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The purpose of this paper is to assess the level of nurses’ competencies while providing care to COVID-19 patients.

A descriptive, correlational design was used to collect data from nurses who were providing care to COVID-19 patients at four public hospitals.

A total of 377 nurses (64.5% females) aged 23–50 consented to participate and completed the survey. The mean score of nurses’ competencies in providing care to COVID-19 patients was 2.5 (SD = 0.81). The results of correlation coefficient tests disclosed a significant positive correlation between reported competence level and sex r_pb (377) = 0.18, p < 0.01; working area r_pb (377) = 0.2, p < 0.01; disaster experience r_pb (377) = 0.16, p < 0.01; disaster education r_pb (377) = 0.25, p < 0.01; and disaster training r_pb (377) = 0.31, p < 0.01.

The COVID-19 pandemic response heavily relied on nurses. However, they had a gap in clinical competencies that indicates an urgent need to incorporate disaster management courses in basic nursing education and to update training in hospitals based on nurses’ needs to improve their capabilities in dealing with COVID-19 pandemic.

To the best of the authors’ knowledge, this is the first study that investigated the perceived level of Jordanian nurses’ competencies in providing care to COVID-19.

Developing nursing leadership has become a key policy priority to achieve universal health coverage. This study aims to explore the current status, developing trends and research frontiers in the field of nursing leadership.

In total, 1,137 articles and reviews on nursing leadership from 1985 to 2022 were retrieved from the Web of Science Core Collection database. Trends of publications, journals, countries/regions, institutions, documents and keywords were visualized and analyzed using Microsoft Excel and CiteSpace software.

Nursing leadership research showed an overall increase in number despite slight fluctuations in annual publications. The USA was the leading country in nursing leadership research, and the University of Alberta was the most productive institution. The Journal of Nursing Management was the most widely published journal that focused on nursing leadership, followed by the Journal of Nursing Administration. Keyword analysis showed that the main research hotspots of nursing leadership are improvement, practice and impact of nursing leadership.

This article summarizes the current state and frontiers of nursing leadership for researchers, managers and policy makers, as well as follow-up, development and implementation of nursing leadership. More research is needed that focuses on the improvement, practice and impact of nursing leadership, which are cyclical, complementary and mutually reinforcing. Longitudinal and intervention studies of nursing leadership, especially on patient prognosis, are also particularly needed.

This study aims to investigate student mentors' perceptions of peer mentor relationships in a health professions education program.

The design uses embodied hermeneutic phenomenology. The data comprise 10 participant interviews and visual “body maps” produced in response to guided questions.

The findings about student mentors' perceptions of peer mentor relationships include a core theme of nurturing a trusting learning community and five related themes of attunement to mentees, commonality of experiences, friends with boundaries, reciprocity in learning and varied learning spaces.

The study contributes original insights by highlighting complexity, shifting boundaries, liminality, embodied social understanding and trusting intersubjective relations as key considerations in student peer mentor relationships.

Equality is a basic human right. However, LGBTQ individuals often have their human rights violated because of their gender identity or sexual orientation. They also experience discrimination because of homophobic and transphobic attitudes. They frequently deal with derisive attitudes at school, are discriminated against in the workplace and struggle to access health services. This paper aims to determine the discriminatory attitudes of nurses in their social and professional lives toward LGBTQ individuals.

This study involved 503 nurses and used a questionnaire to examine their views regarding members of the LGBTQ community. The questionnaire consisted of 24 questions. Ten experts from the fields of social psychology, sociology, and nursing provided the necessary inputs, which were subsequently incorporated into the questionnaire.

The nurses were found to have a negative attitude toward LGBTQ individuals; they felt that they should not be allowed to live in comfort in Turkey and that they disrupted the social order and compromised public morality. It was observed that married (in general), male (in particular), and have fewer nursing education nurses are much more likely to have a discriminatory attitude toward LGBTQ people, and they were more discriminatory in their society rather than in their professional lives.

