Background: In clinical practice, nursing students frequently encounter patients with phlebitis and are required to provide care.

Aim: This study aimed to determine the effect of mentor-supported teaching on changes in nursing students’ knowledge and awareness of phlebitis.

Methods: The study employed a pre-test and post-test quasi-experimental design. First-year nursing students at a state university participated in this study. Students in the experimental group completed their coursework and practical training while maintaining contact with their mentor students for four weeks. Mentors supported the students in clinical settings by observing and identifying phlebitis conditions. Data were collected using a Personal Information Form, the Phlebitis Care Knowledge Test, and the Phlebitis Awareness Form. Data analysis included the Mann-Whitney U test and the Wilcoxon test.

Results: Statistical analysis revealed no significant differences in age, grade point average, gender distribution, or scores between the control and experimental groups. A statistically significant difference was observed in the pre- and post-test mean scores on the Phlebitis Knowledge Test in both the control group (P = 0.022) and the experimental group (P = 0.000). Furthermore, a statistically significant difference was identified between the control and experimental groups in the pre- and post-test mean scores of the Phlebitis Knowledge Test (P = 0.048 and P = 0.001, respectively). Similarly, a statistically significant difference was found in the pre- and post-test mean scores of phlebitis awareness within both groups (P = 0.005 and P = 0.000, respectively). However, no statistically significant difference was observed between the two groups in terms of pre- and post-test phlebitis awareness mean scores (P = 0.728 and P = 0.146, respectively).

Conclusion: The study concluded that mentor-assisted instruction significantly improved nursing students’ knowledge levels and increased their awareness of phlebitis symptoms. In order to increase the knowledge level of nursing students and improve their clinical awareness, it is recommended that mentor-assisted teaching practices be integrated into education programs and long-term studies be conducted to examine how students make a difference in newly employed nurses after graduation.

Background: The flipped classroom model and Kahoot! can be utilized to enhance students’ knowledge, attitudes, and motivation in biostatistics.

Aim: This study investigated the impact of the flipped classroom model, integrated with interactive videos and the Kahoot! application, on the motivation levels of nursing students in biostatistics teaching.

Methods: This mixed-methods action research included a quantitative phase with 43 students and a qualitative phase with 10 students. Biostatistics was taught using the flipped classroom model and the Kahoot! application, supported by interactive videos. Data were collected using the Motivated Strategies for Learning Questionnaire and semi-structured interviews. Data analysis was conducted using paired-samples t-test and content analysis.

Results: The mean age of the students was 20.53 ± 0.76 years, and 83.7% of them were women. After implementing the flipped classroom model and Kahoot!, the students’ motivation and learning strategy scores were found to be statistically higher than their baseline levels. Six main themes emerged: impact on learning, communication with peers and teachers, learning environment, contribution to self-confidence and motivation, video and game applications as new learning tools, and a positive competitive environment.

Conclusion: The flipped classroom model combined with Kahoot! increased students’ motivation, facilitated learning, improved the learning environment, and positively contributed to self-confidence.

Background: The hidden curriculum refers to unintentional learning outcomes that occur during the educational process. Identifying its positive and negative effects is essential. Each institution has its own hidden curriculum, and educators should approach it with curiosity.

Aim: This study aimed to determine nursing students’ perceptions of the hidden curriculum in nursing education and the factors associated with these perceptions.

Methods: This descriptive, cross-sectional study was conducted with 658 nursing students enrolled at a university in Istanbul, Türkiye. After ethical approval was obtained, data were collected using the Personal Information Form and the Hidden Curriculum Assessment Scale in Nursing Education. Descriptive methods, univariate linear regression, and multiple linear regression analyses were employed for data analysis.

Results: The mean age of the students was 20.25 years (standard deviation, SD = 1.59), and 36.7% were registered in their fifth semester. Perceptions of the hidden curriculum in nursing education were moderate, with a mean score of 147.34 ± 21.59. Multiple regression analysis revealed that nursing students with positive perceptions of education satisfaction (B = 1.988; p = 0.000) and education quality (B = 4.270; p = 0.000) were more likely to have higher perceptions of the hidden curriculum in nursing education. The regression model demonstrated a statistically significant explanatory power of 29.9%.

