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describe the core competencies of gerontological nurse specialists and investigate the factors that contribute to the development of core competencies.

A descriptive cross-sectional study was conducted from August 2015-March 2016.

The descriptive study of gerontological nurse specialists' core competencies used a self-assessment instrument with three first-level domains (attitude, skill and knowledge) and 9s-level dimensions. A total of 225 gerontological nurse specialists from ten provinces in China were selected by a convenience sampling method.

The average core competency score of the gerontological nurse specialists was 3.78, in the middle level(3.30-4.17/5.00). Core competency was associated with gerontological nurse specialists' age (

=.005), professional title (

=.017), hospital level (

=.006) and passion for geriatric nursing (

=.000). The average scores of attitude, skill and knowledge were 4.45, 4.02 and 4.18, respectively. All first-level domains were related to age (

≤.021) and passion for geriatric nursing (

≤.008); knowledge and skill were associated with professional title (

≤.045) and attitude and skill were associated with hospital level (

≤.020).

The average core competency score of the gerontological nurse specialists was 3.78, in the middle level(3.30-4.17/5.00). Core competency was associated with gerontological nurse specialists' age (p = .005), professional title (p = .017), hospital level (p = .006) and passion for geriatric nursing (p = .000). The average scores of attitude, skill and knowledge were 4.45, 4.02 and 4.18, respectively. All first-level domains were related to age (p ≤ .021) and passion for geriatric nursing (p ≤ .008); knowledge and skill were associated with professional title (p ≤ .045) and attitude and skill were associated with hospital level (p ≤ .020).

This study aimed to identify differences in the level of depressive symptoms, social support and posttraumatic growth among patients with severe burns by treatment phase and the factors associated with posttraumatic growth in the acute and rehabilitation phases.

A cross-sectional descriptive design.

The factors associated with posttraumatic growth in 179 patients with severe burns were assessed using regression analysis.

Compared with those in the acute phase (mild depression), those in the rehabilitation phase showed moderate depression and lower positive self-perception, resulting in a significant difference in the means. Social support was significantly correlated with posttraumatic growth and explained 14.9% of its variance in the acute phase. Depressive symptoms and social support were significantly associated with posttraumatic growth and explained 28.2% of its variance in the rehabilitation phase. Therefore, the need for counselling support and intervention for patients with severe burns is evident.

Compared with those in the acute phase (mild depression), those in the rehabilitation phase showed moderate depression and lower positive self-perception, resulting in a significant difference in the means. Social support was significantly correlated with posttraumatic growth and explained 14.9% of its variance in the acute phase. Depressive symptoms and social support were significantly associated with posttraumatic growth and explained 28.2% of its variance in the rehabilitation phase. Therefore, the need for counselling support and intervention for patients with severe burns is evident.

This study aims to investigate final-year nursing students' actual perception of their clinical learning environment in Singapore.

Descriptive cross-sectional survey.

An online survey based on the clinical learning environment inventory (CLEI; "Actual" version) was administered to final-year (third year) nursing students (

=301) in a polytechnic in Singapore between May-July 2018.

Most nursing students reported moderate satisfaction with their clinical learning environment, reflecting their positive (although not strongly positive) perceptions. Among the six constructs of the CLEI, the higher scores of the constructs of "Personalization" and "Task orientation" implied their greater contribution to the positive view. Conversely, the lower scores of "Individualization" and "Innovation" implied their lesser contribution. Additionally, the positive correlation between "satisfaction" and the other five CLEI constructs was found to be statistically significant.

Most nursing students reported moderate satisfaction with their clinical learning environment, reflecting their positive (although not strongly positive) perceptions. Among the six constructs of the CLEI, the higher scores of the constructs of "Personalization" and "Task orientation" implied their greater contribution to the positive view. Conversely, the lower scores of "Individualization" and "Innovation" implied their lesser contribution. https://www.selleckchem.com/products/upf-1069.html Additionally, the positive correlation between "satisfaction" and the other five CLEI constructs was found to be statistically significant.

This article reports on a study investigating the self-assessed clinical competence of new nurses working in emergency departments.

A quantitative approach using descriptive cross-sectional survey design was employed.

The clinical competency of the participants was assessed using the Competency Inventory for Registered Nurse questionnaire, which contains the seven dimensions of clinical care, leadership, interpersonal relations, legal/ethical, professional development, teaching/coaching and critical thinking/research aptitude. Data from 115 new nurses employed in emergency departments of nine selected university hospitals in the northwest of Iran were collected by the Competency Inventory for Registered Nurse (CIRN) from December 2018-May 2019 and analysed.

The mean clinical competency for the total scale was 155.7 (

32.9), indicating a moderate competency. The most highly self-rated competency was legal/ethical practice, and the least rated was critical thinking-research aptitude.

The mean clinical competency for the total scale was 155.7 (SD 32.9), indicating a moderate competency. The most highly self-rated competency was legal/ethical practice, and the least rated was critical thinking-research aptitude.