Third-year Students Research Articles

Assessment of sustainability consciousness among pre-service teachers in China under the “Double Carbon” goal

Purpose This study aims to identify the level of sustainability consciousness among preservice teachers in China under the “Double Carbon” goal. Design/methodology/approach A sustainability consciousness questionnaire was distributed to 2,795 preservice teachers aged 17–26 years old from first-year undergraduate to third-year postgraduate students through an online questionnaire tool. The mean, standard deviation and correlation of their sustainability knowingness, attitude and behavior were analyzed using SPSS software. Findings First, preservice teachers scored high in sustainability knowingness, attitude and behavior. Second, across different household types, disciplines and university levels (double first-class and nondouble first-class), preservice teachers’ sustainability consciousness scores were comparable to each other. Finally, a negative correlation was found between sustainability knowingness and attitude as well as knowingness and behavior. However, the authors observed a positive correlation between sustainability attitude and behavior. Overall, the level of sustainability consciousness among Chinese preservice teachers is high and no significant differences exist between the sustainability consciousness of preservice teachers with different household types, in different disciplines and at different levels of universities. Influenced by the contextual differences of the relevant concepts in the questionnaire, there is a certain degree of structural differences in the preservice teachers’ level of sustainability consciousness across the dimensions. Originality/value This study contributes to the literature by investigating the current status of sustainability consciousness level among preservice teachers in China under the “Double Carbon” goal. The findings of this study provide universities and relevant departments with recommendations for education for sustainable development policies.

A Pilot Study: Evaluating Disposable Syringes Compared to Non-Disposable Syringes for Dental Training.

Needlestick exposures commonly occur with non-disposable metal syringes during the assembly and disassembly of needles due to the manual handling of needles. Disposable syringes are designed to reduce these exposures by using a protective sheath thus eliminating the need to handle needles while uncapping and recapping them. This pilot study compared the two syringes with two alternating groups of third-year (D3) students during clinical practice under faculty supervision to administer local anesthesia to live patients. In 2023, two groups of Year 3 (D3) Doctor of Dental Surgery (DDS) students supervised by faculty in each group alternated over two 4-week sessions using disposable (N=67) and non-disposable (N=66) syringes to administer local anesthesia injections to live patients. At the end of each session, each group and supervising faculty completed a survey to capture their experience. While two participants reported needlestick injuries using non-disposable syringes and no injuries incurred using disposable syringes, we found neither a statistically significant increase nor decrease in exposures related to needlesticks using either syringe. Statistically significant outcomes showed that the participants found the non-disposable easier to use and they were more likely to use it going forward than the disposable syringe. Participants preferred using the non-disposable syringe mainly because of the stability and familiarity aspects of prior education. The disposable syringe, while easier and safer to assemble and disassemble, felt less stable to use during the injection procedure, especially during aspiration. While safety continues to be a concern, students and faculty prefer non-disposable metal syringes over disposable syringes. Most dissatisfaction with using the disposable syringe came from the aspiration system. But prior experience and comfort using non-disposable metal syringes, a lack of experience and confidence with local anesthesia procedures and a lack of experience with disposable syringes, may have contributed to these outcomes. Despite usability issues with the disposable syringe, performance was more impacted by lack of experience than the type of syringe used. Introducing both syringes early into the curriculum may help overcome usability factors, further reduce needlestick exposures, and prepare students for different workplace environments. Providing adequate training for faculty, especially on the differences between the two syringes, such as aspiration, will help alleviate discomfort and better promote the use of both.

Engaging Students in Spectroscopic Analysis of Organic Compounds: A Collaborative Tournament Approach for Third-Year Chemistry Students in Northern France

Engaging Students in Spectroscopic Analysis of Organic Compounds: A Collaborative Tournament Approach for Third-Year Chemistry Students in Northern France

Investigation of the relationship between mathematics anxiety of nursing students and their self-efficacy in drug administration in children.

