The purpose of this study was to investigate intercultural sensitivity among nursing students in Turkey. This study is a cross-sectional study. It was conducted with nursing students at a university in Ankara. The sample comprised 152 nursing students at the university. This study was carried out between May 2013 and June 2013. Data were collected using an Interview Questionnaire and Intercultural Sensitivity Scale. The data were analysed using frequency, independent t-test and one-way ANOVA. The study found out that the nursing students had higher scores of cultural sensitivity (88.92 ± 12.20). It was found that senior year students, the students who speak a foreign language and the students who had chosen the school willingly had higher scores of cultural sensibility (p < 0.05). The study found that the nursing students had higher scores of cultural sensivility. To increase intercultural sensitivity of nursing students it is recommended that the maintenance strategies and the concept of intercultural sensitivity should be integrated in the curriculum of nursing education and postgraduate training programs.

In the study, clinical decision making perceptions of students who had clinical practice experience were evaluated. The sample was 210 nursing students. Data were collected through the Clinical Decision Making in Nursing Scale. There were significant differences between total scale score and three subscale scores of nursing students. According to one-year follow-up results, it was found that pre-graduation clinical decision making perception scores of students were low. For all of the classes, there is a need to implement different education methods which will elevate students’ perceptions of making clinical decisions in accordance with their developmental properties and to evaluate their results.

Social distance (SD) characterises attitudes towards stigmatised groups, such as individuals with intellectual disabilities (ID). Investigating the SD of nursing students is crucial for understanding how future healthcare professionals perceive and interact with people with ID. The study aimed to examine the SD of nursing students towards patients with ID in medical service scenarios. The sample consisted of 327 nursing students from Poland, the Czech Republic, and Serbia. A diagnostic survey method was used. The SD of surveyed students towards individuals with disabilities exhibited greater variation in intergroup comparisons within formal contexts associated with professional roles than in situations demanding personal involvement beyond professional duties.

The study was conducted to observe changes in nursing students’ Self-Directed Learning Readiness (SDLR) scores and Locus of Control (LOC) scores during their four-year education with the PBL approach and to determine the relationship between SDLR and LOC. The sample included 47 students. Data were collected with LOC and SDLR scales. When the students’ four-year scores were compared, a significant difference was observed between SDLR scores and LOC scores. In both scales, the nursing students’ second and third-year scores increased significantly compared to their first-year scores whereas their fourth-year scores decreased. There was a negative weak correlation between the SDLR scores and LOC scores of the students in every year. Both the SDLR scores and LOC scores decreased in the fourth-year students because the students spent a large part of their time on clinical education. Therefore, it might be proposed that fourth-year curriculum should include topics which might help them cope with stressors associated with issues such as individual development and job finding.

This study aimed to determine student opinions before and after the Critical Thinking course included in the curriculum of a school of nursing in Turkey. The study employed a descriptive phenomenological qualitative method and purposeful sampling. The study population consisted of a total of seven students attending the Critical Thinking course. Research data were collected through the Individual In-depth Interview technique and analyzed with the use of a descriptive analysis method. The findings revealed that the critical thinking course had a positive effect on students’ opinions about critical thinking. To sum up, critical thinking should be offered as a separate course within curriculum, its efficiency should be subject to continuous assessment and the course should be continuously improved.