Perceived competences by graduated nurses before and during COVID-19 restrictions: A repeated cross-sectional study from 2019 to 2022.

Aims: To explore the differences, if any, in the competences perceived by newly graduated nurses who attended their education before and during the COrona VIrus Disease 19 (COVID-19) restrictions.

Background: Nursing education has undergone significant changes because of the COVID-19 restrictions. However, to date the perceived competences at the point of graduation have not been investigated over the restrictions years compared with the pre-restrictions era.

Effect of robot for medication management on home care professionals' use of working time in older people's home care: a non-randomized controlled clinical trial.

Background: Medication management has a key role in the daily tasks of home care professionals delivered to older clients in home care. The aim of this study was to examine the effect of using a robot for medication management on home care professionals´ use of working time.

Methods: A pragmatic non-randomized controlled clinical trial was conducted.

Nurse educator competence in four European countries-A comparative cross-sectional study.

Aim: The aim of this article is to describe and compare the nurse educator competences in four European countries using three different evaluators: nurse educators (n = 329), heads of a nursing subject (n = 60) and student nurses (n = 1058).

Design: The study was conducted as a comparative cross-sectional survey in Finland, Malta, Slovakia and Spain between May 2021 and February 2022.

Methods: The data were collected with an online survey.

A successful nursing education promotes newly graduated nurses' job satisfaction one year after graduation: a cross-sectional multi-country study.

Background: Job satisfaction is a key factor for the successful transition of newly graduated nurses (NGNs) and for retaining NGNs in their workplaces. However, there is limited evidence of the relationship between satisfaction regarding the nursing education program and NGNs' job satisfaction in the first year after graduation. Therefore, this study aims to examine the association of the nursing education related factors and NGNs' job satisfaction.

Self-assessed competence of final-year nursing students.

Aim: To examine the overall level of self-assessed competence of final-year nursing 'bachelors' degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence.

Design: A cross-sectional observational study.

Home care professionals' experiences of successful implementation, use and competence needs of robot for medication management in Finland.

Aim: To describe home care professionals' individual experiences of the implementation, use and competence needs of a robot for medication management in older people's home care.

Design: A qualitative focus group interview study.

Methods: Data were collected during spring and autumn 2021 by semi-structured focus group interviews and analysed using inductive content analysis.

Graduating Nursing Students' Empowerment and Related Factors: Comparative Study in Six European Countries.

New nurses are needed in healthcare. To meet the role expectations of a registered nurse, nursing students must feel empowered at graduation. However, there are only a few studies focusing on nursing students' empowerment.

The first COVID-19 new graduate nurses generation: findings from an Italian cross-sectional study.

Background: Nursing education has been disrupted by the onset of the COronaVIrus Disease 19 (COVID-19) pandemic, potentially impacting learning experiences and perceived competencies at the time of graduation. However, the learning experiences of students since the onset of COVID-19, their perceived competences achieved and the employment status one month after graduation, have not been traced to date.

Methods: A cross sectional online survey measured the individual profile, the learning experience in the last academic year and the perceived competences of the first COVID-19 new nursing graduates in two Italian universities.

Nursing students' self-directed learning abilities and related factors at graduation: A multi-country cross-sectional study.

Aim: To describe nursing students' level of self-directed learning abilities and identify possible factors related to it at graduation in six European countries.

Design: A cross-sectional comparative design across the countries.

Methods: The study was conducted from February 2018 to September 2019.

Effectiveness of a combined web-based and simulation-based continuing education on home-care professionals' competence to evaluate older people's acute care needs in Finland.

Home-care professionals need competences to ensure that they evaluate their older peoples' health conditions, especially in acute care situations. This study aims to investigate the effectiveness of combined web-based and simulation-based continuing education on home-care professionals' competence regarding evaluating older people's needs for acute care. A quasi-experimental pre-test-post-test study was conducted with home-care professionals who were working in older people's care in Finland.

The level of competence of graduating nursing students in 10 European countries-Comparison between countries.

Aim: To analyse graduating nursing students' self-assessed competence level in Europe at graduation, at the beginning of nursing career.

Design: An international cross-sectional evaluative design.

Methods: Data were collected in February 2018-July 2019 from graduating nursing students in 10 European countries.

Nurse educators' perceptions of factors related to the competence of graduating nursing students.

Background: Clinical practice, clinical nursing teaching, curricula, working experience and previous healthcare degrees are factors related to the competence of graduating nursing students from the points of view of nursing students and clinical mentors. However, nurse educators' perceptions of these factors are lacking in previous studies, despite assessing student performance and competence is a core competence and one of the main duties of nurse educators.

Objectives: The aim of this study was to describe nurse educators' perceptions of factors related to graduating nursing students' competence.

Clinical learning environment and graduating nursing students' competence: A multi-country cross-sectional study.

The purpose of this study was to explore nursing students' perceptions of their final clinical learning environment and its association with their self-assessed competence, satisfaction with nursing education, and turnover intentions at graduation in six European countries. A multi-country comparative cross-sectional study was conducted with nursing students (n = 1746) from the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain using the Nurse Competence Scale and the Clinical Learning Environment and Supervision scale. Nursing students' overall perceptions of their final clinical learning environment and supervision were positive in all the countries studied.

Students' Self-assessed Competence Levels during Nursing Education Continuum - A Cross-sectional Survey.

During nursing education, nursing students are required to develop their competence to be able to fulfill their duties safely as Registered Nurses. The aims of this study were to explore 1) nursing students' self-assessed competence levels during education 2) the relationship with competence and frequency at which competencies are utilized in clinical practice, and 3) factors related to competence levels. 841 (response rate 67.

Self-assessed level of competence of graduating nursing students and factors related to it.

Background: The transition from a nursing student to a professional nurse is both challenging and stressful. Competence of graduating nursing students is related to patient safety and there is a need for assessment of competence. However, there is a lack of research on the level of competence at the moment of graduation.

Competence areas of nursing students in Europe.

The focus of this study is on European nursing education, where there have been several reforms over the last two decades attempting to harmonise curricula and degree structures. One of the most powerful reforms was started by the Bologna Declaration in 1999; since then, significant progress has been made towards achieving the European Higher Education Area (EHEA) and the implementation of the European Qualifications Framework (EQF) in education practice. The Directive of recognition of professional qualifications (2005/36/EC) regulates nursing education.