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This study aims to explain the experiences of nursing students while they practiced gerontological nursing through online media during the COVID-19 pandemic.

Purposive sampling was used to select 20 third-year nursing students. Semi-structured face-to-face interviews were conducted with participants. The collected data were analyzed using the thematic analysis method to identify recurring themes and patterns.

Four themes emerged from the interviews, including improved practical skills, the impact of online learning, receiving support from close individuals and the need for support. Participants provided specific examples of how they improved their skills through online learning and described the importance of receiving support from those close to them during this challenging time.

Online media is essential for teaching nursing students during the COVID-19 pandemic. This is the main reason for teaching nursing students during times of restricted access to clinical settings. This research provides insights into the challenges and benefits associated with using digital platforms to teach gerontological practice for nursing students.

Research supports the value of clinical supervision as an essential aspect of mental health nursing. Despite the need for this, there appears to be a deficit in qualified supervision in the mental health field, although efforts have been made toward advanced mental health practitioner nursing. This study aims to characterize the ideas that advanced mental health nurse practitioners hold about supervision in practice and to consider what is required to support changes to advanced mental health nursing in Saudi Arabia.

This study adopted a qualitative exploratory design that applied a phenomenological approach as the research method. Twelve postgraduate mental health nurses were recruited through purposive sampling.

The data analysis generated the central theme, which indicates the attributes of a competent supervisor of advanced mental health nurse practitioners. The components of a supervisor’s competence had the following three main themes: nursing competencies, professional characteristics and communication.

A limitation of this study is that the data was collected from practicing advanced care mental health practitioners in Saudi Arabia. Further research conducted in different geographical areas and with different categories of staff is warranted. The results of those studies could be compared against the results presented here.

Best practice measures indicated that mental health nurse practitioners working in mental health settings and private practice should receive supervision to help them reflect upon their daily nursing practice challenges.

The findings of this study indicate that to support mental health practitioners and advanced mental health practitioners working in private practice, competent supervisors need to be on hand and willing to invest in creating a supportive culture in practice.

This study aims to endeavor to discern the predominant leadership styles used by nursing managers within the framework of Slovenian primary health centers. Using a quantitative research approach, the study was conducted through the administration of a structured questionnaire.

The investigation encompassed 67 nursing managers, representing the entire spectrum of primary health centers in Slovenia. A stratified representative subset comprising 53 top nursing managers actively participated in this study.

The prevailing leadership style among nursing managers predominantly manifests as the “integrated” style, characterized by a balanced emphasis on both interpersonal relationships and task-oriented elements. These nursing leaders exhibited a proclivity for fostering collaborative teamwork, with their leadership approach notably shaped by traits such as positive thinking, self-assuredness, comprehensive leadership knowledge and an intrinsic motivation to guide and inspire individuals. Notably, leadership knowledge emerged as the most influential factor in determining the selected leadership style. The study’s findings recognize specific areas in which leadership competencies among nurse managers may require further enhancement and development.

The study’s findings are based on a specific subset of nursing leaders in a particular region, which can add to the originality, especially as there is limited prior research in this specific context. The study’s exploration of leadership styles is original in the sense that it provides insights into the leadership behaviors and traits of nursing managers in the given context. The emphasis on factors such as positive thinking and leadership knowledge as influential elements adds originality to the study.

The purpose of this study was to explore the clinical readiness of simulation-based education (SBE) in preparing nursing and midwifery students for clinical practice in sub-Saharan Africa. This study has synthesised the findings from existing research studies and provides an overview of the current state of SBE in nursing and midwifery programs in the region.

A qualitative meta-synthesis of previous studies was conducted using the following steps: developing a review question, developing and a search strategy, extracting and meta-synthesis of the themes from the literature and meta-synthesis of themes. Five databases were searched for from existing English literature (PubMed, Cumulative Index for Nursing and Allied Health Professional Literature [CINAHL], PsycINFO, EMBASE and ScienceDirect Medline, CINAHL and Science Direct), including grey literature on the subject. Eight qualitative studies conducted in sub-Saharan Africa between 2014 and 2022 were included. Hawker et al.'s framework was used to assess quality.

The following themes emerged from the literature. Theme 1: Improved skills and competencies through realism and repetition. Theme 2: Improved skills and competencies through realism and repetition. Theme 3: Improved learning through debriefing and reflection. Theme 4: Constraints of simulation as a pedagogical teaching strategy.

The qualitative meta-synthesis intended to cover articles from 2012 to 2022. Between 2012 and 2013, the authors could not identify purely qualitative studies from sub-Saharan Africa. The studies identified were either mixed methods or purely quantitative. This constitutes a study limitation.

