Orientation Program Research Articles

The Suitability of Translanguaging Pedagogy on Business English Listening Teaching in Chinese Private School

The aim of this paper is to explore translanguaging practices in Business English teaching in Cangzhou Jiaotong College in Hebei Province, China, taking listening as a pilot study and utilizing the IPO conceptual paradigm and quantitative research method to analyze and interpret the statistical results. The findings showed that EFL learners were relatively satisfied with the listening instruction using translanguaging pedagogy method. There was good perception about learning attention, learning interest, learning behavior, and learning satisfaction. A design for teaching listening comprehension was proposed by the researcher. For future study universities should provide orientation program in translanguaging pedagogy for both teachers and students to ensure effective classroom teaching and overcome traditional education culture barriers. Likewise, teachers should conduct further use of translanguaging pedagogy in Chinese higher education institutions to explore new features, teaching modes, and assessment modes using translanguaging pedagogy.

IMPLEMENTATION OF UNIVERSAL DESIGN FOR LEARNING (UDL) CONCEPTS ON LEARNING IN HIGHER EDUCATION

This research aims to describe the application of the three UDL principles in higher education, the obstacles experienced and the solutions. The type of research used in this research is library research. The data in this research is in the form of previous research reports published in journals. This research uses national or international journal articles with publication years in the last 5 years (2017-2023). Overall, there were 14 journal articles studied that were relevant to the research topic. Among the 14 journal articles obtained, there were 10 journal articles indexed by Scopus. The results of the research show that (1) the application of Universal Design for Learning (UDL) in higher education is by applying the 3 principles of UDL, namely: (a) application of the principle of representation through face-to-face learning, online learning, teaching using lecture methods, discussions, sheets work, delivering material using graphics, video, text, or images, as well as using e-books, (b) applying the principles of action and expression by giving students the freedom to choose how to express their understanding, either verbally, written, hardcopy, or softcopy, (c ) application of the principle of involvement by creating a comfortable learning environment, frequently interacting with students, carrying out group discussions, and using assistive applications (mind tap, clicker, moodle), (2) the obstacle faced by universities in implementing UDL is the large number of students in classes, lack of knowledge and awareness about UDL among teachers and school officials, and lack of time for teachers to apply UDL in learning, lack of interest and motivation in learning. Applying and studying UDL, (3) the solution to overcome the obstacles faced by universities in implementing UDL is to hold training on UDL for teachers and school officials, this training can be in the form of an orientation program or workshop, another solution to overcome the problem of lack of motivation for teachers To adopt and learn UDL is to provide motivation in the form of rewards to teachers who are interested in learning more about UDL.

“My Favourite Self:” A Retrospective Analysis of an Outdoor Orientation Program

Background: The short-term impacts of outdoor orientation programs (OOPs) have been documented in the literature for close to 40 years. While there is a fair amount of research examining the immediate effects of OOPs, there are relatively few studies exploring long-term impacts. Purpose: This study examined the important longitudinal “lessons learned” from participating in an OOP. Methodology/Approach: This study utilized a retrospective qualitative approach and employed the Most Significant Change technique to understand meaningful lessons learned. Alumni from an OOP participated in semi-structured interviews. Thematic analyses included open coding, focused coding, and axial coding. Findings/Conclusions: Primary themes that emerged from the coding process included community and social connections, mental health and well-being and environmental appreciation and value of nature. Participants reported learning valuable lessons related to community building, coping, stress relief, resiliency and thriving, and connection with nature. Implications: Results provide evidence supporting positive long-term effects of OOPs. A particular highlight is how participants noted the OOP helped shape their “favourite self” years after their university experience. Researchers and practitioners can use these results to inform OOP curricula and to include in program marketing and lobbying efforts.

