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The prevention of perioperative hypothermia is a responsibility of all members of the perioperative team. Nurses are well placed to have a central role in implementing strategies to reduce perioperative heat loss, which is associated with a host of adverse outcomes (National Collaborating Centre for Nursing and Supportive Care 2008).

ABSTRACT Aim Design Methods Results Conclusions Impact Patient and Public Contribution The aim of this secondary analysis was to explore newly graduated perioperative nurses' experiences of transitioning to clinical practice to gain more in‐depth knowledge of this phenomenon.A qualitative explorative study of secondary data was used, and this study was reported following the Consolidated Criteria for Reporting Qualitative Research checklist.A secondary analysis of data collected between March 2019 and November 2020 via 16 semi‐structured interviews with newly graduated perioperative nurses. The interviews were conducted 3 to 5 months after they graduated from five different educational institutions in Norway and entered clinical practice as perioperative nurses. A three‐step phenomenological hermeneutical analysis inspired by Ricoeur's theory was applied: naïve reading, structural analysis and comprehensive understanding.We identified three themes: expectations of competence, facilitation for newly graduated perioperative nurses and the transition from being a student to a newly qualified perioperative nurse.Newly graduated perioperative nurses emphasised the critical role of supportive facilitation, manageable expectations and support from leaders and colleagues, which seemed essential for a successful transition to clinical practice.This study addresses knowledge essential for universities, universities colleges and clinical practice, specifically healthcare organisations, to understand the transition process for newly graduated perioperative nurses. This can support the establishment of improved practices to ensure patient safety via more specific education and mentoring and more accurate expectations of competence.No patient or public contribution. [ABSTRACT FROM AUTHOR]

Aims and objectives: To explore recently graduated perioperative nurses' experiences of interprofessional simulation‐based learning during postgraduate education and investigate whether and how this learning approach contributed to the development of their professional competence in meeting acute clinical situations. Background: Perioperative nursing requires specialised education that offers professional development to ensure high‐quality nursing care and patient safety in acute situations. Interprofessional simulation‐based learning exposes students to acute situations in a safe environment without the risk of harming the patient, and it prepares postgraduate nursing students for clinical practice. Despite extensive research regarding simulation‐based learning, there is a lack of knowledge on what impact such training has on perioperative nursing students after graduation. Design: An explorative qualitative design was used, and this study is reported in accordance with the COREQ guidelines. Method: Between March 2019–November 2020, 16 perioperative nurses participated in semi‐structured individual interviews three to five months after their graduation from five different educational institutions. During their postgraduate education, they had participated in interprofessional simulation‐based learning that included acute clinical situations. A phenomenological hermeneutical analysis was applied to the data involving three steps: naïve reading, structural analysis and comprehensive understanding. Results: During the naïve reading, three themes emerged: competence in handling acute situations, competence in interprofessional teamwork and professional identity development. Conclusion: Interprofessional simulation‐based learning in perioperative nursing education developed relevant and important competence, including professional identity development, among perioperative nursing students. As recent graduates, their professional competence was transferred to clinical practice and developed further. Relevance to clinical practice: Findings indicate that interprofessional simulation‐based learning is an important educational approach in perioperative nursing education. It is essential to use effective learning approaches to develop competencies that are transferable to clinical practice and improve perioperative nurses' performance as recent graduates. Therefore, interprofessional simulation‐based learning should be implemented into perioperative nursing education. [ABSTRACT FROM AUTHOR]

Aim: This study aimed to investigate workplace bullying and explore correlations between bullying, burnout and resilience amongst perioperative nurses in Australia. Background: Workplace bullying in perioperative nursing involves verbal, physical and psychological violence. However, no prior studies have measured Australian perioperative nurses' experiences of workplace bullying nor sought to understand if there is a relationship with burnout and resilience. Methods: A descriptive correlational study was conducted utilizing an online survey incorporating four validated instruments. Descriptive statistics and regression models analysed workplace bullying, burnout and resilience. Results: Over half of perioperative nurses (n = 158/257, 61%) were exposed to workplace bullying. Consequences included fatigue and exhaustion (n = 129/192, 67%), anxiety (n = 123/192, 64%) and sleeplessness (n = 121/192, 63%). Organisational processes (r =.458, p <.001), bullying acts (r =.289, p <.001) and avoidance and withdrawal at work (r =.440, p =.001) increased burnout. Psychosocial distress (r = −.216, p <.001) was associated with decreased resilience. Conclusions: Workplace bullying is a persistent issue with negative impacts upon burnout, resilience and well‐being. Implications for Nursing Management: The psychological well‐being of employees can be prioritized by establishing and maintaining an organisational climate of psychosocial safety, thereby inhibiting the potential of bullying to manifest and positively influencing employee well‐being to help promote workplace engagement, productivity and reduced burnout. [ABSTRACT FROM AUTHOR]

Aim: To explore perioperative nursing students' experiences of interprofessional simulation‐based learning to gain a deeper understanding of how this educational tool can be used to support students' learning and enable them to achieve the intended learning outcomes. Background: Despite extensive research, it remains unclear what and how participants learn from interprofessional simulation‐based learning. There is a need to specify how interprofessional simulation‐based learning should be organised to support and promote learning processes, especially for postgraduate learners. In particular, there seems to be little evidence in the existing literature in the field of educating perioperative nurses, where advanced technical skills and high‐quality nursing care are required. Design: The study's qualitative and explorative design is reported in accordance with the COREQ guideline. Method: Between May–October 2019, thirty‐four perioperative nursing students from four educational institutions participated in six focus group interviews, with four to eight students in each. All participants had previous experience of interprofessional simulation‐based learning in acute settings. Data were transcribed verbatim and were then subjected to phenomenological hermeneutical analysis involving three steps: naïve reading, structural analysis and comprehensive understanding. Results: Three themes were identified the following: customised interprofessional simulation‐based learning; reality of the experience of interprofessional simulation‐based learning; and preparedness for clinical practice. Conclusion: Customised interprofessional simulation‐based learning was found to be of value to the participants and reflected their feeling of mental preparedness entering interprofessional simulation‐based learning. Furthermore, participants' experience of reality when using the tool was a key theme that also impacted how prepared participants felt for clinical practice. Relevance to clinical practice: The study findings contribute to the further expansion of interprofessional simulation‐based learning in perioperative nursing education as a means of developing students' professional competence. This is essential knowledge, as professional practitioners must reflect on practice to further enhance that practice and patient safety. [ABSTRACT FROM AUTHOR]

• Interprofessional simulation-based learning (ISBL) can strongly affect student self-efficacy contribution. • Students' experiences with how ISBL contributes to self-efficacy is described. • In ISBL, all of Bandura's sources for the development of self-efficacy can be identified. • To positively affect students' self-efficacy, ISBL needs to be well-designed/prepared. Self-efficacy is an essential concept regarding academic performance and persistence in higher education. Research indicates that interprofessional simulation-based learning influences participants' self-efficacy and points to a need for more research on self-efficacy and its development. This study describes perioperative nursing students' experiences with how interprofessional simulation-based learning contributes to self-efficacy in communication, interdisciplinary collaboration, and prioritising tasks in acute situations. Six qualitative focus group interviews were conducted with thirty-four perioperative nursing students from four universities and university colleges in Norway. Qualitative directed content analysis was applied in accordance with Bandura's social cognitive theory which specifies four sources influencing self-efficacy. Results showed that well-designed/prepared interprofessional simulation-based learning can develop self-efficacy concerning communication, interdisciplinary collaboration, and prioritising tasks in acute situations. [ABSTRACT FROM AUTHOR]