Pub Date : 2026-02-01Epub Date: 2026-01-08DOI: 10.1016/j.colegn.2025.12.001
Andrea Sánchez-Martín, Víctor Manuel Jiménez-Cano, María del Valle Ramírez-Durán
Objective
The aim of this study was to analyse the effectiveness of new technologies in preparing nurses and nursing students for disaster situations.
Background
Currently, disasters are becoming more frequent. In these scenarios, nurses play a fundamental role. Therefore, their training is essential. A key element in this process is education. One of the most attractive innovations in education has been new technologies.
Methods
A systematic review was conducted following PRISMA guidelines. The search was based on a PICO question and was carried out in the following information sources: PubMed, Web of Science, Cochrane Library, Scopus, Tripdatabase, Google Scholar, ResearchGate, and the bibliography of other studies. The quality of the studies was assessed using the CASPe critical reading templates and the Jadad Scale.
Results
Nine studies were identified. Of these, six demonstrated that the use of new technologies was more effective in disaster preparedness than traditional teaching methods. The remaining three articles found no significant differences between the two approaches, suggesting that both strategies were equally valid.
Conclusions
The studies included in this review have shown that the use of new technologies is as effective as or more effective than conventional teaching methods and improves the level of knowledge in preparing nurses and nursing students for disasters.
目的分析新技术在护理人员和护生防灾准备中的效果。目前，灾害变得越来越频繁。在这些情况下，护士扮演着重要的角色。因此，他们的培训是必不可少的。这一过程的一个关键因素是教育。教育领域最具吸引力的创新之一是新技术。方法按照PRISMA指南进行系统评价。搜索基于一个PICO问题，并在以下信息源中进行：PubMed、Web of Science、Cochrane Library、Scopus、Tripdatabase、谷歌Scholar、ResearchGate以及其他研究的参考书目。使用CASPe批判性阅读模板和Jadad量表评估研究的质量。结果共确定了9项研究。其中，6个项目表明，在备灾方面使用新技术比传统教学方法更有效。剩下的三篇文章没有发现两种方法之间的显著差异，这表明两种策略同样有效。结论本综述中的研究表明，新技术的使用与传统教学方法一样有效，甚至更有效，并提高了护士和护生应对灾害的知识水平。
{"title":"New technologies for disaster preparedness in nursing: A systematic review","authors":"Andrea Sánchez-Martín, Víctor Manuel Jiménez-Cano, María del Valle Ramírez-Durán","doi":"10.1016/j.colegn.2025.12.001","DOIUrl":"10.1016/j.colegn.2025.12.001","url":null,"abstract":"<div><h3>Objective</h3><div>The aim of this study was to analyse the effectiveness of new technologies in preparing nurses and nursing students for disaster situations.</div></div><div><h3>Background</h3><div>Currently, disasters are becoming more frequent. In these scenarios, nurses play a fundamental role. Therefore, their training is essential. A key element in this process is education. One of the most attractive innovations in education has been new technologies.</div></div><div><h3>Methods</h3><div>A systematic review was conducted following PRISMA guidelines. The search was based on a PICO question and was carried out in the following information sources: PubMed, Web of Science, Cochrane Library, Scopus, Tripdatabase, Google Scholar, ResearchGate, and the bibliography of other studies. The quality of the studies was assessed using the CASPe critical reading templates and the Jadad Scale.</div></div><div><h3>Results</h3><div>Nine studies were identified. Of these, six demonstrated that the use of new technologies was more effective in disaster preparedness than traditional teaching methods. The remaining three articles found no significant differences between the two approaches, suggesting that both strategies were equally valid.</div></div><div><h3>Conclusions</h3><div>The studies included in this review have shown that the use of new technologies is as effective as or more effective than conventional teaching methods and improves the level of knowledge in preparing nurses and nursing students for disasters.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 66-75"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-12-18DOI: 10.1016/j.colegn.2025.11.004
Thomas Aaron Ricks , Elisabeth Jacob , Louisa Lam
Aim/objective
To examine the experiences and motivations of sessional nursing teaching staff and identify the organisational conditions that support sustained engagement in Australian preregistration nursing programs.
Background
Sessional teaching staff make up a substantial proportion of the nurse education workforce in Australia and play a central role in delivering teaching, simulation, and assessment in preregistration nursing programs. They bring valuable clinical expertise to learning environments; however, many receive limited preparation, feedback, or support for their teaching roles. Variability in onboarding and access to ongoing professional development contributes to uncertainty, reduced job satisfaction, and high turnover. Although sessional staff are critical to sustaining nursing education, little research has explored how they experience these roles and what supports their continued engagement across different university contexts.
