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Background: Type 1 and 2 diabetes care, especially within primary health‐care settings, has traditionally involved doctor‐led clinics. However, with increasing chronic disease burden, there is scope for nurses to expand their role in assisting diabetes self‐management. Aims: This study aimed to determine the effectiveness of nurse‐led care in reducing glycated haemoglobin in adults with Type 1 or 2 diabetes. Methods: Methodology from the Joanna Briggs Institute Method for Systematic Review Research and the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) guidelines were followed, including identifying publications, assessing study quality, summarizing evidence and interpreting findings. The search strategy involved using the Medical Subject Headings and keyword variations when searching MEDLINE (Ovid), Scopus, PubMed and the Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases. Inclusion criteria were samples with Type 1 or 2 diabetes, mean age of ≥18 years, English language studies and publication date of January 2011–December 2021. Results: Overall, 34 articles from 16 countries met inclusion criteria. Though not always clinically significant, results indicated that nurse‐led care had beneficial impacts on glycated haemoglobin values, with reductions from 0.03% to 2.0%. This was evident when nurses received formal training, used treatment algorithms, had limited medical support, utilized technology and offered defined culturally sensitive and appropriate diabetes care. Conclusions: Findings support nurse‐led Type 1 and 2 diabetes care. Although further research is required, changes may necessitate increased recognition of nurse‐led care and funding. Nurse‐led care models should differ according to health‐care settings. Summary statement: What is already known about this topic? Diabetes is the world's fastest growing chronic condition and is widely recognized as a leading global challenge to the health and well‐being of individuals, families and societies.What this paper adds? Findings highlight the effectiveness of nurse‐led care in reducing glycated haemoglobin values in patients with Type 1 or 2 diabetes. This was evident when nurses received formal training, used treatment algorithms, had limited medical support, utilized technology and offered defined culturally sensitive and appropriate diabetes care. The implications of this paper: There is scope for nurses to expand their role and assist diabetes self‐management. [ABSTRACT FROM AUTHOR]

Aims and objectives: This integrative review aimed to draw conclusions from evidence on how registered nurses are measuring respiratory rates for acute care patients. Background: Despite the growing research supporting respiratory rate as an early indicator for clinical deterioration, respiratory rate has consistently been the least frequently measured and accurately documented vital sign. Design: An integrative review. Methods: A systematic literature search was conducted in June 2022 in four databases: CINAHL, PubMed, Medline and Scopus. Quality appraisal was undertaken using the Joanna Briggs Institute's Checklist. PRISMA guidelines were followed to ensure explicit reporting and reported in the PRISMA checklist. Results: Overall, 9915 records were identified, and 19 met the inclusion criteria. Of these 19 articles, seven themes emerged: estimation and digit preference, lack of understanding and knowledge, not valuing the clinical significance of respiratory rate, oxygen saturation substitute, interobserver agreement, subjective concern and count duration. A high prevalence of bias, estimation and incorrect technique was evident. A total of 15 articles reported specifically on how registered nurses are measuring respiratory rates on general medical and surgical wards. Conclusions: Despite its importance, this integrative review has determined that respiratory rates are not being assessed correctly by nursing staff in the acute care environment. Evidence of using estimation, value bias or quick count and multiply techniques are emerging themes which urgently require further research. No patient or public contribution. [ABSTRACT FROM AUTHOR]

When it comes to determining what constitutes nursing workload, there are a number of approaches that represent and characterise the work of nursing across the three traditional shift patterns (morning/day, afternoon/evening and night). These are observational, self-reporting and work-sampling techniques. A review of the quantitative and qualitative literature to examine workload distributions between the three nursing shifts was undertaken. Using data sourced from the CINAHL, Scopus and Medline databases, the findings suggest that there is an inadequacy in establishing nursing productivity that is perhaps representative of the methods used to decipher nursing workload. This may contribute to poor quality care, and the high cost of excess nursing time contributes to the increasingly high costs of care. Linked to this is the nurse's job satisfaction. Quality of care and job satisfaction are important factors for the sustainability of the nursing workforce. There are few high-quality nursing articles that detail the workload distributions across the three nursing shifts and this is a potential area for further research. [ABSTRACT FROM AUTHOR]

Presentations to the emergency department with a diagnosis of hypocalcaemia‐induced tetany secondary to total thyroidectomy are rare. A patient presented to the emergency department of a regional Australian hospital with hypocalcaemia‐induced tetany. A case study was employed to reflect on the care provided and identify knowledge practice deficits within this unusual patient presentation. Calcium plays a central role within the nervous system and is vital for both cardiac and muscular contraction. The clinical manifestations of electrolyte disturbances such as hypocalcaemia can be life threatening, and therefore, appropriate assessment, monitoring and management are essential to ensure positive patient outcomes. Understanding the importance of calcium imbalance for the emergency and critical care nurse is paramount in preventing complications associated with cardiac conduction and muscle tone, especially the potential for airway compromise. Education is central to this and may include clinical case reviews, the application of pathophysiological presentations of electrolyte imbalance and a review of electrolyte administration guidelines. Understanding the role of calcium within the body will assist emergency and critical care nurses to assess, monitor and intervene appropriately, thereby preventing the life‐threatening manifestations of hypocalcaemia. [ABSTRACT FROM AUTHOR]

There is a great deal of literature surrounding the needs of regional Australia. This integrative review of the literature focuses on the experience of nursing academics teaching on a satellite campus, many of which are located in regional Australia. Four themes were identified: (1) challenges specific to regional satellite campuses, (2) student characteristics, (3) student experiences and (4) the academics’ experiences. These themes identified not only significant benefits but also considerable challenges to the provision of higher education on regional university campuses. The experience of nursing academics and indeed their students is remarkably different from the experience of their metropolitan counterparts, and therefore the local context needs to be considered in regional education provision. Australian regional nursing academics need to be multi-skilled to address the workload and social inequity in support service provision. [ABSTRACT FROM PUBLISHER]

