The ROC analysis indicated an excellent diagnostic accuracy of the dichotomous IGDS. When apply the five or more cutoff points, the prevalence of IGD was 7.41% in the population-based sample. CONCLUSION This study demonstrated robust psychometric properties of the Chinese version dichotomous IGDS and polytomous IGDS, and suggests that these scales are valid tools that suitable for clinical and research purposes. BACKGROUND As populations age worldwide, nursing educational institutions need to train nurses not only to provide health care services specific to the elderly, but also to have a positive attitude as they work. The present study aimed to investigate the efficacy of a Senior Simulation Suit Programme (SSSP). The SSSP, which focused on mimicking the physiological experiences of an 80 year-old person, was hypothesized to increase the wearer's positive attitude towards older adult care. METHODS A single-blinded, randomized controlled trial was used to evaluate the efficacies of SSSP. One hundred and thirty-nine (139) nursing students were randomly assigned to either SSSP group (n = 69) or to a control group (n = 70) with "placebo clothing", i.e. clothing that mimicked old age but did not actually impair faculties. Two instruments-Kogan Attitudes Towards Old People Scale (KAOP) and a 1-item scale on Willingness To Care for Older People Scale (WCOP)-were used for data collection at baseline and at completion of SSSP. A Chinese version of Palmore's Facts Aging Quiz (C-FAQ) was used to assess nursing students' knowledge about adult care, and a questionnaire was developed to collect demographic information at baseline. RESULTS No significant difference between the two groups was found. A significant increase of positive attitudes and of willingness to serve older adults was found in both the control group and the group wearing SSSP. CONCLUSION Both the SSSP and control intervention could improve the attitudes of nursing students towards older adult care. This study suggests that wearing whatever the nursing students associate with being old, will improve their attitude towards older adult care. BACKGROUND The cultural competence education programme for health professionals aimed to ensure that all people receive effective health care, particularly those from culturally diverse backgrounds. OBJECTIVES The purpose of this study was to investigate the effect of a cultural competence educational course on nurses' self-assessment of their cultural competence. DESIGN A single-blind, randomised control trial design was employed. PARTICIPANTS AND SETTINGS Eligible nurses were recruited from a northern Taiwan medical centre with 2089 beds. METHODS A permuted block of four was used to randomly assign participants to the experimental (n = 47) and control groups (n = 50). The educational course comprised four units and was conducted once weekly for four weeks, with each session lasting 3 h. RESULTS A significant group-time interaction was identified regarding self-learning cultural ability, verifying the education intervention's effect on self-learning cultural ability after a two-month intervention. In addition, a significant main effect over time was discovered for total cultural competence; there was no significant interaction effect. CONCLUSIONS The study provided evidence that an educational programme effectively improved cultural competence in clinical nurses. The results provide a reference for health care providers to design in-service cultural competence education for improving quality of care. BACKGROUND Achieving high quality care through full use of potential stemming from the use of the principles of evidence based practice (EBP) requires adequate shaping of student attitudes toward EBP already at an early stage of education, as well as teaching in the scope of knowledge and skills essential to apply EBP in future professional work. Therefore, nursing educators need a tool to assess competency in EBP. This study aims to present the adaptation of the psychometric test and setting norms to the Polish version of the Evidence Based Practice Competence Questionnaire (EBP-COQ_P). METHODS Poland-wide multicentre study, cross-sectional validation design, a representative sample of 1636 nursing students. The EBP-COQ_P was validated in terms of content validity through an expert review. The EBP-COQ_P was administered to evaluate test reliability and validity.  https://www.selleckchem.com/products/reparixin-repertaxin.html  Settings norms for the Polish nurse population were also done. RESULTS Confirmatory factor analysis demonstrated that 25 items are grouped into three categories which define competences related to EBP attitude, knowledge, and skills. Cronbach's alpha was 0.856 for the entire questionnaire. EBP-COQ_P had good parameters of absolute stability. EBP-COQ_P was also characterized with external construct validity. Measurement with the use of EBP-COQ_P allowed for a good differentiation of the respondents in terms of their expertise in EBP (known-groups validity). CONCLUSIONS In terms of reliability and validity, EBP-COQ_P is compared with its original version. EBP-COQ_P may be used in educational practice (graduate and postgraduate education). Polish norms set for a representative group of nursing students may serve as a benchmark for the results obtained from individual and group measurements. BACKGROUND The ethical and moral complexities are inherent to nursing practice. Ethical dilemmas of professional nurses and nursing students' ethical concerns with their preceptors are well-documented. No reviews have synthesized students' ethical dilemmas regarding patient care. OBJECTIVES This review aimed to develop a comprehensive understanding of nursing students' ethical dilemmas regarding patient care in clinical settings. DESIGN An integrative review based on Whittemore and Knafl's methodology. DATA SOURCES Literature was searched within PubMed, CINAHL, Google Scholar, Scopus, and Science Direct databases and 13 articles including eight qualitative, three quantitative, one mixed methods and one secondary data analysis were reviewed. The articles were published from January 2000-March 2019. REVIEW METHODS The Mixed Methods Critical Appraisal Tool was used for quality assessment. Two reviewers independently reviewed the articles and the third reviewer validated the extracted and synthesized findings. Literature summary tables were developed for data extraction and thematic synthesis techniques and narratives were used for data synthesis.