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1. To identify approaches and strategies that can build research capacity among academics from the disciplines of nursing and midwifery working in tertiary education institutions. 2. To identify evidence-informed strategies that enable academic transformation of professional identity from clinician to researcher.Nurses and midwives are core to leading health practice and system change through research. Despite manifold efforts to build research capacity among nurse academics over the past two decades, there is scant evidence about what specific strategies are effective and few robust evaluations of any capacity building strategies.This scoping review was guided by Arksey and O'Malley's framework to identify key concepts and map the available evidence specifically related to volume, nature and characteristics.The authors followed a scoping review framework and used a PRISMA flowchart to report findings. Electronic data bases (CINAHL, ERIC, Medline and Scopus) were searched between April and June 2020. Literature published between 2000 and 2020 was searched. The Mixed Methods Appraisal Tool (MMAT) was used for data coding and extraction and all included papers were subsequently thematically analysed.Fourteen studies from seven countries met the inclusion criteria and were comprised of literature reviews (n = 4) case studies (n = 3) qualitative survey (n = 1) and intervention studies (n = 6). Four themes were identified as follows: academic identity, organisational changes, leadership and research skills development.Rigorous evaluation of research capacity building strategies for academics from the disciplines of nursing and midwifery is a significant gap in the literature. To promulgate research among nurse and midwife academics, strong, supportive leadership and a range of inclusive and targeted approaches are needed. Significant work remains in terms of negotiating with the broader university to operationalise supportive systems and structures. Clarifying how self-concept has an impact on building and maintaining a research identity for nurse and midwife academics is an area worthy of further study.Strong, supportive leadership with inclusive and targeted research skills development is key to reorienting academic nursing and midwifery research culture.

Engaging nursing students in the complexities of care across community, acute, rehabilitation and residential aged care settings is challenging. Equally challenging is conceptualising and promoting diverse and comprehensive health assessments across care settings that reflect clinical reality, inform clinical decision making, traverse theory and practice, and transform clinical practice knowledge. This article describes the use of narrative and evolving case study as a teaching-learning tool utilised by the authors in a third year undergraduate gerontic nursing subject in a pre-service nursing degree at a rural university. Principles of transformative learning and strengths based nursing were drawn upon in the development of the case study. The aim of the approach was to draw on embedded knowledge and the experiences of students and academics from assorted practice settings to facilitate understanding of the lived experiences of an older community dwelling couple. Using social learning strategies students were encouraged to analyse and think critically and creatively about the situations they were presented with. They identified possible solutions that would be acceptable to the couple. Building on the older couple's strengths, achievements and personal social capital, the aim was to develop a positive paradigm for health and the way older people are viewed by nursing students.

Background Nurses have a pivotal role in changing the focus of the health system toward a primary health care approach, yet little is known about the effectiveness of nursing students' educational preparation for this role. Objectives The aim of the study was to investigate undergraduate Australian nursing students' knowledge of and attitudes toward the primary health care approach. Design A cross-sectional, descriptive research design was applied. Setting Two Australian universities, one with a rural base and one in the metropolitan area of Sydney, were involved. Both universities offer undergraduate and postgraduate nursing courses on multiple campuses. Participants A convenience sample of 286 undergraduate nursing students, each of whom had completed a unit of study on PHC. All provided consent to participate in the study. Methods Data was collected using the Primary Health Care Questionnaire via online survey platform SurveyMonkey for a period of three weeks in June 2015. Results Total knowledge scores ranged from 19.68 to 95.78 with the mean knowledge score being 69.19. Total attitude scores ranged from 33.12 to 93.88 with a mean score of 70.45. Comparison of knowledge scores showed mean scores of students born in Australia were significantly higher than those of students who were born overseas (p = 0.01), and mean scores of students enrolled in the metropolitan university were also significantly higher than mean scores of students' enrolled in the rural university (p = 0.002). In terms of attitudes scores, mean scores of Australian-born students were significantly higher than those of students born overseas (p = 0.001), and older students' mean attitude scores were shown to be significantly higher than younger students' (p Conclusions Student's age, country of origin and university location were shown to be significant influences on student's knowledge of and attitudes toward primary health care.