Rural healthcare professionals' participation in Medical Assistance in Dying (MAiD): beyond a binary decision.

Background: Medical Assistance in Dying (MAiD) was legalized in Canada in 2016 and amended in 2021. At the time that this study was conducted, the federal government was considering expanding the eligibility criteria to include patients whose death was not reasonably foreseeable. The purpose of this study was to better understand rural healthcare professionals' experiences with assisted dying set against the backdrop of legislative expansion.

Nurses' perceptions of climate sensitive vector-borne diseases: A scoping review.

Objective: Nurses are well positioned to play an integral role in the mitigation of climate change and climate-driven vector-borne diseases, however, they lack awareness and knowledge about their role. The purpose of this scoping review was to map existing literature on nurses' perceptions, knowledge, attitudes, and experiences with vector-borne diseases, specifically Lyme disease and West Nile virus.

Design: A scoping review was conducted using Joanna Briggs Institute (JBI) scoping review methodology.

Social justice in pandemic immunization policy: We're all in this together.

Policy decisions regarding immunization during a pandemic are informed by the ethical understandings of policy makers. With the possibility that a vaccine might soon be available to mitigate the deadly COVID-19 pandemic, policy makers can consider learnings from past pandemic immunization campaigns. This critical analysis of three policy decisions made in Alberta, Canada, during the 2009 H1N1 influenza pandemic demonstrates the predominance of distributive justice principles and the problems that this created for vulnerable groups.

A scoping review of the integration of ethics education in undergraduate nursing high-fidelity human simulation-based learning.

Aims And Objectives: To systematically assemble, examine and map the extant literature pertaining to the integration of ethics education in high-fidelity simulation-based learning experiences in nursing undergraduate programmes.

Background: The value of ethics education for undergraduate nursing students is well established in the literature. Whether high-fidelity human simulation (HFHS) supports the development of ethical reasoning or positively impacts the acquisition of ethical knowledge and reasoning skills in undergraduate nursing students is inconsistently addressed.

Analysis of Undergraduate Nursing Students' Sensitivity to Microethical Dilemmas During Simulation.

Background: Simulation can extend ethics education in undergraduate nursing programs beyond the cognitive domain. However, the degree to which nursing students recognize and respond to microethical dilemmas in simulation is unknown.

Method: Using a mixed-methods convergent parallel design, 68 third- and fourth-year undergraduate nursing students completed a sensitivity questionnaire.

Effects of a Brief Mindfulness Intervention on After-Degree Nursing Student Stress.

Background: This exploratory study investigated the effectiveness of a shortened version of an 8-week mindfulness-based stress reduction (MBSR) intervention with a small sample of after-degree nursing students for managing stress during their practicum.

Method: A qualitative evaluation design with a purposive criterion sample (n = 5) was used to investigate the impact of a Brief Mindfulness-Based Stress Reduction (MBSR-B) intervention on the experience of stress in after-degree nursing students.

Results: Thematic analysis of participants' narratives resulted in the identification of four categories: (a) hitting a reset button, (b) self-compassion, (c) avoiding a downward spiral, and (d) using an internal coping mechanism.

A pilot study exploring the relationship between the use of mobile technologies, walking distance, and clinical decision making among rural hospital nurses.

Providing evidence-based information at the point of care for time-poor nurses may lead to better clinical care and patient outcomes. Smartphone applications (apps) have the advantage of providing immediate access to information potentially increasing time spent with patients. This small-scale pre-post survey study explored the impact a smartphone app had on the distance nurses walked and their perceived clinical decision-making ability.

Comparison of Nursing Student and Instructor Preferences for Block and Nonblock Clinical Models.

Clinical experiences are the hallmark of prelicensure nursing programs and assist students with applying nursing theory into practice. The literature is limited with respect to nursing student and instructor preferences for type of clinical model to facilitate student learning. This article explores these perceptions in the nursing programs of 5 universities located in 4 Western Canadian provinces.

Nursing Student Preference for Block Versus Nonblock Clinical Models.

Background: Clinical experiences are essential in undergraduate nursing student education to develop professionalism and integrate theory into practice. However, little evidence is available to guide curricular planners in determining the appropriate and effective use of different clinical models in nursing education.

Method: Nursing students and four schools of nursing in two western Canadian provinces participated in this descriptive exploratory study examining student preference for clinical models.

Nursing students' belongingness and workplace satisfaction: Quantitative findings of a mixed methods study.

Background: The relationship between nursing students' belongingness and workplace satisfaction has received limited attention in the literature to date.

Aim: The aim of this study was to explore the relationship between, and factors that may influence final semester nursing students' need to belong, sense of belonging and workplace satisfaction while on clinical placements.

Methods: A cross-national longitudinal multiphase explanatory sequential mixed methods study underpinned by a pragmatic theoretical framework was used for this study.

New Rural Acute Care Nurses Speak Up: "We're it" But We're Not Ready.

Many novice registered nurses feel ill-prepared for rural nursing practice. Using a mixed method design, an assessment of the learning needs of new graduate nurses (NGNs) working in rural hospitals in Alberta, Canada, was undertaken. NGNs in rural practice indicated that they struggle with becoming "multispecialists.

