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Future technology developments as applied to healthcare and particularly nursing were discussed. Emerging technologies such as genetics, small unobtrusive monitoring devices, use of information and communication technologies are as tools to not only facilitate but also promote communication among all parties of the healthcare process. These emerging technologies can be used for ubiquitous healthcare (u-health). The role of nursing in the u-health is fundamental and required for success and growth. Nursing's role will evolve as nurses become 'information-mediators' in a broader-sense than current role. All technologies will ultimately focus on the consumer through 'behind-the-scenes' data collection, which in turn will also allow nurses to analyze these data to improve care. We need to acknowledge an increased presence and or pervasiveness of information technologies as key components of quality healthcare. This sort of acknowledgment will help propel nursing, and healthcare, to increase use of these tools. To develop nurses with these types of skills the nursing education process will require a fundamental change to integrate these technology-sorts of tools as necessary elements for success.

Introduction. Antimicrobial resistance is an infectious disease threat to public health globally, and antimicrobial stewardship among healthcare professionals is one key way to address this potential problem. Registered nurse designated prescribers are the newest group of health professionals to gain prescribing authority in Aotearoa New Zealand, yet little is known about their understanding of their antimicrobial stewardship role. Aim. The aim of this study was to explore registered nurse designated prescribers’ understanding of their antimicrobial stewardship role through their prescribing practices and approaches to clinical reasoning. Methods. This exploratory descriptive qualitative study used individual semi-structured interviews with six registered nurse designated prescribers. Thematic analysis was used to analyse the interviews. Results. Four themes were identified: antibiotic prescribing practices and antimicrobial resistance; clinical indicators for prescribing antibiotics, with the sub-themes of history taking, presence of infection and bacterial versus viral infection; patient education; and safety and monitoring. These themes provide insight into registered nurse designated prescribers’ understanding of their antimicrobial stewardship role and prescribing of antibiotics. Discussion. This research found that the registered nurse designated prescribers had an awareness of the importance of their antimicrobial stewardship role in relation to antibiotic prescribing and reducing antimicrobial resistance. Education about antimicrobial resistance and antimicrobial stewardship for this professional group can be effective, but further research is needed to understand their ongoing educational needs. [ABSTRACT FROM AUTHOR]

Digital health is expanding, driven by international and national strategic imperatives for improving health systems. Nurses are key stakeholders in healthcare and therefore nursing leadership plays a key role in supporting the nursing workforce to develop the skills to fully engage with digital health. This review aims to synthesise the research exploring how nurse leaders can develop digital capability in the nursing workforce using the research question: "How do nursing leaders enable hospital nurses to adopt and use digital health technology?" The literature search utilised three databases: CINAHL, MEDLINE and EMBASE, plus Google Scholar and hand searching using keywords based on four concepts: nurses, leadership, digital health and in a hospital setting. Articles needed to be in English and published from 2015 to 2022. The search netted 909 articles, which after removal of duplicates and screening, including screening for quality, resulted in eight studies. For the findings three main themes were identified: "Connecting the digital and clinical worlds", "Facilitating digital practice development" and "Empowering nurses in the digital health world". Nurse leaders need to create a link between clinical and digital worlds to facilitate integration of digital tools into nursing practice and this requires them to have digital competence and credibility. To facilitate digital practice, they need to drive education and practice development; have visibility in clinical practice to advocate for nurses and to hear and relay their concerns, which will facilitate solutions. Providing adequate resources is also important. Dedicated digital nurse champions can support nurse leaders in facilitating the adoption and use of digital health. In conclusion, nurse leaders can support hospital nurses to adopt and use digital health technology and this may be accomplished by using aspects of transformational leadership, though confirming this is an area for further research. [ABSTRACT FROM AUTHOR]

The COVID-19 global pandemic has altered the way people in Aotearoa New Zealand live, work, play, and access healthcare, and this has included an increase in the use of technology. The aim of this exploratory study was to understand Aotearoa New Zealand nurses' use of technology during the COVID-19 lockdown, in particular what information and communication technologies (ICT) was being used and how nurses felt about using ICT in their practice. An anonymous online survey, utilising both open and closed-ended questions, was selected as an appropriate and safe data collection method during the pandemic. Snowball sampling was used with an online survey that was sent out during the level 3 lockdown (from March to May 2020) via social media and existing email networks and so potentially dispersed to nurses throughout Aotearoa New Zealand. In total 220 responses were received. The results were analysed using descriptive statistics, and open-ended qualitative comments were thematically analysed. The key finding was that there were significant access issues related to nurses using ICT in their practice: Access to information technology systems and resources, access to technical support, access to connectivity (particularly for those working from home in rural communities) and access to patients and colleagues. As predicted, this study has identified areas for future exploration but highlights Aotearoa New Zealand nurse's ability and willingness to embrace technology to better meet the needs of their patients. [ABSTRACT FROM AUTHOR]

In-service education (ISE) in nursing is teaching that occurs in the workplace. Internationally, ISE activities have been evident in nursing for many years because it has been seen as a convenient and cost-effective way to deliver education to nurses with minimal disruption to staffing levels and the delivery of patient care. ISE-related literature was sought to address the aim of tracing development and focus of nursing ISE in New Zealand. A key finding of this literature review is that ISE has been adapted in New Zealand and internationally to meet the demands of evolving nursing practice, and for this reason it remains relevant and essential to nurses. The embeddedness of ISE within clinical environments also supports its relevance. Future research is called for to establish which aspects of ISE are critical to ensuring its ongoing success. [ABSTRACT FROM AUTHOR]

