Background: Artificial intelligence (AI) is increasingly integrated into nursing education; however, its use in pediatric nursing courses remains underexplored.
Aim: This study aimed to examine the use of artificial intelligence tools among nursing students enrolled in a pediatric nursing course and to identify homogenous student profiles based on their usage characteristics and theoretical adoption patterns.
Methods: This cross-sectional study included 241 nursing students enrolled in a pediatric nursing course. Data were collected using the AI in Pediatric Nursing Course Questionnaire and the General Attitude Toward Artificial Intelligence Scale (GAAIS). K-means cluster analysis was conducted, guided by Rogers’ Diffusion of Innovations Theory, to classify students into distinct profiles based on their GAAIS subscale scores, which were considered to reflect their fundamental attitudinal orientations toward AI.
Results: Cluster analysis identified three distinct student profiles: Optimists (n=95), Realists (n=102), and Traditionalists (n=44). Optimists demonstrated the highest levels of AI use, whereas Traditionalists demonstrated the lowest levels in both clinical practice (p=0.002) and preparation for clinical visits (p=0.039). Additionally, Optimists and Realists reported more positive perceptions of AI’s impact on examination success (p=0.002) and learning (p=0.001), whereas Traditionalists expressed significantly more negative attitudes toward AI overall (p<0.001) and reported the lowest levels of trust in the technology (p=0.040).
Conclusion: Optimists and Realists appear to actively integrate AI tools into clinical practice and examination preparation and generally perceive them as beneficial for learning outcomes. These findings highlight the importance of adopting differentiated pedagogical approaches rather than a one-size-fits-all curriculum.

Background: Nursing students’ awareness of academic career pathways and their attitudes toward graduate education are critical determinants shaping the future quality and sustainability of the nursing profession. Identifying these factors enables students to engage in informed career planning and to assume more active and effective roles in their professional lives.
Aim: This study aimed to examine nursing students’ levels of academic career awareness and their attitudes toward graduate education.
Methods: This descriptive cross-sectional study was conducted with 473 students enrolled in a nursing faculty. Data were collected using the Student Information Form, the Academic Career Awareness Scale, and the Attitude Toward Graduate Education Scale. Independent samples t-tests, one-way analysis of variance (ANOVA), and Pearson correlation analysis were used for data analysis.
Results: The mean total score for academic career awareness among nursing students was 70.33±19.57. Subscale mean scores were as follows: becoming a faculty member and working conditions (29.17±9.23), definition and purpose of graduate education (18.17±4.33), graduation requirements for graduate education (14.17±4.92), and application requirements for graduate education (8.81±3.26). The mean total score for attitudes toward graduate education was 53.58±11.13, with subscale scores of 34.31±7.15 for functionality and 19.26±5.59 for willingness. Positive and statistically significant correlations were identified between total academic career awareness scores and attitudes toward graduate education and its subdimensions (r=0.142–0.372; p<0.05).
Conclusion: A significant positive relationship was found between nursing students’ academic career awareness and their attitudes toward graduate education. Moreover, these variables differed significantly according to students’ sociodemographic characteristics.

Background: Professional self-efficacy influences nurses’ clinical performance and the safety of care. Examining its relationship with the tendency toward medical errors is essential for informing strategies to improve patient safety.
Aim: This study aimed to examine the relationship between nurses’ perceived professional self-efficacy and their tendency toward medical errors.
Methods: This descriptive and correlational study was conducted with 200 nurses working in a training and research hospital between October 15 and November 5, 2025. Data were collected using the Nurse Descriptive Information Form, the Nursing Profession Self-Efficacy Scale, and the Tendency Toward Medical Errors Scale. Data were analyzed using descriptive statistics, normality testing (skewness and kurtosis), the Mann–Whitney U test, the Kruskal–Wallis test, and Spearman correlation analysis.
Results: Among the participants, 54.5% were female, 83.5% held a bachelor’s degree, and the mean age was 29.62±5.29 years. Nurses demonstrated high levels of professional self-efficacy (68.61±8.97) and low levels of tendency toward medical errors (228.00±19.79). A statistically significant, moderate positive correlation was found between the total scores of the Nursing Profession Self-Efficacy Scale and the Tendency Toward Medical Errors Scale (r=0.454, p<0.001).
Conclusion: The findings indicate that nurses have high perceived professional self-efficacy and a low tendency toward medical errors. A significant, moderate positive relationship was identified between professional self-efficacy and tendency toward medical errors.

