Objective:To summarize medication safety assessment tools for clinical nurses both domestically and internationally.Methods:Guided by the Joanna Briggs Institute (JBI) scoping review methodology, a systematic search was conducted across CINAHL, Embase, PubMed, Web of Science, SinoMed, China National Knowledge Infrastructure, and WanFang Data. The search period was from the establishment of database to January 1, 2025. Medication safety assessment tools for clinical nurses were extracted, relevant content was systematically analyzed, and the retrieval results were reported in a standardized manner.Results:A total of 28 studies were included, involving 15 medication safety assessment tools for clinical nurses. Assessment methods employed multidimensional and graded self-assessment formats. Based on evaluation perspectives, these tools were categorized into six types, including operational standardization monitoring, cognitive bias calibration, environmental stress testing, capability threshold identification, reporting barrier analysis, and medication information systems. The assessment tools had high reliability and validity, multiple types, and diverse evaluation perspectives.Conclusions:Researchers should carefully select and use assessment tools based on research characteristics. It is necessary to enhance the autonomy of nursing research on medication safety, develop comprehensive and accurate clinical nurse medication safety assessment tools that are adapted to China's clinical context, and promote the improvement of nurse medication safety.

Objective:To summarize medication safety assessment tools for clinical nurses both domestically and internationally.Methods:Guided by the Joanna Briggs Institute (JBI) scoping review methodology, a systematic search was conducted across CINAHL, Embase, PubMed, Web of Science, SinoMed, China National Knowledge Infrastructure, and WanFang Data. The search period was from the establishment of database to January 1, 2025. Medication safety assessment tools for clinical nurses were extracted, relevant content was systematically analyzed, and the retrieval results were reported in a standardized manner.Results:A total of 28 studies were included, involving 15 medication safety assessment tools for clinical nurses. Assessment methods employed multidimensional and graded self-assessment formats. Based on evaluation perspectives, these tools were categorized into six types, including operational standardization monitoring, cognitive bias calibration, environmental stress testing, capability threshold identification, reporting barrier analysis, and medication information systems. The assessment tools had high reliability and validity, multiple types, and diverse evaluation perspectives.Conclusions:Researchers should carefully select and use assessment tools based on research characteristics. It is necessary to enhance the autonomy of nursing research on medication safety, develop comprehensive and accurate clinical nurse medication safety assessment tools that are adapted to China's clinical context, and promote the improvement of nurse medication safety.

Objective: To analyze epidemiological characteristics of campus bullying among primary and middle school students in central China to explore its relation with mental health problems, and to provide a reference for the campus bullying prevention. Methods: Stratified cluster sampling method was used to select primary and middle school 10 581 students from Anyang, Nanyang and Xinxiang cities of Henan Province, Middle School Students Mental Health Scale and the Self designed Scale of Adolescent Bullying Behavior were used to analyze the relationship between mental health problems with campus bullying behavior. Results: The total report rate of bullying penetrator was 12.5% among students in the three cities. Among primary and middle school students with mental health problems such as hostility, interpersonal stress, academic pressure and emotional imbalance, the detection rate of bullying behavior was 24.2%, 20.3%, 19.4% and 20.1%, respectively. The results of multivariate analysis showed that hostility symptoms ( OR =3.78, 95% CI =1.71-8.32), interpersonal stress ( OR =3.50, 95% CI = 1.62 -7.57), academic pressure ( OR = 1.62 , 95% CI =1.21-2.16) and emotional imbalance ( OR =2.80, 95% CI =1.41-5.56) showed a significant impact on campus bullying ( P <0.05). Conclusion Mental health problems of primary and middle school students are closely related to the occurrence of bullying behavior. It is necessary to pay attention to the mental health education of bullies and intervene bullying behaviors from the source.

Objective: To explore the associations between parental marital status with bullying and self injurious behavior among primary and secondary school students, and to provide intervention support for the prevention of self injurious behavior of primary and secondary school students. Methods: A total of 11 107 primary and secondary school students in Nanyang, Anyang and Xinxiang city from central China were selected using multistage clustering sampling method. A questionnaire survey regarding bullying was administered. Results: Report rate of bullying in boys (18.1%) was higher than that in girls (9.8%), while report rate of self injurious behavior in girls (3.9%) was higher than that in boys(3.2%)( χ 2=155.56, 4.64, P <0.05). The severity of bullying ( r =0.44) and types of bullying ( r =0.42) were positively correlated with self injurious behaviors( P <0.01), while parental marital status was negatively correlated with self injurious behavior( r=-0.11, P <0.01). Parental marital status negatively moderated the relationship between severity of bullying( β =-0.01), types ( β =-0.05) with self injurious behavior( P <0.01). Conclusion Parental marital status plays a moderating role in the association between bullying and self injurious behavior among primary and middle school students.The lower parental marital status, the higher rate of self injurious behavior among bullied children. Comparison of bullied rates among primary and secondary school students with different characteristics.