The Turkish Validity and Reliability of the Nursing Practice Readiness Scale for New Graduate Nurses

Psychometric Evaluation of the Turkish Version of the Clinical Practicum Transition Shock Scale (CPT-Shock) for Nursing Students

Aim: This study aimed to investigate the validity and reliability of the Turkish adaptation of the Clinical Practicum Transition Shock Scale (CPT-Shock) for nursing students. Material and Methods: This methodological study was conducted with undergraduate nursing students between January 20 and February 20, 2025. Data were collected online through a Descriptive Information Form and the 19-item CPT-Shock. Linguistic equivalence was achieved by the translation–back translation process, and content validity was evaluated using the Davis technique and Content Validity Index (CVI). Construct validity was tested with the Kaiser–Meyer–Olkin (KMO) value, Bartlett’s test of sphericity, and Confirmatory Factor Analysis (CFA). Reliability was analyzed through Cronbach’s alpha coefficient, split-half reliability, and item–total correlations. Data analysis was performed using SPSS 23.0 and AMOS 23.0. Results: The participants’ mean age was 21.81 ± 1.20 years, and 88.9% were female. The CVI value was 1.00. The data were suitable for factor analysis (KMO = 0.834; Bartlett’s χ² = 1970.949, p < 0.001). CFA confirmed the original six-factor structure (CMIN/DF = 2.103; RMSEA = 0.060; GFI = 0.902; SRMR = 0.072). The scale showed high internal consistency (Cronbach’s α = 0.852) and high split-half reliability (Spearman–Brown = 0.913; Guttman = 0.911). Conclusions: The Turkish version of the CPT-Shock is a valid and reliable tool for measuring transition shock among nursing students. Implication for nursing practice: The scale may support early identification of students’ adaptation needs and guide improvements in clinical education practices.

The Turkish Validity and Reliability Study of the Thriving in Nursing Questionnaire.

Reflective practice as part of the professional development of nursing students: A Cross-Sectional Study

Aim: The aim of the study was to quantitatively assess reflective capacity among nursing students and to examine the expression of its dimensions in the clinical learning environment.Material and Methods: A cross-sectional quantitative study design was used. A purposive sample of 177 nursing students enrolled in the Nursing programme in Slovenia participated in the study. Data were collected between October and December 2025 using the Reflective Practice Questionnaire. The study used the 16-item reflective capacity subscale, which includes four dimensions: reflection-in-action, reflection-on-action, reflection with others, and self-appraisal. Data were collected through an anonymous online survey (1KA). Statistical analyses were performed using SPSS 29. Descriptive statistics were calculated, and internal consistency was assessed using Cronbach’s alpha. Due to non-normal data distribution, non-parametric tests were applied, including the Wilcoxon signed-rank test, Friedman test, Mann–Whitney U test, Kruskal–Wallis test, and Spearman’s correlation coefficient.Results: The results showed a relatively high level of reflective capacity among nursing students (Mdn = 4.56). Based on median values, the highest scores were observed in reflection with others and self-appraisal, while the lowest were found for reflection-in-action. Differences between reflective capacity dimensions were not statistically significant (χ²(3) = 2.399, p = 0.494). No significant differences were observed between full-time and part-time students or across years of study (p > 0.05). Age was not significantly associated with reflective capacity, except for a weak negative correlation with reflection with others (ρ = −0.193, p = 0.011). Students who perceived reflection as important for their professional development and those interested in additional practical training demonstrated significantly higher levels of reflective capacity (p < 0.05).Conclusion: The findings indicate that nursing students demonstrate a relatively high level of reflective capacity, particularly in collaborative reflective processes. Reflective practice appears to be an important component of clinical learning and professional development in nursing education.Implication for nursing practice: Structured reflective activities, mentoring conversations, and guided reflection in clinical environments may strengthen students’ clinical judgement, professional responsibility, and quality of patient care.

Validity and Reliability of the Medical Artificial Intelligence Readiness Scale, Korean Version: A Methodological and Cross-Sectional Study.

The K-MAIRS can be a valid and reliable instrument for assessing artificial intelligence readiness among Korean nursing students and supports global initiatives to incorporate artificial intelligence competencies into nursing education using culturally tailored assessment tools.

Chinese Adaptation of the Nurses Time‐Wasters Questionnaire: Reliability and Validity Testing

Introduction Effective time management is crucial for nurses, and identifying factors contributing to time‐wasting behaviors is a key component of time management. Currently, China lacks validated, standardized tools for assessing time wasters among nurses. This study is designed to adapt the Nurses Time‐Wasters Questionnaire into a Chinese version and to evaluate the reliability and validity of this adapted instrument within a population of Chinese nurses. Methods This cross‐sectional study was conducted in China from September to November 2025, recruiting 330 nurses through convenience sampling. The translation process used the forward–backward translation method. Content validity was assessed by consulting 10 experts and calculating I‐CVI and S‐CVI/Ave values. Construct validity was assessed using exploratory factor analysis (EFA; n = 130) followed by confirmatory factor analysis (CFA; n = 200). Internal consistency reliability was measured with Cronbach’s α coefficient. All analyses were conducted in SPSS 27.0 and AMOS 29.0. Results All items were retained, with only some items undergoing cultural adaptation modifications. Adequate sampling was indicated by the Kaiser–Meyer–Olkin (KMO) score of 0.960. The data’s eligibility for factor analysis was confirmed by the significant Bartlett’s test of sphericity (χ 2 = 1202.469, df = 78, p < 0.001). One factor that explained 63.481% of the total variance was identified using EFA. The single‐factor model showed good fit using CFA (χ 2/df = 1.226, RMSEA = 0.034, GFI = 0.942, and TLI = 0.991). The total questionnaire’s Cronbach’s alpha coefficient was 0.956. Conclusion The Chinese version of the Nurses Time‐Wasters Questionnaire demonstrates good reliability and validity, making it a reliable and effective measurement tool for assessing time‐wasting behaviors among clinical nurses in China.

Cross‐Cultural Applicability and Application of the Nursing Leaders’ Readiness for Artificial Intelligence Scale: A Cross‐Sectional Study

The Chinese‐version scale demonstrated good reliability and validity and can effectively assess AI readiness among Chinese nursing managers, providing a standard measurement tool for Chinese hospitals to check how ready their nursing managers are for AI.