*These authors contributed equally to this work and share first authorship.

Background: Within the scope of health services provided in school settings, medical waste management is crucial for both environmental health and student safety.
Aim: This study aimed to determine the attitudes and behaviors of school health nurses in Türkiye toward medical waste.
Methods: This descriptive study collected data using the Descriptive Information Form and the Medical Waste Attitude and Behavior Scale (MWABS) via Google Forms between February and April 2025. The required sample size was calculated as 158 based on an effect size of 0.58, a 5% margin of error, and 95% power using G*Power. Invitations were distributed through social media platforms (LinkedIn, Instagram, Facebook) to individuals identified as practicing school health nursing in Türkiye. A total of 158 participants were recruited using the snowball sampling method. Data were analyzed using the Mann–Whitney U test and the Kruskal–Wallis test.
Results: Of the participants, 90.5% were female, and the mean age was 31.98±9.47 years. Additionally, 57.6% were employed in the public sector, 46.8% reported that their institutions did not have a medical waste management plan, and 68.4% had not received training on medical waste management. Nurses working in private schools, those who had received medical waste management training, and those familiar with waste management procedures had higher MWABS scores (p<0.05). The mean MWABS score was 94.06±28.77.
Conclusion: School health nurses demonstrated moderate attitudes toward medical waste management. Nearly half of the schools lacked a formal management plan. Strengthening training programs and implementing waste management plans are recommended.

Background: Personality traits distinguish individuals from one another and provide a basis for predicting future behavior. Nursing students’ confidence in managing academic challenges plays a crucial role in their academic success and professional development.

Aim: This study aimed to examine the relationship between personality traits and academic self-efficacy (SE) among nursing students.

Methods: This correlational study included 281 nursing students. Data were collected using an Information Form, the Academic Self-Efficacy Scale (ASES), and the Five-Factor Personality Scale. Descriptive statistics, the Kolmogorov–Smirnov test, and Spearman correlation analysis were used to analyze the data.

Results: The students’ grade point averages ranged from 0.90 to 3.91, with a mean of 2.81±0.48. The study revealed a relationship between nursing students’ personality traits and their academic SE. The mean ASES total score was 19.15±3.33. Students who perceived their academic achievement as high had higher ASES scores compared to those who perceived their achievement as moderate or low.

Conclusion: The findings suggest that educators should consider individual differences in personality traits and provide support to enhance students’ academic success and SE.

Background: Although early mobilization has well-documented benefits for patients in intensive care units, it is not implemented as frequently as recommended. Previous studies have identified patient-related factors, time constraints, and inadequate staffing as barriers to the early mobilization of cardiovascular intensive care unit (CICU) patients.

Aim: This study aimed to explore CICU nurses' perceptions of the factors affecting, barriers to, and facilitators of early mobilization in CICU patients.

Methods: A descriptive qualitative study design was employed. Seven CICU nurses were recruited using purposive sampling. Data were collected through semi-structured interviews. Audio-recorded interviews were transcribed verbatim and analyzed using qualitative content analysis. Codes were generated from the transcripts and subsequently organized into categories and themes.

Results: Participants reported that early mobilization is beneficial for CICU patients and should be prioritized according to each patient's clinical condition. Three themes and seven categories emerged: factors affecting early mobilization, barriers to early mobilization, and facilitators of early mobilization. Factors affecting mobilization included patient-related factors (hemodynamic stability, pain, fear, and muscle strength), environmental factors (limited space and medical equipment), and personnel-related factors (staff shortages and lack of experience). Barriers were categorized as physical (e.g., hemodynamic instability and pain) and psychological (e.g., fear and lack of self-confidence). Facilitators included preoperative education and adequate staffing support.

