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To discuss person-centred care in nursing education and the role of online pedagogy to facilitate meaninful learning. The core principles and values of person-centred care are at the centre of national and international healthcare education. Person-centred care recognises partnerships and relationships between nurses, healthcare practitioners and individual patients, carers and their families and part of the training of healthcare professionals. However, the literature on how person-centred care is taught to facilitate meaningful learning in nursing education particularly in the context of online pedagogy is limited. A critical discussion paper. A critical discussion of person-centred care and online pedagogy that can facilitate teaching practices are presented, drawing on authors' positionality and case exemplars. Teaching person-centred care using online pedagogy appears to have a promising impact on undergraduate and postgraduate nursing students' experiences. Engaging students in critical examination and reflection on the complexities of person-centred care in practice creates meaningful experiential learning for both students and educators. Evidence suggests that the use of online pedagogy is a beneficial and effective way to incorporate the teaching of person-centred care into nursing education, yet more evidence is needed to evaluate its impact on nursing practice. [ABSTRACT FROM AUTHOR]

The aim of this study is to present the possibilities of nurse education in the use of the Chat Generative Pre-training Transformer (ChatGPT) tool to support the documentation process. The success of the nursing process is based on the accuracy of nursing diagnoses, which also determine nursing interventions and nursing outcomes. Educating nurses in the use of artificial intelligence in the nursing process can significantly reduce the time nurses spend on documentation. Discussion paper. We used a case study from Train4Health in the field of preventive care to demonstrate the potential of using Generative Pre-training Transformer (ChatGPT) to educate nurses in documenting the nursing process using generative artificial intelligence. Based on the case study, we entered a description of the patient's condition into Generative Pre-training Transformer (ChatGPT) and asked questions about nursing diagnoses, nursing interventions and nursing outcomes. We further synthesized these results. In the process of educating nurses about the nursing process and nursing diagnosis, Generative Pre-training Transformer (ChatGPT) can present potential patient problems to nurses and guide them through the process from taking a medical history, setting nursing diagnoses and planning goals and interventions. Generative Pre-training Transformer (ChatGPT) returned appropriate nursing diagnoses, but these were not in line with the North American Nursing Diagnosis Association – International (NANDA-I) classification as requested. Of all the nursing diagnoses provided, only one was consistent with the most recent version of the North American Nursing Diagnosis Association – International (NANDA-I). Generative Pre-training Transformer (ChatGPT) is still not specific enough for nursing diagnoses, resulting in incorrect answers in several cases. Using Generative Pre-training Transformer (ChatGPT) to educate nurses and support the documentation process is time-efficient, but it still requires a certain level of human critical-thinking and fact-checking. [ABSTRACT FROM AUTHOR]

Globally, the nursing profession constitutes the largest proportion of the health workforce; however, it is challenged by widespread workforce shortages relative to need. Strategies to promote recruitment of the nursing workforce are well-established, with a lesser focus on strategies to alleviate the burden on the existing workforce. This burden may be exacerbated by the impact of low-value health care, characterised as health care that provides little or no benefit for patients, or has the potential to cause harm. Low-value health care is a global problem, a major contributor to the waste of healthcare resources, and a key focus of health system reform. Evidence of variation in low-value health care has been identified across countries and system levels. Research on low-value health care has largely focused on the medical profession, with a paucity of research examining either low-value health care or the de-implementation of low-value health care from a nursing perspective. The objective of this paper is to provide a scholarly discussion of the literature around low-value health care and de-implementation, with the purpose of identifying implications for nursing research. With increasing pressures on the global nursing workforce, research identifying low-value health care and developing approaches to de-implement this care, is crucial. [ABSTRACT FROM AUTHOR]

The majority of pediatric emergency patients are seen in mixed-age emergency departments and triaged by general emergency nurses. Educational methods for teaching pediatric triage education to general emergency nurses have not been well studied, and previous studies of the use of the Emergency Severity Index in children have been performed primarily in centers that are high volume for pediatrics. A repeated-measures, randomized crossover study comparing 2 different methods of pediatric triage education was conducted. Participants were general emergency nurses recruited from a general emergency department that is classified as low volume for pediatrics. Each participant was exposed in a random order to both educational methods: paper-based cases and high-fidelity simulation. All participants had substantial improvement in pediatric triage accuracy as measured by a standardized set of pediatric triage cases. The previously reported trend toward undertriage of the pediatric patient was observed despite a mean triage agreement rate of 73% at the end of the study period. No differences were observed between groups; the order of the educational intervention did not result in statistically significant differences in triage accuracy. A combined approach of paper-based cases and high-fidelity simulation was effective at improving pediatric triage accuracy among a group of general ED nurses with limited exposure to pediatric patients. The results from this study suggest that combining both methods of education may be a viable means of providing general emergency nurses with additional knowledge in pediatric triage; however, persistent trends in undertriage should be studied further. [ABSTRACT FROM AUTHOR]

Abstract Short answer tests (SAT) are an assessment that examines nursing students' knowledge and can be used to evaluate expectations for student educational success. The purpose of this literature review is to combine the best available evidence as to whether short answer test papers meet nursing facility curricula learning outcomes. A literature review was performed consisting of data bases which included; ERIC, SCOPUS, CINAHL MEDLINE, COCHRANE LIBRARY and JOHANNA BIGGS INSTITUTE (JBI). The following keywords were used: Short answer test, written assessment, quiz, organisations, university, higher degree education, tertiary education, nursing, perceptions, attitude, opinions, thoughts, feeling and belief. The majority of studies demonstrated that short answer tests equip nursing students with the knowledge and critical thinking skills for the clinical setting. Three major themes were identified: the effects of increasing class sizes; authenticity and the validity of short answer tests. Short answer tests are commonly used in undergraduate nursing programs to evaluate students' level of knowledge which consists of their ability to critically analyse and problem solve. To maintain authenticity and validity of an assessment, there is a need for an evidence-based approach to their design to meet the core learning objectives within the curriculum. Highlights • Short answer tests equip nursing students with knowledge and critical thinking skills in preparation for the workforce. • Short answer tests are used to evaluate students' knowledge level and their ability to critically analyse and problem solve. • Authenticity and validity of assessments require an evidence-based approach to meet the learning outcomes in the curriculum. [ABSTRACT FROM AUTHOR]

This discussion paper highlights the importance of Australian nursing and midwifery students' lack of exposure to electronic medical records during their undergraduate programs. There is pressure on universities offering nursing and midwifery programs to provide students with opportunities to learn to use patient electronic medical records. This will provide authentic rehearsal with the digital technology prior to clinical placements and increase graduate work readiness. Informed by contemporary literature, we describe the benefits of implementing electronic medical records (eMR) in health organisations and identify the challenges and barriers to implementing and integrating the education of electronic records into undergraduate nursing and midwifery programs. Undergraduate students who had not experienced eMR as part of on-campus learning felt unprepared and lacked confidence when commencing clinical practice. Some international nursing and midwifery programs have found that student's skills improve in decision-making and documenting patient observations when eMR is integrated into their university education program. Successful integration of an eMR program should consider academic/teaching staff skills and confidence in technology use, initial and ongoing costs and technical support required to deliver the program. In conclusion, Australian universities need to embed eMR learning experiences into the nursing and midwifery undergraduate curricula to increase students work-readiness with a focus on patient safety. [ABSTRACT FROM AUTHOR]

The aim of this paper is to discuss the development of modern nursing in Italy. Specifically, the paper aims to draw attention to the fact that while nursing in Italy has mirrored developments in Europe, in many respects the advancement of the profession is much less accelerated. The paper considers the reasons for this and the contributing factors and explores possible solutions. [ABSTRACT FROM AUTHOR]

Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education. To (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model. The Learning from Errors model is drawn from critical elements of two pedagogical approaches, productive failure and error management training and pedagogical features of high-quality healthcare simulations. We describe the Learning from Errors model, which emphasises the need for adopting pedagogical methods that explicitly use errors as learning opportunities and ultimately inform simulation design. We then illustrate the application of this model to a simulation example. The model includes the following elements: i) normalisation of errors, ii) challenging simulation scenarios, iii) self-directed learning, iv) collaborative teamwork and v) comparison with best practice. This discussion paper presents the Learning from Errors conceptual model, an evidence-based approach that can assist educators in the design of simulations that embrace errors as a catalyst for learning. [ABSTRACT FROM AUTHOR]

