad remains a critical component of nursing curriculums

BackgroundCaring for an increasingly older and multicultural patient population requires nurses and APNs who are able to integrate cultural competency in meeting the needs of their patients while decreasing health care disparities. A study-abroad immersion experience is one way to instill deep learning and cultural competency. PurposeThe purpose of this study was to understand the lived experience of baccalaureate nursing students and APN students working together in a study-abroad, service-learning experience. MethodUsing Interpretive Phenomenological Analysis (IPA) (Smith & Osborn, 2003), we explored the lived experience of Baccalaureate and Advanced Practice Nursing Students in a service-learning, study-abroad experience in Belize. ResultsEmergent themes derived from students' journal transcripts were: (1) Allowing learning to take place; (2) Practicing nursing with limited resources (3) A different take on culture; and (4) Kinship with peers. From this theme two sub themes emerged: 1) students' connection with the people and the country, and 2) students' connection with each other. ConclusionCultural immersion prepared students to work in Belize with different patient groups, having varied perspectives related to their health. Students learned that the core values of dignity and caring require that we, as nurses, go where the patient is-not where we want the patient to be. This is tested when students are confronted with a culture not their own.

Experience of undergraduate nursing students participating in artificial intelligence + project task driven learning at different stages: a qualitative study

BackgroundArtificial intelligence is a growing phenomenon that will soon facilitate wide-scale changes in many professions, and is expected to play an important role in the field of medical education. This study explored the realistic feelings and experiences of nursing undergraduates participating in different stages of artificial intelligence + project task driven learning, and provide a basis for artificial intelligence participation in nursing teaching.MethodsWe conducted face-to-face semi-structured interviews with nursing undergraduates participating in Nursing Research Course which adopts artificial intelligence + project task driven learning from a medical university in Ningxia from September to November 2023, to understand their experience of using artificial intelligence for learning and the emotional changes at different stages. The interview guide included items about their personal experience and feelings of completing project tasks through dialogue with artificial intelligence, and suggestions for course content. Thematic analysis was used to analyze interview data. This study followed the COREQ checklist.ResultsAccording to the interview data, three themes were summarized. Undergraduate nursing students have different experiences in participating in artificial intelligence + project task driven learning at different stages, mainly manifested as diverse emotional experiences under initial knowledge deficiency, the individual growth supported by external forces during the adaptation period, and the expectations and suggestions after the birth of the results in the end period.ConclusionsNursing undergraduates can actively adapt to the integration of artificial intelligence into nursing teaching, dynamically observe students’ learning experience, strengthen positive guidance, and provide support for personalized teaching models, better leveraging the advantages of artificial intelligence participation in teaching.

Male nursing students’ experiences of their clinical internships: A qualitative study

BackgroundNursing has traditionally been a predominantly female profession; however, there has been a gradual increase in the proportion of male nursing students in recent years. Male nursing students may encounter distinct challenges within clinical settings, potentially impacting their physical and mental well-being. AimThis study aims to explore the clinical internship experiences of male nursing students and provide them with adequate support for their successful adaptation to clinical roles. MethodsThis study used a descriptive design and qualitative approach. The participants were enrolled using a convenience sampling method. Data were collected using individual face-to-face semi-structured interviews. ResultsMale nursing students’ experiences of their clinical internships were described through the following themes: (1) dynamics of working as a nurse, (2) not just a male nursing student, (3) gender-based stereotypes, (4) balance between forte and failing, (5) difficulties and challenges when working in hospitals, and (6) lessons learned and knowledge needs. ConclusionsOur research findings have significantly enhanced our comprehension of male nursing students' experiences and offered valuable recommendations for both nursing education and clinical practice. Simultaneously, these results provide essential information support for nursing educators and hospital administrators.