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Aim To identify the evidence on factors that impact delegation practices by Registered Nurses to Assistants in Nursing in acute care hospitals. Design An integrative review. Data Sources Database searches were conducted between July 2011 and July 2021. Review Methods We used the 12-step approach by Kable and colleagues to document the search strategy. The (Whittemore & Knafl. 2005. Journal of Advanced Nursing, 52(5), 546–553) integrative review framework method was adopted and the methodological quality of the studies was assessed using Joanna Briggs critical appraisal instruments. Results Nine studies were included. Delegation between the Registered Nurse and the Assistant in Nursing is a complex but critical leadership skill which is impacted by the Registered Nurse's understanding of the Assistant in Nursing's role, scope of practice and job description. Newly qualified nurses lacked the necessary leadership skills to delegate. Further education on delegation is required in pre-registration studies and during nurses' careers to ensure Registered Nurses are equipped with the skills and knowledge to delegate effectively. Conclusion With increasing numbers of Assistants in Nursing working in the acute care environment, it is essential that Registered Nurses are equipped with the appropriate leadership skills to ensure safe delegation practice.

Aim: To develop a critical thinking assessment tool for Australian undergraduate nurses. Background: Critical thinking is an important skill but difficult to assess in nursing practice. There are often many responses a nurse can make to a clinical problem or situation. Some responses are more correct than others and these decisions have an impact on a patient's care and safety. Differences in a response can relate to the depth of knowledge, experience and critical thinking ability of the individual nurse. Design: This study used a Delphi process to develop five clinical case studies together with the most appropriate clinical responses to 25 clinical questions. Method: The Delphi technique was undertaken using the Qualtrics survey tool between October 2016–January 2017. A panel of 13 nursing experts from various geographical locations in Australia participated in the study to review the case scenarios and answers to questions posed. Four rounds of participation were required to achieve a minimum of 80% agreement between participants. Participants were asked to rank answers for 25 multi-choice questions based on the correct nursing management of case scenarios provided and provide feedback as to the accuracy and relevance of the scenarios and answers. Results: Four rounds of Delphi questions were required to reach consensus on the correct wording and answers for the scenarios. Five case studies have been developed with nursing responses to patient management in rank order from most correct to least correct. Conclusion: Use of the tool should provide confidence that a nurse has met a certain level of critical thinking ability.

Aim: To develop a critical thinking assessment tool for Australian undergraduate nurses. Background: Critical thinking is an important skill but difficult to assess in nursing practice. There are often many responses a nurse can make to a clinical problem or situation. Some responses are more correct than others and these decisions have an impact on a patient's care and safety. Differences in a response can relate to the depth of knowledge, experience and critical thinking ability of the individual nurse. Design: This study used a Delphi process to develop five clinical case studies together with the most appropriate clinical responses to 25 clinical questions. Method: The Delphi technique was undertaken using the Qualtrics survey tool between October 2016–January 2017. A panel of 13 nursing experts from various geographical locations in Australia participated in the study to review the case scenarios and answers to questions posed. Four rounds of participation were required to achieve a minimum of 80% agreement between participants. Participants were asked to rank answers for 25 multi-choice questions based on the correct nursing management of case scenarios provided and provide feedback as to the accuracy and relevance of the scenarios and answers. Results: Four rounds of Delphi questions were required to reach consensus on the correct wording and answers for the scenarios. Five case studies have been developed with nursing responses to patient management in rank order from most correct to least correct. Conclusion: Use of the tool should provide confidence that a nurse has met a certain level of critical thinking ability.

