Background: Preventing or reducing compassion fatigue in nurses is essential for ensuring high-quality care and enhancing nurses’ professional satisfaction.

Aim: This study aimed to determine the relationship between compassion fatigue and emotion regulation skills in nurses.

Methods: This was a cross-sectional, correlational study. Participants included nurses working at a training and research hospital. Data were collected using a self-reported Personal Information Questionnaire that included sociodemographic variables, the Compassion Fatigue Short Scale (CF-SS), and the Emotion Regulation Skills Ques-tionnaire (ERSQ). Data were analyzed using one-way analysis of variance (ANOVA), independent samples t-test, and Pearson's correlation.

Results: The mean age of the nurses was 34.92±8.63 years, and the average duration of professional experience was 12.3±9.19 years. Significant differences were found in compassion fatigue based on marital status, love of the profession, and intention to change profession. A weak negative correlation was observed between age, years of experience, and compassion fatigue. Additionally, significant differences in emotion regulation skills were found based on love of the profession and intention to change profession. A strong negative correlation was identified between compassion fatigue and emotion regulation skills.

Conclusion: Given the negative relationship between compassion fatigue and emotion regulation skills, it can be concluded that enhancing nurses' emotion regulation abilities may help reduce compassion fatigue. It is essential to provide training programs focused on developing emotion regulation skills. In-service training programs should incorporate components that help reduce compassion fatigue, including the development of emotion regulation skills.

Background: Artificial intelligence is becoming increasingly relevant in nursing, yet academic research in Türkiye remains limited. This study aims to systematically review postgraduate theses to identify current research trends and highlight future directions.

Aim: This study aimed to review postgraduate theses on the use of AI in the field of nursing in Türkiye.

Methods: This descriptive study involved a comprehensive review and analysis of relevant postgraduate theses. The theses were systematically screened between 10 May and 15 May 2025, with no restriction on publication year. Researchers used the National Thesis Center database of the Council of Higher Education (CoHE Thesis) to identify all postgraduate theses related to AI in the medical field. A total of 6,623 registered theses were accessed in the CoHE database, and seven were selected based on inclusion and exclusion criteria.

Results: The first identified thesis on AI in the field of nursing was conducted in 2022, with the remaining theses completed in 2023. Most of the theses (71.4%) were doctoral dissertations. The reviewed theses were predominantly qualitative studies (42.9%), with two employing quasi-experimental and experimental designs. The majority were affiliated with the Department of Nursing (42.9%).

Conclusion: It can be asserted that AI has emerged as a novel and significant concept in nursing practice in recent years; however, the number of studies on AI in the field of nursing is limited. Increasing the level of knowledge and the number of studies on AI in nursing could enhance the utilization of AI-supported applications and guide future researchers.

Background: Despite global efforts, 108 million infants (84%) received three doses of the diphtheria, tetanus, and pertussis (DTP3) vaccine in 2023. However, in Yemen, millions of children missed routine immunizations, and only 30% of children under the age of three were fully immunized during the same year.

Aim: This study aimed to assess mothers’ knowledge of childhood immunization for children under five years of age at Jiblah University Hospital, Ibb, Yemen.

Methods: A descriptive, community-based cross-sectional study was conducted between September 2023 and March 2024. The study included 300 mothers attending the maternal care and vaccination units at Jiblah University Hospital. Data were analyzed using descriptive statistics and the chi-square test.

Results: More than three-fifths of the mothers (62%) were over 25 years of age, and 48.3% had one to two children under five. The overall maternal knowledge score regarding childhood immunization was 77.7%. A statistically significant association was found between mothers’ age and education level and their total knowledge score (p=0.044 and p=0.028, respectively). Notably, the majority of mothers aged 25 years or older (82.3%) and literate mothers (80%) demonstrated good knowledge.

Conclusion: Most mothers recognized the importance of vaccination in preventing disease and reducing infant mortality. However, gaps were identified in their understanding of vaccine side effects and immunization schedules.

Background: Consanguineous marriage is a risk factor for certain hereditary diseases, highlighting the importance of continuous public awareness efforts aimed at its prevention. Public health nurses play a key role in leading such initiatives. Therefore, understanding the attitudes of nursing students, who are future healthcare professionals, is essential.

