Background: Telepresence robots provide real-time audio, video, and mobility features, allowing faculty and students to engage in learning experiences without being physically present. Problem: With multiple students and faculty members needing to quarantine due to the COVID-19 pandemic, a flexible learning environment was essential. Approach: The telepresence robots were used as an innovative approach for both faculty and students to engage in learning experiences offered in a variety of settings. Outcome: Feedback was obtained from faculty and students about the use of and satisfaction with telepresence robots. The robots were easy to use and posed only a few technological challenges, which were easily overcome. Conclusions: Telepresence robots were effective tools in overcoming teaching and learning barriers caused by the COVID-19 pandemic. The telepresence robots have many applications, including use in clinical and community settings.

Bakgrund: Sjuksköterskor möter patienter i behov av palliativ vård inom alla verksamhetsområden av hälso- och sjukvården. Att vårda patienter i livets slutskede skildrades av många sjuksköterskor som en utmaning till följd av bristande kunskap och erfarenheter. I utbildningsplanen för sjuksköterskans grundutbildning finns palliativ vård som ämne, men det implementeras på olika sätt vid olika lärosäten. Syftet med litteraturstudien var därför att belysa sjuksköterskestudenters kunskap inom palliativ vård. Metod: En allmän litteraturstudie med induktiv ansats utfördes. Datainsamling genomfördes i de omvårdnadsrelevanta databaserna CINAHL och PubMed, vilket resulterade i att 11 resultatartiklar analyserades. Resultat: Genom dataanalysen framträdde två huvudkategorier: 1) Kunskapens dimensioneroch 2) Kunskap genom utbildning. Den första kategorin belyser främst sjuksköterskestudenters kunskap inom olika områden relaterade till palliativ vård. Den andra kategorien belyser främst den aktuella utbildningens inverkan på studenters kunskap, avseende pedagogiska metoder samt utbildningens utformning. Konklusion: Resultatet indikerar att sjuksköterskestudenters kunskap och den nuvarande undervisningen i palliativ vård är bristande. / Background: Nurses meet patients in need of palliative care within all areas of healthcare. Palliative care is depicted by many nurses as a challenge, because of lacking knowledge and experience. The subject exists in the nursing curriculum within the undergraduate nursing education, but it is implemented in various ways at different universities. The aim of this literature review was therefore to illuminate undergraduate nursing students’ knowledge within palliative care. Method: A general literature review with an inductive approach was conducted. The data collection was carried out in the nursing relevant databases CINAHL and PubMed, which resulted in that 11 articles were analyzed. Result: The data analysis developed two main categories: 1) Dimensions of knowledge and 2) Knowledge through education. The first category mainly describes students’ knowledge within different areas related to palliative care. The second category mainly describes the influence of the present education on students’ knowledge, regarding pedagogical methods and structure of the education. Conclusion: The result indicates that students’ knowledge and the present education are lacking.

In moderation, stress is a normal response to a perceived challenge which can motivate an individual to perform at their best. Nursing students consistently report a significant amount of stress which has been found to be greater than their non-nursing peers. The purpose of this study is to assess the level of stress reported by second-semester freshman and sophomore students who have declared nursing as a major, compared with the level of stress experienced by junior and senior students who are enrolled in the university's nursing program. Through this comparison, a conclusion can be drawn as to the level of stress experienced while enrolled in a nursing program, with the level of stress prior to being exposed to the challenges presented by the program. It is intended that the outcomes from this study can be utilized to address stress as it relates to a nursing student from pre-admission through graduation.

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This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured using teacher-developed tests. Critical thinking skills were measured using the <u>Cornell Critical Thinking Test. Level Z</u>. The study found that the students in the experiment group achieved higher aggregate semester scores than those in the control group. The difference in mean aggregate semester scores for the two groups was statistically significant. The results of the critical thinking post-test indicated the mean scores of both groups declined, but not significantly. The mean score of the experiment group was higher, but again not significantly. It was concluded that the use of writing-to-Iearn strategies is an effective means of improving community college nursing students' achievement The results of the critical thinking portion of the study were inconclusive. / Ed. D.