The management of older persons with cancer has become a major public health concern in developed countries because of the aging of the population and the steady increase in cancer incidence with advancing age. Nurses and allied health care professionals are challenged to address the needs of this growing population. The International Society of Geriatric Oncology (SIOG) Nursing and Allied Health (NAH) Interest Group described key issues that nurses and allied health care professionals face when caring for older persons with cancer. The domains of the Geriatric Assessment (GA) are used as a guiding framework. The following geriatric domains are described: demographic data and social support, functional status, cognition, mental health, nutritional status, fatigue, comorbidities, polypharmacy, and other geriatric syndromes (e.g. falls, delirium). In addition to these geriatric domains, quality of life (QoL) is described based on the overall importance in this particular population. Advice for integration of assessment of these geriatric domains into daily oncology practice is made. Research has mainly focused on the role of treating physicians but the involvement of nurses and allied health care professionals is crucial in the care of older persons with cancer through the GA process. The ability of nurses and allied health care professionals to perform this assessment requires specialized training and education beyond standard oncology knowledge. [ABSTRACT FROM AUTHOR]

To explore a cohort of mental health nurses' views and experiences in developing and applying critical appraisal of research skills to identify helping and hindering factors. In accordance with evidence-based practice principles, there is an expectation that student (mental health) nurses will become competent in understanding research to make judgements about its trustworthiness and applicability in the clinical setting. This process is termed the 'critical appraisal of research' and it is deemed important to healthcare professionals because it facilitates the use of evidence from research to underpin practice. The study incorporated qualitative secondary research using thematic analysis and a poststructural lens. Following undertaking a module including tuition on the critical appraisal of research, a cohort of student mental health nurses' submitted essay reflections focusing on critical appraisal experiences were thematically analysed. The thematic analysis included both deductive and inductive components in adjunct to a poststructuralist analysis to explore influencing factors of language, meaning and subjectivity. The study identified there are both pedagogical factors and wider societal considerations influencing the critical appraisal of research experiences. Psychological and emotional factors, incorporating anxiety components were identified as a key barrier to engagement and understanding which has not previously been identified in comparable research. Enablers to the understanding and application of critical appraisal skills were identified as peer learning, accessing academic supervision, gaining a satisfaction of personal learning and self-directed learning with library skills support. The findings indicate that there are specific pedagogic considerations which can be applied when supporting mental health student nurses in developing and gaining skills in the critical appraisal of research. It is recommended that these are applied universally for nursing students and considered for other populations of healthcare students. • A key barrier to critical appraisal comprehension included anxiety experiences. • Satisfaction with learning promoted growth in knowledge. • Accessing academic supervision was perceived to enable progression immediately. [ABSTRACT FROM AUTHOR]

A large and increasing number of studies have reported a relationship between low nurse staffing levels and adverse outcomes, including higher mortality rates. Despite the evidence being extensive in size, and having been sometimes described as “compelling” and “overwhelming”, there are limitations that existing studies have not yet been able to address. One result of these weaknesses can be observed in the guidelines on safe staffing in acute hospital wards issued by the influential body that sets standards for the National Health Service in England, the National Institute for Health and Care Excellence, which concluded there is insufficient good quality evidence available to fully inform practice. In this paper we explore this apparent contradiction. After summarising the evidence review that informed the National Institute for Health and Care Excellence guideline on safe staffing and related evidence, we move on to discussing the complex challenges that arise when attempting to apply this evidence to practice. Among these, we introduce the concept of endogeneity, a form of bias in the estimation of causal effects. Although current evidence is broadly consistent with a cause and effect relationship, endogeneity means that estimates of the size of effect, essential for building an economic case, may be biased and in some cases qualitatively wrong. We expand on three limitations that are likely to lead to endogeneity in many previous studies: omitted variables, which refers to the absence of control for variables such as medical staffing and patient case mix; simultaneity, which occurs when the outcome can influence the level of staffing just as staffing influences outcome; and common-method variance, which may be present when both outcomes and staffing levels variables are derived from the same survey. Thus while current evidence is important and has influenced policy because it illustrates the potential risks and benefits associated with changes in nurse staffing, it may not provide operational solutions. We conclude by posing a series of questions about design and methods for future researchers who intend to further explore this complex relationship between nurse staffing levels and outcomes. These questions are intended to reflect on the potential added value of new research given what is already known, and to encourage those conducting research to take opportunities to produce research that fills gaps in the existing knowledge for practice. By doing this we hope that future studies can better quantify both the benefits and costs of changes in nurse staffing levels and, therefore, serve as a more useful tool for those delivering services. [ABSTRACT FROM AUTHOR]

Introduction Paper-based documents are subject to problems related to storage, loss, distribution and editing. Many organizations have introduced ICT-based processes to reduce the use of paper as primary documentation. Nevertheless, paper documents are still being used in healthcare. Purpose To better understand this situation, we have studied the use of paper-based patient lists in two wards in a Norwegian hospital that has ‘gone digital’. We seek to answer the question: “Why is it that paper-based patient lists are maintained in the ward of a hospital going digital?” Methods Participant observations and semi-structured interviews with stakeholders. Results Patient lists allow nurses to immediately record, retrieve, and share relevant patient information at the point of care in a way that is not immediately available through the EPR system. Paper-based tools continue to serve purposes beyond and outside what is currently supported by current electronic information systems. [ABSTRACT FROM AUTHOR]

Objective Healthcare institutions worldwide are moving to electronic health records (EHRs). These transitions are particularly numerous in the US where healthcare systems are purchasing and implementing commercial EHRs to fulfill federal requirements. Despite the central role of EHRs to workflow, the cognitive impact of these transitions on the workforce has not been widely studied. This study assesses the changes in cognitive workload among pediatric nurses during data entry and retrieval tasks during transition from a hybrid electronic and paper information system to a commercial EHR. Materials and methods Baseline demographics and computer attitude and skills scores were obtained from 74 pediatric nurses in two wards. They also completed an established and validated instrument, the NASA-TLX, that is designed to measure cognitive workload; this instrument was used to evaluate cognitive workload of data entry and retrieval. The NASA-TLX was administered at baseline ( pre -implementation), 1, 5 and 10 shifts and 4 months post- implementation of the new EHR. Results Most nurse participants experienced significant increases of cognitive workload at 1 and 5 shifts after “go-live”. These increases abated at differing rates predicted by participants’ computer attitudes scores ( p = 0.01). Conclusions There is substantially increased cognitive workload for nurses during the early phases (1–5 shifts) of EHR transitions. Health systems should anticipate variability across workers adapting to “meaningful use” EHRs. “One-size-fits-all” training strategies may not be suitable and longer periods of technical support may be necessary for some workers. [ABSTRACT FROM AUTHOR]

• Through concept-based curriculum (CBC), theoretical learning is integrated into clinical practice and promotes an interactive environment. However, developing a CBC can alleviate faculty challenges. Shared experiences in developing and implementing CBCs will make it easier for faculty members to complete these processes. • This paper shares the experience of faculty members who developed a BSCN program at a college in Ontario Canada. It describes how to complete the process. It provides some lessons learned about completing this process. • In this paper, colleges that are considering starting a BSCN program can find information that can be applied to their development efforts. It provides lessons learned from this process. Adopting CBC in BSCN programs can help students improve their learning, and structure their thoughts. This leads to critical thinking and clinical judgment needed for clinical sitting. Background: Health-care complexity increases concerns regarding a theory-practice gap for new graduates. The concept-based curriculum (CBC) is a model that minimizes content saturation and prepares students for safe patient care through clinical reasoning. Innovation: After the Ontario government announced colleges could offer stand-alone bachelor's degrees in nursing, Lambton College leadership determined that the college would be one of the first colleges to develop an Honors Bachelor of Science in Nursing degree program. To alleviate content overload, Lambton faculty developed a CBC that organizes information into broader principles to assist students learn more effectively. Implications: A CBC can help students improve their learning and structure their thoughts which leads to graduating with the necessary critical judgment skills and ability to respond to any nursing situations they are presented with. By sharing the experience of a college that developed a CBC, other colleges can complete the same process. Conclusion: The development of a new nursing bachelor program takes time and effort. The process requires a motivated group and a leader with expertise. [ABSTRACT FROM AUTHOR]

