Sezer KISA

This study was done to determine the prevalence of premenstrual syndrome and affecting factors among university students. The universe of this descriptive study conducted on 1052 female students who are living in the institution of Credit and Dorms in Gaziantep. This study was carried out between 12 November 2011 to 28 January 2012. This study was conducted with 282 students who agreed to participate in the research. A questionnaire consisting of 28 questions and the Premenstrual Syndrome Scale (PAF) were used for data collection. Chi-square test, mean standart deviation, number and percentages were used to evaluate the data. Mean age of the students was 20.52 ± 1.65 and mean age at menarche was determined to be 13.21 ± 1.30. The prevalence of Premenstrual Syndrome among female students was 51%. Students' average scores on PMS scale was found to be 116.56 ± 31.10. It was determined that in the premenstrual period, 70.2% students had changes in appetite, 68.1% had depressive mood, 65.6% of cases had fatigue, 64.2% irritability, 62.4% swelling, 61.7% pain, 50.7% had sleep changes, 42.6% of cases had depressive thoughts and 20.6% had anxiety symptoms. When examine the factors affecting PMS, we found that PMS was more common among students who think that they had insufficient information about menstruation (x2 = 3.820), who have had negative attitudes towards menstruation (x2 = 3.302), have dysmenorrhea (x2 = 4.162), have PMS (x2 = 11.032) and whose mothers have had PMS (x2 = 4.162). A statistically significant difference was found between the variables (p <0.05). In order to decrease the negative effects of PMS, it is recommended to create awareness about PMS and school health nurses or health professionals in the health care institutions to act as a consultant and educator in the support of students about PMS.

<sec> <title>BACKGROUND</title> Clinical placements constitute a core component of undergraduate nursing education. However, increasing service demands, staffing pressures, and variability in supervisory practices have introduced structural and relational challenges that may undermine students’ learning, motivation, and psychological safety. Despite growing recognition of the role of organizational and pedagogical conditions in shaping clinical learning experiences, contemporary evidence that integrates student, supervisory, and institutional perspectives remains limited in Norway. </sec> <sec> <title>OBJECTIVE</title> This study aimed to identify the types of clinical learning barriers experienced by undergraduate nursing students in Norway and to examine how supervision quality, feedback practices, and organizational workload are associated with stress, motivation, confidence in applying theory to practice, fear of making mistakes, and self-reported language-related barriers. </sec> <sec> <title>METHODS</title> A descriptive cross-sectional survey was conducted among undergraduate nursing students enrolled in clinical placements at three public universities in southern, eastern, and western Norway during spring 2025. A structured, self-administered questionnaire assessed individual, supervisory, and organizational learning barriers, as well as key learning-related outcomes. Descriptive statistics were used to summarize participant characteristics and clinical experiences. Associations were examined using Spearman rank correlations, ordinal logistic regression for stress, motivation, and confidence outcomes, and binary logistic regression for language-related barriers. </sec> <sec> <title>RESULTS</title> A total of 322 students completed the survey. More than half reported experiencing stress often or always during clinical placement (53.4%), while most reported high motivation (88.2%) and moderate to high confidence in applying theory to practice (75.5%). Perceived staffing shortages and high workload were independently associated with higher stress (OR 1.86, 95% CI 1.37–2.53), whereas a supportive clinical learning environment was associated with lower stress (OR 0.60, 95% CI 0.42–0.87) and higher motivation (OR 2.40, 95% CI 1.72–3.35). Constructive feedback from clinical supervisors was positively associated with motivation (OR 1.37, 95% CI 1.06–1.75). Individual background characteristics showed limited associations with reported learning barriers. </sec> <sec> <title>CONCLUSIONS</title> Clinical learning barriers among Norwegian nursing students are shaped primarily by organizational and supervisory conditions rather than individual characteristics. Interventions targeting staffing adequacy, learning climate, and the quality of supervisory feedback may reduce student stress and strengthen motivation and psychological safety during clinical placements. </sec>

Venous leg ulcers occur due to chronic venous insufficiency in the lower extremities and are often difficult to heal. Platelet-rich plasma and platelet-rich fibrin are products that contain high concentrations of platelets. This systematic review evaluated the effectiveness, safety and cost-effectiveness of these products for the treatment of venous leg ulcers. Guided by the 2020 Joanna Briggs Institute systematic review of effectiveness guideline, this review included original studies that investigated platelet-rich plasma and platelet-rich fibrin in the treatment of venous leg ulcers from databases including the Cochrane Library, Embase, Medline, CINAHL, PubMed, World Health Organisation International Clinical Trials Registry, Clinical Trials.gov and Australian New Zealand Clinical Trials Registry. Methodological quality was assessed using relevant appraisal checklists. Information related to general characteristics of included articles and relevant outcomes of interest were extracted and synthesised narratively. Of thirty-six eligible studies, 24 studies used platelet-rich plasma, eleven investigated fibrin-rich plasma and one study used both platelet-rich plasma and fibrin-rich. Most studies reported these products were effective in promoting wound healing, reducing other symptoms, and were safe to use. The use of platelet-rich plasma and platelet-rich fibrin resulted in significantly higher healed venous leg ulcers compared to control using conventional treatment (RR: 2.93, 95% CI, 1.90-4.53, p = 0.01). These products were safe to used topically and promoted to wound healing, reduced pain, either along or combined with other treatments. Platelet-rich plasma and fibrin-rich plasma improves wound healing and appears to be safe to use in the treatment of venous leg ulcers.

10.1080/09286586.2025.2486461

ABSTRACT Left-behind children (LBC) have become a significant community and a prominent social issue, and are vulnerable to some behavioral risks and mental health issues. This scoping review aims to map the related psychosocial problems of internet addiction among LBC of migrant parents. A scoping literature review methodology was used to map existing literature on internet addiction among LBC across different demographics. To identify relevant articles, Google Scholar, PubMed, ProQuest, and PsycINFO databases were searched for English-language studies published from January 2012 to March 2024. Among the 16 full-text articles, seven that met the eligibility criteria were included in the review. The prevalence of internet addiction was found to be higher among migrant children (MC), with migration being a significant risk factor, and a significant association was found between internet addiction and depression. Higher internet addiction rates were observed among males and those in higher grades, with protective factors including effective parent–child communication. Additionally, a significant association was found between internet addiction and increased suicidal ideation, but a weak association was found with anxiety and depression. This review provides evidence of disruption in emotional, personality, academic, and interpersonal areas in relation to the internet addiction of LBC. Protecting MC from internet addiction requires good parent–child communication and a proactive multidisciplinary approach. Future research on internet addiction among LBC promises significant potential for understanding the complexities of this phenomenon and developing effective interventions.