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Objective: The purpose of the study was to explore student and faculty perspectives regarding what constitutes incivility in the online learning environment (OLE). Online learning is increasingly prevalent in nursing education. Scant research describes characteristics of OLEs contributing to, or inhibiting, learning or affecting civility among learners/faculty. Educators must effectively manage uncivil behavior to reduce incivility in learning and work environments. Attribution theory is helpful in examining issues related to incivility. Methods and Results: Faculty (n = 34) and students (n = 44) reported perceptions of what constitutes incivility via an online survey, the Incivility in the Online Learning Environment (IOLE), an instrument described by Clark and colleagues. The groups reported somewhat different perceptions of the extent of incivility experienced but agreed on identification of uncivil behaviors. Both groups agreed that rude comments and name calling were definitely uncivil, however, several areas of disagreement existed between faculty and student groups as to other types of behaviors. For example, lack of timely feedback on assignments and an unclear syllabus were seen as incivility by students. High internal consistency (Cronbach's alpha of .98 on the faculty scale, and .96 on the student scale) was obtained for the IOLE in this sample. Qualitative comments regarding suggested ways to promote civility were similar from both groups, including role modeling and penalizing incivility; students emphasize the need for clearly stated course requirements. Conclusions: Best practices are essential for developing/delivering online courses and in orienting faculty and students regarding expectations for professional behavior online. Faculty development should focus on using best practices to ensure online courses incorporate essential components enabling accessibility and efficiency for students navigating through them. Attention to this unique and increasingly typical learning environment is essential to the goal of prevention of incivility in both learning environments and subsequently in workplaces.

Nursing professional values are critical for the practice of nurses, yet the development of curricula fundamentally supporting these values has been slow to develop. The question remains as to the best teaching strategies that foster the integration of these core values as a key focus for nurses throughout their professional practice. The purpose of this article is to report the findings of a research project related to an affective learning strategy, and the potential of such strategies to guide undergraduate nursing students in the development of professionalism. While conducting a study related to the use of poverty simulation and the attitudes of nursing students, participants provided compelling narratives highlighting a greater understanding of the constructs of social justice; a potentially more profound purpose for this pedagogical strategy. Focus group narratives revealed themes focusing on the concepts of professional nursing values, specifically social justice. The themes included: The American Dream Isn't for Everyone, Trapped in my Own Life, Completely out of Control, and It's Just Not Enough. Findings showed that participants experienced grave realizations regarding not only the experience of poverty, but of the widespread social norms that contribute to injustices for a vast population in our society. This research contributes to the body of literature regarding the use of affective learning strategies as an effective way to teach nursing professional values, such as social justice, to enhance nursing graduates' ability to integrate these values in their own practice.

Background: Needlestick and sharp injuries are a serious hazard in any health care setting for health care workers and students during clinical practice. Thus, the efforts to prevent the needlestick and sharps injuries are needed and considered a part of the routine practice.Objective: This study aimed to investigate the frequency of nursing students in doing the correct practice in prevention needlestick and sharps injuries.Methods: This cross- sectional study was conducted between 2013 and 2014 in nursing students of Tien Giang Medical College who participated in clinical practice. There were 360 students participated in the study using simple random sampling. Data were collected using the practical assessment checklist and demographic characteristics questionnaire. Data were processed using STATA 12.0, and analyzed using Chi-square and Fisher test.Results: The students who did general practice correctly accounted for 52.50%, and those who did practice incorrectly was 47.5%. The students who used gauze or wool wrap in inhaler were 59.7%, wearing gloves in practice (39.2%), do not disassemble needles from syringes after injection 50%, and removing needles into barrel after injection (65.6%). There was statistically significant relationship between time of participation in clinical practice and correct practice with p-value 0.04 (<0.05)Conclusion: The correct practice of nursing students related to the prevention of needlestick and sharps injuries remains low. There was a significant relationship between time of participation in clinical practice and correct nursing practice. It is suggested that students must be taught about the risk of infection at the beginning of clinical practice, and constantly reminded throughout the learning process, especially for injection safety awareness, knowledge and techniques about the risk of transmission of HBV, HCV and HIV by sharp objects in the healthcare facility.

Background: Ineffective handover is considered a major factor that endangers patient safety in hospitals. Preparing and handing over patients before surgeries directly impact the outcome of the surgery. If errors occur, they could jeopardize the patient’s life.Objectives: To determine the level of nurses’ compliance during the pre-operative patient handover process at the anesthesia department. To examine nurses’ evaluation on using a pre-operative patient handover checklist.Methods: This was a descriptive observational study with a cross-sectional approach to examine 196 cases of handing over pre-operative patients performed by 53 nurses from the surgical department, maternity department, obstetrics and gynecology department, emergency department, and anesthesia department. Data were collected from November 2019 to February 2020 using “The Checklist of Assessing Nurse’s Compliance on Pre-Operative Patient Handover” and “The Survey Form of Nurse’s Evaluation on Using Pre-Operative Patient Handover Checklist.” Descriptive statistics, including frequencies and percentages, were used for data analysis.Results: Nurses’ compliance on handing over pre-operative patients with a high level was 71.9%, and with an average level was 28.1%. The handover areas with low compliance rate included: the patients need to be isolated (63.3%), identifying patient information verbally (75%), identifying patient information by hospital bracelet (77%), time to use antibiotics (78.1%), and marked surgical site (79.6%). Over 90% of nurses agreed on the usefulness of the pre-operative handover checklist.Conclusion: The process of handing over pre-operative patients was performed relatively well, but there were still shortcomings to overcome. Nurses positively evaluated the use of the handover checklist for preparing pre-operative patients.