Using Simulation in Mental Health Nursing Course and its Impact on the Perception of Clinical Competence
A Comparative Study to Assess the Effectiveness of a Code of Ethics Intervention on Moral Distress and Moral Resilience among Pediatric Nurses: A Quasi-Experimental Study
Comparative Study of RDT and Elisa Kit for Diagnosis of Dengue Virus Infection
Determinants of Career Choice among Undergraduate Nursing Students: A Descriptive Survey in Punjab
Knowledge and Practices Regarding Mental Health Care Act-2017 among Nursing Students
Knowledge Level on Prevention of Obesity among School Children at Selected Schools, Puducherry
Reimagining Nursing Education: A Philosophical Inquiry Rooted in Constructivism and Humanism
Nightingale’s Theory and its Application to Pediatric Nursing Care
Academic Strategies that Facilitate Learning in Millennial Nursing Students
Awareness of Good And Bad Touch Among Children
Transformational Leadership: A Strategy towards Staff Motivation
Suicide Among Youth: A Preventable Public Health Concern
The Impact of Culture on Faculty Retention in Nursing Education
Emotional Intelligence as a Predictor of Nursing Student Success
Psychological and Cognitive Determinants of the Health Literacy on Soon-To-Be-Aged and Older Adults: a Systematic Review
It Takes a Village to Assure Nurse Professionalism
Lessons Learned: Employing Focus Groups as a Research Methodology
This study examined the impact of simulation-based education on the perceived clinical competence of undergraduate nursing students in psychiatric-mental health nursing. A cross-sectional, descriptive, and comparative design was used with 32 junior and senior nursing students at a southeastern U.S. university. Participants completed the Clinical Competence Questionnaire (CCQ), the Simulation Effectiveness Tool–Modified (SET-M), and a demographic survey. The results showed that students with mental health simulation experience had significantly higher overall clinical competence scores compared to those without such experience (p = .004). This was particularly evident in the areas of professional behaviors, general performance, and core nursing skills. Simulation effectiveness scores were high (M = 50, SD = 0.47), with debriefing sessions rated most positively. Qualitative feedback underscored the significance of simulation in familiarizing students with uncommon clinical situations and improving their readiness; however, a few participants indicated a disinterest in psychiatric nursing. The results back up the use of high-fidelity simulation in mental health education as a way to improve confidence, strengthen critical clinical competencies, and close the knowledge gap between theory and practice. Limitations of the study include a small sample size, a single-site setting, and reliance on self-reported data. Further multi-site research is recommended to investigate factors influencing simulation outcomes.
Moral distress among pediatric nurses negatively impacts their well-being and quality of care. Enhancing moral resilience may help mitigate this distress. To assess the effect of a code of ethics intervention on moral distress and moral resilience levels among pediatric nurses in Riyadh and Kanyakumari, a quasi-experimental study was conducted with 243 pediatric nurses (125 in Riyadh, 118 in Kanyakumari) using purposive sampling. Participants received a 15-minute daily ethics teaching intervention over 7 days during shift huddles. Moral distress and moral resilience were measured pre- and post-intervention using validated self-administered questionnaires. Post-intervention, moral distress frequency and intensity significantly decreased, while moral resilience significantly increased among nurses in Riyadh. In Kanyakumari, moral distress showed reduction, but changes in moral resilience were not significant. Significant associations were observed between moral distress, resilience, and demographic variables such as age, gender, and work department. The ethics intervention effectively reduced moral distress and enhanced moral resilience in pediatric nurses, highlighting the importance of ethics education in nursing practice to improve nurses' well-being and care quality.
Dengue fever (DF) is a viral disease generally transmitted by mosquitoes of the Aedes genus: Aedes aegypti. A total of 261 samples were tested by IgM Capture ELISA and Dengue IgM/IgG RDT Kit, out of which 18.8% of dengue-positive cases were detected by IgM Capture ELISA and 15.3% by the RDT Kit. The sensitivity of the RDT Kit was found to be 73.46% in comparison to ELISA. Among the suspected cases, 67.4% were male and 32.6% were female. The age group 15–50 years had the highest dengue-positive cases (81.6%). Students had the highest number of positive cases (32.7%) in the professional group. Patients with joint pain, retro-orbital pain, and skin rash as major symptoms were diagnosed as dengue-positive by RDT and ELISA test methods. The study focused only on dengue-positive or negative cases among suspected patients, but there is a need for molecular tests such as PCR for identification of serotypes circulating among suspected cases.
