Implementing Evidence-Based Pain Management Interventions Into an Emergency Department: Outcomes Guided by Use of the Ottawa Model of Research Use.

Aim: To implement strategies to improve the care of patients with acute pain in the emergency department (ED).

Design: Pre-post implementation study using a Type 2 hybrid effectiveness-implementation design.

Methods: Implementation strategies were introduced and monitored through the Ottawa Model of Research Uses' assessment, monitoring and evaluation cycles, supported by focused and sustained facilitation.

What interprofessional education teaching and learning approaches are being implemented in baccalaureate health professional curricula in wound care education? A scoping review.

Aim: This scoping review aimed to explore the interprofessional curriculum content and teaching approaches specific to wound care education in baccalaureate health courses internationally.

Background: Interprofessional education is defined as occurring when future health practitioners learn with, from and about each other with the goal of improving health outcomes. The management of wounds is a global public health issue with the World Health Organization recognising wound care is best managed by an interprofessional team.

A facilitator's reflection on the democratizing potential of emancipatory practice development.

Emancipatory practice development (ePD) is a practitioner-led research methodology which enables workplace transformation. Underpinned by the critical paradigm, ePD works through facilitation and workplace learning, with people in their local context on practice issues that are significant to them. Its purpose is to embed safe, person-centred learning cultures which transform individuals and workplaces.

Assessment of Barriers, Supports, and Context to Implement Best Practice Pain Management in the Emergency Department: The IMPAINED Study.

Aim: To assess the emergency department practice context and identify strategies to improve outcomes of patients with acute pain.

Background: Effective treatment of acute pain in the emergency department depends upon clinicians adopting pain interventions into practice. However, it is well-recognized that acute pain is often undertreated.

Practice pathways, education, and regulation influencing nurse practitioners' decision to provide primary care: a rapid scoping review.

Background/objective: Initially established to improve access to healthcare, particularly for primary care, the full potential of the nurse practitioner role is yet to be realised in most countries. Despite this, most countries are working to meet an ageing population's increasing healthcare needs and reduce healthcare costs and access disparities. Achieving these outcomes requires reform at multiple levels, including nurse practitioner practice pathways, education and regulation, and identifying the barriers and facilitators to optimising their primary care role.

Leveraging university-industry partnerships to optimise postgraduate nursing education.

Background: Industry and higher education sectors devote considerable, but independent resources to deliver postgraduate nursing education. This leads to duplication, uncertainty among students, and critical gaps in nursing education. Establishing and sustaining meaningful partnerships between invested university and industry stakeholders can strengthen workforce capability and improve patient care.

Are men treated differently in clinical placements during nursing studies? A cross-sectional study.

Aim And Objective: To explore the perceptions of nursing students regarding the treatment of men in nursing during their clinical placement.

Background: Negative placement experiences of men who are nursing students is a risk factor for student attrition. Hence, exploring gender disparity in treatment during placement from both men and women studying nursing will contribute to improving student experience and reducing attrition.

Promoting Person-Centered Care for Health Baccalaureate Students: Piloting an Interprofessional Education Approach to Wound Management.

Objective: To describe and analyze the implementation of a wound management interprofessional education experience for nursing, podiatry, pharmacy, and exercise and nutrition science health baccalaureate students. The disciplines outside of nursing were invited to join the classes of a wound care elective unit in nursing.

Methods: This study included the development and implementation of a wound care program and observation of all students enrolled in the health disciplines where wound management education was relevant.

Development and psychometric testing of the gender misconceptions of men in nursing (GEMINI) scale among nursing students.

Background: Misconceptions about men in nursing may influence recruitment and retention, further perpetuating the gender diversity imbalance in the nursing workforce. Identifying misconceptions and implementing early intervention strategies to address these deep-rooted stereotypes remain challenging but is considered critical to support students who are commencing a nursing career.

Objective: To develop and evaluate the psychometric properties of the 'nder sconceptions of me in nursng (GEMINI) Scale.

Exploring the observer role and clinical reasoning in simulation: A scoping review.

Aim: This scoping review aimed to explore nursing students experience as simulation observers and their level of engagement in learning through use of clinical decision-making models and learning scaffolds.

Background: A gap continues to exist between the published empirical literature, the role and experiences of the simulation observer and teaching scaffolds that enhance learning outcomes, despite the increased understanding of simulation and its role in preparing nursing students for practice. Further, little is known about the nursing student's experience of clinical reasoning whilst observing simulation and the impact of scaffolding observations using clinical decision-making models.

Effectiveness of using simulation in the development of clinical reasoning in undergraduate nursing students: A systematic review.

Aim/objective: This systematic review examines the effectiveness of undergraduate nursing students' using simulation to acquire clinical reasoning.

Background: Use of simulation to positively impact practice outcomes is an established method in nursing education. Clinical reasoning is a graduate capability that contributes to safe practice, so developing clinical reasoning requires explicit scaffolding in undergraduate contexts.

Building safety cultures at the frontline: An emancipatory Practice Development approach for strengthening nursing surveillance on an acute care ward.