New Employee Orientation: A Case Study of University for Development Studies

The paper shed light on the relevance of the new employee orientation programme of the University for Development Studies (UDS) for newly recruited Senior Members. The study data were obtained using an electronic questionnaire, which was opened for a period of two weeks, to which 133 out of 188 participants of the orientation programme responded to the questionnaire. The data from the electronic questionnaire was downloaded and analysed qualitatively using a 2010 Microsoft Excel spreadsheet.
 The study found that respondents’ expectations from the new employee orientation programme were generally met. The results further indicate that many of the respondents (82 percent) were satisfied with the conduct of the new employee orientation programme. Among the most important achievements of the orientation programme, according to respondents, were: the channel of communication; effective teaching; rules, regulations and policies of the University; employment benefits and or conditions of service; career development as well as roles and duties expected of teaching staff. Respondents recommended that the orientation programme be improved by: Allocating more time for presentations as well as question and answer sessions; 
 
 Presentation on stress and self-care management and 
 Internet availability at the orientation venue for hands-on practice during ICT sessions.

Orientation Training and Performance of Employees in Select County Governments in Nyanza Region in Kenya as Moderated by Knowledge Sharing

County governments in Kenya were constitutionalized in 2010 to ensure resources and services were devolved. However, employee performance in the Nyanza region has been declining despite high investment in orientation and training programs. The purpose of this study was to establish the moderating effect of knowledge sharing on the relationship between orientation training and the performance of employees in Kisii, Migori, Siaya, Homa Bay, and Nyamira County Governments. The study was grounded in human capital theory. A correlation research design was utilized, targeting 389 employees from selected county governments in the Nyanza region. A sample of 199 respondents was selected using a stratified sampling method. Structured questionnaires were used to collect primary data. Both descriptive and inferential statistics were used in the data analysis, while hierarchical multiple linear regression was used to test the moderating effect of knowledge sharing on the relationship between orientation and mentorship training and employee performance in county governments. The results showed that orientation training through induction, benchmarking practices, job rotation, and role and duties awareness played crucial roles in improving employees’ performance in the county governments. Hence, orientation had a positive, significant relationship with employee performance. Additionally, there was a moderating effect of knowledge sharing on the relationship between orientation and employee performance (P=0.000<0.05). Knowledge management contributed to a 3.2% improvement in the relationship between orientation and employee performance (R Square Change =0.032). The study concludes that knowledge-sharing orientation training had a moderating effect on the relationship between orientation and employee performance. The study recommends that county governments enhance orientation training programs for employee development, optimize professional development, develop comprehensive employee orientation programs, and strengthen personal development by investing in knowledge-sharing resources.

Ethics and benefits of family participation in global surgery: a review of the One World Surgery experience

Short-term experiences in global health (STEGHs) provide the opportunity to improve individual patient care and build systemic capacity in under-resourced communities. While most STEGHs are conducted by teams of clinical practitioners and/or trainees, there are some organizations in which nonclinical family members of medical/surgical volunteers participate. One World Surgery is an example of an organization that encourages family member participation in its short-term volunteer trips to Honduras. Through careful pretrip orientation, on-site supervision, and consistent educational programs, One World Surgery has developed a program which promotes safe and effective participation of family members. A recent survey of preprofessional volunteers confirmed that participants felt appropriately supervised and well prepared for their STEGH duties; as a testament to their experience, 100% of these volunteers indicated they would like to return for another One World Surgery experience. The purpose of this paper is to highlight the benefits of family member participation in STEGHs and share the experience of one organization in which family member participation has been developed to provide ethical, beneficial, and sustainable care.

Expatriate professional nurses’ experiences of preceptorship in a tertiary hospital in Saudi Arabia

Background: Professional nurses relocate to foreign countries as expatriate nurses due to host countries’ push or pull factors. Preceptorship programs are designed to support newly hired nurses in transitioning into a new health-care environment. Aims: This study aimed to understand expatriate professional nurses’ preceptorship experiences in a tertiary hospital in Riyadh, Saudi Arabia, with the goal of providing recommendations to enhance the preceptorship program and facilitate better adaptation among expatriate nurses. Setting and Design: This study was conducted at a tertiary military hospital in Riyadh, Saudi Arabia, and employed a phenomenological research approach. Materials and Methods: Based on inclusion criteria, ten expatriate professional nurses were selected by purposive sampling. Data were collected through unstructured, audio-recorded, verbatim transcribed interviews, observations, and field notes. Statistical Analysis: Colaizzi’s seven-step methodology was employed for data analysis. Results: The results identified three themes: (1) participants experienced both positive and negative aspects of preceptorship, encountering personal adjustment challenges and issues with the initial orientation program; (2) preceptors’ abilities and dedication played a crucial role in assisting participants in adjusting to their new workplace; and (3) participants reflected on their preceptorship experience, expressing their expectations and opinions of the preceptorship program. Conclusions: Preceptorship is an effective onboarding strategy to support expatriate nurses in their adaptation process, emphasizing the importance of teamwork and continued management support.

