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This study explores nurses' views as to whether they see community pharmacists as “entrepreneurial” and what this might mean for working together in primary care. Pharmacists are expected to fully integrate with their colleagues – particularly nurses – under the New Zealand health policy. Yet, there is scarce literature that examines multidisciplinary teamwork and integration through an entrepreneurial identity lens. This is particularly important since around the world, including New Zealand, community pharmacies are small businesses.

This was an exploratory qualitative study. A total of 18 semi-structured interviews were conducted with nurses from primary care, nursing professional bodies and academics from nursing schools. Interviews were audio recorded and transcribed verbatim. Coding was undertaken through general inductive thematic analysis.

In total three key themes emerged through analysis: the entrepreneurial profile of the community pharmacist, the lack of entrepreneurship across the profession, and the role identity and value that community pharmacists hold, as viewed by nurses. There appeared to be pockets of entrepreneurship in community pharmacy; nurses did not express a blanket label of entrepreneurship across the whole sector. Nurses also discussed several forms of entrepreneurship including commercial-oriented, clinical and social entrepreneurship. The social entrepreneurship identity of community pharmacists sat most comfortably with nurse participants. Overall, nurses appeared to value community pharmacists but felt that they did not fully understand the roles that this profession took on.

This paper contributes to the academic literature by identifying three domains of entrepreneurship relevant to community pharmacy as well as multi-level barriers that will need to be jointly tackled by professional bodies and policy-makers. Improving nurses' and other healthcare professionals' knowledge of community pharmacists' role and expertise is also likely to facilitate better inter-professional integration.

There is scarce literature that attempts to understand how entrepreneurial identity plays out in health organisation and management. This study adds to the knowledge base of factors influencing integration in healthcare.

This study aims to provide a detailed description of the nurses in the lead (NitL) programme for empowering community nurse leadership in implementing evidence.

The NitL programme is described using the template for intervention description and replication-checklist.

The NitL programme consists of two components. The first component is a systematic approach with implementation steps and tools to empower community nurses in implementing evidence targeted at encouraging functional activities of older adults offered via a Web-based eLearning programme. The second component is training to empower community nurses in enabling team members to change their practice, which focussed on motivational interviewing, influencing behaviour, dealing with resistance to change and coaching delivered as a combination of group training in practice and background theory via a web-based eLearning programme.

Further research is needed to evaluate the feasibility and effects of the NitL programme.

The NitL programme has been developed in cooperation with community nurses to meet their needs in practice and has the potential to develop leadership for the core tasks of community nurses.

The NitL programme has been developed to empower the leadership of community nurses in implementing evidence targeted at encouraging functional activities of older adults. The leadership role of community nurses is key for delivering high-quality care and implementing evidence within the community care setting for encouraging functional activities of older adults to preserve their independence.

The purpose of this paper is to investigate the evolution of school nursing in the USA in the early decades of the twentieth century, highlighting the linkages between schools and public health and the challenges nurses faced.

This historical essay examines the discussions about school nursing and school nurses’ descriptions of their work.

In the Progressive period, though the responsibilities of school nurse were never clearly defined, nurses quickly became accepted, respected members of the school, with few objecting to their practices. Nonetheless, nurses consistently faced financial complications that limited, and continue to limit, their effectiveness in schools and communities.

Few histories of school health have documented the critical role nurses have played and their important, although contested, position today. This paper points to the obstacles restricting the development of dynamic school nurse programs today.

Alongside teachers, community nurses have been identified as having an important role to play in the provision of school‐based personal, social and health education (PSHE) and sex and relationships education (SRE). However, there currently exist few programmes of preparation for this work that recognise the specific contribution of community nurses to SRE. This paper reports on findings from a formative evaluation of a pilot certification scheme for community nurses involved in SRE provision and recently implemented in England. The evaluation sought specifically to access views about the value of the educational experience in preparing school nurses to better fulfil their SRE role.

During the implementation of the pilot scheme, 124 semi‐structured interviews were conducted with a range of stakeholders, including national players, local scheme support leads, nurses participating in the pilot scheme, nurse managers and other colleagues. Data gathering adopted a close‐focus, largely qualitative approach. Partial transcription took place and a thematic analysis was carried out using constant comparative method.

Findings suggest that a well‐designed scheme of the type described is likely to be well received by community nurses, but that ways need to be found to ensure good synergy between local health and education services in the support of SRE in schools. At the same time, there is a need to respect the unique contribution of community nurses and the skills that they bring to this work.

This paper raises awareness and highlights issues surrounding a pilot certification scheme for community nurses involved in sex and relationships in education.