According to the principles of justice and equality, which are a prominent part of the nursing code of ethics – “With the awareness that all people have equal rights, the nurse serves regardless of race, language, religion, age, gender, belief, social and economic status and political opinion” – nurses should not have a discriminatory attitude. This study reveals the inequality and the ethical problems that riddle Turkey’s health sector.

This study aims to evaluate the participation and satisfaction of learners with the brief “Mental health promotion in school health care” e-learning course, and to describe factors related to their participation and satisfaction.

A convergent mixed-method study with a descriptive, posttest-only design was conducted in Finland. Quantitative data was collected from the learning portal data and via an electronic feedback questionnaire and qualitative data in four focus group discussions.

The three modules of the course were opened altogether 12,922 times during the 21 months period. The identified factors influencing participation within the course were: favorite methods attracting attention, the relevance of additional information and postprocessing boosting diligence. The learners’ satisfaction with the course was high. The factors identified for improving satisfaction were: filling gaps in earlier education, clear and concise structure and content, inspiring and interesting design and suitability for clinical use. In addition to the primary target group (school nurses), the course was well-participated and evaluated as satisfying among other health and social care professionals as well as undergraduate students.

This study demonstrates demand for brief, fully online mental health trainings among school nurses, but also among other health and social care professionals and students. The results indicate that learners perceive such training as beneficial. This paper also presents a novel training intervention and its pedagogical base.

This study aims to explore the perception of students from conflicted groups studying nursing together regarding the intergroup encounter. Specifically, this study focused on Jewish and Arab students in a nursing undergraduate program at an Israeli college. This study focused on the association between two factors [students’ cultural intelligence (CQ) level and their satisfaction with the support provided by the college] and the degree of closeness or social interaction Arab and Jewish students experience.

Accordingly, 362 students completed three anonymous questionnaires during December 2022, focused on (1) CQ (2) satisfaction with the academic setting and (3) experience of intergroup social interaction.

The results revealed that (1) Arab students (minority group) demonstrated higher CQ than Jewish students, especially regarding awareness of cultural differences and motivation for intercultural encounters. (2) Arab students experienced the intergroup encounter with Jewish students as closer and warmer than Jewish students did. (3) Despite being a minority group in Israel, Arab students’ satisfaction with the college’s support was higher than that of Jewish students. (4) Satisfaction with the support provided by the college was the main factor associated with the sense of social interaction, having a higher correlation with it than the degree of CQ.

Fostering CQ through curricula alone is insufficient in shaping intergroup experiences of students studying together in a divided society. To encourage social interaction between students in academia in divided societies, educational institutions need to ensure their students’ sense of support is high.

While transition programs are widely used to facilitate newly graduated nurses transition to healthcare settings, knowledge about preconditions for implementing such programs in the hospital context is scarce. The purpose of this study was to explore program coordinators’ perspectives on implementing a transition program for newly graduated nurses.

An explorative qualitative study using individual interviews. Total of 11 program coordinators at five acute care hospital administrations in a south-west region in Sweden. Data was subjected to thematic analysis, using NVivo software to promote coding.

The following two themes were identified from the analysis: Create a shared responsibility for introducing newly graduated nurses, and establish legitimacy of the program. The implementation process was found to be a matter of both educational content and anchoring work in the hospital organization. To clarify the what and why of implementing a transition program, where the nurses learning processes are prioritized, was foundational prerequisites for successful implementation.

This paper illustrates that implementing transition programs in contemporary hospital care context is a valuable but complex process that involves conflicting priorities. A program that is well integrated in the organization, in which responsibilities between different levels and roles in the hospital organization, aims and expectations on the program are clarified, is important to achieve the intentions of effective transition to practice. Joint actions need to be taken by healthcare policymakers, hospitals and ward managers, and educational institutions to support the implementation of transition programs as a long-term strategy for nurses entering hospital care.

