Pub Date : 2025-09-02DOI: 10.1016/j.colegn.2025.08.005
Mengting Ma, Yuying Gou, Hua Yu
Background
The rising prevalence of dementia necessitates a larger and more skilled nursing workforce to meet the growing demand for care.
Aim
This study aims to develop the Nursing Students’ Career Intentions towards Dementia Care (NSCIDC) scale and validate its psychometric properties.
Methods
The research was conducted in five steps：(i) determining the theoretical framework, (ii) development of the item pool, (iii) preliminary item evaluation, (iv) item analysis, (5) psychometric evaluation. A total of 532 nursing students participated in the survey.
Findings
A 28-item scale comprising four dimensions was developed: Perceived Behavioural Control, Behavioural Attitude, Behavioural Intention, and Subjective Norm, explaining 66.013% of the total variance. The model exhibited good fit (χ²/df = 1.610, RMSEA = 0.048, CFI = 0.959, TLI = 0.955, IFI = 0.959). Criterion-related validity was satisfactory (r = 0.46, p < 0.001). The overall scale reliability was high, with a Cronbach’s α of 0.941 and an intraclass correlation coefficient of 0.984.
Discussion
The study identified behavioural attitude, subjective norm, and perceived behavioural control as influences on nursing students’ career intentions towards dementia care, with recommendations to enhance professional training, promote positive professional attitudes, and reduce societal biases to encourage greater engagement in dementia care.
Conclusion
The scale demonstrates robust psychometric properties and can serve as a reliable and effective tool for evaluating nursing students’ career intentions towards dementia care.
{"title":"Development and psychometric testing of the scale for Nursing Students’ Career Intentions towards Dementia Care (NSCIDC): A methodological study","authors":"Mengting Ma, Yuying Gou, Hua Yu","doi":"10.1016/j.colegn.2025.08.005","DOIUrl":"10.1016/j.colegn.2025.08.005","url":null,"abstract":"<div><h3>Background</h3><div>The rising prevalence of dementia necessitates a larger and more skilled nursing workforce to meet the growing demand for care.</div></div><div><h3>Aim</h3><div>This study aims to develop the Nursing Students’ Career Intentions towards Dementia Care (NSCIDC) scale and validate its psychometric properties.</div></div><div><h3>Methods</h3><div>The research was conducted in five steps：(i) determining the theoretical framework, (ii) development of the item pool, (iii) preliminary item evaluation, (iv) item analysis, (5) psychometric evaluation. A total of 532 nursing students participated in the survey.</div></div><div><h3>Findings</h3><div>A 28-item scale comprising four dimensions was developed: Perceived Behavioural Control, Behavioural Attitude, Behavioural Intention, and Subjective Norm, explaining 66.013% of the total variance. The model exhibited good fit (χ²/df = 1.610, RMSEA = 0.048, CFI = 0.959, TLI = 0.955, IFI = 0.959). Criterion-related validity was satisfactory (r = 0.46, <em>p</em> < 0.001). The overall scale reliability was high, with a Cronbach’s α of 0.941 and an intraclass correlation coefficient of 0.984.</div></div><div><h3>Discussion</h3><div>The study identified behavioural attitude, subjective norm, and perceived behavioural control as influences on nursing students’ career intentions towards dementia care, with recommendations to enhance professional training, promote positive professional attitudes, and reduce societal biases to encourage greater engagement in dementia care.</div></div><div><h3>Conclusion</h3><div>The scale demonstrates robust psychometric properties and can serve as a reliable and effective tool for evaluating nursing students’ career intentions towards dementia care.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 5","pages":"Pages 349-356"},"PeriodicalIF":1.7,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997792","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 : 2025-09-02DOI: 10.1016/j.colegn.2025.08.007
Lauren Elizabeth Lines , Tracy Alexis Kakyo , Helen McLaren , Donna Hartz , Nina Sivertsen , Alison Hutton , Megan Cooper , Lana Zannettino , Julian Grant
Background
Public health responses to child maltreatment enable prevention and early support. Little is known about what education, health, and welfare professionals receive in preparation for collaborative interprofessional responses to preventing and responding to child maltreatment.
Aim
This study explored university educators’ perspectives on curriculum for three frontline professions (nursing, midwifery, and social work) in Australia to identify where curriculum incorporated interprofessional public health responses to child maltreatment.
Methods
Two-phase interpretive descriptive design; Phase One was a cross-sectional survey and Phase Two involved qualitative interviews. In Phase One, 35 nursing, midwifery, and social work educators participated in an online survey via Qualtrics, and data were analysed using Statistical Product and Service Solutions (SPSS) version 27. In Phase Two, semistructured interviews were conducted with five educators, and data were analysed thematically.
Findings
Less than half (44.1%) of respondents indicated a dedicated topic about child protection within curriculum for nurses, midwives, or social workers, and none incorporated interprofessional prevention and early support. Perceived barriers included over-emphasis on statutory responses and inconsistent disciplinary perspectives.
Discussion
Without foundational skills for interprofessional practice, health and welfare professionals cannot effectively respond to child maltreatment, perpetuating its severe and lasting impacts. Further research is needed to explore opportunities for developing and implementing interprofessional education about child maltreatment into preservice curriculum.