In view of the importance currently attached to evidence‐based health care, we present a systematic review of publications about the effectiveness of community mental health nursing interventions. Only 11 studies were identified which used an experimental design, focused solely on the nursing intervention, and were conducted in the UK since 1965. Not only is the evidence limited, but it does not examine those areas of work in which most community mental health nurses are involved, and the methodological rigour of the identified studies can be questioned. Other types of research with the potential to inform community mental health nursing practice are suggested. Research into the outcome of community mental health nursing interventions has made disappointing progress over the past decade.

Child and family health (CAFH) services in Australia initially provide at least one nurse-home-visit following the birth of a child. Planning and referral then commences for the on-going provision of appropriate services to families. Unfortunately, services in rural and regional communities in Australia can be fragmented and poorly resourced. Little is known about CAFH nurses’ experiences of working with families in these communities. The purpose of this paper is to examine the way CAFH nurses work within a universal health service model that may be compromised by isolation, discontinuity and fragmentation.

Focus groups with 26 CAFH nurses from five rural, two regional and one urban community in New South Wales (NSW), Australia were conducted. A secondary, thematic analysis of the qualitative data were undertaken to reflect on change and continuity in the field of universal CAFH services. Analysis was driven by two key research questions: How do CAFH nurses experience their role in universal home-based CAFH services within rural and regional areas of Australia and, what unique factors are present in rural and regional areas that impact on their CAFH nursing role?

The experience of the CAFH nurses as presented by these data revealed a role that was family centred and concerned for the welfare of the family, yet compromised by the need to meet the disproportionately complex needs of families in the absence of a strong network of services. The opportunity to present the findings provides insight into the way in which families engage with available services in isolated communities. CAFH nurses in the study attempted to maintain service integrity by adapting to the unique context of their work.

It is important to understand the mechanisms through which CAFH nurses operate to work effectively with families referred to their service. This paper describes the way in which CAFH nurses work with families not meeting the threshold for more intensive and targeted home-visiting service delivery in rural and regional communities of NSW, Australia.

This study aims to identify the barriers that prevent community nurses in Israel from reporting cases of child maltreatment.

A qualitative study included interviews of 20 community nurses using questions that focused on the following subjects: knowledge of the law and reporting methods, barriers to reporting and the nurses’ outlook on child abuse.

Nurses felt they have a lack of the professional knowledge needed to identify suspicious signs. Furthermore, finding indicates that there is a lack of understanding regarding the term “reasonable suspicion” under the law among nurses, and a lack of familiarity with the postreporting procedure. The duty to report is not, by itself, sufficient to increase the rate of reporting. The training in this area is insufficient.

Policymakers must formulate clear rules to identify various forms of harm in children and determine the existence of a “reasonable basis” to believe that a crime has been committed among community nurses in Israel so that they can fulfill their legal and moral duty.

Reporting abuse is a professional duty enshrined in law. The enactment of this law in Israel in 1989 created a new reality, designating a legal and moral obligation, on the part of society in general, as well as professionals, to break the code of silence surrounding child abuse. However, the present findings suggest that the rates of reporting among community nurses remain low. As of yet, no research has been conducted as to why nurses are not reporting suspected cases of abuse in Israel, despite the continued existence of this law.

Describes a study of three community nursing services provided by North Staffordshire Health Authority, which was carried out during the summer of 1991. Both the type and focus of quality measurement reported here are fairly unique. While the development of quality measures is yet at an early stage, most measures to date are quantitative. These can inform about volume of use of a service, but not its quality. The measures designed for this study were qualitative. These, when combined with quantitative data (statistics, routinely collected), yield much richer and more complete information as a basis for decision making in service planning. Quality data on the use of community services are also under‐represented in the quality literature — most studies to date have used hospital patient services as their source for data collection. Goes some way towards redressing the imbalance.

In the former Yugoslavian republics, community nursing services are not well developed to support families with infants who have developmental problems. The purpose of this paper is to design an in-service training package for nurses on supporting families of children with developmental disabilities.

A conceptual framework evolved to guide the design and content of the training package which was further consulted on with local partners. A cascade model of training was adopted, based largely on experiential learning. A nine-session training package (around 20 hours in all) was devised and a Training for Trainers workshop held to prepare them to use the package in their locality. The in-service training of nurses is ongoing during 2014-2015.

Key findings are presented in relation to perceived training needs; the key features of the Training Framework; the content and teaching methods used and the outcomes of the Training for Trainers workshop. Ongoing evaluations will assess the impact of the training on community nurses and on families.

This study provides a conceptual model for the provision of effective in-service training on developmental disabilities for community personnel throughout the region and internationally.

Education and support in the clinical setting promotes competence and confidence of staff as well as the provision of quality care. This paper will describe the development and evaluation of a dementia education programme that supported new clinical practice in dementia care for district nurses in an Australian context. Overall, staff who received training also required leadership at the clinical interface to support knowledge translation. Clinical nurse leaders in aged care were found to be an effective resource to facilitate learning and confidence when new practice was being introduced.