Introduktion: För att kunna uppnå en god hälsa och vård för patienter är det avgörande att sjuksköterskestudenter får adekvat utbildning. Det är således av central betydelse att basala hygienrutiner lärs ut för att kunna förebygga smittöverföring och förhindra vårdrelaterade infektioner. Basala hygienrutiner innefattar handhygien, användning av arbetskläder, skyddshandskar och skyddskläder. Syfte: Att undersöka vilka kunskaper sjuksköterskestudenter upplevde att de hade gällande basala hygienrutiner, hur de upplevde utbildningen av basala hygienrutiner samt vad de uppfattade som främjande och/eller hindrande för att följa dessa rutiner under verksamhetsförlagd utbildning. Metod: En kvalitativ metod med abduktiv ansats användes. Sex individuella intervjuer med medelhög struktureringsgrad hölls med sjuksköterskestudenter från svenska lärosäten. Tematisk analys enligt Braun och Clarke (2022) användes för dataanalysen. Resultat: Syftet besvarades genom tre huvudteman. Första huvudtemat: olika kunskapsnivåer besvarade vad för kunskaper sjuksköterskestudenterna upplevde att hade gällande basala hygienrutiner och med underteman: grundläggande hygien, göra antaganden samt tillämpning av föreskriften SOSFS 2015:10. Det andra huvudtemat besvarade hur sjuksköterskestudenterna upplevde undervisningen av basala hygienrutiner med huvudtemat: strukturering av utbildning och med underteman: klinisk träningscentrum och brister. Tredje temat besvarade vad sjuksköterskestudenterna upplevde som främjande och/eller hindrande från att följa basala hygienrutiner under verksamhetsförlagd utbildning. Detta genom huvudtemat: omständigheter och med underteman: gynnsamma förhållanden samt rädslor och kritiska aspekter. Slutsats: Resultatet visade på att sjuksköterskestudenterna hade ett behov av mer utbildning gällande basala hygienrutiner och att kunskapsnivån skiljde sig mellan sjuksköterskestudenterna. Att kunskapsnivån skiljde sig riskerar att påverka patientsäkerheten negativt. Med en för låg kunskapsnivå ökar risken för att patienter utsätts för vårdrelaterade infektioner. / Introduction: In order to achieve good health and care for patients, it is crucial that nursing students receive adequate training. It is of central importance that basic hygiene routines are taught in order to prevent transmission and prevent healthcare-associated infections. Basic hygiene routines include hand hygiene, use of work clothes, protective gloves and protective clothing. Aim: To investigate nursing students’ perceived knowledge about basic hygiene routines, how they experienced the training of basic hygiene routines and what they perceived as promoting and/or hindering for following these routines during operational training. Methods: A qualitative method with an abductive approach was applied. Six individual interviews with a medium structural degree were held with nursing students from Swedish universities. Thematic analysis according to Braun and Clarke (2022) was used for the data analysis. Results: The aim was answered through three main themes. The first main theme answered what knowledge the nursing students felt they had regarding basic hygiene routines: different levels of knowledge with sub-themes: basic hygiene, making assumptions and application of the regulation SOSFS 2015:10. The second main theme answered how the nursing students experienced the teaching of basic hygiene routines with the main theme: structuring of education and with sub-themes: clinical training center and deficiencies. Third theme answered what the nursing students felt promoted and/or prevented them from following basic hygiene routines during practice-based training. This took place through the main theme: circumstances with sub-themes: favorable conditions as well as fears and critical aspects. Conclusion: The results showed that the nursing students had a need for more training regarding basic hygiene routines and that the level of knowledge differed between them. The fact that the level of knowledge differed risks affecting negatively patient safety. With insufficient knowledge the risk of being exposed to a care-related infection increases for patients.

Despite decades of research, academic dishonesty remains a significant concern in nursing education. The connection of academic dishonesty to dishonest clinical practice presents a moral imperative for nurse researchers to find new facets of understanding these phenomena. Literature regarding moral disengagement in health care is minimal and is even less prevalent in the context of nursing education. The purpose of this study was to determine the effects of moral disengagement on prelicensure nursing students’ tendencies to engage in academic dishonesty in their last or next to last semester of a nursing program. A correlational design via survey method was used. The Moral Disengagement Scale (MDS) and Academic Dishonesty Tendency Scale (ADTS) were reliable in this sample, with alpha coefficients of .90 (N = 251) and .86 (N = 242), respectively. Eighty-seven percent (87.2%, n = 219) of participants reported either agreeing or strongly agreeing with at least one item reflecting moral disengagement. Nearly 75% (74.9%, n = 181) reported agreeing with at least one item reflecting a tendency to engage in academic dishonesty, with an additional 44.6% (n = 108) strongly agreeing. A two-tailed single bivariate correlation revealed a strong, positive, statistically significant relationship between the MDS and ADTS, r (236) = .66, p < .001. The findings suggest that nurse educators must emphasize moral development and the students’ ownership of responsibility academically as well as during the provision of care. Due to the uniqueness of various nursing programs, more research is needed to understand the concept of moral disengagement and its influencing factors, outcomes, and interventions in various nursing student populations and the nursing profession.

