The midwifery capabilities theory: How midwives enact woman-centered care to address systemic inequity.

Background: Healthcare for childbearing women with complex needs demands a multi-disciplinary approach requiring transitions between care providers, paradigms, and models of care. These transitions may create disconnects between women and the maternity care "system." Poorly managed care transitions can lead to women becoming hostage to the power struggles between healthcare organizations and the professionals working within them, further increasing the risk of poor outcomes.

Association between spinal and non-spinal health conditions reported in epidemiological studies: a scoping review protocol.

Introduction: The increasing prevalence of coexisting health conditions poses a challenge to healthcare providers and healthcare systems. Spinal pain (eg, neck and back pain) and spinal pathologies (eg, osteoporotic fractures and degenerative spinal disease) exist concurrently with other non-spinal health conditions (NSHC). However, the scope of what associations may exist among these co-occurring conditions is unclear.

Application of classic grounded theory in nursing studies: a qualitative systematic review protocol.

Introduction: Classic grounded theory (CGT) is a valuable method for nursing research, but the application of CGT methodology in nursing studies has not been specifically investigated. With the increasing use of CGT in nursing research, attention is now focusing on the quality of studies using this methodology. In this systematic review, we aim to develop an understanding of the application of CGT methodology, specifically appraising the quality of the methodology's application in the field of nursing research.

Developing intersubjectivity and teamwork skills through learning circles on clinical placement: A mixed methods study.

Aim: To determine the efficacy of learning circles on developing intersubjectivity and teamwork skills and determine barriers to and facilitators of, learning circles as a learning tool.

Background: Teamwork skills are vital for safe, effective nursing care and are dependent on individual team members' shared understandings or intersubjectivity. Work-based learning circles offer a potential pedagogic strategy to promote teamwork.

Yarning as an Interview Method for Non-Indigenous Clinicians and Health Researchers.

In this article, we discuss the origins, epistemology, and forms of Yarning as derived from the literature, and its use in research and clinical contexts. Drawing on three Yarns, the article addresses the extent to which non-Indigenous researchers and clinicians rightfully use and adapt this information-gathering method, or alternatively, may engage in yet another form of what can be described as post-colonialist behavior. Furthermore, we argue that while non-Indigenous researchers can use Yarning as an interview technique, this does not necessarily mean they engage in Indigenous methodologies.

Musculoskeletal pain amongst Australian sonography students and recent graduates and an evaluation of the use of ergonomic education for prevention.

Introduction/purpose: Sonographers develop pain whilst scanning and may not consistently adhere to ergonomic recommendations. The aim was to quantify this within Australian sonography students and recent graduates and to determine whether a relationship exists between: (i) pain and failure to adhere to ergonomic recommendations; and (ii) theoretical and practical ergonomic education during university and clinical placement, and the adherence to recommendations.

Methods: Online questionnaire distributed to Australian student sonographers and sonographers until two years post-graduation.

Learning through structured peer discussion: An observational study.

Background: Clinical experiences are an essential foundation of nursing education. While there have been many significant investigations into models of clinical education and student learning, how students 'make sense' of their experiences is less well investigated. Senior nursing staff in a tertiary health service partnered with nurse researchers to explore how students can learn more about practice through structured discussions with peers to promote shared understandings.