Using high-fidelity simulations to facilitate student learning is an uncommon practice in Turkish nursing programs. The aim of the present study was to understand students' perceptions of the use of simulation in nursing courses. Subjects included 36 senior nursing students taking an intensive care course. This study revealed that high-fidelity simulation is an ideal method of promoting learning by helping students transfer theory into practice, build confidence and teamwork, and raise professional awareness.

Aims: To assess the validity and reliability of the stoma self-efficacy scale for Turkish-speaking individuals with stoma. Background: Self-efficacy in stoma care is one of the most important variables requiring compliance for an increase in the quality of life and well-being of individuals with stoma. Design: A methodological study. Methods: This study used translation and back translation for the scale's language equivalence and expert opinion for the content validity. An expert panel and 10 individuals with stoma evaluated the scale for face validity. The scale's reliability was assessed by internal consistency, Pearson correlation, and test-retest reliability in a sample of 174 individuals with stomas. The scale's construct validity was tested with confirmatory factor analysis and exploratory factor analysis. Results: The content validity index was .96, and Cronbach's alpha was .95. In the test-retest analysis, the intraclass correlation coefficients were high. In the factor analysis, two factors emerged from the scale, and after the confirmatory factor analysis and scale modification, the fit indices of the model were found to provide a good level of validity. Conclusion: The Turkish version of the stoma self-efficacy scale is a valid and reliable tool to determine the levels of self-efficacy in individuals with stoma.

Aim This study aimed to explore faculty‐to‐faculty incivility in university nursing programmes and to identify the perceptions of faculty regarding the reasons and solutions for incivility. Background Incivility is a fundamental problem in nursing educational settings. Methods This cross‐sectional and analytic study comprised 330 faculty members from different schools of nursing in Turkey. A personal information form and the 12‐item Incivility Scale were used to collect data. The data were analysed by using descriptive analysis, Mann–Whitney U and Kruskal–Wallis tests, Spearman's correlation test, linear regression tests and thematic analysis. Results Faculty and research assistants who were single and holding master's degrees perceived high incivility (p < .05). There was also a significant, mildly negative relationship between age and incivility scores (r = −0.236). A strict hierarchical structure was revealed to also be a reason for incivility (p < .05). Conclusion Further research is needed to determine the effectiveness of the solutions for faculty‐to‐faculty incivility. Implications for Nursing Management This study can guide administrators regarding the causes and solutions of incivility within academic environments. By implementing strategies to increase awareness, administrators can become positive role models for faculty, providing a respectful and fair work environment to prevent incivility.

The aim of this study is to determine the reliability and validity of the Turkish version of the "Student Satisfaction and Self Confidence in Learning" scale published by the National League for Nursing. Method: This methodological study was conducted in two stages. In the first stage, the language adaptation of the scale to Turkish was performed via back-translation. To evaluate content validity, the scale was reviewed by nursing faculty members who were experts in simulation education. The content validity index was calculated based on these experts' opinions. In the second stage, the reliability of the scale was evaluated. From June to November 2015, 120 nursing students who had previous experience with simulation volunteered to participate in the study. At this stage, test-retest reliability, Cronbach's alpha coeff icient and item-total correlations were evaluated. The construct validity of the scale was done using confirmatory factor analysis. Results:The content validity index of the Turkish version of the scale was appropriate (CVI= 0.87). After modification, it was found that the model was a good fit. Cronbach's Alpha coeff icient was 0.88. Removal of item 13 would have improved alpha to 0.90. test-retest intraclass correlation coeff icient was 0.50. Conclusion:The results of this study determined that the Turkish version of the "Student Satisfaction and Self Confidence in Learning Scale" was valid and reliable and could be used in nursing research and practice in Turkey.