Aims and objectives: To explore the contribution of family members in promoting and supporting the self-management of chronic conditions amongst adult family members. Background: The prevalence of chronic disease continues to grow globally. The role of the family in chronic condition management and support for self-management has received little attention. Design: A systematic review of qualitative literature using the Joanna Briggs Institute approach for qualitative systematic reviews. Methods: Ovid (MEDLINE, CINAHL and PsycINFO) were searched for the period of database inception—2016. The QARI (Qualitative Assessment and Review Instrument) critical appraisal instrument was used to assess the quality of each study. Using the Joanna Briggs Institute-QARI data extraction tool, findings related to the family role in the self-management of chronic conditions were extracted and each finding rated according to Joanna Briggs Institute-QARI levels of credibility. Findings were categorised and synthesised to produce a final set of aggregated findings. Results: Families were key in constructing an environment that was conducive to family engagement and support. Adaptation within the family included maintaining cohesion between family members, normalisation and contextualisation of the chronic condition. Conclusions: Whilst evidence on the value of the family in promoting positive health outcomes is clear, research on how families can specifically support the self-management of chronic conditions is emerging. Relevance to clinical practice: Family adaptability has been found to be the most powerful predictor of carer depression. Families may need support to change their home and family organisation to adapt to the challenges they face overtime. Change in roles and subsequent adaptation can be stressful, even for those family members at a distance. Nurses working in hospital and community settings can play an important role in assessing how families are adapting to living with

Aims and objectives: To explore the contribution of family members in promoting and supporting the self-management of chronic conditions amongst adult family members. Background: The prevalence of chronic disease continues to grow globally. The role of the family in chronic condition management and support for self-management has received little attention. Design: A systematic review of qualitative literature using the Joanna Briggs Institute approach for qualitative systematic reviews. Methods: Ovid (MEDLINE, CINAHL and PsycINFO) were searched for the period of database inception—2016. The QARI (Qualitative Assessment and Review Instrument) critical appraisal instrument was used to assess the quality of each study. Using the Joanna Briggs Institute-QARI data extraction tool, findings related to the family role in the self-management of chronic conditions were extracted and each finding rated according to Joanna Briggs Institute-QARI levels of credibility. Findings were categorised and synthesised to produce a final set of aggregated findings. Results: Families were key in constructing an environment that was conducive to family engagement and support. Adaptation within the family included maintaining cohesion between family members, normalisation and contextualisation of the chronic condition. Conclusions: Whilst evidence on the value of the family in promoting positive health outcomes is clear, research on how families can specifically support the self-management of chronic conditions is emerging. Relevance to clinical practice: Family adaptability has been found to be the most powerful predictor of carer depression. Families may need support to change their home and family organisation to adapt to the challenges they face overtime. Change in roles and subsequent adaptation can be stressful, even for those family members at a distance. Nurses working in hospital and community settings can play an important role in assessing how families are adapting to living with

An interactive talking book designed to assist health workers to use a well-being approach to provide meaningful care for younger people living with dementia. Challenges for people living with younger onset dementia (YOD) may be different than those for people who develop dementia at a later age. These challenges often include the loss of full-time employment, changing from being the caregiver to the one in need of care, managing the care of young and dependent family members, and managing cognitive decline whilst still having a strong, healthy body (Alzheimer’ s Australia 2015). Needs as specific as these are often not considered by care providers who are used to caring for older people with dementia. This may result in limited understanding of ways in which care can be personally tailored to meet the needs of people living with YOD to improve the quality of life for them and their families. After it was identified that few resources were available to assist employed carers with caring specifically for people with YOD, The Lovell Foundation teamed up with Edith Cowan University (ECU) and not-for-profit aged care and retirement living providers Bethanie and Mercy Health to develop this educational resource. Prescription For Life focuses on a well-being approach, with links to videos, audio and practical tips to help carers develop strategies to provide meaningful care. The book caters for different learning styles, with audio links so the text can be listened to or read. It seeks to give readers a basic understanding of the types of dementia, an understanding of the wellness approach when caring for someone with YOD, and how to identify person-centred strategies to improve care. It also incorporates pre- and post-knowledge tests, which will allow anyone who completes the book to be credited with 2.5 hours of professional development.

