Objectives: Due to the prolonged COVID-19, the current society is experiencing increased anxiety and confusion about health care. In spite of this pandemic situation, nursing students are participated in practical training in the medical field to complete the curriculum. The purpose of this study was to determine the influencing factors of nursing students’ anxiety in participating in clinical practices during the COVID-19 pandemic. Methods: This was a cross-sectional study. A total of 172 nursing students participated in the online self-questionnaire. The collected data were analyzed by descriptive statistics, Pearson’s correlation coefficient, independent t-test, and multiple linear regression analysis using the SPSS software version 28.0. Results: There were significant differences in only anxiety according to gender (t=-4.42, <i>p</i>< 0.001). Also, Anxiety showed a statistically significant negative correlation with attitude (r=-0.16, <i>p</i>=0.037) and preventive practice (r=-0.16, <i>p</i>=0.036). Results of regression analysis, gender (β=0.33, <i>p</i>≤ 0.001) and attitude (β=0.18, <i>p</i>= 0.026) were significant factors for the anxiety, and explanatory power was 16% (F=4.45, <i>p</i>≤0.001). Conclusions: The results of this study can be used to develop nursing interventions that reduce anxiety and promote preventive practice for COVID-19 among nursing students.

The purpose of this study was to evaluate the practical feasibility of neurofeedback training (NFT) as an independent nursing intervention and to find out predictive factors of participatory practice in NFT. Data were collected from 250 nursing students using selfreports. The questionnaire was based on the Knowledge-Attitude-Practice (KAP) survey model using Delphi methodology with 3-round surveys. The standardized contents of scale were categorized into three domains, seven subgroups, and a total of 57 items. The data were analyzed using a t-test, ANOVA, a Scheffé test, Pearson's correlation coefficients, a regression analysis, and a Sobel test. Students' knowledge level was at 57%, a low score when compared to attitude and practice. Major barriers to NFT were associated with negative attitudes such as fear of side effects or complications, or using a computerized approach. The attitude toward NFT had a complete mediating effect on the relationship between knowledge and practice (R 2 =.43; Z=7.44, p<.001). In order for students to be able to apply NFT in the clinical field after graduation, a positive attitude should be cultivated in regular nursing school curriculum. We suggest that NFT can act as a positive nursing intervention if students' positive attitudes are increased. Future research on a variety of types of NFT is needed. It is the condensed version of the full text of this article.