Conclusion: The findings suggest that creating satisfying and high-quality learning environments can enhance nursing students’ utilization of the hidden curriculum in nursing education.

Background: Excessive and problematic use of social media can lead to addiction. Social media addiction results in mental fatigue as well as physical and psychosocial problems.

Aim: This study aimed to evaluate the level of social media addiction among university students studying health sciences, identify the factors affecting it, and examine its predictive effect on mental fatigue.

Methods: This study employed a descriptive qualitative and relational research design. Students from the Nursing and Midwifery Departments of the Faculty of Health Sciences who volunteered to participate and were present at the faculty during the study were included. Data were collected using the Individual Introduction Form, Social Media Addiction Scale, and Chalder Fatigue Scale. One-way Analysis of Variance (ANOVA), Independent Sample T-Test, Pearson Correlation, and Multiple Regression Analysis were used for data analysis.

Results: The mean age of the students was 20.53 ± 1.94 years; 84.4% were female, and 66.5% were nursing students. On average, nursing and midwifery students used social media for 4.76 ± 2.50 hours per day. The mean Social Media Addiction Scale score was 93.69 ± 26.36, and the mean Chalder Fatigue Scale score was 13.89 ± 5.78. Among the subdimensions of social media addiction, an increase of 0.063 units in the mood score average and an increase of 0.044 units in the conflict subdimension raised the mental fatigue score by one unit.

Conclusion: Students’ social media addiction was mild. It was determined that they experienced moderate physical fatigue and low mental fatigue. Additionally, as social media addiction increased, mental fatigue also increased.

Background: Nurses play an integral role in cancer pain management, alleviating patients’ suffering during end-of-life care through the use of pharmacological and complementary interventions. The community setting presents unique challenges for pain management, making it essential to explore nurses’ perspectives on this topic.

Aim: The primary aim of this study was to investigate nurses’ experiences with barriers to the use of pharmacological and complementary therapies in managing cancer pain in adults receiving end-of-life care in community settings.

Methods: This qualitative research study employed semi-structured interviews with eight nurses working in a National Health Service community care setting focused on end-of-life care. Data were analyzed using a six-stage thematic analysis approach.

Results: Among the eight participants, seven were female, and all held a bachelor’s degree. Three main themes and six sub-themes emerged: (1) barriers related to healthcare professionals and services, (2) barriers associated with families and carers, and (3) the need for enhanced education for nurses.

Conclusion: The study recommends that nurses receive adequate training to effectively manage cancer pain using both pharmacological and complementary therapies.

Background: Academic help-seeking behavior is essential for student success, yet it remains underexplored in nursing and midwifery education, particularly in Ghana.

Aim: This study assessed the academic help-seeking behavior of nursing and midwifery students at a nursing training college in Tamale, Northern Ghana.

Methods: A descriptive cross-sectional study design was employed. A sample of 283 nursing and midwifery students was randomly selected using a simple random sampling technique. Data were collected using a demographic form, the Computer Science Help-Seeking Scales (CSHS) questionnaire, and additional questionnaires on preferred help-seeking methods and barriers. Data analysis was performed using one-way analysis of variance (ANOVA) and independent sample t-tests.

Results: Most students were aged 21-24 years and were predominantly female. Overall, students exhibited a high level of academic help-seeking behavior (M = 6.32, standard deviation (SD) = 1.16), with instrumental help-seeking being the most prevalent (M = 5.89, SD = 1.34). Study groups (76.4%) were the most preferred method of seeking academic help. Younger students (≤ 24 years) demonstrated significantly higher academic help-seeking behavior (M = 6.35, SD = 1.13) compared to older colleagues (≥ 25 years; M = 5.71, SD = 1.26). Registered Midwifery students exhibited higher help-seeking behavior (M = 6.48, SD = 1.18) than Registered General Nursing students (M = 6.19, SD = 1.14). The major barrier to academic help-seeking was concerns about confidentiality and trust (75.6%).

Conclusion: Confidentiality and trust issues emerged as major barriers to academic help-seeking behavior. As policymakers and educational institutions strive to cultivate a supportive learning environment, understanding and addressing these barriers can enhance students’ overall academic well-being and success.

Background: The rapid adaptation of international nursing students to university life enables them to actively continue their education without disruption in the following years. Identifying the challenges faced by these students, who are future nursing professionals, is essential for their adaptation and professional development.