Design
A descriptive qualitative study using reflexive thematic analyses.
Methods
Four group and seven individual semistructured online interviews were undertaken in November 2024. The interview transcripts were imported into NVivo for coding and theme development.
Results
A total of three main themes were included: (i) enjoyment of teaching and student engagement, (ii) role flexibility and work-life balance, and (iii) quality of support and working conditions.
Conclusion
While sessional staff found teaching meaningful and identity-affirming, sustaining their engagement depended on role clarity, collegial inclusion, and ongoing pedagogical support. Regular updates and continued professional development opportunities strengthened confidence and belonging. Organisational support is therefore central to maintaining a stable and capable sessional nursing teaching workforce.
{"title":"Sessional teaching staff experience and motivation in preregistration nursing programs: A qualitative study","authors":"Thomas Aaron Ricks , Elisabeth Jacob , Louisa Lam","doi":"10.1016/j.colegn.2025.11.004","DOIUrl":"10.1016/j.colegn.2025.11.004","url":null,"abstract":"<div><h3>Aim/objective</h3><div>To examine the experiences and motivations of sessional nursing teaching staff and identify the organisational conditions that support sustained engagement in Australian preregistration nursing programs.</div></div><div><h3>Background</h3><div>Sessional teaching staff make up a substantial proportion of the nurse education workforce in Australia and play a central role in delivering teaching, simulation, and assessment in preregistration nursing programs. They bring valuable clinical expertise to learning environments; however, many receive limited preparation, feedback, or support for their teaching roles. Variability in onboarding and access to ongoing professional development contributes to uncertainty, reduced job satisfaction, and high turnover. Although sessional staff are critical to sustaining nursing education, little research has explored how they experience these roles and what supports their continued engagement across different university contexts.</div></div><div><h3>Design</h3><div>A descriptive qualitative study using reflexive thematic analyses.</div></div><div><h3>Methods</h3><div>Four group and seven individual semistructured online interviews were undertaken in November 2024. The interview transcripts were imported into NVivo for coding and theme development.</div></div><div><h3>Results</h3><div>A total of three main themes were included: (i) enjoyment of teaching and student engagement, (ii) role flexibility and work-life balance, and (iii) quality of support and working conditions.</div></div><div><h3>Conclusion</h3><div>While sessional staff found teaching meaningful and identity-affirming, sustaining their engagement depended on role clarity, collegial inclusion, and ongoing pedagogical support. Regular updates and continued professional development opportunities strengthened confidence and belonging. Organisational support is therefore central to maintaining a stable and capable sessional nursing teaching workforce.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 57-65"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090784","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-12-22DOI: 10.1016/j.colegn.2025.11.003
Linda Coventry , Michelle Gay , Amineh Rashidi , Anke Ebeling , Roshnika Fernando , Christine Hallauer , Manjari Jayarathna , Rashmi Shrestha , Blake Smith , Paige Watkins , Rosemary Saunders
Background
Urinary tract infections are one of the most common healthcare-associated infections, with catheter-associated urinary tract infections being a significant burden on healthcare systems globally.
Aim
To assess nurses’ knowledge of evidence-based indwelling urinary catheter care and explore the barriers and facilitators of evidence-based indwelling catheter care.
Design
A cross-sectional survey-based study of nurses in an acute private hospital in Western Australia was conducted from March 2021 to April 2021.
Methods
Respondents were recruited using a convenience sampling method. The questionnaire included (1) demographics, knowledge of: (2) indications, (3) catheter care, (4) catheter-associated urinary tract infections prevention, and two open-ended questions on facilitators and barriers. Descriptive and inferential statistics were conducted using SPSS (version 27.0), and content analysis of the open-ended responses was performed.
Results
Sixty-three nurses responded (response rate: 37.1%). Nurses’ mean knowledge scores for catheter indications (77.5%), care (88.8%), and evidence-based practice (85.8%) varied. No significant differences were found based on demographic characteristics. Facilitators to nurses utilising evidence-based guidelines included access to education and training, organisational resources, and time. Barriers included a lack of time, a lack of knowledge, poor accountability for practice, a need for organisational resources/policies, challenges with other health professionals, and patient-related factors. Other comments focused on the need for more training and improvements in practice.
Conclusions
Nurses’ varied knowledge levels of evidence-based indwelling urinary catheter care highlight a need for education, supportive organisational policies and resources, and for nurses to take accountability for their practice.
