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People with disabilities (PWD) constitute 26 % of the U.S. population yet no nursing schools have compulsory clinical education specific to PWD. Inadequate education and negative attitudes lead to lack of preparedness for working with PWD. To meet the needs of this highly underserved population, nursing students need training and experience in the care of PWD. The objective of this paper is to report three themes from the qualitative evaluation of two immersive clinical experiences with PWD for undergraduate nursing students designed to evaluate competencies for working with PWD. Curriculum evaluation using qualitative methods. During and after the clinical experience, qualitative data (reflection papers, debriefing responses, and group interviews) were collected with a volunteer sample of senior nursing student participants of the clinical experiences with PWD. Thematic analysis was used to identify changes in students' attitudes, perceived competence, and motivation for working with PWD. Three major themes are reported in this paper: A positive shift in perspective of PWD (attitudes), impact of the experience on students' practice with PWD (comfort, confidence, awareness and motivation), and revelations from the experience (attitudes and resource awareness). A comprehensive immersive clinical experience caring for PWD provides a real-world laboratory with important experiential learning activities that help students acquire and apply knowledge about the healthcare needs of PWD. Reflection activities facilitate synthesis of that knowledge. Results from this study suggest that this clinical experience can transform students' attitudes toward PWD, enhance their clinical skills, and motivate them to consider a nursing career with this highly under-served population. • People with disabilities suffer more disparities with health and longevity yet nursing school's do not require core curricula. • Deficient nursing education for this prevalent population contributes to negative attitudes and lack of care competence. • Clinically immersive disability education shifts nursing students' perspectives, transforming their attitudes, skills and care. • After immersive disability education, student's unanimously report impact on attitudes, knowledge, advocacy and care strategies. [ABSTRACT FROM AUTHOR]

The impacts of climate change on planetary health are multifaceted and threaten public health gains made since World War II. Healthcare is the fifth largest global emitter of greenhouse gas emissions, demanding significant efforts to transition to an environmentally sustainable future. Addressing these issues will require collective societal action. In this regard, universities have a dual responsibility – (1) to tackle complex social, economic, and environmental challenges by championing sustainability initiatives designed to positively impact planetary health; and (2) to ensure that graduates are equipped with the knowledge, attitudes and skills needed to steward planetary health towards a more sustainable future. The future nursing and midwifery workforce must be educated to mitigate the health sector's impact on the environment, advocate for action on climate change, prepare for ongoing health impacts of unpredictable climate and environmental changes, and help communities and healthcare systems become more climate resilient. To help increase nursing and midwifery educators' and students' capacity to support planetary-health related interventions, the overarching purpose of this paper is to provide a series of exemplars that illustrate sustainability initiatives used in four university-based clinical skills laboratories. These initiatives each demonstrate a commitment to the United Nation's Sustainable Development Goals and can be used to help embed the importance of planetary health in student learning. [ABSTRACT FROM AUTHOR]

The role of nurse prescribers is developing rapidly to meet rising health care demands worldwide. However, prescribing is a complex process that requires nurses to receive the proper education. To identify what is known in the research field on nurse prescribing education. Arksey and O'Malley's five-stage methodological framework was used to guide this scoping review. PubMed, Web of Science, CINAHL, Embase, and the Cochrane Library. Databases were searched from inception to December 31, 2022. Data were extracted from papers meeting the inclusion criteria using the data chart and synthesized using a narrative method. Seventy-one studies were included in the scoping review. Five education content themes and four education modes were identified. In addition, positive effects of nurse prescribing education and the learning needs of nurses were also found. There is considerable heterogeneity in nurse prescribing education content and mode. This scoping review highlights the benefits of implementing education programs to prepare nurses for prescribing. However, nurses still have some unmet needs for prescribing education. More longitudinal studies and evaluation tools are needed to determine long-term effects. Future nurse prescribing education programs could consider the dual mentorship system, interactive educational activities, and specialized courses to improve the motivation of nurses and the quality of education. • Considerable heterogeneity in education content and mode. • Mentors play a vital role in prescribing education and supervision, but there is a lack of qualification requirements and training for mentors. • More effectiveness indicators and longitudinal studies are needed. • Nurse prescribing education may develop towards specialization to meet the demand for nurses. [ABSTRACT FROM AUTHOR]

Humour is an integral part of communication and often used in education to support learning, build relationships, lessen stress, and create a positive environment. This paper presents results from an integrative review of literature that aimed to explore how humour is used in nursing education. Integrative literature review. CINAHL, INFORMIT, Medline and Proquest education. An integrative review of published research was conducted in the above-mentioned databases during March to June 2022. A hand search in reference lists of published articles was also conducted. Search terms followed PEO (population, exposure and outcome) and included 'Faculty, Nursing', 'Nurse* Student*', 'Baccalaureate', 'Humo?r', 'Laugh*', 'Wit', 'Fun*', 'Comedy', 'Educat*', 'Teach*', 'Learn*' and 'Curricul*'. Inclusion criteria stated articles must have a research component investigating how humour is used and received by students in nursing education. The articles were peer reviewed and published after 2001. Conference abstracts, editorials and articles describing the use of humour in nursing education without research evidence were excluded. Grey literature was not included. The search yielded two hundred and one articles, 10 of which met the inclusion criteria. Studies were primarily qualitative (n = 9) with 1 quantitative study. Five themes were found among the articles (1) Humour builds social relationships (2) Humour aids learning/critical thinking (3) Humour and stress relief (4) Humour to focus attention and (5) Negative use of humour. Findings suggest that the use of humour in nursing education lowers stress, improves attention, increases focus and improved information retention. However, findings also conclude that negative humour is not conducive to learning. Research is needed to explore the use of humour in nurse education in order to develop teaching approaches that include culturally sensitive humour to enhance the student learning experience and reduce stress. • Humour lower stress and create a positive learning space where students are more likely to pay attention to the educator • Students appreciate humour and perceive a humorous educator to be more relatable and approachable • Humour can be an effective coping strategy when students enter the clinical environment for the first time [ABSTRACT FROM AUTHOR]