Disseminating traditional information through digital process in rural communities of Omoku, Ogba/Egbema/Ndoni Local Government Area, Rivers State

The provision of traditional information to a wide range of communities with different classes of leadership and a mixed multitude is a major challenge to Omoku communities. The research is aimed at disseminating traditional information via digital means in Omoku communities in Onelga. The study adopted a descriptive survey design with a sample size of 500 (250 males and 250 females) from 27 communities in Omoku town. The study was guided by three research questions and three null hypotheses which were tested at 0.05 α-level of significance. A questionnaire of 15 items was used to collect data, while Cronbach’s alpha reliability coefficient value of 0.84 was estimated for the instrument. The research questions were determined by mean and standard deviation, and the hypothesis was tested by z-test and linear regression statistics. Hypotheses one and three were tested with z-test, whereas hypothesis two was tested with linear regression. The findings reveal that town criers, as a means of disseminating traditional information in Omoku communities, are slow and capable of inciting violence. The findings also reveal that Omoku indigenes were familiar with digital technology and were interested in the digital dissemination of traditional information. However, the indigenes of Omoku communities lament the issues of poor network coverage, irregular power supply and non-availability of funds to procure smart phones and also subscribe to the network. The study therefore recommends the provision of network mast, fund and orientation programmes for the 12 communities in Omoku, among others.

Effectiveness of a Competency-based Foundation Course in Enriching Medical Education: Insights from First year MBBS Students

Background: The medical profession requires extensive knowledge and skills, making it a demanding and challenging profession. To help 1st-year medical students from diverse cultural and social backgrounds transition from a highly protected school environment to a professional course, a 1-month orientation program has been introduced by the National Medical Council in India. Objectives: This study aimed to evaluate the feedback of 1st-year medical students on the competency-based medical education foundation course. Methodology: A cross-sectional study was conducted on 525 1st-year MBBS students from the 2022 to 2023 batch in various medical colleges across different states. A predesigned, structured, and validated questionnaire was used to obtain feedback from students on a 5-point Likert scale. Results: The feedback of 525 students was obtained and analyzed. The majority of students in all states reported 75%–100% orientation on the role of doctors in society, family practice, and national health policies. Basic life support skills were highly appreciated by most students (>55%) in all states. Computer skills were also found to be useful by the majority of students (61%). Most students (100%) reported sensitization and awareness of medical ethics and the availability of student support systems after attending the course. Field visits were rated as extremely useful, and the majority of students (52.9%) had exposure to sports and extracurricular activities. Conclusion: The foundation course aims to develop the necessary skills and leadership qualities that are essential for the overall development of an individual and an efficient doctor. Majority of the students rated the foundation course as very useful, indicating it to be a useful teaching program aiding in a smooth transition and adaptation to the various challenges throughout their professional course.

Evaluation of New Graduate Nursing Orientation Program

Evaluation of New Graduate Nursing Orientation Program

Perceived Influence of Human Resource Management on Instructional Delivery in Primary Schools in Rivers State

