Background: Global migration has increased the number of foreign nationals residing in Türkiye, creating challenges for healthcare services, particularly in forensic medicine. Cultural, linguistic, and socioeconomic barriers often hinder migrants’ access to appropriate trauma care, emphasizing the need for culturally competent approaches in forensic practice.

Aim: This study aimed to evaluate the sociodemographic characteristics and trauma histories of foreign nationals in Türkiye, addressing the limited research on forensic cases involving migrants from a transcultural nursing perspective.

Methods: A retrospective analysis was conducted on hospital records between October 10, 2021 and August 30, 2024. The sample included 120 foreign nationals who presented to the emergency department, had forensic notifications filed, and subsequently attended the same hospital’s forensic medicine polyclinic. Data were collected using an "Individual Information Form" and analyzed using descriptive statistics and Chi-square tests with KNIME software.

Results: The sample consisted of 120 foreign nationals, including 78 males and 42 females, with mean ages of 37.6 years (standard deviation [SD]=12.3) and 41.0 years (SD=14.8), respectively. Among the cases, 50.83% were related to traffic accidents and 31.67% to physical assaults. Significant differences in trauma types were observed across nationalities and genders (p<0.05). Sociodemographic factors such as age, gender, and nationality influenced the nature and context of trauma.

Conclusion: Nationality and other sociodemographic variables significantly shape traumatic experiences. Integrating transcultural nursing principles, interpreter support, and cultural sensitivity training into forensic medical practice can improve the accuracy of evaluations and enhance the quality of trauma care for migrant populations.

Background: Effective, structured communication among healthcare professionals is essential for patient safety and continuity of care. The SBAR (Situation–Background–Assessment–Recommendation) framework is an internationally recognized method that standardizes clinical information exchange. Although SBAR has been widely used and validated in clinical settings, its integration into undergraduate nursing education remains limited and inconsistent.

Aim: This study aimed to assess the impact of an educational intervention using the SBAR tool on undergraduate nursing students’ ability to deliver structured patient handovers and to explore their attitudes toward its use.

Methods: A pilot experimental study was conducted with 32 seventh-semester nursing students from a university. Participants were randomly assigned to an experimental group (SBAR training) or a control group. Performance was evaluated in a simulated handover scenario based on structure and content. Additionally, completion time and attitudes were assessed via questionnaire. Descriptive statistics (means, standard deviations) and independent samples t-tests were used for data analysis.

Results: The experimental group achieved significantly higher scores in the “Situation” and “Background” components of SBAR, with large effect sizes. Although no statistical significance was found for “Recommendation,” the effect size was moderate. Handover duration was significantly longer in the experimental group, potentially indicating a more analytical approach. Acceptance of the tool was universal, with positive attitudes regarding its usefulness and curricular integration.

Conclusion: Students found the SBAR tool easy to understand, reported fewer errors during simulated handovers, and expressed strong support for its inclusion in undergraduate nursing education.

Background: Developing clinical self-efficacy (CSE) and self-regulated learning skills is essential for nursing students to navigate complex clinical environments and ensure safe patient care effectively.
Aim: The purpose of this research was to explore how the case-based learning approach influences nursing students’ self-regulated learning abilities and their perceptions of CSE.

Methods: This study employed a quasi-experimental design with a single-group pretest-posttest approach, conducted with 48 first-year nursing students from a public university in Türkiye. Over six weeks, participants engaged in weekly sessions based on the case-based learning model. Data were collected using three instruments: the Student Information Form, the Self-Regulated Learning Scale for Clinical Nursing Practice, and the Clinical Self-Efficacy Perception Scale. The collected data were analyzed using SPSS version 22.0, applying descriptive statistics, paired t-tests, and linear regression techniques.

Results: Among the participants, 89.1% were female, with a mean age of 20.29±2.98 years. Following the intervention, no statistically significant difference was found in self-regulated learning scores (p>0.05); however, CSE perception scores showed a marked and statistically significant improvement (p<0.001). Regression analysis indicated that the predictive ability of self-regulated learning scores on CSE increased after the intervention, with explained variance rising from 11.2% at pretest to 16.3% at posttest.

