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Aims: To summarise available reviews on nursing handover (NH) and patient safety (PS), providing a set of evidence-based recommendations for clinical practice and research., Design: Umbrella review., Data Sources: We systematically searched PubMed, CINAHL, and Cochrane Library CENTRAL databases up to October 2018., Review Methods: Retrieved reviews were critically evaluated using the Checklist for Systematic Review and Research Syntheses. Then, an iterative approach and two different frameworks were adopted to categorize the findings in: (a) practice; and (b) research recommendations., Results: A total of 17 reviews were included: among them, 16 reported a range of recommendations for clinical practice to promote PS by reducing adverse events. For what concerns research, 16 reviews recommended specific strategies to improve and strengthen research and its quality in the field of NHs and PS., Conclusion: Changing nursing handover practices to increase PS is complex: it means changing the culture, roles and behaviour of any given clinical nursing setting. To be effective, the change requires a tailored approach, time and implementation strategies including education and support. Future studies should address the flexibility required by handovers in daily practice and the multiple needs with the aim of increasing the robustness of the available evidence on NHs. These should also embrace the Complex Interventions Research Framework., Impact: Several reviews have been performed as summaries of research and practice evidence on NHs, but no summary of the established clinical and research recommendations on NHs and PS has been provided to date. Standardized handovers supported by technological solutions, facilitating face-to-face contact between nurses, possibly alongside bedside reports, can improve PS. Well-designed longitudinal studies, on a wide scale, in different settings, based on a strong rationale and focused on measuring the association between handover and patients' safety issues are recommended., (© 2019 John Wiley & Sons Ltd.)

Aims: To perform a psychometric test of the factor structure of the Multidimensional Nursing Generation Questionnaire, an instrument developed to measure nursing generational characteristics in the workplace and investigate the relations among its factors and background variables., Background: Nurses today include members of the Baby Boomer and X and Y generations, whose characteristics in the work environment have not been studied thoroughly., Design: Instrument and construct cross-sectional study for psychometric testing/validation., Methods: Questionnaire components and constructs were tested using confirmatory factor analysis (CFA), structural equation modelling and Cronbach's alpha. For this purpose, a survey was conducted in November 2016 on a sample of Finnish and Italian nurses working in public hospitals (N = 3,218)., Results: Eight hundred twenty-two nurses completed the questionnaire, where CFA identified 48 items and six factors with acceptable internal consistency (Cronbach's alpha range: 0.73-0.88): (a) Conflicts between generations; (b) Patient safety view; (c) Relationships issues between generations; (d) Working as a multigenerational team; (e) Orientation to change; and (f) Work propensity and availability. Various relations were identified among the background variables and factors that related largely to generational belonging, educational level and country., Conclusion: The final version of the questionnaire demonstrates a more robust factor structure than did the preliminary. Further tests should be conducted on nurses in different countries/cultures and work environments., Impact: The complete validation of the Multidimensional Nursing Generation Questionnaire will provide research evidence useful to create an inclusive work environment for each generation., (© 2019 John Wiley & Sons Ltd.)

Aims: The aim of this study was to describe and summarize workplace characteristics of three nursing generations: Baby Boomers, Generations X and Y., Background: Generational differences affect occupational well-being, nurses' performance, patient outcomes and safety; therefore, nurse managers, administrators and educators are interested increasingly in making evidence-based decisions about the multigenerational nursing workforce., Design: Mixed-method systematic review., Data Sources: Medline, CINAHL, PsycINFO and Scopus (January 1991-January 2017)., Review Methods: (1) The Joanna Briggs Institute's method for conducting mixed-method systematic reviews; (2) the Preferred Reporting Items for Systematic Reviews and Meta-Analyses and (3) the Enhancing Transparency in Reporting the Synthesis of Qualitative Research guidelines. The studies' methodological quality was assessed with the Mixed-Methods Appraisal Tool. Quantitative and mixed-method studies were transformed into qualitative methods using a convergent qualitative synthesis and qualitative findings were combined with a narrative synthesis., Results: Thirty-three studies were included with three main themes and 11 subthemes: (1) Job attitudes (work engagement; turnover intentions, reasons for leaving; reasons, incentives/disincentives to continue nursing); (2) Emotion-related job aspects (stress/resilience; well-being/job satisfaction; affective commitment; unit climate; work ethic) and (3) Practice and leadership-related aspects (autonomy; perceived competence; leadership relationships and perceptions). Baby Boomers reported lower levels of stress and burnout than did Generations X and Y, different work engagement, factors affecting workplace well-being and retention and greater intention to leave compared with Generation Y, which was less resilient, but more cohesive., Conclusion: Although several studies reported methodological limitations and conflicting findings, generational differences in nurses' job attitudes, emotional, practice and leadership factors should be considered to enhance workplace quality., (© 2018 John Wiley & Sons Ltd.)

Aims: To identify patient safety competencies, and determine the clinical learning environments that facilitate the development of patient safety competencies in nursing students., Background: Patient safety in nursing education is of key importance for health professional environments, settings and care systems. To be effective, safe nursing practice requires a good integration between increasing knowledge and the different clinical practice settings. Nurse educators have the responsibility to develop effective learning processes and ensure patient safety., Design: Rapid Evidence Assessment., Data Sources: MEDLINE, CINAHL, SCOPUS and ERIC were searched, yielding 500 citations published between 1 January 2004-30 September 2014., Review Methods: Following the Rapid Evidence Assessment process, 17 studies were included in this review. Hawker's (2002) quality assessment tool was used to assess the quality of the selected studies., Results: Undergraduate nursing students need to develop competencies to ensure patient safety. The quality of the pedagogical atmosphere in the clinical setting has an important impact on the students' overall level of competence. Active student engagement in clinical processes stimulates their critical reasoning, improves interpersonal communication and facilitates adequate supervision and feedback., Conclusion: Few studies describe the nursing students' patient safety competencies and exactly what they need to learn. In addition, studies describe only briefly which clinical learning environments facilitate the development of patient safety competencies in nursing students. Further research is needed to identify additional pedagogical strategies and the specific characteristics of the clinical learning environments that encourage the development of nursing students' patient safety competencies., (© 2016 John Wiley & Sons Ltd.)