This study aimed to examine the relationship between nursing students' math anxiety and their self-efficacy in pediatric medication administration. Medication errors in pediatric patients are often linked to the precision required in dose calculations, posing significant risks to patient safety. Math anxiety, characterized by fear and worry, can impair students' performance in mathematical tasks, potentially reducing self-efficacy in medication administration. A descriptive, cross-sectional, correlational design was employed, adhering to STROBE guidelines. The study was conducted between May and July 2022 with 175 third- and fourth-year nursing students at a state university financed by public funds, in Turkey. Data were collected through a sociodemographic information form, a self-efficacy scale for pediatric medication administration, and a two-dimensional math anxiety scale. Statistical analyses included descriptive statistics, t-tests, ANOVA, and Pearson correlation. Third-year students had higher drug preparation scores than fourth-year students. Students who willingly chose nursing had higher self-efficacy. Those confident in calculation skills had higher self-efficacy and lower math anxiety. Higher math anxiety negatively correlated with drug preparation scores, while calculator use was linked to increased anxiety and lower scores. No significant correlation was found between math anxiety and overall self-efficacy. Reducing math anxiety and enhancing mathematical skills may improve nursing students' self-efficacy in pediatric drug administration. Nursing education should incorporate strategies to strengthen mathematical competencies.

Evaluating the Physical Condition of Students of the Military Academies of the Greek Armed Forces based on Simple Tests. Comparison of the Physical Condition of First Year Students to Third Year Students

The present study provides useful information on the Hellenic Armed personnel and their physical condition. To evaluate this, five tests of the Eurofit bundle were used. These tests were: a) shuttle run (endurance run), b) 30 meters sprint, c) hand grip strength test, d) Vertical jump test, e) sit and reach test. There was a comparison between first-year and third-year students at the school of Regular Non-commissioned officers from the Hellenic Armed Forces. A total of 75 students at the School of Regular Non-Commissioned Officers were evaluated for their physical condition, through the aforementioned Eurofit tests. They were divided in two groups, 33 first-year students and 42 third-year students. All of them were male individuals between the ages of 18 and 21. The working hypothesis was thus related to the possibility of different results in the physical condition of first year students as compared to third-year students. The subjects were tested on the shuttle run endurance test, the 30-meter sprint, the hand grip strength, the vertical reverse motion jump and the sit and reach test (flexibility test). The average values of the tests were at a fairly high level compared to the results of similar studies (endurance: 8.57 - 8.93 stages, sprint: 4.32 - 4.32sec, grip strength: 48.5 - 58.2kp, jump: 30.1 - 34.4cm, flexibility: 18.10 - 18.17cm). Comparison of performance between freshmen and third-year students revealed that there were no statistically significant differences between the two groups, with the exception of the vertical jump (threeyear students’ dominance, 34.4 ± 5.7 vs 30.1 ± 5.5 cm). The correlation analysis showed low to moderate correlation coefficients between the performance of sprint and other tests (r = -0.28 to -0.39) and of course a high correlation of performance on the grip strength between right and left hand (r = 0.87). Studies that are longer in duration and with a larger sample should be conducted to assess the performance of applied training programs in the Schools of the Hellenic Armed Forces. Scientific research must be conducted in that direction. At the same time, basic physical fitness parameters should be analyzed to examine the performance and preparedness of the Hellenic army.

Knowledge of undergraduate Indian dental students on research methodology

The knowledge and experiences of undergraduate Indian dental students towards research at Rajendra Institute of Medical Sciences (RIMS), Jharkhand is of interest. A cross-sectional observational study was conducted by using a self-explanatory questionnaire consisting of 12 questions. A total of 182 students participated in the study, with most considering research an important part of their dental curriculum. While many first, second and third-year BDS students had not conducted research, those in the third and final years enjoyed research activities. Over 80% of third and final-year students expressed interest in pursuing further research. This study showed that Indian dental students at RIMS Ranchi had strong interest in research.

초등사회과 모의수업에서 교수자 평가와 동료평가 비교: 지리영역을 중심으로

Objectives In this study, we analyzed data from instructors and peer evaluators who assessed pre-service teach ers' teaching demonstrations to identify the characteristics of peer evaluation and explore ways to improve it. Methods A qualitative analysis was conducted on teaching demonstrations carried out during Korean Geography class at ‘G’ National University of Education in Chungnam province. The analysis utilized peer evaluation reports written by pre-service teachers(third-year students), lesson plans, self-reflection journals, and an interview with the instructor. Results The pre-service teachers emphasized students' levels and competencies and relied on general peda gogical knowledge to evaluate the teaching demonstrations, while the instructor primarily evaluated how well the concepts and characteristics of geography were appropriately incorporated into the lessons. Conclusions Therefore, we proposed peer evaluation guidelines based on elementary school students' levels of interest and curiosity in everyday life and current geographical issues, using these as activity tasks and encourag ing the experience of geographical thinking by participating in the process of constructing knowledge through geographical inquiry.

