BACKGROUND: Nurse education is critical for preparing student nurses for clinical practice, but the transition to clinical settings poses numerous challenges. A standardized scale to assess student nurses\' adjustment in the clinical area is lacking in the Philippines.
OBJECTIVE: This paper described the development and evaluation of the Clinical Adjustment Scale for Student Nurses (CAS-SN).
METHODS: An exploratory sequential research design.
METHODS: Nursing schools in three government owned universities in the Philippines.
METHODS: Expert panels and field pretesting established content and face validity. Inter-item and inter-total correlations and Cronbach\'s α were used to assess the reliability of the scale. Construct validity was evaluated using exploratory factor analysis (EFA). Criterion validity was evaluated with established measures.
RESULTS: The CAS-SN comprises 15 items across three subscales: (1) Professional Growth and Interpersonal Engagement, (2) Clinical Competence and Confidence, and (3) Coping and Support Strategies Reliability was excellent and the validity was satisfactory, with significant correlations with academic adjustment, psychological distress, and dropout intention.
CONCLUSIONS: The CAS-SN was found to be a valid and a reliable for assessing student nurses\' clinical adjustment.
UNASSIGNED: The CAS-SN provides a structured framework to assess and monitor student nurses\' clinical adaptation, enhancing our understanding of their competence, resilience, and professional identity development. Its integration into nurse education programs can significantly improve the assessment of clinical learning experiences and contribute to better student learning outcomes.

The aim of this paper is to identify barriers to quality mental health nurse education in the United Kingdom and show these through the sharing of personal experiences of working as a mental health nurse academic. Since the Nursing and Midwifery Council introduced their \'future nurse\' education standards in 2018, mental health content for mental health nurses has been argued to have been marginalised. The sense of a diluted mental health nurse education was supported by an open letter, signed by over 100 mental health nurses, with representation across 33 universities. Nonetheless, the approach taken by the NMC has been defended. Meanwhile, mental health nurse academics all over the United Kingdom are having varying experiences, some of incredible discomfort and invalidation. The movement \'mental health deserves better\' arose through many of these mental health nurses feeling they had no representation or channel to voice their concerns. This is a personal position paper which outlines barriers to autonomy for mental health nurse academics, and shares personal opinion on experiences which have impacted the ability to deliver a depth of knowledge, skill and critical thinking to students, impacting the quality of new mental health nurse graduates. The issue is discussed using contemporary literature to support lines of argument, which are augmented by personal experiences of working in nurse education. There are complex interconnected issues within nurse education which can hinder the autonomy of mental health nursing to decide its own future. This paper recounts a personal journey. Often we cannot understand the failings of a system until we try to navigate it from the inside.

The Nursing and Midwifery Council changed its standards in 2018 regarding student learning and assessment on placements. Previously, students were allocated a mentor with whom they spent at least 40% of their time and who also assessed them; the new standards brought in the separate roles of practice supervisor and a practice assessor and abolished the 40% minimum, with the student being supported by a wider range of practitioners. While extensive literature examines the experiences of qualified staff supporting students, there is little evidence on the student experience. A qualitative approach using semi-structured interviews with student nurses from two universities in the south of England was used to explore their experiences. The students reported benefits of being supported by the wider healthcare team, said being taught and assessed by different people was beneficial and that they felt better prepared for assessments.

BACKGROUND: Emotional labour (EL) can take a significant toll on nurses\' mental health and well-being and has serious implications for the retention of nurses in the workforce. Nurse educators have struggled to prepare novices to manage EL or find serviceable resources with which to do so within the body of nursing literature, which is dominated by essentially unhelpful narratives and is absent of the practical, real-world wisdom of elder nurses.
OBJECTIVE: This exploratory research study illuminated elder nurses\' experiential knowledge and beliefs of what is important for novices to learn about EL.
METHODS: Conventional Content Analysis (CCA) of qualitative survey data from 688 nurses with 20+ years of experience.
RESULTS: CCA generated descriptive categories and sub-categories: What the elders themselves learned as student nurses, and their advice to novices in the individual realm, (\"It\'s a Thing,\" healthy disengagement, supporting mental and physical well-being, reframing self-reproach), team realm (peer support, mentors), and institutional realm (structural barriers to mentors\' support of novices, building novices\' capacities for self-advocacy, resources to support health and well-being).
CONCLUSIONS: The elders\' data confronted and reframed legacy individuated narratives in the literature by supporting and contextualizing nurses\' emotional work. Elders advised novices that EL is a reality requiring concrete strategies to manage it throughout their practices. Elders extended their focus for management of EL beyond the individual to include peer support, mentorship, and the structural conditions in which nurses perform their EL, highlighting the need to empower nurses by building their capacity for self-advocacy of their workers\' rights.

