Nurses' and midwives' perception of the leadership skills and attributes required of future leaders.

Aim: Identify the skills and knowledge future nurse and midwife leaders might require in the next 6 years. Design/methodology/approach: An online questionnaire elicited health professionals' perspectives on the future requirements for nurse and midwife leaders. Qualitative data were generated in response on health care and the likely leadership skills for the future.

Supporting healthcare professionals from ethnic minority backgrounds to 'Step Into' a clinical academic career.

Background: There is a need to develop research focussed healthcare professionals with the clinical experience and academic skills to meet the needs of a diverse population. Yet, healthcare professionals from ethnic minority backgrounds are often faced with personal, structural or organisational barriers, which prevent them from accessing and applying for development opportunities.

Aim: To undertake an evaluation of the Step into Clinical Academic Careers' programme.

Influences of Leadership, Organizational Culture, and Hierarchy on Raising Concerns About Patient Deterioration: A Qualitative Study.

Background: Raising concerns is essential for the early detection and appropriate response to patient deterioration. However, factors such as hierarchy, leadership, and organizational culture can impact negatively on the willingness to raise concerns.

Objectives: This study aims to delve into how leadership, organizational cultures, and professional hierarchies in healthcare settings influence healthcare workers, patients, and caregivers in raising concerns about patient deterioration and their willingness to do so.

The impact of prior care experience on nursing students' compassionate values and behaviours: A mixed methods study.

Background: Compassion is critical to the provision of high-quality healthcare and is foregrounded internationally as an issue of contemporary concern. Paid care experience prior to nurse training has been suggested as a potential means of improving compassion, which has been characterised by the values and behaviours of care, compassion, competence, communication, courage, and commitment. There is however a dearth of evidence to support the effectiveness of prior care experience as a means of improving compassion in nursing.

Evaluation of the impact of leadership development on nurses and midwives underpinned by transformational learning theory: a corpus-informed analysis.

Purpose: The purpose of this paper is to evaluate the impact of leadership development programmes, underpinned by Transformational Learning Theory (TLT).

Design/methodology/approach: A corpus-informed analysis was conducted using survey data from 690 participants. Data were collected from participants' responses to the question "please tell us about the impact of your overall experience", which culminated in a combined corpus of 75,053 words.

Development of Nightingale Frontline: a leadership support service for nurses and midwives during the COVID-19 crisis.

Background: As COVID-19 hit the UK, it was apparent that frontline healthcare workers would be faced with challenges they had never encountered before. The longer-term leadership support needs of nurses and midwives were considered central to how they would psychologically emerge from the COVID-19 response. In response, a national leadership support service for nurse and midwife leadersat all levels, was rapidly established.

The impact of care experience prior to commencing pre-registration nurse education and training: A scoping review.

Objectives: Compassion in nursing and interventions to support it are of international relevance and concern. Prior care experience as a prerequisite for entry into pre-registration nurse education is suggested as a means of improving compassion. The impact of prior care experience has not been comprehensively reviewed, therefore the potential effectiveness of prior care experience as a means of improving compassion is unknown.

In Nightingale's footsteps: A qualitative analysis of the impact of leadership development within the clinical learning environment.

Aim: To identify and describe the impact areas of a newly developed leadership development programme focussed on positioning leaders to improve the student experience of the clinical learning environment.

Background: There is a need to consider extending traditional ways of developing leaders within the clinical learning in order to accommodate an increased number of students and ensure their learning experience is fulfilling and developmental. The Florence Nightingale Foundation implemented a bespoke leadership development programme within the clinical learning environment.

Establishing quality standards for graduate entry master of nursing curricula in Australia and New Zealand: A Delphi study.

Aim: To describe the common elements of Graduate Entry Master of Nursing curricula and identify a set of standards and quality indicators for benchmarking purposes within and across jurisdictions.

Background: Internationally, there has been an increase in universities offering Graduate Entry Masters programs in Nursing. Such programs specify a bachelor degree as an entry requirement and then offer an intensive program of study that prepares graduates for registration as a nurse.

Interventions to support graduate nurse transition to practice and associated outcomes: A systematic review.

Objective: The aim of this mixed methods systematic review was to: i) document the interventions that support and facilitate graduate nurse transition from university to practice in a diversity of healthcare settings and ii) to identify outcomes from graduate nurse transition interventions for the graduate, patient or client, and health service.

Design: This mixed methods systematic review was guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. All quantitative, qualitative, and mixed methods studies were included if they met the inclusion criteria.

The effects of compassion-based feedback on wellbeing ratings during a professional assessment healthcare task.

Background: There is a need for higher education policy to consider how student nurses might be supported to help them to develop the resilience and mental wellbeing needed to cope with stressful environments. Reviews and qualitative research in this area suggest that compassion can improve wellbeing, however, compassion-based feedback is yet to be explored as a pedagogical intervention using quantitative methods.

Purpose: To explore the effect of different feedback types on subjective wellbeing.

The implementation of resilience based clinical supervision to support transition to practice in newly qualified healthcare professionals.

