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Purpose: To highlight ongoing and emergent roles of nurses and midwives in advancing the United Nations 17 Sustainable Development Goals by 2030 at the intersection of social and economic inequity, the climate crisis, interprofessional partnership building, and the rising status and visibility of the professions worldwide. Design: Discussion paper. Methods: Literature review. Findings: Realizing the Sustainable Development Goals will require all nurses and midwives to leverage their roles and responsibility as advocates, leaders, clinicians, scholars, and full partners with multidisciplinary actors and sectors across health systems. Conclusions: Making measurable progress toward the Sustainable Development Goals is critical to human survival, as well as the survival of the planet. Nurses and midwives play an integral part of this agenda at local and global levels. Clinical Relevance: Nurses and midwives can integrate the targets of the Sustainable Development Goals into their everyday clinical work in various contexts and settings. With increased attention to social justice, environmental health, and partnership building, they can achieve exemplary clinical outcomes directly while contributing to the United Nations 2030 Agenda on a global scale and raising the profile of their professions. [ABSTRACT FROM AUTHOR]

AIMS AND OBJECTIVES: This paper examines how nurses are prepared to be clinically competent and safe at registration, so that they are fit for practice and purpose. It follows up two papers on competence published in 1997 and 1998 and investigates subsequent developments. BACKGROUND: In 1979, major changes in nursing affected nurse education and preparation for competence. In the following two decades, it became clear that nurses lacked clinical skills. This paper examines subsequent changes and asks the question whether this crucial shortcoming has now been remedied. This paper considers the background and context of change in nursing and nurse education in the 1980s. It looks at the new ideology, to prepare the 'knowledgeable doer' and examines the consequences of the change on nursing competency from the 1990s to the present day. METHODS: This is a position paper. Professional policy documents from the English National Board for Nursing, Midwifery and Health Visiting, United Kingdom Central Council for Nursing, Midwifery and Health Visiting and Nursing and Midwifery Council, government reports and legislation on nursing and relevant nursing literature are examined and critically analysed and conclusions drawn. CONCLUSIONS: From 1923-1977, mandatory nursing syllabuses set by the General Nursing Council of England and Wales required the registered nurse to have acquired certain specific clinical skills. These were rigorously tested to an explicit standard set by the General Nursing Council before a nurse was awarded state registration. Twenty-five years later, the loss of this system for ensuring this competence and the implications of this loss, have been widely recognised. As a result, many nurse training institutions have introduced clinical skills laboratories, simulation of practice and the Objective Structured Clinical Examination. However, to the authors' surprise and contrary to their initial expectations, the Nursing and Midwifery Council has not made these systems uniform or mandatory and so still has no way of ensuring all nurse training is producing safe nurses in the United Kingdom. The authors conclude that the untested educational ideology that brought root and branch change to nurse training in 1983 and which failed to produce nurses 'fit for practice and purpose' may still prevail. RELEVANCE TO CLINICAL PRACTICE: The present paper demonstrates that United Kingdom nurse training still has no uniform and mandatory system in place to ensure, as far as is possible, that all registered nurses are clinically competent and safe to practice. [ABSTRACT FROM AUTHOR]

Preparing the world to manage future pandemics must take priority. It is clear that we were not prepared for the COVID‐19 pandemic which continues to cause great suffering around the world. Nurses and other health professionals everywhere must be involved in health policy planning and implementation of public health measures to combat this and future pandemics. Such preparation needs community policy involvement at grassroots levels and needs to be collaboratively instigated at international levels. The death so far of over 2000 nurses is unacceptable in this pandemic, and we need to better protect and sustain the workforce. The International Council of Nurses has been instrumental in data gathering of nurses' experiences during COVID‐19. Key points from analysis of this data have been included in Second Progress Report of the World Health Organization's Independent Panel for Pandemic Preparedness and Response. This paper summarises the key messages from this report, as well as the nursing shortage. The International Council of Nurses resounds the call for massive investment in nursing education, leadership and jobs, as well as protection for our nurses on the frontlines of the pandemic. [ABSTRACT FROM AUTHOR]

