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A study of the narratives of community mental health nurses, with an emphasis on education and training, identified education as offering a ‘stepping stone’ out of a profession that struggles for recognition and status. This paper describes those narratives and the challenges facing healthcare organisations seeking to assimilate and retain the talent of those who have achieved academic success. The authors suggest that encouraging an expertise that integrates academic and practice skills might be achieved through more widespread appointment of clinical professorships.

The study aims to investigate how and why hedges are used in nursing and education academic research articles and find out whether there are differences between the two disciplines in using hedges and their subcategories.

The realization of hedges in 50 academic articles representing both disciplines, namely education and nursing, was scrutinized and analyzed.

The study reveals that there are significant differences between the nursing and education writers' use of hedging in the total use of hedging devices and their subcategories, in favor of the education discipline. This indicates that writers of education articles use hedges more frequently than the writers of nursing articles. In support of previous literature, it concludes that hedging devices are used as communicative strategies to qualify writers' commitment, reduce the force of the researchers' statements, express probability, save the writers' face, persuade readers, and avoid any possible rejection of their statements.

The study was limited to 50 research articles representing both disciplines: education (non-scientific genre) and nursing (scientific genre), and certain hedging devices and their subcategories.

The study recommends that a clear awareness of the pragmatic effect of hedges and the ability to recognize them in texts is crucial to the acquisition of rhetorical competence in any discipline.

Despite the significance of hedging and the extensive research conducted on hedging, no studies have been conducted on nursing and education academic research articles to see how and why hedges are used in these two disciplines. The results can add to the existing literature that this rhetorical strategy is used differently in different disciplines and make an important contribution to the understanding of the practical reasoning and persuasion in nursing and education.

The purpose of this paper is to assess the contribution of scenario-based learning aimed at raising awareness of sustainability in health-care practitioners. The Lancet Countdown on Climate Change calls for urgent action on health and climate change; this requires appropriate knowledge, skills and competencies that can be gained through undergraduate education. The International Council of Nurses calls for leadership in nursing for sustainability; however, climate change and health are given little attention in nursing and health-care curricula.

A cohort of nursing and midwifery students was introduced to sustainability and climate change in the context of health care through scenario-based learning sessions in each of their three years of undergraduate education. Questionnaires were used to collect data on participant’s attitudes toward sustainability and climate change, how useful the educational sessions were and the extent to which their clinical practice had changed.

Significant differences were found between scores in Years 1 and 2 suggesting greater awareness of the importance of sustainability in nursing education and practice. Comparison of Years 2 and 3 scores found participants more likely to apply sustainability principles in clinical practice and challenge unsustainable practices in the work environment.

Further research is required to explore sustainability practice in postgraduate nurses/midwives. However, this study supports the need for sustainability education to be embedded within health-care professional degrees through applied and participatory pedagogical approaches.

To the best of the authors’ knowledge, this is the first study to evaluate sustainability education and its impact on nursing attitudes towards practice.

The purpose of this paper is to explore how clinical nurse education and nursing students’ care practices are shaped by different logics of care.

Inspired by Mol’s work on care, the paper explores care practices connected to the clinical education of nurses. The empirical data were generated from longitudinal, multi-sited ethnographic fieldwork among nursing students in clinical practice combined with follow-up interviews with the students and their supervisors.

The paper illustrates how three logics of care shape clinical education: the logic of relational care, the logic of care education and the logic of care production. The paper demonstrates how the logics unfold and entangle in everyday clinical education. On the one hand, care of patients based on the relationship between patient and nurse is highly valued. On the other hand, this logic is not institutionalized in the same way as practices induced by the logic of care production and the logic of care education.

The paper may be of value to scholars and practitioners in clinical education, as well as to health educational policy makers. The findings focus on paradoxes produced by conflicting logics in practice, thus offering new reflections and alternative sensemaking of well-known problems connected to clinical education.

The purpose of this paper is to share insights, research findings and discuss key issues relating to quality practices and quality assurance in cross-border nursing education program development and implementation.

The authors used a qualitative, multiple case-study approach, by sampling local, national and international nursing education institutions, academia and nurse graduates to identify challenges and best operating practices in implementing and facilitating cross-border education.

The authors reveal that quality assurance affects cross-border nursing education program design, delivery and implementation.

Quality assurance plays an important role in cross-border nursing education, by enhancing the reputation and recognizing the effectiveness and capacity of the educational institution. These findings of this study can offer valuable insight to forthcoming as well as existing nursing education curriculum developers who plan to engage in national or international educational partnerships.

Quality assurance plays an important role in cross-border nursing education, by enhancing the reputation and recognizing the educational institution’s effectiveness and capacity. The findings offer valuable insight into forthcoming and existing nursing education for curriculum developers who plan to engage in national or international educational partnerships.

This paper explores inherent challenges in cross-border nursing education and maximized data collection opportunities by sampling participants from both national and international settings.

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.

The purpose of this paper is to provide an empirical basis for considering in-service training, tenure prolongation and continuing education as methods for enhancing nursing performance.

A self-reported questionnaire was used to collect data from 532 nurses, who were selected using the simple random sampling method from ten hospitals in Accra North, Ghana. Confirmatory factor analysis (CFA) was used to test the study’s hypotheses.

The resulting model is of good fit at 5 per cent significance level (χ²=1.492, p=0.222), with in-service training found to be the ultimate method for enhancing nursing performance. The fitted CFA model also shows that in-service training is positively associated with education and tenure at 1 per cent significance level (p<0.001). The overall evidence suggests that training, continuing formal education and tenure prolongation are methods for improving nursing performance.

Apart from its contribution to the literature, this study applies validated primary data to empirically identify key methods for enhancing nursing performance.