Conclusion
Further work must identify core knowledge, skills, and values for health and welfare professionals, and how they can be equipped for collaborative prevention and early support for child maltreatment.
{"title":"Are we educating the future workforce for interprofessional responses to child maltreatment? An exploratory study","authors":"Lauren Elizabeth Lines , Tracy Alexis Kakyo , Helen McLaren , Donna Hartz , Nina Sivertsen , Alison Hutton , Megan Cooper , Lana Zannettino , Julian Grant","doi":"10.1016/j.colegn.2025.08.007","DOIUrl":"10.1016/j.colegn.2025.08.007","url":null,"abstract":"<div><h3>Background</h3><div>Public health responses to child maltreatment enable prevention and early support. Little is known about what education, health, and welfare professionals receive in preparation for collaborative interprofessional responses to preventing and responding to child maltreatment.</div></div><div><h3>Aim</h3><div>This study explored university educators’ perspectives on curriculum for three frontline professions (nursing, midwifery, and social work) in Australia to identify where curriculum incorporated interprofessional public health responses to child maltreatment.</div></div><div><h3>Methods</h3><div>Two-phase interpretive descriptive design; Phase One was a cross-sectional survey and Phase Two involved qualitative interviews. In Phase One, 35 nursing, midwifery, and social work educators participated in an online survey via Qualtrics, and data were analysed using Statistical Product and Service Solutions (SPSS) version 27. In Phase Two, semistructured interviews were conducted with five educators, and data were analysed thematically.</div></div><div><h3>Findings</h3><div>Less than half (44.1%) of respondents indicated a dedicated topic about child protection within curriculum for nurses, midwives, or social workers, and none incorporated interprofessional prevention and early support. Perceived barriers included over-emphasis on statutory responses and inconsistent disciplinary perspectives.</div></div><div><h3>Discussion</h3><div>Without foundational skills for interprofessional practice, health and welfare professionals cannot effectively respond to child maltreatment, perpetuating its severe and lasting impacts. Further research is needed to explore opportunities for developing and implementing interprofessional education about child maltreatment into preservice curriculum.</div></div><div><h3>Conclusion</h3><div>Further work must identify core knowledge, skills, and values for health and welfare professionals, and how they can be equipped for collaborative prevention and early support for child maltreatment.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 6","pages":"Pages 371-380"},"PeriodicalIF":1.7,"publicationDate":"2025-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145374283","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 : 2025-08-30DOI: 10.1016/j.colegn.2025.08.003
Kirsten L. Challinor , Graham Wright , Adam Burston
Background
Effective communication underpins quality therapeutic relationships and the development of trust. Nurses in residential aged care are time-poor, which negatively impacts their ability to communicate consistently with residents’ family/friends, a situation detrimental to building effective relationships. The Brenna app (brenna.com.au) aims to facilitate efficient communication and support positive relationships between nurses and aged care residents’ family/friends.
Aim
To evaluate nurses and family/friends’ experience of using the Brenna app.
Methods
A quantitative descriptive pilot study was conducted within a 168-bed residential aged care facility in a regional city in New South Wales, Australia. Bespoke online Likert scale surveys were administered between April and May 2024.
Results
Family/friends (n = 50) ‘agreed’ that the Brenna app updates and news announcements were useful, that Brenna was easy to use and helped with clear communication, but they were neutral on Brenna promoting trust and improving their satisfaction with care. Nursing staff (n = 11) ‘agreed’ or ‘strongly agreed’ that Brenna was helpful in reducing stress, improving communication, and saving time. Improvements to data entry from nurses would further enhance the family/friends user experience.
Conclusion
The study highlights that the use of technology can facilitate improved communication between aged care nurses and residents’ family/friends. Some different preferences between nurses and family/friends in the operationalisation of this technology exists.
Implications for practice
Nurses found app-based communication to be helpful in improving communication with family members, saving time, and reducing stress. Family/friends identified app-based communication as a useful mechanism for communication in specific situations.
{"title":"Piloting a communication app for nurses and family/friends in residential aged care","authors":"Kirsten L. Challinor , Graham Wright , Adam Burston","doi":"10.1016/j.colegn.2025.08.003","DOIUrl":"10.1016/j.colegn.2025.08.003","url":null,"abstract":"<div><h3>Background</h3><div>Effective communication underpins quality therapeutic relationships and the development of trust. Nurses in residential aged care are time-poor, which negatively impacts their ability to communicate consistently with residents’ family/friends, a situation detrimental to building effective relationships. The Brenna app (<span><span>brenna.com.au</span><svg><path></path></svg></span>) aims to facilitate efficient communication and support positive relationships between nurses and aged care residents’ family/friends.</div></div><div><h3>Aim</h3><div>To evaluate nurses and family/friends’ experience of using the Brenna app.</div></div><div><h3>Methods</h3><div>A quantitative descriptive pilot study was conducted within a 168-bed residential aged care facility in a regional city in New South Wales, Australia. Bespoke online Likert scale surveys were administered between April and May 2024.</div></div><div><h3>Results</h3><div>Family/friends (n = 50) ‘agreed’ that the Brenna app updates and news announcements were useful, that Brenna was easy to use and helped with clear communication, but they were neutral on Brenna promoting trust and improving their satisfaction with care. Nursing staff (n = 11) ‘agreed’ or ‘strongly agreed’ that Brenna was helpful in reducing stress, improving communication, and saving time. Improvements to data entry from nurses would further enhance the family/friends user experience.</div></div><div><h3>Conclusion</h3><div>The study highlights that the use of technology can facilitate improved communication between aged care nurses and residents’ family/friends. Some different preferences between nurses and family/friends in the operationalisation of this technology exists.</div></div><div><h3>Implications for practice</h3><div>Nurses found app-based communication to be helpful in improving communication with family members, saving time, and reducing stress. Family/friends identified app-based communication as a useful mechanism for communication in specific situations.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 5","pages":"Pages 341-348"},"PeriodicalIF":1.7,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997791","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 : 2025-08-28DOI: 10.1016/j.colegn.2025.08.001
Meyreme Aksoy , İrem Koçak , Meltem Şirin Gök
Background
In multicultural societies, nursing students’ ability to provide holistic healthcare is significantly influenced by their level of cultural intelligence and empathic tendencies. Understanding these relationships is essential for improving healthcare practice in diverse settings.