This study aimed to synthesise the best available evidence on the effectiveness of education interventions to teach evidence-based practice (EBP) on nurse-related and patient-related outcomes. This is a systematic review and meta-analytic paper. Published and unpublished studies in English were searched from 10 databases from 2005 to 2021. Randomised controlled trials (RCTs) and clinical controlled trials (CCTs) describing education interventions to improve EBP knowledge, skills, attitude, confidence and behaviours among nurses were eligible. Two reviewers independently screened, appraised and extracted data. Meta-analysis was conducted using a random-effect model to synthesise data using review manager software. Standardised mean difference (SMD) represented an effect measure. Heterogeneity was assessed using Cochran-Q square test and I square statistics. Subgroup and narrative synthesis were also conducted. Ten studies (6 RCTs and 4 CCTs) were selected for this review. Results from a CCT suggested that education interventions improved EBP knowledge with a large effect size (SMD = 2.01). Education interventions also enhanced EBP skills (n = 1), combined knowledge/skills (SMD = 0.48, N = 5), attitude toward EBP (SMD = 0.39, N = 4), confidence to conduct EBP (SMD = 0.43, n = 1) and EBP behaviour (SMD = 0.26, n = 5). None of the studies used patient-related outcomes. Overall, education interventions improved nurses' EBP knowledge, skills, attitude, confidence and behaviour. EBP education interventions should be part of nurses' professional development in clinical settings. The interventions may be delivered through combined lectures, group discussions, hands-on practice via face-to-face and/or online learning. Future research should test education interventions using RCTs, large sample size, and in-depth qualitative data. [ABSTRACT FROM AUTHOR]

Recently, moral sensitivity and professional values have become increasingly important in nursing education and have been tried to be improved. To investigate the effects of an ethics laboratory program integrated with the fundamentals of nursing course on the moral sensitivity and professional values of nursing students. The present study was designed as a randomized controlled study. The 8-week ethics laboratory program was applied to the students in the intervention group. In the ethics laboratory program, interactive education methods, such as ethical scenarios, case studies, roleplay, group discussions, project papers and watching movies, were applied. Control group received the standard fundamentals of nursing curriculum. The sample size was determined using stratified block randomization method, and 100 nursing students were assigned to intervention (n = 50) and control group (n = 50). There was no baseline difference between the groups. The moral sensitivity average of the students in the intervention (82.66 ± 12.57) was lower than the average of the control group (85.64 ± 16.83) after the ethics laboratory program; however, the difference was not statistically significant (p >.05). Similarly, there were no significant differences between the intervention (132.32 ± 16.83) and the control group (131.81 ± 20.55) regarding the average score of professional values. In the responsibility sub-dimension of professional values, there was a statistically significant increase in the intervention group (p <.05). The findings suggest that the ethics laboratory program for nursing students is effective in promoting responsibility sub-dimension of professional values. However, there was no significant effect on students' moral sensitivity and other dimensions of professional values. Further refinements of interventional research in ethics education and measurement of learning outcomes should be developed. [ABSTRACT FROM AUTHOR]

Global oppressive power structures in healthcare systems and between professions hinder care delivery. The family nurse practitioner is a new role in Israel. Through an innovative international collaborative education partnership, 19 Israeli nurses were trained as family nurse practitioners. Israeli physician preceptors integrated them into a national health maintenance organization despite national and organizational resistance. Explore Israeli physicians' experiences while providing clinical mentorship to family nurse practitioners and develop strategies for the implementation of the new community role. Qualitative focused critical ethnographic approach. Eleven Israeli physician preceptors were recruited from a larger pool of 50. Physicians were interviewed via recorded phone calls and asked open-ended questions about precepting family nurse practitioners. Observations of the program were included from the year prior to the interviews. Data were analyzed using Carspecken's five steps for critical ethnographic approach. Three categories for transforming the current status were identified: role clarification, logistics, and collaborative education. Exemplar cases described collaborative practice regarding measurable outcomes. Learning happened through "shadowing" and "coaching" techniques. Findings led to the Collaborative Team Development Illustration which mirrors current recommendations from the World Health Organization and Institute of Medicine. The Collaborative Team Development Illustration offers a structured strategy for advocacy and transformation in other oppressive health systems considering introducing nurse practitioners. This paper provides evidence that physician participants believed partnerships with nurse practitioners could improve patient care delivery. We hope this research will contribute to changing power relations in healthcare and improve outcomes. This may offer hope for integration of family nurse practitioners in countries that currently do not support advanced practice nursing roles. [ABSTRACT FROM AUTHOR]