Conclusion: Case-based learning effectively enhances nursing students’ CSE, while the limited short-term gains in self-regulated learning highlight the need for sustained support. Developing both skills together is crucial for academic and professional success.

Background: In individuals with chronic health conditions, adherence to medication therapy is the most fundamental component of self-management. Therefore, it is essential to assess patients' medication adherence using valid and reliable tools.

Aim: The purpose of this study is to test the validity and reliability of the Turkish version of the Medication Adherence Rating Scale (MARS).

Methods: Data for this descriptive and methodological study were obtained from patients with at least one chronic condition between April and June 2024. The Turkish version of the MARS was developed utilizing the translation-back translation methodology. The content validity ratio was determined through expert evaluations. The construct validity of the scale was assessed using confirmatory factor analysis. The scale's reliability was evaluated using parallel forms reliability (Medication Adherence Report Scale-5), correlations with other scales (namely the Chronic Illness Self-Man-agement Scale – CISMS), Cronbach's alpha for internal consistency, and item-total score correlation coefficients.
Results: Confirmatory factor analysis validated the originally proposed three-factor structure of the scale. All model fit indices were within acceptable limits. A moderate and significant correlation was found with the Medication Adherence Report Scale used for parallel forms reliability (p<0.001). The total scale score showed significant correlations with all CISMS subscales (p<0.05). The Cronbach's alpha reliability coefficient for the total scale score was 0.70.

Conclusion: The Turkish version of the Medication Adherence Rating Scale, consisting of eight items (reduced from the original ten-item scale), has been shown to be a valid and reliable instrument.

Background: Seeking academic assistance is a key component of effective learning and academic success in nursing education. However, there is currently no validated instrument specifically designed to measure this behavior within nursing education.

Aim: This study applied a structural equation modelling approach to evaluate the psychometric properties of three adapted scales intended to measure academic help-seeking behaviors among nursing students in Ghana.

Methods: The study employed a cross-sectional, analytical validation design. To determine the factor structure of the three scales, an exploratory factor analysis (EFA) was conducted. Confirmatory factor analysis (CFA) was used to assess convergent and discriminant validity and composite reliability. Model adequacy was evaluated using standard fit indices.

Results: CFA confirmed the unidimensionality of the scales, with item loadings ranging from 0.632 to 0.893. The measurement model demonstrated acceptable fit (Standardized Root Mean Square Residual [SRMR]=0.050, Chi-Square/Degrees of Freedom [CMIN/DF]=2.227, Comparative Fit Index [CFI]=0.924, Root Mean Square Error of Approximation [RMSEA]=0.078, Tucker–Lewis Index [TLI]=0.910, Adjusted Goodness-of-Fit Index [AGFI]=0.940). All academic help-seeking scales exhibited satisfactory composite reliability and convergent validity: executive scale (ω=0.914, average variance extracted [AVE]=0.582), instrumental scale (ω=0.748, AVE=0.500), and avoidance scale (ω=0.903, AVE=0.573). Correlation analyses showed that the instrumental scale was negatively correlated with both executive (r=-0.426, p<0.001) and avoidance scales (r=-0.268, p<0.001), whereas a positive correlation was found between the executive and avoidance scales (r=0.587, p<0.001).

Conclusion: The final version of the instrument demonstrated good psychometric properties, supporting its reliability for measuring nursing students’ academic help-seeking behaviors.

Background: Deteriorated living conditions after earthquakes hinder individuals from adopting healthy lifestyle behaviors. During this process, nursing students’ guidance to individuals and their role as role models for healthy lifestyle behaviors play an important role.

Aim: This study aimed to investigate the relationship between disaster preparedness and healthy lifestyle behaviors in nursing students who survived the Kahramanmaraş earthquakes (Mw 7.7 and Mw 7.6) in Türkiye on February 6, 2023.