OBJECTIVE: To understand how pre-registration student nurses experience moral distress and refine the concept in this population.
BACKGROUND: 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.
METHODS: 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.
METHODS: 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.
RESULTS: 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.
CONCLUSIONS: The attributes of moral distress in the student nurse population have distinctive features which should be considered by nurse educators and in empirical research.
UNASSIGNED: None, as this is a concept analysis that contributes to theory development and is not empirical research.

OBJECTIVE: To explore research hotspots and theme trends in artificial intelligence in nurse education using bibliometric analysis.
METHODS: Bibliometric analysis.
METHODS: Literature from the Web of Science Core Collection from the time of construction to October 31, 2023 was searched.
METHODS: Analyses of countries, authors, institutions, journals, and keywords were conducted using Bibliometrix (based on R language), CiteSpace, the online analysis platform (bibliometric), Vosviewer, and Pajek.
RESULTS: A total of 135 articles with a straight upward trend over the last three years were retrieved. By fitting the curve R2 = 0.6022 (R2 > 0.4), we predicted that the number of annual articles is projected to grow in the coming years. The United States (n = 38), the National University of Singapore (n = 16), Professor Jun Ota (n = 8), and Nurse Education Today (n = 14) are the countries, institutions, authors, and journals that contributed to the most publications, respectively. Collaborative network analysis revealed that 32 institutional and 64 author collaborative teams were established. We identified ten high-frequency keywords and nine clusters. We categorized the research hotspots of artificial intelligence in nurse education into three areas: (1) Artificial intelligence-enhanced simulation robots, (2) machine learning and data mining, and (3) large language models based on natural language processing and deep learning. By analyzing the temporal and spatial evolution of keywords and burst detection, we found that future research trends may include (1) expanding and deepening the application of AI technology, (2) assessment of behavioral intent and educational outcomes, and (3) moral and ethical considerations.
CONCLUSIONS: Future research should be conducted on technology applications, behavioral intent, ethical policy, international cooperation, interdisciplinary cooperation, and sustainability to promote the continued development and innovation of AI in nurse education.

Stoma patients require continuous support throughout their entire journey with a stoma. Although many Stoma Care Services across the UK offer patient follow-up pathways, there is not one unified pathway. Patients may not be prepared for life with a stoma because, depending on their stoma type, they will have specific needs, and if patients and healthcare professionals are not prepared to manage these stoma-specific needs, complications and hospital readmissions may occur, worsening patients\' outcomes and quality of life. Ileostomy patients are known to be more likely to experience complications, including hospital readmissions, and therefore, special care should be taken when preparing these patients for life with a stoma. They should be informed and educated to prevent complications, and if this is not always possible, thye should at least be able to recognise and manage early signs and symptoms of complications. This will empower them to self-care and know when to seek medical attention.

UNASSIGNED: System level demands and interpersonal barriers can disrupt nurse delivery of high-quality information at discharge, which can contribute to a lack of caregiver preparedness to manage care of the patient and ultimately affect patient health.
UNASSIGNED: To synthesize evidence on effective nurse communication with informal caregivers during hospital discharge of adult patients with cognitive decline or Alzheimer\'s disease and related dementia.
UNASSIGNED: A scoping review of inpatient nurse communication with informal caregivers.
UNASSIGNED: Collected research (published between 2011 and 2023) from three databases (MEDLINE, PsycINFO, and CINAHL), along with a separate search for gray literature (N = 18), to extract and synthesize recommended communication practices evidenced to improve the nurse care experience and support caregiver activation and preparedness.
UNASSIGNED: Extraction synthesis of strategies resulted in two themes with corresponding sub-themes: Support (Information exchange, Space and time to determine preparedness, and Positive reinforcement of caregiver efforts) and Structure (Setting shared expectations, Informational resources, and Standardization).
UNASSIGNED: We offer practical recommendations for both interpersonal and policy level facilitation of nurse delivery of high-quality information at discharge to caregivers of patients with serious illness.

暂无摘要。

BACKGROUND: With the aging population, there is an increased need for nurses with competence in chronic illness and palliative care management particularly in long-term care settings. The incorporation of palliative care education in nursing curricula has been explored previously.
OBJECTIVE: This review aimed to appraise the current literature on the state of palliative care education in academia and how it impacts the preparedness of nurses to enter long-term care post-graduation. There has not been an integrative review exploring curriculum-based palliative care education for long-term care.
METHODS: This review was guided by the method of Whittemore and Knafl using critical appraisal tools. The CINAHL, Cochrane, EBSCO, ERIC, Journals@Ovid, Medline, PsycINFO, and ScienceDirect databases were searched for peer-reviewed literature from 2017 to 2022.
RESULTS: Sixteen items met the search criteria for appraisal, and 11 items were retained for discussion.
CONCLUSIONS: There is a gap in nursing curricula in preparing nurses for the situations faced by long-term care nurses. Long-term care nurses develop strong bonds with residents and families and often lack time, space, and resources to cultivate the confidence and competence as palliative situations arise. More research is needed to determine the best placement in nursing programs for palliative-based long-term care education.