Background: Croatia has closed all educational institutions after 32 cases of SARS-CoV-2 infection were confirmed and switched to exclusive e-learning. Health sciences university students may have been particularly affected with this change due to a lack of practical education. It is not known how health sciences students and schools have adjusted to exclusive e-learning. This study aimed to explore attitudes and concerns of health sciences students in Croatia regarding the complete switch to e-learning during the COVID-19 pandemic. Methods: Eligible participants were students from 9 institutions offering university-level health sciences education in Croatia enrolled in the academic year 2019/2010, and participating in e-learning. Data were collected with a questionnaire distributed via email during April/May 2020. Results: A total of 2520 students (aged 25.7 ± 7.7 years) responded to the questionnaire (70.3% response rate). General satisfaction with exclusive e-learning was rated with average grade of 3.7 out of 5. Compared with previous education, exclusive e-learning was rated with average grade of 3.2 out of 5. Compared to classroom learning, equal or higher motivation to attend exclusive e-learning was reported by 64.4% of participants. With a longer duration of exclusive e-learning, equal or higher motivation was reported by 65.5% of participants. Less than half of the students indicated they felt deprived or concerned due to the lack of practical lessons. Most participants indicated that in the future, they would prefer to combine classic classroom and e-learning (N = 1403; 55.7%). Conclusions: Most health sciences students were satisfied with the exclusive e-learning, as well as their personal and institutional adjustment to it. Students’ feedback can help institutions to improve the exclusive e-learning experience for students in the time of the pandemic.

Background: Previous studies have shown that symptoms of depression and anxiety were highly prevalent among health sciences students. This may lead to other professional and personal difficulties and a decrease in individuals’ well-being. This study aimed to analyze levels of depression, anxiety and subjective happiness among health sciences students in Croatia. Methods: We conducted a cross-sectional study in 10 higher education institutions in Croatia during March 2023. Eligible participants were health sciences students. Participants filled out an online survey consisting of sociodemographic questions and validated scales for determining the levels of depression (9-question Patient Health Questionnaire, PHQ-9), anxiety (General Anxiety Disorder 7-item scale, GAD-7), and happiness (Subjective Happiness Scale, SHS). Results: Of 7460 invited students, 2137 students participated in the study (29% response rate). There were 41.4% of students that exhibited at least mild depressive symptoms, with 8% of students exhibiting moderately severe symptoms and 1.8% severe depressive symptoms. Mild anxiety was found in 36.8%, moderate anxiety in 23.9% and severe anxiety in 15.8% of students. The median SHS score was 19 (15.25–22). Women students had significantly higher levels of depression (p < 0.001) and anxiety (p < 0.001) than their men peers. Students in earlier study years showed higher levels of depression, anxiety and lower levels of subjective happiness compared to those in later study years. Students with lower self-assessed financial status had higher levels of depression (p < 0.001) and anxiety (p < 0.001). Students that failed an academic year had higher levels of depression (p < 0.001), but lower levels of anxiety (p = 0.005). Conclusion: In this study, we have shown that health sciences students exhibit high levels of depression and anxiety, at rates exceeding those in the general population reported in other studies. Our results may help educational institutions to put greater effort into the battle against mental health stigma, foster acceptance of mental health issues and encourage students to seek help when needed. Adequate mental health services are needed at universities to promote timely diagnosis and treatment of mental health problems.

Background: Lack of knowledge of systematic reviews (SRs) could prevent individual health care professionals from using SRs as a source of information in their clinical practice or discourage them from participating in such research. Objective: In this randomized controlled trial, we evaluated the effect of a short web-based educational intervention on short-term knowledge of SRs. Methods: Eligible participants were 871 Master’s students of university health sciences studies in Croatia; 589 (67.6%) students who agreed to participate in the trial were randomized using a computer program into 2 groups. Intervention group A (294/589, 49.9%) received a short web-based educational intervention about SR methodology, and intervention group B (295/589, 50.1%) was presented with the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) checklist. The participants’ knowledge of SRs was assessed before and after the intervention. The participants could not be blinded because of the nature of the intervention. The primary outcome was the difference in the percentage of correct answers about SR methodology per participant between the groups after the intervention, expressed as relative risk and 95% CI. Results: Results from 162 and 165 participants in the educational intervention and PRISMA checklist groups, respectively, were available for analysis. Most of them (educational intervention group: 130/162, 80.2%; PRISMA checklist group: 131/165, 79.4%) were employed as health care professionals in addition to being health sciences students. After the intervention, the educational intervention group had 23% (relative risk percentage) more correct answers in the postintervention questionnaire than the PRISMA checklist group (relative risk=1.23, 95% CI 1.17-1.29). Conclusions: A short web-based educational intervention about SRs is an effective tool for short-term improvement of knowledge of SRs among health care studies students, most of whom were also employed as health care professionals. Further studies are needed to explore the long-term effects of the tested education. Trial Registration: OSF Registries 10.17605/OSF.IO/RYMVC; https://osf.io/rymvc

