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- MakaleYalnız künye2027Serial mediating role of belonging and state mindfulness in the relationship between clinical learning environment and caring behaviors in nursing students
Özalp, Cemal; Tuncer, Metin; Kaya, Abdulsamed; Şahin, Fatih
Aim: The study aimed to examine the relationship between clinical learning environment and caring behaviors in nursing students and to test the serial mediating roles of belonging and state mindfulness in this relationship. Background: The psychosocial mechanisms linking the clinical learning environment to caring behaviors remain unclear, particularly the combined roles of belonging and state mindfulness. Design: The study had a cross-sectional design and was conducted in line with the STROBE guidelines. Methods: The sample consisted of 452 undergraduate nursing students studying at a state university in Turkiye. The data were collected between December 2025 and January 2026 using the Personal Information Form, Clinical Learning Environment Scale, Nursing Department Belonging Scale, State Mindfulness Scale, and Caring Behaviors Inventory. Results: The clinical learning environment was found to be positively correlated with sense of belonging (B = 0.412, p < .001). Sense of belonging significantly predicted both State Mindfulness (B = 0.607, p < .001) and caring behaviors (B = 0.857, p < .001). State mindfulness is also a significant predictor of caring behaviors (B = 0.734, p < .001). Indirect effects analyses indicated that the clinical learning environment was associated with caring behaviors through sense of belonging and through the sequential pathway involving both sense of belonging and state mindfulness. However, the direct effect of the clinical learning environment on caring behaviors was not significant. Additionally, the indirect effect of the clinical learning environment on caring behaviors through state mindfulness alone was not significant. Conclusions: The results of the study showed that the clinical learning environment is associated with nursing students' caring behaviors indirectly through sense of belonging and state mindfulness, rather than directly.
- MakaleYalnız künye2026Evaluation of family-centered care from the perspectives of pediatric nurses, nursing students and parents: A mixed-methods study
Çolak, Bahar; Güner, Yasemin; Goger, Berrin; Kahriman, İlknur; Dal Sevim, Şura
Introduction This study aimed to evaluate family-centered care (FCC) practices in pediatric units from the perspectives of pediatric nurses, nursing students, and parents. Methods A convergent parallel mixed-methods design was employed. Quantitative data were collected using a cross-sectional design, while qualitative data were obtained through a case study approach. The sample consisted of 338 parents, 221 nursing students, and 10 pediatric nurses. Parents completed the FCC Assessment Scale and the PedsQL Healthcare Satisfaction Module, nursing students completed the Caring Behaviors Inventory, and pediatric nurses participated in semi-structured interviews. Results Parents reported high scores in the FCC dimensions of “support,” “collaboration,” and “respect,” which significantly predicted parental satisfaction. The “support” dimension was the strongest predictor of satisfaction with information, family participation, and technical skills. Nursing students rated pediatric nurses' caring behaviors highly. Qualitative analysis identified five major themes: (1) Perception of FCC, (2) Role of the Nurse, (3) Role of the Physician, (4) Benefits of FCC, and (5) Barriers to FCC. These themes highlighted the importance of family participation, the nurse's leadership role, gaps in physician communication, the multifaceted benefits of FCC at the child, family, and system levels, and barriers including workload, physical environment limitations, and family-related challenges. Conclusion Perceived FCC practices significantly predicted parental satisfaction. However, improvements are needed in information sharing, family participation, and physical environment conditions. Implications to practice These findings provide valuable insights for developing educational, clinical, and policy strategies to strengthen the implementation of FCC in pediatric nursing practice.