Undergraduate nursing students face tremendous stress in regards to academic and clinical demands while emotional intelligence (EI) is a topic of interest in the nursing field. This study examined whether problem-focused coping methods for stress are related to ability and personality. In this study, EI represented ability and locus of control (LOC) represented personality. Confrontive coping, seeking social support, and planful problem-solving represented the problem-focused coping variables. A survey instrument which represented a combination of the Assessing Emotions Scale, Perceived Stress Scale, Ways of Coping Scale (Revised), and the Rotter Locus of Control Scale was administered to 11 undergraduate nursing schools during the spring semester of 2019. The results indicated that EI had strong and statistically significant correlations with each of the other variables in the study which were LOC, stress, confrontive coping, seeking social support, and planful problem-solving. The results further supported that EI was a statistically significant predictor for each of the three problem-focused coping variables. It was concluded that level of stress did not mediate the relationship between EI and any of the three problem-focused coping methods. In addition, LOC moderated the relationship between EI and stress. The limitations and possibilities for future research are addressed in this study. Specifically, future research should examine specific stressful encounters in addition to the participants' perception on if the stressful encounter was impactful and if the participant had the resources to cope with the stressful encounter. This information would provide insight into each participant's primary and secondary appraisals.

Clinical reasoning (CR) is an essential skill for nursing and is necessary for safe and effective nursing practice. This skill is critical in how well nurses make clinical decisions and take action to assist their patients. However, this skill is significantly lacking in new nurses, and an academic-practice gap is thought to be the reason. This study investigated the impact of a new concept-based inquiry teaching approach on nursing students’ CR and its relationship with demographics, retention, critical thinking (CT), and metacognition. A quasi-experimental pretest and posttest study design using a non-equivalent comparison group was conducted with undergraduate students enrolled in a baccalaureate pre-licensure program using a concept-based curriculum. The concept-based inquiry (CBI) approach was introduced to students in the intervention group, while the control group participated in a flipped classroom teaching approach. Both groups engaged in content related to the concept of gas exchange. Clinical reasoning was measured using an NCLEX Next Generation (NGN) style exam created by the author, the clinical reasoning exam (CRE). Test analysis on the exam revealed challenges in writing and using these types of exams to assess CR and were discussed. The relationships of CBI to demographics, critical thinking, and metacognition were also evaluated. A demographic survey assessed age, gender, race/ethnicity, learning disabilities, work experience, military experience, and education level. The Health Sciences Reasoning Test assessed CT, and the Metacognitive Awareness Inventory assessed metacognition. The results of the study revealed no significant difference in CR between the CBI intervention group and the Flipped Classroom comparison group after the gas exchange class. No significant relationships to demographics or knowledge retention were noted. However, the study revealed that the CBI significantly affected CT and metacognition, critical elements of the CR process. This study demonstrates that the CBI approach may be a promising new teaching method that should be investigated further to determine if using it for a more extended time period would have a greater impact on CR.

Text in English / Cervical cancer accounts for 34.6% of all the female cancers in Zimbabwe. The purpose of this study was to explore the knowledge, attitudes and perceptions of female student nurses regarding cervical cancer in Zimbabwe using the Health Belief Model (HBM) as a theoretical framework. The ultimate aim was to analyse female student nurses’ risk perception of contracting cervical cancer. A quantitative, cross-sectional descriptive research design was used, using a structured questionnaire for data collection. One hundred and thirty-two (132) respondents were conveniently selected. Descriptive and inferential statistics were calculated using Statistical Package for Social Sciences (SPSS) version 21 software program. The study revealed that 57.9% of the respondents perceive that they are at risk of developing cervical cancer. They believe that screening for cervical cancer is not embarrassing. Knowledge improved with increase in the level of study, there was lack of knowledge of HPV and cervical cancer link. More emphasis on cervical cancer should be put on curricula taught in undergraduate education earlier on in the programme. / Health Studies / M.A. (Nursing Science)

Text in English / Cervical cancer accounts for 34.6% of all the female cancers in Zimbabwe. The purpose of this study was to explore the knowledge, attitudes and perceptions of female student nurses regarding cervical cancer in Zimbabwe using the Health Belief Model (HBM) as a theoretical framework. The ultimate aim was to analyse female student nurses’ risk perception of contracting cervical cancer. A quantitative, cross-sectional descriptive research design was used, using a structured questionnaire for data collection. One hundred and thirty-two (132) respondents were conveniently selected. Descriptive and inferential statistics were calculated using Statistical Package for Social Sciences (SPSS) version 21 software program. The study revealed that 57.9% of the respondents perceive that they are at risk of developing cervical cancer. They believe that screening for cervical cancer is not embarrassing. Knowledge improved with increase in the level of study, there was lack of knowledge of HPV and cervical cancer link. More emphasis on cervical cancer should be put on curricula taught in undergraduate education earlier on in the programme. / Health Studies / M.A. (Nursing Science)