Aim: This study aimed to explore the perspectives of international nursing students regarding their first-year experiences at university.

Methods: This study employed a descriptive qualitative research design. The Consolidated Criteria for Reporting Qualitative Research (COREQ) was used for reporting. The sample consisted of 13 international nursing students enrolled in the Faculty of Nursing at a university. Data were collected through face-to-face, individual, in-depth interviews using semi-structured interview questions. Content analysis was used to analyze the data.

Results: The mean age of the nursing students was 23.3 years. Among the participants, seven were women, 11 had been residing in Türkiye for approximately one year, 12 were from Iran, and one was from Iraq. Three key themes emerged in this study: Facilitators of Adaptation, Challenges, and Coping. The students identified several facilitators of adaptation, including similarities between the Turkish economy and culture and their home countries’ economies and cultures, proficiency in the Turkish language, studying at a nursing school aligned with their career goals, and receiving social support from their relatives. However, they also faced challenges such as language barriers, cultural differences, discrimination, social isolation, homesickness, and academic and clinical difficulties.

Conclusion: International nursing students may encounter language barriers, cultural differences, and education-specific challenges during their first year of nursing school. In this context, developing support mechanisms to guide these students in their academic and social lives will facilitate their ability to cope with these difficulties.

Background: The rapidly increasing number of Coronavirus Disease 2019 (COVID-19) cases worldwide has led to higher hospital densities and increased the workload of nurses.

Aim: This retrospective and descriptive study was planned to determine COVID-19-related nursing diagnoses, interventions, and outcomes in hospitalized patients with COVID-19.

Methods: The study was conducted using the records of individuals (n = 849) who were hospitalized at a university hospital with a diagnosis of COVID-19 between March 2020 and February 2021. Data were collected using a form developed by the researchers, based on North American Nursing Diagnosis Association International (NANDA-I) nursing diagnoses, Nursing Interventions Classification (NIC) nursing interventions, and Nursing Outcomes Classification (NOC) nursing outcomes. Descriptive statistics were used to analyze the data.

Results: The most frequently used nursing diagnoses during hospitalization were identified as “Risk for injury,” “Risk for infection,” “Risk for transmission of infection,” “Ineffective breathing pattern,” and “Risk for impaired skin integrity.” The most frequently used interventions specific to these diagnoses included: “Introduce environmental measures during each hospitalization,” “Monitor vital signs regularly,” “Implement isolation methods based on the infectious agent,” “Auscultate lung sounds,” and “Provide oxygen support.” The “Reached” outcome was marked for all patients except those who died during the evaluation.

Conclusion: It is recommended to plan in-service training for nurses to enhance the effective use of NANDA-I diagnosis, NIC interventions, and NOC outcomes. Additionally, integrating up-to-date guidelines into the electronic information systems used in healthcare institutions is suggested.

Background: Discharge education plays a critical role in maintaining continuity of care at home. It is essential to identify the topics patients need during their hospital stay to tailor education accordingly. Discharge education should cover physical, psychological, and social aspects while addressing individual learning needs.

Aim: This study aims to assess patients’ learning needs after cardiovascular surgery in the post-discharge period.

Methods: A cross-sectional, descriptive study was conducted in the cardiovascular surgery clinic of a university hospital from June 20, 2018 to January 30, 2019. A total of 78 patients actively participated in this study. Data collection was performed using a questionnaire form, carefully prepared by the researchers, and the Patient Learning Needs Scale (PLNS). Data analysis included the Mann-Whitney U test and the Kruskal-Wallis test.

Results: The mean age of the 78 patients was 61.54 ± 11.55 years. The majority were male (78.2%), married (84.6%), and had completed primary education (61.5%). The PLNS demonstrated a significant level of importance, with an overall mean score of 209.00 ± 27.31. Among the different learning needs, life activities were rated as the most important (41.10 ± 3.83, level of importance: 4.57), while emotions related to the situation were considered the least important (16.56 ± 4.95, level of importance: 3.31). A significant relationship was observed between all PLNS dimensions and patients’ age, education, and income level (p < 0.05). Additionally, a notable difference was found between employment status and PLNS sub-dimensions, specifically in life activities and quality of life scores. This difference extended to factors such as the presence of chronic diseases, with significance noted in all PLNS dimensions except for medication and skin care (p < 0.05).