Background Nursing students' ability to learn, integrate and apply bioscience knowledge to their clinical practice remains a concern. Objectives To evaluate the implementation, influence, and student perspective of a team-teaching workshop to integrate bioscience theory with clinical nursing practice. Design The team-teaching workshop was offered prior to commencement of the university semester as a refresher course at an Australian university. This study employed a sequential explanatory mixed methods design incorporating both quantitative and qualitative items. Methods An evaluation survey with quantitative and qualitative items and a focus group were employed. The qualitative data were analysed using a thematic approach. The quantitative data was combined with the emergent themes in the qualitative data. Participants Participants were final year nursing students. Nine students attended the workshop. All students completed the evaluation ( N = 9) and 44.4% ( N = 4) attended the focus group. Results The results revealed six themes: (1) lectures are an inadequate teaching strategy for bioscience; (2) teaching strategies which incorporate active learning engage students; (3) the team-teaching workshop provides an effective learning environment; (4) the workshop content should be expanded; (5) pharmacology should relate to bioscience, and bioscience should relate to nursing; and (6) team-teaching was effective in integrating pharmacology with bioscience, and then translating this into nursing practice. Students had felt there was disjointedness between pharmacology and bioscience, and between bioscience and nursing care within their undergraduate studies. The workshop that was based on team-teaching bridged those gaps, utilised active learning strategies and provided an effective learning environment. Conclusion Team-teaching that employs active learning strategies is an effective approach to assist nursing students to integrate bioscience knowledge into their nursing practice. [ABSTRACT FROM AUTHOR]

Summary Objectives To explore if active learning principles be applied to nursing bioscience assessments and will this influence student perception of confidence in applying theory to practice? Design and Data Sources A review of the literature utilising searches of various databases including CINAHL, PUBMED, Google Scholar and Mosby's Journal Index. Methods The literature search identified research from twenty-six original articles, two electronic books, one published book and one conference proceedings paper. Results Bioscience has been identified as an area that nurses struggle to learn in tertiary institutions and then apply to clinical practice. A number of problems have been identified and explored that may contribute to this poor understanding and retention. University academics need to be knowledgeable of innovative teaching and assessing modalities that focus on enhancing student learning and address the integration issues associated with the theory practice gap. Increased bioscience education is associated with improved patient outcomes therefore by addressing this “bioscience problem” and improving the integration of bioscience in clinical practice there will subsequently be an improvement in health care outcomes. Conclusion From the literature several themes were identified. First there are many problems with teaching nursing students bioscience education. These include class sizes, motivation, concentration, delivery mode, lecturer perspectives, student's previous knowledge, anxiety, and a lack of confidence. Among these influences the type of assessment employed by the educator has not been explored or identified as a contributor to student learning specifically in nursing bioscience instruction. Second that educating could be achieved more effectively if active learning principles were applied and the needs and expectations of the student were met. Lastly, assessment influences student retention and the student experience and as such assessment should be congruent with the subject content, align with the learning objectives and be used as a stimulus tool for learning. [ABSTRACT FROM AUTHOR]

Devising authentic assessments for subjects with large enrolments is a challenge. This study describes an electronic role-play assessment for approximately 600 first-year nursing students to learn and apply pathophysiology (bioscience) concepts to nursing practice. Students used Microsoft Office PowerPoint® to prepare electronic role-plays both between a nurse and patient, and between two nurses, thus simulating workplace scenarios. Student feedback demonstrated that respondents found this assessment useful for learning pathophysiology, and for applying pathophysiology to a nursing clinical setting. This electronic presentation circumvented issues associated with a traditional oral presentation such as embarrassment and logistics of scheduling groups, and rated well with students of non-English speaking background. The electronic role-play assessment initiative encouraged students to apply their bioscience knowledge to a clinical setting, and allowed students to conceptualise the importance of bioscience within both the nursing degree and the profession. [ABSTRACT FROM AUTHOR]

Mature aged students bring a unique perspective to the under-graduate nursing programme. For many this will be the culmination of different career pathways or the feeling it is their time. However, mature students also experience significant changes both educationally, familial and financially. Balancing the competing demands can create a great deal of emotional and stressful challenges. To gain a better understanding of the mature aged student's educational experiences of undertaking the bachelor of nursing degree. The setting included a regional and metropolitan campus in South East Queensland. A convenience sample of mature nursing students (n = 21) were asked to participate in focus group interviews. Five focus group interviews were transcribed and analysed using inductive thematic analysis. There were three themes captured from the focus group interviews – Family Supported/Family Divided; Challenges for the Older Student and Gaining a New Sense of Me. Many of the mature students in this study cherished the idea of making a new start and a nursing career afford them the opportunity – it was something they had always dreamed of. They expressed the challenges associated with being a nursing student, the competing demands – financial, social and educational, but despite these they saw their future as being extremely positive and potentially rewarding. Mature aged students continue to experience difficult academic challenges, difficult life choices especially where family support is not forth-coming and at times financial insecurity. It would seem reasonable that ensuring the educational experience is tailored to meet the challenges of being a mature student are considered to support the additional expenditure that is created by returning to higher education. • Mature nursing students commencing tertiary education experience a number of competing demands and challenges. • These challenges include financial insecurity, technological capability and family expectations. • Meeting these challenges took ingenuity, flexibility and negotiation. • Despite the challenges, many felt it was their time to do something altruistically rewarding. [ABSTRACT FROM AUTHOR]