This study investigated perceived influence of human resource management on instructional delivery in primary schools in Rivers State. The study used three research questions and three hypotheses. The study adopted a descriptive survey design. The total population was 988,508 (961 headteachers and 987,547 teachers) from all 961 primary schools in Rivers State. A sample size of 460 (60 headteachers and 400 teachers) was determined using multi-stage sampling technique. The instrument for the study was a self-structured questionnaire titled “Perceived Influence of Human Resource Management on Instructional Delivery Questionnaire”. The instrument was validated by experts in the Measurement and Evaluation and Department of Educational Management. Cronbach Alpha was used to achieve an overall reliability index of 0.84. Mean and standard deviation were used to answer the research questions while the z-test was used in testing the formulated null hypotheses at 0.05 level of significance. Findings revealed that teachers’ appraisal, teachers’ training, and orientation of teachers influence instructional delivery in primary schools in Rivers State. Based on the findings, it was recommended that school managers should regularly carry out performance appraisal to ensure teachers update their knowledge in a way that will enable them to deliver the curriculum effectively; there should be massive training and retraining of primary schools’ teachers to improve their pedagogical skills for effective instructional delivery in schools and school managers should ensure adequate orientation programmes are put in place for newly employed teachers to acquaint them with the requirement of their jobs for quality instructional delivery.

Emotional Intelligence Dimensions as Correlates of Adjustment among First Year Students of University of Ibadan

Adjustment of freshmen in the higher institution depends on a variety of factors which can have both positive and/or negative influence on their ability to stay focused, motivated and succeed in the school system. Parents, Counsellors Teachers, Curriculum experts and other significant stakeholders have also expressed considerable concern about the level of adjustment of the students especially among the first year students. Some freshmen easily adjust irrespective of the enormous challenges that they encounter while some find it difficult to cope and eventually dropped out of the school. This study, therefore, sought to investigate emotional intelligence dimensions as correlates of adjustment among first year students of University of Ibadan. The study adopted a descriptive survey research design of correlational type. A total of two hundred (200) first year students of University of Ibadan were selected using simple random sampling techniques. Three research questions were raised and answered for the study. Validated and standardized instruments were used to collect the data. Data collected were analysed using the Multiple Regression Analysis and Pearson Product Moment Correlation at 0.05 level of significance. The findings showed that there was significant relationship between self–awareness (r =.704, p<0.05), self-regulation (r =.143, p<0.05), motivation (r =.682, p<0.05), empathy (r =.472, p<0.05) and social skills (r =.700, p<0.05) in relation to adjustment of first year students of University of Ibadan. The independent variables jointly accounted for 52.4% variance in predicting adjustment of first year students of University of Ibadan. In term of contribution to adjustment; self–awareness (β = .428, p<0.05) and social skills (β = .740, p<0.05) had significant positive relative contribution to adjustment of first year students of University of Ibadan. Self-regulation (β = -.091, p>0.05) and motivation (β = -.249, p>.0.05) had no significant relative contribution to adjustment while empathy (β = -.237, p<.0.05) had negative significant relative contribution to the adjustment of first year students at University of Ibadan. Based on the findings, it was recommended that the school management should guide, inform, and advice students by giving good and fantastic orientation programs to the newly admitted students as this would foster excellent adjustment to their new environment. Also, the service of an Emotional Intelligence coach can be employed by parents, school management and even the students, to learn assertive skills, setting boundaries and act of maintaining harmony. Students should also be encouraged to use the right emotional intelligence skills at different situations they find themselves for their proper adjustment in their newly found environment. Keywords: Adjustment, Emotional Intelligence, Self–awareness, Emotional Intelligence, Motivation, Empathy, Social skills

Multicultural Classrooms in European Higher Education: Findings from Interviews with International Students and Teaching Staff

The research, prepared for the Multicultural Classrooms: Inclusive Learning and Teaching in Higher Education Erasmus+ project, endeavours to assess the current state of multicultural classrooms in Europe through interviews conducted with lecturers and students at partner universities (Türkiye, Belgium, Romania, Bulgaria, Czech Republic, and Spain).
 
 The research evaluates instructional systems designed to equip faculty members with the competence to manage heterogeneous and culturally diverse classroom environments. Additionally, the report seeks to identify avenues for embedding multiculturalism within European higher education. The methodological approach involves a literature review on multicultural classrooms, and the report accentuates the need to extend discussions on multicultural classrooms to the higher education context. The report presents findings from interviews with international students and teaching staff, summarising emergent themes derived from content analysis. These findings aim to enhance comprehension of multicultural classrooms in Europe and inform strategies to promote diversity and multiculturalism in European higher education institutions.
 