Course evaluation is defined 'as the collection and use of information in order to make decisions about an educational programme' (Cronbach 1963). The study described in this paper was undertaken by members of the professional and research staff of the Joint Board of Clinical Nursing Studies, Londoa The paper describes how the need for work on course evaluation arose and how a package was developed and piloted in 15 course centres with a total of 205 students. The ways in which the package is being used by schools of nursing and colleges of higher and further education is also described The philosophy that evaluation has an important part to play in developing dynamic and sound educational systems is emphasized Evaluation should be an integral part of every course and planned at the outset with other parts of the detailed course programme, involving both students and teachers in measuring the effectiveness of the course. [ABSTRACT FROM AUTHOR]

GOBBI M. Nursing Inquiry 2005; 12: 117 –125 Nursing practice as bricoleur activity: a concept explored The debates concerning the nature of nursing practice are often rooted in tensions between artistic, scientific and magical/mythical practice. It is within this context that the case is argued for considering that nursing practice involves bricoleur activity. This stance, which is derived from the work of Levi-Strauss, conceives elements of nursing practice as an embodied, bricoleur practice where practitioners draw on the‘shards and fragments’ of the situation-at-hand to resolve the needs of the individual patient for whom they care. This conceptualisation of nursing practice will be analysed with a particular emphasis on its implication for nursing epistemology, pedagogy and praxis. The evidence to support this argument is drawn from empirical work that investigated nurses’ use of intuition, the work of Levi-Strauss, and issues in nursing epistemology and ontology. The paper itself is written from the perspective of a bricoleur who uses‘bits and pieces’ from the domains of nursing, philosophy, psychology, education, sociology and anthropology. [ABSTRACT FROM AUTHOR]

The paper reveals that historically various socio-political factors, including gender, class, ethnicity, race, waves of colonization, decolonization, the civil and ethnic wars, the women's and labour movements, have influenced the development of nursing in Sri Lanka. However, literature presenting the development of nursing in Sri Lanka is sparse. All relevant journals and books published in the English and Sinhalese languages on nursing in Sri Lanka between the years 1878-2011 were examined. Because there are no nursing journals currently produced in Sri Lanka, CINAHL and Medline databases were accessed and relevant literature published in the English language on Sri Lanka was examined. Government, nurses' union and association reports, other unpublished reports and websites such as Google were also searched to access information related to the influence of gender, race, class, ethnicity, women's and labour movements in Sri Lanka. Poor pay, shortages of resources, failure in recruitment and retention and limited opportunity for career progression have acted as deterrents to persons entering and remaining in the nursing profession. Being non-British was a key issue in terms of race. Further, the shift from a colonized state to a welfare state resulted in a class shift from upper middle class to middle and lower class persons entering into nursing. Although there is a paucity of information available in the nursing literature, this analysis offers an intriguing insight into an angle that may be used to examine the influence of gender, ethnicity, class, race and the women's and labour movements in other contextual situations. [ABSTRACT FROM AUTHOR]

Nurses make an important contribution to the organisation and coordination of patient care but receive little formal educational preparation for this work. This paper builds on Allen's care trajectory management framework to specify evidence‐based and theoretically informed competencies for this component of the nursing role and proposes how these might be incorporated into nursing curricula. This is necessary so that at the point of registration nurses have the expertise to realise their potential as both providers and organisers of patient care and are better able to articulate and develop this aspect of nursing practice. [ABSTRACT FROM AUTHOR]