Aim: This study aims to explore nursing students’ attitudes toward consanguineous marriage and the factors influencing these attitudes.

Methods: This descriptive and cross-sectional study was conducted with 585 nursing students. Data were collected using a Personal Information Form and the Endogamy Marriage Attitude Scale. Independent Samples t-test and one-way analysis of variance (ANOVA) were used to compare scale scores based on individual characteristics. Among the multiple comparison tests, Duncan’s test was applied. Multiple linear regression analysis was conducted to identify factors influencing attitudes toward consanguineous marriage.

Results: The study found that 28.4% of participants had parents in a consanguineous marriage, with 41.6% of those being first-degree cousin marriages. Additionally, 94.7% of students disapproved of consanguineous marriage, while 5.3% saw no issues with it. Multiple regression analysis revealed that being male (B=2.405, p=0.044), having parents in a consanguineous marriage (B=5.315, p=0.000), not objecting to consanguineous marriage (B=23.443, p=0.000), growing up in a village (B=3.523, p=0.021), and being raised in the Southeastern Anatolia region (B=3.147, p=0.040) were significant predictors of favorable attitudes toward consanguineous marriage.

Conclusion: It can be stated that only a small proportion of nursing students exhibit positive attitudes toward consanguineous marriage. Furthermore, it can be concluded that nursing students’ attitudes toward consanguineous marriage are influenced by sociocultural characteristics. Including the topic of consanguineous marriage as a detailed subject in the content of certain courses in the nursing education.

Background: Critical thinking is essential in nursing education as it equips students with the skills needed to make informed and effective clinical decisions. Understanding how these skills develop in real educational and clinical contexts is crucial for designing effective teaching strategies.

Aim: This study aims to explore the development of critical thinking skills in nursing students.

Methods: A grounded theory approach was employed in 2024. A total of 22 nursing students and faculty members were involved. Data were collected through in-depth semi-structured interviews and field notes until data saturation was achieved. Data analysis was conducted using the Corbin and Strauss method in 1998.

Results: The data analysis revealed one core theme (the journey of cultivating critical thinking) and four subthemes: self-preparedness, exposure to situations, action/reaction, and encountering the unexpected. In the process of developing critical thinking skills, both instructors and students engage in self-preparation. Instructors review relevant materials, while students familiarize themselves with the ward's objectives. This is followed by exposure to clinical situations, where both groups gain insights into the learning environment and reflect on expectations and goals. In the action/reaction phase, instructors model professional thinking, provide feedback, and employ various teaching strategies to assess and guide students. Unexpected situations then challenge both instructors and students to adapt and respond effectively, reinforcing the importance of critical thinking in nursing education.

Conclusion: This study highlights the essential role of developing critical thinking skills in nursing students. The findings emphasize the importance of creating an adaptive learning environment that fosters the cultivation of these skills within nursing education.

Background: Evidence-based practice (EBP) is essential for ensuring healthcare quality, patient safety, and effective clinical decision-making. As nurses and physicians play a key role in implementing EBP, assessing their attitudes toward it is important. Although tools exist to measure nurses’ attitudes in Türkiye, no scale currently evaluates both nurses and physicians.

Aim: This study aimed to evaluate the validity and reliability of the Evidence-Based Practice Attitude Scale-36 (EBPAS-36), originally developed by Rye et al., for adaptation into the Turkish context.

Methods: Data were collected from 205 nurses and physicians working in the surgical clinics of two hospitals in Izmir between October 2019 and December 2021. The EBPAS-36 and an 18-item descriptive questionnaire developed by the researcher were used. Statistical analyses included means, percentages, standard deviations, and significance testing at the 0.05 level. Validity was assessed through linguistic, content, construct, and face validity, while reliability was evaluated using test-retest analysis and Cronbach’s alpha.

Results: Of the participants, 71.2% were female, with a mean age of 32.15±7.88 years (range: 22-58). Nurses comprised 76.1% of the sample, while physicians made up 23.9%. The content validity index of the EBPAS-36 was 0.68, exceeding the minimum acceptable threshold. Construct validity analysis yielded a Kaiser-Meyer-Olkin (KMO) value of 0.80. Confirmatory factor analysis supported a ten-factor structure for the Turkish version, which differed from the original scale. The 10 sub-dimensions explained 58.714% of the total variance. The scale demonstrated strong reliability, with a Cronbach's alpha coefficient of 0.828 and a McDonald's omega coefficient of 0.859.