{"title":"A survey of nurses’ knowledge of evidence-based guidelines for indwelling urinary catheter care","authors":"Linda Coventry , Michelle Gay , Amineh Rashidi , Anke Ebeling , Roshnika Fernando , Christine Hallauer , Manjari Jayarathna , Rashmi Shrestha , Blake Smith , Paige Watkins , Rosemary Saunders","doi":"10.1016/j.colegn.2025.11.003","DOIUrl":"10.1016/j.colegn.2025.11.003","url":null,"abstract":"<div><h3>Background</h3><div>Urinary tract infections are one of the most common healthcare-associated infections, with catheter-associated urinary tract infections being a significant burden on healthcare systems globally.</div></div><div><h3>Aim</h3><div>To assess nurses’ knowledge of evidence-based indwelling urinary catheter care and explore the barriers and facilitators of evidence-based indwelling catheter care.</div></div><div><h3>Design</h3><div>A cross-sectional survey-based study of nurses in an acute private hospital in Western Australia was conducted from March 2021 to April 2021.</div></div><div><h3>Methods</h3><div>Respondents were recruited using a convenience sampling method. The questionnaire included (1) demographics, knowledge of: (2) indications, (3) catheter care, (4) catheter-associated urinary tract infections prevention, and two open-ended questions on facilitators and barriers. Descriptive and inferential statistics were conducted using SPSS (version 27.0), and content analysis of the open-ended responses was performed.</div></div><div><h3>Results</h3><div>Sixty-three nurses responded (response rate: 37.1%). Nurses’ mean knowledge scores for catheter indications (77.5%), care (88.8%), and evidence-based practice (85.8%) varied. No significant differences were found based on demographic characteristics. Facilitators to nurses utilising evidence-based guidelines included access to education and training, organisational resources, and time. Barriers included a lack of time, a lack of knowledge, poor accountability for practice, a need for organisational resources/policies, challenges with other health professionals, and patient-related factors. Other comments focused on the need for more training and improvements in practice.</div></div><div><h3>Conclusions</h3><div>Nurses’ varied knowledge levels of evidence-based indwelling urinary catheter care highlight a need for education, supportive organisational policies and resources, and for nurses to take accountability for their practice.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 49-56"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-10-17DOI: 10.1016/j.colegn.2025.09.008
Ana Rita Figueiredo , Cristina Baixinho , Pedro Lucas
Background
The global shortage of nurses impacts the quality of healthcare, especially in the hospital setting. A favourable nursing practice environment is essential for effective care and nurse retention. Favourable environments reduce turnover, while unfavourable ones increase intention to leave. In the current scenario, retaining nurses is crucial for the healthcare services sustainability and the quality of care.
Aim
Identify systematic reviews that describe the characteristics of the nursing practice environment that contribute to nurse retention or turnover intention in hospitals.
Methods
An umbrella review was conducted using JBI methodology, and the results were reported following the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses.
Results
Sixteen systematic reviews were included, highlighting factors such as nurses’ participation in organisational decisions and adequate material and staff resources.
Discussion
Transformational and supportive leadership strengthens the practice environment, promoting lower turnover rates. The existence of sufficient staff and resources is essential, and collaborative relationships between nurses and doctors also promote retention. Work–life balance emerged as an important factor, with Generation Y being particularly vulnerable to unfavourable work environments. The COVID-19 pandemic has amplified these challenges, increasing the lack of nurses and highlighting the need for more studies in the actual context.
Conclusions
Innovative strategies that support leadership, staffing, and nurses’ involvement in institutional decision-making will be necessary on the part of healthcare organisations to actively address the shortages in nursing. Investing in practice environments may be crucial for the sustainability of healthcare organisations, given the shortage and the characteristics of the current workforce.
