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<p class="0abstract">This study explored students’ commitment and factors impacting their commitment to the online discussion forums that complement teaching and learning in two undergraduate courses. Using a combination of quantitative and qualitative strategies, we collected and analyzed data to address our research questions. The findings indicate that students are committed to online discussion forums in this study, which seemed to be impacted by students’ technological skills and exciting topics. Even so, a few students were not as committed as they would have liked because the platform was new, and they needed time to adapt to the learning platform. That said, our findings reveal that students’ commitment to and engagement in the online discussion forum can be fostered with faculty support, exciting topics, and time to understand the new learning terrain.</p>

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Introduction Women, during the antenatal and post‐partum period, report pelvic, low back pain, stress and urge urinary incontinence, colorectal dysfunction, and other co‐morbidities that negatively affect health‐related quality of life. Exercise and nutrition are important considerations for improving maternal health in this period. Purpose The purpose of this study was to examine the effects of a community‐driven nutrition and exercise programme focused on pelvic floor and core stability, healthy nutrition, and breastfeeding counselling over an 8‐week period on pelvic floor and urinary distress (UDI), prolapse and colorectal distress for antenatal and post‐partum women with limited access to health care, and low socio‐economic resources from a Midwestern Region of the United States. Materials and methods Purposive sample of 35 females, ages 18–44, were recruited for this prospective, preintervention to postintervention study, following ethical approval from Institutional Review Board and voluntary written consent from participants. The Health History Questionnaire, SF‐36, Food Frequency Questionnaire, report of pelvic organ prolapse dysfunction (POPDI), colorectal‐anal dysfunction (CRADI), and UDI as measured by the Pelvic Floor Distress Inventory (PFDI) were completed before and after intervention. Results Thirty‐five women (n = 35) 18 to 44 years old (mean age of 22.72 ± 3.45 years) completed the study. A significant difference was found from preintervention to postintervention scores means for PFDI total scores, CRADI individual scores, and UDI individual scores (p < .05). POPDI scores decreased preintervention to postintervention but were not significant. A significant improvement in healthy nutrition and breastfeeding postintervention was also found (z = 3.21, p = .001). Further analysis showed significant, but weak, correlation between parity and POPDI (r = .366, p = .033); between parity and UDI (r = .384, p = .03); and between parity and PFDI (r = .419, p = .014). Discussion Our study found a significant reduction in pelvic floor dysfunction, urinary, and colorectal‐anal distress symptoms and improvement in breastfeeding and healthy nutrition following an 8‐week community‐driven nutrition and exercise programme focused on pelvic floor and core stability, healthy nutrition, and breastfeeding counselling.

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Aim: This study explored undergraduate nursing students' mentoring experiences during their final clinical practicum as they prepared to enter the workforce. Methods:We used a qualitative case study design with data collected in two focus group discussions involving 19 students. Data were analysed using inductive thematic analysis.Results: Students' descriptions of their mentoring experiences fell under three themes: 'great experience', 'being treated like part of the family', and 'gaining confidence and skills'. Students described their mentors as having critical roles in providing feedback and learning opportunities to interns. Students also reported that ungraded initial assessment, friendlier workplaces, and mentors with patience were required to strengthen their professional learning at the workplace. Conclusion:These results suggest that prompt and constructive feedback, warmer workplace environments, and passionate mentors' involvement may help enhance students' mentoring experiences during their clinical practicum.Implications for Nursing Management: Management and academia should work jointly to develop mentorship programs to achieve better student outcomes. Doing this will lead to role clarity, higher levels of satisfaction, and increased productivity.Management needs to consider compensating mentors for their time in student learning and select experienced nurses willing to mentor others to promote enjoyable relationships and effective mentoring engagements. Management needs to find creative ways to build mentoring into appraisals, for at present, it is considered a voluntary activity for educating the next generation of nurses. Management should ensure adequate training and ongoing support for mentors and mentees in clinical mentoring.

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