Aim. This paper is a report of preliminary evaluations of an interprofessional education through simulation project by focusing on learner and teacher reactions to the pilot modules. Background. Approaches to interprofessional education vary widely. Studies indicate, however, that active, experiential learning facilitate it. Patient simulators require learners to incorporate knowing, being and doing in action. A theoretically based competency framework was developed to guide interprofessional education using simulation. The framework includes a typology of shared, complementary and profession-specific competencies. Each competency type is associated with an intraprofessional, multiprofessional, or interprofessional teaching modality and with the professional composition of learner groups. Method. The project is guided by an action research approach in which ongoing evaluation generates knowledge to modify and further develop it. Preliminary evaluations of the first pilot module, cardiac resuscitation rounds, among 101 nursing students, 42 medical students and 70 junior medical residents were conducted in 2005-2007 using a questionnaire with rating scales and open-ended questions. Another 20 medical students, 7 junior residents and 45 nursing students completed a questionnaire based on the Interdisciplinary Education Perception scale. Findings. Simulation-based learning provided students with interprofessional activities they saw as relevant for their future as practitioners. They embraced both the interprofessional and simulation components enthusiastically. Attitudinal scores and responses were consistently positive among both medical and nursing students. Conclusion. Interprofessional education through simulation offers a promising approach to preparing future healthcare professionals for the collaborative models of healthcare delivery being developed internationally. [ABSTRACT FROM AUTHOR]

This paper aims to examine the promotion of advanced clinical practice. It addresses questions such as: • what is advanced clinical practice? • what is the relevance of knowledge to clinical practice? • what is the relevance of research to clinical practice? • what is the relevance of the culture to clinical practice? • what is the role of the clinical nurse? It does not present ready answers. Rather, it attempts to highlight difficulties and ambiguities originating from the contradictory goals and requirements of nursing education, research and practice. [ABSTRACT FROM AUTHOR]

While nursing educators in university settings teach, carry out research and provide some form of community service, they often do not practise. The reasons for not practising are varied and the consequences vast. Although there are dilemmas which perpetuate the situation of nursing professors not participating in practice, there are solutions. This paper places the issue in an historical perspective, notes its consequences, discusses the dilemmas which are involved and offers solutions to this complex problem. [ABSTRACT FROM AUTHOR]

This paper is a consideration of the philosophy of, and research into, general education. It examines some of the approaches to education and a small part of the research into discovery learning, self-directed study and student-selected goals of learning Proposals are made for a single module of nurse training for admission to the register of general nurses which incorporate the philosophy and research-based ideals of self-directed learning. Finally, problems which may be anticipated in its implementation are discussed but no firm conclusions are drawn until these can be based on fact rather than conjecture. [ABSTRACT FROM AUTHOR]

This paper summarizes some of the principles and experience in nurse education based on the recommendation of the Nurse Tutor Working Party 1970. St Crispin is one of four British nurse training schools where a pilot modular system was introduced in February 1972. This account shows how the historical gap between the classroom and the ward teaching was narrowed if not bridged. The system, according to this experience, is flexible enough to adapt to any local needs and with suitable preparation the scheme could be successfully implemented without incurring additional expense. Points to avoid are shown, but these are few and on balance the scheme has proved to be successful and offers scope and potential for future developments. [ABSTRACT FROM AUTHOR]

Nurses need to be appropriately trained in genetics to provide clinical care based on best practice for patients and families. This exploratory study describes an educational intervention using authentic stimulus material centered on a clinical case study of a family with a baby with Down syndrome. Quantitative and qualitative data were collected from a sample of 15 nurses and 27 students from three universities in Japan before and after completing an entry‐level workshop on competency‐based genetics nursing. Participants reported increased perceived genetics knowledge and clinical confidence. Despite more than 90% of the participants reporting that they understood the underlying genetics knowledge, their confidence and the ethical aspects of genetics nursing had not been promoted after the seminar. In contrast, the reflections, coded into three categories, showed they recognized families' needs for psychological support, family decision making, and protection and privacy and suggested that nurses had undergone a profound shift in understanding about these issues. Although indicating that a single seminar was insufficient, the study findings will be useful to develop educational materials on genetics for both students and nurses. [ABSTRACT FROM AUTHOR]