{"title":"Nursing practice environment influences on retention and turnover intention: An umbrella review","authors":"Ana Rita Figueiredo , Cristina Baixinho , Pedro Lucas","doi":"10.1016/j.colegn.2025.09.008","DOIUrl":"10.1016/j.colegn.2025.09.008","url":null,"abstract":"<div><h3>Background</h3><div>The global shortage of nurses impacts the quality of healthcare, especially in the hospital setting. A favourable nursing practice environment is essential for effective care and nurse retention. Favourable environments reduce turnover, while unfavourable ones increase intention to leave. In the current scenario, retaining nurses is crucial for the healthcare services sustainability and the quality of care.</div></div><div><h3>Aim</h3><div>Identify systematic reviews that describe the characteristics of the nursing practice environment that contribute to nurse retention or turnover intention in hospitals.</div></div><div><h3>Methods</h3><div>An umbrella review was conducted using JBI methodology, and the results were reported following the guidelines of Preferred Reporting Items for Systematic Reviews and Meta-Analyses.</div></div><div><h3>Results</h3><div>Sixteen systematic reviews were included, highlighting factors such as nurses’ participation in organisational decisions and adequate material and staff resources.</div></div><div><h3>Discussion</h3><div>Transformational and supportive leadership strengthens the practice environment, promoting lower turnover rates. The existence of sufficient staff and resources is essential, and collaborative relationships between nurses and doctors also promote retention. Work–life balance emerged as an important factor, with Generation Y being particularly vulnerable to unfavourable work environments. The COVID-19 pandemic has amplified these challenges, increasing the lack of nurses and highlighting the need for more studies in the actual context.</div></div><div><h3>Conclusions</h3><div>Innovative strategies that support leadership, staffing, and nurses’ involvement in institutional decision-making will be necessary on the part of healthcare organisations to actively address the shortages in nursing. Investing in practice environments may be crucial for the sustainability of healthcare organisations, given the shortage and the characteristics of the current workforce.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 8-17"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090765","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-10-17DOI: 10.1016/j.colegn.2025.09.007
Patrícia Costa , Filomena Gaspar , Elisabete Nunes , Pedro Lucas
Background
Leadership has been a subject of sustained interest throughout human history and is recognised as a complex, multidimensional competence essential to the organisation and effectiveness of teams. In nursing, effective leadership plays a key role in ensuring the quality and safety of care and in maintaining favourable practice environments.
Aim
To conduct a reflective analysis of the leadership demonstrated by Sir Ernest Shackleton during the Imperial Trans-Antarctic Expedition (1914–1917), commonly known as the Endurance expedition, exploring how his servant and transformational leadership behaviours, combined with emotional intelligence, can inform nursing leadership and contribute to team management in complex settings.
Methods
Theoretical and conceptual reflective analysis study.
Results
The analysis of Sir Ernest Shackleton’s leadership reveals a strong presence of characteristics associated with servant leadership, transformational leadership, and emotional intelligence. These attributes were critical in fostering group cohesion, motivation, and resilience, ultimately ensuring the survival of the entire team under extreme conditions.
Discussion
The integration of Shackleton’s leadership traits — drawing on servant leadership, transformational leadership, and emotional intelligence — offers an enriched perspective for nursing practice. It improves understanding of leadership dynamics in complex contexts and reinforces the relevance of training focused on developing effective nursing leaders.
Conclusion
Investing in emotional intelligence and leadership skills development is essential for creating supportive work environments and ensuring the delivery of high-quality, safe care. Historical examples such as Shackleton’s offer valuable pedagogical and reflective tools for cultivating leadership in nursing.
{"title":"Leadership lessons from Sir Ernest Shackleton: A reflective analysis from a nursing perspective","authors":"Patrícia Costa , Filomena Gaspar , Elisabete Nunes , Pedro Lucas","doi":"10.1016/j.colegn.2025.09.007","DOIUrl":"10.1016/j.colegn.2025.09.007","url":null,"abstract":"<div><h3>Background</h3><div>Leadership has been a subject of sustained interest throughout human history and is recognised as a complex, multidimensional competence essential to the organisation and effectiveness of teams. In nursing, effective leadership plays a key role in ensuring the quality and safety of care and in maintaining favourable practice environments.</div></div><div><h3>Aim</h3><div>To conduct a reflective analysis of the leadership demonstrated by Sir Ernest Shackleton during the Imperial Trans-Antarctic Expedition (1914–1917), commonly known as the <em>Endurance</em> expedition, exploring how his servant and transformational leadership behaviours, combined with emotional intelligence, can inform nursing leadership and contribute to team management in complex settings.</div></div><div><h3>Methods</h3><div>Theoretical and conceptual reflective analysis study.</div></div><div><h3>Results</h3><div>The analysis of Sir Ernest Shackleton’s leadership reveals a strong presence of characteristics associated with servant leadership, transformational leadership, and emotional intelligence. These attributes were critical in fostering group cohesion, motivation, and resilience, ultimately ensuring the survival of the entire team under extreme conditions.</div></div><div><h3>Discussion</h3><div>The integration of Shackleton’s leadership traits — drawing on servant leadership, transformational leadership, and emotional intelligence — offers an enriched perspective for nursing practice. It improves understanding of leadership dynamics in complex contexts and reinforces the relevance of training focused on developing effective nursing leaders.</div></div><div><h3>Conclusion</h3><div>Investing in emotional intelligence and leadership skills development is essential for creating supportive work environments and ensuring the delivery of high-quality, safe care. Historical examples such as Shackleton’s offer valuable pedagogical and reflective tools for cultivating leadership in nursing.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 1-7"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-10-25DOI: 10.1016/j.colegn.2025.09.009
Susann Arvidsson, Marjut Blomqvist
Background
Nurses play a crucial role as the primary global workforce providing health services throughout people’s lives, addressing patient needs safely and effectively. Becoming a registered nurse requires a combination of high-quality education and clinical practice during clinical placements. Nursing teachers, who are part of higher educational institutions, are sometimes responsible for assessing the competencies of nursing students in clinical settings. However, there is limited research on the experiences of nursing teachers when it comes to assessing clinical practice.
