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Aim: To explore how nurse managers perceive and experience their role in supporting the well‐being of intensive care nurses. Background: While it is known that nurse manager behaviours affect nurse well‐being, literature indicates that intensive care nurses may not receive the support they require. Understanding how nurse managers see their role in supporting nurse well‐being is crucial to offer recommendations for improvement. Methods: Qualitative multiple case study design. Twelve semi‐structured, in‐depth interviews were conducted with nurse managers from Australian intensive care unit settings. Data were analysed using thematic analysis. Results: Nurse manages felt unsure about what their supportive role involved, lacked training on how to support nurse well‐being and called for organisational backup to carry out their role effectively. The study also provided insight into the strategies that enabled nurse managers to support nurse well‐being. Conclusion: There is currently no consensus on the role of the nurse manager in supporting nurse well‐being resulting in inconsistencies and wide practice variations. Furthermore, nurse managers need support and training if they are required to support nurse well‐being. Implications for Nursing Management: A clear definition of the nurse manager supportive role describing the purpose and core functions involved in this role must be developed to support nurse well‐being. [ABSTRACT FROM AUTHOR]

The article focuses on a study, which explores the self-management experiences of adults with type 1 diabetes (T1D) while in hospital with a primary admission diagnosis other than diabetes. Topics include credentialled Diabetes Educators (CDEs) could also assist health practitioners (HPs) in hospital by providing them with ongoing education on the use of diabetes technology.

Background: The hospitalisation of a child is a stressful event for parents. Parents who are also nurses may face additional challenges not encountered by other parents; yet, scant attention has been given to this issue in the literature. Aim: To explore the experiences of Nurse-Parents whose children were hospitalised for acute illnesses. Methods/Design: Using a case-study design, semi-structured interviews were conducted with six registered nurses and thematically analysed. Results/Findings: Nurse-Parents experienced significant conflicts between their parental role and nurse persona as they were 'torn between dual roles'. Nurse-Parents' specialised knowledge prompted them to elevate the care their child needed, leading to increased stress and anxiety as they struggled to balance these roles. Conclusion: Nurse-Parents want and need a different type of input into their children's care than non-nurse-parents. An increased awareness among healthcare professionals is the first step to ensuring that effective and individualised support is provided to Nurse-Parents. [ABSTRACT FROM AUTHOR]

Effective feedback can enhance student learning, but limited evidence exists on whether nursing students actually use and learn from written feedback. This descriptive survey explored nursing students' perceptions regarding the amount and type of written feedback required to enhance their learning. In stage one, 362 students completed a 28-item questionnaire regarding feedback experiences and preferences; in stage two, 227 students selected a preferred feedback option for a final topic assignment. Findings revealed that many of the students wished to be engaged with the feedback process and believed effective written feedback can and does enhance their learning. However many students also reported learning barriers--including absent, inadequate, ambiguous, inconsistent, and ineffective feedback--indicating a significant disconnect between desired and actual feedback. Recommendations include a greater focus on engaging nursing students in the feedback process and evaluating the effectiveness of written feedback for individual students. [Effective feedback can enhance student learning, but limited evidence exists on whether nursing students actually use and learn from written feedback. This descriptive survey explored nursing students' perceptions regarding the amount and type of written feedback required to enhance their learning. In stage one, 362 students completed a 28-item questionnaire regarding feedback experiences and preferences; in stage two, 227 students selected a preferred feedback option for a final topic assignment. Findings revealed that many of the students wished to be engaged with the feedback process and believed effective written feedback can and does enhance their learning. However many students also reported learning barriers--including absent, inadequate, ambiguous, inconsistent, and ineffective feedback--indicating a significant disconnect between desired and actual feedback. Recommendations include a greater focus on engaging nursing students in the feedback process and evaluating the effectiveness of written feedback for individual students. [J Nurs Educ. 2014;53(1):23--30.] [ABSTRACT FROM AUTHOR]

Grounded theory method has been described extensively in the literature. Yet, the varying processes portrayed can be confusing for novice grounded theorists. This article provides a worked example of the data analysis phase of a constructivist grounded theory study that examined family presence during resuscitation in acute health care settings. Core grounded theory methods are exemplified, including initial and focused coding, constant comparative analysis, memo writing, theoretical sampling, and theoretical saturation. The article traces the construction of the core category "Conditional Permission" from initial and focused codes, subcategories, and properties, through to its position in the final substantive grounded theory.