Strengthening the nursing workforce is core to health system reform in China. Patient experiences of hospital care have been recognized as important in this endeavor. Studies exploring the relationships between nursing workforce and patient experiences of hospital care, however, are scarce. The aim of this cross‐sectional study was to examine the associations between nurse education level, nurse staffing, and hospitalized patients' experiences of hospital care. Participants were 1,582 nurses responsible for direct care and 1,305 hospitalized patients from 23 hospitals in Guangdong province, China in 2014. Education level of nurses was measured by the proportion of nurses holding a baccalaureate or higher degree. Nurse staffing was measured by the unit nurse‐patient ratio. The Hospital Consumer Assessment of Health care Providers and Systems Scale was used to measure patient experiences of hospital care. Structural equation modeling demonstrated that a higher proportion of nurses holding a baccalaureate or higher degree was related directly to better patient perceptions of communication with nurses, responsiveness of nurses, pain management, and physical environment, and related indirectly to overall hospital ratings and recommendation of the hospital. A higher nurse‐patient staffing ratio was associated directly with better patient perceptions of communication with nurses, education about new medications given in hospital, and physical environment, and indirectly with overall ratings and recommendation of the hospital. Our findings add new evidence in the Chinese societal context about the relationship between the nursing workforce and patient experiences of hospital care. Upgrading nurse education level and increasing nurse staffing could potentially improve patient experiences of hospital care. [ABSTRACT FROM AUTHOR]

Measuring nurses' competence for practice is critical for quality and safety improvement in nursing care and patient outcomes. While the Nurse Competence Scale is a widely used international measure of the generic nursing competence of nurses in various career stages, it has not been used in Thailand. This study involved the forward–backward translation of the scale into Thai and evaluation of its psychometric properties with 571 nurses at one public and one private hospital in Chiang Mai, Thailand. Participants also completed a demographic form. The content validity analysis revealed that the item‐level content validity index (I‐CVI) was.90, and the scale‐level content validity index (S‐CVI/Average) was.91. The principal component analysis with varimax rotation demonstrated that the six factor structure accounted for 58.45% of the total variance. The Mann–Whitney U‐test showed a significant difference between low and high work experience groups for all six factors, providing further support for the scale's construct validity. The reliability analysis showed an acceptable level of Cronbach's alphas in six factors ranging from.82 to.88. In conclusion, the Thai version demonstrated promising psychometric properties, but requires further testing with nurses in different settings before use in practice. [ABSTRACT FROM AUTHOR]

Aim: We highlight key components of emerging academic structures in global health nursing and explain how this investment can expand nursing's broader engagement in global health policy development. Background: Engaging nursing in global health policy development is vital to ensure the scale‐up of effective health programmes. Globally, nurses promote development of interprofessional healthcare teams who are responsible for translating sound global health policy and evidence‐based programming into practice. However, the role of nurses within policy forums and on influential decision‐making bodies within the global health space remains limited, which reinforces suboptimal global health policy implementation. Introduction: Investment in globally engaged academic structures is an important way to expand participation of nursing in global health policy development. Sources of evidence: A review of the current knowledge and substantive findings related to academic structures promoting global health nursing was conducted, and included a directed search of institutional websites, related grey and peer‐reviewed literature, and communication with top‐tier schools of nursing in the United States, to identify specific developments in global health nursing academic structures. Discussion/Conclusion: Effective academic structures promoting global health nursing include a framework of four critical components – Research, Education, Policy and Partnership. Academic structure type and core activities vary depending on institutional priorities. Implications for nursing, health and social policy: Increasingly, global health research, driven by individual nursing investigators, is expanding; however, in order to translate these advances into expanded involvement in global health policy development, academic structures within schools of nursing need to systematically expand educational opportunities, bolster research capacity and promote partnership with policymakers. [ABSTRACT FROM AUTHOR]

