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Background: Nurses play a critical role in supporting patients in self-managing their indwelling urinary catheters and preventing avoidable hospital presentations. This study aimed to explore the effectiveness of a co-designed educational approach developed to enhance nurses' ability to provide optimal care for patients with catheters., Aim: The primary aim of this study was to enhance nurses' knowledge and skills in urinary catheterisation, care, and management. The secondary aim was to transform their current catheter management practices to improve patient outcomes., Setting: Nurses (n = 127) from one New South Wales, Australia region participated in the study. These nurses provided healthcare across various community settings. Ethics approval was received from the Local Health District (HREC/2019/ETH12575) and the study was registered in ANZCTR (ACTRN12621000683831)., Methods: A mixed-methods approach was used, collecting data at baseline and after the intervention. Quantitative data were analysed using descriptive statistics, tests for normality, and bivariate analysis with the Wilcoxon Signed Ranks test to identify differences between variables. Qualitative data were analysed using a directed content analysis approach to categorise occurrences of specific phenomena., Results: The composite mean knowledge score increased from 65.03 to 84.30 following the intervention (p < 0.001). In addition, the magnitude of knowledge score improvement in seven out of eight questions following the intervention were: Financial support: 1.1 %; Bladder spasm/urine leakage: 3.3 %; Blockage: 3.5 %; Catheter-Associated Urinary Tract Infection (CAUTI): 4.4 %; Self-management: 6.1 %; Sexuality: 7.9 %; and Urinary catheterisation: 11.3 %. Qualitative findings confirmed that the eLearning module was effective in transforming participants' clinical practice, towards improving patient outcomes., Conclusions: The co-designed eLearning module effectively addressed the learning needs of nurses, enhancing their knowledge and skills in urinary catheter management. Incorporating a theoretical model and contextual approach in the intervention delivery increased relevance, personalisation, and engagement, facilitating the behaviour change required to transform current practices., Competing Interests: Declaration of competing interest No conflict of interest has been declared by the authors., (Crown Copyright © 2024. Published by Elsevier Ltd. All rights reserved.)

Objective: This study aimed to explore prevalent topics related to integrating ChatGPT into nursing education, specifically focusing on its impact on nursing students., Design: A systematic review and text network analysis were conducted., Data Sources: Full-text articles from reputable scientific databases, including PubMed, Scopus, and ScienceDirect, along with relevant articles identified through Google Scholar, were utilized, and the search period ranged from January 20th to January 23rd, 2024., Review Methods: The review centered on the main text of the articles, which were initially converted from PDFs to TXT files. Text cleaning and preprocessing were conducted using Python 3.11, followed by text analysis performed with InfraNodus., Results: Of 145 articles, 46 full-text articles were included in the final analysis. Four key topical clusters were identified: Academic Writing, Healthcare Simulation, Data Modeling, and Personal Development. Sentiments regarding the integration of ChatGPT into nursing education and its impact on nursing students were primarily positive (48 %), with a notable percentage expressing negative views (31 %) and a smaller proportion indicating neutrality (21 %)., Conclusion: This study highlights the transformative potential of ChatGPT in nursing education, advocating for its responsible integration to empower nursing students with advanced skills and uphold ethical standards in artificial intelligence (AI) utilization. The identified four topics and the sentiments are crucial for guiding educators, researchers, and practitioners in nursing education to navigate the integration of AI tools effectively. Further research and exploration in these areas can contribute to the ongoing discourse on the intersection of technology and nursing education., Competing Interests: Declaration of competing interest The authors declare that there is no conflict of interest., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

Background: Due to globalisation, the education sector is becoming multi-cultural. It is important for nurse educators to be aware of various cultures and to be able to work efficiently with culturally diverse group of students and colleagues., Objectives: To examine cultural intelligence and inter-cultural effectiveness among nurse educators and as well as to explore their experiences in culturally diverse education settings., Design: A mixed-method approach applying a sequential explanatory design., Results: Nurse educators' cultural intelligence (CQ) and intercultural effectiveness (IE) scores were above the median values, with an overall score of 76.33 (range 23-100) for CQ and 74.64 (range 58-87) for IE respectively. Individual CQ component scores were noted to be high. Although, the cognitive component was in the lower score range, which involves knowledge of norms, practices, values, rules of languages, and rules for expressing non-verbal behaviours. For IE, nurse educators had a lower score with Message Skills, which involved effective interactions conveying messages specific to a particular culture or group. The initial quantitative findings was explained by the narratives of nurse educators reinforcing that acquiring cultural intelligence is a continuous process of knowing and learning through active sharing and that cultural sensitivity overlaps with professional nursing standards., Conclusion: In the presence of culture-related dilemmas, nurse educators resort and are guided by professional standards of cultural awareness, inclusivity and culturally safe practice in nursing. Future research might need to examine how objective measures of cultural intelligence and experience-based evidence from nurse educators contribute to shaping the professional nursing requirements and standards applied in the nursing curriculum., Competing Interests: Declaration of competing interest The authors declare no conflict of interest., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Objectives: To identify subject matter, pedagogical approaches and assess outcomes of interventions implemented to educate nurses in urinary catheterisation care and management., Design: A systematic review was conducted according to the preferred reporting items for systematic reviews and meta-analyses (PRISMA) statement., Data Sources: Databases (CINAHL; MEDLINE; ProQuest; ERIC; Scopus; Cochrane; and APA PsycINFO) were searched using key concepts: education interventions, indwelling urinary catheter and nurses, from inception to July 2021., Review Methods: Two researchers searched the databases, whereupon data were extracted using a standardised proforma and were analysed applying an abductive approach. The Joanna Briggs Institute Critical Appraisal tool was used to assess the quality of the included studies. Findings were analysed and reported using narrative synthesis., Results: Out of 1159 studies screened, nine educational intervention studies related to upskilling nurses in catheter management were identified. Subject matter addressed included pathophysiology of the urinary system, clinical indications and management of indwelling catheter and associated complications. Although the subject matter and pedagogical approaches varied, all identified studies reported positive effects in improving participants' knowledge., Conclusions: Upskilling nurses and increasing their confidence to deliver patient-centred catheter care practices is an important intervention to improve outcomes for patients with long-term indwelling urinary catheters. However, actively engaging nurses who provide direct patient care is essential, in planning and implementing targeted educational interventions specific to learning needs. This review has identified a gap in the educational interventions for nurses, in better supporting the psychosocial needs of patients living with indwelling catheter. Codesigning educational interventions with nurses that are tailored to their contextual learning needs is likely to enhance behaviour change and improve current practice., (Copyright © 2022 Elsevier Ltd. All rights reserved.)