Methods: An online cross-sectional study was conducted with 229 undergraduate nursing students who were earthquake survivors in Türkiye in June 2023. Data were collected using an individual information form, the Disaster Preparedness Scale, and the Healthy Living Skills Scale. Independent t-tests, one-way analysis of variance (ANOVA), Pear-son correlation, and linear regression analyses were used for data analysis.

Results: Most nursing students had not experienced a disaster before and had not received disaster training prior to the earthquake. Higher income levels, maternal education, and prior disaster training were associated with better disaster preparedness. Disaster preparedness significantly influenced all dimensions of healthy lifestyle behaviors, including importance given to health, healthy nutrition, access to health-related resources, and health priority.

Conclusion: The findings of the present study indicate that higher levels of disaster preparedness were associated with nursing students’ ability to maintain healthy lifestyles after the earthquake and to adapt during the recovery process. Accordingly, integrating comprehensive disaster preparedness training into nursing curricula and strengthening national nursing education policies in this area are recommended.

Background: Communication and self-compassion skills are essential in nursing. While the effectiveness of face-to-face instruction is well documented, evidence on the impact of online formats remains limited.

Aim: The aim of this study was to assess and compare the impact of the online and face-to-face Therapeutic Communication and Nurse-Patient Relationship course on nursing students’ communication skills and levels of self-compassion.

Methods: This quasi-experimental study was conducted with 331 first-year nursing students at a public university. The course was delivered online to one group (n=169), while the other group (n=162) attended the course face-to-face. Pre-test and post-test data were collected using the Communication Skills Scale, the Course Evaluation Questionnaire, and the Self-Compassion Scale. The chi-square test, independent samples t-test, paired samples t-tests, and Pearson correlation analysis were used to analyze the data.

Results: The mean age of participants was 19.08 years (standard deviation=1.05), and 87.3% were female. The groups did not differ significantly at baseline (p>0.05). After the 14-week course, both groups exhibited significant improvements in communication skills and levels of self-compassion (p<0.05). However, in the online group, no difference was found between pre-test and post-test scores in some sub-dimensions of the scales. The post-test scores of the two groups did not differ significantly (p>0.05).

Conclusion: This study highlights the potential of online learning while also identifying areas in which significant improvements in communication skills and self-compassion may not be achieved. The findings can inform the design of effective and sustainable communication courses in nursing education.

Background: Kinesiophobia, or the fear of movement due to anticipated pain or injury, is a significant psychological barrier that interferes with activities of daily living for many patients who have undergone thoracic surgery and had a chest tube placed.

Aim: This study aimed to examine the relationship between kinesiophobia, mobility, and activities of daily living in patients with chest tubes following thoracic surgery.

Methods: This study used a descriptive, correlational design. The research sample consisted of 110 patients with a chest tube following thoracic surgery. A patient identification form, the Katz Activities of Daily Living Scale (Katz ADL), the Tampa Scale of Kinesiophobia (TSK), and the Patient Mobility Scale (PMS) were used for data collection. Percentage distribution, arithmetic mean, multiple linear regression, and correlation analyses were used for data analysis.

Results: The study found that most patients (82.7%) were married, the majority were male (80.9%), and were unemployed (30.9%). In the study, the average total score of the Katz ADL was 13.30±2.33, the TSK score was 60.58±15.19, and the PMS score was 84.32±29.51. The study revealed that PMS and TSK were statistically significant predictors of Katz ADL (p<0.001). It was also shown that the total Katz ADL score showed a negative association with both PMS and TSK at a high level of statistical significance (p<0.01).

Conclusion: This study showed that patients who had a chest tube inserted after surgery experienced a negative impact on performing activities of daily living due to kinesiophobia and difficulty moving.

Background: Medical errors are a common problem in healthcare services and represent a risk that nursing students may encounter during their training. Evidence-based nursing may contribute to the prevention or reduction of medical errors by supporting clinical decisions based on the best available evidence.

Aim: The purpose of this study was to examine the relationship between nursing students’ evidence-based practices and medical error tendencies.