Conclusion: The analyses indicated that the EBPAS-36 possesses linguistic and content validity, structural integrity, face validity, Cronbach's alpha internal consistency, and test-retest reliability. Based on these findings, the scale is valid and reliable for healthcare professionals, particularly physicians and nurses, within the Turkish cultural context.

Background: Clinical practice plays an important role in the professional development of nursing students and their preparation for the nursing profession.

Aim: The purpose of this study is to explore the perspectives of senior nursing students regarding their clinical practice experiences.

Methods: This qualitative study was conducted with fourth-year nursing students using a purposive sampling method. Face-to-face, in-depth individual interviews were conducted with 23 senior nursing students who agreed to participate in the study. Interviews continued until data saturation was reached. All interviews were recorded using a quick note-taking technique. Data were analyzed using thematic analysis. The study was conducted and reported in accordance with the COREQ (Consolidated Criteria for Reporting Qualitative Research) checklist.

Results: Data analysis revealed three main themes: feelings and thoughts regarding clinical practice, the contribution of clinical practice to professional development, and experiences related to clinical practice. Six sub-themes were also identified: feelings, thoughts, contributions to knowledge, contributions to professional adaptation, experiences related to professional practice, and experiences related to verbal communication and interaction.

Conclusion: Clinical practice experience is an important component in the development of professional awareness. This study highlights nursing students' clinical practice experiences in a comprehensive manner.

Background: The use of active learning methods in teaching anatomical terms is becoming increasingly widespread. Students often struggle with learning anatomical terms, but digital learning tools can make learning easier.
Aim: This study was carried out to determine the effect of Crossword Labs (CL) on the knowledge and attitudes of nursing students in learning anatomical terms.
Methods: A quasi-experimental pre-post test study was conducted with 99 first-year nursing students. The students were divided into traditional (n=47) and CL (n=52) groups according to whether the last digit of their student number was even or odd. Data were collected between December 2021 and January 2022. Students completed the Descriptive Characteristics Form, Anatomical Terms Knowledge Test, and Anatomy Lesson Attitude Scale. The CL exercises were prepared by the researchers using the “CL” program for terminology learning. Students in the CL group solved the exercises and shared their solutions on the “Padlet” platform with their peers and researchers. Wilcoxon and Mann-Whitney U tests were used to analyze the data.
Results: The CL group had a pre-knowledge score of 11 (10-13) and a post-knowledge score of 13 (12-15). A statistically significant difference was found between the post-knowledge scores of the CL and traditional groups (p=0.008). However, no statistically significant difference was found between the post-attitude scores of the two groups (p=0.961).
Conclusion: Students can be tutored outside the classroom at any time and place when learning anatomical concepts. It is recommended that active learning methods be incorporated into the curriculum to help ensure the retention of difficult-to-learn information.

Background: Nursing education is instructor-oriented and influenced by traditional medicine. Such an approach to teaching may make it difficult for nurses to develop a humanistic understanding of care.
Aim: This study explored how authentic education, rooted in Watson’s Theory of Human Caring, impacts nursing students' care orientation and perceptions in a Caring Behaviors course.
Methods: This mixed-methods study included 74 students, divided into intervention and control groups. The intervention group received a semester of authentic learning based on Watson’s Theory. Quantitative data were collected via a Personal Information Form and the Caring Nurse-Patient Interaction Scale. Qualitative data were obtained through reflective writing and focus group interviews with 15 participants from the intervention group. The chi-square test, Mann-Whitney U test, and paired samples test were used for data analysis.
Results: The median age of the students was 20 years, with 89.2% of the intervention group and 86.5% of the control group being female. There were no significant demographic or personal differences between the groups. Following the training, the intervention group showed significant improvements in care orientation and applicability scores. Qualitative interviews identified key themes such as humanism, altruism, awareness, and authenticity.
Conclusion: Integrating Watson's Human Care Theory with authentic learning methods in caring behavior courses enriches instruction, broadens nursing students' understanding of care beyond physical needs, and aligns with the theory's humanistic principles.