• What is currently known about this topic. • Various instructional approaches and impact on learning. • What the paper adds to the existing knowledge. • Conceptual framework of online interactive instruction and its impact on learning. • How the information in your manuscript can be applied to practice. • Shows trends in instructional approaches for undergraduate and graduate curricula. This paper discusses the underlying conceptual theories that support the use of technology-based educational tools and their implications on student learning outcomes. The use of technology-based educational tools has expanded where virtual classrooms, digital simulations, real-time feedback, interactive quizzes, podcasts, and other multimedia tools are integrated into instruction, especially throughout higher education. These educational tools are hypothesized to augment both student learning and attitudes towards learning. The instructional components in technology-based learning are engrained in theory and supported by empirical research. The relationship between active learning and student success, how technology-based educational tools can be designed to facilitate active learning, and how they positively impact student self-efficacy and self-regulation, including metacognitive awareness will be explicated. The theoretical underpinnings of online, interactive learning will also be applied to trends in nursing curricula. [ABSTRACT FROM AUTHOR]

• Nurses are often the first responders during times of disasters who play a vital role in preserving life and sustaining all aspects of the health of the disaster-affected community. • This paper underscores the role of nursing curricula and evidence-based teaching learning strategies that can promote the next generation of nurses' preparedness for disaster nursing. Those strategies include classroom-based theory and didactic courses/course content on disaster nursing, integration of interprofessional education in disaster nursing curriculum, clinical experience, simulation and mock disaster training, and involvement of nursing students in research specific to disaster. • The inclusion of disaster management in the nursing curriculum is vital to prepare nurses who are competent, skillful and knowledgeable in providing quality care to disaster-affected communities. Trained nurses with adequate disaster education can serve as a healthcare asset during disasters and are better prepared to deliver healthcare services that are timely, need-based, culturally sensitive, and cost-effective. Disasters can occur anywhere and without warning, requiring proactive action to reduce errors and save lives. Nurses are often the first responders during times of disasters who play a vital role in preserving life and sustaining all aspects of the health of the disaster-affected community. The inclusion of disaster education in the nursing curriculum is vital to prepare nurses who are competent, skillful and knowledgeable in providing quality care to disaster-affected communities. This paper underscores the role of the nursing curriculum and evidence-based teaching learning strategies in preparing the next generation of nurses in providing quality care to the vulnerable population affected by the disaster. Moreover, the paper presents the role of theory and didactic course/course content on disaster nursing, integration of interprofessional education in disaster nursing curriculum, clinical experience, simulation and mock disaster training, and participation in research specific to disaster nursing. [ABSTRACT FROM AUTHOR]

[Display omitted] In order to assess the research status, hot issues of artificial intelligence in nursing to provide reference for scholars. This work conduct a quantitative analysis on related literature in WOS from 2011 to 2022 by mathematical and statistical methods, including publication trend, journals, author, institution, national and regional, keyword, literature co-citation. The hotspots and trends were revealed. The results showed that: (1) scholars' attention to it showed a steady increasing. (2) There were 20 journals published more than 6 papers, published 205 papers, that's 30.83 % of the total, Journal of Healthcare Engineering published the most papers, that's 8.78 %. (2) Kendrick Cato, Lisiane Pruinelli published the most papers, that's 2.95 %, which have strong cooperation. (3) Harvard Medical School, Columbia University and University of Minnesota published 114 papers, that's 8.21 % of the total, were the core unit, Harvard Med Sch, Columbia Univ and Univ Penn had strong cooperation. (4) The United States, China, Japan, Australia and United Kingdom are the top five countries for publishing papers, that's 80.3 % of the total. The cooperation degree of the each are 0.51, 0.36, 0.07, 0.04, and 0.06. (6) "electronic health record", "risk prediction" and "supervised machine learning" are current research hotspots. [ABSTRACT FROM AUTHOR]

Given the current rate of burnout and attrition among nurses and midwives globally, there is a need to understand the effectiveness of supportive strategies to help retain this workforce. Clinical supervision can help to ensure that nurses and midwives are supported and have the capacity to cope with their job demands. Yet there are no metasyntheses that provide a collective understanding of their experiences with clinical supervision. To synthesise the experiences of nurses and midwives who have accessed clinical supervision. A metasynthesis was conducted by systematically searching academic databases for relevant publications; assessing their quality using an established checklist; extracting and analysing qualitative content; and synthesising key findings about the experiences of nurses and midwives regarding clinical supervision. Themes and subthemes were identified from 12 papers, including: optimal logistics; support; safety and confidentiality; improving practice through reflection; and trust in the group. For clinicians to feel comfortable discussing their practice and workplace with the facilitator and colleagues, nurses and midwives needed to feel safe during clinical supervision and trust the process and their peers. Despite common difficulties of finding time for the sessions, clinical supervision can enhance collaboration and communication in the workplace. Clinical supervision that adheres to group rules can provide professional support within a safe, confidential space. Having trust in peers and facilitators at the sessions can help staff develop confidence, provide personal development and professional sustenance. [ABSTRACT FROM AUTHOR]

• What is currently known about this topic: Active teaching allow the development of soft skills in nursing students • What the paper adds to the existing knowledge: The social representation of active teaching influences the adherence of students • How the information in your manuscript can be applied to practice: Curriculum plans should include active learning methodologies to develop soft skills Tutorial guidance, allows nursing students to develop soft skills. The aim is to understand the social representation of nursing bachelor's degree students on tutorial guidance classes. Qualitative, descriptive-exploratory study, guided by the theory of social representations. Data collection was performed through a free word association test delivered to undergraduate nursing students. The social representation of fits into the framework of an active learning methodology. Students should be prepared for assuming an active role. [ABSTRACT FROM AUTHOR]

Context: Since the publication of the IMPaCCT project in 2007, much effort has been made to develop new approaches to pediatric palliative care (PPC). Fifteen years later, it is time to redefine the standards in PPC.Objectives: An international group of experts in PPC has revised the standards in PPC through the GO-PPaCS project (Global Overview - PPC Standards). The goal was to update the PPC standards considering the specificity of different settings, resources, and emerging challenges. The present document is intended to reach all people directly or indirectly involved in PPC.Methods: A literature review in MEDLINE was conducted to expand on the fundamental points and current standards on PPC and to cover an international setting. The literature search (updated on the 15th of April 2021) was carried out using different combinations of keywords and focusing on papers published in English over the past 5 years (2016-2020), but older articles were considered when relevant. The consensus on the fundamental points, standards of care and paper contents was reached by open discussion.Results: Fundamental points were defined regarding the definition of PPC, eligibility criteria and the magnitude of the need for PPC, while standards were redefined for the following six areas: 1) clinical, developmental, psychological, social, ethical and spiritual needs; 2) end-of-life care; 3) care models and settings of care; 4) PPC in humanitarian emergencies; 5) care tools; and 6) education and training for healthcare providers.Conclusion: The present document, developed with the contribution of an international group of experts from different countries, experiences and models of care, provides fundamental points and standards for a wider implementation of PPC worldwide. [ABSTRACT FROM AUTHOR]

• Meta-analysis, Meta Synthesis and Meta Ethnography are most frequently used meta-approaches in nursing. • The percentage of funded papers and consequently studies employing meta-approaches is larger than in the overall nursing research. • Global collaboration dynamics should be intensified to optimize resources in tackling general health care crises and prevent regional concentration of the literature production. To analyze the bibliometric patterns of meta-approaches use in nursing research literature. Descriptive, exploratory and historical bibliometrics analyses were used. The papers were harvested from the Web of Science Core Collection. The search resulted in 2065 publications. The trends in using most individual meta approaches show that the use of meta-analysis is increasing exponentially, the use of meta-synthesis is increasing linearly, while the use of meta-ethnography is constant in last 6 years. Most productive countries were United States of America, United Kingdom and Peoples Republic of China. Most publications were published in the Journal of Advanced Nursing, International Journal of Nursing Studies , and Journal of Clinical Nursing. Twenty-seven percent of all publications were funded. Thirty-four meta approaches were identified. The study revealed that the trend in the literature production is positive. Research community use of meta-approaches in nursing exhibit considerable growth. Regional concentration of literature production was observed. [ABSTRACT FROM AUTHOR]

