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Background: Early career registered nurses (ECRNs) are those in the first five years of practice and are at increased risk of leaving the profession. There is limited research investigating the experiences and approaches of ECRNs who have chosen to stay, which can, in turn, shed light on strategies to assist future ECRNs. Aim: This article reports on the findings of a study that explored the disorienting dilemmas of ECRNs and asked the question, how do ECRNs stay working in the profession of nursing. Methods: A qualitative methodology, employing a staged narrative approach was used to collect, develop and analyse the stories of 13 ECRNs. Transformative learning theory provided the theoretical framework for the study. Findings: The disorienting dilemmas experienced upon commencing work as RNs, required ECRNs to question the premise for their disorientation. Through this questioning, they discovered a misalignment between what they imagined it would be like to work as an RN and what they experienced once registered and in the workforce. Supportive but ad hoc relationships facilitated participants’ abilities to transform their frames of reference and begin to develop effective and authentic ways of being in the world, leading to their decision to stay. Conclusion: Learning for ECRNs must be a shared responsibility and the findings highlight the importance of relational and ontological learning for ECRNs. Workplaces must be safe, conducive to learning where uncivil and unprofessional behaviours are rejected.

Education for professional nursing practice has undergone a significant shift over the last few decades impacting nursing practice and the relationship between nurses. Enhancing professional practice and acting as a conduit for empowering nurses to be active participants in their learning and development is Practice Development. This action research project with philosophical premises of critical companionship and human flourishing aimed to develop the knowledge and skills of registered nurses in their ability to provide clinical supervision of nursing students in practice. The overall project consisted of two action research cycles in two different health facilities. Participants in both projects identified similar issues and common learning needs including; how to better understand and develop skills in reflective practice; how to provide a positive learning and enabling environment; and how to provide effective solution focused feedback. Workshop facilitators witnessed the flourishing of participants as they were enabled to negotiate their learning requirements; grow and develop in their roles over the workshop series. Participants themselves identified personal growth in skills, knowledge and confidence in being a preceptor as a result of the workshops in the study. Overall, this study has resulted in the development and capacity building of the nursing workforce clinical placement capacity through the development of clinical supervisors.

Education for professional nursing practice has undergone a significant shift over the last few decades impacting nursing practice and the relationship between nurses. Enhancing professional practice and acting as a conduit for empowering nurses to be active participants in their learning and development is Practice Development. This action research project with philosophical premises of critical companionship and human flourishing aimed to develop the knowledge and skills of registered nurses in their ability to provide clinical supervision of nursing students in practice. The overall project consisted of two action research cycles in two different health facilities. Participants in both projects identified similar issues and common learning needs including; how to better understand and develop skills in reflective practice; how to provide a positive learning and enabling environment; and how to provide effective solution focused feedback. Workshop facilitators witnessed the flourishing of participants as they were enabled to negotiate their learning requirements; grow and develop in their roles over the workshop series. Participants themselves identified personal growth in skills, knowledge and confidence in being a preceptor as a result of the workshops in the study. Overall, this study has resulted in the development and capacity building of the nursing workforce clinical placement capacity through the development of clinical supervisors.

Healthcare practitioners regularly work with people who present with chronic pain. Using pain intensity measures and questioning the quality of life, the nurse assesses the experience of pain to action specific targeted care. Amid the myriad of treatment choices available, practitioners need accurate and up-to-date research on the efficacy of these treatments to help them select the most suitable approach.

Healthcare practitioners regularly work with people who present with chronic pain. Using pain intensity measures and questioning the quality of life, the nurse assesses the experience of pain to action specific targeted care. Amid the myriad of treatment choices available, practitioners need accurate and up-to-date research on the efficacy of these treatments to help them select the most suitable approach.

Background University of Wollongong (UOW) delivers two Transnational International Programmes (TNEP) in Hong Kong (HK): a 1-year undergraduate Bachelor of Nursing (Conversion) degree and a 2-year postgraduate Master of Nursing degree. A curriculum review of these programmes has been undertaken to ensure the quality of the programme remains consistently high and competitive in an international environment. Aim The aim of the Curriculum Review Project was to utilise the experience of expert academic staff to review the TNEP curricula delivered by an Australian University in Hong Kong (HK) to ensure it met contemporary needs of students, the university, and the Hong Kong Authority. Methods The curriculum review projects followed a qualitative research methodology. Thematic analysis was undertaken utilising Braun and Clarke's six-phase method (2006), as this method facilitated an inductive semantic approach where themes are strongly linked to the data and sourced from the explicit meaning of the discourse within the interview (Braun and Clarke, 2006). Results In total, there were 6 participants who were all permanent academic staff members within the School of Nursing at the UOW. The results of this project have been reported within a strengths, weaknesses, opportunity, and threats (SWOT) framework. Participants recognised the value and challenges to both individual students and the broader nursing profession in HK. Overall, there was a perception that being involved as an academic staff member in a TNEP developed both their subject knowledge and teaching skills. Conclusions This project has demonstrated that the TNEP makes an important contribution to the nursing profession in HK, while also facilitating the growth and development of academic staff at UOW.

