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The number of school-age asylum seekers and refugees worldwide is increasing. Health promotion provided by school nurses can be crucial for the well-being of young asylum seekers, yet research on these nurses' experiences is limited. This qualitative study aims to describe school nurses' experiences of providing health promotion to school-age asylum seekers. Semistructured interviews were conducted with 12 school nurses, and inductive content analysis was then used. The results were grouped under the following themes: (1) difficulties in providing health services to school-age asylum seekers, (2) considering the vulnerable circumstances of asylum seekers, (3) the importance of family-centered health promotion, and (4) the importance of time management. School nurses face challenges that stem from individual asylum seekers' unique circumstances, nursing competency, and the school health care system. To deepen the existing knowledge, further research is needed from the perspective of asylum seekers.

Background The digital transformation of healthcare enables new ways of working in cancer care directing attention on the digital skills of healthcare professionals. This systematic review aims to identify existing evidence about digital skills among health care professionals in cancer care to identify the needs for future education and research. Methods Database searches were conducted in PubMed, CINAHL, Web of Science, Scopus, Cochrane and ERIC to identify studies until March 2023. The inclusion criteria were digital skills of health care professionals in cancer care as described by themselves, other health care professionals, patients or significant others. The CASP tool was used for quality assessment of the studies. Data was analysed following inductive content analysis. Results The search produced 4563 records, of which 24 studies were included (12 qualitative, 10 quantitative, 1 mixed methods design and 1 strategy paper). Four main categories were identified describing HCPs’ required skills, existing skills and development areas of digital skills in cancer care: Skills for information technology, Skills for ethical practice, Skills for creating a human-oriented relationship and Skills for digital education and support. In development areas, one more main category, Skills for implementing digital health, was identified. Conclusion The digital skills of health care professionals in cancer care are multifaceted and fundamental for quality cancer care. The skills need to be assessed to provide education based on actual learning needs. The review findings can be used for education and research in this field.

Abstract Aim The aim of the study was to assess Registered Nurses' perceptions of general nurse competence, patient‐centred care competence, and individuality in the care of older patients and to explore their associations. Design A descriptive correlative survey. Methods Data were collected using questionnaires at one Finnish university hospital during winter 2016–2017 amongst Registered Nurses (n = 223) and analyzedd statistically using descriptive and inferential statistics (ANOVA, Pearson's correlations coefficients) and path analysis. Results Registered Nurses assessed their general competence, patient‐centred care competenc,e and individuality in the care of older patients at a good level. The Path model confirmed general nurse competence was a predictor of patient‐centred care competence, which in turn was a predictor of individuality in the nursing care of older patients. The novelty lies in empirical confirmation of the association between nurse competence and individuality in the care. Increasing competence may enhance individuality in the care of older people and enable interventions to support care outcomes.

Purpose: Interprofessional collaboration (IPC) is increasingly important in work and workplace learning. The purpose of this paper is to investigate the characteristics of IPC that are relevant for learning and developing at work. Design/methodology/approach: We examine IPC in the discussion data of health care professionals when designing, implementing and evaluating developmental tasks. Qualitative content analysis is carried out on temporally sequential task trajectories, considering IPC from the perspective of the objects and goals of IPC task activity in developmental efforts. Findings: The developmentally relevant characteristics of IPC are crystallized in the concepts of coordination, co-creation and community building, which play different, interdependent roles in development efforts. We show their interplay and how they complement each other in practice. Research limitations/implications: Our findings regarding IPC characteristics are to be interpreted as working hypotheses and resources for further research. Practical implications: Understanding the dynamics of IPC is useful for renewing work practices. Attention to the interplay and complementarity of IPC characteristics may help in the design and implementation of effective and sustained development efforts. Originality/value: The dynamics of IPC in developmental settings have not been sufficiently studied. This paper proposes three developmentally relevant and intertwined characteristics of IPC for scholars of workplace learning.

Aim(s): To provide an introduction to the Good Nursing Care Scale (GNCS) and systematically review the application of the scale in health research. Design: Systematic review. Methods: Empirical studies published in English or Finnish in peer‐reviewed journals or as a summary of a PhD thesis where the scale was used for data collection amongst patients were included. Analysis was made by using descriptive statistics, narrative analysis, and evaluation of psychometric properties. Data Sources: PubMed, CINAHL, Cochrane, and Scopus in October 2023. Results: A total of 26 full‐text studies and summaries of PhD theses were included in the review. The GNCS has been developed systematically, and the theoretical structure has remained stable. The studies indicate a high level of patient‐centered quality of nursing care. Validity and reliability evaluation and reporting were systematic in the studies and mainly indicate sufficient level. Variations between countries are not large, supporting the international use of the GNCS. Conclusions: Patient‐centered quality of nursing care is predominantly at high levels. However, systematic evaluation is needed to provide longitudinal data. For that purpose, the GNCS is one potential instrument. Implications for the Profession and Patient Care: Support for the use of existing, tested instruments is encouraged to provide critical ideas for the future needs of nurse practitioners, managers, teachers and researchers. Impact: This paper impacts researchers interested in systematic evaluation of the patient‐centered quality of nursing care and for practitioners taking care of patients. For researchers, it introduces a relevant instrument, the GNCS, for analysing the quality or for comparing the quality with other instruments. For practitioners, it produces evidence of the usability of the GNCS. Reporting Method: PRISMA guided the systematic review, and the COSMIN guideline was used for quality appraisal of included studies. Patient or Public contribution: No Patient or Public contribution. [ABSTRACT FROM AUTHOR]

