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Qualitative research education, which is overly concerned with teaching content, can reduce knowledge to the technical-rational domain, and in this process, opportunities for students to be inspired and passionately engaged with the art of qualitative research are lost. Although students may acquire the characteristics of qualitative researchers by observing role models, there is much skilled teachers can do to teach students not only how to conduct research, but also how to be committed qualitative researchers. The craft knowledge of skilled teachers in facilitating these understandings, techniques, and attributes in students must be shared and discussed in meaningful ways to advance quality education and, in turn, quality nursing research. If unshared, teachers' knowledge may go unheard, and they may be left isolated, like blackbirds singing in the dead of night. In this article, the skills of "doing and being" in qualitative research are emphasized by sharing strategies the authors have used in research education. The aim is to discuss creative aspects of teaching practice that are helpful in understanding and advancing rigorous qualitative research.

Qualitative inquiry provides a means of apprehending the personal and contextual experiences of health and health care as well as the complex social, cultural and political issues that influence services and professional practice. Despite its usefulness in informing clinical practice, it is undervalued and under-utilised in contemporary nursing research. A number of organisational, ideological and educational reasons exist for this situation. This paper addresses educational issues, specifically teaching practice. We discuss craft knowledge, an important but often obscured practice, and its use in qualitative research education, drawing on the findings of a project that investigated a group of nursing academics' experiences and perceptions about teaching qualitative research. We argue that craft knowledge offers teachers a means to inspire and engage clinician students to learn not only the content and research skills required to do good qualitative research but to learn more about the standpoint and sensibilities of being qualitative researchers. In this way craft knowledge does two things. First it helps to move beyond the content versus process polemic that often dominates educational debate. Second, by enhancing the quality of educational experience, it potentially helps clinicians to value qualitative inquiry and thus defend and use it to inform clinical practice.

The aim of this study was to explore New Zealand registered nurses' experiences of resilience and workplace adversity. Resilience research in nursing has concentrated on quantitative and individual aspects. Contextual factors have been largely ignored. This study addresses this gap by qualitatively researching and documenting nurses' experiences of resilience and workplace adversity. An online survey of New Zealand registered nurses was conducted in 2018. Qualitative responses were analyzed using Braun and Clarke's thematic analysis method. Three themes emerged: (i) perseverance; (ii) how the past influences my present resilience; and (iii) things I do to stay strong. Nurses rely on personal resilience to overcome workplace adversity. Health service organizations must implement policies and procedures that (i) reduce workplace adversity, and (ii) encourage and develop strategies for nurses to individually and collectively face adversity with resilience. Future research needs to explore how healthcare organizations can modify existing systems and structures to align with nurses' efforts to sustain and develop resilience. [ABSTRACT FROM AUTHOR]

Background: Families with hereditary illnesses have complex and unique experiences that are important for nurses to understand. In New Zealand, a Maori family predisposed to an aggressive gastric cancer recently participated in research to explore their healthcare experiences. The family constituted a vulnerable group, so the methodology needed to be inclusive and respectful. The authors chose to use narrative research. Aim: To share insights from conducting narrative research with a vulnerable family. Discussion: Narrative research aligns well with nursing values. Numerous aspects of the methodology help to reduce power imbalance, enhance openness and explore wide-ranging experiences. These include: cultural humility; use of conversational cues rather than scripted research questions; the adoption of an empathic, curious stance; and working in partnership. Each of these aspects helps to foster an environment conducive to full exploration of experiences. People's stories are their own, and so researchers need to exercise humility and meticulous safe-keeping of data so that the whole experience is collaborative. When stories are conveyed to others, effort needs to be applied so that lessons are compelling for others and have generative, change-making potential. Conclusion: Narrative research is a fitting methodology for nurses researching the experiences of vulnerable populations. Illness can be disempowering, but recounting stories may help participants with healing, adaptation and coping. Implications for practice: New knowledge about illness, recovery and nursing care can be generated using a critical approach to analysis. By gaining a deeper understanding of people's experiences of illness, nurse researchers can co-create and share compelling narratives that may create empathy and change. [ABSTRACT FROM AUTHOR]

Many women going through the major life transition of pregnancy experience decreases in physical activity behaviour, which may compromise maternal and infant health and wellbeing. Although research suggests that the social environment plays a large role in influencing women’s physical activity behaviour, little is known about the association between societal attitudes and physical activity behaviour during the course of pregnancy. Through a qualitative longitudinal study, we explored women’s physical activity experiences throughout pregnancy and how these were formed, supported and/or opposed by their social environment. This research included telephone interviews with 30 pregnant participants, recruited via a regional public hospital. Using a feminist standpoint analysis incorporating modern dialectics, three major tensions were identified, reflecting dominant societal discourses around physical activity and pregnancy: (1) engaging in physical activity and keeping the baby safe, (2) engaging in physical activity and obtaining social approval and (3) listening to oneself and to others. These findings present previously unrecognised opportunities for developing tailored and effective physical activity interventions among pregnant women. [ABSTRACT FROM PUBLISHER]