Aim
The objective of this study was to investigate the influence of empathic tendencies on cultural intelligence among nursing students.
Methods
This descriptive, cross-sectional, and correlational study was conducted with 571 volunteer nursing students between March and April 2024. We used three data collection tools: the Descriptive Characteristics Form, the Empathy Tendency Scale (ETS), and the Cultural Intelligence Scale (CIS). Then, we analysed the data with descriptive statistics and multiple linear regression
Results
The nursing students’ mean age was 21.34 ± 2.44 years, with 62.3% female and 33.6% first-year students. The mean scores for cultural intelligence and empathic tendency were 71.22 ± 10.72 and 66.39 ± 6.70, respectively. It was found that the average ETS score positively predicted the average CIS score (p < 0.05). Additionally, being female had a negative effect on the CIS score. Having a foreign friend and knowing a foreign language were positive predictors of the CIS score (F = 11.262, p < 0.001).
Discussion
The results of the research show that both cultural intelligence and empathic tendencies of nursing students are at medium levels. Additionally, promoting empathy in nursing education may improve students’ ability to effectively deal with cultural diversity, given the positive correlation between empathic tendencies and cultural intelligence.
Conclusion
According to the study findings, the empathic tendency level of nursing students positively predicts the level of cultural intelligence. Therefore, it is recommended that programmes that enhance these skills be included in nursing curricula to improve culturally competent care in diverse healthcare settings.
在多元文化社会中，护生的文化智力水平和共情倾向对护生提供整体医疗服务的能力有显著影响。了解这些关系对于改善不同环境下的医疗保健实践至关重要。目的探讨共情倾向对护生文化智力的影响。方法采用描述性、横断面、相关性研究方法，于2024年3月至4月对571名志愿护理学生进行调查。我们使用了三种数据收集工具：描述性特征表、共情倾向量表（ETS）和文化智力量表（CIS）。结果护生平均年龄为21.34±2.44岁，其中女性占62.3%，一年级学生占33.6%；文化智力和共情倾向的平均得分分别为71.22±10.72和66.39±6.70。发现ETS平均分数正预测CIS平均分数（p < 0.05）。此外，女性对CIS得分有负面影响。有一个外国朋友和会一门外语是CIS得分的正向预测因子（F = 11.262, p < 0.001）。讨论研究结果显示护生文化智力和共情倾向均处于中等水平。此外，考虑到共情倾向与文化智力之间的正相关关系，在护理教育中促进共情可以提高学生有效处理文化多样性的能力。结论护生共情倾向水平对文化智力水平有正向预测作用。因此，建议将提高这些技能的课程纳入护理课程，以改善不同医疗保健环境中的文化主管护理。
{"title":"The effect of nursing students’ empathic tendencies on their cultural intelligence: A cross-sectional study","authors":"Meyreme Aksoy , İrem Koçak , Meltem Şirin Gök","doi":"10.1016/j.colegn.2025.08.001","DOIUrl":"10.1016/j.colegn.2025.08.001","url":null,"abstract":"<div><h3>Background</h3><div>In multicultural societies, nursing students’ ability to provide holistic healthcare is significantly influenced by their level of cultural intelligence and empathic tendencies. Understanding these relationships is essential for improving healthcare practice in diverse settings.</div></div><div><h3>Aim</h3><div>The objective of this study was to investigate the influence of empathic tendencies on cultural intelligence among nursing students.</div></div><div><h3>Methods</h3><div>This descriptive, cross-sectional, and correlational study was conducted with 571 volunteer nursing students between March and April 2024. We used three data collection tools: the Descriptive Characteristics Form, the Empathy Tendency Scale (ETS), and the Cultural Intelligence Scale (CIS). Then, we analysed the data with descriptive statistics and multiple linear regression</div></div><div><h3>Results</h3><div>The nursing students’ mean age was 21.34 ± 2.44 years, with 62.3% female and 33.6% first-year students. The mean scores for cultural intelligence and empathic tendency were 71.22 ± 10.72 and 66.39 ± 6.70, respectively. It was found that the average ETS score positively predicted the average CIS score (p < 0.05). Additionally, being female had a negative effect on the CIS score. Having a foreign friend and knowing a foreign language were positive predictors of the CIS score (F = 11.262, p < 0.001).</div></div><div><h3>Discussion</h3><div>The results of the research show that both cultural intelligence and empathic tendencies of nursing students are at medium levels. Additionally, promoting empathy in nursing education may improve students’ ability to effectively deal with cultural diversity, given the positive correlation between empathic tendencies and cultural intelligence.</div></div><div><h3>Conclusion</h3><div>According to the study findings, the empathic tendency level of nursing students positively predicts the level of cultural intelligence. Therefore, it is recommended that programmes that enhance these skills be included in nursing curricula to improve culturally competent care in diverse healthcare settings.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 5","pages":"Pages 321-327"},"PeriodicalIF":1.7,"publicationDate":"2025-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997871","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 : 2025-08-12DOI: 10.1016/j.colegn.2025.07.002
Kim Gibson, Lachlan Darch, Greg Sharplin, Marion Eckert
Background
Early detection of skin cancer is critical for improved health outcomes. Many Australians living in regional and rural areas are at an increased risk of skin cancer yet face significant barriers in accessing skin cancer screening. Australia is reforming its current system of primarily opportunistic, General Practitioner-led screening, and will be developing a funded national program to screen for melanoma in people at highest risk.