초등학교 예비교사의 발명에 대한 인식과 이미지

Objectives The purpose of this study was to investigate the perception and image of the invention of pre-primary elementary school teachers. Methods This study analyzed the degree of perception and image of the invention and the difference of the per ception and image of the invention according to general characteristics(department, invention education experi ence) of pre-primary elementary school teachers. The subjects of the study were 102 pre-primary elementary school teachers(third-year students) of A National University of Education. The analysis methods were descriptive statistics and independent sample t-test. Results The results of the study were as follows. First, the perception of the invention of pre-primary elementary school teachers was slightly higher than middle level, and the image of the invention was positive. In the sub-fac tors, the mean of ‘invention impact’ was the highest in the perception of invention, and the mean of the ‘value’ factor was the highest in the image of invention. Second, the perception of the invention of pre-primary elemen tary school teachers differed according to the department. The perception of the invention of pre-service teachers in the natural science department was higher than that of pre-service teachers in the humanities department. Third, there was no difference in the perception of the invention of pre-primary elementary school teachers ac cording to the experience of invention education. However, the image of invention according to the experience of invention education showed differences between groups. Pre-service teachers with experience in invention edu cation had a more positive image of invention than pre-service teachers who did not. Conclusions It is necessary to develop an invention education program for pre-service teachers in the humanities field to positively induce the perception and image of the invention of pre-service teachers to affect future instruc tional behavior. Research results that show that the experience of invention education has a significant effect on the image of invention also emphasize the necessity of invention education for pre-service teachers in the hu manities field. Since the image of the invention affects the teaching behavior preparing for the invention, it is more necessary to form a positive image through education.

The effect of the Ayas model to learning individual fast attack and high-order thinking skills of handball for students

Background and Study Aim. The significance of this research lies in designing a specialized scale to evaluate advanced cognitive skills related to handball among students. It also examines the impact of the Ayas model on enhancing these higher-order thinking skills and teaching the technique of the individual fast attack in handball. This study aimed to investigate the effect of the Ayas Model on learning individual fast attack techniques and higher-order thinking skills in handball among students. Material and Methods. The experimental method was adopted, involving a sample of 64 third-year students from the College of Physical Education and Sports Sciences at the University of Babylon. The sample was divided into two groups: an experimental group (32 students), taught using the Ayas Model, and a control group (32 students), taught using traditional methods. Pre- and post-tests were conducted to assess the students’ performance in individual fast attack techniques and higher-order thinking skills. . Analysis was assisted using the SPSS application. Results. The results revealed significant improvements in both groups, with the experimental group demonstrating substantially higher progress. Statistical analysis confirmed the superiority of the Ayas Model in enhancing both technical and cognitive skills, with calculated t-values indicating significant differences in favor of the experimental group (p < 0.05). These findings suggest that the Ayas Model is an effective pedagogical approach for improving students’ technical proficiency and cognitive abilities in handball. Conclusion. The study concludes that integrating interactive, student-centered learning methods can enhance sports education outcomes and promote holistic skill development. This research provides a theoretical and practical foundation for educators and coaches to integrate interactive and student-centered learning approaches to holistically improve physical education outcomes.

THE INFLUENCE OF DIGITAL LITERACY AND INFORMATION LITERACY ON CRITICAL THINKING SKILLS AMONG TEACHER EDUCATION STUDENTS

This study determined the influence of digital literacy and information literacy on critical thinking skills among teacher education students. Quantitative research design utilizing descriptive-correlational approach was used in this study. The data were gathered from 147 third-year teacher education students of Kapalong College of Agriculture, Sciences and Technology (KCAST) through stratified random sampling. Findings revealed that the levels of digital literacy and information literacy were both high; and the level of critical thinking skills was high. Results also revealed that there were high, positive, and significant relationships among the variables: digital literacy and critical thinking skills; and information literacy and critical thinking skills. Moreover, results showed that domains of digital literacy such as critical thinking, citizenship, and curation can significantly influence critical thinking skills. Finally, it was revealed that domains of information literacy such as information knowledge, information skills, and information morality can significantly predict critical thinking skills. Results imply that the variables are significant in improving the critical thinking skills of teacher education students. KEYWORDS: Digital Literacy, Critical Thinking Skills, Information Literacy, Teacher Education Students, Philippines

Are we optimizing medical students’ preparation for clerkship? A content analysis of narrative comments on clinical skills during preclinical training