This is a summary of a nursing care-related systematic review from the Cochrane Library.

Background University of Wollongong (UOW) delivers two Transnational International Programmes (TNEP) in Hong Kong (HK): a 1-year undergraduate Bachelor of Nursing (Conversion) degree and a 2-year postgraduate Master of Nursing degree. A curriculum review of these programmes has been undertaken to ensure the quality of the programme remains consistently high and competitive in an international environment. Aim The aim of the Curriculum Review Project was to utilise the experience of expert academic staff to review the TNEP curricula delivered by an Australian University in Hong Kong (HK) to ensure it met contemporary needs of students, the university, and the Hong Kong Authority. Methods The curriculum review projects followed a qualitative research methodology. Thematic analysis was undertaken utilising Braun and Clarke's six-phase method (2006), as this method facilitated an inductive semantic approach where themes are strongly linked to the data and sourced from the explicit meaning of the discourse within the interview (Braun and Clarke, 2006). Results In total, there were 6 participants who were all permanent academic staff members within the School of Nursing at the UOW. The results of this project have been reported within a strengths, weaknesses, opportunity, and threats (SWOT) framework. Participants recognised the value and challenges to both individual students and the broader nursing profession in HK. Overall, there was a perception that being involved as an academic staff member in a TNEP developed both their subject knowledge and teaching skills. Conclusions This project has demonstrated that the TNEP makes an important contribution to the nursing profession in HK, while also facilitating the growth and development of academic staff at UOW.

This is a summary of a nursing care-related systematic review from the Cochrane Library.

Cooma Hospital and Health Service, Charles Sturt University and the University of Wollongong have joined forces to establish a regional clinical school to advance nursing and midwifery clinical research and education. Wellarticulated governance structures and processes, reflecting the expectations of the three partnering organisations, have been key strategies in the formation of the new clinical entity

High-risk drinking by midlife women (35 to 59 years) in Australia has continued to increase (from 8% in 1995 to 16% in 2014) without there being a corresponding increase in healthcare treatment (Withnall et al 2014). Healthcare practitioners, particularly registered nurses, can enable early identification of an 'alcohol problem' and help to reduce misdiagnosis by applying the three age-focused, women-oriented recommendations developed from the Australian study, Researching with Women in Recovery from Alcohol Use Disorders (RWR 2006-2014, Withnall et al 2014).

Cooma Hospital and Health Service, Charles Sturt University and the University of Wollongong have joined forces to establish a regional clinical school to advance nursing and midwifery clinical research and education. Wellarticulated governance structures and processes, reflecting the expectations of the three partnering organisations, have been key strategies in the formation of the new clinical entity

High-risk drinking by midlife women (35 to 59 years) in Australia has continued to increase (from 8% in 1995 to 16% in 2014) without there being a corresponding increase in healthcare treatment (Withnall et al 2014). Healthcare practitioners, particularly registered nurses, can enable early identification of an 'alcohol problem' and help to reduce misdiagnosis by applying the three age-focused, women-oriented recommendations developed from the Australian study, Researching with Women in Recovery from Alcohol Use Disorders (RWR 2006-2014, Withnall et al 2014).

An essential resource to prepare nursing students for their clinical placements and gain the most from their experiences. With a focus on expectations and how to think, act, feel and communicate within complex clinical environments, Clinical Placement: An essential guide for nursing students, 3rd Edition provides tips for maximising learning opportunities and practical strategies for dealing with difficult and challenging situations.

An essential resource to prepare nursing students for their clinical placements and gain the most from their experiences. With a focus on expectations and how to think, act, feel and communicate within complex clinical environments, Clinical Placement: An essential guide for nursing students, 3rd Edition provides tips for maximising learning opportunities and practical strategies for dealing with difficult and challenging situations.

Summaries of Nursing Care-Related Systematic Reviews from the Cochrane Library: Lee H, Cameron MH. Respite care for people with dementia and their carers. Cochrane Database of Systematic Reviews 2004, Issue 1. Art. No.: CD004396. DOI: 10.1002/14651858.CD004396.pub2.

Summaries of Nursing Care-Related Systematic Reviews from the Cochrane Library: Lee H, Cameron MH. Respite care for people with dementia and their carers. Cochrane Database of Systematic Reviews 2004, Issue 1. Art. No.: CD004396. DOI: 10.1002/14651858.CD004396.pub2.

An essential resource to prepare nursing students for their clinical placements and gain the most from their experiences. With a focus on expectations and how to think, act, feel and communicate within complex clinical environments, Clinical Placement: An essential guide for nursing students, 3rd Edition provides tips for maximising learning opportunities and practical strategies for dealing with difficult and challenging situations.