Purpose
To provide practical insights into the upskilling of primary care nurses working in regional Australia in skin cancer prevention and early detection.
Discussion
Nurses, as the largest health workforce in regional areas, are ideally positioned to bridge gaps in access to crucial preventive health care, particularly using innovative technologies such as artificial intelligence and tele-dermatology. A nurse-led model can include a comprehensive education and training program, providing convenient mobile skin check clinics at large regional community events, and working collaboratively with other health professionals for follow-up care. A nurse-led approach can reduce disparities in skin cancer outcomes, improve early detection rates, and inform the National Targeted Skin Cancer Screening Program.
Conclusion
Upskilling primary care nurses working in regional Australia in skin cancer prevention education and early detection provides an innovative solution to meet the screening needs of high-risk individuals.
{"title":"A nurse-led model of care in response to Australia’s skin cancer crisis: A discussion paper","authors":"Kim Gibson, Lachlan Darch, Greg Sharplin, Marion Eckert","doi":"10.1016/j.colegn.2025.07.002","DOIUrl":"10.1016/j.colegn.2025.07.002","url":null,"abstract":"<div><h3>Background</h3><div>Early detection of skin cancer is critical for improved health outcomes. Many Australians living in regional and rural areas are at an increased risk of skin cancer yet face significant barriers in accessing skin cancer screening. Australia is reforming its current system of primarily opportunistic, General Practitioner-led screening, and will be developing a funded national program to screen for melanoma in people at highest risk.</div></div><div><h3>Purpose</h3><div>To provide practical insights into the upskilling of primary care nurses working in regional Australia in skin cancer prevention and early detection.</div></div><div><h3>Discussion</h3><div>Nurses, as the largest health workforce in regional areas, are ideally positioned to bridge gaps in access to crucial preventive health care, particularly using innovative technologies such as artificial intelligence and tele-dermatology. A nurse-led model can include a comprehensive education and training program, providing convenient mobile skin check clinics at large regional community events, and working collaboratively with other health professionals for follow-up care. A nurse-led approach can reduce disparities in skin cancer outcomes, improve early detection rates, and inform the National Targeted Skin Cancer Screening Program.</div></div><div><h3>Conclusion</h3><div>Upskilling primary care nurses working in regional Australia in skin cancer prevention education and early detection provides an innovative solution to meet the screening needs of high-risk individuals.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 5","pages":"Pages 296-301"},"PeriodicalIF":1.7,"publicationDate":"2025-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997867","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 : 2025-08-09DOI: 10.1016/j.colegn.2025.07.001
Oskar Wiberg , Ann-Charlott Mähler , Eva Jangland, Katarina Edfeldt
Background
Preoperative information promotes patients’ recovery process, satisfaction, and length of stay in the hospital, making it an integral part of perioperative care. Acute abdominal surgery constitutes a significant patient category. Registered nurses play a vital role in providing preoperative information to patients undergoing acute abdominal surgery, and their understanding is essential to fulfilling patient care needs.
Aim
To identify and describe registered nurses’ different ways of understanding their role in providing preoperative information to patients before acute abdominal surgery.
Method
A qualitative interview study was performed, and the data were analysed using a phenomenographic method. Data were collected during the spring of 2023 through individual interviews with a strategic sample of 19 registered nurses at two regional hospitals in Sweden.
Results
Two primary ways of understanding preoperative information to patients were identified: ‘Intervention focus’ and ‘Holistic focus’, along with five sub-understandings — ‘The Doer’, ‘The Explainer’, ‘The Educator’, ‘The Adviser’, and ‘The Pathfinder’ — structured in a hierarchical order. Nurses with an ‘Intervention focus’ were task-oriented and relied on one-way communication, while nurses with a ‘Holistic focus’ adopted a person-centred approach, emphasising patients’ participation.
Conclusions
Nurses’ understanding of preoperative information exists within a complex and comprehensive hierarchy. Nurses who adopt a ‘Holistic focus’ engage in relational actions and provide individualised information, thereby enhancing patient participation. These findings can inform learning and competence development in clinical settings for both nurses and nurse managers, as well as in nurse education. A more comprehensive understanding is essential for meeting patients’ care needs and achieving person-centred care.
