A review was made of research concerning medical students, nursing students, physicians and nurses with special focus on the physician-nurse relationship. Research was carried out to investigate medical and nursing students' concepts of self, ideal self (as physician/nurse), typical work partner and ideal work partner.

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The problem investigated by the researcher relates to the development of critical thinking knowledge and skill in nursing students. Traditional approaches to educating nursing students have been used in the past to educate nursing students, but newly licensed registered nurses still have difficulty with critical thinking knowledge and skills. The principal investigator evaluated the use of an alternative method of teaching learning to foster and develop critical thinking knowledge and skills. One suggestion for teaching learning methods is the use of human patient simulation. A pretest/posttest experimental design was used to investigate critical thinking knowledge and skills after using human patient simulation in second semester nursing students. Nursing students from a northern California university were approached to participate in the study in the fall of 2011 and spring of 2012. The WGCTA Form D and the Lasater Clinical Judgment Rubric were used as a method to determine any changes in critical thinking knowledge and skills. No simulation. This study adds to the body of knowledge relating to the use of human patient simulation.

Empathy is the foundation of caring in the nursing profession. It is critical to an effective patient-nurse relationship and impacts decision-making in nursing care. This study aimed to investigate the impact of virtual simulation on nursing students’ empathy and the relationships of empathy to their demographic characteristics. A randomized pretest and posttest control group design was employed in the study with 140 participants from twelve undergraduate nursing programs across Canada. A virtual simulation scenario was created by the author regarding a patient with substance overuse in an acute care setting. Standardized patients were employed to portray the virtual characters to enhance realism and immersive experience. The participants in the control group reviewed a text-based case study, which consisted of an identical storyline of the virtual simulation scenario, while those in the intervention group experienced the virtual simulation activity. The Kiersma-Chen Empathy Scale-Revised (KCES-R), Substance Abuse Attitude Survey (SAAS), and a demographic survey consisting of age, gender, personal, family, and learning experiences related to substance overuse, were used in the study. The results indicated empathy was significantly increased after the learning activities in both groups, but nonsignificantly different between the participants in the text-based case study and virtual simulation groups before and after the learning activities. Meanwhile, the participants’ attitudes toward substance overuse did not change significantly after their learning activities. All demographic characteristics were nonsignificantly correlated to the participants’ empathy as well. However, the participants’ empathy toward the patients with substance overuse was significantly associated with their attitude toward substance overuse. This study is one of the few studies that employed virtual simulation to promote nursing students’ empathy. Although the study did not demonstrate a significant difference between the text-based case study and virtual simulation groups after the learning activities, it supports that virtual simulation is effective for promoting empathy in nursing education as a text-based application. Future studies will be needed to explore different virtual simulation designs and to determine how individual characteristics influence the cognitive process of perspective-taking in promoting empathy.

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Objectives The purpose of this study was to examine the influences of spiritual well-being and parenting styles on USA nursing students’ psychological well-being and suicidal ideation. Methods This was a cross sectional, descriptive research design. The structured questionnaires were used to do the data collection. There were 404 nursing students were recruited from a Midwest University in the USA. The mean age was 24.53 (SD = 6.14). There were 53 Male (13.1%) and 351 Female (86.9%). The SPSS 28th version was used to do the data analysis. The descriptive data analysis, Pearson Correlation, and Step-wise Multiple Regressions were used to solve the research questions. Results Total score of spiritual well-being, faith/belief, life and self-responsibility, and life satisfaction/ self- actualization had statistically significant positive relationships with nursing students’ psychological well- being. Total score of spiritual well-being, faith/belief, life and self-responsibility, and life satisfaction/ self- actualization had statistically significant reverse relationships with nursing students’ suicidal ideation. Their parents’ rearing attitude: child monitor, inductive reasoning, communication, positive reinforcement, involvement, and the total scores of positive rearing attitude had statistically significant positive relationships with nursing students’ psychological well-being. Their parents’ rearing attitude: communication, positive reinforcement, and the total scores of positive rearing attitude had statistically significant reverse relationships with nursing students’ suicide ideation. Their parents’ harsh discipline and the total scores of negative rearing attitude had statistically significant positive relationships with nursing students’ suicide ideation. Discussion In this study, life satisfaction/self-actualization, life/self-responsibility, positive reinforcement, and faith/belief were the significant predictors of nursing students’ psychological well-being. Total scores of spiritual well-being and positive reinforcement were significant predictors of nursing students’ suicidal ideation. Higher score of total scores of spiritual well-being and positive reinforcement were found to predict decreasing nursing students’ suicidal ideation.

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Background Nursing professional health courses have been reported to be very exhaustive and stressful, with most nursing students reporting moderate levels of stress. Purpose This study was designed to compare the spiritual well-being, coping strategies, psychological well-being, anxiety, depression, and suicidal ideation between Taiwanese and Australian nursing students. Methods Three hundred eighty-one nursing students (180 from Taiwan and 201 from Australia) were recruited for this cross-sectional comparative research study. The Psychological Well-being Scale, Spiritual Well-being Scale, Coping Strategies Inventory Short-Form, Hamilton Anxiety Scale, Zung Depression Scale, and Brief Screen for Adolescent Depression Scale were used to collect data. SPSS 27.0 was used for data analysis. Descriptive data analysis, chi-square tests, independent t test, Pearson correlations, and stepwise multiple regressions were used to examine the research questions. Results Students in Australia had higher mean scores than Taiwanese nursing students for psychological well-being, life satisfaction/self-actualization, and using problem-focused disengagement coping strategies, whereas Taiwanese students had higher mean scores for using emotion-focused engagement coping strategies and depression than their Australian nursing students. Spiritual well-being and problem-focused disengagement were shown to be significantly and positively related to psychological well-being and significantly and negatively related to anxiety, depression, and suicidal ideation in both groups. No significant difference between Australian students and Taiwanese students was found in anxiety, suicidal ideation, and negative-emotion-related alcohol use. Conclusions/Implications for Practice The multiple regressions performed in this study support life satisfaction/self-actualization and the emotion-focused disengagement coping strategy as significant predictors of anxiety, depression, and suicidal ideation in both student groups. The findings of this study help nursing program faculty better understand the key factors of influence on nursing student mental health and provide a conceptual framework for using problem-focused coping strategies and spiritual education on students.