The purpose of this study is to investigate factors surrounding low Emirati student recruitment and retention within a nursing programme in the Abu Dhabi Emirate. A sequential explanatory mixed methods research design was used to collect data from 140 Emirati students at different levels of the nursing program. Questionnaires, semi-structured interviews and related document analyses were used to collect information for this study. Quantitative analysis revealed that overall participants perceived the Emirati society as holding a positive image of nursing, though a majority of them indicated that nursing as a profession, would be a third or last choice of career for them. Inferential analysis on the reasons to choose or not choose nursing, revealed an opportunity to work as part of the team; and as a stepping stone to other professions as significant reasons, versus perceived program difficulty level, and perceived unpleasant tasks. Thematic analysis of interviews highlighted: 1) personal interest; 2) parental support; 3) awareness of the profession; 4) perceived barriers; 5) potential benefits, and 6) policies at the local and national levels. The study has several implications for nursing education and policy in the United Arab Emirates and the region.

.يبظوبأ ةرامإ يف ضيرمتلا جمانرب نمض مهب ظافتحﻻاو نييتارامﻹا ةبلطلا ددع ةلقب ةطيحملا لماوعلا ةسارد وه ةساردلا هذه نم ضرغلا نم تانايبلا عيمجتل ةطلتخم قرط يف لسلستم يثحب ميمصت مادختسا مت دقو 140 .ضيرمتلا جمانرب تايوتسم فلتخم ىلع ايتارامإ ابلاط تسﻻا تلمعتسا ةيبلغأ نأ يمكلا ليلحتلا فشك و .ةساردلا هذهل تامولعملا عمجل ةلصلا تاذ قئاثولا تﻼيلحتو ةمظنملا هبش تﻼباقملاو تانايب ضيرمتلا نأ ىلإ تراشأ مهتيبلغأ نأ نم مغرلا ىلع ،ضيرمتلل ةيباجيإ ةروص لمحي هنأ ىلع يتارامﻹا عمتجملا ىلإ نورظني نيكراشملا مهرايخ نوكيس ،ةنهمك ضيرمتلا رايتخا مدع وأ رايتخا بابسﻷ يلﻻدتسﻻا ليلحتلا يف و .مهل ةبسنلاب ةيفيظولا ةايحلا نم ريخﻷا وأ ثلاثلا ةماه ةيباجيإ بابسأك ،ىرخأ نهمل قﻼطنا ةطقنك وأ ؛قيرفلا نم ءزجك لمعلل ةصرف نع جئاتنلا تفشك ،ةيبلسلاو ةيباجيﻹا بابسﻷا لباقم ا يف و،ضيرمتلا رايتخﻻ رايتخا مدعل ةريبك ةيبلس بابسأ اهنأ ىلع ، اهيف بوغرملا ريغ ماهملاو ،جمانربلا ةبوعص ىوتسم ىلإ رظنلا ،لباقمل :تﻼباقملل يعيضاوملا ليلحتلا زربأو .ةنهمك ضيرمتلا 1 ( ؛ةيصخشلا ةحلصملا 2 ( ؛نيدلاولا معد 3 ( ةنهملاب يعولا ؛ 4 ( ؛ةعقوتملا زجاوحلا 5 ( و ،ةلمتحملا دئاوفلا 6 ( ةلود يف هتاسايسو ضيرمتلا ميلعت ىلع تاروصت ةدع ةساردلا هذهلو .ينطولاو يلحملا نييوتسملا ىلع تاسايسلا ةقطنملاو ةدحتملا ةيبرعلا تارامﻹا .

The purpose of this paper is to share insights, research findings and discuss key issues related to graduate experiences with transnational nursing education (TNE).

The authors used a qualitative approach and sampled national and international nurse graduates to identify challenges and best operating practices in cross-border nursing program facilitation.

This research paper has provided a platform for graduates to lend their voices to the promotion of effective cross-border nursing education delivery and suggests that although international collaborations endeavor to maintain high academic standards in TNE, there is still a need to re-engineer, revise and adapt curricular content, learning, teaching and assessment practices to aid the nursing student.

Identified challenges affecting the facilitation and delivery of cross-border nursing education programs can act as levers to improving service quality of present and future cross-border programs to the nursing student. This will assist future nursing students to recognize culture shock and embrace their decision to pursue nursing.

The experience of being involved in TNE for nursing students may not be that much different than students of other disciplines. While not able to be generalized to the entire population, the reports by the nursing students in this sample appear to be valuable and worthwhile to continue supporting and encouraging other TNE opportunities.

This paper explores cross-border nursing education experiences from national and international perspectives. The authors were able to explore inherent TNE challenges from diverse population and cultural backgrounds.

Responding to government initiatives which demand that quality in education be identified in a measurable way, nursing, in its move to professionalization, has sought to gain academic parity with other professions allied to medicine and has entered higher education (HE) institutions. In setting up new courses, it is now necessary to work within an identified model of quality and use it as the basis for evaluation. Describes how the authors set up an access module for nurses who had never studied within HE but had come from a traditional “training” background. In the early planning stage it became evident that no established framework for quality was suitable for this module. As a result, a model was designed based on the work of several authors (Donabedian, 1966; Holzemer, 1992 and Maxwell, 1984). The major categories within this model were identified as context, process and outcome. These were chosen from the literature as they reflect key concepts in nursing practice familiar to all nursing practitioners. Within each category, several sub‐components were later identified. Having used this model to plan, implement and evaluate several modules over a two‐year period, it appears to be a useful tool in recognizing and measuring appropriate quality issues for access courses for nursing. Although it was constructed specifically for this purpose, it could be of use in a wider education arena for mature students returning to study.