Background: Person-centred care is a policy priority for health services seeking to assure the public they provide safe, high-quality care, in keeping with rising consumer expectations. However, study of person-centred care rarely includes acute-care patients' perspectives. Methodology: In 2013, semi-structured interviews were held with 10 former patients of an Australian regional health service and examined via thematic analysis to understand patients' experiences of nursing care, interpret findings in the context of person-centred care principles and identify ways to enhance and support compassionate, person-centred care in everyday nursing practice. Results: Clinically competent care, delivered compassionately through a positive nurse–patient relationship, resulted in personal, emotional or spiritual responses that were the catalyst for patient empowerment and participation in care, and a positive outlook toward recovery. Implications for practice: Nurses wishing to implement person-centred care need to recognise the importance of prioritising human connection and compassion in conjunction with clinical competence. [ABSTRACT FROM AUTHOR]

An important way to advance the profession of nursing, to promote best practice and to improve the quality of nursing care, is for nurses to publish. A publication track record is necessary to gain competitive research funding, build knowledge, disseminate new insights and advance the profession. However, academics often experience obstacles in publishing ranging from a pervasive teaching culture, lack of confidence in writing, and lack of strategies to write more strategically. The benefits of writing retreats have been discussed within the nursing and other academic literature but the specifics about the method as well as the unplanned benefits have not been explored. More exploration and discussion is needed about factors assisting writers to complete papers and successfully publish. This paper discusses a novel intervention which aimed to seed the beginnings of a flourishing scholarly community at a regional Queensland University. The paper also presents qualitative and quantitative evaluation data. [ABSTRACT FROM AUTHOR]

Purpose Major streams in mental health nursing in undergraduate nursing programs were introduced in Australia as a strategy to address current and projected workforce shortages. Of the 14 programs originally planned or implemented, only five are continuing. Design and Methods A qualitative exploratory study was conducted involving in-depth interviews with representatives of universities that had ceased the major streams or abandoned plans to introduce them. Findings Significant themes from interview material on abandoned programs were efficient use of resources, expertise, and problems with registration. On the programs now terminated significant themes were viability and commitment to mental health nursing. Practice Implications These findings suggest demonstrable and sustainable commitment to mental health nursing is a precursor to success of major streams and advancement of the mental health nursing specialty. [ABSTRACT FROM AUTHOR]

Preparation of nursing students for practice in mental health settings in Australia has been criticized since comprehensive education replaced preregistration specialist education. Current and projected workforce shortages have given rise to considering the reintroduction of specialization at preregistration level as a potential solution. Support of heads of schools of nursing would be essential for such an initiative to be considered. A qualitative exploratory study was undertaken involving in-depth telephone interviews with heads of schools of nursing in Queensland. Participants generally favoured the concept of specialization in mental health nursing at undergraduate level. Data analysis revealed the following themes: meeting workforce needs, improving quality of care, employability of graduates, an attractive option for students, and what would have to go. Participants identified many benefits to mental health service delivery and consumer outcomes. How the initiative could be developed within an already overcrowded curriculum was identified as the major barrier. This level of support is encouraging if necessary changes to the educational preparation for mental health nursing practice are to be considered. [ABSTRACT FROM AUTHOR]

Aims and Objectives To explore the perspectives of nursing directors in mental health in Queensland, Australia, regarding the skills and attributes of graduates of comprehensive nursing programme to provide an industry perspective and thus augment knowledge from theoretical and professional dimensions. Background There is a worldwide shortage of appropriately qualified nurses with the knowledge, skills and attitudes to work effectively in mental health services. Within Australia, this has been well documented since the introduction of comprehensive nursing education. The underrepresentation of mental health content in undergraduate curricula has been identified as the primary reason for nursing graduates not being adequately prepared for practice in this field. To date, this issue has primarily been addressed from the perspective of university academics, with the voice of industry relatively silent in the published literature. Design Qualitative exploratory. Method In-depth telephone interviews with Director of Nursing (Mental Health) in Queensland, Australia. Results The concerns of participants were expressed in six main themes: (1) foundational knowledge of mental health and disorders, (2) recovery-oriented skills, (3) physical as well as mental health skills, (4) therapeutic strategies, (5) resilience and self-development and (6) advanced knowledge and skills. Conclusions The education of comprehensive nursing education needs to be reviewed as a matter of priority to ensure graduates with the attributes required to provide high-quality care for consumers of mental health services. Relevance to clinical practice A skilled and knowledgeable workforce is an essential component of high-quality mental health services. Research highlighting the current deficits and issues is therefore of the highest priority. [ABSTRACT FROM AUTHOR]

