'I Feel Disempowered Because I Could Not Do Anything': Clinical Facilitators' Perception of Violence Towards Nursing Students During Clinical Placement.

Aims: To explore clinical facilitators' understanding, experiences and perceptions of their role in supporting registered nurse students (RNS) who experience workplace violence (WPV) during clinical placement.

Design: An exploratory, qualitative design.

Methods And Data Source: Data were collected between September and November 2022 using semi-structured interviews of 1-h duration with 11 clinical facilitators working in South Australia.

Clinical Facilitators' Perceptions of Factors Contributing to Nursing Students' Experience of Workplace Violence.

Background: Workplace violence (WPV) is experienced by Bachelor of Nursing (BN) students during clinical placements. Students in this vulnerable group are supervised in the practice environment by clinical facilitators. This study examined clinical facilitators' views on WPV.

Nursing students' perceptions of a clinical learning assessment activity: 'Linking the puzzle pieces of theory to practice'.

The nursing profession struggles with providing a bridge to close the theory to practice gap for students. Students are expected to graduate with competencies that promote their safe and comprehensive nursing care provision in accordance with professional standards. This paper reports on students' a simulated clinical educational intervention embedded into a second-year nursing student clinical topic offering experiential learning opportunities for a large cohort.

Gaming in Nursing Education: A Literature Review.

Aim: The aim of this research was to investigate videogame-based learning in nursing education and establish how videogames are currently employed and how they link to the development of decision-making, motivation, and other benefits.

Background: Although digital game-based learning potentially offers a safe and convenient environment that can support nursing students developing essential skills, nurse educators are typically slow to adopt such resources.

Method: A comprehensive search of electronic databases was conducted, followed by a thematic analysis of the literature.

Competencies to enable learning-focused clinical supervision: a thematic analysis of the literature.

Context: Clinical supervision is essential for development of health professional students and widely recognised as a significant factor influencing student learning. Although considered important, delivery is often founded on personal experience or a series of predetermined steps that offer standardised behavioural approaches. Such a view may limit the capacity to promote individualised student learning in complex clinical environments.

Massage, a complementary therapy effectively promoting the health and well-being of older people in residential care settings: a review of the literature.

Aims: To explore the potential benefits of massage within daily routine care of the older person in residential care settings.

Background: Globally, the proportion of people over 65 years is rapidly rising. Increased longevity means older people may experience a rise in physiological and psychological health problems.

Experiences of registered nurses who supervise international nursing students in the clinical and classroom setting: an integrative literature review.

Aims And Objectives: To examine the literature reporting the experiences and perceptions of registered nurses who supervise international nursing students in the clinical and classroom setting.

Background: Nursing education relies on clinical experts to supervise students during classroom and clinical education, and the quality of that supervision has a significant impact on student development and learning. Global migration and internationalisation of nursing education have led to increasing numbers of registered nurses supervising international nursing students.

Supporting nursing student supervision: An assessment of an innovative approach to supervisor support.

Unlabelled: The responsibility for clinical supervision is recognised by both the nursing literature and the Australian Nursing and Midwifery Council, through an expectation that RNs will provide support and facilitate student learning in the clinical environment (Atack et al., 2000; Gray and Smith, 2000; Brammer, 2005; Australian Nursing and Midwifery Council, 2006; Hallin and Danielson, 2008). RNs identify with and acknowledge the need for the supervisory role and are willing participants however, request strategies to guide and support students in the clinical environment (Bourbonnais and Kerr, 2007; Hallin and Danielson, 2008).

Living and learning in a rural environment: a nursing student perspective.

Unlabelled: This study investigates the influences on nursing student learning who live and learn in the same rural environment.

Background: A declining health workforce has been identified both globally and in Australia, the effects of which have become significantly apparent in the rural nursing sector. In support of rural educational programs the literature portrays rural clinical practice experiences as significant to student learning.