Introduction: Newly graduating nurses should be able to enter clinical practice as safe, accurate, competent, and compassionate professionals in health care settings that necessitate them to be learners who can easily get familiar with a broad diversity of clinical practice settings. Purposes: The purpose of this study was to evaluate the effect of high-fidelity simulation experiences on self-satisfaction and self-confidence among the pediatric nursing students. Methods: A quasi-experimental design, post-test, was carried out through the recruitment of a convenience sample of 150 nursing students from Arab American University. The students were randomly assigned to the study ( n = 75) or control ( n = 75) groups. Data were collected using learner satisfaction and self-confidence scales. Results: The results of the post-test revealed that there was a significant difference between both groups in self-satisfaction ( t (148) = 11.14, P < .001) and self-confidence ( t (148) = 13.04, P < .001). The mean score of self-satisfaction for the study group (22.45 ± 2.27) was higher than control group (16.80 ± 3.76). Also, the study group’ mean self-confidence score (35.72 ± 3.49) was higher than the control group (27.28 ± 4.39). Conclusion: High-fidelity simulation was confirmed to be an helpful tool to keep an effective and safe learning method for pediatric nursing students, thus increasing their satisfaction and confidence.

Purpose: To explore the lived experiences of nurses’ feelings, emotions, grief reactions, and coping mechanisms following their patients’ death. Background: On a daily basis, nurses are experiencing patients’ death, which exposes them to grief. Nurses’ grief has not been sufficiently addressed in practice settings, although it has been a well-known threat to health and work performance. Design: A qualitative design guided by a phenomenological approach was adopted. Method: Data were collected from a purposive sample of 21 Jordanian nurses by conducting three focus groups and analyzed using Colaizzi’s framework. Findings: Four themes were generated in which participants reported feelings of grief following their patients’ death. Their grief emotions were reported as sadness, crying, anger, shock, denial, faith, fear, guilt, fear of the family’s reaction, and powerlessness. Conclusions: The study provided evidence that nurses respond emotionally to patients’ death and experience grief. Nurses are burdened by recurrent patients’ deaths and try to cope and overcome their grief. This study emphasizes the importance of developing strategies to help nurses positively cope with their grief from a holistic perspective. This will reflect positively on the nurses’ performance.

Background: Workplace violence is one of the most compelling problems facing health care sectors all over the world. The detrimental impact of workplace violence extends to affect nurse students who receive their training in clinical areas. Objective: The study aimed to investigate the impact of witnessing workplace violence during clinical training on the attitudes of Jordanian nursing students toward the nursing profession. Methods: Cross-sectional design was used in this study. Data were collected through electronic survey questionnaires from 131 nursing students from three nursing schools in Jordan. Attitude Scale for Nursing Profession was used to assess the participants’ attitude toward nursing profession. Results: The results showed that about 34% of student participants witnessed workplace violence during their clinical training. Nursing student participants who did not witness workplace violence showed significantly more positive attitude toward nursing profession than who did witness. Conclusion: Witnessing workplace violence had a significant negative impact on how nursing students view nursing job.