Exploring masculinity and marginalization of male undergraduate nursing students' experience of belonging during clinical experiences.

Aggressive recruitment strategies used in Canadian undergraduate nursing programs have enjoyed only moderate success, given that male students represent a small percentage of the student population. To determine whether there were gender differences in their sense of belonging, undergraduate nursing students (n = 462) in southern Alberta were surveyed using the Belongingness Scale-Clinical Placement Experience questionnaire. No significant gender differences were found on two of the subscales.

"It all depends": how minority nursing students experience belonging during clinical experiences.

Aim: The purpose of this study was to identify factors that influence minority nursing students' sense of belonging during clinical experiences.

Background: Minority nursing students encounter multiple barriers within their clinical education experiences and have a higher attrition rate than Caucasian women.

Method: A mixed-method approach using a survey and individual qualitative interviews was used to generate data for this study.

Comparison of second-degree and traditional undergraduate nursing students' sense of belonging during clinical placements.

Second-degree undergraduate nursing programs are proliferating throughout Canada. Although these shorter programs are attracting students from a variety of disciplines and professions, a sense of belonging and the meaning or implications of belongingness have not been examined for this unique nursing student cohort. A survey design, using the Belongingness Scale-Clinical Placement Experience questionnaire, explores second-degree nursing students' sense of belonging, compared with that of 4-year undergraduate nursing students.

Exploring the acquisition of entry-to-practice competencies by second-degree nursing students during a preceptorship experience.

Background: Nursing programs across Canada have begun to implement at an unprecedented rate second-degree nursing programs in response to consumer demands and a nursing shortage. While these types of programs are enjoying considerable popularity among prospective students and employers, it is imperative that nursing programs assess their graduates' ability to meet Registered Nursing entry-to-practice competencies (ETCs).

Objectives: This study sought to determine if second-degree undergraduate nursing students achieved the entry-to-practice competencies established by the provincial regulatory body for registered nurses of Alberta, Canada.

A critique of the undergraduate nursing preceptorship model.

The preceptorship model is a cornerstone of clinical undergraduate nursing education in Canadian nursing programs. Their extensive use means that nursing programs depend heavily on the availability and willingness of Registered Nurses to take on the preceptor role. However, both the health service and education industries are faced with challenges that seem to undermine the effectiveness of the preceptorship clinical model.

Rural hospital interdisciplinary team members' experience of undergraduate nursing preceptorship: a qualitative descriptive study.

Rural hospital preceptorships offer Canadian undergraduate nursing students the opportunity to work with interdisciplinary teams. In a qualitative descriptive study, rural hospital interdisciplinary team members' experience of preceptorship was explored. Five focus groups and eight individual in-depth semi-structured interviews were conducted with professionals from nursing, medicine, social work, respiratory, recreational, occupational therapy, records keeping, dietary, pharmacy, hospital administration, and laboratory services.

Points of tension: a qualitative descriptive study of significant events that influence undergraduate nursing students' sense of belonging.

Introduction: Soon-to-be graduate nurses who choose to begin their career in rural hospital settings face not only the challenge of learning to do rural nursing, but also how to navigate the complex personal and professional relationships that characterize the close knit community of rural hospital teams. Since every encounter with registered nurses and other members of the team is contextually mediated, the challenge for students, preceptors, other professional staff members, and nurse educators is to develop a supportive clinical environment that fosters students' sense of belonging. The objective of this study was to describe events that influence undergraduate nursing students' sense of belonging during a rural hospital preceptorship, and to explore their meaning.

Rural-hospital-based preceptorship: a multidisciplinary approach.

In this ethnographic study, undergraduate nursing students' experience of a rural-hospital-based preceptorship was a team effort that involved all members of the hospital staff. Daily and intimate interaction with the interdisciplinary hospital team had a significant impact on these students' ability to develop a professional identity. Indeed, for students to be successful in their preceptorship, nursing faculty members need to develop strategies that help the hospital team support students during a preceptorship.

Students' perception of faculty involvement in the rural hospital preceptorship experience.

Faculty in Canadian undergraduate nursing programs have come to rely on preceptorship as the primary model for teaching and learning during the final clinical course. A focused ethnography was completed in order to examine undergraduate nursing students' experience of rural hospital preceptorship in western Canada. Data analysis revealed that students perceive nursing faculty involvement and support to be peripheral to the clinical experience.

'We're it', 'we're a team', 'we're family' means a sense of belonging.

Introduction: 'Belonging' is a universal characteristic of human beings and is a basic human need. Rural nurses describe the nature of their practice as being embedded in working as a team where belonging is central to the success of the team and the individual nurse. As a result they form close professional and personal ties.

Undergraduate nursing students' preparedness to "go rural".

This article reports on a theme emerging from a focused ethnography examining the professional socialization of undergraduate fourth year nursing students during a rural hospital preceptored clinical experience. Nursing students and preceptors geographically dispersed over a 640,000 square kilometer rural area participated in this study. Students report student preparedness for the rural hospital setting means to "know what you are getting into".