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This paper aims to understand the factors influencing the adoption of teaching, social and cognitive presence in online nursing education and explain the novice nurse academics journey in adopting these aspects. The quality of the online/blended courses is about the content and a need for suitable pedagogical design, clear instructions and a collaborative environment based on a valid and reliable theoretical framework. A qualitative study involves semi-structured interviews with 11 nurse academics from three Australian Universities and thematic analysis was conducted. The Community of Inquiry framework informed three themes including several factors in each from the interviews: (1) Teaching Presence (TP): the lack of understanding of educational theory use, the inadequate course evaluation and the resources scarcity found to be the factors affecting the adoption of TP in online nursing education; (2) Social Presence: the engagement difficulty and creating a learning community affected the adoption of SP; and (3) Cognitive Presence: the variety in learning styles and formative assessment and discussion forums found to be affecting the adoption of CP. This study paper is unique because it uses the Community of Inquiry framework and Meleis's Transition Theory and provides insight on how to facilitate the transition [from role insufficiencies to role supplementation to role mastery] of nurse academics' journey in adopting teaching, social and cognitive presence for online higher education. [ABSTRACT FROM AUTHOR]

Nursing is a social and collaborative profession; therefore, nursing education requires a pedagogy that supports the establishment of a collaborative learning community. Despite the limited use of the Community of Inquiry framework in Australian nursing courses, the educators viewed it as applicable for course design. This paper aims to understand Australian nurse educators' current practices in designing and delivering courses using the Community of Inquiry lens. This paper represent the second phase of the explanatory mixed-methods approach—the data collected in October 2019 via semi-structured interviews with eleven nurse academics from 3 Australian universities. the deductive thematic analysis using the Community of Inquiry coding template confirmed that the 'cognitive presence' and its indicators are implicitly embedded in online/blended courses. But the 'social presence' and 'teaching presence' are faced with some challenges: the underuse of discussion forums by students, the use of social media pages with exclusion of educators and the educators' role of content development rather than course design. The study findings suggest that the Community of Inquiry framework's explicit application would strengthen 'social and teaching' presences in nursing courses design. Further studies on nursing students' evaluation and perspectives about courses design regarding Community of Inquiry are essential. [ABSTRACT FROM AUTHOR]

To conduct a review of the impact of presenteeism as it relates to the nursing workforce. Presenteeism behaviour has been researched in the broader workforce across multiple industries including business/management, public health and occupational health. Presenteeism in nursing is particularly significant because it puts patients at risk by reducing the capacity of nurses to provide high quality care. Rates of presenteeism are particularly high in the nursing workforce and the impact of nurse presenteeism needs to be further examined and explored. An integrative review of the associated literature. Online databases were searched for research related to presenteeism in the nursing workforce. Original primary research investigating presenteeism in the nursing workforce, in all clinical settings, in the English language and published between 2006 and 2018 were included. A total of 17 studies fit the inclusion criteria and were included in this review: 16 quantitative and 1 qualitative. Five categories emerged from the data synthesis process: 1) the prevalence of presenteeism, 2) the economic cost of presenteeism, 3) presenteeism and related health conditions, 4) presenteeism and nurse well-being, and 5) presenteeism and patient safety. The scale and impact of presenteeism is rarely explicitly discussed. Further research is needed to investigate the link between presenteeism, nurse well-being quality of patient care and costs in the nursing sector. [ABSTRACT FROM AUTHOR]