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An editorial is presented on the COVID-19 pandemic's transformative impact on the nursing profession. It highlights challenges, lessons learned, and the role of nurses in shaping healthcare. It mentions the changes in health systems, disparities, digital transformation, and nurses' resilience. It emphasizes Issues include workforce shortages, vulnerable populations, environmental concerns, and mental health support.

Background: Antimicrobial stewardship (AMS) has traditionally been the domain of doctors and pharmacists but there is a growing recognition that successful stewardship incorporates a multidisciplinary approach that includes nursing staff. This literature review explores nurses' perceptions of their role in antimicrobial stewardship within the hospital environment and provides new insights to inform future practice. Methodology: An integrative literature review was undertaken. Five academic databases were searched, which identified six relevant studies. Whittemore and Knafl's method for conducting an integrative review was followed. ENTREQ guidelines have been adhered to. Findings: Two themes were identified: nurses' working in partnership with other professionals and engagement in education. Discussion: Antimicrobial stewardship illustrates the role of the nurse within the wider multidisciplinary team regarding wider patient safety issues and the need for education to enhance this role. Relevance to clinical practice: Nurses have a clear role to play in antimicrobial stewardship but need to be fully cognisant of the issues involved. Further clarity on how nurses should enact this role in their complex working environments is required. It is essential that both student and qualified nurses are able to speak up in order to maximise patient safety, fulfil their professional duty and promote the overall effectiveness of AMS if they witness poor antibiotic management practices. [ABSTRACT FROM AUTHOR]

Abstract: Background: Despite concern expressed in recent government documents in the UK about the inappropriate use of sedation when a patient is agitated or confused and cannot consent, there is little nursing literature on the topic. The general legal and ethical principles apply that a patient who is unable to consent should be given care that is in his or her ‘best interests’. Aim: The aim of this paper is to report on qualitative data concerning nurses’ use of sedation which were obtained as part of a larger study to explore the way in which nurses obtain consent prior to nursing care procedures. Method: A purposive sample of 30 qualified nurses in two teaching hospitals in England was obtained. One hundred critical incidents were collected through 30 in-depth interviews as a means of focusing on specific incidents concerning informed consent prior to nursing care procedures in clinical practice. Findings: The administration of sedation to patients who cannot consent was a major theme to emerge. Sedation was sometimes given in the interests of other patients or staff rather than the patient and before alternative strategies had been considered. Nurses were uneasy about the use of sedation in such circumstances, and lacked knowledge as to when it may be appropriate to do so. Conclusions: Nurses need to be familiar with the relevant ethical and legal principles and professional guidance in their own countries for caring for people who cannot consent, and need to be confident in their understanding and application of these principles to ensure that sedation is administered appropriately. [Copyright &y& Elsevier]

Why you should read this article: • To help with your plans to complete focus group discussions in countries with different linguistics • To enable you to manage data from countries with different linguistics in three main areas: translation, analysis and presentation • To assist you in the process of translation and analysis of qualitative data from countries with different linguistics Background: The use of focus groups to collect data has increased in nursing research and provides rich, in-depth understanding of a phenomenon that can inform clinical practice. Guidance has been developed on facilitating focus groups. However, there is little guidance about how to translate, analyse or present focus group data from countries with linguistic differences. Aim: To explore contemporary examples of translating, analysing and presenting focus group data from countries with linguistic differences and to provide an in-depth example of decision-making in a study involving focus group data from two countries. Discussion: The study highlights the need for a clear rationale and transparency in the reporting of the translation, analysis and presentation of data. Detailed and transparent reporting needs to include not only translation, but also when this occurred and if the data were amalgamated. Conclusion: There is a need for evidence-based guidance concerning how to report the translation, transcription and analysis of focus group data from countries with linguistic differences. Implications for practice: The authors provide recommendations concerning information that researchers should provide about translation when publishing studies, and argue for the use of a bilingual lead researcher. [ABSTRACT FROM AUTHOR]

Aims: To, firstly, explore student and academic nurse perceptions of classroom content about the assessment and identification of pressure injuries across skin tone diversity and, secondly, to describe the impact of classroom content on student nurse understanding of pressure injury in people with dark skin tones. Design: Qualitative case study employing focus groups and semi‐structured interviews. Methods: Five higher education institutions in the United Kingdom were purposively chosen. At each of the five‐case sites, one focus group with student nurses and one semi‐structured interview with a nurse academic were conducted between May 2018 and April 2019. The participants' narratives were transcribed verbatim and analysed via thematic analysis. Results: Classroom learning was predominately framed through a white lens with white normativity being strongly reinforced through teaching and learning activities. This reinforcement of white normativity was evidenced through two main themes: (i) dominance of whiteness in the teaching and learning of pressure injuries in undergraduate nurse education and (ii) the impact and implications for student nurses of whiteness as the norm in pressure injury teaching. Conclusion: Nurses responsible for the design and delivery of teaching and learning experiences for nursing students need to ensure meaningful teaching and learning experiences. This learning should assist future nurses to interrogate their complicity in a system of white dominance. Impact: Nurse education delivered today influences and shapes nurses of the future. Nurses are the cornerstone of healthcare and play a significant role in the delivery of equitable healthcare. Nurse academics have a duty of care to inform and highlight health inequities in nursing and ultimately to enhance equity in care. [ABSTRACT FROM AUTHOR]

Background: Nursing research is usually carried out by registered nurses with some experience of practice. However, nurses may find that the role of the nurse researcher is very different from that of the practising clinical nurse and has its own challenges. Aim: To explore the differences between the two roles and offer some guidance to nurses carrying out qualitative research, particularly research into sensitive topics. Discussion: Nurses need to be aware of various issues that could affect their ability to carry out nursing research and be emotionally traumatic. Conclusion: There is a general need for greater awareness about the potential risks of carrying out qualitative research into sensitive topics. Implications for practice: Nurse researchers must consider self-care when planning a research project, assessing their role, personality, background, personal experiences and stress triggers, and ensuring peer and supervisory support, reflection and a healthy lifestyle. [ABSTRACT FROM AUTHOR]