Introduction: Vietnam’s health system increasingly recognizes the importance of interprofessional collaboration and education. Understanding stereotypes and interprofessional attitude could foster successful collaboration. This study aimed to assess stereotypes about nursing amongst healthcare students at University of Medicine and Pharmacy at Ho Chi Minh City.

Method: We invited nursing, medical, pharmacy and rehabilitation therapy students to complete an online survey before an interprofessional education course in September 2020. Student Stereotypes Rating Questionnaire was used to assess student stereotypes about nursing. Univariate regression was used to analyze the association between stereotypes score and other factors including interprofessional attitude as measured by Readiness for Interprofessional Learning Scale.

Results: With 102 students invited, 90 students completed the survey. Students were 20-21 years old, 57% were female, and 9% from minor ethnicity. The total attitude score was 80.2 ± 7.2, which meant favorable interprofessional learning. The total stereotype score was 37.1 ± 4.0, considered as high. Stereotype rated in descending order were: Practical skills (4.4), Interpersonal skills (4.3), Ability to be a team player (4.3), Professional competence (4.2), and Confidence (4.2), Ability to make decisions (3.9), Ability to work independently (3.8) and Leadership skills (3.5). There was an association between stereotype and interprofessional attitude total score (Coefficient 0.25, 95%CI: 0.15; 0.36, p-value < 0.01).

Conclusion: Vietnamese students highly regarded nursing profession, yet stereotypes about nursing existed and students viewed nurses as a capable team player, almost a follower. We need to study how interprofessional education courses could improve students’ attitude and stereotypes in future research. 

Introduction: The increasing number of older people around the world has increased the demand for elderly care nursing services. Understanding nursing perceptions can identify willingness to work with older people.

Objective: This study aims to determine predictors for nursing students’ perception of working with older people.

Methods: A cross-sectional study was performed on 292 nursing students at the University of Medicine and Pharmacy. Stratified random sampling with an online self-reporting questionnaire was used to collect data from first- to fourth-year nursing students. Data analysis was performed using SPSS 20. Independent t-test, ANOVA and Pearson’s correlation were utilised to determine the correlation of demographic variables, knowledge and attitude with perception. Moreover, multiple linear regression was applied to determine predictors for the perception of working with older people.

Results: The mean score of perception of working with older people amongst undergraduate nursing students was 51.79±6.31. Factors related to perception include gender (p=0.004), geriatric nursing choice (p=0.007), knowledge about ageing (p=0.001) and attitude towards older people (p<0.001). Multiple linear regression analysis showed that gender (β=−0.149, p=0.005), geriatric nursing choice (β=0.154, p=0.003), knowledge about ageing (β=0.122, p=0.021) and attitude towards older people (β=0.367, p<0.001) are predictors for the perception of working with older people.

Conclusion: An in-depth understanding of ageing and attitude towards older people in the geriatric curriculum plays a vital role in promoting nursing students’ perception of working with older people. 

Introduction: Nursing handover is an important process in hospital care where information and responsibilities are transferred from one nurse to another to ensure continuity of care and safety of patients. However, evidence of the effectiveness of using standardized nursing handover approaches, particularly in resource-limited countries, is scarce. This study was conducted in order to evaluate the change in handover practice through the “I PASS the BATON” model in a university hospital in Vietnam and identify factors contributing to the effectiveness of this model.

Material and methods: We provided handover training for nurses in the Emergency Department using the “I PASS the BATON” model and evaluated their application right after the course and one month after the course.

Results: The consistency of the handover skill among participating nurses remained high one month after applying the model in the routine care at the hospital. Overall, the mean score achieved after training was high and remained unchanged after one month. However, significant and marginally significant improvement was found in some components one month after the course including the Action and Timing. In contrast, the Next component decreased over time. Evaluation of nurses’ perceptions about the model were assessed using the Health Belief Model which revealed that perceived susceptibility and seriousness were at the moderate level and significantly decreased after one month. In contrast, perceived benefits and barriers were at a high level and remained unchanged after one month.

Conclusions: The "I PASS the BATON" model was effective in improving nurses’ handover skills and practices.

Aim: To clarify the meaning of commitment and to provide the empirical referents to measure the concept of commitment.

Method: By using the Walker and Avant (2011) methodology, data were analyzed with the focusing on critical attributes of concept, constructed cases, antecedents and consequences of the concept. Additionally, the empirical referents and implications for nursing knowledge are presented to further elucidate the concept of commitment.

Findings: The critical attributes of commitment derived from this analysis are 1) Promising to involve in an action; 2) Acceptance of responsibility for the action; and 3) Persistent involvement in an action. The process of analysis concept of commitment leads to a better understanding of the concept itself. Nurses can use the ideas of this analysis as conceptual tools to assess the level of commitment among patients/clients in their action toward the health promoting behavior.

Conclusion: This analysis proposes a definition with the critical attributes of the concept which can be considered to use in nursing practice. Nursing is a universal profession; hence, the definition was proposed from this concept analysis can be considered as a beginning point for the further study in nursing field of each country.