Key to transnational higher education (HE) cooperation is building trust to allow for seamless recognition of studies. Building on the Tuning Educational Structures initiative (2001) and lessons learnt from the Organisation for Economic Cooperation and Development (OECD)-Assessment of Learning Outcomes in Higher Education (AHELO) feasibility study, this paper offers a sophisticated approach developed by the European Union (EU)-co-financed project Measuring and Comparing Achievements of Learning Outcomes in Europe (CALOHEE). These evidence the quality and relevance of learning by applying transparent and reliable indicators at the overarching and disciplinary levels. The model results allow for transnational diagnostic assessments to identify the strength and weaknesses of degree programmes.

The materials presented have been developed from 2016 to 2023, applying a bottom-up approach involving approximately 150 academics from 20+ European countries, reflecting the full spectrum of academic fields. Based on intensive face-to-face debate and consultation of stakeholders and anchored in academic literature and wide experience.

As a result, general (overarching) state-of-the-art reference frameworks have been prepared for the associated degree, bachelor, master and doctorate, as well as aligned qualifications reference frameworks and more detailed learning outcomes/assessment frameworks for 11 subject areas, offering a sound basis for quality assurance. As a follow-up, actual assessment formats for five academic fields have been developed to allow for measuring the actual level of learning at the institutional level from a comparative perspective.

Frameworks as well as assessment models and items are highly innovative, content-wise as in the strategy of development, involving renown academics finding common ground. Its value is not limited to Europe but has global significance. The model developed, is also relevant for micro-credentials in defining levels of mastery.

The goal of this article is to provide an overview of healthcare entrepreneurship, both in terms of its current trends and future directions.

The article engages in a systematic review of extant research on healthcare entrepreneurship using the scientific procedures and rationales for systematic literature reviews (SPAR-4-SLR) as the review protocol and bibliometrics or scientometrics analysis as the review method.

Healthcare entrepreneurship research has fared reasonably well in terms of publication productivity and impact, with diverse contributions coming from authors, institutions and countries, as well as a range of monetary and non-monetary support from funders and journals. The (eight) major themes of healthcare entrepreneurship research revolve around innovation and leadership, disruption and technology, entrepreneurship models, education and empowerment, systems and services, orientations and opportunities, choices and freedom and policy and impact.

The article establishes healthcare entrepreneurship as a promising field of academic research and professional practice that leverages the power of entrepreneurship to advance the state of healthcare.

The article offers a seminal state of the art of healthcare entrepreneurship research.

Purpose: As a result of the transition from the paradigm of ‘knowledge and skills’ learning to the university of uncertainty, the concept of VUCA has grown for the revision of various adaptive models of educational practices.

Need for Study: The primary goal is to explore the research field of the educational system and learning environments; the investigation of scientific knowledge is enabled by bibliometric analysis, revealing through it the fluctuations of the literature.

Methodology: To better view the historical evolution of publications in the educational system field, two data samples were integrated into this study, with the focus of the chapter being on the authors, keywords, articles, journals, subject analysis, word cloud analysis, and cluster analysis. The first includes 1,620 Web of Science-recorded documents published between 1991 and 2022, and the second sample comprises 159 Scopus-recorded papers published between 1978 and 2022.

Findings: The first empirical results show that interest in this subject escalated around 2008. The main concerns around this research field are the labour market, teaching-learning, technology, economic development, the medical field, and sustainability. After 2020, a new subject took amplitude, seemingly connected to the educational system and learning environment, that subject being ’COVID-19.

Practical Implications: The relationship between authors, keywords, and sources is illustrated through Sankey diagrams, from which valuable information can be extracted: nine of the Scopus authors have published articles in the ‘Journal of Higher Education Policy and Management’ documents that present the following list of keywords: ‘higher education’, ‘education’, ‘management’, ‘leadership’, and ‘tertiary education’.