Nurses involved in adverse events can become “second victims”, but little is known about how the broader nursing work environment is configured and how those configurations relate to second-victim experiences. This study aimed to identify latent profiles of the nursing work environment among Chinese clinical nurses and to examine how profile membership was associated with second-victim distress, perceived support, turnover intention, and absenteeism. Between June and September 2025, 3,309 clinical nurses from 20 tertiary hospitals across three regions in China (Chongqing, Guizhou, and Hong Kong) completed an online survey comprising the Second Victim Experience and Support Tool (SVEST) and the Nursing Work Environment Scale. Latent profile analysis was used to identify distinct subgroups, and multinomial logistic regression was performed to examine factors associated with profile membership. Three latent profiles were identified: Moderately Resourced (74.7
Clinical exposure to people living with HIV/AIDS (PLWHA) is an important component of nursing education in sub-Saharan Africa, where the burden of HIV remains high. Student nurses often encounter emotional challenges, perceived occupational risks, stigma, and structural constraints during HIV care. These experiences may influence learning and professional identity development. This study explored how student nurses learned to care for PLWHA during clinical placements in Ghana. A qualitative descriptive study was conducted. In-depth semi-structured interviews were undertaken with 12 final-year student nurses during clinical placements. Data were analysed using inductive reflexive thematic analysis. The analysis generated three overarching themes: (1) Crossing the Divide Between Classroom Learning and Clinical Reality, (2) Becoming the Nurse I Ought to Be, and (3) Learning Within Imperfect Systems. Students described a developmental process in which classroom knowledge was tested through direct patient care, fear of occupational exposure was negotiated alongside emerging professional values, and confidence developed through repeated clinical experience. Direct contact with PLWHA challenged pre-existing stigma, strengthened empathy, and reinforced ethical responsibilities, including equality, confidentiality, and advocacy. Organisational factors, including resource constraints, workplace culture, and clinical mentorship, either facilitated or hindered professional learning and confidence. Caring for PLWHA was a formative learning experience that extended beyond the acquisition of biomedical knowledge. Professional learning was shaped by the interaction of emotional, ethical, and organisational influences within the clinical environment. Nursing education programmes and healthcare institutions should provide supportive clinical learning environments, effective mentorship, and adequate infection-prevention resources to strengthen students’ confidence and promote compassionate, evidence-based HIV care.
Roper–Logan–Tierney’s Life Model is a holistic nursing model that addresses 12 life activities across an individual’s life cycle, the key factors influencing them, and the diagnosis, planning, implementation, and evaluation components of the nursing process. The “Expressing Sexuality” activity is defined as one of these 12 life activities, encompassing an individual’s knowledge, attitudes, behaviors, sexual performance, and interpersonal relationships. While the assessment of sexuality is a fundamental area in nursing care, students frequently encounter emotional, informational, and cultural barriers during data collection. This study aims to enable nursing students to experience data collection within the scope of expressing sexuality activities through simulation-based training prepared under the most realistic conditions, and to reveal the underlying reasons for their emotions, behaviors, and perceived barriers. This study was conducted using a descriptive phenomenology design, one of the qualitative research methods. The study was conducted in a simulation center located in northern Türkiye between March and May 2024. 11 students studying in the third year of the nursing faculty participated in the study. The students’ data collection experiences throughout the simulation-based training within the scope of the expressing sexuality activity were examined using an individual in-depth interview technique. Data were analyzed using Colaizzi’s seven-step method for descriptive phenomenological analysis. Three main themes, such as (I) Behaviors; (II) Emotions, and (III) Barriers, were determined as a result of the analysis. Students experienced difficulties communicating with patients during data collection and reported using silence and touch with the intention of providing emotional support. They also described feelings of embarrassment and anxiety. Students further reported the factors that make the data collection experience difficult within the scope of expressing sexuality activity as their own feelings about sexuality, lack of knowledge, social taboos, and perception of sexuality as a confidential issue. It was concluded that nursing students encountered various barriers throughout the data collection experience within the scope of expressing sexuality activity and that this caused experiences such as difficulty in communicating with the patient, embarrassment, and anxiety.
Fear of missing out (FoMO) is a growing psychological concern among young professionals, yet its prevalence and determinants among nursing interns—who face unique clinical and social pressures during transitional training—remain insufficiently explored. This study aimed to investigate FoMO status and its influencing factors among nursing interns, to provide reference for improving their psychological wellbeing and internship quality. A total of 330 nursing interns from four teaching hospitals across three provinces in China were selected as participants during the period from May 2024 to December 2025. Data were collected using a general information questionnaire, the Chinese version of the Fear of Missing Out Scale, and the UCLA Loneliness Scale. Univariate analysis, multiple linear regression, the CHAID decision tree model, and random forest regression were employed to analyze the influencing factors of FoMO. Eight variables including only-child status, education level, and daily social media use duration showed significant associations with FoMO in univariate analysis (all p < 0.05). Six factors, represented by loneliness and daily social media use duration, were identified as independent predictors by multiple linear regression (all p < 0.05). The CHAID model revealed daily social media use duration as the primary stratification factor, with hierarchical interactive effects of loneliness, nursing as first choice, and only-child status. Random forest regression further quantified that daily social media use duration held the highest feature importance weight (29.17
Effective communication is essential for safe, high-quality nursing care, yet international nursing students may experience language and cultural barriers that complicate communication during clinical practice and hinder their clinical learning and professional adaptation. This study aimed to explore the communication experiences of international nursing students during clinical practice in Türkiye. A qualitative study using a phenomenological approach was conducted with 21 international nursing students enrolled in the nursing program of a foundation university in Istanbul, Türkiye, during the 2025–2026 academic year. Participants were recruited using criterion sampling. Data were collected through semi-structured, face-to-face interviews and analyzed using reflexive thematic analysis with the support of MAXQDA 20. The study adhered to the Consolidated Criteria for Reporting Qualitative Research (COREQ). Six main themes were identified: language barriers; patient communication; communication with the healthcare team; cultural adaptation; coping strategies and emotions; professional development and institutional support. Participants reported that language barriers, particularly difficulties with professional Turkish and medical terminology, negatively affected communication and clinical learning. Challenges in establishing trust with patients and interacting with healthcare professionals, together with cultural differences, influenced their adaptation to the clinical environment. Nevertheless, students described developing effective coping strategies, improving their communication skills and professional confidence over time, and emphasized the importance of supportive educators, clinical staff, mentorship, and institutional support in facilitating successful clinical adaptation. International nursing students experience multidimensional communication challenges during clinical practice that extend beyond language proficiency and involve cultural adaptation and the clinical learning environment. Strengthening professional Turkish language education, implementing structured orientation and mentorship programs, and fostering culturally sensitive clinical learning environments may enhance students’ communication experiences and facilitate successful clinical integration. Educational institutions and healthcare organizations should collaborate to provide language support, culturally responsive supervision, and structured mentoring to improve international nursing students’ clinical learning experiences and ultimately contribute to safer, more effective patient care. This study provides qualitative evidence on the communication experiences of international nursing students in Türkiye and identifies practical strategies to support their clinical adaptation. The findings may inform nursing educators, clinical mentors, and policymakers in developing inclusive and culturally responsive clinical education practices. No patient or public contribution.