In Australia there are two entry levels in nursing: the Registered Nurse (RN) and the Enrolled Nurse (EN). Nursing education research is predominately focused on higher education for Registered Nurses and postgraduate nursing students; as a result, the educational preferences of Enrolled Nursing students in the vocational education and training (VET) setting have not been identified. Enrolled Nursing students have some distinct educational needs as they transition through education into the workforce due to their diversity in learner characteristics and backgrounds. As the role of this group continues to expand in the workplace to meet the demands of the health workforce, attention to the educational preparation of this cohort of learners is relevant and timely. This requires identifying targeted educational strategies to support learner preferences for the planning and delivery of education to these students. A qualitative research study using focus groups was undertaken to identify specific learner preferences for teaching modalities among Enrolled Nursing students in a Diploma of Nursing program. A thematic analysis of the data identified the following five main themes: a variety of teaching and assessment methods; educator-directed or guided learning; practical application and simulated learning; face-to-face learning; and closer integration of theory to clinical practicum. The main focus of these learners was preparation for workplace settings. The findings have implications for education strategies in the diploma program, in terms of planning the program structure and its delivery; teaching and learning methods; educator development; development of practical and clinical skills; experiential learning; and the promotion of skills for independent and lifelong learning, the latter being essential preparation for professional nursing practice.

An interactive talking book designed to assist health workers to use a well-being approach to provide meaningful care for younger people living with dementia. Challenges for people living with younger onset dementia (YOD) may be different than those for people who develop dementia at a later age. These challenges often include the loss of full-time employment, changing from being the caregiver to the one in need of care, managing the care of young and dependent family members, and managing cognitive decline whilst still having a strong, healthy body (Alzheimer’ s Australia 2015). Needs as specific as these are often not considered by care providers who are used to caring for older people with dementia. This may result in limited understanding of ways in which care can be personally tailored to meet the needs of people living with YOD to improve the quality of life for them and their families. After it was identified that few resources were available to assist employed carers with caring specifically for people with YOD, The Lovell Foundation teamed up with Edith Cowan University (ECU) and not-for-profit aged care and retirement living providers Bethanie and Mercy Health to develop this educational resource. Prescription For Life focuses on a well-being approach, with links to videos, audio and practical tips to help carers develop strategies to provide meaningful care. The book caters for different learning styles, with audio links so the text can be listened to or read. It seeks to give readers a basic understanding of the types of dementia, an understanding of the wellness approach when caring for someone with YOD, and how to identify person-centred strategies to improve care. It also incorporates pre- and post-knowledge tests, which will allow anyone who completes the book to be credited with 2.5 hours of professional development.

In Australia there are two entry levels in nursing: the Registered Nurse (RN) and the Enrolled Nurse (EN). Nursing education research is predominately focused on higher education for Registered Nurses and postgraduate nursing students; as a result, the educational preferences of Enrolled Nursing students in the vocational education and training (VET) setting have not been identified. Enrolled Nursing students have some distinct educational needs as they transition through education into the workforce due to their diversity in learner characteristics and backgrounds. As the role of this group continues to expand in the workplace to meet the demands of the health workforce, attention to the educational preparation of this cohort of learners is relevant and timely. This requires identifying targeted educational strategies to support learner preferences for the planning and delivery of education to these students. A qualitative research study using focus groups was undertaken to identify specific learner preferences for teaching modalities among Enrolled Nursing students in a Diploma of Nursing program. A thematic analysis of the data identified the following five main themes: a variety of teaching and assessment methods; educator-directed or guided learning; practical application and simulated learning; face-to-face learning; and closer integration of theory to clinical practicum. The main focus of these learners was preparation for workplace settings. The findings have implications for education strategies in the diploma program, in terms of planning the program structure and its delivery; teaching and learning methods; educator development; development of practical and clinical skills; experiential learning; and the promotion of skills for independent and lifelong learning, the latter being essential preparation for professional nursing practice.

