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University employees experience high levels of workplace stress, with the perception that it is increasing, due to less autonomy, increased student numbers, excessive administrative work and role ambiguity. This study is part of a larger evaluation of the effectiveness of a Mindfulness, Self-Care and Resiliency (MSCR) program to improve the well-being of university employees in a regional university in Australia. In this study we report the results of interviews with 19 university employees who completed the program in 2019. The aim was to determine the acceptability, feasibility, and sustainability of the program in a university setting. MSCR teaches resiliency skills to improve overall stress management, well-being, and self-care behaviour. The program was delivered to both academic and support (professional) staff. Of the 19 employees interviewed, 13 were academic and 6 were professional staff. As it was evident that there was no difference in emerging themes between the two groups, the data were pooled for thematic analysis. Two overarching themes were found: impact of the program on the individual self (pre-existing mindset and learning and the impact of the program on individual well-being and self-care) and the way the individual interacted with others in their environment (inside the work environment -- physical space, interaction with others [staff and students]), attending follow-ups at work and outside the work environment (interaction with immediate family, social support). It is apparent that the program was acceptable, feasible and sustainable, with employees reporting changes from the program at the one-month interview point. Results highlight the importance of skills to build inner-calm to manage the complex work environment as well as providing permission to staff to implement self-care activities in the workplace, regardless of their employment status.

Purpose: To explore levels of Navigator resilience, well‐being, burnout, and turnover intent. Design: A longitudinal, multi‐methods study concurrently collected quantitative and qualitative data over three years. Methods: A survey and Action Learning Groups. Findings: No statistically significant change in resilience, well‐being, burnout, or turnover intent. Supports, self‐care and leaving the position, were used to maintain well‐being. Conclusions: While quantitative measures did not change, qualitative data demonstrated how adaptive coping mechanisms maintain well‐being. Recommendations for nurses working in Navigator, or similar community/public health roles include work‐based programs targeting support, good leadership, governance systems including their impact on turnover intent. Clinical evidence: Job turnover intent can be used as a mechanism to monitor resilience and well‐being. [ABSTRACT FROM AUTHOR]

Resilience, of individuals, is a well-established concept in the psychology/mental health literatures, but has been little explored in relation to communities. Related theory in the community development and social impact assessment literature provides insight into qualities and assets of communities that enable them to develop effectively or to adapt to major changes. This article reports the components of community and individual resilience identified through a participatory action research study within a rural Australian community. These are social networks and support; positive outlook; learning; early experiences; environment and lifestyle; infrastructure and support services; sense of purpose; diverse and innovative economy; embracing differences; beliefs; and leadership. These components entail interactions between individuals, the community, infrastructure, the environment and the economy in the process of building resilience. The findings extend from previous research by recognizing environmental and economic factors, infrastructure and support services, as enhancing resilience, and expand the limited evidence base for those wishing to promote resilience at the community scale.

Introduction Caring for patients with life-limiting cancer requires nursing skills that focus on empathy and communication alongside symptom and pain management. Registered nurses (RNs) working exclusively in specialist cancer services often develop these communication skills through their daily nursing practice; more is needed, however, to prepare nursing students to actively engage in difficult conversations when encountering patients and families towards the end-of-life. Objective/aims To understand to what extent nursing students feel their undergraduate education has prepared them as beginning registered nurses, to confidently communicate with patients who have a life-limiting illness, and their families. Methodology A qualitative descriptive research approach was used to guide this study. Ethical approval was gained from the University to interview ten third-year undergraduate Bachelor of Nursing students. Semi-structured interviews were conducted. The Braun and Clark 6-step reflexive approach to thematic analysis (2022) was used to analyse the interview data. Results The results demonstrate that the participants felt they were not prepared to care for people who had lifelimiting illnesses, difficult conversations with patients and their families and how to provide nursing care to people after death. In addition to being unprepared for difficult conversations, this research discovered that nursing students need teaching and preparation for death and dying before their first clinical placement with time to consider the role of the RN in caring for dying people and their families and the importance of clear and empathic communication. Conclusion The findings of this study add to the currently limited research on the nursing student experience of death and dying and contribute a unique focus on the experiences of difficult conversations. The findings could assist university and cancer nurse educators to ensure student nurses are better prepared for death and dying and difficult conversations. Preparing future generations of RNs to engage in difficult conversations may improve the patient and family experience at the end of life. [ABSTRACT FROM AUTHOR]

The three themed papers in this edition identify particular issues in the ethical conduct of qualitative research. Some concerns are common to all three papers and other concerns raise queries [...]