Aim This study explored the relationship between clinical learning environments (CLE), academic burnout, and satisfaction among undergraduate nursing students. Background Nursing students in Jordan face significant academic and psychosocial stressors, increasing their risk of burnout and disengagement. These challenges are worsened by limited clinical resources, strict supervision, and inconsistent educational support, emphasising the need for supportive CLE. Methods A cross-sectional, descriptive correlational design was used, and 536 undergraduate nursing students were recruited. Data were collected via online questionnaires from September 2024 to February 2025, incorporating the CLE Inventory, the Maslach Burnout Inventory–Student Survey, and academic satisfaction subscales. Results Participants reported moderate CLE perceptions (M = 137.3), low to moderate satisfaction with curriculum and supervision, and low to moderate burnout levels (M = 40.9). Significant correlations existed between CLE, burnout, and academic satisfaction (p < 0.05). Academic efficacy was a strong predictor of satisfaction with both curriculum (β = 3.67) and supervision (β = 0.269). Conclusion The study contributes vital insights into the association between CLE, burnout, and satisfaction in Middle Eastern nursing education, advocating for systemic educational reforms. Implications for nursing practice These findings emphasise the importance of creating student-centred clinical settings to support academic and professional success through structured preceptorships, stress management training, and tailored clinical learning.
Aim This study sought to evaluate the efficacy of 360° panoramic video technology for improving fundamental nursing skills acquisition. Background Traditional two-dimensional instructional videos in nursing skills teaching often fail to adequately present operational details. Virtual reality offers immersion but is costly and may cause motion sickness from head-mounted displays. In contrast, 360° panoramic video technology allows learners to interactively explore details from multiple angles using only a mouse, requiring no additional equipment while maintaining ease of use. However, its application in nursing skills training remains underutilised. Design A quasi-experimental study was conducted. Methods This study produced 360° panoramic videos on aseptic technique and urinary catheterisation. 132 first-year undergraduate nursing students used the videos during skills training. Their performance was compared with a previous cohort using two-dimensional videos. Questionnaires assessed cognitive load (National Aeronautics and Space Administration Task Load Index [NASA-TLX]), eHealth literacy (eHEALS), and user experience. Results The aseptic technique scores of the intervention group were significantly higher than those of the traditional teaching cohort (P = 0.007), though no significant improvement was observed in urinary catheterisation scores. Students reported high effort (67.01 ± 22.95), but low frustration (28.64 ± 21.70) on the NASA-TLX, and user experience ratings were consistently positive (all >4). The eHEALS score indicated high digital health literacy among participants (4.04 ± 0.73). Conclusion 360° panoramic video technology enhanced motivation, self-directed learning, and skill acquisition among students. Its broader integration into nursing education is recommended, supported by digital platform development and combined with case-based teaching.
Background Role adjustment has been identified as a key issue for enrolled nurses transitioning to registered nurse roles. Many studies have identified the existence of role confusion for this group, but none have explicitly examined the nature of this phenomenon. Aim To specifically explore how role adjustment is experienced as enrolled nurses transition to becoming registered nurses. Methods Using a qualitative descriptive approach, three focus groups involving 18 transitioning registered nursing students and five individual interviews with registered nurse graduates were undertaken. Data were analysed using reflexive thematic analysis informed by Braun and Clarke’s approach. Findings From the overarching theme of Role Confusion emerged four interrelated areas reflecting the uncertainty and disruption experienced by participants during the transition from enrolled nurse to registered nurse: uncertainty in professional identity, adapting to greater responsibility and autonomy, placements misaligned with transition needs, and managing concurrent work, study, and personal demands. Conclusions This study builds on prior knowledge on enrolled nurse to registered nurse transition beyond previously described role confusion for enrolled nurses, recognising the need for greater attention to the transition experiences of enrolled nurses as registered nurse students, particularly around the psychological and identity disruption they undergo.
Background Professional nursing values (NPVs) represent core beliefs and standards guiding nursing practise and decision-making. Understanding NPVs within specific healthcare contexts is essential for workforce development. This study examined NPVs among nurses in Northern Italy, a region with distinct healthcare system characteristics Purpose To explore the distribution and determinants of professional values among nurses. Methods A cross-sectional survey was conducted among registered nurses recruited through the Provincial Nurses' Council of Northern Italy (May–June 2024). Participants completed the validated Italian version of the Nurses Professional Values Scale-3 (I-NPVS-3). Of 6154 invited nurses, 1263 accessed and completed the survey (response rate: 21.0%); 147 met the strict inclusion criteria for the effective analytical sample (effective response rate: 2.4%) Findings Among 1263 respondents (90.5% female; mean age 38.4±10.2 years), the Caring subscale scored highest (M = 4.52, SD = 0.48), followed by Professionalism. Activism scored significantly lower (M = 3.87, SD = 0.64, p < 0.001). The effective analytical sample (n = 147) meeting strict inclusion criteria showed significant gender differences, with male nurses scoring lower overall (average marginal effects: −4.4 points; 95% CI: −7.2 to −1.5; p = 0.008). Discussion Gender- and role-based differences suggest that professional values are not uniformly internalised, potentially affecting leadership, ethics, and team dynamics. Conclusion Findings suggest the need for targeted professional development interventions, particularly mentorship programs and institutional policy engagement structures, to strengthen nursing activism competencies within the Italian healthcare context. Results contribute to international discourse on NPVs across diverse healthcare systems.
Introduction Mass casualty incidents exert intense pressure on hospital systems, demanding quick decision-making in uncertain situations. While hospital-wide command and emergency department triage are well established, the intensive care unit’s time-critical actions during the first hours are relatively less defined, despite their crucial role in maintaining hospital throughput. Context The paper is set within a 300-bed metropolitan tertiary trauma hospital in New South Wales. The mass casualty events Two civilian mass casualty incidents (MCIs) are examined: a mass stabbing in April 2024 and a mass shooting in December 2025. In both events, intensive care unit (ICU) teams rapidly created surge capacity through expedited patient step down, forward deployment of staff and equipment, and deliberate preparation of intensive care bed spaces to maintain patient flow. Key issues and discussion Key issues are examined under four concepts that highlight operational strengths and learning: enablers and what worked; barriers to preparedness, reliance on lived experience; gaps in evidence and policy; limitations of existing MCI training in the ICU context Implications for nursing practice Locally developed tools such as role-specific checklists, cognitive aids, and first-hour prompts can support ICU nursing decision-making under high cognitive load. When integrated into brief, unit-based training activities, these tools boost confidence, role clarity, and preparedness. Recommendations and conclusion ICU preparedness should explicitly operationalise the first hours of MCI response, prioritise frontline leadership, and embed scalable training supported by concise surge playbooks and routinely rehearsed cognitive aids. These approaches convert experience into repeatable capability, supporting safe and timely critical care during future MCIs.
