Nurse education is undergoing a process of transition. Nurses worldwide are working towards achievement of higher levels of education and training through an improved education system. Current trends and innovations in nursing education are emerging to prepare more nurses and to deliver education to students across geographical boundaries while taking into consideration their work and family responsibilities. The current trends and innovations in nursing education range from full time face-to-face interactions to distance education programmes. Teaching approaches such as blended learning, online or e-Learning have provided nurses with an avenue for continuing education for development and progression in their career pathways. Every nurse aspires to reach her highest potential. While the current trends and innovations in nursing education provides the flexibility for nurses to continue learning and upgrade their professional qualifications, there are issues to be considered in catering to the needs of the bottom billion nurses. An exploration of related issues will include views from different perspectives, such as that of the institution/provider, instructor/facilitator and student/learner involved in the development and implementation of the related education programmes.

Each nursing student comes to nursing with a lay image of nursing portrayed by nurses they have seen. This lay perception of nursing that a nursing student holds is transformed to a more professional understanding that is acquired in nursing schools. This process is known as professional socialization. It is a process of learning the norms, attitudes, behaviours, skills, roles, and values of the profession. It involves the internalization of the values and norms of the profession in the individual’s own behaviour and self-concept. The ultimate goal of professional socialization is to internalize a professional identity of the profession. Professional socialization sets in to reduce the tension from the scenario of reality shock and facilitate adaptation during the transition process. This paper serves as a concept paper with the main purpose of introducing and explaining the concept of professional socialization in nursing to help the readers in gaining further understanding of the concept, especially within the local context. The first author has also incorporated her own personal reflections with regards to her socialization process to nursing.

Interprofessional learning (IPL) promotes collaboration among healthcare professionals in providing quality healthcare. For the IPL to have a positive influence on inter-professional collaboration, opportunities must be made available for the healthcare students to learn together. Attitudinal factors have been identified as the major factor hindering the implementation of IPL. In Malaysia, little is known about attitudes of healthcare students towards IPL. Students from different health disciplines often have poor conception of each other’s roles as a member of the healthcare team. IPL increases this knowledge and gives students an understanding of the interpersonal skills needed for liaison and communication. Students from different disciplines who learn together develop interpersonal and teamwork skills, and gain knowledge of how other professionals work. IPL has been shown to create teams that work together better and improve patient experience. In general, IPL aims to improve patient safety, enhance patient satisfaction, and increase levels of innovation in patient care, and increase staff motivation, well-being and retention. There has been increasing emphasis on the important role that interprofessional education (IPE) must play in educating and developing present and future healthcare professionals. This review aims to examine how learning outcomes are articulated in the field of IPE and includes the benefits, importance, ethical concepts and application of IPL in nursing.
Delivery of Health Care

Background: Clinical teaching is an important and essential teaching tool in the clinical area. Clinical teaching and learning is essential for the development and progression of experiential nursing knowledge. Objectives: This research study aims to identify the perceptions and evaluations regarding clinical teaching among Year 2 and Year 3 nursing students, and also to find out if there are any differences in the perceptions and evaluations of the nursing students in regards to clinical teaching. Methods: The formula for calculating the sample size was adopted from Morris (2005). The sample size obtained from the calculation with the confidence interval of 95%, was 132 participants. The participants were taken from a universal population of 142 diploma nursing students: 50 Year 2 nursing students and 92 Year 3 nursing students from the International Medical College in Selangor. The research instrument used was the Bedside Teaching Evaluation questionnaire that was adapted with approval by the writer from the University of Witwatersrand Department of Surgery (2008). A pilot study was conducted on 20 participants of Year 1 to Year 3 nursing students from the Assunta College of Nursing, with a Cronbach’s alpha reliability index of 0.89. Results: The data collected were analysed using descriptive statistics to find out the participant’s perceptions and evaluations regards clinical teaching; and also to compare the perceptions and evaluations between the two groups of nursing students from Years 2 and 3. The study findings showed that 46% (n=142) of the respondents had a good feedback on all the five (5) items under the perceptions of clinical teaching whereas 42% (n=142) of the respondents had a moderate view on all the five (5) items in the perceptions of clinical teaching sessions. With regards to the evaluation of clinical teaching sessions, 50% of the respondents had a moderate feedback on all the three (3) items in this section. Conclusion: Most of the participants perceived and evaluated the clinical teaching as an important teachinglearning strategy in enhancing clinical learning.
Nursing

This is a questionnaire survey of dietary supplement usage among students in the International Medical University. Just over two-fifths of these students reported using dietary supplements daily. This high usage of dietary supplements is in contrast their expressed ambivalence about these products.