Objective: The aim of this scoping review was to examine educational foot health interventions tested with patients and healthcare professionals, with the ultimate goal of improving the quality of foot healthcare by identifying effective educational interventions for foot health. Design: Scoping review. Method: Three electronic databases (Medline/PubMed, CINAHL and Embase) were searched from citations up to 31 March 2019 within the limits of English language at the title and abstract level to identify foot health interventions. In total, 36 full texts found out of 762 citations were included in the review. Studies were eligible for inclusion if they were empirical, research-based intervention studies in which educational interventions with foot health content were conducted with a sample of adult patients and/or healthcare professionals, and foot health outcomes were reported. Data were analysed by summarising and categorising the studies and interventions. Critical appraisal tools from the Joanna Briggs Institute were used to evaluate the quality of the reviewed studies. Results: The educational foot health interventions reviewed were delivered in multiple forms, most often including a lecture, and were conducted individually or in small groups targeting predominantly patients with diabetes. The main content of the interventions was foot self-care. The interventions had positive outcomes for foot health, foot care knowledge, foot care activities and lower limb functional ability. Conclusion: This review identified many educational foot health interventions focused mainly on patients with diabetes. All these interventions have the potential to promote foot health in patients, and their future use and development is recommended.

Ethics is a foundational competency in healthcare inherent in everyday nursing practice. Therefore, the promotion of qualified nurses' and nursing students' moral competence is essential to ensure ethically high-quality and sustainable healthcare. The aim of this integrative literature review is to identify the factors contributing to the promotion of qualified nurses' and nursing students' moral competence. The review has been registered in PROSPERO (CRD42023386947) and reported according to the PRISMA guideline. Focusing on qualified nurses' and nursing students' moral competence, a literature search was undertaken in January 2023 in six scientific databases: CINAHL, Cochrane Library, PsycINFO, PubMed Medline, Scopus and Web of Science. Empirical studies written in English without time limitation were eligible for inclusion. A total of 29 full texts were retrieved and included out of 5233 citations. Quality appraisal was employed using Joanna Briggs Institute checklists and the Mixed Method Appraisal Tool. Data were analysed using inductive content analysis. Research about the factors contributing to the promotion of qualified nurses' and nursing students' moral competence is limited and mainly explored using descriptive research designs. The contributing factors were identified as comprising two main categories: (1) human factors, consisting of four categories: individual, social, managerial and professional factors, and ten sub-categories; and (2) structural factors, consisting of four categories: educational, environmental, organisational and societal factors, and eight sub-categories. This review provides knowledge about the factors contributing to the promotion of qualified nurses' and nursing students' moral competence for the use of researchers, nurse educators, managers, organisations and policymakers. More research about the contributing factors is needed using complex intervention, implementation and multiple methods designs to ensure ethically sustainable healthcare. [ABSTRACT FROM AUTHOR]

Background: Understanding the link between plantar force, pressure, and foot discomfort is important for nursing students' well-being, given the prevalence of foot and ankle musculoskeletal disorders among nurses. Assessing these factors can inform tailored self-care interventions, supporting holistic nursing education. Purpose: To assess the plantar force and pressure distribution of third-year nursing students at baseline and after 5 months of exposure to a clinical setting. Methods: A prospective cohort study in a Portuguese nursing school measured changes in podiatric profile at 5 months, including peak pressure, maximum force, and contact area. Results: Elevated mean peak pressure in the heel correlated positively with maximum force and contact area. Negative correlations were found between the contact area and edema. Peak pressure correlated positively with thigh pain, indicating pressure transfer to metatarsal heads. Conclusions: The findings underscore the importance of integrating ergonomic education into nursing curricula and raising awareness of self-care interventions. [ABSTRACT FROM AUTHOR]

Occupational Health Nursing (OHN) has followed a complex path to build and strengthen its theoretical basis. Starting with Public Health core principles, theories were shaped by the dualism of person worker and working environment, where sometimes the centre of the thought was given to the latter and other times to the former. The problem was not much on such conflict but on the definition of the correct OHN focus and whether genuine nursing knowledge was being applied. We are worried that other disciplines radically influenced the theoretical path taken by OHN theorists. To approach this problem, a unitary‐transformative perspective can help us describe and analyse this phenomenon and engage scholars to reflect upon the accurate epistemological focus of OHN. We aimed to deepen this reflection and uncover a new OHN theoretical focus. [ABSTRACT FROM AUTHOR]

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