Methods: This analytical cross-sectional study was conducted with 290 nursing students. Data were collected between February and April 2025 using the Sociodemographic Characteristics Form, the Medical Error Scale, and the Knowledge, Attitudes, and Behaviors Scale on Evidence-Based Nursing. Pearson correlation and multiple linear regression tests were used for data analysis.

Results: Most of the nursing students were female, in their fourth year, and had a GPA (Grade Point Average) between 3.00 and 3.50. The mean total Medical Error Scale score was 157.76±17.83. The mean scores for evidence-based nursing knowledge, attitude, future use, and practice were 24.60±3.65, 22.06±6.66, 39.99±5.28, and 14.73±5.10, respectively. Higher evidence-based practice scores (β=0.24, p<0.001), second-year student status (β=0.29, p=0.029), and having internship experience in surgical clinics (β=0.12, p=0.039) significantly predicted greater medical error awareness.

Conclusion: Nursing students were cautious about medical errors, and their knowledge, attitude, and future use levels regarding evidence-based nursing were good. Nursing students with higher evidence-based practice competencies, those in their second year of study, and those with internship experience in surgical clinics demonstrated greater awareness of medical errors.

Background: Clinical simulation is essential in nursing education for enhancing students’ clinical reasoning and decision-making, and reliable, culturally adapted tools are needed to assess their perceptions.

Aim: This study examined the validity and reliability of the Turkish version of the Student Perception of Effective Teaching in Clinical Simulation Scale (SPETCS), which evaluates nursing students’ views on effective teaching in clinical simulations.

Methods: A cross-sectional study was conducted in a single institution with 173 nursing students. Analyses included content and construct validity, reliability, and stability. Construct validity was examined using Confirmatory Factor Analysis (CFA), and model fit was evaluated using conventional thresholds (χ²/df<3, Root Mean Square Error of Approximation [RMSEA]≤0.08, Comparative Fit Index [CFI]≥0.90, Standardized Root Mean Square Residual [SRMR]≤0.08).

Results: The scale achieved a Content Validity Index (CVI) of 1.00. Confirmatory Factor Analysis confirmed the original two-factor structure of the Importance subscale (33 items), with factor loadings ranging from 0.462 to 0.800, while the Extent of Agreement subscale retained its unidimensional structure, consistent with the original scale. Model fit indices included χ²/df=2.736, RMSEA=0.10, CFI=0.770, and SRMR=0.061, indicating a moderate model fit. Although RMSEA and CFI suggested a marginally acceptable fit, SRMR and χ²/df values were within acceptable limits. Internal consistency was high, with Cronbach’s alpha coefficients of 0.957 for the Extent of Agreement subscale and 0.960 for the Importance subscale.

Conclusion: The Turkish adaptation of the SPETCS has proven to be a psychometrically sound tool for evaluating nursing students’ views on effective instructional practices in simulation-based education.

Background: Ethical knowledge and values play a critical role in nursing practice, guiding professional behavior and decision-making in patient care. As the importance of ethics in nursing continues to grow, it is essential to introduce these concepts during undergraduate education, a formative period for professional identity development.

Aim: This study aimed to explore nursing students’ metaphorical perceptions of ethics and ethical values.

Methods: This qualitative study was conducted with 100 third-year nursing students at a university in Türkiye between March and June 2025. To explore their perceptions of ethics and ethical values, students were asked to complete the sentence: “Ethics/ethical values is like ……, because …….” The data were analyzed using qualitative content analysis,which involved coding, theme identification, and categorization based on emergent themes.

Results: The mean age of the students in the sample was 20.93±1.37, and 76% of the students were female. Students produced 74 distinct metaphors for ethics and 80 for ethical values. The ethics-related metaphors were grouped into eight categories: guiding, balancing right and wrong, basic necessity, rule-setting, universal, organizing, ensuring transparency, and difficult to attain. Ethical values metaphors were classified into nine categories: sociality, individuality, guidance, importance, meaning-giving, limiting, fundamental, reciprocity, and time-related.

Conclusion: The findings revealed that students held largely positive perceptions of ethics and ethical values, often linking them to personal beliefs. Further research with diverse student groups and healthcare professionals is recommended to enhance understanding of ethical development.