UNASSIGNED: Patient handover training given to nursing students is important to ensure patient safety. There are a variety of evaluation models that can be used to evaluate the impact of education in nursing, one of which is the Kirkpatrick model.
UNASSIGNED: This study aims to evaluate the patient handover training given to nursing students according to the Kirkpatrick model.
UNASSIGNED: A pretest and posttest design was used with a convenience sample of 33 nursing students. The training provided was evaluated according to the reaction, learning, behavior, and result levels of the Kirkpatrick model. In the study, data were collected by researchers observing students through face-to-face interactions and bedside observations using Handoff Evaluation Scale (Handoff CEX).
UNASSIGNED: It was found that 42.1% of the nursing students practiced verbal, 19.7% taped, and 36.8% bedside handovers before the training, while all the students practiced taped, verbal, and bedside handovers after the training. While the mean (SD) scores of patient handover (2.87 [0.95]) were at an insufficient level before the training, the scores after the training (7.12 [1.06]) increased to a high level. The difference between the mean patient handover scores before and after the training was statistically significant (P < .001).
UNASSIGNED: After the training provided in the study, it was observed that nursing students improved their patient handover levels and styles, handover participation, and information transfer. Patient handover training given to undergraduate student nurses can be evaluated using the Kirkpatrick model.

Health care organizations have tasked nursing education leaders with increasing enrollment and graduating nursing students ready to practice. The purpose of this quality improvement project was to evaluate the effect of a perioperative clinical immersion on the perceptions of readiness for practice held by senior students working toward a bachelor of science in nursing. Seven senior nursing students participated in the perioperative clinical immersion at one midwestern university. At the end of the immersion, the students participated in an interview that was designed to capture their perceptions of the program. We performed data analysis and identified recurring key words that were evaluated further as attributes of critical thinking, skill competency, and role socialization. The data analysis revealed the students\' perceptions of growth and readiness for practice. We found that a perioperative clinical immersion provides senior nursing students with an opportunity for professional growth and possible employment in the perioperative area.

The purpose of this study is to determine the perceptions of final-year nursing students regarding the adequacy of education, resources and internships in preparation for graduation. The study design was a descriptive cross-sectional study of nursing students (n: 1804) in their final year of education and questionnaires were used to collect data. Information related to student-to-instructor ratios and internships was obtained from each institution. Most students reported receiving instruction or supervision by lecturers and clinicians who did not specialise in the field. Overall, students did not find the facilities, educational or technological resources and the quality of education offered by their respective schools adequate. The proportion of students who found the level of theoretical education, clinical practice and instructor support adequate was higher in state university colleges of nursing/faculties of health sciences than in state university schools of health sciences.