Changes to the educational preparation of the nursing workforce in mental health continue to have profound effects on the availability of sufficient numbers of skilled graduates willing to work in this field. The longevity of the problem has focused attention on possible solutions. Introducing a major stream in mental health nursing in undergraduate Bachelor of Nursing programmes was proposed and supported as a potentially beneficial strategy, adopted by some Australian universities. Despite the promise invested in this strategy, systematic evaluations to determine the effectiveness or otherwise of this approach were not initiated. A qualitative exploratory study was undertaken with Australian universities, which had implemented the major stream, regarding their experiences and observed outcomes. In-depth interviews were conducted with a mental health nurse academic from each university. The barriers to the effectiveness of the major in mental health nursing are the specific focus of this paper. Thematic data analysis revealed three main barriers: clinical placements, lack of support from other academics, and integrated curricula. These barriers substantially limited the effectiveness of this strategy - in some instances, leading to the programme's termination - and must be assertively addressed to maximize the potential of the major in mental health nursing. [ABSTRACT FROM AUTHOR]

Nursing faces an uncertain future as technological developments, structural changes within health systems and rapidly evolving health needs create new and challenging possibilities. This article draws on the results of a qualitative study undertaken with a range of Queensland nurse leaders to explore their perceptions of these changes. The study re-surfaced, and allows for a re-examination of, four issues that have long created tension within nursing and which continue to have a negative impact on the profession as a whole. These are as follows: professionalisation; preparation of graduates; myths and narratives of nursing; and leadership. We provide a metaphor that imagines all of these tensions operating in dynamic interplay. The image is that of a Newton's Cradle - a model for energy and momentum. The metaphor allows one to see the wide context of changes affecting nursing and the significance of the interconnections. If tensions within nursing maintain their own integrity through containment, understanding and development, they remain in alignment, and energy is conserved rather than wasted or misdirected. It suggests that with increased awareness and attention paid to internal challenges, and by taking a broad-based approach to systemic improvements, nursing could become more effective, progressive and proactive in shaping its own future. [ABSTRACT FROM AUTHOR]

Criticisms about the mental health nursing content of Bachelor of Nursing programs have been common since the introduction of comprehensive nursing education in Australia. Most criticism has come from the mental health nursing sector and the views of key stakeholders have not been systematically reported. Heads of Schools of Nursing have considerable influence over the content of nursing programs, and their perspectives must be part of ongoing discussions about the educational preparation of nurses. This article reports the findings of a qualitative exploratory study, involving in-depth interviews with Heads of Schools of Nursing from Queensland, Australia. Thematic data analysis revealed two main themes: Realising the Goal? and Influencing Factors. Overall, participants did not believe current programs were preparing graduates for beginning level practice in mental health settings. In particular, participants believed that the quality of mental health content was influenced by the overcrowded curriculum, the availability of quality clinical placements, the strength of the mental health team, and the degree of consumer focus. The findings suggest the current model of nursing education in Australia does not provide an adequate foundation for mental health nursing practice and alternative approaches should be pursued as a matter of urgency. [ABSTRACT FROM AUTHOR]

The strength of mental health nursing and its potential contribution to improved consumer outcomes depends upon strong and clearly articulated leadership. However, studies of leadership have tended to focus on nurses holding senior positions rather than exploring the leadership embedded in clinical work. A qualitative exploratory study was undertaken with identified mental health nurse leaders in one Australian state, in order to explore their experiences and what they found to be most meaningful in their work. This article reports the findings from this study. The data was analysed thematically to yield insights significant to mental health nursing and identity. The findings suggest these leaders find intrinsic rewards in the role; aspire to making authentic connections with consumers; appreciate the position of trust that they hold in bearing witness to individuals' distress; and use creative means to solve problems and achieve therapeutic outcomes. Sharing these themes builds knowledge on values that are embedded in mental health nursing practice and offers scope for integrating leadership attributes into the education, supervision and development of all mental health nurses. These findings also reveal the complexity of mental health nursing as a profession and the difficulties that might be encountered in attempts to define it in terms of its component tasks and functions. [ABSTRACT FROM AUTHOR]

In Australia, nursing educators work across three main contexts -- training colleges, health services and universities. Because the pace of change for nursing has increased dramatically and the curriculum is becoming even more crowded, educators in these contexts are likely to be experiencing work-related stress. This study investigated this issue utilising a purposive sampling strategy to interview a cross section of nurse educators and those supporting educators. Eighteen in-depth interviews were completed, which included fourteen nurse educators and four key stakeholders. Qualitative analysis revealed that regardless of context, nurse educators found their role rewarding but there are common challenges. These included: Work role pressures, a non-validating culture, the pace of change, isolation and concern for the profession. There are also differences amongst the cohorts. Finally, participants elaborated on specific solutions to these problems and there is strong support for the establishment of a national community of practice to bring diverse educators together to share, support, extend and evaluate each others' work. [ABSTRACT FROM AUTHOR]

In the early stages of her master's thesis the author became increasingly concerned about how she would analyze the data for her planned critical interpretive study. She felt that she needed clear direction about the process of qualitative analysis but found the "how to" of theory development within qualitative data analysis poorly described and vague. A book chapter by qualitative researcher Janice Morse (1994) provided guidance. In it Morse outlined four cognitive and essentially sequential processes, which the author adapted to guide the analysis of data for her study. [ABSTRACT FROM AUTHOR]