Notes

Mothers' Knowledge, Thinking, along with Fears Concerning Dental care Visits Through the COVID-19 Pandemic: A Cross-sectional Review.
Adequate training and support for academic staff and students is essential for the online delivery of midwifery education.
Active teaching methodologies that incorporate students' feelings and beliefs and encourage them to reflect upon and critically think about certain variables, are extremely useful to teachers.

To explore the potential of dramatisation and photovoice technologies as instruments to stimulate nursing students to reflect upon violence against women in society, thereby encouraging critical thinking and debate in a participatory way.

This was a qualitative, descriptive-exploratory study which used the participatory action research approach.

Forty fourth-year students enrolled in the Nursing undergraduate degree at the University of Alicante in Spain.

The photovoice technique was used to record images from a dramatisation which served as the basis to represent scenes from the everyday life of people who are subjected to physical and psychological violence. These photographs were then debated and analysed by the students. buy Elexacaftor We used MAXQDA® software and the guidelines published by Giorgi to aid our data analysis.

Four main categories emerged; the 'violence against women'. The 'victim' and 'abuser' categories considered 'emotions', 'feelings', 'attitudes', and 'behaviours'. The fourth category that emerged was 'social viewpoints'.

Photovoice-dramatisation raised awareness among the students and allowed them to reflect upon these behaviours and to critically think about the cultural and social dimensions of violence against women. The use of both of these techniques in practical and theoretical contexts to train students can help to nurture social commitment when faced with this problem.
Photovoice-dramatisation raised awareness among the students and allowed them to reflect upon these behaviours and to critically think about the cultural and social dimensions of violence against women. The use of both of these techniques in practical and theoretical contexts to train students can help to nurture social commitment when faced with this problem.
Nursing students experience notable challenges when communicating with patients, caregivers, and health-care providers during clinical training; this adds to the stress they experience from clinical training and deteriorates their clinical competence.

The aims of this study are to develop and assess a practical program for improving communication skills, clinical practice stress, and clinical competence among nursing students undergoing clinical training. This is performed by administering and evaluating the respective effects of an assertiveness-training program; a program based on the situation, background, assessment, and recommendation (SBAR) technique and a program that combines assertiveness training with the SBAR technique.

This study used a non-equivalent, quasi-experimental pretest-posttest design.

This study was conducted at the nursing schools of two universities in the north and west of South Korea.

Ninety-three third-year nursing students were recruited through convenience sampling froms the SBAR technique with assertiveness training can be utilized to improve communication skills, reduce clinical training stress, and enhance clinical competence in nursing students.
Previous studies have demonstrated that contact positively impacts nursing students' willingness to care for people with mental illness. However, studies that have explored the mechanism of such a relationship between contact and willingness remain few.

To examine the direct relationship between contact and nursing students' willingness to care for people with mental illness and to explore the potential mediating roles of stigma.

This was a cross-sectional study design.

The study was conducted in a nursing school in Nanjing city, China.

A total of 839 nursing students were recruited in the study through convenience sampling.

Nursing students' stigma, contact, and willingness to care for people with mental illness were measured online through the Stigma toward People with Mental Illness Scale (SPMI), the Level of Contact Report, and one item of "which degree indicates your willingness to provide care for people with mental illness," respectively. The structural equation model was applied to explore the potential mediating roles of stigma.

Contact with people suffering from mental illness directly affected nursing students' willingness to care for them (β=0.076, p<0.05). Meanwhile, stigma partly mediated the effect of students' contact on willingness to care for people with mental illness (β=0.048, p<0.05).

High level of contact can improve nursing students' willingness to care and the relationship is partly mediated by stigma. Measures to improve the level of contact and reduce stigmatizing attitudes of nursing students are accordingly essential in influencing them to have more willingness to care for people with mental illness.
High level of contact can improve nursing students' willingness to care and the relationship is partly mediated by stigma. Measures to improve the level of contact and reduce stigmatizing attitudes of nursing students are accordingly essential in influencing them to have more willingness to care for people with mental illness.
Exam wrapper, a structured self-regulated learning strategy, assists students to review study habits and performance on an exam with the goal of improving future study habits. Little is known about the use of this strategy in nursing students, particularly associate degree students.

To describe and compare demographic characteristics, study habits, reasons for getting content wrong on an exam and future study plans between associate degree and baccalaureate nursing students.

A cross sectional, descriptive comparative study of exam wrapper use in associate degree and baccalaureate nursing students.

A medium-sized public university and small private college in the northeastern United States.

A convenience sample 102 prelicensure baccalaureate (n=63) and associate degree (n=39) nursing students. Mean age of 21.9±5.6, GPA of 3.46±0.38, 7% male, 57% commuter students, 75% employed an average of 14±11.4h per week.

Data were collected by course faculty during an in-class exam review following a multiple-choice examination.
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