To understand the effectiveness of interventions to increase retention of early career nurses, implemented during the pre-registration programme. Retention of nurses is an issue of global concern. The transition period spanning the final year of pre-registration nurse education programmes and the first year of qualified practice is a point of high risk for attrition from the profession. A systematic review without meta-analysis and a thematic synthesis of wider literature, reported using SWiM and ENTREQ guidelines. A convergent segregated approach was used to capture qualitative and quantitative study designs. A systematic review of quantitative papers reporting intervention and retention data and scoping review of a wider body of literature related to interventions supporting transition to qualified practice were conducted. Searches used Medline and CINAHL databases in October 2021. Data extracted from wider literature were inductively collated into themes relating to the intervention type and synthesised. Six papers were included in the systematic review and 27 papers were included in the scoping review. Interventions included internships, externships, clinical immersion programmes, capstone projects, preceptorships and psychological wellbeing programmes. There was a lack of consensus about the benefits of implementing interventions during the final year of pre-registration programmes, but some evidence that interventions incorporating preceptors, expose students to the clinical environment and involve academic/clinical collaboration, report positive outcomes related to transition to qualified practice, which potentially has an impact on motivation to stay in the profession. Greater understanding of interventions supporting student nurses to reduce likelihood of leaving once qualified has been achieved. There is some evidence these interventions lead to increases in retention, but this is limited by the quality of the reporting and the scarcity of data. Consideration should be given to maximizing students' exposure to clinical practice and the benefits that interventions with alternative approaches such as psychological wellbeing programmes may bring. This review has potential to influence effective implementation of interventions to increase retention of early career nurses if clinical practice and academic settings review proposed or actual interventions to maximise added value. the manuscript has been written in adherence with the EQUATOR guidelines following the SWiM reporting guidelines for the systematic review and the ENTREQ guidelines for the scoping review. [ABSTRACT FROM AUTHOR]

The relationship between health and adverse childhood experiences (ACEs) has been a major topic in the field of healthcare. In recent years, the study ACEs and health has expanded internationally. The purpose of this study was to further develop the concept of ACEs using a global perspective. Rodgers' Evolutionary Model guided the study. PubMed, CINAHL, and PsychINFO databases were searched. A total of 39 publications were selected for review. Development of the concept was achieved using a wide global lens. ACEs are influenced by diverse cultural, social, environmental, and economic factors that affect individuals' health worldwide. The developed ACEs concept described in this paper includes a global perspective, adding context to the existing definition, thus broadening its application, and expanding its usefulness in international research. A clear concept for ACEs is valuable to nurses who care for children, adolescents and young adults around the world, who have suffered from ACEs and seek health care. • Adverse childhood experiences have been a major topic in the field of healthcare • The study of ACEs and health has expanded internationally, indicating global concerns for their effects on health • This paper adds to the body of knowledge by providing further development of the concept of ACEs using a wider global lens • An expanded definition is provided, ACEs are influenced by multiple factors that affect individuals' health worldwide [ABSTRACT FROM AUTHOR]

• What is currently known about this topic The use of technology in the classroom increases student engagement. • What the paper adds to the existing knowledge Technology in nursing class increase student engagement and perceptions of learning. • How the information can be applied to practice Engagement in nursing classes aid in retention of information for future practice. The purpose of this study was to evaluate the effectiveness of incorporating technology into a sophomore level nursing class in a private university and to explore students' perceptions on the use of technology in the classroom. A within-subjects study utilizing a quantitative design was utilized for the total study sample (n = 96). Data were collected from post-tests given to classes after traditional lectures as well as from post-tests given in lectures with the intervention of technology to gauge engagement to the presented material. Test results were compared to determine if there were statistically significant changes between these scores. The results of the post-tests were inconclusive as to the effectiveness of technology and student engagement. However, a survey was distributed to all students at the end of the study to gather total study sample information on student perceptions with the use of technology. The survey results were positive and indicated that students felt engaged in class material when using technology. The study directly addressed the following questions: • Does the use of a web-based application, such as Socrative, increase student engagement as evidenced by increased test scores? • Is there a positive perception of learning with the use of a web-based application, such as Socrative? [ABSTRACT FROM AUTHOR]

• What is known • Transformational Learning Theory is an effective model for transforming ways of thinking. • What the paper adds • Examines the application of Mezirow's theory in development of educational programs in nursing education. • Application to Practice • Nurse educators or program administrators should embed theory in program development, implementation and evaluation phases. Transformative learning exposes students to situations where they can transform their perspective, question beliefs, and become effective learners. A scoping review was conducted guided by an established methodology. A search of six electronic databases was undertaken up to October 2021: 1) Academic Search Complete; 2) CINAHL; 3) Education Research Complete; 4) ERIC; 5) ProQuest Central; and 6) SCOPUS. Forward and backward searches of included studies were also performed. Five studies used Mezirow's theory to underpin educational program development or implementation, and seven used this theory to evaluate learning transformation following program completion. Although a range of learning and teaching strategies were used, group learning to promote student collaboration was used in seven studies. Nine studies reported learning transformation, however, the assessment of this outcome varied. The findings of this review highlight variability in the use of this theory across educational programs, underscoring the need to embed Mezirow's Transformative Learning Theory across all phases of educational program development, implementation, and evaluation. This review has also highlighted the need for the development of a tool to measure transformation due to variability in the way it was reported in the literature. [ABSTRACT FROM AUTHOR]

The achievement of health equity requires the expansion of nursing roles to include assessing burdens of disease, practicing cultural humility, implementing prevention strategies, and developing partnerships. In 2017, deans and directors of schools and programs of nursing in Washington State came together to commit to the integration of population health concepts and social determinants of health into all areas of nursing curricula. Through online communications and in-person meetings, facilitated in part by the authors of this paper, and with subcommittee representation from several baccalaureate nursing programs, Washington State academic nursing leaders identified new strategies to increase faculty awareness of population health and how to inspire related curricular changes to their programs. This Washington-wide initiative resulted in a white paper that was formally endorsed by 38 deans and directors representing all 14 baccalaureate and higher degree nursing programs in the state. • Deans of nursing in Washington State committed to the integration of population health concepts into all nursing curricula. • This statewide collaboration resulted in a white paper delineating the commitment and strategies to integrate population health concepts. • Recommendations for further collaboration and curricular change are discussed. [ABSTRACT FROM AUTHOR]

• Expanding research capacity building in United States nursing and midwifery is critical for meeting the Sustainable Development Goals. • Three opportunities to strengthen research capacity in United States nursing and midwifery are identified in this paper that can expand the impact of our work. • Failure to address the weaknesses in our research capacity means that nurses and midwives will not have the necessary expertise to be included in national initiatives impacting multiple aspects of the Sustainable Development Goals. To meet the United Nations Sustainable Development Goals (SDGs) in the United States, research by nurses and midwives has a real opportunity to make a significant impact. This paper identifies opportunities to strengthen research capacity in the United States amongst nurses and midwives in ways that will help meet the SDGs and ensure its sustainability. Research capacity means that in a country, there are individuals and teams capable of defining problems, setting priorities, establishing objectives for the goals of the research study, and following rigorous scientific procedures. By strengthening U.S. research capacity by addressing critical weaknesses in content expertise, nursing and midwifery's voices in policy dialogues, and global research initiatives will be have greater assurance of being included. [ABSTRACT FROM AUTHOR]

