Pelin Karaçay

Background and AimHealth law constitutes a critical yet often underemphasized component of health professions education. While interprofessional education has been widely implemented among health disciplines, the inclusion of law students as equal partners in interprofessional learning remains limited. This study aimed to explore the experiences and perspectives of nursing, medical, and law students regarding learning health law through an interprofessional education approach.Material and MethodsA descriptive qualitative design was used. The study was conducted following a one-day Interprofessional Health Law Education Program involving nursing, medical, and law students at a university in Türkiye. The program was structured around case-based scenarios that addressed informed consent, the protection of personal data, and the legal duty to report crimes. Data were collected through open-ended reflective questions administered at the end of the program and analyzed using descriptive analysis. ResultsData from 49 students were analyzed. Three main categories and ten themes emerged. Categories were legal awareness, development of multidimensional professional skills, and interprofessional communication and collaboration. Students reported increased awareness of their legal responsibilities in healthcare practice, a clearer distinction between ethical and legal obligations, and a better understanding of the roles and perspectives of other professions. Overall satisfaction with the educational experience was high, with students emphasizing the value of learning health law through shared case discussions.ConclusionLearning health law through interprofessional education presents a valuable opportunity to enhance legal awareness, promote interprofessional understanding, and prepare students for collaborative practice in complex healthcare settings. Integrating law students into interprofessional education initiatives may strengthen undergraduate curricula and contribute to more holistic and legally informed healthcare practice.

Objective: This study aimed to evaluate the impact of interprofessional education (IPE) on nursing and medical students’ attitudes toward IPE and assess their opinions on this education. Methods: This study used a pretest-posttest quasi-experimental design and was conducted with 30 fourth-year nursing students and 34 medical students. Data were collected using a questionnaire comprising sociodemographic and educational characteristics, as well as the Interprofessional Attitude Scale (IPAS). Data were analyzed using the Mann–Whitney U-test and the Wilcoxon test. Results: There was a significant increase in total and subscale scores of participants’ IPAS scores. In addition, there was no significant difference between the total IPAS and all subscale scores of the nursing and medical students, except for the Diversity and Ethics subscale scores. While 77% of the participants found the IPE program very useful and efficient, 11% of the participants reported that the IPE program was useful, but some stages could be improved. Conclusion: The IPE program enhanced participants’ IPE attitudes, and participants were satisfied with the IPE program. Future studies should consider a longitudinal design with a more diverse population to provide a more comprehensive understanding of the impact of IPE.

Integrating artificial intelligence (AI) into healthcare is rapidly expanding, yet research on nursing students' AI literacy (AIL) remains limited. This study assessed AIL levels, identified factors associated with AIL, and explored students' perceptions of AI use. The mixed-methods study used a non-probability snowball sampling technique, involving 383 undergraduate nursing students in Türkiye, and utilized the Descriptive Characteristics Form and the Artificial Intelligence Literacy Scale (AILS). Quantitative analyses included t-tests, ANOVA, Pearson correlations, and multiple linear regression. Qualitative data underwent thematic analysis. The mean age of participants was 21.52 (SD ± 3.31; range, 18-40), and 83.3% of them were female. Participants' mean AILS score was 110.80 (SD ± 40.98; range = 31-216) with 41.22 ± 19.67 for technical understanding, 40.49 ± 15.57 for critical appraisal, and 29.09 ± 10.68 for practical application. Higher comfort with new technologies (β = 0.352; t = 7.06; p < 0.001) and having witnessed/experienced ethical concerns (β = 0.094; t = 1.98; p = 0.048) were significantly associated with higher AIL. Seven themes were identified: (1) Support and Convenience, (2) Time Management, (3) Learning and Academic Development, (4) Ethical and Security Concerns, (5) Misinformation and Trust, (6) Laziness and Dependency, and (7) Creativity and Thinking. Enhancing AIL skills among nursing students is essential for the ethical and rational use of AI. Educators should guide nursing students to develop strategies to improve their technical, appraisal, and practical AIL skills. The present study may contribute to identifying educational strategies to support nursing students' readiness for AI in nursing education. Not applicable.

Aim: To identify the factors influencing nurses' Evidence‐based practices (EBP) competencies and clinical decision‐making (CDM) levels. Design: A convergent parallel mixed‐methods study. Methods: The quantitative data were collected from 387 nurses via the EBP Competence Questionnaire and the Clinical Decision‐Making in Nursing Scale, while qualitative data were gathered from semi‐structured interviews with 20 nurses. Quantitative data were analysed using descriptive statistics, ANOVA, and multiple linear regression, and qualitative data were subjected to thematic content analysis. Results: Regression analysis revealed that higher education, research involvement, and following scientific publications positively influenced EBP competencies. Working in inpatient units and clinical nursing roles negatively affected EBP and CDM abilities. A significant positive correlation was found between EBP competence and CDM skills. Qualitative findings identified four themes: Implementation Areas of EBP, Competence in EBP, Impacts of EBP, and Facilitators and Barriers to EBP. Conclusion: Strengthening nurses' EBP competencies and CDM requires targeted strategies such as education, access to organizational resources and supportive policies. Implications for the Profession: Addressing barriers and fostering a culture of continuous learning can enhance patient care and nursing outcomes. Impact: By addressing gaps in EBP implementation and decision‐making skills, the findings serve as a benchmark for policymakers, educators and healthcare administrators to create supportive infrastructures, promote continuous professional development, and foster a culture of evidence‐based practice worldwide. Reporting Method: The study was reported in accordance with the GRAMMS guidelines. Patient or Public Contribution: No patient or public contribution.

