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Development along with Approval of an Forensic Multiplex System Together with Thirty-eight X-InDel Loci.
also enabling students to work in harmony in group activities and to participate in classroom discussions, which are all essential elements of leadership.
In the COVID-19 pandemic process, nursing students, who are the nurses of the future, have witnessed a different professional experience.

This study was conducted to examine nursing students' readiness and the coping strategies they used during the COVID-19 pandemic process in Turkey.

This is a descriptive correlational study using descriptive and inferential analysis. 967 nursing students of two public universities completed the online survey. A socio-demographic form and the Coping Strategies used in Crisis Intervention Scale (CSCIS) were used to collect the data.

The mean score for crisis coping of the students was 189.53±27.33 (range 48-240). In case of a state of emergency and an acute pandemic, while 44.1% of the students considered their individual resilience sufficient, 33.6% and 34.6% of them considered their ability to solve problems that may arise and their appropriate coping skills against negative effects, respectively, sufficient. The curriculum of undergraduate nursing education was considered sufficient in terms of readiness by 29.7% of the students, crisis intervention by 25.2% of them, and knowledge/skill level by 30.1% of them.

Nursing students can cope with the crisis during the COVID-19 process.
Nursing students can cope with the crisis during the COVID-19 process.Students from public urban secondary schools in the United States are often academically underprepared for post-secondary education. There are multiple social and structural factors contributing to this including living in communities where there are high rates of poverty, insufficient funding for public urban schools, and lack of rigor in their curriculum. Urban public post-secondary institutions struggle to bridge the gap to support students who are underprepared and in need of educational, financial, and social assistance. check details The purpose of this paper is to describe a partnership that was created between a public urban high school and a neighboring public urban university to address the issues underrepresented racially and ethnically (URE) diverse students encounter in order to not only better prepare them for the transition to post-secondary education, but to help them succeed once they arrive on campus. This partnership demonstrates that community cooperation to bridge the gap to support students who are underprepared is possible and benefits everyone involved. Preparing urban students for the successful transition to post-secondary education, particularly in the area of health professions can have a long-term impact on reducing racial inequities in health care.
The Generation Z nursing student presents with a set of unique challenges from a faculty perspective since they have experienced technology and the use of screens since infancy. Nursing faculty require a different approach to this generation in order to communicate with, engage, effectively teach, and retain these students, all while revisiting their ideology of what defines student success.

Newman's (1994) Theory of Health as Expanding Consciousness serves as a framework that nursing faculty can use to guide interactions and build relationships with Generation Z students to promote autonomy and critical thinking. The use of the mnemonic PROVE can help faculty outline strategies for use to improve metacognition and higher levels of consciousness in students of Generation Z.

By not prescribing to students "what to think", faculty can focus on helping students learn "how to" think and attain higher levels of consciousness.
By not prescribing to students "what to think", faculty can focus on helping students learn "how to" think and attain higher levels of consciousness.
Nursing students often experience a reality shock in the course of their practicums that can significantly impact their studies.

This study aimed to explore the academic resilience of undergraduate nursing students during their Adulting Nursing practicums and identify protective factors to mitigate their impact.

The constructivist grounded theory approach enabled us to explore nursing students' academic resilience in their practicums. Purposive and theoretical sampling was used to recruit 19 participants. Individual in-depth interviews were audio-recorded and transcribed verbatim. The constant comparative method directed theoretical sampling. The criteria of credibility, originality, resonance, and usefulness were considered to ensure the quality and trustworthiness of the study.

The main challenges were related to facilitators, the environment, and application of techniques. Students reported feelings of 'walking on thin ice' and doubts about their decision to pursue a nursing career. Academic resilience was identified as the ability to maintain optimism while facing challenges. Participants concluded that overcoming their ignorance through practical learning was an important outcome of the process of developing academic resilience.

The findings highlight the need for facilitators to re-examine their teaching strategies and provide supplementary support to help students to improve their academic resilience.
The findings highlight the need for facilitators to re-examine their teaching strategies and provide supplementary support to help students to improve their academic resilience.With the rapid proliferation of Doctor of Nursing Practice (DNP) programs, academic-practice partnerships are critical in the implementation of rigorous and valuable scholarly projects. However, the failure to develop meaningful partnerships can have unintended consequences, particularly when students and practice sites do not have the preparation and support to navigate these partnerships. Four case studies are presented that explore the issues of preserving autonomy, practicing stewardship, imposing unfair burden and maintaining project fidelity. Best practices are presented to promote equitable collaboration and a mutually beneficial experience. Universities must have the resources required to generate expert clinicians able to translate research into practice and support effective academic-practice partnerships.
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