Aim: To evaluate an emancipatory Practice Development approach for strengthening nursing surveillance on a single medical-surgical ward.

Background: Registered nurses keep patients safe in acute care settings through the complex process of nursing surveillance. Our interest was understanding how frontline teams can build safety cultures that enable proactive nursing surveillance in acute care wards.

Comparison of simulation observer tools on engagement and maximising learning: a pilot study.

Objectives: This pilot study examined if the Clinical Reasoning Observer Worksheet (CROW) compared to a standard observer worksheet used during simulation, would enhance nursing students active learning behaviours and perceptions of clinical reasoning ability.

Methods: This pilot study was undertaken to test the design and processes for a future larger study and reports on preliminary evidence of efficacy of recruitment procedures and instrumentation in addition to student's learning outcomes.

Results: There was little overall difference in outcomes between groups who used either simulation observer worksheet.

The effectiveness of nurse-initiated interventions in the Emergency Department: A systematic review.

Background: Nurse-initiated interventions potentially provide an opportunity for earlier response for time sensitive presentations to the Emergency Department, and may improve time-to-treatment, symptomatic relief and patient flow through the department.

Objective: To determine the effectiveness of nurse-initiated interventions on patient outcomes in the Emergency Department.

Method: The review followed the JBI methodology for reviews of quantitative evidence.

Developing a postgraduate professional education framework for emergency nursing: a co-design approach.

Background: Hospital and university service providers invest significant but separate resources into preparing registered nurses to work in the emergency department setting. This results in the duplication of both curricula and resource investment in the health and higher education sectors. This paper describes an evidence-based co-designed study with clinical-academic stakeholders from hospital and university settings.

Effectiveness of nurse-led clinics in the early discharge period after percutaneous coronary intervention: A systematic review.

Background: Readmission after percutaneous coronary intervention is common in the early postdischarge period, often linked to limited opportunity for education and preparation for self-care. Attending a nurse-led clinic within 30 d after discharge has the potential to enhance health outcomes.

Objective: The aim of the study was to synthesise the available literature on the effectiveness of nurse-led clinics, during early discharge (up to 30 d), for patients who have undergone percutaneous coronary intervention.

Outcomes of a randomised pilot trial of a nurse-led clinic for patients after percutaneous coronary intervention.

Background: Hospitalisation for percutaneous coronary intervention (PCI) in Australia is reducing. Patients who undergo PCI may be discharged home without a post-discharge health management plan, referral for secondary prevention, or understand their chronic condition. Subsequently, negative psychological symptoms such as anxiety and depression may be experienced in the post-discharge period.

Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to 'think like a nurse'.

A period of re-negotiation is expected when introducing a new teaching and learning approach in a Bachelor of Nursing course. This study, underpinned by a social constructivist framework, used action research to uncover the interactions, challenges and outcomes when implementing an inquiry-based learning approach to support the development of students' clinical reasoning and capability to think like a nurse. Data collection involved non-participant observation of 32 tutorial groups (600 first-year students and 8 teachers) over the first two weeks of semester.

Strengthening nursing surveillance in general wards: A practice development approach.

Aims And Objectives: To explore the context and culture of nursing surveillance on an acute care ward.

Background: Prevention of patient deterioration is primarily a nursing responsibility in hospital. Registered nurses make judgements and act on emerging threats to patient safety through a process of nursing surveillance.

Engaging students in a community of learning: Renegotiating the learning environment.

Promoting student engagement in a student led environment can be challenging. This article reports on the process of design, implementation and evaluation of a student led learning approach in a small group tutorial environment in a three year Bachelor of Nursing program at an Australian university. The research employed three phases of data collection.

REIMAGINING A FUTURE FOCUSED BACHELOR OF NURSING CURRICULA.

Higher education providers of nursing education programs are charged with the responsibility to produce 'work ready' graduates to meet the changing demands of healthcare including a shift from acute care to home and community based chronic care (Primary health Care Advisory Group, 2015.

NURSES REPORT FORMAL EDUCATION IMPROVES PRACTICE.

Increased demand for colonoscopy procedures has led to the introduction of nurse endoscopist in Australia. Evidence suggests that nurse endoscopy is safe and effective (Williams et al. 2009).

SUPPORTING CLINICAL FACILITATORS THROUGH PEER REVIEW OF TEACHING.

The QUT School of Nursing is currently trialling peer review of teaching (PRoT) as one strategy to support clinical facilitators working with undergraduate students. Work integrated learning (WIL) relies on collaborative partnerships and clinical facilitators need specific skills and knowledge.

The concept of difference and the experience of China-educated nurses working in Australia: a symbolic interactionist exploration.

Background: The migration of registered nurses as a response to a global nurse shortage has seen a growth in research interest in this area. Much of the research focuses on differences in language and culture which are posed as the attributes of the immigrant nurse.

Objectives: In reporting on an analysis of data drawn from China-educated nurses working in the Australian health care system, this paper explores the social construction of difference and the related intersection of difference and racialisation.