OBJECTIVE: To develop a virtual simulation for skin tears (STs) and evaluate the effect of this simulation on wound care nurses’ knowledge and skill levels. METHODS: This study used a pre/post–follow-up design and was conducted in four phases. Researchers developed a virtual simulation on STs (SteVis), the scenario, and the simulation software, and conducted its pilot application within the first 3 stages. In the final stage, researchers evaluated the effect of the SteVis on wound care nurses’ knowledge and skill levels. Data were collected using the individual characteristics form, Skin Tear Knowledge Assessment Instrument, skin tear skill assessment form, and SteVis feedback form at 3 time points: before the simulation (T ₀ ; n=42), after the simulation (T ₁ ; n=42) and at a 2-month follow-up (T ₂ ; n=31). RESULTS: Participants’ knowledge ( F =7.679; P =.001) and skill scores ( F =20.969; P <.001) regarding STs increased in T ₁ and T ₂ measurements compared with before the simulation. There was no statistically significant difference in the knowledge scores of the participants between T ₁ and T ₂ measurements ( P >.05). However, in all measurements, the participants’ skill levels increased significantly ( P <.05). CONCLUSIONS: The study demonstrated that the use of SteVis increased wound care nurses’ knowledge and skill levels regarding STs. Future experimental studies should explore the long-term effects of the SteVis on nurses’ knowledge and skill levels.

An abstract is not required for a letter to the editor.

AIM: The study aimed to examine the effect of the stoma mobile application-based training method on the psychosocial adjustment, self-efficacy, and development of peristomal skin complications in ostomates. METHODS: A quasi-experimental study with a post-test control group. Data were collected between December 2020 and December 2021. The ostomates who met the inclusion criteria were randomly allocated to two groups: 30 for the experimental group and 30 for the control group. The experimental group was trained with the stoma mobile application, while the control group was trained with the booklet. Stoma adjustment, self-efficacy level, and the presence of complications were compared in both groups in the 1st and 3rd months after discharge. RESULTS: The psychosocial adjustment (1st month: t = 2.273; p = .027; 3rd month: t = 2.898; p = .005) and self-efficacy levels (1st month: t = 4.073; p < .001, and 3rd month: t = 4.178; p < .001) of the experimental group using the stoma mobile application were higher, and the peristomal skin lesion complication rate was lower compared to the control group. Social self-efficacy positively affects stoma compliance [(experimental: 1st month: β = 0.72, p = .003; R2 = 0.41; 3rd month: β = 0.71, p < .001; R2 = 0.55); (control: 1st month: β = 0.80, p < .001; R2 = 0.49)]. In addition, the stoma mobile application enhances the social self-efficacy level and adaptation of ostomates to the stoma [(1st month: β = 0.29, p = 0.007; 3rd month: β = 0.24, p = .028)]. CONCLUSION: The stoma mobile application is an effective educational tool for increasing the compliance and self-efficacy of ostomates and reducing the incidence of complications. REGISTRATION: ClinicalTrials.gov Identifier: NCT05664503. Registration date: December 22, 2022. Cite this article as: Toğluk Yiğitoğlu, E., Kara.ay, P., & Şendir, M. (2025). The effect of mobile education on adjustment to stoma, self-efficacy, and peristomal skin lesions: A quasi-experimental study. Florence Nightingale Journal of Nursing, 33, 0254, doi: 10.5152/FNJN.2025.24254.

Aim: This study aimed to assess the performance of Visual ChatGPT in staging pressure injuries using real patient images, compare it to manual staging by expert nurses, and evaluate its applicability as a supportive tool in wound care management. Design: This study used a descriptive and comparative cross‐sectional design. Methods: The study analysed 155 patient pressure injury images from a hospital database, staged by expert nurses and Visual ChatGPT using the National Pressure Injury Advisory Panel guidelines. Visual ChatGPT's performance was tested in two scenarios: with images only and with images plus wound characteristics. Diagnostic performance was evaluated, including sensitivity, specificity, accuracy, and inter‐rater agreement (Kappa). Results: Expert nurses demonstrated superior accuracy and specificity across most pressure injury stages. Visual ChatGPT performed comparably in early‐stage pressure injuries, especially when wound characteristics were included, but struggled with unstageable and deep‐tissue pressure injuries. Conclusion: Visual ChatGPT shows potential as an artificial intelligence tool for pressure injury staging and wound management in nursing. However, improvements are necessary for complex cases, ensuring that artificial intelligence complements clinical judgement. Implications for Profession and/or Patient Care: Visual ChatGPT can serve as an innovative artificial intelligence tool in clinical settings, assisting less experienced nurses and those in areas with limited wound care specialists in staging and managing pressure injuries. Reporting Method: The STROBE checklist was followed for reporting cross‐sectional studies in line with the relevant EQUATOR guidelines. Patient Contribution: No patient or public contribution.