Jacob, E. R., Jacob, A. M., Davies, H. T., Stoneman, L. J., & Coventry, L. (2021). Peripheral intravenous cannulas for blood drawing: Nurses' views through content analysis. Collegian, 28(4), 408-414. https://doi.org/10.1016/j.colegn.2020.12.002

Christiansen, A., Jacob, E., & Twigg, D. (2018). Is it time to consider a four year Nursing Bachelor Degree in Australia? A discussion paper. Collegian. 25(5), 567-571. Available here.

This is an Author's Accepted Manuscript of: Jacob, E., Duffield, C., & Jacob, D. (2018). Development of an Australian nursing critical thinking tool using a Delphi process. Journal of advanced nursing, 74(9), 2241-2247. Available here.

Fowler, A. C., Twigg, D., Jacob, E., & Nattabi, B. (2017). An Integrative review of rural and remote nursing graduate programmes and experiences of nursing graduates. Journal of Clinical Nursing. 27(5 - 6) e753 - e766. Available here

Jacob, E. R., McKenna, L., & D'Amore, A. (2015). The changing skill mix in nursing: considerations for and against different levels of nurse. Journal of nursing management, 23(4), 421- 425. Available here

Jacob, E. R., McKenna, L., & D'Amore, A. (2014). Senior nurse role expectations of graduate registered and enrolled nurses on commencement to practice. Australian Health Review, 38(4), 432-439. Available here.

Lisa, W., Amanda, T., Ma'en, A. Q., & Amanda, C. H. (2017). The role of the family in supporting the self‐management of chronic conditions: A qualitative systematic review. Journal of Clinical Nursing, 27 (1-2), 22-30. Available here

Jacob, E. R., McKenna, L., & D'Amore, A. (2014). Similarities and differences in educational preparation of registered and enrolled nurses in Australia: An examination of curricula content. Contemporary Nurse, 48(2), 199-211. Available here.

Jacob, E. R., McKenna, L., & D'Amore, A. (2014). Comparisons of the educational preparation of registered and enrolled nurses in Australia: The educators' perspectives. Nurse Education in Practice, 14(6), 648-653. Available here

Jacob, E. R., McKenna, L., & D'Amore, A. (2014). Senior nurse role expectations of graduate registered and enrolled nurses in Australia: Content analysis of open-ended survey questions. Contemporary Nurse, 48(2), 212-218. Available here.

Jacob, E. R., Duffield, C., & Jacob, A. M. (2019). Validation of data using RASCH analysis in a tool measuring changes in critical thinking in nursing students. Nurse Education Today, 76, 196-199. Available here

Geale, S., & Jacob, E. (2015). BP measurement: practice without evidence. Are we teaching it wrong? Australian Nursing & Midwifery Journal, 23(2), 34. Available here

Jacob, E. R., McKenna, L., & D'Amore, A. (2017). Role expectations of different levels of nurse on graduation: A mixed methods approach. Collegian. 24(2), 135 - 145. Available here

Jacob, E., Duffield, C., & Jacob, D. (2017). A protocol for the development of a critical thinking assessment tool for nurses using a Delphi technique. Journal of Advanced Nursing, 73(8), 1982-1988. Available here

Vafeas, C., Jacob, E., & White, S. (2017). Prescription for life! Supporting those living with younger onset dementia. Available here

Jacob, E.R., McKenna, L., D'Amore, A. (2015). Educators' expectations of roles, employability and career pathways of registered and enrolled nurses in Australia in Nurse Education in Practice, 16(1), 170-175. Available here.

Coventry, L. L., Jacob, A. M., Davies, H. T., Stoneman, L., Keogh, S., & Jacob, E. R. (2019). Drawing blood from peripheral intravenous cannula compared with venepuncture: A systematic review and meta‐analysis. Journal of Advanced Nursing, 75(11), 2313-2339. Available here

Raghunathan, K., Allen, S., & Jacob, E. (2016). Learning preferences of Enrolled Nursing students: Educational preparation and training for workplace readiness. In Proceedings of the 24th National Vocational Educational and Training Research Conference (pp. 33-44). Syndey, NSW.