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Background Working in a culturally diverse environment entails a moral and professional responsibility to provide culturally competent care. This has been recognised as an important measure to reduce health inequalities, improve the quality of care and increase patient satisfaction. The aim of this study was to assess the level of cultural competence in nursing students a decade after the introduction of transcultural nursing content into the nursing curriculum in Slovenia. Methods A descriptive cross-sectional design with 180 s-year nursing students as a convenience sample was used. Cultural competence was assessed using the Cultural Competence Assessment Tool (CCATool) via an online survey. IBM SPSS facilitated statistical analysis, using descriptive statistics and inferential methods, including the chi-square test. Non-parametric tests (Mann Whitney U, Kruskal-Wallis H and Wilcoxon signed-rank) were used for non-normally distributed data (Shapiro-Wilk test, p < 0.05). The significance was set at p ≤ 0.05. Results The results indicate that students demonstrate a high level of cultural competence, although there is room for improvement in terms of cultural sensitivity, as determined by coding the CCATool. The results also show a remarkable contrast between their self-assessed scores and the objective scores obtained from CCATool coding of the statements in each subscale (p < 0.005). In addition, significant differences (p = 0.002) are found in subscale “Cultural Knowledge” particularly between students who have lived abroad for more than 6 months and those who have not. The latter group has a higher score in the CCATool, indicating greater cultural knowledge. Conclusions The study suggests that the presence of transcultural elements in the Slovenian nursing curriculum is associated with higher self-reported levels of cultural competence among nursing students, although the present research design does not allow for causal interpretations. This competence is of immense importance in preparing students for their future professional environment. However, it is crucial to further refine the nursing curriculum, especially through greater integration of transcultural content in all health disciplines. In addition, the introduction of innovative teaching and learning approaches can better prepare students to deal with the diverse cultural experiences they will encounter in their nursing careers.

Background Midwifery faces global workforce shortages exacerbated by the pandemic. Understanding job satisfaction drivers is vital for creating supportive work environments. This study explored the multifaceted nature of job satisfaction of midwives in the post-COVID era in order to understand the elements that contribute and the ones that don’t to midwives' sense of fulfilment and engagement at work. Methods Employing a quantitative descriptive methodology, a nationwide cross-sectional online survey was conducted among 169 actively practicing female midwives in Slovenia using the McCloskey-Mueller Satisfaction Scale. The survey focused on various dimensions of job satisfaction. Results Results revealed that midwives place high importance on praise/recognition, scheduling satisfaction, and work-life balance but exhibit a very weak non-significant negative relationship between job satisfaction and the importance they place on these factors. The study also identified a weak but statistically significant positive correlation between midwives' satisfaction with praise/recognition and the importance they attribute to it. Conclusions The study emphasises the need for a holistic approach in enhancing job satisfaction among midwives, fostering an environment that supports their professional development and acknowledges their contributions. It emphasizes the critical role of healthcare policymakers in developing inclusive and gender-sensitive workplace policies to improve the quality of maternal care and support the well-being and job satisfaction of midwives. Management strategies should focus on reinforcing positive work environments that facilitate professional development and work-life balance. Prioritizing these factors can improve job satisfaction, retention, and healthcare outcomes.

The core competencies in disaster nursing, nurses’ roles in disaster management and the potential barriers are assessed with a view to developing disaster nursing in Slovenia. Despite training and experience, many indicators show nurses are deficient in skills involving emergency and disaster-preparedness competencies. Nurses report little familiarity with disaster-planning skills, the implementation of disaster guidelines and assessment of patients subject to a disaster circumstance. A cross-sectional descriptive study was conducted based on data collected through an online survey. 118 registered nurses from different clinical settings in Slovenia participated in the study. Data were collected according to the Slovenian version of the Disaster Nursing Core Competencies Scale (Sl-DNCC-Scale). The scale was limited to a 7-point Likert response format (from 1 = strongly disagree to 7 = strongly agree). The results show the registered nurses perceive the core competencies of disaster nursing to be important to their preparedness for disaster situations (median = 161; range 74–189). Registered nurses who work in nursing homes and nurse managers are more aware of the importance of acquiring the listed competencies for unexpected events (p = 0.011 and 0.060 respectively) and the importance of their active role in disaster management (p = 0.027 and p = 0.004, respectively). To effectively deal with a disaster, nurses must be well prepared for unexpected events and more actively involved in disaster management. This study demonstrates that nurses regard the core disaster nursing competencies as important and greatly needed in various healthcare facilities. Future studies in this area should focus on ways to implement these competencies in nursing education.

Background In recent years, complex and rapidly changing healthcare settings have placed high demands on nursing graduates, who must effectively assume new professional roles with a wide variety of competencies. However, in an ever-altering environment it is impossible to teach students everything. This means that assessing nursing students’ perceptions of their ability to practise their competencies and assume their professional roles is critical for faculty to further develop the nursing education curriculum and to assist healthcare organisations in supporting the transition of graduates. The aim of the study was to explore newly graduated nurses’ perceptions of their new professional role and professional competency associated with this role. Methods A qualitative study using the focus group method. The purposive sample included 18 nursing graduates with an average of 29 years, most of whom were female. The average time that had elapsed since graduation was 1.5 years. Four face-to-face focus group interviews were conducted. Thematic analysis was employed to identify themes and subthemes. Results Three main themes describing newly graduated nurses’ perceptions were found: (1) significance of the transition period; (2) commitment to the nursing profession; and (3) perceived needs and challenges to professional competency. Conclusion The transition from a safe academic environment to turbulent clinical practice is shaped by both graduates’ expectations and reality. The results of the study indicate a high level of commitment to the profession immediately after graduation and point to groups of competencies that need greater emphasis in the nursing curriculum. Although the responsibility for adequately preparing and supporting nursing students for their new professional roles rests with faculty and healthcare organisations, the responsibility for professional development should also lie on the students themselves.

