Evidence informed generalist palliative care content for undergraduate nursing curriculum: An integrative review.

Background: Clinicians delivering palliative care require the specific knowledge, skill and understanding to meet the needs of the dying. Research shows that undergraduate nursing students report feeling inadequately prepared to provide safe and effective palliative care.

Objectives: To identify existing empirical evidence on generalist palliative care content within international undergraduate nursing curricula and to synthesize existing generalist palliative care topics.

Exploring the formal assessment discussions in clinical nursing education: An observational study.

Introduction: According to EU standards, 50% of the bachelor education program in nursing should take place in clinical learning environments. Consequently, this calls for high quality supervision, where appropriate assessment strategies are vital to optimize students' learning, growth, and professional development. Despite this, little is known about the formal assessment discussions taking place in clinical nursing education.

COVID 19: Disruptive impacts and transformative opportunities in undergraduate nurse education.

• COVID 19. • Education. • Transformation.

Current issues with the identification of threshold concepts in nursing.

While there has been some growth in the body of literature on threshold concepts in health science disciplines, the nature of this discourse and which approaches have proved successful remains unclear. This paper illustrates one of the primary issues facing the development of threshold concepts in nursing education literature specifically - a lack of transparent and rigorous processes for their identification. The paper briefly examines the methods that have been utilised to identify threshold concepts in the nursing education literature, and what issues using these approaches raise.

Signature pedagogies: An integrative review of an emerging concept in nursing education.

Objectives: The aim of this paper is to provide an integrative review of the literature associated with signature pedagogies and to discover what lessons have been learned about unearthing, articulating and applying signature pedagogies across a variety of disciplines, but particularly with respect to nursing.

Design: A systematic search of databases using key terms was utilised with a particular focus to papers emerging from nursing disciplines.

Data Sources: The databases MEDLINE, CINAHL, ERIC, Web of Science and Google Scholar were searched for literature from 2005 to 2018 inclusive.

Measuring the outcomes of nursing practice: A Delphi study.

Aims And Objective: To develop nursing-sensitive patient indicators to measure the outcomes of nursing practice.

Background: Nurses play an important role in the healthcare system, yet there is no consensus on how the impact of nursing work should be evaluated. Limited research has previously examined the views of clinical nurses on the important concepts for measuring nursing practice.

What level of competency do experienced nurses expect from a newly graduated registered nurse? Results of an Australian modified Delphi study.

Background: Individuals who have recently completed accredited courses and are eligible to register as a nurse in Australia are often referred to as not being 'work-ready' by clinically based colleagues. This project identified the level of competence that can be reasonably expected of a newly registered nurse (RN) graduating in Australia. The research was undertaken using the necessary skills identified by Crookes and Brown in 2010.

Clinical leadership and pre-registration nursing programmes: A model for clinical leadership and a prospective curriculum implementation and evaluation research strategy.

Aim: To present for wider debate a conceptual model for clinical leadership development in pre-registration nursing programmes and a proposed implementation plan.

Background: Globally, leadership in nursing has become a significant issue. Whilst there is continued support for leadership preparation in pre-registration nursing programmes, there have been very few published accounts of curriculum content and/or pedagogical approaches that foster clinical leadership development in pre-registration nursing.

What are the 'necessary' skills for a newly graduating RN? Results of an Australian survey.

Background: There appears to be a sense of disappointment with the product of contemporary nursing programs in Australia in that new graduate RNs are often referred to as not possessing appropriate skills by clinical colleagues. This work identifies the skills that the profession believes that newly graduating RN's should possess at the point of registration.

Methods: A qualitative consensus methodology was used in the form of a modified Delphi survey.

An audit of skills taught in registered nursing preparation programmes in Australia.

Background: A competitive Carrick Institute Competitive Grant (CG7-523) was obtained to explore what skills were taught and what assessment of practice approaches were used in nursing programmes in Australia. The intention was twofold; firstly to identify what skills were being taught which would contribute to the development of an assessment of practice toolkit for eligibility to practice programmes in Australia. This paper specifically reports on the skills taught in nursing programmes in Australia.

Clinical leadership as an integral curriculum thread in pre-registration nursing programmes.

Background: In recent years there has been a growth in leadership development frameworks in health for the existing workforce. There has also been a related abundance of leadership programmes developed specifically for qualified nurses. There is a groundswell of opinion that clinical leadership preparation needs to extend to preparatory programmes leading to registration as a nurse.

History as reflective practice: A model for integrating historical studies into nurse education.

The role of history in developing professional identity in nursing is well known, and the discipline of nursing history research continues to flourish. Yet this work often struggles to find its way into undergraduate university nurse education courses. We put forward a model for "history as reflective practice" in which we suggest that historical studies can be used as a form of evidence to develop critical thinking and clinical reasoning, as well as situate nursing practice within its social and political context.

