Final year nursing students' preparedness for medication administration during COVID-19: A multi-site survey study.

Aim: To examine final-year undergraduate nursing students' characteristics and their perceived preparedness for medication administration across three universities during COVID-19.

Background: Medication administration is a complex process and medication errors can cause harm to the patient. Nurses are at the frontline of medication administration; therefore, nursing students must be well-prepared to administer medicines safely before graduation.

Block learning: Evaluation of a new teaching approach for nursing and midwifery education.

Aim: The aim is to present outcome and engagement data from the initial years of the implementation of a new teaching approach in entry to practice nursing and midwifery education.

Background: The Block Model (TBM) is a teaching approach that involves studying one unit of study at a time over a four-week period, as opposed to the traditional semester model. This paper presents data revealing the impact of TBM on student engagement and overall experience in entry to practice Bachelor of Nursing and Midwifery programs.

An Exploratory Study of Undergraduate Nursing Students' Experiences of Group Work in Block Model Teaching.

The study's aim was to examine students' perceptions of group work taught in a block model in the first unit of an undergraduate nursing program. The study used a qualitative descriptive design with open-ended questions. Data from 27 students were analyzed using thematic analysis.

The impact of motivational interviewing on behavioural change and health outcomes in cancer patients and survivors. A systematic review and meta-analysis.

Background: Cancer patients and survivors commonly have poorer health behaviours and subsequent outcomes, often as a result of negative impacts of diagnosis and treatment. Motivational interviewing is reported to be an effective psychological tool to produce a shift in one's behaviour resulting in improved outcomes. However, there is a lack of analyses investigating this tool's impact on healthy behaviours and health outcomes in cancer populations.

Structures and systems influencing quality improvement in Australian early childhood education and care centres.

This study assessed the impact of structural characteristics on quality rating and improvement systems (QRIS) outcomes in an Australian national study. Data from the Australian Children's Education and Care Quality Authority (ACECQA) repository of National Quality Standard (NQS) ratings were used to identify long day care services that had improved from Working Towards NQS to Meeting or Exceeding NQS or had no change over two assessments. QRIS outcomes were examined for state/territory jurisdiction, urban-rural location, community socio-economic status, type and size of provider organisation, centre size and stability of centre owner/provider using multinomial logistic regression analyses.

A PSYCHOMETRIC APPRAISAL OF THE MOTIVATED STRATEGIES FOR LEARNING QUESTIONNAIRE IN FINAL YEAR UNDERGRADUATE NURSING STUDENTS.

The purpose of this study was to evaluate the psychometric properties of the Motivated Strategies for Learning Questionnaire (MSLQ) in undergraduate nursing students. An exploratory factor analysis was conducted to assess the reliability and construct validity of the MSLQ, using principal axis factoring (PAF) and varimax rotation on the 81-items. 300 Students completed the MSLQ.

Undergraduate nursing student and preceptors' experiences of clinical placement through an innovative clinical school supervision model.

This study explores final year undergraduate nursing and midwifery students and their preceptors' experiences of a newly introduced Clinical School Supervision (CSS) model, which was implemented to reduce a perceived disconnect between theory and practice. A descriptive design was used with qualitative data collected through open-ended survey questions. Respondents included 43 undergraduate nursing and midwifery students involved in the final year and 13 clinical preceptors from a large metropolitan tertiary health service in Victoria, Australia.

Exploration of self-regulatory behaviours of undergraduate nursing students learning to teach: A social cognitive perspective.

Self-regulated learning is a model of learning situated in social cognitive theory that views learners as active participants in their learning. Similarly, peer-learning is a pedagogical approach that assigns greater autonomy to the student and known to enhance student learning. The objective of this study was to determine the self-regulated learning strategies used by final year undergraduate nursing students enrolled in a teaching unit that included a component of peer-teaching.

Observed compliance with safe sleeping guidelines in licensed childcare services.

Objective: To independently assess compliance with safe sleeping guidelines for infants <12 months in licensed childcare services.

Design: Full-day, in-situ observations of childcare practices (including sleep and non-sleep periods) conducted in 2016-2017.

Setting: Australian home-based and centre-based licensed childcare services.

Near-peer teaching in undergraduate nurse education: An integrative review.

Introduction/background: Studies in peer learning and teaching reported in the nursing literature are mainly descriptive, summarising positive aspects using survey and interviews. Application of pedagogical approaches to near-peer teaching in undergraduate nursing, using educational psychology frameworks to explain the outcomes, is relatively unknown.

Objectives: The objective of this integrative review was to ascertain outcomes of near-peer teaching in undergraduate nurse education and theoretical frameworks used to explain outcomes of near-peer teaching.

'I didn't expect teaching to be such a huge part of nursing': A follow-up qualitative exploration of new graduates' teaching activities.

Background: Teaching has long been recognised as an important role for nurses. In addition, much has also been written about new graduates' transitions to professional practice. However, the role of new graduates in teaching is unclear, and at what point they are required to teach others as part of their practice.

How are we assessing near-peer teaching in undergraduate health professional education? A systematic review.

Background: Near Peer teaching (NPT) is reported as an effective pedagogical approach to student learning and performance. Studies in medicine, nursing and health sciences have relied mainly on self-reports to describe its benefits, focusing on psychomotor and cognitive aspects of learning. Despite increasing research reports on peer teaching internationally, little is known about the various domains of learning used in assessment of performance and objective learning outcomes of NPT.

Peer-assisted learning: time for nomenclature clarification.

Background: Peer-assisted learning (PAL) is used throughout all levels of healthcare education. Lack of formalised agreement on different PAL programmes may confuse the literature. Given the increasing interest in PAL as an education philosophy, the terms need clarification.

Incidence and Distribution of Raspberry bushy dwarf virus in Commercial Red Raspberry (Rubus idaeus) Crops in Scotland.

A survey was done in 1998 to determine whether Raspberry bushy dwarf virus (RBDV) was established in raspberry fruiting plantations in Scotland. Raspberry-producing holdings were selected according to geographical area and size. Samples (201), each comprising 60 shoots per stock, were obtained from 77 holdings and tested by enzyme-linked immunosorbent assay (ELISA).