In 2019, a collaborative partnership with the journal Cannabis and Cannabinoid Research was established.

Several concepts have been used to describe the qualities of communities of nursing colleagues. Nonetheless, few studies have shed light on nursing communities by drawing on the concept of solidarity.

To explore solidarity among a community of nursing colleagues.

A qualitative research design with a reflective life world approach was selected. This study reused data from a larger Norwegian empirical study. The data from the original study consisted of qualitative interviews and follow-up interviews with 13 nurses (RNs). The research context was municipality and specialist health services. A secondary data analysis was conducted. The study was based on the SRQR reporting guidelines.

The results were formulated under two themes 1) having indispensable relationships and 2) encountering a relative absence of sympathy.

A sense of community among nursing colleagues seems to rely on solidarity whatever affects one nurse affects another. The solidarity that arose from the content of commonalities involved miguous and could shift from something good to something relatively good and vice versa. selleck chemicals Such a shift was evidenced by nurses’ experiences of their community.

Death and the dying experience are common phenomena in all clinical settings. Death and the dying presents physical and emotional strain on the dying patient, his relations and professional caregivers.

The study therefore assessed the sociodemographic determinants of nurses’ attitudes towards death and caring for dying patient.

A cross-sectional design was used to study 213 randomly selected nurses, working in one of the tier one teaching hospital in Nigeria. Attitude towards death and the dying was collected with Frommelt Attitude Care of the Dying and Death Attitude Profit-Revised questionnaire. The data collected was analysed with SPSS version 20 and inferential analyses were considered statistically significant at p < 0.05.

The study revealed that most of the nurses had negative attitudes toward the concept of death (76.5%) and caring for dying patient (68%). Furthermore, a chi-square test revealed significant associations between the nurses’ years of working experience (χ

 = 24.57, p <.00) and current unit of practice (χ

 = 21.464; p = .002) and their attitude towards caring for the dying patient. Also, nurses’ age (χ

 = 13.77, p = .032), professional qualifications (χ

 = 13.774, p = .008), and current ward of practice (χ

 = 16.505, p = .011) were significantly associated with their attitudes to death. Furthermore, the study observed a significant association between nurses’ attitudes to death and caring for the dying patient (χ

 = 11.26, p < 0.01).

This study concluded that nurses had negative attitudes towards death and dying and therefore prescribes, as part of continuing professional development strategy, the need for requisite positive value – laden, ethnoreligious specific education regarding end of life care.

This study concluded that nurses had negative attitudes towards death and dying and therefore prescribes, as part of continuing professional development strategy, the need for requisite positive value – laden, ethnoreligious specific education regarding end of life care.

Although clinical nursing placement is an indispensable component of student nurses’ education, data on students’ first clinical experiences is scarce in developing countries.

The study aim is to uncover nursing students’ first-time clinical placement experience and identify related influencing factors in Jordan.

s Focus group discussions (n=4) were used.

The results showed that the transition from learning with mannequins to practicing on real patients in the clinical placement involved both effective learnings through hands-on practice to dealing with clinical challenges. Students perception of nursing ranged from positive comments such as “humanistic” and “nursing almost medicine” to negative images such as “nursing is all about bedside care” and “nursing has poor social status.”

Students’ experience in their first clinical placement is multifaceted, and incorporation of student’s perspective in the first clinical placement is a crucial component of educational planning.

Students’ experience in their first clinical placement is multifaceted, and incorporation of student’s perspective in the first clinical placement is a crucial component of educational planning.

Simulation-based learning is a relatively new concept in public health nursing education, and little is known about the efficacy of this approach for teaching of health guidance.

The aim of this study was to evaluate the effectiveness of health guidance simulation in community settings for public health nursing students.

Using a pre/post-test design, 29 public health nursing students in their third year participated in a high-fidelity simulation program with standardized patients. We developed six scenarios on health guidance for three themes (mother and child, tuberculosis, and adult occupational health) and practice guidelines for the standardized patients to act and assist in understanding of the purpose of the course. Data were collected at baseline and after the simulation sessions through evaluation sheets that the students placed in a designated box on campus. Changes in the level of self-confidence of the students were evaluated based on the “practical skills required for public health nurses and achievement level at graduation” of the Ministry of Health, Labor and Welfare, and the skills in the minimum requirements for public health nurse education defined by the Japan Association of Public Health Nurse Educational Institutions.

The total score for self-confidence and the mean self-confidence scores for health guidance skills for mother and child, tuberculosis, and adult occupational health nursing were significantly higher post-test compared to pre-test (

 < 0.001).

These results indicate that high-fidelity simulation focused on health guidance in community settings can bridge the gap between theoretical knowledge and practice of students.

These results indicate that high-fidelity simulation focused on health guidance in community settings can bridge the gap between theoretical knowledge and practice of students.