TL;DR: It is indicated that mindfulness meditation is an effective strategy for preventing and managing the workplace stress and burnout, which so often plague nursing staff and students.

TL;DR: Stressed students used a variety of coping strategies, both adaptive and maladaptive, and were influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping.

TL;DR: The study found that participants had higher stress scores and lower psychological wellbeing, compared to the younger groups (nursing or health allied) reported in previous studies, which emphasises the need for specific curriculum preparation to promote positive coping strategies.

TL;DR: First international evidence that perceived spiritual care competence is developed in undergraduate nursing and midwifery students is provided and that students' perceptions of spirituality and personal spirituality contribute to that development is provided.

TL;DR: There is currently insufficient evidence to conclude that emotional intelligence improves nursing students' communication, academic success and retention, but a positive relationship was found between resilience and performance in undergraduate studies including professional experience placements.

TL;DR: This study shows the positive effects of flipped classroom on nursing students' critical thinking disposition and it is recommended that future studies assess the effects of flipping classroom on other nursing education outcomes.

TL;DR: Nursing faculty need to undertake more rigorous research to determine if mobile technology can improve learning outcomes, how best to personalise mobile apps to students needs and ensure both hardware devices and educational software can be integrated in practice to support clinical training.

TL;DR: Results provide strong support for using serial simulation as a learning tool and students' perceptions of the simulation experience over a two-year period are explored.

TL;DR: This review demonstrates that e-based learning and traditional teaching methods used in conjunction with each other create a superior learning style.

TL;DR: The top most stressful situations for second year students were related to inadequate preparation to cope with knowledge and skill demands, whereas for third and fourth year students they were conflicts between professional beliefs and the reality in hospital practice.

TL;DR: Findings suggest that resilience training may be of benefit to health professionals, however, not all interventions enhanced resilience with training volume being more effective and not all studies reporting resilience used standard resilience instruments.

TL;DR: The findings suggest that interventions aimed at increasing emotional intelligence may help to reduce perceived stress for students in the helping disciplines.

TL;DR: The supervisory relationship was shown to have a significant effect on the outcomes of students' experiences and the planning of educational programmes for supervisors of healthcare students for the enhancement of supervisors' pedagogical competencies in supervising students in the clinical practice is recommended.

TL;DR: It is revealed that peer learning experiences contribute to the learning process of undergraduate nursing students in preparing them to become professional nurses through personal development and professional development.

TL;DR: The results of this study showed that nursing students found their clinical knowledge and skills insufficient and usually failed to transfer their theoretical knowledge into clinical practices.

TL;DR: Recommendations are that tutors should be trained to effectively guide the team work of undergraduate nursing students along the PBL process in order for them to achieve its goal and nursing students should be securely introduced to PBL and experience the development of their clinical reasoning through PBL.

TL;DR: This study supports virtual simulation as an effective learning tool for pre-registration nursing students in different programs after a significant improvement in students' post-scenario knowledge and performance during rapid patient deterioration.

TL;DR: The NPC Scale Short Form (NPC Scale-SF) 35-items revealed promising results with a six-factor structure explaining 53.6% of the total variance and can provide the possibility of more complex analyses of self-reported competence among nursing students and registered nurses.

TL;DR: The findings present four interdependent transformation theories comprising transforming individual practice, skills for the changing healthcare contexts, knowledge translation and workplace cultures to optimize learning, development and healthcare performance.

TL;DR: The long-term effectiveness of using blended learning pedagogy in facilitating communication modules and enhancing student outcomes among nursing undergraduates is evaluated from students' and patients' perspectives.

TL;DR: A systematic review of online learning programs for preceptors identified five overarching themes: development of the onlinelearning programs for nurse preceptors, major contents of the programs, uniqueness of each program, modes of delivery, and outcomes of the Programs.

TL;DR: Although there was no significant difference in students' self-confidence level, students' knowledge and skills were improved by the intervention and smartphones can serve as a supplemental tool for learning nursing skills.

TL;DR: Preliminary evidence is provided that the concept mapping approach can be useful to help mental health nursing students visualise their learning progress and encourage the integration of theoretical knowledge with clinical knowledge.

TL;DR: While one-to-one preceptorship does influence confidence and competence, Preceptorship Programmes has greater impact than the individual preceptor.

TL;DR: Strategies to positively influence students' perceptions of community nursing are urgently required to halt the dissonance between students' preference for the hospital and society's need for highly educated community nurses.

TL;DR: There is a tentative, though growing body of evidence to support TBL as a strategy that can impact on student engagement, student satisfaction, attainment, practice development and transformative teaching and learning.

TL;DR: Based on the results, students with high academic resilience are more likely to continue their studies and benefit from programs that strengthen their social-affective capability, and it is proposed that nursing school curriculum focus on enhancing social-Affective capability.

TL;DR: The study suggests that teaching about social media, and incorporating it into learning activities, may be beneficial for students, however, more research into the subject using an experimental design to assess changes over time would be useful.

TL;DR: Overall, staff and students reported the assessed AOD was a positive course component, and encouraged engagement with staff, other students and the subtleties of complex course content, critical appraisal and discussion of evidence, and application to clinical practice.