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To examine final-year undergraduate nursing students' characteristics and their perceived preparedness for medication administration across three universities during COVID-19. Medication administration is a complex process and medication errors can cause harm to the patient. Nurses are at the frontline of medication administration; therefore, nursing students must be well-prepared to administer medicines safely before graduation. Little is known about final-year undergraduate nursing students' perceived medication administration preparedness during COVID-19. A multi-site study using a cross-sectional survey of student demographics, the 'Preparedness for Medication Administration' (Revised) tool and an open-ended question. The questionnaire was distributed to nursing students in their final semester of the program in 2022 across two universities in Australia and one in New Zealand. Completed surveys n=214. Descriptive statistics were used to analyse the demographic data. Differences in demographic data and preparedness scores between the three universities were analysed using ranked means, correlation coefficient, Chi-Square, Mann- Whitney U and Kruskal- Wallace H. Directed content analysis was used to analyse the data from the open-ended question. Overall, students reported high preparedness scores for medication. International students reported significantly higher preparedness scores (Md =119, n=29) compared with domestic students (Md=112.00, n=164), U=1759.50, z=-2.231, p=02, r=.16. Mean ranked scores for each item were above average across the three universities. The impact of COVID-19 on curriculum and students' opportunity to practice may be one explanation for the difference in preparedness scores between universities. International participants reported significantly higher scores on the Preparedness for Medication Administration (Revised) tool than domestic participants. Older students were more confident in applying principles of pharmacology to practice. Students' comments generated three major categories and five subcategories indicating preparedness gaps. This study provides insights into students' medication management preparedness during restrictions and before transitioning to the role of Registered Nurse. It highlights the need to provide integrated and comprehensive medication education and assessments throughout the curriculum and the need for additional support for newly graduated nurses in medication management due to the restrictions. [ABSTRACT FROM AUTHOR]

Aim To explore the perceptions of early career nursing academics on leadership in academia. Background There is growing emphasis on leadership capacity building across all domains of nursing. However, there is limited evidence on leadership capacity in early career academics. This study tested an intervention to develop leadership capacity amongst early career nursing academics in two Australian universities. Methods A sequential mixed methods design, using online surveys and semi-structured interviews, was used to collect data. Results Twenty-three early career nursing academics participated. Most had experience of formal leadership roles and were aware of its importance to them as they developed their academic careers. Participants were able to discuss their own views of themselves as leaders; their perceptions of their own needs for leadership development, and ways in which they could seek to develop further as leaders. Conclusion There is a need to provide initial and ongoing opportunities for leadership development amongst nurse academics. These opportunities should be contextualised and recognise factors such as gender, and the effects of structural oppression. Implications for nursing management Nurse academics are involved in the preparation of the next generation of clinical leaders and it is imperative that they are able to articulate a clear view of leadership. [ABSTRACT FROM AUTHOR]

[ABSTRACT FROM AUTHOR]

Aims and objectives. To highlight and illuminate the emotional sequelae of whistleblowing from whistleblowers and subjects of whistleblowing complaints. Background. Whistleblowing has the potential to have a negative impact on individuals' physical and emotional well-being. However, few empirical studies have been conducted using qualitative methods to provide an in-depth exploration of the emotional consequences for those involved in whistleblowing incidents. Design. Qualitative narrative inquiry design. Method. Purposive sampling was used to recruit participants who had been involved in whistleblowing incidents. During interviews participants' accounts were digitally recorded and then transcribed verbatim. Data were then analysed by two researchers until consensus was reached. Results. Findings revealed that participants' emotional health was considerably compromised as a result of the whistleblowing incident. Analysis of the data revealed the following dominant themes: 'I felt sad and depressed': overwhelming and persistent distress; 'I was having panic attacks and hyperventilating': acute anxiety; and, 'I had all this playing on my mind': nightmares, flashbacks and intrusive thoughts. Conclusions. While it has been previously acknowledged that whistleblowing has the potential to have a negative impact on all aspects of an individual's life, this study notably highlights the intensity of emotional symptoms suffered by participants as well as the extended duration of time these symptoms were apparent. Relevance to clinical practice. As professionals, nurses, as well as organisations, have a responsibility to identify those who may be suffering the emotional trauma of whistleblowing and ensure they have access to appropriate resources. [ABSTRACT FROM AUTHOR]

The author reflects on the preparation of nurses in Great Britain and Australia to practice in line with the code of conduct and its failure. She says that the codes are set by the Nurses and Midwives Council UK (NMC UK) and the Nursing and Midwifery Board of Australia (NMB Aust.) to guide the practice of nurses. Moreover, NMB Aust. and NMC UK have released the documents for rework because of failure in areas such as safeguarding, which involves dignity raising and professional boundaries.

Heart Failure (HF), a common chronic disease, requires multidisciplinary care to optimise outcomes. The COVID-19 pandemic, its impact on people's movement and access to health services, introduced severe challenges to chronic disease management. The era that will evolve after this pandemic is likely to provide uncertainty and service model disruptions. HF treatment is based on guidelines derived from randomised clinical trial evidence. Translational shortfalls from trials into practice have been overcome with post-trial service improvement studies like OPTIMIZE-HF where a team using a process of care can translate evidence to the general population. However, gaps remain for vulnerable populations e.g. those with more severe HF, with multiple comorbid conditions, and certain demographic groups and/or residents in remote locations. Health technology has come with great promise, to fill some of these gaps. The COVID-19 pandemic provides an opportunity to observe, from Australian healthcare lens, HF management outside the traditional model of care. This narrative review describes relatively recent events with health technology as a solution to improve on service gaps., Competing Interests: None pose a conflict of interest for this review., (© 2021 The Authors. Published by IMR Press.)