Background: This study derived from the concerns raised by nurse educators, clinical preceptors, and some nursing students in public nursing colleges in Gauteng following the implementation of the provincial selection criteria and processes. While these criteria could be seen as a means of standardising the admission into the Basic Nursing Diploma Programme at public nursing colleges, anecdotal reports from nurses in education institutions and clinical practices indicated a lack of professionalism, high attrition rates among these cohorts of students. The researcher believed that any meaningful selection criteria and processes should be on the views expressed by people who have been through the process as students or educators. Aim: The aim of this study was to analyse the selection criteria and processes followed by nursing colleges in the Gauteng Province to admit students into Basic Nursing Diploma Programme with the view of proposing selection criteria and processes that would secure the admission of the best candidates to this programme in public nursing colleges in Gauteng Province. Design: Quantitative descriptive survey design with self-completion questionnaire was used to generate data for this study. Out of 571 questionnaires distributed, 492 were returned and considered for analysis. Summary descriptive statistics were performed using SPSS version 21. Results: Four of the 13 items analysed were viewed by more than 70% of the respondents as less important and irrelevant to the selection of best candidates for nursing professional education. Proposal for changes supported by the rational for these changes were made by the respondents. Conclusion and Recommendation: The study proposed a framework that could guide the provincial authority in developing admission criteria that will ensure the selection of best candidates for Basic Diploma Nursing Programme in the province. / Health Studies / M.A. (Nursing Science)

The research question the researcher set out to answer was: How do student nurses experience learning in the clinical field? The research question stemmed from years of experience in nursing education and a concern about student nurses' involvement in the clinical area. A phenomenological investigation was embarked upon involving principles from Wertz's (1983, 1984, 1985) empirical psychological reflection. The existential base-line for the research was stated as: Human experience results in learning. The base-line also supported the assumptions underlying the current research and are in line with phenomenological philosophy. Participants were selected from the student nurse population in the Limpopo Province via convenience and purposive sampling. Five students from second through fourth year of training according to SANC Regulation R425 were selected. Data were collected through in-depth interviews. One initial and one follow-up interview were conducted with each participant. Interviews were audio-taped and transcribed verbatim. Data analysis at the idiographic and nomothetic levels was conducted through open coding, categorisation and constant comparative analysis. Four major themes emerged from the data namely: * Descriptive overview of clinical learning * The lived experience of student nurses * Motivational factors in clinical learning * Erosive factors in clinical learning Awareness figured as an all accommodating concept to theme and categories. It figured as a multi-dimensional concept that positions and orientates student nurses in the clinical setting. Awareness answers the student nurse's existential question: Where am I? Based on the findings OF the current research and guided by the concept of an integrated holistic awareness, conclusions were drawn and recommendations and guidelines were formulated relating to: nursing education, nursing management, cooperation between education and services, clinical teaching, future research and theory development. / Health Studies / D.Litt. et Phil. (Health Studies)

Clinical learning experiences form an integral part of the student nurse's training, for it is in the clinical setting that students acquire the knowledge, skills and values necessary for professional practice. The purpose of this research was to explore student nurses experiences during clinical practice. A qualitative, exploratory, descriptive and contextual design was utilised, employing the phenomenological method. Unstructured interviews were conducted with student nurses in their final year of the four year nursing programme at a nursing college campus in the Limpopo Province. Tesch's method of data analysis was used. The findings indicate that there are aspects which impact negatively on student nurses' clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were made. / Health Studies / M.A. (Health Studies)

The purpose of this quantitative, descriptive study was to describe how registered nurses utilise teachable moments to enhance students' learning in the clinical setting. The research questions were: What are the problems faced by registered nurses when they teach students in the clinical setting? and How do registered nurses utilise teachable moments to teach students? A pilot study was conducted in the clinical setting involving the respondents who had similar characteristics than the population. The sample consisted of 45 registered nurses who provided direct patient care in the clinical setting. A self­ administered, structured questionnaire was used to collect data. Data analysis was done by using descriptive statistical tests. The findings brought to light strengths and weaknesses with regard to the utilisation of teachable moments by registered nurses, and problems faced by registered nurses with regard to clinical accompaniment in general. Recommendations to improve clinical accompaniment by registered nurses through effective utilisation of teachable moments were made. Further research was recommended to explore some problematic areas that emerged from this study. / Health Studies / M.A. (Nursing Science)