{"title":"Registered nurses’ different understandings of their role in the preoperative information to patients before acute abdominal surgery – A phenomenographic study","authors":"Oskar Wiberg , Ann-Charlott Mähler , Eva Jangland, Katarina Edfeldt","doi":"10.1016/j.colegn.2025.07.001","DOIUrl":"10.1016/j.colegn.2025.07.001","url":null,"abstract":"<div><h3>Background</h3><div>Preoperative information promotes patients’ recovery process, satisfaction, and length of stay in the hospital, making it an integral part of perioperative care. Acute abdominal surgery constitutes a significant patient category. Registered nurses play a vital role in providing preoperative information to patients undergoing acute abdominal surgery, and their understanding is essential to fulfilling patient care needs.</div></div><div><h3>Aim</h3><div>To identify and describe registered nurses’ different ways of understanding their role in providing preoperative information to patients before acute abdominal surgery.</div></div><div><h3>Method</h3><div>A qualitative interview study was performed, and the data were analysed using a phenomenographic method. Data were collected during the spring of 2023 through individual interviews with a strategic sample of 19 registered nurses at two regional hospitals in Sweden.</div></div><div><h3>Results</h3><div>Two primary ways of understanding preoperative information to patients were identified: ‘Intervention focus’ and ‘Holistic focus’, along with five sub-understandings — ‘The Doer’, ‘The Explainer’, ‘The Educator’, ‘The Adviser’, and ‘The Pathfinder’ — structured in a hierarchical order. Nurses with an ‘Intervention focus’ were task-oriented and relied on one-way communication, while nurses with a ‘Holistic focus’ adopted a person-centred approach, emphasising patients’ participation.</div></div><div><h3>Conclusions</h3><div>Nurses’ understanding of preoperative information exists within a complex and comprehensive hierarchy. Nurses who adopt a ‘Holistic focus’ engage in relational actions and provide individualised information, thereby enhancing patient participation. These findings can inform learning and competence development in clinical settings for both nurses and nurse managers, as well as in nurse education. A more comprehensive understanding is essential for meeting patients’ care needs and achieving person-centred care.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 5","pages":"Pages 288-295"},"PeriodicalIF":1.7,"publicationDate":"2025-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997866","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 : 2025-08-05DOI: 10.1016/j.colegn.2025.06.006
Lauren C. Humphries, Susannah Brady, Peter A. Lewis
Background
Thousands of graduate registered nurses (GRNs) enter the Australian acute hospital workforce annually, and many participate in transition to practice programs (TPPs). The benefits of these programs have been poorly evaluated.
Aim
This study explores the experiences of GRNs who completed a 12-month TPP at two Australian acute metropolitan hospitals and whether they believe their clinical competence increased.
Methods
A qualitative hermeneutic phenomenological approach was adopted to explore experiences of 14 registered nurses who completed a TPP at two Australian metropolitan hospitals during the years 2021–2023. Focus groups were used to explore the experiences of GRNs. NVivo software was used in data collation, analysis, and synthesis.
Findings
Three themes were identified: support — including clinical support from graduate nurse educators and clinical facilitators, as well as GRN expectations of support versus reality in practice; education — including directed and self-directed learning; and clinical competence — how it develops and how the TPP impacted views on clinical competence. Themes identified that GRNs believe they require clinical support in their first year of practice to assist in a successful transition to practice. Participants believed education should be tailored to match individual needs and adapt as their skill level progresses. Participants also identified that they had unrealistic expectations of the support that would be provided through TPPs.
Conclusion
While the outcomes of this study reflect existing GRN transition literature, they also identify that expectations of TPP clinical support should be explicitly outlined in detail at orientation to avoid unrealistic expectations of clinical support.
{"title":"Transition to practice programs: Expectations of Australian graduate registered nurses","authors":"Lauren C. Humphries, Susannah Brady, Peter A. Lewis","doi":"10.1016/j.colegn.2025.06.006","DOIUrl":"10.1016/j.colegn.2025.06.006","url":null,"abstract":"<div><h3>Background</h3><div>Thousands of graduate registered nurses (GRNs) enter the Australian acute hospital workforce annually, and many participate in transition to practice programs (TPPs). The benefits of these programs have been poorly evaluated.</div></div><div><h3>Aim</h3><div>This study explores the experiences of GRNs who completed a 12-month TPP at two Australian acute metropolitan hospitals and whether they believe their clinical competence increased.</div></div><div><h3>Methods</h3><div>A qualitative hermeneutic phenomenological approach was adopted to explore experiences of 14 registered nurses who completed a TPP at two Australian metropolitan hospitals during the years 2021–2023. Focus groups were used to explore the experiences of GRNs. NVivo software was used in data collation, analysis, and synthesis.</div></div><div><h3>Findings</h3><div>Three themes were identified: support — including clinical support from graduate nurse educators and clinical facilitators, as well as GRN expectations of support versus reality in practice; education — including directed and self-directed learning; and clinical competence — how it develops and how the TPP impacted views on clinical competence. Themes identified that GRNs believe they require clinical support in their first year of practice to assist in a successful transition to practice. Participants believed education should be tailored to match individual needs and adapt as their skill level progresses. Participants also identified that they had unrealistic expectations of the support that would be provided through TPPs.</div></div><div><h3>Conclusion</h3><div>While the outcomes of this study reflect existing GRN transition literature, they also identify that expectations of TPP clinical support should be explicitly outlined in detail at orientation to avoid unrealistic expectations of clinical support.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 5","pages":"Pages 281-287"},"PeriodicalIF":1.7,"publicationDate":"2025-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997865","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 : 2025-07-29DOI: 10.1016/j.colegn.2025.07.003
Walaa Badawy , Mostafa Shaban
Background
Effective communication with older adults experiencing delirium in emergency departments (EDs) is crucial for optimal patient care. This systematic review aimed to identify barriers and enablers to communication with this population and synthesise evidence on effective strategies that support both communication and delirium management.
