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BackgroundNursing education has evolved in line with societal needs, and simulation-based learning (SBL) is increasingly being used to bridge the gap between practice and education. Previous literature reviews have demonstrated the effectiveness of using SBL in nursing education. However, there is a need to explore how and why it works to expand the theoretical foundation of SBL. Realist reviews are a theory-based approach to synthesizing existing evidence on how complex programs work in particular contexts or settings. ObjectiveThis review aims to understand how, why, and in what circumstances the use of simulation affects learning as part of the bachelor’s program in nursing. MethodsA realist review will be conducted in accordance with the realist template for a systematic review. In particular, we will identify and explore the underlying assumption of how SBL is supposed to work, that is, identify and explore program theories of SBL. The review will be carried out as an iterative process of searching, appraising, and synthesizing the evidence to uncover theoretical concepts that explain the causal effects of SBL. In the final section of the review, we will involve stakeholders in the Norwegian community in a web-based Delphi survey to ensure that the emerging theoretical framework derived from the published literature aligns with stakeholders’ experience in practice. ResultsThe Norwegian Centre for Research Data (project number 60415) has approved the study. We have performed an initial literature search, whereas quality appraisal and data extraction are ongoing processes. ConclusionsThe final outcome of the review is anticipated to extend the theoretical foundation for using simulation as an integrated component of the bachelor’s program in nursing. Furthermore, the findings will be used to produce a briefing document containing guidance for national stakeholders in the community of simulation-based nursing education. Finally, the review findings will be disseminated in a peer-reviewed journal as well as national and international conferences. International Registered Report Identifier (IRRID)DERR1-10.2196/16363

Purpose: This paper aims to investigate the conditions under which learning and innovation occur within nursing homes by focusing on how the dynamics of the distribution and transformation of ideas and knowledge may be viewed as a prerequisite for innovation in both formal, planned learning situations and informal, everyday practices. Design/methodology/approach: Data was produced via fieldwork, which included participant observations, conversations and research interviews with staff and managers at a Norwegian nursing home. The paper is inspired by situated learning theories and communities of practice, as the social context emerges as the site where learning and innovation are cultivated. Findings: The nursing home sustains learning at the centre of its enterprise through managers' and staff's participation in planned learning situations and thereby highlights a focus on learning in their everyday practices. The conditions for the interplay between planned learning situations and everyday learning workplace practices are identified as the effort to create a joint enterprise and reflexive practices. Social implications: The Global North is ageing. Consequently, there is an increasing need for facilities and adequately trained professionals to support an ageing population. Addressing these challenges will require an increased focus on developing supportive learning environments and furthering our knowledge about the interconnections between learning processes and innovation. Originality/value: This paper contributes knowledge regarding nursing homes as professionally exciting places to work alongside conditions that allow for learning and innovation to be cultivated and thereby increase the quality of elderly healthcare services provided.

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: To explore first‐year student nurses' lived experience of learning in clinical placement in nursing homes. Background: Nursing homes traditionally represent students' first clinical placement sites during nurse education, and nursing home residents' care needs can provide opportunities for student nurses to acquire both fundamental and specialised nursing skills. In clinical placements, students have opportunities to apply and integrate theoretical knowledge, practical skills and ethical competence in a clinical setting. Design: A qualitative design with a hermeneutic phenomenological approach was employed and reported in accordance with the COREQ guidelines. Methods: The study was undertaken at three nursing homes affiliated with one Norwegian university. Close observation (173 h) and in‐depth individual interviews (n = 7) with first‐year student nurses were conducted to explore their lived experience of learning. Data analysis was guided by van Manen's hermeneutic phenomenological approach. Results: The essential meaning of the phenomenon of learning in clinical placements in a nursing home setting is characterised by four themes: (1) navigating a new and complex learning context, (2) being emotionally affected when facing sickness and frailty, (3) having a vital need for support and guidance and (4) being engaged in learning. Conclusions: The findings are discussed against the backdrop of educational learning theory. Learning in clinical placements in nursing homes is a multi‐faceted and complex phenomenon related to the students' lived experience on the contextual, relational and individual levels. Overall, our findings demonstrate that learning in clinical placements is part of the process of professional identity development. Relevance to clinical practice: The clinical practice arena should emphasise emotional support for student nurses, enhance their self‐directed reflection and explicitly focus on the essence of nursing in nursing homes. [ABSTRACT FROM AUTHOR]

Aims and objectives: To explore the clinical reasoning process of experienced registered nurses during care planning and documentation of nursing in the electronic health records of residents in long‐term dementia care. Background: Clinical reasoning is an essential element in nursing practice. Registered nurses' clinical reasoning process during the documentation of nursing care in electronic health records has received little attention in nursing literature. Further research is needed to understand registered nurses' clinical reasoning, especially for care planning and documentation of dementia care due to its complexity and a large amount of information collected. Design: A qualitative explorative design was used with a concurrent think‐aloud technique. Methods: The transcribed verbalisations were analysed using protocol analysis with referring phrase, assertional and script analyses. Data were collected over ten months in 2019–2020 from 12 registered nurses in three nursing homes offering special dementia care. The COREQ checklist for qualitative studies was used. Results: The nurses primarily focused on assessments and interventions during documentation. Most registered nurses used their experience and heuristics when reasoning about the residents' current health and well‐being. They also used logical thinking or followed local practice rules when reasoning about planned or implemented interventions. Conclusion: The registered nurses moved back and forth among all the elements in the nursing process. They used a variety of clinical reasoning attributes during care planning and nursing documentation. The most used clinical reasoning attributes were information processing, cognition and inference. The most focused information was planned and implemented interventions. Relevance to clinical practice: Knowledge of the clinical reasoning process of registered nurses during care planning and documentation should be used in developing electronic health record systems that support the workflow of registered nurses and enhance their ability to disseminate relevant information. [ABSTRACT FROM AUTHOR]

The aim of this integrative review was to identify and synthesize current evidence of factors that influence the professional identity development of nursing students in nursing educational programs. Cinahl (EBSCO), Medline, ERIC, Embase, and PsycINFO were searched. Three different appraisal tools and the PRISMA checklist were used. The data from both quantitative and qualitative studies (19 primary studies) were analyzed by applying qualitative content analysis. The analysis revealed two main themes: a caring practice–academic partnership and support in the learning environment. The following seven sub-categories were identified: clinical supervisors, ethical competence, preparation, self-confidence, predictability and safety, structure and cooperation, reflective space and safety. Our findings indicate that clinical supervisors play a central role as role models for nursing students. The main themes with sub-themes are critical in the professional identity development of nursing students in nursing educational programs. [ABSTRACT FROM AUTHOR]