Background. Anxiety and fear are emotional responses that may emerge when individuals anticipate threats. Undergraduate nursing students may experience feelings of hopelessness and anguish in the clinical learning experience, directly impacting their academic performance. This study aims to reflect upon the fear and anxiety faced by nursing students during clinical training. Synopsis of Contents. Two thematic axes were focused: Students’ perception regarding preceptorship attitudes and positions; Relational teaching-learning processes and their influence on the students’ professional identity. Preceptors are expected to encourage the establishment and maintenance of good relationships in the collaborative network in which students are included, especially with the multi-professional health team, to have more comprehensive academic support. Conclusion. The role and importance of each individual in academic training, such as students and professors, is emphasized, seeking to promote positive experiences in the teaching-learning process to enable undergraduate students to more effectively develop moral sensitivity and take responsibility for patient-centered care.

Strengthening strategies to improve adherence to the use of pre-exposure prophylaxis (PrEP) in key populations constitutes a global health priority to be achieved across countries, especially in countries that share a high flow of people such as Brazil and Portugal. This study aimed to analyze the factors associated with adherence to PrEP among MSM from two Portuguese-speaking countries, highlighting the opportunities and preventive strategies for the global health scenario. This was a cross-sectional analytical online survey conducted from January 2020 to May 2021 with MSM in Brazil and Portugal. For analysis of the data, the Poisson regression model was used to estimate the prevalence ratio (PR) for developing a model to evaluate the associated factors in both countries in a comparative and isolated way. Adherence to PrEP use corresponded to 19.5% (n = 1682) of the overall sample: 18.3% (n = 970) for Brazil and 21.5% (n = 712) for Portugal. Having more than two sex partners in the last 30 days (aPR: 30.87) and routinely undergoing HIV tests (aPR: 26.21) increased the use of this medication. Being an immigrant (PR: 1.36) and knowing the partner’s serological status (PR: 1.28) increased adherence to PrEP in Portugal, whereas, in Brazil, it was being an immigrant (PR: 0.83) and not knowing the serological status (PR: 2.24) that promoted the use of this medication. Our findings reinforce the need to invest in programs and strategies to improve access and adherence to PrEP, especially in key populations.

Resumo Objetivo: Sintetizar evidências acerca do cuidar materno ao recém-nascido prematuro no domicílio e elaborar um framework que oriente a transição do cuidado do recém-nascido prematuro da maternidade para o domicílio. Métodos: Revisão integrativa da literatura que seguiu recomendações metodológicas para responder à questão: “Quais são as evidências científicas acerca do cuidado materno ao recém-nascido prematuro no domicílio?”. Para seleção dos artigos, utilizou-se seis bases de dados: LILACS e BDENF via Portal BVS; PubMed/ Medline, Scopus, CINAHL e Web of [...] Resumo Objetivo: Sintetizar evidências acerca do cuidar materno ao recém-nascido prematuro no domicílio e elaborar um framework que oriente a transição do cuidado do recém-nascido prematuro da maternidade para o domicílio. Métodos: Revisão integrativa da literatura que seguiu recomendações metodológicas para responder à questão: “Quais são as evidências científicas acerca do cuidado materno ao recém-nascido prematuro no domicílio?”. Para seleção dos artigos, utilizou-se seis bases de dados: LILACS e BDENF via Portal BVS; PubMed/ Medline, Scopus, CINAHL e Web of

Entrepreneurship education is commonly incorporated into areas beyond nursing. However, advocating for curricular changes is necessary in a generation that seeks new learning styles and has different preferences and needs. Entrepreneurship has been identified as a valuable subject to be incorporated into nursing education, as it aligns with the foundational principles of Nursing as a science. To examine the state of knowledge regarding the entrepreneurship education of undergraduate nursing students. A scoping review was conducted following JBI and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. The searches were performed on July 19th, 2023, in MEDLINE via PubMed; ISI Web of Science; EBSCOhost CINAHL; Embase; Scopus; BVShost LILACS; and ProQuest. Grey literature was searched on Google Scholar. Records examining the entrepreneurship education of nursing students were included. The searches resulted in 17 records, 15 of which were from databases and two of which were identified via other methods. Although entrepreneurship education has increased over the years, the incorporation of diverse teaching modalities as a transformative and innovative educational strategy is still not a reality for many undergraduate nursing students worldwide. The findings highlight that entrepreneurship education is incorporated theoretically into mandatory courses with curricular components related to administration and health services management. Entrepreneurship education can pivot nursing education and drive change in educational strategy while maintaining the fundamentals of nursing education. With entrepreneurship education, nursing students envision professional identity values, such as leadership, critical thinking, and political development. When understanding their political role, nursing students can exercise leadership to think critically outside the box and challenge the status quo.

Aim: To examine the incorporation of wearable electronic devices in the education of undergraduate nursing students. Background: The advancement of technology has influenced nursing education and will continue to do so in the future. Wearable technologies are electronic devices that can be worn as an accessory and expand the possibilities in nursing education with increased engagement in the learning process. Design: A scoping review was conducted following JBI and reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) guidelines. Methods: The search was performed on August 25th, 2023, in the databases: MEDLINE via PubMed, ISI Web of Science, ERIC, EBSCOhost CINAHL, EBSCOhost Academic Search Premier, EBSCOhost Health Source Nursing, EMBASE, Scopus, BVShost LILACS and ProQuest. Literature that examined the application of wearable electronic devices in the education of undergraduate nursing students was included. Results: This scoping review study included a total of 21 records published between 2014 and 2023. The analysis showed that smart glasses are the most common wearable electronic device used in nursing education, followed by smartwatches. The devices provide an opportunity for competencies development, especially when applied in the simulation environment, such as physical examination and medication administration. Wearable technologies are potentially useful and feasible as learning tools in nursing education, increasing nursing students’ motivation, confidence and satisfaction. Conclusions: In the technological revolution, educators must consider the potential of innovative teaching strategies, such as wearable electronic devices, to advance nursing education. Wearables can contribute to developing competencies required for the professionalism of undergraduate nursing students.