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Aim: This study aimed to gain a better understanding of nursing/midwifery students' perspectives on a pedagogy of caring and online learning during the COVID‐19 pandemic. In addition, it aimed to determine if the COVID‐19 pandemic impacted students' perceptions and experience of online learning and students' desire to enter the nursing/midwifery workforce. Design: Mixed methods. Methods: A multi‐centre cross‐sectional survey of Australian nursing and midwifery students was undertaken to explore students' experience of learning during the COVID‐19 pandemic. Results: There are several key findings from this study that may be relevant for the future delivery of undergraduate health education, students transitioning to practice and healthcare workforce retention. The study found that although students were somewhat satisfied with online learning during COVID‐19, students reported significant issues with knowledge/skill acquisition and barriers to the learning process. The students reported feeling less prepared for practice and identified how clinical staff were unable to provide additional guidance and support due to increased workloads and stress. The textual responses of participants highlighted that connection/disconnection, empathy and engagement/disengagement had an impact on learning during COVID‐19. Conclusion: Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. In addition, graduates entering the workforce felt less prepared for entry into practice due to changes in education delivery during COVID‐19 that they perceived impacted their level of clinical skills, confidence and ability to practice as new graduate nurses/midwives. Patient or Public Contribution: Not applicable. Impact: Attention must be given to the transition of new graduate nurses and midwives whose education was impacted by pandemic restrictions, to support their professional career development and to ensure retention of future healthcare workforce.Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. Educators should consider how connection and engagement can be actively embedded in the online learning environment. [ABSTRACT FROM AUTHOR]

The article focuses on the mental health impact of traumatic events on first responders, emphasizing the prevalence rates of mental health issues like PTSD, depression, and anxiety among emergency service professionals. It highlights the various factors contributing to mental health challenges in this population, including workplace violence, the nature of their work and individual factors like previous trauma and resilience skills.

Aims and objectives: To explore the quantitative and qualitative literature on the impact of nurse‐led postdischarge telephone follow‐up (TFU) call interventions on patient outcomes. Background: Adverse patient outcomes such as postdischarge problems, premature contact with health systems, inability to self‐manage conditions and hospital readmissions all have an impact on the health and well‐being, and satisfaction of patients as well as a financial impact on healthcare systems. Design: A mixed‐study systematic review. Review methods: A systematic search of CINAHL, Ebsco, PubMed, Quest and Cinch‐Health databases was undertaken using the key terms "nurs*," "nurse‐led," "nurse initiated," "discharge," "hospital," "telephone," "follow‐up" and "telephone follow‐up" to identify relevant original peer‐reviewed studies published between 2010–2016. Ten articles were selected for inclusion. The selected papers were critically appraised. A sequential explanatory approach with a convergent synthesis was used to report findings following PRISMA guidelines. Results: The findings demonstrate that nurse‐led TFU interventions have the potential to improve patient outcomes. The studies suggest patient satisfaction with TFU is one of the strongest positive outcomes from the interventions. However, the results do not support improvement in patient readmission or mortality. Conclusions: Of the 10 studies reviewed, only two were methodologically strong limiting the conclusions that can be drawn from the current research on this topic. Telephone follow‐up interventions improve patient satisfaction and have the potential to meet patient information and communication needs, improve self‐management and follow‐up appointment attendance and reduce postdischarge problems. Further research is required to explore patients' perceptions of the most useful content of TFU calls, the efficacy of TFU calls and nurses' perceptions and experiences of conducting TFU interventions. Relevance to clinical practice: When conducted by a nurse, these interventions have the potential to enhance postdischarge care to patients and meet care needs. Patients perceive TFU as acceptable and are satisfied with this form of postdischarge care. [ABSTRACT FROM AUTHOR]

Aims and objectives: To review the clinical impact methamphetamine has on emergency departments by assessing the available research on the rates and features of methamphetamine‐related presentations. Background: Globally, methamphetamine availability, distribution and use have rapidly increased. As a result, the number of methamphetamine‐related presentations to emergency departments has also increased. In this context, it is timely to review the rate and features of methamphetamine‐related presentations to understand the impact of methamphetamine on emergency departments and facilitate the allocation of services, staff and resources. Design: An integrative literature review. Methods: This study presents an integrated literature review, following the systematic review process as outlined in the PRISMA flow chart. Several databases were searched using a combination of search terms. Articles were measured against inclusion and exclusion criteria, and the final ten articles were subjected to quality appraisal and outcomes reported. Results: Methamphetamine accounted for 2.3% or less of all emergency departments presentations. The majority of methamphetamine users presenting to emergency departments were males, with a mean age 31–37. Methamphetamine‐related presentations to emergency departments were more likely to present with trauma, psychosis, and be placed on 24‐hr psychiatric hold. Methamphetamine‐related presentations were more likely to present with agitation, aggression and homicidal behaviour and present to emergency departments out of hours and accompanied by police compared with other emergency departments substance‐related presentations. Conclusions: Several important themes were highlighted in this review that has an impact on emergency departments services, resources and staff. Understanding the rate and patterns of methamphetamine‐related presentations can help to provide evidence for policy development and staff education in emergency departments. Relevance to clinical practice: Methamphetamine‐related presenters are more aggressive and agitated and more likely to be brought in by police. There is a need for policy development and staff training around these issues and further research in this area using stronger study designs. [ABSTRACT FROM AUTHOR]