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Objective: To examine the relationships between Australian nursing students' anxiety, depression, personality and family interaction with psychological well-being and suicidal ideation.Participants: A sample of 201 nursing students completed a series of structured questionnaires in an Australian University. Methods:A cross-sectional descriptive research design was used. After explanation of this study, 201 nursing students voluntarily participated. Six reliable and structured questionnaires were used to do data collection.SPSS was used for data analysis including descriptive data, Pearson Correlation, and Stepwise Multiple Regression.Results: Anxiety and depression were positively associated with suicidal ideation and had negative relationships with psychological well-being. Positive personality and family interaction were positively associated with psychological well-being and negatively with suicidal ideation. Parents' harsh discipline had a negative relationship with the nursing students' psychological well-being.Conclusions: Depression, personality, and positive family interaction were significant predictors of Australian nursing students' psychological well-being. Anxiety, depression, and harsh discipline were significant predictors of suicidal ideation

Although they found it stressful, the participants valued the OSCE experience. The OSCE gave the students confidence in their capabilities of medication management. [J Nurs Educ. 2017;56(4):231-234.].

The experiences of Australian undergraduate nursing students of a clinical The experiences of Australian undergraduate nursing students of a clinical placement in Cambodia placement in Cambodia

Aim The aim is to understand current research into the impact of undergraduate nursing education on the development of professional values. Background Values are evident in the professional standards for nurses and the guidelines and healthcare policies of many countries. These professional values guide decisions and behaviour and are recognised as an essential component in the professions ability to provide safe and professional care. This literature review presents the current research on the impact of education on professional values in undergraduate nurse education. Design An integrative review of the findings was conducted to provide insight into the current research on the professional value development in undergraduate nurses. Data sources CINAHL, PubMed and Scopus. Review methods A literature search was undertaken within defined date parameters 2010–2021 using a systematic approach. The Preferred Reporting Items for Systematic Reviews and Meta-analysis guide PRISMA was used to guide and illustrate the process. Papers were assessed for quality using the Mixed Methods Appraisal Tool. Results Two distinct areas of inquiry were identified. (a) Changes in professional values as an outcome of undergraduate nursing education or (b) changes in professional values as an outcome of specifically designed educational content. These areas were further explored to better understand the influences of undergraduate education on students’ professional values. Conclusion There is a lack of evidence in the literature to support the premise that professional values develop in line with academic year progression; however, there is strong evidence to support the inclusion of explicit learning in undergraduate education that engages students in education specifically designed to explore and develop professional values.