Methods
A comprehensive search of PubMed, MEDLINE, CINAHL, Web of Science, Cochrane Library, and Google Scholar was conducted for studies published between 2000 and 2024. Eligible studies focused on communication with older adults experiencing delirium in EDs. Data extraction and quality assessment were performed independently by two reviewers.
Results
Fourteen studies met the inclusion criteria. Key barriers to effective communication included cognitive impairments, environmental factors, time constraints, and lack of staff training. Enablers included the use of standardised screening tools, multicomponent interventions, and specialised staff education. Environmental modifications and the involvement of family members were also found to enhance communication. The review highlighted the importance of early delirium detection and the effectiveness of structured communication protocols in supporting overall delirium management.
Conclusion
Effective communication with older adults experiencing delirium in EDs requires a multifaceted approach. Implementing routine screening, providing targeted staff training, and adopting person-centred care principles can significantly improve outcomes. Future research should focus on developing and validating ED-specific communication strategies that also support comprehensive delirium care, incorporating patient and family perspectives.
Implications
Findings emphasise the need for healthcare providers to prioritise delirium education, implement standardised screening protocols, and create delirium-friendly ED environments.
背景：与在急诊科（EDs）经历谵妄的老年人进行有效的沟通对于优化患者护理至关重要。本系统综述旨在确定与这一人群沟通的障碍和促进因素，并综合支持沟通和谵妄管理的有效策略的证据。方法综合检索PubMed、MEDLINE、CINAHL、Web of Science、Cochrane Library、谷歌Scholar等网站2000 - 2024年间发表的研究。符合条件的研究集中于与急诊科中经历谵妄的老年人的交流。数据提取和质量评估由两名审稿人独立完成。结果14项研究符合纳入标准。有效沟通的主要障碍包括认知障碍、环境因素、时间限制和缺乏员工培训。促成因素包括使用标准化筛查工具、多成分干预措施和专门的工作人员教育。环境的改变和家庭成员的参与也有助于加强沟通。该综述强调了早期谵妄检测的重要性以及结构化通信协议在支持谵妄整体管理中的有效性。结论与急诊科出现谵妄的老年人进行有效沟通需要多方面的方法。实施常规筛查、提供有针对性的工作人员培训和采用以人为本的护理原则可以显著改善结果。未来的研究应侧重于开发和验证ed特定的沟通策略，这些策略也支持全面的谵妄护理，并结合患者和家庭的观点。研究结果强调，医疗保健提供者需要优先考虑谵妄教育，实施标准化的筛查方案，并创造谵妄友好的ED环境。
{"title":"Strategies to improve communication with older adults experiencing delirium in emergency departments: A systematic review","authors":"Walaa Badawy , Mostafa Shaban","doi":"10.1016/j.colegn.2025.07.003","DOIUrl":"10.1016/j.colegn.2025.07.003","url":null,"abstract":"<div><h3>Background</h3><div>Effective communication with older adults experiencing delirium in emergency departments (EDs) is crucial for optimal patient care. This systematic review aimed to identify barriers and enablers to communication with this population and synthesise evidence on effective strategies that support both communication and delirium management.</div></div><div><h3>Methods</h3><div>A comprehensive search of PubMed, MEDLINE, CINAHL, Web of Science, Cochrane Library, and Google Scholar was conducted for studies published between 2000 and 2024. Eligible studies focused on communication with older adults experiencing delirium in EDs. Data extraction and quality assessment were performed independently by two reviewers.</div></div><div><h3>Results</h3><div>Fourteen studies met the inclusion criteria. Key barriers to effective communication included cognitive impairments, environmental factors, time constraints, and lack of staff training. Enablers included the use of standardised screening tools, multicomponent interventions, and specialised staff education. Environmental modifications and the involvement of family members were also found to enhance communication. The review highlighted the importance of early delirium detection and the effectiveness of structured communication protocols in supporting overall delirium management.</div></div><div><h3>Conclusion</h3><div>Effective communication with older adults experiencing delirium in EDs requires a multifaceted approach. Implementing routine screening, providing targeted staff training, and adopting person-centred care principles can significantly improve outcomes. Future research should focus on developing and validating ED-specific communication strategies that also support comprehensive delirium care, incorporating patient and family perspectives.</div></div><div><h3>Implications</h3><div>Findings emphasise the need for healthcare providers to prioritise delirium education, implement standardised screening protocols, and create delirium-friendly ED environments.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 5","pages":"Pages 302-311"},"PeriodicalIF":1.7,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997869","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 : 2025-07-26DOI: 10.1016/j.colegn.2025.07.004
Maria J. Campos , Maria C. Barbieri-Figueiredo , Marília Rua , Cristina B. Pestana , Florinda Galinha-De-Sá , Maria L. Santos , Maria C. Gouveia , Rita Leal , Sara Lemos , Cláudia Augusto , Carla Fernandes
Background
Family is a vital unit of care and support, formed by interdependent individuals linked through biology, emotions, or social bonds. Its dynamics both shape and are shaped by members’ health, making it integral to nursing care. Nursing education should promote a positive attitude among nurses regarding the involvement of families in care. Knowing how family issues are valued in undergraduate nursing programmes is fundamental to consider family as a unit of care.
