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The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE).

The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation.

This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student.

Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing.

The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities.

This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.

The purpose of this paper is to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units.

A qualitative exploratory research design was used to conduct the study. Ten critical care nursing students were recruited from critical care units in the five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews.

The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes. However, peer mentoring was not consistent in all hospitals and there were no structured support systems to ensure that peer mentoring was formalized. Making peer mentoring a vital component in the registered nurses core competencies would enable efficiency and guarantee the viability of peer mentoring.

Mentors for the critical care nursing students were not included in the study.

The study identified a need for incorporating a formalized mentorship programme into the core competencies of all qualified critical care nurses, the unit mentor to familiarise themselves with the prescribed learning objectives of the critical care nursing student and an allocation of supernumerary time for the critical care nursing student and mentors to allow for formal mentoring responsibilities to take place.

The study reinforces peer mentoring as a vital strategy in helping the critical care nursing students to attain their learning outcomes and conscietises registered nurses of their responsibility as mentors.

The purpose of this study is to examine the effectiveness of the Thai nursing student competency enhancement program applied through project-based learning (PjBL) in caring for the elderly in the community.

This quasi-experimental one-group pre-post-test design was used to compare mean scores on gerontological nursing competency scales comprising four dimensions including holistic health promotion, empirical evidence, empowerment and quality care and ethical and moral competencies. A total of 95 participants were randomly selected from a list of registered attendees. A five-week PjBL approach for a community nursing practicum was designed and comprised of an introduction to the project, components of research methodology, group projects and group presentations. A gerontological nursing competencies questionnaire was used with participants, and data were analyzed using descriptive statistics. Two-way ANOVA and a paired t-test were used to compare pre-post mean scores of competencies.

A total of 95 students participated in the PjBL and the majority of participants were female (92.6%). The results revealed post–PjBL mean scores of gerontological nursing competencies were higher than the premean score (p value < 0.05) except the empirical evidence competencies which showed no statistical difference.

Since the results show the effectiveness of the student nursing competency enhancement program through PjBL when caring for the elderly in the community, it is important for health care instructors to apply PjBL, especially in community nursing. Improving empirical competency evidence among nursing students is still required and necessary.

The purpose of this study is to investigate the psychosocial factors that impact the academic performance of nursing students.

A cross-sectional study was conducted with 767 nursing students from three nursing colleges in Thailand. Instruments included Counseling Center Assessment for Psychological Symptoms and Rosenberg Self-Esteem Scale. Path model analyses with the maximum likelihood method were utilized to examine the proposed model. Model fit was estimated using multiple indexes, including chi-square/df ratio (χ²/df), comparative fit index (CFI), Tucker-Lewis index (TLI) and the root mean square error of approximation (RMSEA).

Results indicated that family distress, emotional negativity, self-esteem and substance use were factors that related to nursing students' academic performance. Findings of path analyses indicated that the model demonstrated good fit: χ² (2, N = 767) = 3.11, p = 0.48; χ²/df = 1.56; CFI = 1.00; TLI = 0.99; RMSEA = 0.027, (90% CI = [0.000, 0.082], PCLOSE = 0.68).

While prior research has examined some facets leading to academic success for nursing students, psychosocial factors have not received adequate attention. This study presents a model of family and individual psychosocial factors that impact academic performance of nursing students along with recommendations to help improve their well-being.

The purpose of this study is to investigate factors surrounding low Emirati student recruitment and retention within a nursing programme in the Abu Dhabi Emirate. A sequential explanatory mixed methods research design was used to collect data from 140 Emirati students at different levels of the nursing program. Questionnaires, semi-structured interviews and related document analyses were used to collect information for this study. Quantitative analysis revealed that overall participants perceived the Emirati society as holding a positive image of nursing, though a majority of them indicated that nursing as a profession, would be a third or last choice of career for them. Inferential analysis on the reasons to choose or not choose nursing, revealed an opportunity to work as part of the team; and as a stepping stone to other professions as significant reasons, versus perceived program difficulty level, and perceived unpleasant tasks. Thematic analysis of interviews highlighted: 1) personal interest; 2) parental support; 3) awareness of the profession; 4) perceived barriers; 5) potential benefits, and 6) policies at the local and national levels. The study has several implications for nursing education and policy in the United Arab Emirates and the region.