Findings emphasise educator training in SBE. Comprehensive multidisciplinary training, complemented by expertise and planned debriefing sessions, serves as a catalyst for fostering reflective learning. Well-equipped simulation infrastructure is essential in preparing students for their professional competencies for optimal patient outcomes. Additional research is imperative to improve the implementation of SBE in sub-Saharan Africa.

The originality and value of SBE in nursing and midwifery programs in sub-Saharan Africa lie in its contextual relevance, adaptation to resource constraints, innovative teaching methodologies, provision of a safe learning environment, promotion of interprofessional collaboration and potential for research and evidence generation. These factors contribute to advancing nursing and midwifery education and improving healthcare outcomes in the region. This study fills this gap in the literature.

This paper aims to critically compare the impact and preparedness for practice of two types of mental health nurse training in the UK. One being a hospital-based apprenticeship model from the 1980s; the other a university-based and more academically focussed approach from this millennium.

This autoethnographic reflective commentary describes and reviews the effectiveness of two training curricula for Registered Mental Nurse (RMN) training. The first being the certificate-level 1983 syllabus of the UK Central Council for Nursing, Midwifery and Health Visiting, which was replaced in the late 1990s by diploma and degree-level Project 2000 training of the General Nursing Council. Using a reflective narrative approach to describe the lived experience of two qualified nurses, it compares, reviews and critiques both initiatives.

The author/researchers found both benefits and negatives inherent in each model. These were grouped into five key headings, which are a sense of belonging/identity; exposure to clinical practice; differences in training modality; development of clinical management skills and clinical preparedness; and academic merit. The older curriculum lacked an academic or research base, whereas the more recent approach encouraged and enhanced this element. However, with regard to preparing the clinician/registered nurse to feel confident in addressing a range of clinical and managerial challenges, the older style training seems to deliver better outcomes. They conclude that a move towards a “middle ground” between the two models may be of benefit to future RMN preparation.

This study reports on the experience of two registered nurses. Therefore, the sample size is small. However, autoethnography is acknowledged as an effective means of delivering qualitative research; in addition, the authors access and use material from the wider literature to triangulate and critique their approach. This paper adds to the literature but also allows for duplication by others to further test the findings.

This type of study provides an opportunity for others to review, compare and contrast nursing or other multi-discipline changes in training/curriculum. The research method is one that is transferable and can be used within areas of practice, which have resource limitations. It provides an opportunity to replicate it in other services or jurisdictions.

Nursing in the UK has experienced significant change over the past four decades. For RMNs, the move from hospitals into the community has been transformational. In addition, the influence of higher academic standards and the influence of the recent pandemic have challenged the profession and individuals within it. This study demonstrates positive and negative elements of the dilemma faced by nurses and offers a further contribution to this area.

There are a number of academic papers, media stories, statutory reports and guidance that explore the impact of changes within nurse training. This paper uses a first person autoethnographic study of the impact and effectiveness of these changes at a human level, the nurse on the ground. It uses the ward medicine keys as the vehicle to represent the huge responsibility that newly qualified nurses must face; this is not widely represented elsewhere in the literature!

Despite the large number of Indonesian health-care workers working as migrant care workers in Japan, there is a lack of studies that have investigated this phenomenon or assessed the working conditions of Indonesian care workers working in Japanese aged-care facilities. This study aims to explore the work experiences of Indonesian care workers in Japan.

A qualitative descriptive research design was used, and a purposive sample of 18 Indonesian health-care workers (12 nurses and six midwives) who work as care workers in Japan participated in this study. Semistructured interviews were conducted with these participants between December 2022 and January 2023. The data were analyzed using content analysis. The Consolidated Criteria for Reporting Qualitative Research checklist was used to report this study.

Four key themes emerged from the data: easy but mentally challenging, being a care worker is a blessing, working in a partially Muslim-friendly environment and enjoy living: prefer to stay longer.

The work experiences of Indonesian care workers in Japan are complex and multifaceted. By understanding their experiences and needs, the authors can work toward creating more inclusive and supportive workplaces for all.

The metaverse offers great potential for creating a new educational environment with unique experiences. Currently, it has been integrated into many stages of education, including classroom study aids, clinical skill interaction and image training simulators, thanks to a new generation of Internet applications. This paper aims to provide a comprehensive systematic review using bibliometric analysis on the metaverse in health education and analyze the trends and patterns of research output within the field.

The paper conducts bibliometric analysis and follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to ensure a rigorous and transparent review process. Specifically, this article identifies research questions, develops a data-collection strategy and establishes a screening approach that includes determining relevant keywords and applying inclusion and exclusion criteria.

A bibliometric analysis is conducted comprising 231 studies from 145 scientific journals to assess the trends, patterns and collaboration networks in research on the use of metaverse technology in health education. This paper provides insights into the research themes, publication trends and countries leading in this field, which can guide future research in this field.

