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In the 10 years since this paper was originally published in EBN’s Research Made Simple series,
Assessing the quality of research is crucial to ensure findings can be effectively applied to clinical practice and are based on...
Commentary on: de Alencar Ribeiro, A, et al. Mental health and university dropout among nursing students: a cross-sectional study. Nurse Educ Today 2025; 147.
Implications for practice and research Educators should be trained to recognise and address mental health issues in students, ensuring they provide the necessary support and create a positive learning environment. Higher education institutions need to implement targeted mental health programmes to support nursing students, focusing on depression, anxiety, and stress management. Future research should focus on evaluating the effectiveness of different interventions designed to improve mental health and reduce dropout rates among nursing students.
University dropout is a significant issue with multifactorial causes, including mental health challenges. Nursing students, due to the demanding nature of their studies, are particularly vulnerable to stress, anxiety and depression, which can lead to higher dropout rates. Understanding these factors is crucial...
This May, the World Health Assembly (WHA) will vote on re-establishing a mandate for the WHO to address the health consequences of nuclear weapons and war.
The first atomic bomb exploded in the New Mexico desert 80 years ago, in July 1945. Three weeks later, two relatively small (by today’s standards), tactical-size nuclear weapons unleashed a cataclysm of radioactive incineration on Hiroshima and Nagasaki. By the end of 1945, about 213 000 people were dead.
Last December, Nihon Hidankyo, a movement that brings together atomic bomb survivors, was awarded the Nobel Peace Prize for its ‘efforts to achieve a world free of nuclear weapons...
Critically evaluating the evidence, in particular research evidence, which underpins practice, is central to quality care and service improvements. Systematically appraising research includes assessing the rigour with which methods were undertaken and factors that may have biased findings. This article will outline what bias means in relation to research, why it is important to consider bias when appraising research and describe common types of bias across research processes. We will also offer strategies that researchers can undertake to minimise bias.
The Critical Appraisal Skills Programme (CASP) describes bias in research as ‘systematic errors that can occur at any stage of the research process’ and can have a ‘significant impact on the reliability and validity of the findings’ that may lead to a distortion of the conclusions.
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