Conclusion: Patients undergoing cardiovascular surgery exhibited increased discharge needs, highlighting the necessity of restructuring discharge learning in the cardiovascular clinic. It is recommended that education be tailored to individual patient information needs, using patient-specific methods rather than conventional approaches for more effective and personalized post-cardiovascular surgery care.

Background: Health literacy and nutrition are crucial for managing diseases and protecting the health of individuals with chronic conditions.

Aim: This study aimed to determine the digital healthy diet literacy and health literacy of individuals with chronic diseases in a city center in eastern Türkiye.

Methods: This descriptive study was conducted with 451 volunteer participants living in a city center in eastern Türkiye between July and December 2022. Data were collected through face-to-face surveys using “Descriptive Characteristics Form,” “Health Literacy Instrument-Short Form,” and “Digital Healthy Diet Literacy Instrument.” Data were analyzed using number, percentage, mean, t-test for independent groups, Kruskal-Wallis test, and correlation analysis.

Results: The mean age of the participants was 39.28 ± 13.61 years, and 54.3% were female. The mean score for the Health Literacy Instrument-Short Form was 28.36 ± 6.05, and the mean score for the Digital Healthy Diet Literacy Instrument score was 26.11 ± 11.51. A negative, statistically significant, weak relationship was found between the participants’ ages and the mean scores for the Health Literacy Instrument-Short Form and Digital Healthy Diet Literacy Instrument. Additionally, a weak positive and statistically significant relationship was observed between the Health Literacy Instrument-Short Form and Digital Healthy Diet Literacy Instrument (P < 0.05).

Conclusion: The health literacy and digital healthy diet literacy levels of individuals with chronic diseases were found to be at a medium level, with a positive relationship between health literacy and digital healthy diet literacy levels.

Background: Nursing education aims to provide knowledge and skills. However, skills training may induce anxiety in nursing students. Listening to music is a method commonly used to reduce anxiety levels among students.

Aim: This study aimed to determine the effect of listening to music on the anxiety levels of nursing students during their first experience with intravenous catheterization.

Methods: This quasi-experimental study included a sample of 73 freshman nursing students. The experimental group (EG) listened to music during intravenous (IV) catheterization skill practice. Data were collected using a Student Information Form and the State-Trait Anxiety Inventory. Statistical analyses included number, percentage, mean, standard deviation, Chi-square test, independent samples test, and paired-sample test.

Results: The mean age of students was 19.11 ± 2.06 years in the experimental group and 19.67 ± 2.62 years in the control group. No differences were found between the groups in terms of sociodemographic variables. The anxiety level of the experimental group was significantly lower, while in the control group, the mean diastolic blood pressure and pulse rate significantly increased.

Conclusion: Listening to music reduced the anxiety levels of nursing students during their first experience with intravenous catheterization. It is recommended that music be used as a strategy to reduce anxiety in nursing students during skills practice.

Acute appendicitis is the most common reason for emergency abdominal surgery in children. Good outcomes are achieved in children who are diagnosed early and undergo appendectomy before perforation. Perforation rates are higher in children than in adults. Acute appendicitis, with or without perforation, is more common in children aged 1-14 years. Although common in childhood, the clinical findings of appendicitis can be atypical. For this reason, diagnosis can be difficult. The correct management of appendicitis requires a multidisciplinary approach. Nurses play an important role in this process, from admission to discharge. The purpose of this review is to present the nursing care of a 13-year-old pediatric patient who underwent surgery for perforated acute appendicitis, using the Life Activities-Based Nursing Model. Additionally, this case study aims to provide a nursing care plan incorporating the Nursing Diagnosis Definitions and Classifications (NANDA), Nursing Interventions Classification (NIC), and Nursing Outcomes Classification (NOC). This study presents the care plan of a 13-year-old boy who underwent two operations for perforated appendicitis. The care was developed using the Roper-Logan-Tierney Life Activities-Based Nursing Model alongside NANDA, NIC, and NOC. The nursing model based on life activities helped define the scope of nursing care for the child who underwent surgery for perforated acute appendicitis. The level of dependency of the 13-year-old child was assessed, and activities of daily living and self-care skills were supported. By utilizing the model, the patient recognized its potential and experienced a reduction in stressors.