Purpose To synthesize the body of knowledge on the factors influencing the quality of life (QoL) after ischemic stroke (IS) in young adults. Methods Guidelines regarding the scoping review methodology developed by the Joanna Briggs Institute, and the PRISMA-ScR checklist for a scoping review was used in this paper. A total of 1197 studies were identified through a bibliographic search in Web of Science, MEDLINE, PsycInfo, ScienceDirect, Scopus, and ProQuest Science Database. Articles published between the years 2000–2021 were included. Results A total of nine papers were finally selected to respond to the research question. Three studies were prospective longitudinal studies compared QoL between young stroke and age-matched controls from the general population. Across all the analysed studies, 14 variables potentially associated with QoL were identified. QoL in young patients is mainly affected by clinical outcomes after IS (scored by the modified Rankin scale and the Barthel index—favourable initial functional status and higher independence in ADL leads to higher QoL) and psychological factors (post-stroke fatigue and depression—higher levels of fatigue and depression lead to lower QoL). The reviewed studies emphasized the importance of functional outcomes, post-stroke depression, fatigue and anxiety and early return to work. Conclusion Further longitudinal studies are needed to identify the trajectory of post-stroke psychosocial symptoms over time and other potential predictors of unfavourable long-term QoL, thus specific young stroke rehabilitation and stroke self-management support programmes should be developed (address physical, psychological factors which influence the psychosocial adaptation post-stroke and the perception of the QoL).

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Aim To examine the overall level of self‐assessed competence of final‐year nursing ‘bachelors’ degree students in the Czech Republic. In addition, the study aimed at the factors associated with the students' level of competence. Design A cross‐sectional observational study. Methods Data were collected with the Czech version of the Nurse Competence Scale from 274 final‐year nursing students of the bachelor's nursing program. Data were analysed using descriptive statistics and multiple regression analyses. Results Majority of the students (80.3%) assessed their level of competence as good or very good. The highest level of competence was assessed in the category of ‘managing situations’ (VAS mean 67.8) and ‘work role’ (VAS mean 67.2). Previous work experience in healthcare and successful supervisory experience had a positive association with self‐assessed competence. Students who completed clinical placement during the COVID‐19 pandemic assessed their level of competence as lower than students before the pandemic. No Patient or Public Contribution.

Introduction: Long-term stress is generally considered to be one of the psycho-social factors that negatively affect the academic performance of nursing students. Objectives: To discover the sources of stress, degree of stress, and coping strategies used as a reaction to stress in nursing students of the bachelor program. Methods: Over the course of three academic years, students in each year of the bachelor in nursing program were monitored after completing the clinical practice for the given academic year. Questionnaires regarding the Perceived Stress Scale; Physio-Psycho-Social Response Scale, and Coping Behaviour Inventory were used to gather data. In the first year, 44 students were included, in the second year there were 39 students, and in the final year 40 students took part in the research. Results: The most significant source of stress appears to be a lack of knowledge and relevant skills. The highest degree of stress was recorded at the beginning of a student's studies, after which it decreased. In the third year, when students were required to work due to the covid pandemic, the stress again reached the levels of the first year. The stress manifested mainly in emotions and problem solving was the most frequently used coping strategy. Conclusions: The results of the longitudinal study confirmed how the COVID-19 pandemic affected the perception and manifestation of stress in students during their studies. The perception of the degree of clinical and academic stressors showed that no clear descending tendency was identified. The use of coping strategies was stable, with no significant differences throughout the study.

Aim: The aim of the study was a transcultural adaptation, linguistic validation, and testing of psychometric properties of the Czech version of the Nurse Competence Scale (CZNCS). Methods: Designed as a cross-sectional observational study. The sample comprised 274 students from third-year bachelor's nursing study programmes at Czech universities. To collect the data, a Czech version of the Nurse Competence Scale was used, containing 73 items grouped into seven subscales. The data was collected between 2018 and 2021. The internal consistency of the scale was assessed using Cronbach's alpha. Content validity was assessed using the Content validity index, while construct validity was tested using Principal Component Analysis. Differences in the assessment of competence were tested using the Mann-Whitney test and Pearson's chi-squared test. Results: The content validity index average for the Czech version of NCS was 0.95, while the content validity index-universal agreement was 0.75. Cronbach's alpha of the Nurse Competence Scale was 0.981. Factor analysis showed a six-factor solution. Conclusions: The Czech version of the Nurse Competence Scale showed good levels of content validity and reliability. The Czech version of the NCS may serve as a useful tool for self-assessment of students' competence in the final years of nursing programs.