Objective: This review aimed to examine the changes of knowledge, attitude and working intention in nursing students after an undergraduate geriatric nursing education., Design: A systematic review of the literature., Data Sources: Five databases which included CINAHL, MEDLINE, PubMed, Scopus and Web of Science were searched for this literature review from January 2010 to October 2020., Review Methods: The review was registered in PROSPERO registry with registration number CRD42020215703. The review examined undergraduate nursing education programs in terms of knowledge, attitude and working intention towards geriatric care among undergraduate nursing students as outcomes. We used JBI critical appraisal tools and Mixed Methods Appraisal Tool to evaluate and assess the quality of the retrieved research papers., Results: The search yielded 19 studies included in the final review, 14 of which were quantitative studies and five were qualitative studies. Four types of education programs were identified. These were type 1, a four-year undergraduate gerontology program consisting of geriatric theory and geriatric care clinical placement; type 2, stand-alone geriatric subject and geriatric clinical placement program; type 3, integrated geriatric subject and geriatric clinical placement program; type 4, solely geriatric clinical placement program. The review found that the type 2 program demonstrated the best educational outcomes in undergraduate students., Conclusions: This review provided the most recent literature evidence pertaining to undergraduate geriatric education program and its educational outcomes. Future research should focus on the evaluating the content of each type of geriatric education program to inform the development of undergraduate geriatric nursing education., (Copyright © 2021 Elsevier Ltd. All rights reserved.)

Background: Little is known regarding the transfer of bioscience knowledge gained during undergraduate nursing studies into clinical practice., Objective: To explore the experiences of new registered nurses in applying bioscience concepts in their day-to-day nursing practice., Design: Descriptive qualitative design., Participants: Fifteen recently graduated registered nurses (RNs) who were working in acute care settings participated in the study., Methods: Semi-structured, face-to-face individual interviews were conducted. Interview data were audio-recorded and thematically analysed., Results: Four themes were identified from the qualitative interviews. The first and second themes demonstrated nurses' realisation of the relevance of theoretical bioscience knowledge learnt within the classroom to their practice and how this evidence-based knowledge translated into confidence in decisions made. The third and fourth themes revealed the impact bioscience knowledge had on RNs' relationships with patients and family members, which was viewed as providing compassionate care., Conclusions: The application of knowledge in biosciences gained during their undergraduate years, provided the basis for RNs to trust in their own clinical judgment and to speak with conviction. 'Connecting the dots' between bioscience knowledge and clinical practice provided the platform for RNs to gain and build trust with their patients. The practical utility of bioscience knowledge in everyday practice allowed RNs to contextualise their nursing care regimen and tailor holistic nursing care delivery to individual patient needs., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

Background: Bioscience subjects are one of the most discussed nursing curricula contents in terms of the longed known teaching and learning challenges for nursing students. Recent studies examined the specific use of technology as teaching strategies. However, there are still significant gaps around nursing students' perception of biosciences within nursing education and the significance of teaching delivery methods to these perceptions., Objective: The study examined students' overall perception of biosciences within New Zealand undergraduate nursing programmes in terms of relevance to practice, teaching delivery, self-competence and challenges encountered., Method: A descriptive, cross-sectional survey design on perceptions of New Zealand nursing students on biosciences was undertaken., Results: Five hundred and forty students were included. Fifty-five percent (55%) preferred biosciences papers be taught classroom - based but using a blended learning delivery instead of an exclusively traditional classroom setting (55% vs. 21%). Perception towards the biosciences was positive and the mean perception of older students and those in Year 3 was higher compared to the other students. Overall, students believed biosciences had relevance to the practice of nursing., Conclusion: Positive perceptions of bioscience become more evident when nursing students reach their final year in the nursing programme. The contemporary profile (age) of students studying nursing are sensitive to their preferred teaching delivery. A fully online teaching approach to biosciences for nursing students will most likely require a robust approach and careful decision making for implementation., (Copyright © 2019 Elsevier Ltd. All rights reserved.)