Background Continuous professional development is crucial for maintaining the competence of health professionals. However, traditional nursing education often leaves graduates with gaps between acquired competencies and those required in clinical practice. This discrepancy affects patient care quality, as well as nurses' professional growth and job satisfaction. The aim of this study was to explore the perceptions of nursing alumni regarding their professional competencies post-graduation and the potential of micro-credentials to address perceived gaps. Methods This interpretative descriptive study examined the perceptions of 24 bachelor's degree nursing graduates through five focus group interviews. Thematic analysis was used to identify competency gaps and assess the potential role of micro-credentials. Results Thematic analysis revealed four key themes: (1) Initial perceived competencies, (2) Perceived competency gaps, (3) Role of micro-credentials, and (4) Challenges in professional development and identity formation. Results confirmed that newly graduated nurses often feel underprepared for the realities of clinical practice, experiencing a significant transition shock. They identified specific gaps in practical skills, critical thinking, and emotional preparedness, which were not fully addressed during their education. Conclusions Results show newly graduated nurses often feel underprepared transitioning to clinical practice. Micro-credentials offer targeted educational tools that enhance specific competencies, support career advancement, and promote lifelong learning. Integrating micro-credentials into lifelong learning could improve readiness for clinical practice, support professional growth, and enhance patient care quality.

The rapid shift to digital-based education has profoundly influenced pedagogical approaches in health sciences higher education. This transformation has prompted a critical re-evaluation of digital pedagogy to improve learning effectiveness and adapt to emerging educational realities. This study explored the perspectives of health sciences teachers on digital pedagogy in higher education, with a specific focus on their adaptation to and perception of integrating digital technologies in pedagogical processes. A qualitative research design utilizing thematic analysis was employed. The study involved twenty health sciences teachers in higher education institutions through four focus group sessions. Data were analysed using thematic analysis. Three main themes were identified: (1) Digital transformation in education, (2) Educational efficacy and evolution, and (3) Overcoming barriers and embracing opportunities. These themes have shown that the introduction of technology is closely linked to pedagogical innovation, as digital tools have transformed educational practise by enabling more interactive, flexible and learner-centred approaches. Additionally, they highlighted the challenges of integrating new technologies into existing educational frameworks. Digital pedagogy in health sciences education remains a dynamic field that demands continuous adaptation and development. To effectively integrate digital tools, teachers need robust support through professional development. This support is essential for creating engaging, inclusive, and effective learning environments. Addressing technological disparities and enhancing digital literacy are critical for fully harnessing the potential of digital education.

The increasing digitalisation of medical education requires teachers to have a broad range of competences that go beyond basic technical knowledge. This pilot cross-sectional study assessed the self-perceived digital competence of medical faculty members and examined differences by professional role, experience and gender. Of 298 eligible staff, 48 participated (response rate 16.1%), including 19 women (39.6%) and 29 men (60.4%). The data was collected via an online survey using the validated Digital Competence Scale for University Teachers, which comprises four subscales: digital literacy, digital skills, digital interaction and technology integration. The overall median score indicated a generally high level of self-perceived digital competence, with 95% bootstrap confidence intervals confirming this pattern. Assistant professors achieved higher scores in all subscales than associate and full professors. Self-perceived digital competence was positively correlated with participation in structured training, higher interest and frequency of use of digital tools, while age and teaching experience were negatively correlated. The findings suggest unequal levels of self-perceived digital competence across the academic status and highlight the positive association of self-perceived digital competence with participation in targeted, practical and inclusive training programmes.

Generative artificial intelligence (AI) is changing higher education. Understanding students’ perceptions, usage behaviour and ethical concerns is crucial for the responsible and sustainable use of AI in the academic environment. The aim of this study was to explore the perceptions, experiences and challenges of health sciences students in relation to the use of generative AI in their academic learning. A descriptive cross-sectional survey was conducted with 397 students enrolled in four undergraduate health-related degree programmes in Slovenia, including nursing, physiotherapy, dietetics and applied kinesiology. The data was collected using a validated 27-point scale. Students were generally favourable towards AI, especially in terms of its perceived usefulness, integration into their daily study routine and ethical considerations. Regression analyses revealed that frequency of AI use, duration of use, self-reported skill level and confidence in using AI significantly predicted perceived usefulness. Gender differences were found, with male students reporting higher perceived usefulness and fewer concerns. Students recognised the potential of generative AI but emphasised the importance of ethical guidance, digital literacy and equal access. Institutions should prioritise structured training and inclusive strategies to ensure meaningful, sustainable and responsible integration of AI into health education.

The integration of digital competences into higher education is essential for the promotion of effective and sustainable teaching and learning environments. The aim of this study was to develop and validate the Digital Competence Scale for University Teachers (DCS-UT), an instrument to assess key digital competences of teachers. The development of the scale involved the creation of items based on an extensive literature review, followed by rigorous testing for content and face validity. The psychometric properties of the scale were assessed using data from 411 university teachers, with confirmatory factor analysis (CFA) and structural equation modelling (SEM) to examine the underlying structure of the scale. Reliability was assessed using Cronbach’s alpha, which confirmed the internal consistency of the instrument (0.974). The analysis revealed a robust four-factor structure: digital literacy, digital skills, digital interaction, and technology integration, which together explained 70.284% of the variance. These findings underscore the value of the DCS-UT as a tool to promote sustainable teaching practises by assessing digital competences. By equipping teachers with essential digital competences, the scale supports the long-term adaptability and effectiveness of higher education institutions in an increasingly digital field.