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Increase in the knowledge of \"caring science\" among nurses plays a key role in ensuring a correct caring behavior towards patients. Caring training for students is a priority in nursing education, but unfortunately there are limited and conflicting studies which explore this outcome. The purpose of this observational study was to explore the perceptions of caring behaviors by nursing students during their clinical practice training in order to highlight if the level of caring behaviors changes as the nursing course progresses. The Caring Behaviors Inventory-24 (CBI-24) was administered to 331 students, enrolled in the three years of an Italian Nursing Course, who accepted to participate in the study (89.2% response rate). The data were analyzed using SPSS software version 26.0 (SPSS Inc., Chicago, IL). The total mean score of CBI-24 was 4.82 in the first, 5.12 in the second and 5.26 in the third-year students. The CBI-24 dimensions \"Responding to individual needs\" and \"Being with\" obtained the highest scores among the students of the first year. At the end of the first year, our students were already able to perform expressive caring, whereas instrumental caring developed at a high level in the second and third years. We did not highlight any statistically significant difference between the two gender CBI-24 item scores. In light of our results, we put in evidence that Nursing Degree Programme favours the development in students of both relational and technical components of caring behaviors. We hope that in future students' self-assessment of caring behaviors could be considered an educational outcome for Nursing Programme.

In an increasing technologised and cost-constrained healthcare environment, the role of pre-registration nursing education in nurturing and developing the professional caring disposition of students is becoming far more critical than before. In view of this growing demand, the aim of this study was to evaluate the impact of Singapore's pre-registration nursing programmes on students' concept of caring. A descriptive quantitative cross-sectional survey collected data using the Caring Behaviour Inventory from first and final year student nurses, nurse lecturers and nurses in practice. The findings based on student surveys indicated a statistically significant reduction in the overall level of caring behaviour in first to final year students. When compared with the findings of lecturers and nurses, less variance to lecturers than to nurses was found amongst the first years' score, and the lowest variance to nurses was demonstrated amongst the final year. A greater reduction was evidenced amongst Singaporean students, which was exaggerated with exposure to pre-enrolled nursing education and magnified with caring job experience. This study indicates more effort is necessary to harness student caring attributes in students' entire educational journey so that expressive caring is not subsumed in the teaching of students to meet demands of complicated contemporary care. •We examine caring behaviour inventory (CBI) score of first and final year students.•We compare students' CBI scores with that of lecturers and nurses in practice.•First year scores resembled lecturers' and final year scores resembled nurses'.•Level of caring behaviours decreases from first to final year students.•More effort is required in nursing education to harness student caring attributes.

The aim of the present study is to perform a longitudinal Italian validation of the scale and to adapt it to the nursing education contest. Background: Research on emotional labor has shown that the roles played by surface acting and deep acting are still uncertain. To overcome this gap, scholars suggest observing emotional labor through the lens of the emotional regulation theory. Andela and her colleagues developed a fine grained instrument, which differentiates attentional deployment, cognitive re-evaluation and expressive suppression, emotional amplification and emotional dissonance. Design. To fulfill our aim, a longitudinal study was performed in an Italian University. Method. The adapted scale was administered to 168 nursing students across the three years of attendance in the course. Results. Our results confirm the five-factor structure, and the instrument shows good psychometrical properties. Conclusion. Having shown satisfactory psychometric properties, this scale can be considered a useful instrument to assess those emotional elements of clinical practice, which are important for the assurance of education quality to the under graduated nursing students.

To address the behavioral needs of youth in juvenile settings, many juvenile agencies and facilities have adopted a multitiered system of supports framework that is predicated on teaching, modeling, and reinforcing expected prosocial behaviors while making data-based decisions with the underlying logic of all (universal, tier one), some (targeted, tier two), and few (intensive, tier three). As the adoption and implementation of this framework has produced positive results (e.g., improved behaviors and increased engagement for youth, improved staff self-efficacy), it has been hypothesized that the tiered framework may be useful when applied to staff as well. Staff within these settings may experience stress and burnout given the facility context and the youth being served. We describe how the tiered framework can be used with staff to address their self-care needs along with some specific strategies per tier from the staff stress and burnout literature.

Autism spectrum disorder is a growing diagnosis within the United States, affecting multiple ethnicities, socioecomonic statuses and genders. According to the CDC, 1 in 54 children are diagnosed with autism (Centers for Disease Control and Prevention, 2017). Yet, of those children diagnosed, studies have revealed that Latinx children are less likely to be diagnosed with autism when compared to non-Latinx, possibly related to the disparities of obtaining a diagnosis for Latinx children. (Liptak et al., 2008). The discrepancies may be due to having less access to healthcare which may be related to lack of awareness of ASD signs and symptoms, lack of services, low socioeconomic status or most importantly a lack of services in Spanish. Limited studies have explored the experience of a Latinx mothers of a child with ASD and how culture influences overall treatment. The present study is a qualitative phenomenological study focusing on the lived experience of Latinx mothers raising a child with autism. Results showed common themes, such as the impact of having a child with ASD on Latinx mothers, parenting a child with ASD presents unique challenges, impact of having a child with ASD on other relationships, Latinx cultural influences treatment and the welfare of the child with ASD, and paying it forward to other Latinx parents. Per the results of this study, awareness of ASD within the community is needed, along with more available informative resources on autism in Spanish, more communication amongst professionals to incorporate cultural sensitivity and more support for Latino families through support groups for parents.

Yes, I know this is what it’s like to take care of a toddler, and for some, keeping their young children at home full time at this age is a decision made consciously. In addition to working with my husband, my freelance writing career was gaining momentum after nearly a decade of pounding that pavement, and I had also developed a successful expressive writing workshop series with a clinical psychologist. Sending him to daycare without my full-time income would have been a huge financial burden over these last months, but I’ve seen the way being home with me for too long—without the benefit of drop-in centres, play dates and mommy and me music classes—has impacted him. Conserving money at the expense of his development is not a choice I feel like I can continue to make, but it’s an impossible thing to know the right answer without a crystal ball to tell me when the right time is, and how to weigh all of the considerations, especially with the new Omicron variant thrown into the mix.