There is an increasing need to address the educational needs of students with English as a second language. The authors assessed the value of a Web-based activity to meet the needs of students with English as a second language in a bioscience subject. Using telephone contact, we interviewed 21 Chinese students, 24 non-Chinese students with English as a second language, and 7 native English-speaking students to identify the perception of the value of the intervention. Four themes emerged from the qualitative data: (1) Language is a barrier to achievement and affects self-confidence; (2) Enhancement intervention promoted autonomous learning; (3) Focusing on the spoken word increases interaction capacity and self-confidence; (4) Assessment and examination drive receptivity and sense of importance. Targeted strategies to promote language acculturation and acquisition are valued by students. Linking language acquisition skills to assessment tasks is likely to leverage improvements in competence., (Copyright 2011, SLACK Incorporated.)

Purpose: Although the global nursing faculty shortage has led to increasing reliance upon sessional staff, limited research has explored the impact of these sessional staff on the quality of teaching in higher education. We aim to examine differences in (a) student satisfaction with sessional and tenured staff and (b) assessment scores awarded by sessional and tenured staff in students' written assignments., Design: A comparative study method was used. Participants were recruited from students enrolled in the three nursing practice subjects across the 3 years of the baccalaureate program in an Australian university during the second semester of 2008., Methods: This study collected student data via an online version of the Perceptions of Teaching and Course Satisfaction scale and compared the grades awarded by sessional and tenured academics for a written assessment in a single assignment in each of the nursing practice subjects. Of the 2,045 students enrolled in the nursing practice subjects across the 3 years of the bachelor of nursing (BN) program, 566 (28%) completed the online teaching and course satisfaction survey, and 1,972 assignment grades (96%) were available for analysis., Findings: Compared with tenured academics, sessional teachers received higher rating on students' perception on teaching satisfaction by students in Year 1 (p= .021) and Year 2 (p= .002), but not by students in Year 3 (p= .348). Following the same trend, sessional teachers awarded higher assignment grades to students in Year 1 (p < .001) and Year 2 (p < .001) than tenured academics, with no significant disparity in grades awarded to students in Year 3., Conclusions: The higher grades awarded by sessional teachers to 1st- and 2nd-year students could be one explanation for why these teachers received higher student ratings than tenured teachers. Not discounting the possibility of grade inflation by sessional staff, it could be that tenured teachers have a higher expectation for the quality of students' work, and hence were more stringent in their assessment grading. Sessional teachers did not receive a higher rating from 3rd-year students, and this could be attributed to a change in student perception as they progress through the course, valuing a broader and more professional aspect of nursing knowledge, which is more likely to be the strength of tenured staff., Clinical Relevance: These findings highlight a need for the development and implementation of strategies to facilitate the inclusion of sessional staff teaching in a BN program, in order to prepare graduate nurses that are well-equipped for clinical practice., (© 2010 Sigma Theta Tau International.)

Casualisation of the academic workforce has resulted in an increase in the employment of sessional teachers in Bachelor of Nursing (BN) programs. Many of these teachers are drawn from specialty clinical areas and continue to work clinically while teaching part-time. The aim of this study was to explore the perceptions of sessional teachers about their perceived contribution to an undergraduate Bachelor of Nursing program in a single Australian university. Twelve sessional teachers participated in semi-structured interviews as part of a larger mixed method study exploring the issues related to sessional teaching in the Bachelor of Nursing program. Three themes emerged from the data; (1) "Bringing 'reality' to the classroom", (2) "Privileging experiential knowledge", and (3) "Establishing boundaries with students". Underpinning the narratives was a strong subtext related to the theory-practice gap. Proactive strategies to facilitate the potential of sessional staff are articulated in the paper., (Copyright 2009 Elsevier Ltd. All rights reserved.)

Aim: This paper is a report of a study to investigate whether the Australian National Competency Standards for Registered Nurses demonstrate correlations with the Finnish Nurse Competency Scale., Background: Competency assessment has become popular as a key regulatory requirement and performance indicator. The term competency, however, does not have a globally accepted definition and this has the potential to create controversy, ambiguity and confusion. Variations in meaning and definitions adopted in workplaces and educational settings will affect the interpretation of research findings and have implications for the nursing profession., Method: A non-experimental cross-sectional survey design was used with a convenience sample of 116 new graduate nurses in 2005. The second version of the Australian National Competency Standards and the Nurse Competency Scale was used to elicit responses to self-assessed competency in the transitional year (first year as a Registered Nurse)., Findings: Correlational analysis of self-assessed levels of competence revealed a relationship between the Australian National Competency Standards (ANCI) and the Nurse Competency Scale (NCS). The correlational relation between ANCI domains and NCS factors suggests that these scales are indeed used to measure related dimensions. A statistically significant relationship (r = 0.75) was found between the two competency measures., Conclusion: Although the finding of convergent validity is insufficient to establish construct validity for competency as used in both measures in this study, it is an important step towards this goal. Future studies on relationships between competencies must take into account the validity and reliability of the tools.

With globalization and intensified migration, an attitude of awareness and acceptance of both similarities and differences among people-known as universal-diverse orientation (UDO)-is a positive benefit that students may bring to a nursing program. Using a cross-sectional survey design, this study measured students' UDO using the Miville-Guzman Universality-Diversity Scale-Short Form (M-GUDS-S). Among 816 nursing students, those born in a non-English-speaking country had higher M-GUDS-S scores (P < 0.001), and those who spoke both English and non-English at home had consistently higher scores in all three M-GUDS-S subscales. However, those who never spoke English at home had low scores in the "Comfort with Differences" subscale if they had lived in Australia for only a few years. Nursing students from a non-English-speaking background could potentially enrich cross-cultural educational experiences for all students, but students who have recently settled in Australia may need support to feel a sense of connectedness.