Sterile Processing plays a crucial role in healthcare by reprocessing and sterilising instruments and reusable medical devices. Sterile processing technicians must have the expertise and proficiency required to deliver safe, high-quality patient care. Developing such capable and confident professionals depends on rigorous clinical education. A crucial aspect is creating a supportive clinical learning environment, which directly shapes students' acquisition of the skills, knowledge, and attitudes needed for clinical practice. This study explored students' experiences in the Sterile Processing Technology Program (SPTP) and their preceptors' experiences in clinical learning. Method: A phenomenological approach was used, with data gathered through focus group interviews. Participants were purposively selected, and data were analysed using interpretive phenomenological analysis. Findings indicated that structured orientation, preceptor-led competency assessments, preceptorship training, professionalism training, and improved academic clinical coordination are vital for enhancing learning outcomes and student preparedness.
Background and objective In 2020, the College of Nursing quickly transitioned to online learning for students in response to the COVID-19 pandemic. It was reported that the pandemic exacerbated student failures due to the quick change to online learning and environmental conditions, changes in program location, and external stressors. Thus, the research team wanted to understand if this transition affected students’ success. The objective of the study was to understand how students defined academic success while completing a Bachelor of Science in Nursing program.
Methods A qualitative descriptive design was used with undergraduate nursing students (n = 14) through interviews over a three-month period. Data were analyzed thematically.
Results Three themes emerged from the interviews: a) Students’ Perspectives of Success, b) Students’ Experiences of In-Person Learning, and c) Students’ Experiences of Online Learning Results.
Conclusions This qualitative descriptive study aimed to explore how undergraduate nursing students conceptualized academic success and navigated online learning during the pandemic, centering students’ experiences. Findings suggest that academic success is not dependent on instructional modality, but rather on students’ access to structured resources, autonomy, and opportunities for meaningful peer and faculty engagement, and their ability to apply knowledge and understand course content.
Background Nursing is a vital component of the healthcare system, with over 4.5 million nurses in the U.S. as of 2022. While traditionally female-dominated, the profession is experiencing a demographic shift. In 2022, men represented 12.6% of U.S. nurses, up from 7.9% in 2005.
Methods This review draws on data from the World Health Organization and Nurse Journal to examine male representation in nursing, motivations for entering the field, and related challenges.
Results Men are increasingly pursuing nursing for its job stability, income potential, and meaningful work. However, they face unique barriers such as gender-based discrimination, discomfort in providing intimate care, and social isolation.
Conclusions The rise in male nurses is reshaping gender norms in healthcare. While progress has been made, more support is needed to address the specific challenges men face in the profession.
Objective Fostering connections in online learning is essential for student success. The liquid syllabus is a student-centered course outline shared in a digital format to engage students. The goal of this study was to implement a liquid syllabus in two online, asynchronous nursing courses to explore the effectiveness of the liquid syllabus on course humanization.
Methods Faculty implemented the liquid syllabus and measured perceptions using a Likert survey and one qualitative question based on humanizing online learning experiences.
Results The students' overall perception was positive toward the liquid syllabus with all means greater than 3.8 on a scale from 1-5. Students stated ease of use, feelings of improved preparedness, and feelings of trust toward the instructor. Considerations for timing and connection emerged.
Conclusions The liquid syllabus can be an effective tool to engage online learners, enhance course preparedness, limit anxiety and potentially foster connection.
Objective This study’s purpose was to provide valuable insights into patient outcomes at shift change to guide the development of future guidelines and protocols that enhance patient care during nursing shift changes at a 4-hospital healthcare system.
Methods A retrospective case-control design assessed whether the timing of admissions during evening shift changes influenced patient care, including safety events and handoffs. The sample comprised of 150 patient records (75 cases transferred during the PM shift change and 75 controls transferred at other times, avoiding the shift change), matched on month, hospital unit, admitting diagnosis, age, and gender, between October 2023 and September 2024. Data collection, electronic reports, and individual patient chart review were de-identified for statistical comparison, and chi-square tests determined whether there was a significant difference between safety events and handoffs.
Results The study found that admissions during evening shift changes were associated with a significant increase in Rapid Response Team (RRT) calls (p =.043) and post-transfer handoffs (p =.003), suggesting higher risk and communication challenges during these periods. These findings highlight the need for improved protocols, such as minimizing shift change admissions and enhancing handoff communication. Hospital throughput teams should consider these results, along with others, when developing plans to encourage discharges and admissions earlier in the day to avoid admissions during shift change.