Conclusion: The findings suggest that CICU nurses perceive patient-related factors, environmental conditions, and staffing issues as key influences on early mobilization. Improving staffing support, developing written protocols, and providing education may facilitate the implementation of early mobilization in CICUs.

Background: This single-case study explores the experience of a young woman who underwent ostomy surgery following the Kahramanmaraş earthquakes, providing an in-depth understanding of the physical and psychosocial adaptation process.

Aim: The aim of this study was to explore the lived experience of a young woman who underwent an intestinal ostomy following the Kahramanmaraş earthquakes through a single-case narrative inquiry.

Methods: This study employed a single-case narrative inquiry design. An in-depth interview was conducted on March 1, 2024 with a young woman who underwent ostomy surgery as a result of injuries sustained during the Kahramanmaraş earthquakes. Data from the in-depth interview were analyzed using Malterud's systematic text condensation method with the support of MAXQDA (Version 24, VERBI GmbH, Berlin, Germany). The study was reported in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ) checklist.

Results: Analysis of the participant's narrative yielded four themes: (1) ostomy-related experiences; (2) challenges following ostomy; (3) factors facilitating coping with post-ostomy difficulties; and (4) recommendations for improving ostomy management.

Conclusion: This single-case study suggests that the physical and emotional losses associated with a major earth-quake may complicate adaptation to living with an ostomy. Understanding the challenges encountered by individuals in similar circumstances and the coping strategies they develop may help nurses and other healthcare professionals provide more effective support in post-disaster settings.

Background: Earthquakes are major sources of psychological stress that can adversely affect university students' personal and professional lives.

Aim: This study aimed to assess post-earthquake trauma levels and coping strategies among midwifery students.

Methods: This cross-sectional study included 251 midwifery students enrolled at a state university (participation rate: 71.71%). Data were collected online using the Introductory Information Form, the Scale that Determines the Level of Trauma After the Earthquake, and the Earthquake Stress Coping Strategies Scale. Data were analyzed using the Kolmogorov–Smirnov test, independent-samples t test, one-way analysis of variance (ANOVA), and Bonferroni test in SPSS version 25.

Results: The mean trauma score was 53.53±14.78, and the mean coping strategies score was 46.46±7.76. Students who reported fear during the earthquake, loss of family members, relatives, or close friends, or financial losses had significantly higher trauma scores than their counterparts. Significant differences were also found in the religious coping and seeking social support subscales according to earthquake experience, and in the seeking social support subscale according to housing damage (p<0.05).

Conclusion: Midwifery students experienced considerable post-earthquake trauma. Developing effective psychosocial interventions and strengthening adaptive coping strategies may help reduce the long-term psychological effects of earthquake-related stress. Universities and healthcare professionals should implement targeted psychosocial support programs to strengthen students' resilience and enhance their coping abilities following natural disasters.

Background: Diabetes mellitus is a major global public health concern, and its prevalence continues to increase because of sedentary lifestyles and unhealthy dietary habits. Early identification of individuals at risk and the promotion of healthy eating behaviors are essential strategies for diabetes prevention.

Aim: This study aimed to assess diabetes risk and attitudes toward healthy eating among adults visiting a shopping center in Istanbul and to examine the relationship between these variables.

Methods: This descriptive study was conducted with 192 adults visiting a shopping center on the Anatolian side of Istanbul between October 14 and 15, 2024. Data were collected through face-to-face interviews using a sociodemographic questionnaire, the Finnish Type 2 Diabetes Risk Score (FINDRISC), and the Attitude Scale for Healthy Nutrition (ASHN). Descriptive statistics, the Kolmogorov–Smirnov test, and Spearmanʻs correlation analysis were performed. Multiple linear regression analysis was used to examine the association between healthy eating attitudes and FINDRISC scores after adjusting for age and body mass index (BMI).

