ResearchIn South Africa (SA), higher education students exhibit progressively poor success rates.[1] The Council on Higher Education (CHE) observed that only 35% of all first-year entrants graduate within 5 years.[1] In KwaZulu-Natal (KZN) Province, SA, the majority of nurses are trained at a college of nursing, which has satellite campuses throughout the province. [2] There is, however, a high failure rate among these students, mostly in the first year of study. Because of academic failure, 22% of students leave the training programme after the first year [3] -a precarious situation, considering the shortage of professional nurses faced by the country. [4,5] In an attempt to address this high attrition rate, the admission criteria for entry into the programme were increased, but this did not have a noticeable influence on the pass rate.Students entering SA higher education institutions usually come from a wide range of cultural and social backgrounds, with resultant varying life experiences and educational opportunities, including different expectations, needs and academic potential.[6] Academic success does not entirely consist of one's application of intellectual capacity. There are many other factors that directly or indirectly affect academic success. These include the transition from secondary school to university, student motivation, study methods, teaching strategies, interaction between students, academic and social systems of the university, cultural expectations, psychosocial factors and lack of finances. [7][8][9][10] One or more of these factors could lead to stress, which could hinder academic potential by distracting students' focus from their studies. [11] Research has shown that self-concept positively affects the success of nursing students' ability to manage anxiety and stress related to studying.Specifically, if a student is confident in his/her ability and remains motivated, he/she is more likely to succeed academically, resulting in lower dropout rates. Whereas the overwhelming stress associated with test anxiety has a negative relationship with academic achievements, this could lead to a decrease in the academic success of students. [12] The nursing programme also contains both intensive coursework and practical components at hospitals, which may become overwhelming and stressful with regard to a student's ability to cope with examinations. [12] Attrition rates among nursing students remain high, irrespective of attempts by institutions to provide strategies such as selection in line with quality of students, and implementing student mentoring and tutoring.It is unknown whether the stress factors that affect students attending a large university with many different faculties are different from those of students who attend smaller tertiary institutions that train them in one particular course only. In nursing, stress factors related to the clinical learning environment are well documented. [10,13,14] The increased stress of nursing students is due to the simultaneous learning in both academ...

based on the concept and measure on work engagement of their subordinate workers in Japan. Methods The study sample was all managers and employees of a financial enterprise in Japan. The study design was a single-group pre-and post-test study. We developed a one-session 150 min workshop-based training program based on the HSE management competencies framework, including lectures, group works, and homework. Work engagement of subordinate workers was measured at baseline and 1 year follow-up by the short version of new Brief Job Stress Questionnaire (BJSQ). Improvement of 12 areas of sub-competencies among managers was also assessed by using the HSE competency indicator tool. Results 94 managers (92 men and 2 women) and 1187 subordinate workers (590 men and 597 women) participated in the study. The scores of work engagement did not increase significantly from baseline to 1 year follow-up among subordinate workers as a whole, with a small effect size (Cohen's d=0.05). However, multilevel analyses revealed that improvements of 6 sub-competency areas of managers was significantly associated with increase in work engagement of subordinate workers, particularly for the integrity (g=0.05, p=0.03 for the crude analysis; g=0.05, p=0.03 after adjusting for the covariates). Conclusion The training program for managers failed to show its effect on improving work engagement of subordinate workers, possibly because of the low intensity of the program. However, it is suggested that the integrity might be a key management competency to improve work engagement of subordinate workers. Methods The quantitative-qualitative study took as reference the competences defined by ANAMT and the norms that regulate the medical residency programs in the country, with the construction of matrices that were successively submitted to the appreciation of residents, graduates of the program and professionals specialised in the area. At the end, a Seminar was held to validate the results. Result A preliminary document was produced where the main technical knowledge, skills and attitudes expected for each general competence contained in the fields of Professionalism Introduction Workplace violence in the healthcare setting is increasing and poses a danger to healthcare professionals. It is reported that nurses are at three times greater risk of being exposed to violence in the workplace than any other professional group. Methods A quantitative, descriptive, cross-sectional survey was conducted at four randomly selected campuses of the KwaZulu Natal College of Nursing. A non-probability convenience sample of 421 student nurses was realised. A validated and reliable instrument was used to collect data which was statistically analysed using SPSS 23. Tests included Pearson's correlation, t-tests, Anova and chi-square. Result Majority of those sampled were female and Black with more female victims of workplace violence than males. Male patients and their relatives were most often the perpetrators. Male students reported depression and negative effects on...