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Background Game-based training is increasingly implemented in different nursing fields, as it allows students to learn experientially, with the flexibility to regulate their training based on their personal progresses and abilities. This study aimed to compare the effects of virtual training by the “Playing with Surgical Instruments (PlaSurIn)” game and the lecture on the surgical instruments setup knowledge and performance of Operating Room (OR) novices. Methods This study was conducted on 51 s-semester undergraduate OR technology students taking the course “An Introduction to Surgical Instruments and Equipment.” An additional virtual training session was held via a learning management system using two different methods. The students of the Game Training Group (GTG, n = 27) played individually with the “PlaSurIn” game during a week, while the students of the Lecture Training Group (LTG, n = 24) received the lecture-based training during a week. To measure knowledge, all the students participated in a theoretical test with 10 multiple-choice questions before and immediately after the training. They also participated in an Objective Structured Clinical Examination (OSCE) after the training, and their performance was evaluated by the remained time for setup completion and the scores, errors, and bonuses. Results The mean score of the theoretical test was significantly higher in the GTG than in the LTG after the training (p = 0.040). Additionally, the GTG participants had higher scores (p = 0.016), fewer errors (p = 0.001), and higher bonuses (p = 0.011) compared to the LTG ones. The remained time for setup completion was also significantly longer in the GTG than in the LTG (p < 0.001). Conclusion Virtual training by “PlaSurIn” was superior to the lecture-based method for the enhancement of surgical instruments setup knowledge and performance amongst OR novices.

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Objective To assess the effect of face-to-face education on anxiety and pain in children with minor extremity injuries undergoing outpatient suturing. Methods Children in intervention and control groups received face-to-face education (10 minutes) and no specific education, respectively. The anxiety and pain was measured using Modified-Yale Preoperative Anxiety Scale, and pain by Faces Pain Scale–Revised, respectively in 3 stages viz, pre-procedure and pre-intervention, post-procedure. Results Children in the intervention group were less anxious than the control at pre-procedure and post-intervention stage (41.1 (13.8) vs. 46.3 (19.1), respectively, P=0.03) and post-procedure and post-intervention stage (32.3 (17.2) vs. 40.2 (12.9), respectively, P=0.01). Children in the intervention group experienced less pain than the control at pre-procedure and post-intervention stage (3.9 (3.8) vs. 4.9 (3.1), respectively, P<0.001) and post-procedure and post-intervention stage (3.1 (1.2) vs. 4.0 (2.1), respectively, P=0.001). Conclusions Face-to-face education could reduce anxiety and pain in children undergoing suturing in the emergency department.

Aim This study aimed to clarify the value of caring programs developed according to Orem's Self‐Care Deficit Nursing Theory regarding quality of life and self‐care as the primary outcomes and self‐efficacy, anxiety, depression, and stress as the secondary outcomes among individuals aged 18–70 years with chronic diseases. Background Chronically ill patients need to receive appropriate self‐care training, counseling, and support. In this regard, the use of caring programs developed based on theories is highly suggested. Orem's Nursing Theory is the most well‐known theory that provides a structure to involve patients in their self‐care activities. Introduction Orem's Nursing Theory has been increasingly applied to guide practice for patients with chronic health conditions. However, recent trials have reported conflicting findings on the value of its application. Methods Eight information sources (e.g., Web of Science Core Collection, PubMed, and Scopus) and the International Clinical Trials Registry Platform were searched up to 30 March 2022. Results A total of 46 studies and 11 study register entries were eligible. Orem's theory‐based interventions significantly improved the quality of life, self‐care, and self‐efficacy as well as significantly reduced anxiety and depression. However, the value of the interventions on stress was uncertain, as performing the meta‐analysis was not possible. Discussion Orem's Nursing Theory can help nurses in different fields to dynamically and carefully evaluate patients’ self‐care ability and implement appropriate nursing measures tailored to their needs, interests, and problems. Considering the inconsistent evidence to support the empirical adequacy of this theory, high‐quality reviews are essential. Conclusion Orem's theory‐based programs had a favorable effect on taking care of adults with chronic diseases. Implications This study augments the previous reviews related to the applicability of Orem's Nursing Theory. Considering the undesirable evidence quality and the high between‐study heterogeneity, further well‐designed trials are required to draw an evidence‐based conclusion.