Clinical leadership in pre-registration nursing programmes--an international literature review.

Background: Clinical leadership and the safety, quality and efficiency of patient/client care are inextricably linked in government reports, major inquiries and the professional literature.

Objectives: This review explores the literature on clinical leadership development within pre-registration nursing programmes.

Method: The literature retrieved from a scoping review was evaluated to identify what is already published on the development of clinical leadership within pre-registration nursing programmes.

Clinical leadership development in a pre-registration nursing curriculum: What the profession has to say about it.

Background: In the last decade literature, inquiries and reports into the short comings in health services have highlighted the vital role of leadership in clinical practice and the impact on patient care and effective workplace culture. Whilst there is an abundance of literature on leadership and the registered nursing workforce, an international literature review revealed there is very little known on leadership development in pre-registration nursing programmes.

Objective: To identify what the profession's views are on proposed indicative curriculum content suggested for clinical leadership development in a pre-registration nursing degree in Australia.

A model of adaptation of overseas nurses: exploring the experiences of Japanese nurses working in Australia.

Purpose: The purpose of the study was to investigate the experiences of Japanese nurses and their adaptation to their work environment in Australia. Using a qualitative research method and semistructured interviews, the study aimed to discover, describe, and analyze the experiences of 14 Japanese nurses participating in the study.

Design: A qualitative study.

Meaningful and engaging teaching techniques for student nurses: a literature review.

Helping undergraduate nursing students to contextualise theory learnt in the classroom to their professional practice can be challenging for nurse educators. This article provides a critical review of contemporary literature that explores strategies and techniques that nurse educators within university settings have adopted to address this challenge. This review was conducted as part of a broader research project that involved interviewing nurse educators to explore how they attempt to make their teaching meaningful and engaging for student nurses.

Clinical simulation in Australia and New Zealand: through the lens of an advisory group.

Across Australia, innovations in simulation to enhance learning in nursing have been occurring for three decades and nursing is, and needs to be, a leading player in simulation knowledge diffusion. However, expertise is unevenly distributed across health services and education providers. Rather than build on the expertise and achievements of others, there is a tendency for resource duplication and for trial and error problem solving, in part related to a failure to communicate achievements for the benefits of the professional collective.

The Study of Nursing Care project: back to the future for contemporary nursing research?

Aims:   To discuss the Study of Nursing Care project, an initiative from the late 1970s in the UK. The article explores the impact of the Study of Nursing Care on nursing research, and considers to what extent it presents a useful model for contemporary nursing research.

Background:   It is acknowledged internationally that the nursing academic workforce is ageing and dwindling.

Scholarship reconsidered: implications for reward and recognition of academic staff in schools of nursing and beyond.

Aims: This paper discusses the issues facing the nursing academic workforce and the development of a project at the University of Wollongong in Australia which attempts to address this problem.

Background: The project draws on Boyer's work around 'scholarship reconsidered' to enable new ways of thinking about the nature of 'research' and how the work of a diversifying workforce can be recognized and rewarded within institutions.

Methods: We conducted a series of interviews with senior university staff to identify key issues around academic promotion processes.

What is a comprehensive mental health nursing assessment? A review of the literature.

Assessment is the foundation on which nursing care is delivered. The aim of this paper is to better understand the content (what information nurses seek about consumers) and the process (how they go about gathering that information) of a comprehensive mental health nursing assessment in practice. Using terms, such as 'nursing', 'mental health', and 'assessment', the CINAHL, Medline, and PsycINFO databases were searched for studies that describe the content and process of a comprehensive mental health nursing assessment.

Teaching critical appraisal skills for nursing research.

Background: Evidence-based practice is a major focus in nursing, yet the literature continues to document a research-practice gap. Reasons for this gap stem partly from a lack of skills to critique and synthesize the literature, a lack of search skills and difficulty in understanding research articles, and limited knowledge of research by nursing professionals.

Method: An innovative and quality driven subject to improve critical appraisal and critical thinking skills was developed for the School of Nursing, Midwifery and Indigenous Health at the University of Wollongong, based on formative research with postgraduate students and supervisors.

Literature review: understanding nursing competence in dementia care.

Aims And Objectives: The aim of this study was to review dementia nursing competencies. The objectives were to explain the relevancy of dementia competencies across care settings and levels of practice.

Background: Dementia is strongly associated with increasing age and as the world population ages there is an imperative to ensure the healthcare workforce is fully equipped to meet the needs of people with dementia and their carers.

Mental health nursing education in preregistration nursing curricula: a national report.

The Australian Mental Health Nurse Education Taskforce conducted a national examination of mental health content of preregistration nursing curricula in order to develop a framework for including mental health in future curricula. This paper presents the qualitative findings from national consultations about the framework. Content analysis of data was undertaken, and the findings show four key themes.