Background: Healthcare workforce shortages are an international issue. This service development targets the contributory element of poor retention amongst newly qualified nurses. Resilience Based Clinical Supervision is underpinned by the principles of Compassion Focused Therapy.

Adopting a Global Virtual Team Approach to Enhance Performance of an International Nursing Research Collaboration.

Global mobility, technological developments, and evolved organizational design have expanded the scope of workplace teams beyond traditional arrangements, giving rise to global virtual teams. As universities across the world encourage mobility, there are unprecedented opportunities to create discipline-specific international networks, increase cross-cultural understanding, and create rich interactions in research. Team structure, trust formation, and communication processes are known to positively influence global virtual team performance.

Enhancing the quality of clinical supervision in nursing practice.

Clinical supervision has been an aspect of nursing practice in various forms for several years; however, it remains challenging to ensure its widespread implementation across healthcare organisations. There is an increasingly evident need for formalised support in nurses' busy practice settings, so it is important to improve the quality of clinical supervision in healthcare. This will also assist nurses in providing evidence of their continuing professional development as part of revalidation.

A focus group study exploring student nurse's experiences of an educational intervention focused on working with people with a diagnosis of personality disorder.

Unlabelled: WHAT IS KNOWN ON THE SUBJECT?: Research has consistently shown that poor attitudes exist in mental health care towards people with a diagnosis of personality disorder and that nurses can find working with this group of patients professionally and personally challenging. Power imbalances of practitioner over students exist on training placements. This can result in students being exposed to negative attitudes towards service users with a diagnosis of personality disorder and not feeling able to challenge these attitudes.

Exploring the influence of feedback given by people with lived experience of mental distress on learning for preregistration mental health students.

WHAT IS KNOWN ON THE SUBJECT?: The involvement of those with lived experience is broadly understood to be beneficial to student learning. The consequence of the process and implications for learning are predominantly unexplored. WHAT THE PAPER ADDS TO EXISTING KNOWLEDGE?: The paper explores an innovative co-produced model of involving people with lived experience in the assessment process of mental health nursing students.

The concept of compassion within UK media-generated discourse: A corpus-informed analysis.

Aims And Objectives: To examine how the concept of compassion is socially constructed within UK discourse, in response to recommendations that aspiring nurses gain care experience prior to entering nurse education.

Background: Following a report of significant failings in care, the UK government proposed prior care experience for aspiring nurses as a strategy to enhance compassion amongst the profession. Media reporting of this generated substantial online discussion, which formed the data for this research.

The importance, impact and influence of group clinical supervision for graduate entry nursing students.

This paper will report on an evaluation of group clinical supervision (CS) facilitated for graduate entry nursing (GEN) students whilst on clinical placement. The literature suggests educational forums which enable GEN students to engage in critical dialogue, promote reflective practice and ongoing support are an essential element of GEN curricula. The model of supervision employed was informed by Proctor's three function interactive CS model and Inskipp and Proctor's Supervision Alliance.

Diagnosing and treating Enquiry Based Learning fatigue in Graduate Entry Nursing students.

The use of student directed study approaches such as Enquiry Based Learning (EBL) in the design and implementation of Graduate Entry Nursing Circular is well established. The rational relates to the maximisation of graduate attributes such as motivation to learn, the ability to identify, search and assimilate relevant literature and the desire to take ownership of the direction and pace of learning. Existing alongside this however, is the observation that students remain under confident in the application of knowledge to a clinical context and frustrated with learning approaches which do not appear directly related to improving their competence in this area.

Do graduate entry nursing student's experience 'Imposter Phenomenon'?: An issue for debate.

The recruitment of Graduates into the nursing profession is seen as advantageous in the academic literature. Conversely educated nurses are often portrayed in the media as "too posh to wash". We would argue these conflicting discourses have a negative effect on graduate entry nurse education.

A critical narrative analysis of shared decision-making in acute inpatient mental health care.

Shared decision-making (SDM) is a high priority in healthcare policy and is complementary to the recovery philosophy in mental health care. This agenda has been operationalised within the Values-Based Practice (VBP) framework, which offers a theoretical and practical model to promote democratic interprofessional approaches to decision-making. However, these are limited by a lack of recognition of the implications of power implicit within the mental health system.

The rules of the game in graduate entry nursing: A longitudinal case study.

Background: Graduate Entry Nursing programmes are pre-registration nursing curricula designed for candidates who already have a health related degree. The programmes aim to attract highly motivated individuals who have a commitment to nursing and hold the cognitive abilities associated with studying in higher education including critical thinking styles and capability to study independently. These attributes are termed within the literature as "graduateness".

A case study exploring the experience of graduate entry nursing students when learning in practice.

Aim: To explore how Graduate Entry Nursing students present and position themselves in practice in response to anti-intellectualist stereotypes and assessment structures.

Background: A complex background turbulence exists in nurse education which incorporates both pro- and anti-intellectualist positions. This represents a potentially challenging learning environment for students who are recruited onto pre-registration programmes designed to attract graduates into the nursing profession on the basis of the specific attributes they bring known as 'graduateness'.