Introduction: The progression from preclinical medical training to clerkship is a pivotal yet steep transition for medical students. Effective feedback on clinical skills during preclinical training can better equip students for clerkship and allows time for them to address difficulties promptly. The goal of this study was to explore whether and how narrative comments at this stage were being leveraged to achieve this transition. Methods: We conducted a content analysis to categorize narrative comments on the clinical skills of two cohorts of third-year preclinical students at one academic institution. Results: Teachers made narrative comments for 272 students. Each comment was divided into analysis units (n = 1,314 units). Comments were either general (n = 187) or focused on attitude (n = 628), knowledge and cognitive processes (n = 357), or clinical reasoning (n = 142). They were abundantly positive (n = 1,190) and marginally negative (n = 39). Few (6%) contained suggestions for improvement. Discussion: In this study, narrative comments on clinical skills before clerkship seemed minimally helpful, as they were overwhelmingly positive and seldom offered suggestions. This could suggest missed opportunities for early interventions. Pre-clerkship narrative comments could potentially be optimized by increasing emphasis on clinical reasoning, addressing challenges early and providing actionable steps for improvement.

Enhancing interaction quality in interdisciplinary group work: The impact of student motivation and teacher-initiated diversity climate

Interdisciplinary Group Work (IGW) is increasingly being adopted in higher education settings to foster interdisciplinary competencies among students. The effectiveness of IGW hinges largely on the quality of student interactions across different disciplines. Understanding how students interact in IGW, along with the role of institutions and educators in facilitating such interaction, is crucial for enhancing interdisciplinary education quality. This study responds to the need for integrated research that considers both individual and environmental factors, employing Expectancy-Value Theory to assess perceived task value and constructing the notion of perceived teacher-initiated diversity climate as an environmental factor. It specifically examines the interactive influence of perceived benefits and costs on interdisciplinary interactions within group work and examines the impacts of perceived teacher-initiated diversity climate in boosting student’s perceptions and interactions in IGW contexts. Data collected from 108 third-year undergraduate students participating in team-based interdisciplinary programs reveals that positive perceptions of diversity significantly enhance interdisciplinary interactions, while perceived costs detract from them. It also shows that the challenges of interdisciplinarity do not substantially diminish students’ willingness to learn from various disciplinary perspectives. Importantly, perceived teacher-initiated diversity climate is related to greater positive perceptions in IGW, thereby improving interdisciplinary interaction. The paper concludes with suggestions for teachers and educational institutions on optimizing interdisciplinary education.

Exploring Research Attitudes and Capabilities: Hospitality and Tourism Management Students' Readiness for Academic Research

Background: In today’s rapidly evolving hospitality and tourism industry, strong research skills are essential for students in Hospitality and Tourism Management programs. These skills enable students to analyze trends, solve industry-specific problems, and contribute to both academic and practical advancements. Despite the growing importance of research in these fields, there is a gap in understanding how well-prepared students feel and how capable they are at conducting research. Existing studies often generalize research skills across disciplines, but the unique challenges in hospitality and tourism demand specialized approaches. This study aims to address this gap by exploring the research attitudes and capabilities of Hospitality and Tourism Management students, with the goal of identifying areas for improvement and enhancing research training programs to better prepare students for future industry challenges and academic contributions. Methods: This descriptive-comparative study examined the research attitudes and capabilities of third-year BSHM students at Biliran Province State University using stratified random sampling. A modified version of Papanastasiou’s (2005) 'Attitude Toward Research' Scale was used to assess research skills in crafting introductions and writing conclusions. Data from 100 students were analyzed through descriptive statistics and the Mann-Whitney U-test to identify significant differences in attitudes and capabilities. Ethical standards were maintained, ensuring confidentiality and voluntary participation through informed consent. Results: The majority of respondents rate the on-campus OJT as being moderately effective, with a mean score of 3.32 and a median level of satisfaction. It was found that their on-campus training experience had generally matched their satisfaction with gaining new knowledge and skills. Conclusion: The analysis of third-year BSHM and BSTM students' research capabilities and attitudes reveals key differences. While both groups show competence in research, BSHM students are slightly more skilled in articulating study importance and defining research scope. BSHM students also have a more positive attitude towards research, viewing it as essential to their careers, while BSTM students are less enthusiastic. Statistical tests confirm these differences, highlighting the need for tailored educational strategies to improve research skills and foster a more positive attitude among BSTM students, ultimately better preparing them for success in hospitality and tourism management.