Results: Of the participants, 65.6% were female, and the mean age was 37.67±15.08 years. The mean FINDRISC score was 14.70±3.98, indicating a moderate risk of developing diabetes. The mean ASHN total score was 69.38±9.69, reflecting generally positive attitudes toward healthy eating. A weak but statistically significant negative correlation was observed between the FINDRISC score and the ASHN total score (r=-0.152, p=0.035), as well as between the FINDRISC score and the nutrition knowledge subscale (r=-0.226, p=0.002).

Conclusion: Adults with more positive attitudes toward healthy eating tended to have lower diabetes risk scores. Public health initiatives that promote healthy eating behaviors and improve nutrition-related knowledge may contribute to reducing diabetes risk and improving population health.

Background: Adjustment to university life plays a crucial role in students’ academic, social, and emotional development. The fulfillment of basic psychological needs such as autonomy, competence, and relatedness, is a key factor influencing this adjustment process.

Aim: This study aimed to examine the relationship between first-year university students’ basic psychological needs and their level of adjustment to university life. The findings are expected to contribute to the development of support systems that facilitate students’ adaptation to the university environment.

Methods: This cross-sectional, descriptive-correlational study was conducted during the 2023–2024 academic year with 345 associate degree students. Data were collected using the Personal Information Form, the Basic Psychological Needs Scale, and the University Adaptation Scale. Data were analyzed using the chi-square test, independent-samples t test, one-way analysis of variance (ANOVA), and multiple linear regression analysis.

Results: Overall, students reported high levels of satisfaction of their psychological needs for autonomy, competence, and relatedness and demonstrated high levels of university adjustment. However, differences in academic, social, and institutional adjustment were observed across academic programs. Regression analysis revealed that autonomy, competence, and relatedness significantly predicted the subdimensions of university adjustment, explaining 9–15% of the variance.

Conclusion: The findings highlight the importance of creating supportive educational environments that foster autonomy, strengthen students’ sense of competence, and enhance interpersonal connectedness. Universities should implement student-centered policies and psychosocial support services that promote the satisfaction of basic psychological needs to facilitate a smoother and more sustainable adjustment to university life.

Background: The operating room is a high-risk clinical environment in which, beyond technical skills, non-technical competencies, such as communication and collaboration, situational awareness, initiative and advocacy, accountability, cognitive agility, professional autonomy and identity, and emotional resilience, are increasingly critical for ensuring patient safety and maintaining workflow continuity.

Aim: This study aimed to identify emerging competency expectations for operating room nursing (ORN) from the perspectives of surgeons and operating room nurses.

Methods: This qualitative descriptive study was conducted in Türkiye between December 1, 2024 and May 31, 2025. A total of 27 surgeons and 30 operating room nurses from six hospitals in the city centers of two provinces participated in the study. Data were collected through semi-structured, in-depth interviews and analyzed using content analysis.
Results: Five themes emerged: operational flow and efficiency; professional development and standards; professional autonomy and identity; cognitive and mental skills; and emotional and motivational characteristics. Participants emphasized that non-technical competencies, including communication and collaboration, situational awareness, initiative and advocacy, accountability, and the ability to minimize errors under stress, are increasingly essential for ensuring patient safety and maintaining workflow continuity.

Conclusion: Compared with existing operating room (OR) nursing competency frameworks, the findings highlight cross-cutting competencies, including autonomy, professional identity, cognitive flexibility, and emotional resilience, that support technical performance, effective teamwork, and patient safety. Although the findings are not broadly generalizable, they have important implications for competency-based education, competency assessment, mentoring, and initiatives to strengthen patient safety culture.