Aim
The aim of this literature review was to explore nursing teachers’ experiences in assessing nursing students in clinical practice.
Methods
A systematic literature review was conducted following the guidelines set by Bettany-Saltikov and McSherry, and the findings were reported according to the PRISMA checklist. Four databases were utilised for the systematic search, and the methodological quality of selected articles was evaluated using the Mixed Method Appraisal Tool. Six original articles from four countries, published between 2014 and 2022, were included in the review.
Findings
From this review, three categories emerged: Creating assessment situations as learning opportunities, Collaborating effectively during assessment situations, and Facing challenges in assessment situations.
Discussion
Assessing students can be a complex responsibility for nursing teachers and requires various competencies.
Conclusion
There is a need for support from educational institutions, as well as collaboration with clinical placements, to ensure fair assessments of nursing students’ clinical practice. More research is necessary to understand how nursing teachers address challenges and manage demanding assessment situations related to students’ clinical competence.
{"title":"Nursing teachers’ experiences assessing nursing students in clinical practice: A systematic literature review","authors":"Susann Arvidsson, Marjut Blomqvist","doi":"10.1016/j.colegn.2025.09.009","DOIUrl":"10.1016/j.colegn.2025.09.009","url":null,"abstract":"<div><h3>Background</h3><div>Nurses play a crucial role as the primary global workforce providing health services throughout people’s lives, addressing patient needs safely and effectively. Becoming a registered nurse requires a combination of high-quality education and clinical practice during clinical placements. Nursing teachers, who are part of higher educational institutions, are sometimes responsible for assessing the competencies of nursing students in clinical settings. However, there is limited research on the experiences of nursing teachers when it comes to assessing clinical practice.</div></div><div><h3>Aim</h3><div>The aim of this literature review was to explore nursing teachers’ experiences in assessing nursing students in clinical practice.</div></div><div><h3>Methods</h3><div>A systematic literature review was conducted following the guidelines set by Bettany-Saltikov and McSherry, and the findings were reported according to the PRISMA checklist. Four databases were utilised for the systematic search, and the methodological quality of selected articles was evaluated using the Mixed Method Appraisal Tool. Six original articles from four countries, published between 2014 and 2022, were included in the review.</div></div><div><h3>Findings</h3><div>From this review, three categories emerged: Creating assessment situations as learning opportunities, Collaborating effectively during assessment situations, and Facing challenges in assessment situations.</div></div><div><h3>Discussion</h3><div>Assessing students can be a complex responsibility for nursing teachers and requires various competencies.</div></div><div><h3>Conclusion</h3><div>There is a need for support from educational institutions, as well as collaboration with clinical placements, to ensure fair assessments of nursing students’ clinical practice. More research is necessary to understand how nursing teachers address challenges and manage demanding assessment situations related to students’ clinical competence.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 18-27"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090766","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2025-11-27DOI: 10.1016/j.colegn.2025.11.001
Tracy Robinson , Cressida Bradley , Lisa Collison , Linda Govan , Rachel Rossiter
Introduction
There is a critical need to grow the capabilities of the nursing workforce and increase nurse-led models of care to ensure that rural communities have access to healthcare. The Australian Government funded the Australian Primary Health Care Nurses Association’s Building Nurse Capacity (BNC) program that aims to enhance utilisation of the nursing workforce through nurse-delivered (team-based) models of care. This paper examines the contribution of the program to enhancing nursing potential for the successful delivery of nurse-led clinics.
Methods
A non-randomised evaluation of this quality improvement program was undertaken, with participating sites invited to contribute. Participants completed the pre- and post-standardised Australian Advanced Practice Nursing Self-Appraisal Tool and pre- and post-questionnaires that addressed role satisfaction, job satisfaction, career intentions, scope of practice, knowledge, and confidence in establishing nurse-led clinics. Data were treated as independent rather than paired samples, and probability values were calculated using the Wilcoxon rank-sum test. Mean pre- and post-project questionnaire scores with corresponding p-values are reported.
