(1) Background: The COVID-19 pandemic has cost social, economic, cultural, and educational life, distressing nursing training and practice. This study aimed to map the literature on changes in clinical training for nursing students during the COVID-19 pandemic. (2) Methods: A scoping review was conducted according to JBI methodology’s latest guidance. A set of relevant electronic databases and grey literature was searched to report results published in English, Spanish, and Portuguese. (3) Results: A total of 12 studies were included in the study, addressing changes in clinical training in undergraduate nursing students due to COVID-19 pandemic activity, published between 2020 and 2022. (4) Conclusions: Nursing schools made an effort to replace traditional clinical training with several activities, primarily based on simulation or virtual activities. However, contact with others is essential, and simulation programs or scenarios cannot provide it.

Background: The COVID-19 pandemic has had consequences for social, economic, cultural and educational life, affecting nursing training and practice. To date, no previous scoping reviews addressing this objective have been found. This study aims to map the literature related to changes in clinical training for nursing students during the COVID-19 pandemic. Methods: A scoping review will be carried out according to the Joanna Briggs Institute’s latest guidance regarding methodology. A set of relevant electronic databases and grey literature will be searched using terms such as clinical practice, nursing students, COVID-19. Results: This scoping review will consider any type of quantitative, qualitative, and mixed-methods study and systematic review designs for inclusion, focusing on changes in clinical training for nursing students during the COVID-19 pandemic. Conclusion: Pedagogical criteria had to be changed due to the COVID-19 pandemic, especially face-to-face clinical training for nursing students. Identifying the changes in clinical training for nursing students during the COVID-19 pandemic will help educators to understand the potential impact of this specific context and trace possible gaps. This protocol is registered at Open Science Framework.

A doença celíaca caracteriza-se como uma intolerância permanente e crónica à ingestão de glúten. O único tratamento eficaz é a restrição de glúten da alimentação de forma definitiva, o que implica uma mudança radical nos hábitos alimentares e na vida da pessoa, constituindo um constante desafio e com potenciais alterações na sua perceção de qualidade de vida. Ocupando o estudo da qualidade de vida um alvo de interesse em diversas áreas da atividade humana, não encontrámos na literatura todavia instrumentos, adaptados à realidade portuguesa, que pudessem avaliar a perceção de qualidade de vida na pessoa celíaca adulta. Foi então nosso objetivo desenvolver a versão portuguesa do Celiac Disease Questionnaire - CDQ (desenvolido pela equipa do Doutor Winfried Häuser em 2007), que possa contribuir para a identificação de fatores que influenciam a perceção de qualidade de vida da pessoa celíaca adulta. Procedemos à tradução e equivalência das medidas a nível cultural e funcional através da realização de um estudo preliminar. Aplicamos posteriormente o CDQ a 231 pessoas celíacas adultas e procedemos à sua análise fatorial e consistência interna. Tal como na versão original, a análise da estrutura fatorial da versão portuguesa sugere a existência de quatro dimensões com um coeficiente KMO de 0,897. Todavia, obtivemos um agrupamento diferente dos itens em cada uma das dimensões: experiencia emocional, participação social, medos e preocupação, sintomas gastrointestinais. Para cada dimensão o α de Cronbach variou entre 0,71 e 0,89 e o valor de 0,91 no global. A versão portuguesa do CDC revelou-se um instrumento específico de avaliação da perceção de qualidade de vida sensível e capaz de avaliar de forma individual e específica alguns aspectos da população celíaca adulta.

Technological advancement has radically transformed higher education, requiring faculty members to continually adapt to new tools and teaching methods. In this context, the phenomenon of fear of missing out (FoMO) has gained relevance, often manifesting through a range of negative emotional states, including technostress—stress associated with the use of technology. Objectives: This study aimed to map the available scientific evidence on technostress among nursing faculty in higher education, through a scoping review conducted according to the methodology proposed by the Joanna Briggs Institute (JBI). Methods: The literature search was performed across eight databases, including Medline (via PubMed), CINAHL Complete, Scopus, and the Teacher Reference Center. Results: Of the 266 studies identified, only 3 met the inclusion criteria. Conclusions: Findings reveal varying levels of technostress among nursing educators, with higher levels observed among older faculty members, frequently associated with limited technical and administrative support. Although the direct impact on job satisfaction was not significant, the anxiety induced by intensive technology use and the perceived necessity for constant professional updating—often driven by FoMO—was shown to affect daily academic life, highlighting the need for effective coping strategies. Understanding technostress within the context of nursing education is essential for addressing the challenges of pedagogical modernization. This review supports the need for future institutional interventions aimed at preventing technostress and fostering a more balanced, reflective, and sustainable relationship with technology in academic settings.