Background: Healthcare professionals, including nurses and head nurses, play a key role in integrating sustainable practices into healthcare delivery. Despite their central role in shaping the clinical work environment, head nurses' experiences and perspectives on sustainability have received limited attention.
Aim: This study explored head nurses’ experiences and perspectives on integrating sustainability into nursing practice, with a focus on successes, facilitators, barriers, and recommendations for improvement.
Methods: A descriptive qualitative design was employed in accordance with the Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines. Between September and October 2025, semi-structured, in-depth interviews were conducted with 14 head nurses working in medical–surgical, intensive care, emergency, perioperative, and pediatric units. Data were analyzed using content analysis guided by the ecological–economic–sociocultural dimensions framework.
Results: Three main categories emerged: ecological issues, economic aspects, and sociocultural interactions. The ecological category encompassed waste management and energy and water conservation. The economic category focused on resource management and budgetary considerations. The sociocultural category highlighted team dynamics during orientation and socialization, as well as strategies for promoting equity and equality in care. Reported successes included effective waste segregation, efficient resource utilization, conservation of energy and water, equitable care, and supportive orientation practices. Reported challenges included competing priorities, inconsistent policies, limited staff engagement, and organizational barriers. Key facilitators included leadership support, interdepartmental collaboration, technology, and education.
Conclusion: The findings highlight the pivotal role of head nurses in advancing sustainability through resource stewardship, equitable care, and staff engagement. Sustainable nursing practices may be strengthened by recognizing successful initiatives, addressing barriers through targeted education and standardized protocols, and establishing effective mechanisms for responding to staff feedback.

Background: As artificial intelligence (AI) continues to advance, nursing education programs should ensure that student nurses acquire knowledge and skills necessary to effectively use AI technologies.

Aim: This study aimed to examine the relationship between nursing students' AI literacy and their attitudes toward AI.

Methods: This descriptive, cross-sectional study included 478 nursing students who met the inclusion criteria and agreed to participate. Data were collected using an Information Form, the AI Literacy Scale, and the AI Attitude Scale. Data were analyzed using descriptive statistics, the Student's t-test, the Kruskal–Wallis test, Pearson correlation analysis, and linear regression analysis. A p value <0.05 was considered statistically significant.

Results: The mean AI Literacy Scale score was 60.55±10.98 (range: 12–84), and the mean AI Attitude Scale score was 45.75±6.76 (range: 13–65). A statistically significant, moderate positive correlation was found between students' AI liter-acy and AI attitude scores (r=0.502, p<0.05). Additionally, AI literacy and attitude scores differed significantly according to students' academic year, interest in AI, knowledge of AI, and knowledge of AI applications in health sciences and nursing.

Conclusion: The findings indicate that nursing students had generally positive levels of AI literacy and attitudes toward AI. Higher AI literacy was associated with more positive attitudes toward AI. Accordingly, considering AI literacy and related competencies in nursing education may be beneficial in preparing students to engage with AI technologies in their future professional practice.

Background: Anti-disialoganglioside GD2 (anti-GD2) immunotherapy, particularly dinutuximab, has significantly improved survival outcomes in children with high-risk neuroblastoma. However, treatment is frequently associated with severe adverse effects, including neuropathic pain, hypersensitivity reactions, and capillary leak syndrome, which present major challenges to patient comfort and treatment adherence.

Aim: This scoping review aimed to map the existing literature on dinutuximab-related adverse effects and the strategies used to manage them.

Methods: A comprehensive search was conducted across multiple databases for studies published between 2010 and 2024. Clinical trials, cohort studies, case series, and expert recommendations involving pediatric patients receiving dinutuximab were included. A narrative synthesis was used to integrate and interpret the findings.

Results: The initial database search identified 962 studies, of which 29 met the inclusion criteria. Pain, hypersensitivity reactions, and infusion-related complications were the most frequently reported adverse events. Current evidence supports multimodal analgesia, standardized premedication protocols, and nursing-led supportive care to mitigate these toxicities. To our knowledge, this is the first scoping review to synthesize both pharmacological and nursing-led support-ive care strategies for managing dinutuximab-related toxicities in children with high-risk neuroblastoma.

Conclusion: This review highlights the importance of multidisciplinary management and standardized, nursing-inclusive care pathways to improve treatment tolerability and optimize outcomes in children receiving anti-GD2 therapy.