Analizar el papel de enfermería en el abordaje de la espondiloartritis axial (EspAax) y plantear propuestas que permitan incluir el rol de las consultas de enfermería en reumatología (CER) en la certificación de calidad de las unidades especializadas. Revisión sistemática del rol de enfermería en los sistemas de certificación de calidad en el abordaje de la EspAax, seguida de conferencia de consenso con participación de 3 enfermeras especializadas en reumatología para determinar elementos que considerar en futuras revisiones de las normas de certificación. La revisión sistemática arrojó 5 documentos relevantes. Ninguna de las publicaciones revisadas proponía estándares aplicables a la labor asistencial de enfermería en el manejo de pacientes con EspAax, aunque contemplaban actividades propias de este colectivo. Las propuestas consensuadas para incorporar el rol de las CER en las normas de certificación de las unidades monográficas de EspAax incluyeron: equipamientos y recursos básicos, organización, administración de tratamientos farmacológicos y promoción de la adherencia, programas estandarizados para EspAax, consulta telemática para control del paciente estable y promoción de la continuidad asistencial y registro de medidas de resultados informados por los pacientes. La literatura sobre estándares de calidad y normas de certificación de las unidades monográficas de EspAax es escasa y apenas refleja el papel de las CER en la provisión de una atención de calidad. Las propuestas consensuadas en este trabajo incorporarían las CER en las normas de certificación de calidad. En el futuro, la mayor presencia de CER en España debiera ir acompañada de la actualización de los estándares. To analyse the role of nursing in the approach to axial spondyloarthritis (axSpA) and to make proposals to include the role of rheumatology nursing consultations (RECs) in the quality certification of these specialized units. A systematic review of the nursing role in quality certification systems in the management of axSpA was conducted. Subsequently a consensus conference was held with the participation of 3 rheumatology nurses to determine elements that should be considered in future revisions of certification standards. The systematic review yielded 5 papers as relevant. None of the publications reviewed explicitly proposed standards applicable to nursing care in the management of patients with axSpA, although they contemplated the activities of this professional group. The proposals agreed upon to incorporate the role of RECs in the certification standards for axSpA monographic units included the following: basic equipment and resources, organization, administration of pharmacological treatments and promotion of adherence, standardized programmes for axSpA, telematic consultation (e-consultation) for monitoring the stable patient and promoting continuity of care and registry of patient-reported outcome measures. The literature on quality standards and certification standards for axSpA monographic units is scarce and hardly reflects the role of RECs in providing quality care. The consensus proposals in this study would incorporate RECs into quality certification standards. In the future, the increased presence of RECs in Spain should be accompanied by a review of the indicators regarding their role. [ABSTRACT FROM AUTHOR]

Background: Foundations that support health and health care related issues are bell weathers for our nation's most pressing challenges in this area. The new National Academy of Medicine report, The Future of Nursing 2020 to 2030: Charting a Path to Achieve Health Equity has been perfectly timed to provide foundations with the additional research and evidence they need to support health equity efforts through the utilization of the nursing workforce. Many foundations are thinking beyond traditional grant-making to align more of their assets with mission in creative ways. Conclusion: Funders are investing in strategies along a downstream-upstream continuum to promote health equity. This paper is aimed to encourage nurses to approach philanthropy as important partners in their efforts to advance health equity. [ABSTRACT FROM AUTHOR]

• What is known about the topic: • The use of remediation to help students prepare for the NCLEX is well documented. • What the paper adds to existing knowledge: • Evidence supports standardized exam policies that require remediation if a program-identified benchmark is not met and use of multiple self- and faculty-guided remediation strategies. • How the information can be applied to practice: • These findings can be used to inform standardized nursing exam remediation practices. Many nursing programs use standardized exams to prepare students for the National Council Licensure Examination (NCLEX). Often, students are encouraged or required to remediate based on results. The value and common use of remediation in nursing education is well documented. However, evidence is less clear regarding remediation best practices. The purpose of this integrative review of literature was to identify evidence-based standardized exam remediation strategies and policies that help students achieve higher standardized exam scores and pass the NCLEX. Five computerized databases were systematically searched for primary research and quality improvement studies that examined remediation strategies following the administration of standardized nursing exams. Results were screened using a three-phase process, leading to a final sample of 24 articles. Three remediation strategy themes were identified: self-guided activities and assignments; faculty-guided group activities; and faculty-guided individual activities. Four remediation policy categories were revealed: required remediation if benchmark score is not met; required retesting if benchmark score is not met; delay in progression if benchmark score is not met; and credit awarded for completing remediation. These findings provide guidance for nursing programs seeking to develop or refine remediation policies and practices to better support students' learning and increase NCLEX pass rates. [ABSTRACT FROM AUTHOR]

In this paper, we review the progress on developing sustainability-related content in the Bachelor of Nursing curriculum in Aotearoa New Zealand and engage with Planetary Health. Sustainability in nurse education is explored and the concept of sustainability-practising graduates is promoted. We have seen ambivalence towards sustainability persisting amongst nurse educators and students, and sustainability-related content discarded. Despite this, we continue to recognise that sustainability is closely related to climate change which is the greatest threat to planetary, human, and animal health and as such is an essential component of nurse education and practice. Never has there been a timelier reminder of nurses' responsibility to recognise we are ideally placed to contribute to, and help lead, the health response to climate change and champion sustainability. This response includes a systems-thinking approach to understanding climate change and the impact on health, nursing's responsibility to address climate change, promote health, and respond to health needs. As we revise our current Bachelor of Nursing curriculum, it is timely to review how our sustainability content and thinking has progressed since our previous review in 2017. We are mindful of the need to continue championing this topic, ensuring it is situated at the forefront of nurse education. We propose that a gradual and purposeful shift towards a Planetary Health focus will help to counter the sustainability fatigue and ambivalence we have noted amongst our colleagues and students, ensuring our revised Bachelor of Nursing curriculum is future proofed. • Sustainability is related to climate change the greatest threat to planetary, human and animal health. • Sustainability, in nurse education, promotes sustainability-practising graduates. • Sustainability-practising graduates contribute to the health response to climate change. • Systems-thinking assists students to address the impact of climate change, promote health and respond to health needs. • Timely to shift towards a Planetary Health Education Framework within Bachelor of Nursing curriculum to counter sustainability fatigue and ambivalence. [ABSTRACT FROM AUTHOR]

Many countries face substantial shortages of skilled nurses. With an aging population and global demographic changes, developing a skilled workforce of nurses has become one of the central challenges for public health care. The recent COVID-19 pandemic has exacerbated labor shortages, which pose a threat to the quality of publicly provided health care. Improving nurses' working conditions could be a means by which to address the global shortages of nurses. However, in countries with public health care, such improvements may come with additional costs in the form of higher taxes or social security contributions. Therefore, such improvements partly depend on people's willingness to pay (WTP) for them. In this paper, we investigate workers' willingness to pay for improvements in the working conditions of nurses. This study is a factorial survey experiment included as part of an online survey. The factorial survey experiment was implemented within the high-frequency online panel survey "Life and Employment in Times of Corona" (IAB-HOPP) conducted by the Institute for Employment Research (Germany). We analyze data from N = 2128 survey participants; our main analysis consists of N = 6384 responses from those participants. Our research is based on a factorial survey experiment (vignette analysis) designed to quantitatively measure the willingness to pay for various improvements in the working conditions of nurses. We use random effect models and mixed models to estimate the individual-level willingness to pay for these improvements. Our results show that the survey participants are generally willing to pay for particular policies aimed at improving the working conditions of nurses. However, the amount that respondents are willing to pay varies with the type of policy changes. Survey participants exhibit a high willingness to pay for increases in minimum wages for nurses and wage-related improvements in general. We find, however, a lower willingness to pay for the right to participate in training courses aimed at reducing work-related stress. The broad support for improvements in the working conditions of nurses provides policymakers with some guidance in implementing policy measures that might address labor shortages in the nursing sector. There was no preregistration. Many people are willing to pay extra to improve the working conditions of nurses. Wage-related increases for nurses show the highest willingness to pay. [ABSTRACT FROM AUTHOR]

This study aimed to determine the views of individuals with mental disorders on the experience of social media. This was a qualitative study conducted using the content analysis method. Using purposive sampling, 12 individuals with mental disorders were selected and interviewed. Data were collected using semi-structured interviews and were analyzed using the content analysis method. Four main themes and 10 subthemes were identified. The themes included the window opening to the world (source of information , facilitating life), from invisibility to visibility (feeling good , liberation and socialization), negative experiences (feeling lost , envy , and privacy), and the rejection of society (escape and stigmatization). Individuals with mental disorders stated that social media had both positive as well as negative effects on their lives. The results of the study highlight the various aspects of social media use and its effects on individuals with mental disorders. These results can be used in planning and implementing mental health services for individuals with mental disorders. What is known about the subject? • In the current age, social media is a part of daily life. • Social media has many positive and negative effects on the lives of individuals with mental disorders. What does the paper add to existing knowledge? • This study provides information to mental health professionals about how individuals with mental disorders evaluate social media, what it means to them, and the effects of social media. • The study provides ideas regarding the experience of social media as a tool to offer mental health services. What are the implications for the practice? • The results of this study show that the positive aspects of social media can be used to maintain and improve the mental health of individuals with mental disorders. • Mental health professionals should tackle the negative effects caused by social media use, such as stigmatization, jealousy, and waste of time. [ABSTRACT FROM AUTHOR]