 The report underscores shared themes and fundamental aspects of higher education internationalisation within multicultural classrooms. The importance of language proficiency in English as a determinant of successful internationalisation is consistently recognised. Cultural diversity is celebrated as a valued ethos across all countries, with exposure to diverse cultures and perspectives deemed intrinsic to studying abroad. Institutional support for international students is highlighted, emphasising the need for robust orientation programs and support mechanisms.
 
 Challenges tied to cultural differences and language barriers are acknowledged universally, underscoring the significance of fostering cultural sensitivity and intercultural communication skills. Inclusive academic environments for international students are prioritised, where lecturers strive to establish settings fostering open dialogues and intercultural competence. The report emphasises the significance of training and professional development for lecturers in multicultural classrooms, including recommendations for observation periods abroad and exchange programs to promote inclusive practices.
 
 Based on an exhaustive analysis of national reports, the international report culminates in a compilation of recommended training courses crucial for enhancing the effectiveness of multicultural classrooms. Collectively, these findings underline a shared commitment to inclusive and supportive environments for international students across the featured countries. The insights gleaned hold value in shaping higher education internationalisation within and beyond Europe, acknowledging the significance of global interconnectedness and diversity in contemporary education.

Stress Coping Strategies Among Undergraduate Nursing Students in The University of Nigeria Enugu Campus

Background: Undergraduate student nurses experience stress due to the demanding nature of their training. Therefore, assessing stress and coping strategies in this vulnerable group is essential. Moreover, a paucity of data exists on this subject among the study population. Aim: This study assessed the stress level, common stressors, and coping strategies adopted by undergraduate student nurses at the Department of Nursing, University of Nigeria, Enugu Campus. Methods and Materials: This study used the cross-sectional descriptive survey design. A proportionate sample method was utilized to select 196 undergraduate nursing students. The Perceived Stress Scale (PSS) and Coping Behaviour Inventory (CBI) were used for data collection. Statistical Package for the Social Sciences (SPSS) version 25 was used to analyze the data using descriptive and inferential statistics. Results: The results showed that the majority of respondents (71.8%) reported feeling moderately stressed. Assignment/workload stress (2.46±0.90), stress from teachers and nursing staff (1.92±0.79), and stress from peers and daily life (1.96±0.92) were the three main stressors. Problem-solving (2.84±0.95), transference (2.54±0.95), and positive coping behavior (2.52±0.88) were the most frequently employed coping mechanisms. There was no significant difference (p > 0.05) between the students' demographic characteristics and their stress levels. Conclusion: The respondents reported moderate stress levels that were comparable between the different groups. Therefore, administrators of the nursing department should incorporate stress management and reduction techniques into the orientation program and motivate students to use healthy coping mechanisms that emphasize problem-solving to promote health. Keywords: stress, coping strategies, undergraduate nursing students, stressor, level of stress

Workforce Development in Integrated Care: An International Framework

Introduction: Integrated care aims to improve access, quality, and continuity of services for ageing populations and people experiencing chronic conditions. There are several descriptions in the literature recommending training in integrated care for health and social care professionals. One underdeveloped area is a global consensus of the key competencies and a global framework describing what these competencies and models of training look like. This study utilized a consensus building approach (Modified Delphi Study) with global experts with experience in delivering and designing workforce training in integrated care to ascertain which competencies are important to include in the framework and the best ways to implement these competencies. 
 Aims, Objectives, and Methods: The purpose of this study was to analyze the interactions between integrated care education leaders globally to explore what competencies are needed to practice integrated care across a broad range of health and social care settings and to identify the most effective models to implement these competencies. Meticulous and well-informed planning, and the development and implementation of an international competency framework will allow education providers and curriculum developers to incorporate these competencies and proposed models into existing training and curricula.
 A four-step methodological process was used. First, a potential list of competencies and key features of education and training in integrated care were identified based on a systematic scoping review. Second predefined criteria were used to identify the global panelists with experience in delivering or research in education in integrated care to reach consensus on the level of importance of the competencies and key themes. Thirdly, two anonymous iterative Delphi rounds were conducted followed by analysis and consensus of the results. A key focus of the study was determining how the experts engaged people and community in the delivery and design of the education program.
 Results and key findings: Components of training needs to include active involvement of people with lived experience of care in the design, delivery, and evaluation of the training. Other components include incorporating models to train health and social care professionals together to work within and across teams. Incorporating advanced collaboration and shared decision-making skills; a focus on comprehensive assessment of patient and family needs and a focus on primary and community care were some of the key findings of this study. 
 Conclusion: Existing competencies and models of training to build capacity for integrated care are not comprehensive and none has been developed through a formal global expert consensus technique. Higher education providers and workplaces may use the results of our study to highlight areas where they need to seek additional expertise, to develop and incorporate new and more advanced competencies into workforce training. Further work is needed to refine and test the competencies to ensure feasibility and usefulness, and to ensure curriculum developers and workplaces are appropriately supported and trained to implement them. The competencies can be used to shape job descriptions, orientation programmes, supervision, performance reviews and to design curricula and training on integrated care.

