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Hand hygiene is the most effective and simplest infection control method but there is a considerable amount of evidence that shows hand hygiene skills of nursing students should be improved. Nursing education plays an important role in giving nursing students the necessary knowledge, beliefs and teaching and improving basic hand hygiene skills. An effective learning method that enables students to understand both the practical skills and the underlying theoretical principles should be used in teaching hand hygiene.<br /><br /> The aim of this study was to compare the effects of a fluorescent concretization intervention and conventional education on improving the hand hygiene beliefs and skills of nursing students.<br /><br /> This double blinded pretest-posttest randomized controlled trial was carried out from January 1 to June 1, 2019 with the participation of 126 nursing students in a faculty of health science in a state university in Turkey.<br /><br /> The participants were randomly assigned to an intervention group (n=63), receivinrategy to improve nursing students' negative beliefs about hand hygiene and to gain students to effective handwashing behaviors.<br /><br /> Graduating nurses should possess knowledge and understanding of cardiac arrhythmia interpretation, so they can assess abnormal and life-threatening arrhythmias. However, literature around nursing students' foundational knowledge in cardiac arrhythmia interpretation remains scarce.<br /><br /> To examine final-year nursing students' foundational knowledge and self-assessed confidence in interpreting cardiac arrhythmias.<br /><br /> Cross-sectional study design.<br /><br /> Two Australian universities (one regional and the other large metropolitan).<br /><br /> Nursing students in the final year of a program of study leading to initial registration as a registered nurse.<br /><br /> An online survey was adopted to examine final-year nursing students' foundational knowledge and their self-assessed confidence when interpreting cardiac rhythms.<br /><br /> A total of 114 participants completed surveys, representing a response rate of 22%. More than 70% of the participants were able to interpret asystole, sinus rhythm, and sinus bradycardia. Over 50% correctly identified proving final-year nursing students' foundational knowledge and confidence in interpreting cardiac arrhythmias and enhancing patient safety.<br /><br /> To explore and map the evidence for virtual reality and artificial intelligence in simulation for the provision of pain education for pre and post registration nurses.<br /><br /> A scoping review of published and unpublished research from 2009 to 2019.<br /><br /> Nine electronic databases and hand-searching of reference lists.<br /><br /> Studies were included if virtual reality or artificial intelligence interventions were used for education on pain care provision in nursing. Data were extracted and charted using an extraction tool and themes were explored using narrative analysis.<br /><br /> The review process resulted in the inclusion of four published studies. All studies used mixed methods and used artificial intelligence within clinical simulations as an intervention. No studies using virtual reality for pain education met the inclusion criteria. Participants of three studies were undergraduate nursing students in universities and participants in the fourth study were registered nurses within a hospital. Outcomes measured were user accepuse of virtual reality or artificial intelligence in pain education for nurses. Current studies are preliminary in nature and/or pilot studies. Further empirical research, with robust design is required to inform nursing education, practice, and policy, thereby supporting the advancement of nursing pain education.<br /><br /> The frequency of online learning has surged in nursing education, and engagement is a critical element in students' success in online learning. An evidence-based learning tool is needed to promote engagement in online nursing education.<br /><br /> To examine the effectiveness of the student-generated question (SGQ) in promoting engagement in an online nursing leadership course.<br /><br /> A quasi-experimental and post-test design.<br /><br /> The online nursing leadership course at a university in Canada.<br /><br /> 179 undergraduate nursing students.<br /><br /> Six learning behaviors related to engagement, including number of visits, time spent, topics visited, posts read, threads created, and replies posted, were retrieved from the institution's learning management system (LMS). The equality of covariance matrices was applied to examine the homogeneity of the six outcome variables among the control and intervention groups, and multivariate analysis of variance (MANOVA) was conducted to compare the statistical differences in all six outcome variables for three planned phases of instruction.<br /><br /> The equality of the covariance matrices indicated that the six outcome variables were homogeneous across the control and intervention groups. The multivariate test showed a statistically significant difference between the control and intervention groups in the post-test measurements. In addition, the MANOVA results demonstrated statistically significant differences in the two phases when SGQ was implemented but was statistically insignificant when SGQ was not implemented. The intervention group demonstrated higher means in the two phases in which SGQ was implemented.<br /><br /> The findings support SGQ as an effective learning tool for promoting engagement in an online nursing leadership course.<br /><br />The findings support SGQ as an effective learning tool for promoting engagement in an online nursing leadership course.<br /><br /> Auscultation of heart and lung sounds is a foundational competency for Registered Nurses (RNs). Precise and timely assessments are important for the early detection and recognition of the deteriorating patient. Studies have shown that improved teaching methods that incorporate emerging technologies and address different learning styles are needed to improve competency in auscultation.<br /><br /> Undergraduate nursing students (n=127) were randomized into treatment and control groups. The control group received the usual preparation in auscultation learning strategies. The treatment group received the usual training plus three auscultation learning sessions that were each 2h in length (cardiac, pulmonary and mixed sounds).<br /><br /> The virtual auscultation teaching strategy had a significant impact on undergraduate nursing student's competency in recognizing heart murmurs. [https://www.selleckchem.com/products/Streptozotocin.html Streptozotocin] The treatment group also had increased scores compared to the control group increased scores in distinguishing normal versus abnormal heart and lung sounds, identification of crackles and diminished breath sounds.