This paper aimed to describe the clinical outcomes and patients' acceptance of Maggot debridement therapy (MDT) at a tertiary hospital in Singapore. Patients with non-viable tissue (NVT) covering at least 25% of wound bed on lower limbs and/or unable to tolerate sharp debridement at the bedside were recruited between January and August 2021. Sterile medical-grade maggots of Lucilla Cuprina were used. Wound specialist nurses assessed the size and wound to determine the type of MDT, either Baggots or free-range larvae (FRL), and the number of maggots required prior to commencement of therapy. Wound sites were measured and photographed at multiple time points: before the start of MDT therapy, during the wound review at 48 or 72 h after each cycle of MDT and completion of therapy. Three patients received Baggot therapy, while the remaining 11 received FRL therapy. The mean age for patients receiving Baggot and FRL were 78.3 (SD = 10.6) and 63.6 (11.4), respectively. Each patient received three cycles of MDT treatment on average. The most common type of wound was ray amputated toe wounds (n = 8), while the most common wound aetiology was arterial ulcerations (n = 12). A reduction of NVT was observed in 11 out of 14 patients, and ten of these 11 patients achieved successful debridement (at least 25% reduction in NVT). Five out of 14 patients had to undergo amputation within the same admission due to poor wound healing, and 60% of these five patients failed to achieve successful debridement. MDT was quite well-accepted by the patients, and they felt some improvement in their wounds. MDT can facilitate wound healing through successful debridement and potentially reduce the need for amputation. Further research needs to be done regarding the type of MDT that is optimal to use in tropical countries with high humidity. • Maggot debridement therapy (MDT) is increasingly popular due to its high selectivity and speed. • MDT is effective in both diabetic and non-diabetic ulcers. • MDT can be administered in two ways: free-range larvae (FRL) or baggots. • MDT is acceptable by patients. [ABSTRACT FROM AUTHOR]

• The group think tank (GTT) model is a promising and innovative mentoring model. • The GTT model may bolster recruitment and retention of minority nursing faculty. • The GTT model may create cross-cultural academic communities and peer mentoring. The nursing profession will need one million more nurses by 2024, yet nursing schools are turning away applicants due to insufficient numbers of nursing faculty. Likewise, minority nursing faculty are needed in order to attract diverse nursing students who can then address health care disparities. The purpose of this paper is to describe the use of a group think tank (GTT) as a mentoring strategy for supporting the recruitment and retention of minority nursing faculty. Guided by Kotter's theory of change, this paper describes the application of the GTT approach with 5 African American (AA) faculty, one AA doctoral student and a cross-cultural mentor. Results are presented based upon the metrics typically used to support career advancement, promotion and/or tenure. The GTT is a promising mentoring model that can be used to integrate cross-cultural and peer mentoring into academic communities to support diversity in academia. [ABSTRACT FROM AUTHOR]

Globally there are mounting concerns about nurses' job satisfaction because of its pivotal role in nurse turnover and the quality of care of patients. To identify a more comprehensive and extensive knowledge of the job satisfaction of qualified general nurses working in acute care hospitals and its associated factors drawing upon empirical literature published in the last five years. Literature review. A comprehensive electronic database search was conducted in PubMed (2012–2017), Web of Science (2012–2017), CINAHL (2012–2017), Embase (2012–2017), PsycINFO (2012–2017) and the Applied Social Sciences Index (2012–2017), CNKI (2012–2017), WanFang (2012–2017), SinoMed (2012–2017) and VIP (2012–2017) to retrieve relevant articles published in both English and Chinese between January 2012 and October 2017. Key terms and phrases associated with job satisfaction, occupational stress, professional commitment, role conflict and role ambiguity were utilized in the subject search in combination with nurses following guidelines for searching the OVID interface. The abstracts or full texts of research papers were reviewed prior to their inclusion in the review according to inclusion criteria and quality assessment using the Strobe guidelines. A total of 59 papers were included in this review. The impact of job satisfaction upon sickness absence, turnover intention, as well as the influencing factors of job satisfaction such as working shift and leadership, job performance, organizational commitment, effort and reward style has been identified in a number of research studies yielding equivocal findings. Job satisfaction of hospital nurses is closely related to work environment, structural empowerment, organizational commitment, professional commitment, job stress, patient satisfaction, patient-nurse ratios, social capital, evidence-based practice and ethnic background. Various mediating or moderating pathways have been identified with nurses' job satisfaction being mediated by various factors. It is vital to increase nurses' job satisfaction because this has the potential both to improve patients' perceptions of care quality and ensure an adequate nursing workforce. The indirect relationships and predictors of job satisfaction contribute to a more comprehensive understanding of the complex phenomenon of job satisfaction, which in turn may aid the development of effective strategies to address the nursing shortage and increase the quality of patient care. [ABSTRACT FROM AUTHOR]

To review the current evidence on the relationship between specialty nurse certification and outcomes. A structured and comprehensive systematic review was undertaken using the Joanna Briggs Institute framework to include both published research studies and expert opinion papers. Four electronic databases CINAHL, MEDLINE, PubMed, and PsychINFO were searched between 2000 and 2018. The search for expert opinion papers included nursing organizations, OaLster, Grey Literature Report, and The National Database of Nursing Quality Indicators. The records generated through the search were exported to EndNote X8 and duplicates were removed. Title and abstracts of the records were screened by three reviewers for eligibility using the selection criteria. In the absence of an abstract, records were retained for full text review. Full text assessment of each paper was conducted by two reviewers with a third referee, if necessary, to review any discrepancies. In the case of multiple articles drawing on one set of primary data, only one article was included. A review of each article was completed using the JBI Quality Appraisal checklists to assess internal and external reliability and validity. Both quality appraisal and data extraction were conducted by the review team independently and were validated by one other member of the team. Discrepancies were resolved through rigorous discussion between the reviewers. Forty one original research studies were included in the final analysis of the literature. The findings from the included articles were synthesized into three major categories and subsequent sub-categories: Patient outcomes, nurse outcomes and organizational outcomes. Twenty seven findings contributed to the sub-category of specialty nurse certification and patient outcomes. Patient outcomes were further classified into nurse sensitive outcomes, patient mortality and patient satisfaction. Fifty-four findings related to nurse outcomes with the sub-categories: personal and professional factors, knowledge and skills, organizational commitment, job satisfaction, empowerment and confidence. Six findings related to organizational benefits: including the sub-categories of nursing turnover and vacancy rates, perception of healthcare, and costs to the organization. The current model risks driving further proliferation of specialty certifications and certifying organizations without questioning the assumptions underlying the goals of certification. The challenges of measuring impact and the cost and value to individual nurses and healthcare organizations are key areas for consideration. [ABSTRACT FROM AUTHOR]

Highlights • Community colleges should partner with universities to create a shared baccalaureate curriculum providing more students at the community college the choice to enter a program where they complete their BSN before they are licensed as an RN. • Community colleges with RN-to-BSN programs should increase enrollment capacity and graduates from these programs. • Universities should increase enrollment capacity for and graduates from BSN and RN-to-BSN programs. • Educators and practice partners should use the BSN projection tool to set and evaluate mutual goals annually. Abstract Introduction The Institute of Medicine Future of Nursing (2011) report recommended nurses achieve higher levels of education and training through an improved education system that promotes seamless academic progression. The report cited evidence that a higher proportion of BSN prepared RNs in the workforce improves patient outcomes. Methods An extensive network of funding and grassroots support from Robert Wood Johnson Foundation and AARP Foundation generated a host of activities to advance progress in this recommendation. Community colleges and universities strengthened strategic partnerships and developed tools to address identified challenges. The community colleges and universities testing academic progression models developed a new model with the potential to accelerate progress by providing community college RN students an option to exit with a BSN (Gerardi, 2017). Building on these successes and using a projection tool (Spetz, 2018), this paper illustrates recommended next steps. Implementing the proposed changes would accelerate progress to 83.9% RNs in the workforce with BSN or higher preparation by 2025 rather than the predicted 64% at the current rate of progress. Recommendations/Conclusions Accelerating progress to meet national academic progression goals will require targeted support for increased education capacity at community colleges and universities. Addressing faculty shortages, increased student and faculty diversity, and economic drivers will be essential for success. The strategic action proposal described in this paper can be the essential next step to accelerate progress in this important work. [ABSTRACT FROM AUTHOR]