Findings
Eighteen clinics participated in the evaluation. Eleven participants completed the Advance Tool, pre- and post-project. Twenty-one participants completed pre-surveys, and fifteen completed post-surveys. Analysis demonstrated that the BNC program significantly increased the confidence, knowledge, and skills of participants to deliver nurse-led, team-based clinics and helped to increase their scope of practice.
Conclusion
This study demonstrates that programs designed to support nurse-led models of care can improve participants’ knowledge, skills, and confidence to grow and deliver nurse-led clinics.
{"title":"Enhancing healthcare access: Optimising nursing workforce utilisation in primary health care","authors":"Tracy Robinson , Cressida Bradley , Lisa Collison , Linda Govan , Rachel Rossiter","doi":"10.1016/j.colegn.2025.11.001","DOIUrl":"10.1016/j.colegn.2025.11.001","url":null,"abstract":"<div><h3>Introduction</h3><div>There is a critical need to grow the capabilities of the nursing workforce and increase nurse-led models of care to ensure that rural communities have access to healthcare. The Australian Government funded the Australian Primary Health Care Nurses Association’s Building Nurse Capacity (BNC) program that aims to enhance utilisation of the nursing workforce through nurse-delivered (team-based) models of care. This paper examines the contribution of the program to enhancing nursing potential for the successful delivery of nurse-led clinics.</div></div><div><h3>Methods</h3><div>A non-randomised evaluation of this quality improvement program was undertaken, with participating sites invited to contribute. Participants completed the pre- and post-standardised Australian Advanced Practice Nursing Self-Appraisal Tool and pre- and post-questionnaires that addressed role satisfaction, job satisfaction, career intentions, scope of practice, knowledge, and confidence in establishing nurse-led clinics. Data were treated as independent rather than paired samples, and probability values were calculated using the Wilcoxon rank-sum test. Mean pre- and post-project questionnaire scores with corresponding p-values are reported.</div></div><div><h3>Findings</h3><div>Eighteen clinics participated in the evaluation. Eleven participants completed the Advance Tool, pre- and post-project. Twenty-one participants completed pre-surveys, and fifteen completed post-surveys. Analysis demonstrated that the BNC program significantly increased the confidence, knowledge, and skills of participants to deliver nurse-led, team-based clinics and helped to increase their scope of practice.</div></div><div><h3>Conclusion</h3><div>This study demonstrates that programs designed to support nurse-led models of care can improve participants’ knowledge, skills, and confidence to grow and deliver nurse-led clinics.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 35-41"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Newly registered nurses are at high risk of turnover during their first year of employment. This early attrition poses significant challenges to healthcare workforce stability and the continuity of quality care.
Aim
The purpose of this study was to investigate the 12-month trajectory of growth motivation and work engagement among newly registered nurses and examine their impact on turnover intention. The aim is to identify psychological indicators of early turnover risk and optimal intervention timing to support retention.
Methods
Questionnaires were sent to 525 newly registered nurses in Japan, and follow up data collected at 3, 6, and 12 months post-entry. Growth motivation, work engagement, and turnover intention were measured using validated scales. Wilcoxon signed-rank tests, Spearman’s correlations, and structural equation modelling were employed to analyse temporal changes and associations.
Findings
Growth motivation and work engagement significantly declined over time, whereas turnover intention increased. Both growth motivation and engagement were negatively associated with turnover intention at all time points. Notably, work engagement at 3 months post-employment positively predicted turnover intention at 6 months post-employment, suggesting that high early engagement may increase susceptibility to unmet expectations.
Discussion
These findings extend the Job Demands–Resources model by highlighting dual motivational pathways — both protective and risk-enhancing. They suggest that personal resources may not buffer early turnover without appropriate workplace support.
Conclusion
Interventions that reinforce growth motivation and engagement during the first 3–6 months of employment may reduce early turnover. The findings offer theoretical and practical guidance for nursing workforce policy and practice.