Background: The widespread use of telehealth brings benefits to improve access to healthcare for rural and remote populations. Objective: This study explores what nurses considered important to confidently and competently participate in telehealth. Design: A descriptive qualitative approach was selected. Methods: Nine New Zealand Registered Nurses who worked in different clinical settings who use telehealth were identified through snowball sampling, and participated in single semi-structured interviews, which were thematically analysed using a general inductive approach. Findings: The nurses’ experience of using telehealth, from novice to becoming more proficient, was the main theme identified, with sub-themes of: Initial use of telehealth, hands-on training, specialty experience, mentorship and technological know-how. The confidence of nurses using telehealth in this study may reflect their clinical nursing experience. Conclusion: Recommendations include the need for more telehealth education and preparation, including incorporating telehealth in under and postgraduate nursing programmes. Additionally, specific telehealth nursing competencies are warranted. [ABSTRACT FROM AUTHOR]

The increasing use of social media is revolutionizing the way students learn, communicate and collaborate. Many of the skills used with social media are similar to those needed to work in a knowledge-based society. To better understand student nurses' use of social media in relation to their learning, an anonymous survey was distributed to all undergraduate nursing students enrolled at one nursing school in New Zealand in 2015. A 75% response rate (n = 226) found that almost all (99%) students use social media outside their studies. However, in relation to their study, 61% use social networking sites (such as Facebook) on a daily basis and only four students (2%) do not use social media at all. Professional networking sites are used far less in relation to study, with 65% not using these networks at all. The most common digital option used to communicate and work with fellow students was online groups and document sharing sites, such as Google docs, were also popular. The study provides a useful baseline on social media use by student nurses. Implications from this study include opportunities for educators to incorporate social media into teaching and learning activities, including its safe and ethical use. [ABSTRACT FROM AUTHOR]

Background: Medication management has long been a role for nurses. Yet how new graduate nurses apply pharmacology knowledge to practice has been an issue not well identified in the literature. This article reports a survey undertaken in 2013 in one large urban New Zealand hospital that explores new graduate nurse's perception of applying their pharmacology knowledge to the clinical practice of medication management. Method: Survey research was employed for this study with a postal survey in 2013 distributed to 128 nurses who had graduated within the previous 24 months. Twenty-five questionnaires were returned, giving a response rate of 19.53%. Results: Newly graduated nurses were found to understand the importance of applying pharmacology knowledge in their practice but also acknowledged the need to increase their knowledge of the medications they are administering. However, understanding of how medications work and are eliminated was a concern. Conclusion: This study highlights the need for ongoing support and education for newly graduated nurses as they continue to develop and apply their pharmacology knowledge. [ABSTRACT FROM AUTHOR]

Summary: Undergraduate pharmacology education for nurses has tended to follow one of two broad approaches, either specific courses in pharmacology or an integrated approach, where the pharmacology content is blended with other content. The School of Nursing at the University of Auckland selected an integrated approach to pharmacology education for nurses aligned with constructivist learning theory. The weaving of pharmacology through the three-year undergraduate curriculum is described, showing the development of a pharmacology curricula thread. The significance of supporting curricula content in areas such as communication skills, law and ethics, as well as sound biological science and physiology knowledge are highlighted. A sound understanding of pharmacology knowledge does not develop in isolation. Rather pharmacology education in the undergraduate nurse is the beginning of developing pharmacological reasoning and providing the skills for life-long learning in this ever changing subject. [Copyright &y& Elsevier]

This pilot study aimed to provide students with a learning activity to develop a global perspective of health care. Senior nursing students from New Zealand and the United Kingdom (n=15) were allocated to eNetwork small-groups. Students met weekly for one month via audio/video-conferencing for discussions. Students reported that this collaborative activity enabled them to engage purposefully with other students. While cultural differences were noted, similarities were also found and multiplestudents expressed interest in working overseas. [ABSTRACT FROM AUTHOR]

Background: Medical, nursing, and allied health students, and professionals are using online environments such as social media to communicate and share information. However, some have difficulty differentiating between their professional and personal roles and can behave inappropriately online. Better education and training may help prevent these issues from arising.Objective: Identify and synthesise literature on educating healthcare students and practitioners about digital professionalism on social media.Method: Four databases i.e., CINAHL, ERIC, MEDLINE and PubMed were searched using relevant terms. Five hundred and twenty-two articles were found and screened. Data extraction and critical appraisal were conducted. Analysis followed Braun and Clarke's six phases of thematic analysis.Results: Eleven studies were included in the review. Digital professionalism was taught across medicine, nursing, and allied health education using a number of pedagogical approaches including traditional face-to-face teaching, as well as fully online, and blended methods. Its impact on learning centred on acquiring knowledge about communicating appropriately on social media which appeared to change how some students and practitioners behaved online, while improving confidence and information literacy. Developing and delivering education on digital professionalism tended to be affected by the amount of time faculty and trainers had to create curricula, organise and deliver teaching, and support students and clinicians. The design of the online platform seemed to be important as some had more functionality than others, allowing for greater interaction, which appeared to keep learners engaged.Discussion and Conclusion: This review provides the first synthesis of literature on educating the medical, nursing, and allied health professions on digital professionalism on social media. The results identify potential issues, knowledge gaps, and highlight implications for future educational interventions. Recommendations include setting clear boundaries and pedagogical instructions, understanding and applying privacy settings online, and utilising co-creation approaches with students and practitioners to improve the quality of health education. [ABSTRACT FROM AUTHOR]