Abstract This paper reports on a unique practice based learning model to prepare undergraduate nursing students for clinical placement. The learning and teaching model described in this paper outlines the establishment of an entire on-campus simulated hospital and health service (SHHS) at the University of South Australia, School of Nursing and Midwifery. The model is pedagogically structured to immerse students in an authentic clinical environment to achieve deep learning in preparation for safe practice. A quality improvement cycle was used to evaluate the outcomes of the model in two phases: Phase 1: Purposive sampling of first and second year Bachelor of Nursing students from 2012 to 2015 who were surveyed about their satisfaction with the model of learning. Bachelor of Nursing students were invited to complete a survey about their experience with the teaching and learning model employed in the SHHS in response to the question, 'What aspects of the SHHS are the most important to your success?' Phase 2: External clinical stakeholders working with nursing students in clinical placements were asked to respond to questions about the preparedness of students educated in this model to transition to employment. The evaluation showed that the SHHS model positively influenced students' satisfaction and confidence and increased the perception of clinicians of the work readiness of students. Highlights • Authentic on-campus simulated hospital and health service develops nursing students' professional and practical skills. • Clinical staff report enhanced preparedness of nursing students for clinical placement. • Students report high satisfaction with staff support within the authentic teaching and learning model. [ABSTRACT FROM AUTHOR]

This paper examines the daily practices of caring for COVID-19 patients in Wuhan, China, in early 2020 and the challenges that nurses faced. The paper shows that the affective contagion, especially among patients, introduced unexpected challenges for nurses in caring for COVID-19-infected patients. Nurses had to contend with the challenges of treating both physical and psychological problems in patients simultaneously. As a result, it was necessary for nurses to adapt to the different rhythm of COVID-19 wards to address these challenges and do so through taking on a range of general and specific nursing tasks and playing a diverse range of roles on the wards, from garbage collector to "psychological counselor." Thus, the paper brings attention to the experiences and demands of providing nursing care in an emergency pandemic context, in particular the necessity of responding to both the physical and the psychological needs of patients. These insights could better prepare health services in China and elsewhere in the world for responding effectively to potential future pandemics. • The affective contagion introduced unexpected challenges for nurses in COVID-19 wards. • Nurses adapt to the different working rhythm in COVID-19 wards than in "normal" wards. • A hierarchy of necessity emerged in the context of caring for COVID-19 patients. [ABSTRACT FROM AUTHOR]

Institutional racism within the United Kingdom's (UK) Higher Education (HE) sector, particularly nurse and midwifery education, has lacked empirical research, critical scrutiny, and serious discussion. This paper focuses on the racialised experiences of nurses and midwives during their education in UK universities, including their practice placements. It explores the emotional, physical, and psychological impacts of these experiences. This paper draws on qualitative in-depth interviews with participants from the Nursing Narratives: Racism and the Pandemic project. Of the 45 healthcare workers who participated in the project, 28 participants obtained their primary nursing and midwifery education in UK universities. Interviews with these 28 participants were selected for the analysis reported in this paper. We aimed to employ concepts from Critical Race Theory (CRT) to analyse the interview data in order to deepen our understanding of the racialised experiences of Black and Brown nurses and midwives during their education. The interviews revealed that the healthcare workers' experiences coalesced around three themes: 1) Racism is an ordinary, everyday experience; 2) Racism is operationalised through power structures; and 3) Racism is maintained through denial and silencing. Experiences often touch on a series of issues, but we have highlighted stories within specific themes to elucidate each theme effectively. The findings underscore the importance of understanding racism as a pandemic that we must challenge in response to a post-pandemic society. The study concludes that the endemic culture of racism in nurse and midwifery education is a fundamental factor that must be recognised and called out. The study argues that universities and health care trusts need to be accountable for preparing all students to challenge racism and provide equitable learning opportunities that cover the objectives to meet the Nursing and Midwifery Council (NMC) requirements to avoid significant experiences of exclusion and intimidation. • Students were emotionally, physically & mentally exhausted by the 'tide of oppression'. • 'When we are taught about [racial] differences, it's always in a negative context'. • 'My training was really interesting, it just didn't prepare me for the racism'. • Lecturers expected students to adapt to the work environment even if it was racist. • 'If you're a Black nursing student, you were sent to do very menial jobs'. [ABSTRACT FROM AUTHOR]

The first year of university study tends to be particularly challenging and exhausting, especially for students in health sciences. This study aimed to explore the prevalence of anxiety and depression among first-year pharmacy, medicine, and nursing students at a Nigerian university as well as their attitudes toward seeking professional support. This study was a cross-sectional descriptive survey among all first-year pharmacy, medicine, and nursing students. Paper-based self-administered questionnaires were used, and they included the Patient Health Questionnaire, Generalized Anxiety Disorder Scale, and Attitudes Toward Seeking Professional Psychological Help Scale. Descriptive statistics, Chi-square test, and Pearson correlation were used for data analysis. The study included 522 students (89% response rate). The prevalence of depression among participants was 71.8%, while the prevalence of anxiety was 61.7%. Only 24.9% of the participants expressed willingness to seek professional psychological help. Attitudes toward getting professional care was inversely related to the prevalence of depression (r = −0.155, P =.01) and anxiety (r = −0.098, P =.05). Age, smoking, alcohol intake, and dietary habits were associated with the occurrence of depression and anxiety. No demographic variables were related to the participants' attitudes toward seeking professional care. Depression and anxiety symptoms were very common among health science freshmen. However, the vast majority of students were unwilling to seek help. Students' attitudes toward seeking treatment are influenced by the prevalence of depression and anxiety. Therefore, educational interventions on mental health promotion are recommended. • The prevalence of depression and anxiety was high among health science freshmen. • The vast majority of the students are unwilling to seek professional help. • Age, smoking, alcohol intake, and dietary habits were associated with mental health. [ABSTRACT FROM AUTHOR]

Objectives Nursing history is replete with examples of heroic individuals acting courageously to meet the needs of vulnerable patients and communities. Heroism exemplifies the pinnacle of self-actualised behaviour. It fuels the plots of countless human stories, and enthrals and inspires people. Yet, heroism may be seen as an extreme behaviour that only exceptional individuals are capable of enacting, and may thus be seen as out of reach for ordinary nurses, and something that could be risky to teach and disseminate. An alternative view is that altruistic professions such as nursing are often regarded as being heroic by nature, and that nurses therefore need to be encouraged to understand, deepen and exercise their potential through a recognition of acts of heroism in nursing – whether these can be classed as exceptional or everyday acts of nursing heroism. The purpose of this article is to provide a thematic review of the literature on heroism in nursing, in order to understand how recent research in heroism science is being, or could be, applied to the nursing discipline. Heroism science is an emerging research area that is of interest to nursing leaders, educators and all those seeking to advance the social change agenda in healthcare. Review Methods A literature review was undertaken in 2017 using CINAHL, PUBMED, Cochrane, Medline, and Google Scholar. The search was limited to papers that were peer reviewed, in English, and published in the last ten years. Results Four books and 33 papers were identified. Conclusion Gaining a clear understanding of what constitutes a hero and heroism is essential to applying heroism to nursing and to education of students so they are inspired to act courageously. [ABSTRACT FROM AUTHOR]