Language and Literacy Learning Experiences of Deaf Students in Multilingual Primary Teacher Education Classrooms in Zambia: A Case Study of Kitwe College of Education

This study explored the language learning experiences and challenges faced by deaf students in multilingual classrooms at Kitwe College of Education, specifically within the Primary Teachers Diploma program. It examines how the language barriers in a curriculum designed primarily for hearing students impact deaf learners' literacy development. Using a case study approach, data were collected from focus group discussions, classroom observations, and document review, focusing on first, second, and third-year students. Stratified purposive sampling was employed to select 15 students from across the academic levels. Thematic analysis was used to identify key themes in language and literacy learning. The study highlights significant challenges related to auditory-based instruction, such as phonics and phonemic awareness, which are inaccessible to deaf students. The lack of consistent sign language interpreters and difficulties understanding English-based literacy instruction were recurring issues. Deaf students also struggled with reading fluency, grammar, and syntax. Peer teaching proved valuable, but adapting the Primary Literacy Program (PLP) for deaf students was challenging. Despite communication barriers, Zambian Sign Language (ZSL) and visual aids were helpful. The study calls for an inclusive educational environment by integrating ZSL into the curriculum, revising literacy strategies, and developing more inclusive assessment methods. Educational policy should be revised to better address the linguistic needs of deaf students, ensuring equitable access to learning opportunities.

The impact of a mental health-focused ethics lecture on pharmacy students’ perceptions of patients with mental illness: An observational study

Background: Societal perspectives that involve negative ideation and stereotyping behaviours from health care providers, even those still in training, toward individuals diagnosed with serious mental illness can reduce the likelihood of successful outcomes. Objective: To examine the impact of didactic, lecture-based, educational interventions on reducing the stigma of mental illness among pharmacy students. Methods: A survey was distributed pre- and post-lecture to all third-year pharmacy students who attended an “Ethics of Mental Health” lecture in 2021 and 2022. Data were collected and analysed using T-tests. Statistical significance was determined with an alpha of 0.05. Results: Higher affirmative post-survey responses were observed in 2022 (average 15.46%) and 2021 (average 9.5%). Respondents approved all controversial ethical rights except voting which was the only survey question with less positive responses-1.23% was allowed the right to vote. Respondents supported the rights to refuse medications and COVID-19 vaccinations, to engage in sexual relationships, to be given erectile dysfunction medications while hospitalised, and for gun ownership post-hospitalisation. Conclusion: Simple didactic dialogue about controversial topics, like those leading to potential discrimination, can be a productive avenue to ensure the development of non-biased clinicians.

Quality Assessment of Administrative Units in Tourism Higher Education Using Continuous Scales

Higher education serves a pivotal role in enhancing citizens’ quality of life and, therefore, must uphold high standards of quality. This study evaluated the quality of services provided by departmental administrative offices using the SERVQUAL instrument, which measures quality through the difference between perceived and expected service performance. Our primary aim was to investigate the marginal behavior of this assessment by capturing the underestimated and overestimated perceptions and expectations. To achieve this, we introduced a modified version of SERVQUAL, replacing traditional Likert scales with continuous scales. This enabled a detailed mapping of the area between underestimation and overestimation, enhancing the instrument’s ability to yield more comprehensive insights. The study focused on the secretariat of the Department of Tourism Management, at the University of Patras, Greece, with second- and third-year students as assessors. Data analysis utilized the endpoints of these continuums. The results revealed that perceived service performance consistently and significantly fell below expectations, with reliability identified as the most important dimension. Furthermore, perception was found to be relatively objective, whereas expectation exhibited greater subjectivity. The findings demonstrate that this approach not only enhances service quality assessment but also provides a new perspective for evaluating tourism services, as a novel research tool.

Developing an active learning model using problem-based learning to enhance the 21st century skills

This research aimed to develop and implement the Problem-Based Learning (PBL) model for 21st-century skills and evaluate the outcomes. The model went through three phases of research and development and was conducted with two groups of 55 third-year students selected using a clustered random sampling method. The research instruments used included a structured interview form, the PBL model, the 21st-century skill scales, and the satisfaction questionnaire. The instruments had quality and were assessed with the content validity and reliability. The data analysis involved the use of descriptive statistics, dependent t-tests, and content analysis. The results showed that the PBL model developed consisted of four components and was highly appropriate. Process of the PBL instruction included six steps: problem statement, problem analysis, research, synthesis, summary and evaluation, and presentation and discussion; students’ critical thinking skills, collaboration, teamwork, and leadership skills significantly improved after the implementation of the model, and students expressed high satisfaction. This model can help foster learners to achieve and should also be used with other groups.