.يبظوبأ ةرامإ يف ضيرمتلا جمانرب نمض مهب ظافتحﻻاو نييتارامﻹا ةبلطلا ددع ةلقب ةطيحملا لماوعلا ةسارد وه ةساردلا هذه نم ضرغلا نم تانايبلا عيمجتل ةطلتخم قرط يف لسلستم يثحب ميمصت مادختسا مت دقو 140 .ضيرمتلا جمانرب تايوتسم فلتخم ىلع ايتارامإ ابلاط تسﻻا تلمعتسا ةيبلغأ نأ يمكلا ليلحتلا فشك و .ةساردلا هذهل تامولعملا عمجل ةلصلا تاذ قئاثولا تﻼيلحتو ةمظنملا هبش تﻼباقملاو تانايب ضيرمتلا نأ ىلإ تراشأ مهتيبلغأ نأ نم مغرلا ىلع ،ضيرمتلل ةيباجيإ ةروص لمحي هنأ ىلع يتارامﻹا عمتجملا ىلإ نورظني نيكراشملا مهرايخ نوكيس ،ةنهمك ضيرمتلا رايتخا مدع وأ رايتخا بابسﻷ يلﻻدتسﻻا ليلحتلا يف و .مهل ةبسنلاب ةيفيظولا ةايحلا نم ريخﻷا وأ ثلاثلا ةماه ةيباجيإ بابسأك ،ىرخأ نهمل قﻼطنا ةطقنك وأ ؛قيرفلا نم ءزجك لمعلل ةصرف نع جئاتنلا تفشك ،ةيبلسلاو ةيباجيﻹا بابسﻷا لباقم ا يف و،ضيرمتلا رايتخﻻ رايتخا مدعل ةريبك ةيبلس بابسأ اهنأ ىلع ، اهيف بوغرملا ريغ ماهملاو ،جمانربلا ةبوعص ىوتسم ىلإ رظنلا ،لباقمل :تﻼباقملل يعيضاوملا ليلحتلا زربأو .ةنهمك ضيرمتلا 1 ( ؛ةيصخشلا ةحلصملا 2 ( ؛نيدلاولا معد 3 ( ةنهملاب يعولا ؛ 4 ( ؛ةعقوتملا زجاوحلا 5 ( و ،ةلمتحملا دئاوفلا 6 ( ةلود يف هتاسايسو ضيرمتلا ميلعت ىلع تاروصت ةدع ةساردلا هذهلو .ينطولاو يلحملا نييوتسملا ىلع تاسايسلا ةقطنملاو ةدحتملا ةيبرعلا تارامﻹا .

The quality of maternal healthcare training is the most optimal degree of health in the delivery of effective, efficient and quality healthcare in midwifery discipline. Student accoucheurs studying at the Free State School of Nursing are faced with resistance, discrimination, rejection and unacceptability by pregnant women during their clinical placement at the Free State maternal healthcare institutions. This results in poor quality of training of student accoucheurs in maternal healthcare. Considerable studies have been conducted on males in midwifery nursing, but no guidelines have been developed to facilitate student accoucheurs' acceptance and improvement of the quality of training in maternal healthcare, hence the purpose of this study.

A descriptive, explorative qualitative design was used in this study. Qualitative focused group discussions (n = 32) were conducted through purposeful sampling method. Data was analysed thematically.

Three main categories emerged: student accoucheurs' related factors with social interactions and relations as a theme; maternal healthcare users’ related factors with transcultural diversity and socio-economic status as themes; nurse training institutions and maternal healthcare institutions service providers-related factors with gender inequality in the work place as a theme. Ultimately, the guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in maternal healthcare institutions were developed and recommended for implementation.

The paper developed guidelines to facilitate acceptance and improvement of quality training of student accoucheurs in Free State maternal healthcare institutions.

The lack of critical thinking in new graduates has been a concern to the nursing profession. The purpose of this study was to investigate the effects of an innovative, evidence-based skills fair intervention on nursing students' achievements and perceptions of critical thinking skills development.

The explanatory sequential mixed-methods design was employed for this study.

The findings indicated participants perceived the intervention as a strategy for developing critical thinking.

The study provides educators helpful information in planning their own teaching practice in educating students.

The purpose of this paper is to evaluate the implementation of mobile learning in a nursing course at The Open University of Hong Kong, and identify the potentials of, and constraints on, introducing mobile technologies in the instructional design of nursing education. The paper also considers the pedagogical implications of the expansion of mobile learning in the field of nursing.

The research adopts a qualitative approach to obtain the students’ and teacher’s experiences, opinions, and expectations on mobile learning. Two focus groups with 20 student participants were conducted and an in-depth interview with the course teacher was arranged. The Framework for the Rational Analysis of Mobile Education (FRAME) model was used as the research framework to support data collection and analysis.

The aspects of device usability, interaction learning, and social technology as suggested in the FRAME model were partly fulfilled in the study. Mobile technology enhanced the portability and accessibility of learning information, and networking tools facilitated interaction among students and between students and the teacher. However, the readability of text was limited due to constraints on the user interface and screen size, and concerns over the reliability of learning content were also raised, given the abundance of unfiltered online information. The difficulty in updating the content of multimedia materials and sourcing videos of an appropriate level, together with the problem of device networking, also limited the usefulness of mobile learning. Attention should also be paid to the perceptual differences between students and the teacher on the nature and functions of mobile learning.

This empirical study provides a detailed evaluation of the delivery of mobile learning in a nursing course. The findings reveal the strengths and limitations of using mobile technologies to support the nursing education.

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.

This study explored Croatian nursing students' knowledge and attitudes regarding brominated flame retardants (BFRs) as indicators of their predisposition to educate future patients. The purpose of the study was to identify knowledge gaps and barriers and to propose possible remedies.

The cross-sectional survey was conducted on a convenience sample of 114 nursing students at undergraduate and graduate levels from three Croatian universities during the winter semester in the academic year 2018–2019. Descriptive and inferential statistical  analyses were performed using STATISTICA 13 software.

Slightly over half of the students (58.49%) were knowledgeable of BFR health effects and 45.28% showed knowledge about its presence in the environment. Only 33.02% of students identified prenatal exposure effects and 24.53% answered correctly about legislative actions. Participants expressed modest interest in the topic (M = 3.15, SD = 1.35). Although informing the public on the health consequences of BFRs was important to them (M = 4.18, SD = 1.03), they did not perceive health-care providers as primarily responsible for communicating that information.

There is a need to enhance related content in the curriculum to improve students' knowledge. Raising students' awareness regarding the role of nurses in clinical and policy arenas is proposed to facilitate active participation in improving environmental health.