Background Rates of manuscript retraction in academic journals are increasing. Papers are retracted because of scientific misconduct or serious error. To date there have been no studies that have examined rates of retraction in nursing and midwifery journals. Design A systematic review of Journal Citation Report listed nursing science journals. Data sources The Medline database was searched systematically from January 1980 through July 2017, and www.retractionwatch.com was manually searched for relevant studies that met the inclusion criteria. Review methods Two researchers undertook title and abstract and full text screening. Data were extracted on the country of the corresponding author, journal title, impact factor, study design, year of retraction, number of citations after retraction, and reason for retraction. Journals retraction index was also calculated. Results Twenty-nine retracted papers published in nursing science journals were identified, the first in 2007. This represents 0.029% of all papers published in these journals since 2007. We observed a significant increase in the retraction rate of 0.44 per 10,000 publications per year (95% CI; 0.03–0.84, p = .037). There was a negative association between a journal’s retraction index and impact factor with a significant reduction in retraction index of −0.57 for a one-point increase in impact factor (95% CI; −1.05 to −0.09, p = .022). Duplicate publication was the most common reason for retraction (n = 18, 58%). The mean number of citations manuscripts received after retraction was seven, the highest was 52. Most (n = 27, 93.1%) of the retracted papers are still available online (with a watermark indicating they are retracted). Conclusion Compared to more established academic disciplines, rates of retraction in nursing and midwifery are low. Findings suggest that unsound research is not being identified and that the checks and balances incumbent in the scientific method are not working. In a clinical discipline, this is concerning and may indicate that research that should have been removed from the evidence base continues to influence nursing and midwifery care. [ABSTRACT FROM AUTHOR]

Background An inclusive health curriculum within undergraduate and continuing professional development programmes (CPD) should include issues related to people whom identify as LGBT+. Objectives The aim of this systematic review was to examine the education and training requirements of undergraduate students and health professionals regarding the inclusion of LGBT+ health issues. Design A systematic review of the available published empirical studies. Data sources A systematic literature search was undertaken of the following databases: CINAHL, PubMed, PsycINFO, Embase and Sociological Abstracts. All papers reviewed were from the years 2007 to 2017 and written in English. Review methods Three research questions informing the literature review were: (i) What are the education and training requirements of undergraduate students and health professionals regarding the health needs of LGBT+ people? (ii) What are the approaches utilized in the education and training of undergraduate students and health professionals regarding the health needs of LGBT+ people? (iii) What are the best practice examples of the education and training of undergraduate students and health professionals? Following the application of definitive criteria, 22 papers were included in the review. Quality appraisal and data extraction was undertaken by the two authors. Results The 22 papers were reviewed in detail in the final data analysis and synthesis where four main themes were identified: (1) Cultural competence and inclusivity. (2) Existing knowledge of LGBT+ health-related issues. (3) Curriculum developments and outcomes. (4) Evidence of best practice in education delivery. Conclusion The review highlights the importance of the inclusion of LGBT+ health-related issues within the health curriculum and continuing professional development programmes and the implications for education and training, clinical practice and research. [ABSTRACT FROM AUTHOR]

Objectives This systematic review was designed to assess the importance of academic literacy for undergraduate nursing students and its relationship to future professional clinical practice. It aimed to explore the link between academic literacy and writing in an undergraduate nursing degree and the development of critical thinking skills for their future professional clinical practice. Design A systematic review of qualitative studies and expert opinion publications. Data Sources A systematic literature search was undertaken of the following databases: ERIC, PubMed, CINAHL, MEDLINE and Scopus. All papers reviewed were from 2000 to 2016 and were written in English. Review Methods We identified 981 studies and expert opinion papers from the selected databases. After reviewing key words and abstracts for the inclusion and exclusion criteria, 48 papers were selected for review. These were read and reread, with 22 papers, including one thesis, selected for quality appraisal. One paper was discarded due to the exclusion criteria. Results Three major themes were evident from this study. First, students need assistance to develop tertiary level academic literacy skills when they commence their undergraduate nursing degree. Second, that teaching practices need to be consistent in both designing assessments and in giving feedback to students, in order to assist improvement of academic literacy skills. And finally, academic literacy can facilitate critical thinking when students are assessed using discipline specific genres that relate to their future professional nursing practice. Conclusions This review highlights the importance of critical thinking in clinical nursing practice and its strong relationship with academic writing skills. It has shown critical thinking is discipline specific and nursing students need to be taught discipline specific literacy genres in undergraduate nursing degrees. Nursing has a diverse educational and cultural mix of students, and educators should not assume academic literacy skills upon commencement of an undergraduate nursing programme. [ABSTRACT FROM AUTHOR]

Determining the perception and expectations of cancer patients will inform nurses' understanding of how to conduct nursing care to meet patients' needs. Studies have mainly used quantitative methods to understand nursing image from the perspective of the public and the profession, and there are no recent studies to date on nursing image from the perspective of cancer patients. The aim of this qualitative study was to explore cancer patients' experiences and perceptions of nursing within the conceptual framework of Watson's Human Care Theory. In total, 19 phenomenological semi-structured interviews were conducted with cancer patients between November 2022 and January 2023. Data were analyzed using Assarroudi et al.'s content analysis. Three themes emerged from the phenomenological analysis of the interviews: (1) nursing image, (2) expectations, and (3) realities. Patients stated that nurses act as assistants and that health services cannot be provided without them. Under the main theme of 'expectations,' five subthemes emerged: psychosocial care, physical care, ethics, individual characteristics, and no expectations, while the theme of 'realities' contained two subthemes: (1) satisfaction with nurse behaviors, and (2) dissatisfaction with nurse behaviors. Our study provides important insight for nurses working with cancer patients in the management of patient care and treatment. Empowering cancer nurses will increase patient care satisfaction. We recommend the implementation of programs designed to support nurses and improve nursing communication skills. We also recommend that the technical and psychosocial aspects of nursing care should be considered as a whole. • There are no recent studies on nursing image from the perspective of cancer patients. • This paper reveals cancer patients' perception, expectations, needs, and the basic needs of patients as a whole. • Strong technical skills and coping and communication skills of nurses working with cancer patients positively affects patient satisfaction. [ABSTRACT FROM AUTHOR]

Early mobilization is only carried out to a limited extent in the intensive care unit. To address this issue, the robotic assistance system VEMOTION® was developed to facilitate (early) mobilization measures more easily. This paper describes the first integration of robotic assistance systems in acute clinical intensive care units. Feasibility test of robotic assistance in early mobilization of intensive care patients in routine clinical practice. Two intensive care units guided by anesthesiology at a German university hospital. Patients who underwent elective surgery with postoperative treatment in the intensive care unit and had an estimated ventilation time over 48 h. Participants underwent robot-assisted mobilization, scheduled for twenty-minute sessions twice a day, ten times or one week, conducted by nursing staff under actual operational conditions on the units. No randomization or blinding took place. We assessed data regarding feasible cutoff points (in brackets): the possibility of enrollment (x ≥ 50 %), duration (pre- and post-setup (x ≤ 25 min), therapy duration (x = 20 min), and intervention-related parameters (number of mobilizing professionals (x ≤ 2), intensity of training, events that led to adverse events, errors or discontinuation). Mobilizing professionals rated each mobilization regarding their physical stress (x ≤ 3) and feasibility (x ≥ 4) on a 7 Point Likert Scale. An estimated sample size of at least twenty patients was calculated. We analyzed the data descriptively. Within 6 months, we screened thirty-two patients for enrollment. 23 patients were included in the study and 16 underwent mobilization using robotic assistance, 7 dropped out (enrollment eligibility = 69 %). On average, 1.9 nurses were involved per therapy unit. Participants received 5.6 robot-assisted mobilizations in mean. Pre- and post-setup had a mean duration of 18 min, therapy a mean of 21 min. The robot-assisted mobilization was started after a median of 18 h after admission to the intensive care unit. We documented two adverse events (pain), twelve errors in handling, and seven unexpected events that led to interruptions or discontinuation. No serious adverse events occurred. The mobilizing nurses rated their physical stress as low (mean 2.0 ± 1.3) and the intervention as feasible (mean 5.3 ± 1.6). Robot-assisted mobilization was feasible, but specific safety measures should be implemented to prevent errors. Robotic-assisted mobilization requires process adjustments and consideration of unit staffing levels, as the intervention does not save staff resources or time. clinicaltrials.org TRN: NCT05071248 ; Date: 2021/10/08; URL https://clinicaltrials.gov/ct2/show/NCT05071248. Robot-assisted early mobilization in intensive care patients is feasible and no adverse event occurred. [ABSTRACT FROM AUTHOR]