The nursing profession is a cornerstone of healthcare, and understanding the determinants of students' career choices is essential for guiding recruitment and retention efforts. Identifying these factors enables educators and policymakers to align strategies with students' motivations and workforce needs. To examine the factors influencing career choice among undergraduate nursing students in Punjab, India. A descriptive, non-experimental design was used. A convenience sample of 120 undergraduate nursing students from Mai Bhago Institute of Nursing, Tarn Taran, Punjab, completed a demographic profile and a validated self-structured questionnaire. Career decisions were shaped by multiple factors: family support (45.8%), personal motivation and altruism (47.5%), job security (56.7%), and opportunities for professional growth (60.0%). Significant associations were observed between perceptions of nursing and student age (p = 0.001) and between family influence and father's education (p = 0.020), highlighting the role of socio-demographic background in shaping career perceptions. Career choice among nursing students reflects an interplay of familial, personal, and professional factors. Job stability, advancement prospects, and parental influence were particularly influential. These findings underscore the need for strengthened family engagement, early career guidance, and targeted policies to attract motivated individuals into nursing. Future research should explore rural–urban differences to develop context-specific strategies for workforce development.
Mental illness affects thoughts, emotions, and behaviors, with individuals historically subjected to neglect and abuse in underfunded institutions. Despite legal reforms such as the Mental Health Act of 1987, mental health services in India remained inadequate. The Mental Health Care Act (MHCA), 2017, was introduced to address these gaps by promoting patient rights, community-based care, and legal protections. This study aimed to assess the knowledge and practices regarding MHCA 2017 among nursing students, identify gaps, and evaluate associations with demographic variables to develop educational interventions. A descriptive cross-sectional study was conducted among 200 nursing students from selected institutes in Pune using a self-structured questionnaire. Participants were selected through convenient sampling. Data were analysed using frequency, percentages, and significance testing (P-values) to assess associations. Only 3.5% of students had good knowledge of MHCA 2017, while 56.5% had average and 40% had poor knowledge. In contrast, 72% demonstrated good practices, with 16% achieving an average level and 12% performing poorly, suggesting that advanced study and real-world experience improve understanding. Knowledge was associated with educational year (P = 0.021) and clinical exposure (P = 0.0005). Practice was significantly associated with clinical exposure (P = 0.027). While most students showed good practices, their knowledge of MHCA 2017 was limited. Clinical exposure played a significant role in improving both knowledge and practices. These findings highlight the need to strengthen mental health legislation training in nursing education and promote practical, rights-based learning experiences. A teaching module on MHCA 2017 was developed to address the identified gaps in knowledge.
Obesity is a growing global health concern, with childhood obesity posing risks for diabetes, cardiovascular disease, and certain cancers. Puducherry has a notable prevalence of obesity among school children, yet limited studies have examined their knowledge of obesity prevention. This gap justifies the present research, which aims to assess knowledge levels and provide evidence for targeted educational interventions to reduce the rising burden of childhood obesity locally and globally.
Philosophy in nursing is both a science of inquiry and an art of care, nurturing critical thinking, ethical reflection, and compassion as the foundation of holistic professional practice. This paper examines nursing education through constructivist and humanistic perspectives, highlighting how reflective, inclusive, and emotionally safe learning environments strengthen student outcomes. It argues for a reconceptualized model of nursing education that needs to prioritize faculty development, curriculum transformation, and the integration of critical thinking, emotional intelligence, and technology to foster inclusive and active student-centered learning. Grounded in constructivist and humanistic principles, this approach emphasizes empathy, inclusivity, and intellectual courage as essential elements of the educational process. By engaging students actively and cultivating emotional and social intelligence, educators can better prepare future nurses to navigate the complex and evolving challenges of contemporary healthcare.