{"title":"Predicting newly registered nurse turnover: A longitudinal analysis of motivation and engagement","authors":"Makiko Yamamoto , Naoko Inanobe , Sayoko Isono , Maiko Kawai , Mamiko Miyoshi","doi":"10.1016/j.colegn.2025.10.001","DOIUrl":"10.1016/j.colegn.2025.10.001","url":null,"abstract":"<div><h3>Background</h3><div>Newly registered nurses are at high risk of turnover during their first year of employment. This early attrition poses significant challenges to healthcare workforce stability and the continuity of quality care.</div></div><div><h3>Aim</h3><div>The purpose of this study was to investigate the 12-month trajectory of growth motivation and work engagement among newly registered nurses and examine their impact on turnover intention. The aim is to identify psychological indicators of early turnover risk and optimal intervention timing to support retention.</div></div><div><h3>Methods</h3><div>Questionnaires were sent to 525 newly registered nurses in Japan, and follow up data collected at 3, 6, and 12 months post-entry. Growth motivation, work engagement, and turnover intention were measured using validated scales. Wilcoxon signed-rank tests, Spearman’s correlations, and structural equation modelling were employed to analyse temporal changes and associations.</div></div><div><h3>Findings</h3><div>Growth motivation and work engagement significantly declined over time, whereas turnover intention increased. Both growth motivation and engagement were negatively associated with turnover intention at all time points. Notably, work engagement at 3 months post-employment positively predicted turnover intention at 6 months post-employment, suggesting that high early engagement may increase susceptibility to unmet expectations.</div></div><div><h3>Discussion</h3><div>These findings extend the Job Demands–Resources model by highlighting dual motivational pathways — both protective and risk-enhancing. They suggest that personal resources may not buffer early turnover without appropriate workplace support.</div></div><div><h3>Conclusion</h3><div>Interventions that reinforce growth motivation and engagement during the first 3–6 months of employment may reduce early turnover. The findings offer theoretical and practical guidance for nursing workforce policy and practice.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 28-34"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2026-02-01Epub Date: 2026-01-21DOI: 10.1016/j.colegn.2025.11.002
Emma J. Yeomans , Rebecca M. Jedwab
Background
Research is fundamental to improving healthcare delivery and patient outcomes. As the largest professional group within the healthcare workforce, nurses and midwives are well placed to contribute to and lead research. However, their participation is often hindered by obstacles such as limited time, insufficient funding, and lack of institutional support.
Aim
The aim of this study was to explore nurses’ and midwives’ perspectives of research across a large Victorian tertiary healthcare organisation.
Methods
An exploratory cross-sectional survey was created by modifying questions from previously published tools and customising them to fit the organisational and nursing and midwifery contexts. Nurses and midwives working at eight different hospital locations were invited to participate in the online, anonymous survey via email and nursing and midwifery forums. Quantitative data were analysed using descriptive statistics, and qualitative data (free-text comments) were analysed using content analysis.
Findings
A total of 327 nurses and midwives responded to the survey. Although 65 nurses and midwives (19.88%) indicated current research involvement, the majority had minimal experience beyond data collection. Respondents highlighted barriers to participation, including insufficient time, funding, and mentorship. Enablers included access to training, dedicated time, supervision, and organisational support. Free-text responses emphasised the necessity of structured guidance, a dedicated nursing and midwifery research hub, and funded opportunities to build capacity.
Discussion
Although nurses and midwives understand the significance of research, they encounter systemic obstacles that hinder their active participation and leadership.
Conclusion
Enhancing nursing and midwifery organisational research capacity will necessitate investments in mentorship, training, dedicated time, and institutional strategies to integrate research as a fundamental aspect of their practice.
{"title":"Nurses’ and midwives’ perspectives on and involvement in research: An exploratory cross-sectional study","authors":"Emma J. Yeomans , Rebecca M. Jedwab","doi":"10.1016/j.colegn.2025.11.002","DOIUrl":"10.1016/j.colegn.2025.11.002","url":null,"abstract":"<div><h3>Background</h3><div>Research is fundamental to improving healthcare delivery and patient outcomes. As the largest professional group within the healthcare workforce, nurses and midwives are well placed to contribute to and lead research. However, their participation is often hindered by obstacles such as limited time, insufficient funding, and lack of institutional support.</div></div><div><h3>Aim</h3><div>The aim of this study was to explore nurses’ and midwives’ perspectives of research across a large Victorian tertiary healthcare organisation.</div></div><div><h3>Methods</h3><div>An exploratory cross-sectional survey was created by modifying questions from previously published tools and customising them to fit the organisational and nursing and midwifery contexts. Nurses and midwives working at eight different hospital locations were invited to participate in the online, anonymous survey via email and nursing and midwifery forums. Quantitative data were analysed using descriptive statistics, and qualitative data (free-text comments) were analysed using content analysis.</div></div><div><h3>Findings</h3><div>A total of 327 nurses and midwives responded to the survey. Although 65 nurses and midwives (19.88%) indicated current research involvement, the majority had minimal experience beyond data collection. Respondents highlighted barriers to participation, including insufficient time, funding, and mentorship. Enablers included access to training, dedicated time, supervision, and organisational support. Free-text responses emphasised the necessity of structured guidance, a dedicated nursing and midwifery research hub, and funded opportunities to build capacity.</div></div><div><h3>Discussion</h3><div>Although nurses and midwives understand the significance of research, they encounter systemic obstacles that hinder their active participation and leadership.</div></div><div><h3>Conclusion</h3><div>Enhancing nursing and midwifery organisational research capacity will necessitate investments in mentorship, training, dedicated time, and institutional strategies to integrate research as a fundamental aspect of their practice.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"33 1","pages":"Pages 42-48"},"PeriodicalIF":1.7,"publicationDate":"2026-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146090782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2025-12-01Epub Date: 2025-10-16DOI: 10.1016/j.colegn.2025.09.006
Lucy J. Osborn , Loretta Garvey , Esther Adama , Jahar Bhowmik
Problem
Despite the crucial role competence assessments play in nursing education and practice, there appear to be no validated survey tools that capture nurses’ perceptions of their competence assessments, leading to a lack of insight into the end-users’ perceptions. This study addresses that gap.