Evidence shows harmful effects of e-cigarettes on health. There is limited data on the use of e-cigarettes among nursing students. This study aimed to investigate the usage, knowledge, and attitudes towards e-cigarettes among nursing students in Croatia, as well as their views on the role of nurses in counseling patients and assisting with smoking cessation. This cross-sectional study was conducted via an online questionnaire among nursing students at 10 universities in Croatia in March/April 2024. Students were asked questions about socio-demographics, knowledge and attitudes towards e-cigarettes and their views on the role of nurses in counseling patients and assisting with smoking cessation. The study included 1,039 participants; 89% were women, 43% were smokers; 53% used e-cigarettes and 76% used them for recreational purposes. 21% of participants agreed that e-cigarettes are an effective method for quitting smoking. More than half indicated that e-cigarettes could encourage non-smokers to start smoking. The majority (60%) reported that they had never received education on smoking cessation at university. Furthermore, 66% stated that they did not feel confident advising smokers about e-cigarettes. The majority (70%) considered physicians to be the most knowledgeable health experts to advise and educate users of e-cigarettes. There were no significant differences in attitudes between smokers and non-smokers on the use of e-cigarettes. Participants demonstrated insufficient knowledge about e-cigarettes. Non-smokers had more positive attitudes towards the role of nurses in combating smoking compared to smokers. Participants who had received education on smoking cessation were more willing to advise smokers and had clearer views on the risks and the importance of the nurse’s role in the quitting process compared to those who had not received such education. Smoking status and age were significant predictors of counseling confidence. The study found a high prevalence of smoking and e-cigarette use among Croatian nursing students, along with limited knowledge and generally negative attitudes towards e-cigarettes. It highlighted gaps in education regarding the health risks of e-cigarettes and the lack of practical skills needed to help smokers quit, suggesting that nursing programs should update their curricula to better prepare students in these areas.

The purpose of this study was to evaluate the psychometric properties of the Nurse Professional Competence Scale in Croatia in order to use it as a valid and reliable instrument for assessing nurses’ competence. Methodological study. Content and construct validity as well as internal consistency and confirmatory factor analysis (CFA) was conducted. The six-factor structure of the Nurse Professional Competence Scale in the Republic of Croatia was confirmed by CFA. The six-factor model showed a satisfactory fit to the data (RMSEA = 0.085, CFI = 0.84). All factor loadings were significant at p < 0.05. Cronbach’s alpha for each scale ranged from 0.76 to 0.92. The psychometric properties of the Nurse Professional Competence Scale in the Republic of Croatia show that the scale is a reliable and valid measurement tool and as such can be used in research to assess the quality of professional competencies of nurses. The Scale consists of 35 items distributed in six competence areas.

Multiple studies have highlighted the challenges faced by nurse educators working in an academic setting. However, to date, no published research has explored this issue in the Croatian context. This study explored and described the enablers and barriers to the professional development of full-time nurses employed in university-level nursing education programs in Croatia. A qualitative study was conducted from February to March 2024. Participants were full-time nurse educators holding teaching positions at 12 university-level nursing programs across Croatia. Data were collected using a semi-structured interview guide and analyzed through reflexive thematic analysis. Of the 58 individuals who met the inclusion criteria, 52 (90%) nurse educators participated in the study. The sample comprised 10 men and 42 women, ranging in age from 28 to 64 years. Participants identified work overload, particularly the burden of administrative tasks and competing responsibilities, as the primary barrier to their professional development. Additional challenges included limited time and resources, difficulties in organising clinical practice and mentoring, and a perceived disconnect between academic and clinical settings. Despite these challenges, the majority of participants reported overall satisfaction with their academic careers, highlighting the intrinsic value of knowledge dissemination, student engagement, and professional growth. Institutional support was noted in the form of co-financed educational opportunities, mentorship, and involvement in decision-making processes. The findings of this study indicate that improvements in working conditions and employment policies are needed to enhance job satisfaction among nurses employed in university nursing programs in Croatia. Key areas for intervention include reducing administrative burdens, strengthening management and organizational structures, increasing institutional support, and promoting access to continuous professional education. These factors are essential to fostering the professional development of nurses within an academic setting. Not applicable. This study was not a clinical trial.