Conclusions Ongoing research on improved throughput to avoid shift-change admissions is paramount. Larger, prospective studies are recommended to validate and expand these results.
Objective This report aims to explore nursing education support activities conducted in a resource-limited setting under the framework of a partnership program between the Japan International Cooperation Agency (JICA) and universities for short-term volunteers, and to examine educational insights and implementation-related challenges.
Methods Nursing education support activities were conducted in Country A. The activities included the design and implementation of a gerontological nursing mini-course, assistance in skills laboratory teaching, and supervision of clinical practicums in hospital settings. Field observations, activity records, educational materials, and reflective documentation were used as sources and were examined using a descriptive practice-based approach.
Results The gerontological nursing mini-course incorporated experiential and interactive learning methods. Students demonstrated active engagement in discussions and rubric-based assignments. Local instructors indicated interest in the continuation of the course. However, limitations were noted related to the short-term nature of the assignment, a gap between the need for sustained teaching support and available personnel.
Conclusions The findings suggest that, with adequate preparation and collaboration with local counterparts, short-term volunteers may contribute to nursing education support in resource-limited settings. At the same time, issues related to the duration of assignment within the program and role allocation remain important considerations for future program implementation.
Objective The aim of the study was to describe the patterns of exposure to chemotherapy and adherence to chemotherapy safe handling practices among oncology nurses.
Methods A cross-sectional survey design was employed. Oncology nurse participants completed online surveys assessing nurses' demographics, exposure patterns, and their chemotherapy handling practices.
Results Participants were recruited from two medical centers in the Midwest region in the United States and social media. One hundred and twenty-three nurses completed the surveys. The study findings indicate that nurses are exposed to chemotherapy through various routes, and their use of personal protective equipment (PPE) and chemotherapy-specific equipment is less than the recommended standards. Twenty-one participants (18.1%) experienced chemotherapy exposure, primarily through skin. The participants followed safe chemotherapy handling guidelines 54.5% of the time. The adherence level was lowest during chemotherapy preparation (43.5% of the time) and highest during chemotherapy administration (63.2% of the time). Engineering control equipment (i.e., closed system transfer devices) was used most of the time during chemotherapy preparation and administration. Among PPE, chemotherapy-specific gloves and gowns were used most frequently across all handling procedures, while eye and respiratory protective equipment were used least frequently.
Conclusions This study highlights the necessity of developing interventions to enhance adherence to safe chemotherapy handling guidelines among nurses at the individual and institutional levels and to address any potential barriers to adherence. Future research is needed to investigate organizational factors and individual factors and their relationships with the patterns of adherence to handling guidelines.
Objective Simulation-based education provides a safe environment for experiential learning; however, delivering high-quality training in clinical settings remains challenging. Portable technologies — including mobile simulation units, virtual reality (VR), and augmented reality (AR)—offer flexible, on-site education. This scoping review aimed to identify portable simulation modalities used for nursing and medical continuing education in hospital settings and to describe associated educational outcomes.
Methods The review followed Arksey and O’Malley’s 5-stage methodological framework and adhered to the PRISMA-ScR checklist. MEDLINE, CINAHL, and ERIC were searched for peer-reviewed studies published between January 2010 and August 2025.
Results Sixty-five studies were included. The studies were heterogeneous with a mix of experimental and quasi-experimental designs. Modalities included VR, AR, hybrid simulations, computer- and web-based platforms, game-based learning, mobile simulation carts, and portable low- and high-fidelity models. Outcomes most often addressed knowledge, technical skills, confidence, and clinical decision-making. VR and AR enabled immersive, flexible learning, while mobile, web-based, and computer-based platforms supported accessible, self-paced training. Hybrid and high-fidelity simulations enhance complex decision-making, teamwork, and technical skills. Portable simulations enabled hands-on, context-specific training in clinical environments.
Conclusions Simulation-based education represents a versatile approach for healthcare workforce education. Immersive VR and AR primarily support knowledge application, while portable and mobile simulations can facilitate technical skill development in clinical settings. Integrating portable mediums into hospital education could promote access to education, knowledge translation and evidence-informed practice implementation.