Determining the Professional Development Needs of Primary School Teachers Working in Science and Art Centers

Science and Art Centers (SACs) are educational institutions affiliated with the Ministry of National Education that focus on the education of gifted individuals. In SACs, primary school teachers are responsible for implementing specialized and enriched curricula designed for gifted students in 2nd, 3rd, and 4th grades. The professional development needs of primary school teachers at SACs differ from those in regular primary schools.. However, it is essential for teachers to continue their professional development throughout their tenure and actively participate in in-service training activities. Recognizing the significance of continuous professional development in the teaching profession, this study aims to identify the areas where primary school teachers at SACs require professional development and provide recommendations for incorporating these needs into future professional development activities. The research data for this study were collected using the Classical Delphi Technique. Academicians working in the field of Classroom Education or Special abilities, who conduct research on gifted individuals, and primary school teachers who work with gifted students participated in this data collection process. The data obtained were analyzed through descriptive analysis and content analysis. The study revealed that primary school teachers working at SACs require professional development training in various content areas, including recognizing gifted students, understanding relevant legislation, implementing enriched and differentiated education for gifted individuals, exploring education-teaching models, and fostering family involvement in the educational process. Based on these identified needs, it is strongly recommended that policy makers develop and implement professional development programs specifically tailored to primary school teachers employed at SACs.

INCREASING SOCIAL AWARENESS AND RESPONSIBILITY THROUGH INDUSTRIAL WORK PRACTICES IN CITIZENSHIP EDUCATION

Education is a conscious and planned effort to create a learning atmosphere and learning process so that students actively develop their potential to have religious spiritual strength, self-control, personality, intelligence, noble morals, and the skills needed by themselves, society, nation and state. The program of vocational secondary education is industrial work practice. Industrial work practice is an integral part of education that brings students into the real world. Social awareness is a student's ability to recognize other people or awareness to foster concern which can then show the ability to empathize with other people. This research uses a qualitative approach with a retrospective case study type of research at Rina Hasanah Vocational School, Pandeglang Regency, which allows for follow-up healing or improvement of a case (treatment) after the research finds the results, so that the researcher only provides input from the research results . This research aims to describe the objective conditions of students' level of independence, learning conditions for industrial work practices in schools, implementing industrial work practices to form responsible independence as an effort to increase social awareness, and knowing the effectiveness of industrial work practices for forming independence and responsibility for vocational school students in the Regency. Pandegalang. Industrial work practices have been implemented at Rina Hasanah Vocational School. By implementing industrial work practices, it is hoped that the school can produce quality graduates who are socially sensitive and have an independent and responsible spirit. The school has provided some support for this, including holding various training and orientation programs before industrial work practices begin.

