Methods. A descriptive comparative cross-sectional study was conducted in October through November, 2021. In total, 115 nursing students participated in a survey where 63 students were from the first year and 52 from the fourth year of a nursing program. The response rate was 83.3%. The questionnaire was developed by the authors. The approval of the Bioethics Center of the Lithuanian University of Health Sciences was obtained (No. BEC–SL(N)–17).

Results. The first year students were more likely to take care of dementia patients than the fourth year students (28.6% and 11.6%, respectively). The fourth year nursing students more often than the first year students noted that they were not planning to work in the elderly units (28.8% and 9.5%, respectively, P = 0.007) and felt not having enough patience to provide such care (42.3% and 7.9%, respectively, P = 0.001). Last year nursing students reported being better prepared to work with dementia patients than the first year students (mean ranks 64.85 and 52.35, respectively, P = 0.016) and more often highlighted the high need of hygiene assurance for dementia patience (mean ranks 65.92 and 51.46, respectively, P = 0.007).

Conclusions. The fourth year nursing students are less likely to take care of dementia patients than the first year nursing students. Students see the care of dementia patients challenging because of older age and altered mental status of the patient that creates psychological difficulties and requires much more patience in care. Effective learning strategies alongside with the good mentorship relationship and positive clinical training experience of students may help to encourage and motivate nursing graduates to care for dementia patients during their professional career.

The purpose of the study was to investigate feedback from Estonian, Latvian and Lithuanian nursing students, mentors and teachers after their use of the eMedication Passport.

This study was an analysis of quantitative and qualitative data taken from open-ended online questionnaires completed anonymously on the Webropol 3.0 platform.

The positive feedback on the use of eMedication Passport was most pronounced from Estonian nursing students, followed by Latvian and Lithuanian students. In most cases, nurse mentors and teachers did not cooperate when evaluating the development of students’ medication competence.

All respondents emphasized the need for closer cooperation to improve medication competence with the use of the eMedication Passport.

Method. For data collection, a quantitative questionnaire survey was used with a convenience sample of 110 third-year nursing students in three Baltic countries.

Results. According to three-fourths of students’ evaluations, many tasks in medication care were performed without adequate supervision. A third of students felt that the medication competence expected from them during clinical practice was higher than their current skill. Approximately half of the students received feedback on their medication competence development from nurse mentors. More than a third of the students reported that they had sufficient opportunities to practise medication management in clinical practice. One-fourth of the students found that the medication education at school and the medication care in practice corresponded well.

Conclusion. More attention should be paid to teaching and practicing medication management in clinical practice. It is essential to enhance the relationship between the student and the nurse mentor, providing students with more opportunities for medication administration under the mentor’s supervision, as well as to ensure sufficient feedback and support.

Objectives. This study identifies the values and professional role perceptions among Turkish and Lithuanian nursing students, who come from different cultural backgrounds.

Methods: A descriptive, cross-sectional, correlational design was applied in this study. A crosssectional survey was based on the Rokeach Value Survey and Nursing Role Perception Questionnaire. Surveys were conducted at the Acıbadem University and the Lithuanian University of Health Science. The participants were students of the nursing programme. The study was approved by the Bioethics Centre at the Lithuanian University of Health Sciences and an ethical approval for the study was obtained from the Ethics Committee of the Acıbadem University.

Results. Study results revealed statistically significant differences between priorities of instrumental and terminal values in both countries. An analysis of average factor scores indicates that the average score of the first factor Breadth of Professional Outlook and the sixth factor Level of Rapport with Patients and Colleagues were statistically significantly higher among the Lithuanian nursing students compared with the Turkish nursing students.

Conclusion. Lithuanian and Turkish students of nursing programmes emphasised the importance of such values as family security, tranquillity and freedom and had different perceptions about the nurse’s role in health care.