Effectiveness of a scenario-based simulation course on improving the clinical communication skills of dietetic students

BackgroundEffective clinical communication skills are essential for dietitians as it impacts patient outcomes and satisfaction across diverse clinical and public healthcare settings. Despite its importance as a core competency, many dietetics programs, including those in Taiwan, need to provide sufficient training in this area. This study aimed to develop and assess a scenario-based simulation course to improve communication skills in dietetic students.MethodsA non-randomized control group pretest–posttest design was used. The intervention consisted of a 12-week scenario-based simulation communication course divided into three units employing diverse teaching methods. One hundred nineteen third-year dietetic students from two universities were enrolled through convenience sampling, with 59 students in the experimental group and 60 in the control group. The experimental group participated in the course intervention, whereas the control group received no clinical communication skills training. Effectiveness was assessed by comparing participants' self-assessment of communication skills and Objective Structured Clinical Examination (OSCE) scores before and after the intervention and collecting feedback on learning satisfaction. Data were analyzed using paired t-tests and ANCOVA.ResultsThe results showed that the post-test scores of the experimental group were significantly higher than those of the control group in terms of self-assessed clinical communication confidence, self-efficacy, and competence after controlling for pre-test scores. In the experimental group, the post-test OSCE scores were significantly higher than the pre-test scores, except for one item related to the nutrition assessment of diabetes. The intervention course's average learning satisfaction score was above 4.4 (out of 5 points).ConclusionsThis course effectively enhanced dietetic students’ clinical communication confidence, self-efficacy, and communication skills. These results can provide a reference for integrating clinical communication courses into undergraduate dietetics curricula.

Using Virtual Reality to Enhance Learning Performance and Address Educational Resource Disparities in Architectural History Courses

Field surveys are an important component of architectural history courses, but they are challenging for students with limited resources or geographical constraints. This paper aims to explore the potential of virtual reality (VR) technology as a solution to this problem by testing its impact on student learning performance in an architectural history course. Dule Temple, a heritage building, is used as a case study to construct a VR environment with options for ground-based or free movement modes. A total of 102 third-year architecture students participated in the study, experiencing the VR environment and completing a survey. From the results, the VR scene’s level of detail achieved high levels of satisfaction. For learning performance, the results present the remarkable interestingness and effectiveness of VR in architectural history education. VR provides a comprehensive learning experience, enhancing the understanding of historical context, architectural styles, and spatial relationships. These findings show VR’s transformative potential as an educational medium, complementing and, in some respects, surpassing traditional approaches such as field surveys, 2D materials, and physical scale models. However, the study emphasizes that VR should not entirely replace traditional teaching methods. Instead, combining the strengths of VR and conventional techniques offers a balanced and effective strategy for architectural education. VR offers a transformative approach to address the imbalance of educational resources and realize sustainable education.

Standard precautions knowledge among nursing students at Duy Tan University in 2024

Objectives: This study aimed to assess the knowledge of nursing students regarding Standard Precautions at Duy Tan University in 2022. Participants and methods: A cross-sectional design was employed, involving 272 second, third, and fourth-year nursing students who participated in clinical internships from February and July 2022. A 56-item questionnaire based on the Ministry of Health’s SPs guidelines was used to evaluate students’ knowledge. Results: The findings revealed that the overall knowledge level of SPs among nursing students was 60.3%, with significant differences across academic years. Fourth-year students demonstrated superior knowledge compared to second- and third-year students. Factors such as the number of internship facilities, academic performance, participation in SPs-related programs, and the diversity of information sources were found to significantly influence students’ knowledge of SPs. The study identified knowledge gaps, particularly in personal protective equipment use, medical instrument handling, and environmental sanitation. Conclusions: It is recommended that nursing curricula include more comprehensive and systematic training on SPs and infection control practices, incorporating both theoretical and hands-on components, to improve students’ competency. Moreover, educational institutions should leverage digital media and organize regular SPs seminars to enhance students’ knowledge and preparedness for clinical practice. This research highlights the need for continuous education and training to ensure nursing students are well-equipped to prevent infections and promote patient safety in healthcare settings.