Objectives
The aim is to identify and describe the integration of family nursing knowledge within undergraduate nursing education nationally.
Design
Cross-sectional study.
Participants
Eighteen undergraduate nursing programs.
Methods
Phase I – National survey of undergraduate nursing programs (May–June 2020). Phase II – Content analysis of courses with a family approach (June 2020–January 2021).
Results
The nursing programs revealed 256 courses that fulfilled the inclusion criteria, ranging from four to thirty-five courses per program. Seven categories were identified. Four of these were defined a priori, based on theoretical foundations: Theoretical Approach of Family, Individual and Family Health Experience, Skills for Family Care, and Approaches to Family Nursing. The remaining three categories emerged a posteriori from data analysis: Education Context, Nursing Process of Family, and Ethical and Deontological Issues.
Conclusion
Family is taught in undergraduate nursing programs, mainly in clinical settings. The most frequent family approach depicted in the curriculum was family as context. The findings also point to a focus on different approaches to family nursing, including ‘family as a client’, ‘family as a system’, and ‘family as a component of society’, underlining the multidimensional nature of family nursing. Nursing education should emphasise the importance of exploring new strategies to teach family care, moving forward from a perspective of the family as a context to a perspective of the family as a client of care.
Impact
Enhancing the learning process in undergraduate nursing education through a family-centred approach requires a deep understanding of existing Curricular Plans and the integration of pedagogical strategies that emphasise clinical practice. By focusing on both family and patient-centred care, this research aims to influence the development and refinement of educational policies that support comprehensive approaches to teaching both nursing care and the broader concept of care, emphasising a family-centred perspective.
No Patient Contribution. Public data were used and results can influence the education policies and will have an impact in future undergraduate nursing students.
{"title":"Mapping family nursing in undergraduate education at a national level: A cross-sectional study","authors":"Maria J. Campos , Maria C. Barbieri-Figueiredo , Marília Rua , Cristina B. Pestana , Florinda Galinha-De-Sá , Maria L. Santos , Maria C. Gouveia , Rita Leal , Sara Lemos , Cláudia Augusto , Carla Fernandes","doi":"10.1016/j.colegn.2025.07.004","DOIUrl":"10.1016/j.colegn.2025.07.004","url":null,"abstract":"<div><h3>Background</h3><div>Family is a vital unit of care and support, formed by interdependent individuals linked through biology, emotions, or social bonds. Its dynamics both shape and are shaped by members’ health, making it integral to nursing care. Nursing education should promote a positive attitude among nurses regarding the involvement of families in care. Knowing how family issues are valued in undergraduate nursing programmes is fundamental to consider family as a unit of care.</div></div><div><h3>Objectives</h3><div>The aim is to identify and describe the integration of family nursing knowledge within undergraduate nursing education nationally.</div></div><div><h3>Design</h3><div>Cross-sectional study.</div></div><div><h3>Participants</h3><div>Eighteen undergraduate nursing programs.</div></div><div><h3>Methods</h3><div>Phase I – National survey of undergraduate nursing programs (May–June 2020). Phase II – Content analysis of courses with a family approach (June 2020–January 2021).</div></div><div><h3>Results</h3><div>The nursing programs revealed 256 courses that fulfilled the inclusion criteria, ranging from four to thirty-five courses per program. Seven categories were identified. Four of these were defined a priori, based on theoretical foundations: Theoretical Approach of Family, Individual and Family Health Experience, Skills for Family Care, and Approaches to Family Nursing. The remaining three categories emerged a posteriori from data analysis: Education Context, Nursing Process of Family, and Ethical and Deontological Issues.</div></div><div><h3>Conclusion</h3><div>Family is taught in undergraduate nursing programs, mainly in clinical settings. The most frequent family approach depicted in the curriculum was family as context. The findings also point to a focus on different approaches to family nursing, including ‘family as a client’, ‘family as a system’, and ‘family as a component of society’, underlining the multidimensional nature of family nursing. Nursing education should emphasise the importance of exploring new strategies to teach family care, moving forward from a perspective of the family as a context to a perspective of the family as a client of care.</div></div><div><h3>Impact</h3><div>Enhancing the learning process in undergraduate nursing education through a family-centred approach requires a deep understanding of existing Curricular Plans and the integration of pedagogical strategies that emphasise clinical practice. By focusing on both family and patient-centred care, this research aims to influence the development and refinement of educational policies that support comprehensive approaches to teaching both nursing care and the broader concept of care, emphasising a family-centred perspective.</div><div>No Patient Contribution. Public data were used and results can influence the education policies and will have an impact in future undergraduate nursing students.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 5","pages":"Pages 312-320"},"PeriodicalIF":1.7,"publicationDate":"2025-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144997870","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 : 2025-07-09DOI: 10.1016/j.colegn.2025.06.004
Leisa M. Swift , Lauren N. Kearney , Areum Hyun , Tracy L. Levett-Jones , Fiona E. Bogossian
Background
A robust methodological process to define registered nurse competence is limited across the literature.