Aim
The aim of this study is to develop and validate a survey tool that captures registered nurses’ (RN) perspectives on competence assessments and their alignment with clinical experiences.
Methods
A cross-sectional survey was developed following the Boateng et al. (2018) framework and O'Connor’s (2022) recommendations. The online survey questionnaire was developed through literature review, expert consultation, and iterative refinement. It includes Likert-scale self-reported questions and open-ended qualitative items. The scale was initially developed using principal component analysis and factor analysis, followed by the validation of its psychometric properties through confirmatory factor analysis and exploratory factor analysis.
Findings
Pilot testing confirmed content and construct validity of the scale. The survey tool demonstrated strong content validity through expert review and construct validity by aligning with established Australian frameworks. Psychometric testing confirmed the need to remove a poorly correlated item to enhance reliability and validity, based on a two-factor scale.
Discussion
The study introduces the Competence Assessment Insights Survey for Registered Nurses (CAISA-RN), a validated tool offering insights into strengths, weaknesses, barriers, and facilitators in competence assessments via multifactor questionnaire.
Conclusion
The development and validation of the CAISA-RN two-factor scale represent a significant advancement in understanding RNs’ perspectives on competence assessments in clinical practice. Through a multistage process, the CAISA-RN tool demonstrated strong content and construct validity. The CAISA-RN fills a gap in competence assessment research by capturing RNs’ perspectives. Its strong content and construct validity provide a foundation for refining competence assessment frameworks, improving nursing education, practice, and policy
{"title":"Development and validation of the Competence Assessment Insights Survey for Australian Registered Nurses (CAISA-RN)","authors":"Lucy J. Osborn , Loretta Garvey , Esther Adama , Jahar Bhowmik","doi":"10.1016/j.colegn.2025.09.006","DOIUrl":"10.1016/j.colegn.2025.09.006","url":null,"abstract":"<div><h3>Problem</h3><div>Despite the crucial role competence assessments play in nursing education and practice, there appear to be no validated survey tools that capture nurses’ perceptions of their competence assessments, leading to a lack of insight into the end-users’ perceptions. This study addresses that gap.</div></div><div><h3>Aim</h3><div>The aim of this study is to develop and validate a survey tool that captures registered nurses’ (RN) perspectives on competence assessments and their alignment with clinical experiences.</div></div><div><h3>Methods</h3><div>A cross-sectional survey was developed following the Boateng et al. (2018) framework and O'Connor’s (2022) recommendations. The online survey questionnaire was developed through literature review, expert consultation, and iterative refinement. It includes Likert-scale self-reported questions and open-ended qualitative items. The scale was initially developed using principal component analysis and factor analysis, followed by the validation of its psychometric properties through confirmatory factor analysis and exploratory factor analysis.</div></div><div><h3>Findings</h3><div>Pilot testing confirmed content and construct validity of the scale. The survey tool demonstrated strong content validity through expert review and construct validity by aligning with established Australian frameworks. Psychometric testing confirmed the need to remove a poorly correlated item to enhance reliability and validity, based on a two-factor scale.</div></div><div><h3>Discussion</h3><div>The study introduces the Competence Assessment Insights Survey for Registered Nurses (CAISA-RN), a validated tool offering insights into strengths, weaknesses, barriers, and facilitators in competence assessments via multifactor questionnaire.</div></div><div><h3>Conclusion</h3><div>The development and validation of the CAISA-RN two-factor scale represent a significant advancement in understanding RNs’ perspectives on competence assessments in clinical practice. Through a multistage process, the CAISA-RN tool demonstrated strong content and construct validity. The CAISA-RN fills a gap in competence assessment research by capturing RNs’ perspectives. Its strong content and construct validity provide a foundation for refining competence assessment frameworks, improving nursing education, practice, and policy</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 6","pages":"Pages 436-448"},"PeriodicalIF":1.7,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145374344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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