Recent advances in care and management of heart failure have improved outcome, largely as a result of the developing evidence basis for medications, implantable devices and the organization of heart failure follow-up. Such developments have also increased the complexity of delivering and coordinating care. This has led to a change to the way in which heart failure services are organized and to the traditional role of the heart failure nurse. Nurses in many countries now provide a range of services that include providing care for patients with acute and with chronic heart failure, working in and across different sectors of care (inpatient, outpatient, community care, the home and remotely), organising care services around the face-to-face and the remote collection of patient data, and liaising with a wide variety of health-care providers and professionals. To support such advances the nurse requires a skill set that goes beyond that of their initial education and training. The range of nurses' roles across Europe is varied. So too is the nature of their educational preparation. This heart failure nurse curriculum aims to provide a framework for use in countries of the European Society of Cardiology. Its modular approach enables the key knowledge, skills, and behaviours for the nurse working in different care settings to be outlined and so facilitate nursing staff to play a fuller role within the heart failure team. [ABSTRACT FROM AUTHOR]

Aims Intensification of diabetes management in children and young people has implications for schools. The aim of this study was to examine the role of nurses in supporting care of children with diabetes in schools and early years settings. Methods The qualitative design incorporated focus groups and individual telephone interviews with nurses who were unavailable to participate in focus groups. A purposive sample of 47 nurses from acute and community settings, participated in eight focus groups and eight telephone interviews. Data were analysed through a process of constant comparison. Results Nurses identified an ambiguous and inadequate legal and policy framework. The responses of schools were variable and unpredictable because the views of head teachers determined the level of cooperation. School staff could lack basic knowledge about Type 1 diabetes. Relationships between school staff and parents could also affect their willingness to provide support for diabetes care. The skills of negotiating appropriate support for children with diabetes were learnt by experience rather than through formal training or evidence-based guidance. Nurses' accounts demonstrated uncertainties about: what could be required of schools; how schools would respond; individual responsibilities; and about what constituted best practice. Conclusions There is a need for more evidence about how healthcare providers can influence schools and about the most cost-effective use of nurses to support the management of children with diabetes in schools. [ABSTRACT FROM AUTHOR]

Aim of the study. This study sought to explore systematically the role of Registered Nurses working in rehabilitation in Australia. Background. Rehabilitation has been identified as an important aspect of health care. However, evidence of a comprehensive investigation of the nurses' role in rehabilitation cannot be found. From Australia, in particular, no research has been published in this area. Methods. This study used a qualitative approach by engaging 13 nurses in one-to-one interviews and a further 21 in focus group discussions. Thematic analysis was conducted on the interview and focus group data. Findings. Seven domains of practice were identified and are suggested as a framework for the specialty practice of rehabilitation nursing. They capture the ‘how’ and ‘what’ of rehabilitation nursing practice. Central to this practice is a rehabilitative approach to patient care, teaching and coaching, and continual assessment. The nurses explained in detail how these aspects of rehabilitation nursing differentiate their practice from that of their acute care colleagues. Conclusion. The rehabilitative approach is one of a variety of approaches to nursing care, but should not be seen as the exclusive domain of rehabilitation nurses. Rehabilitation belongs in every nurse's toolkit. [ABSTRACT FROM AUTHOR]

Abstract Health is a global concern. Although nursing is a global profession, most schools of nursing concentrate on teaching health exclusively within the context of their own nation. Sister-school partnerships that cross national boundaries are one way of extending the learning opportunities of faculties and students. An example of a 5-year partnership is described and analysed. [ABSTRACT FROM AUTHOR]

To learn and teach about HIV/AIDS is to enter complex and senstitive territory that at times may be personally challenging. 5 In the vast literature on HIV infection and nursing two main themes recur: nurses' lack of understanding, negative attitudes and anxieties related to HIV/AIDS and the need for education to change such attitudes and enhance nurses' knowledge and skills. [ABSTRACT FROM AUTHOR]

The article focuses on health care and nursing in China. Since the liberation of China in 1949, the health care system and the health status of the people have changed dramatically in the People's Republic of China. The problems that confront nursing in China and present a challenge for the future include the further development of college-level nursing education which has not been available for more than 30 years. During recent years, and especially during the cultural revolution, nurses were prepared without regular nursing school experience.

Focuses on the nursing science curriculum for graduate nurses preparing for administrative and teaching roles in nursing a the university level in Austria. Consideration of the health needs of the population; Requirements for basic nursing education; Promotion of patient care.