Vocational and Pedagogical Training of Future Bachelors in the Field of Transport at the Pedagogical Institutions of Higher Education under Modern Social and Economic Conditions

Intensive changes in social and economic conditions related to the development of labor markets and labor force require changes in the quality of training of specialists who possess not only special knowledge, but also certain qualities that ensure their competitiveness and professional mobility. This actualized the issue of modernizing the modern vocational and pedagogical education as a system of training teachers of vocational training, in particular, bachelors in the field of transport. The purpose of article is to analyse the theoretical and practical aspects of vocational and pedagogical training of future bachelors in the field of transport at the pedagogical institutions of higher education. Methods of research are analysis, systematization, observation and generalization. Results. It has been established that the vocational and pedagogical education of future bachelors in the field of transport is a special type of higher education, which is significantly different from the sectoral (engineering and technical, agricultural, economic) and actually pedagogical and is carried out in the system of vocational and pedagogical education. The specificity of vocational and pedagogical education consists in the training of staff for the implementation of educational programs of a professional orientation in the vocational education institutions of the I – II levels of accreditation. Conclusions. The key idea of integration and psychological and pedagogical training for the vocational and pedagogical education gives a possibility to prepare a professionally mobile specialist with the necessary qualifications. It is extremely important not to allow the priority of sectoral or pedagogical components in the content of vocational and pedagogical education, since both components are equivalents. In the near perspective of key tasks of vocational and pedagogical training are the implementation of integrated training of future bachelors in the field of transport; additional psychological and pedagogical training of graduates of specialized institutions of higher education or additional specialized training of graduates who have completed their studies in pedagogical institutions of higher education. We see further scientific studies in forecasting and projecting the development of the system of vocational and pedagogical education.

Do internship students do well in a clinical environment? A qualitative naturistic study.

The internship year marks the culmination of the nursing program across all Saudi universities, bridging theoretical learning and practical application. The significance of the internship year lies in the application of skills acquired during the preceding years of study. Understanding interns' experiences, identifying influences, and sharing their recommendations for best practices become crucial. This study aimed to explore the experiences of internship students and address the challenges they encountered in a clinical environment. A qualitative naturistic descriptive approach was employed, involving 20 purposively selected participants from internship students in two regions in Saudi Arabia. Data were collected in January 2023 through semi-structured interviews, focus group discussions, and observation. A conventional content analysis approach was used for data analysis. Four major themes were generated: 1) Transferring Shock, 2) Self-Learning, 3) Supportive Environments, and 4) Factors Facilitating Learning. Transferring Shock comprised two subthemes: feeling lost and feeling left out. Internship students acknowledged the utility of orientation and mentorship programs in advancing the practical skills of new nurses and enhancing patient safety. The findings also indicated that those with prior preparation and robust communication skills reported a positive experience. Consequently, integrating communication courses into the nursing education curriculum could be beneficial. Establishing a supportive learning environment for nursing interns is imperative to address challenges and ensure the delivery of safe and effective patient care.

Structural and psychological empowerment among newly graduated nurses and related factors: A mixed methods study.

To discuss the levels of structural empowerment (SE) and psychological empowerment (PE) and the factors that influence perceptions of empowerment among newly graduated nurses (NGNs). Mixed methods study. The quantitative part of the study was conducted with 220 NGNs with <1 year of job experience. The study was conducted between February and May 2023. Focus group discussions were conducted with 30 NGNs. Data were collected by using the Conditions for Work Effectiveness Questionnaire (CWEQ-II), the Psychological Empowerment Scale (PES) and a Semi-Structured Interview Form. Quantitative data were analysed using stepwise regression analysis. Content analysis was used to analyse qualitative data. CWEQ-II and PES were moderate. The regression analysis showed that NGNs' SE scores increased in association with the following factors, including an increase in the total score on the PES, being married/having a partner, working a day shift, having career planning, increased satisfaction with the orientation programmes of the institution and increased satisfaction with the employing institution. As a result of the descriptive analysis of the focus group interviews conducted to determine the empowerment perceptions of NGNs, we identified three contexts along with the associated themes and subthemes. These three contexts were the 'concept of power', 'professional impression' and 'empowerment process'. The results of this study indicate that the SE and PE levels of NGNs are moderate, and their empowerment perceptions are influenced by many factors that can be individual, organizational and work environment relevant. This study's findings will guide policymakers, educators, researchers and administrators in empowering NGNs essential to the healthcare workforce. The paper adheres to the COREQ checklist. No patient or public contribution.