Aim
This study aims to identify the defining attributes, antecedents, and consequences of the concept of registered nurse competence, and to construct and validate a contemporary definition of competence for the registered nurse.
Methods
This concept analysis is guided by Walker and Avant (2019). The search strategy used terms derived from ‘competence’, ‘nursing’, and ‘definition’ in publications from January 2000 to November 2023. Following article screening, 81 manuscripts met the eligibility criteria. Definitions of the construct of competence were manually extracted from eligible articles. Data analysis utilised Leximancer software.
Findings
The antecedent to competence for the registered nurse is registration or licensure. The defining attributes are knowledge, skills, capability, and professionalism, while the consequences are safe practice, quality nursing care, and optimal patient outcomes. These terms supported the construction of a contemporary definition of registered nurse competence: A nurse with attainment of full registration who demonstrates the knowledge, skills, capability, and professional attributes to provide safe and quality nursing care that ensures optimal patient outcomes. The definition was validated using contrary and model cases in the Australian context.
Conclusion
The methodological approach used in this concept analysis to define registered nurse competence is a novel and contemporary innovation that distinguishes this definition from others with less rigour in formulation. The identification of the defining attributes and the constructed definition may be used to inform future practice, education, and research. The validation process provides a template to validate the definition of registered nurse competence in other contexts.
背景：在整个文献中，定义注册护士能力的可靠方法过程是有限的。目的本研究旨在识别注册护士胜任力概念的定义属性、前因和后果，并构建和验证注册护士胜任力的当代定义。方法本概念分析以Walker and Avant（2019）为指导。搜索策略使用了从2000年1月到2023年11月出版物中的“能力”、“护理”和“定义”衍生的术语。经过文章筛选，81篇稿件符合入选标准。从符合条件的文章中手动提取能力结构的定义。数据分析使用Leximancer软件。结果注册护士胜任的先决条件是注册或执照。定义属性是知识、技能、能力和专业精神，而结果是安全的实践、高质量的护理和最佳的患者结果。这些术语支持了对注册护士能力的当代定义的构建：获得正式注册的护士，展示了知识、技能、能力和专业属性，以提供安全和高质量的护理，确保患者获得最佳结果。在澳大利亚的背景下，使用相反的和典型的案例验证了该定义。结论本概念分析中用于定义注册护士能力的方法学方法是一种新颖的当代创新，将该定义与其他不太严格的定义区分开来。定义属性的识别和构造的定义可以用于通知未来的实践、教育和研究。验证过程提供了一个模板，以验证在其他情况下注册护士能力的定义。
{"title":"Defining registered nurse competence: A contemporary concept analysis","authors":"Leisa M. Swift , Lauren N. Kearney , Areum Hyun , Tracy L. Levett-Jones , Fiona E. Bogossian","doi":"10.1016/j.colegn.2025.06.004","DOIUrl":"10.1016/j.colegn.2025.06.004","url":null,"abstract":"<div><h3>Background</h3><div>A robust methodological process to define registered nurse competence is limited across the literature.</div></div><div><h3>Aim</h3><div>This study aims to identify the defining attributes, antecedents, and consequences of the concept of registered nurse competence, and to construct and validate a contemporary definition of competence for the registered nurse.</div></div><div><h3>Methods</h3><div>This concept analysis is guided by Walker and Avant (2019). The search strategy used terms derived from ‘competence’, ‘nursing’, and ‘definition’ in publications from January 2000 to November 2023. Following article screening, 81 manuscripts met the eligibility criteria. Definitions of the construct of competence were manually extracted from eligible articles. Data analysis utilised Leximancer software.</div></div><div><h3>Findings</h3><div>The antecedent to competence for the registered nurse is registration or licensure. The defining attributes are knowledge, skills, capability, and professionalism, while the consequences are safe practice, quality nursing care, and optimal patient outcomes. These terms supported the construction of a contemporary definition of registered nurse competence: <em>A nurse with attainment of full registration who demonstrates the knowledge, skills, capability, and professional attributes to provide safe and quality nursing care that ensures optimal patient outcomes.</em> The definition was validated using contrary and model cases in the Australian context.</div></div><div><h3>Conclusion</h3><div>The methodological approach used in this concept analysis to define registered nurse competence is a novel and contemporary innovation that distinguishes this definition from others with less rigour in formulation. The identification of the defining attributes and the constructed definition may be used to inform future practice, education, and research. The validation process provides a template to validate the definition of registered nurse competence in other contexts.</div></div>","PeriodicalId":55241,"journal":{"name":"Collegian","volume":"32 4","pages":"Pages 258-265"},"PeriodicalIF":1.6,"publicationDate":"2025-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144633708","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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