The use of metaverse technology in health education has gained momentum in recent years. Despite this interest, comprehensive studies to review and analyze the existing literature on this topic systematically are lacking. In response, this paper provides a systematic review that explores the potential role of the metaverse in health education. By considering the current research, key trends, research hotspots and opportunities for future investigations are identified. The findings not only shed light on the current state of research but also offer guidance for advancing this exciting field.

The study aims to investigate the nurse job enjoyment and their participation in medical affairs to enchance the quality of patient care in Saudi hospitals. In addition, this study also investigates the management team's role in patient care quality through the mediating effects of nurse job enjoyment and participation in medical affairs.

The present study used a self-administered survey questionnaire to collect data from registered nurses in Saudi hospitals. In this study, 600 survey questionnaires were distributed online (Google Forms) and received 266 valid responses (44.33% response rate). In addition, SmartPLS-4.0 was applied to validate the research constructs and test the hypotheses via partial least squares structural equation modelling (PLS-SEM).

The study's findings indicate that the job enjoyment of the nurses and participation in medical affairs have positive and significant effects on the quality of patient care. In addition, the research findings also suggest that the management team of the hospitals has a significant indirect influence on the quality of patient care through the medicating effects of nurse job enjoyment and participation in medical affairs.

The findings of this study also offer various practical implications. This study showed the direct impact of the management team on job enjoyment, medical affairs and patient care quality. Therefore, hospital authorities and policymakers may emphasise clear communication, collaboration, respect and trust for the effective management team in providing higher-quality patient care. The present study suggests that hospital policymakers should strive to create a positive work environment, provide adequate resources, foster team spirit, offer incentives and allow flexible scheduling to ensure higher job enjoyment and increase nurse participation in medical affairs.

This study adds to the growing body of knowledge by investigating the effects of the management team, job enjoyment and nurses' participation in medical affairs on patient care quality. This study also enhances the theoretical depth by exploring the mediating impact of job enjoyment in predicting the relationships between the management team and the quality of care provided to patients. The present study provides guidelines for healthcare service providers or practitioners to focus on the nurses' job enjoyment and their engagement in medical activities to continuously improve the quality of patient care in the hospitals.

The response of the receiver to a voiced patient safety concern is frequently cited as a barrier to health professionals speaking up. The authors describe a novel Receiver Mindset Framework (RMF) to help health professionals understand the importance of their response when spoken up to.

The framework draws on the broader receiver-focussed literature and integrates innovative findings from a series of empirical studies. These studies examined different receiver behaviour within vignettes, retrospective descriptions of real interactions and behaviour in a simulated interaction.

The authors' findings indicated that speaking up is an intergroup interaction where social identities, context and speaker stance intersect, directly influencing both perceptions of and responses to the message. The authors' studies demonstrated that when spoken up to, health professionals poorly manage their emotions and ineffectively clarify the speaker's concerns. Currently, targeted training for receivers is overwhelmingly absent from speaking-up programmes. The receiver mindset framework provides an evidence-based, healthcare specific, receiver-focussed framework to inform programmes.

Grounded in communication accommodation theory (CAT), the resulting framework shifts speaking up training from being only speaker skill focussed, to training that recognises speaking up as a mutual negotiation between the healthcare speaker and receiver. This framework provides healthcare professionals with a novel approach to use in response to speaking up that enhances their ability to listen, understand and engage in point-of-care negotiations to ensure the physical and psychological safety of patients and staff.

The effect of vicarious learning during clinical or medical internships on graduates' adaptive career behaviours has attracted scant attention from healthcare researchers, particularly, in the developing world context. Drawing upon the social cognitive career theory model of career self-management (SCCT-CSM), the current study examines how vicarious learning influences the clinical graduates' adaptive career behaviours (i.e. career exploration and decision-making) via career exploration and decision-making self-efficacy (CEDSE) and career intention.

Data were collected from 293 nursing graduates undertaking clinical internships in 25 hospitals across Nigeria who willingly participated in this study as they were also assured of confidentiality at two-waves. The proposed hypotheses were tested using a path analysis.

The findings showed that vicarious learning during clinical internship had a direct effect on career exploration, decision-making and career decision self-efficacy among graduate trainees. Also, the findings revealed that the effects of vicarious learning on the graduates' career exploration and career decision-making were significantly mediated by career decision self-efficacy and career intentions.

The findings of this study have important practical implications for higher education institutions and industries that send and receive clinical graduates for clinical internships to gain more skills. More emphasis should be on encouraging learners to learn vicariously in addition to other forms of learning experiences available during clinical internships.

The study explains that the graduates' higher engagement in clinical career exploration and decision-making was based on a higher level of vicarious learning during internships. The results suggest that higher education institutions and healthcare service providers can derive greater benefits from more emphasis on promoting vicarious learning during clinical internships.