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Aims: The purpose of this study was to examine clinical pedagogy based on experiences of changes and adaptations to clinical courses that occurred in nursing education during the pandemic. Beyond learning how to manage nursing education during a pandemic or other crisis, we uncover the lessons to be learned for overall improvement of nursing education. Design: Qualitative descriptive analysis using semi‐structured interview data with baccalaureate nursing students. Methods: Data were collected in the spring of 2021 using semi‐structured interview with 15 participants. Transcribed text was analysed using thematic content analysis. The COREQ checklist was used to guide our reporting. Results: Three themes were identified related to course design in clinical courses for nursing students: the role and limitations of simulation, competency evaluations and career implications. Students expressed some concern over not 'finishing hours', loss of in‐person clinical experiences and their reduced exposure to different clinical settings. Conclusion: To prepare work‐ready nurses, educators need to keep in mind the trends, issues and demands of future healthcare systems. Simulation may have been a temporary measure to achieve clinical competence during the pandemic but needs to be of high‐quality and cannot meet all the expected learning outcomes of clinical courses. Exposure to different patients, families and communities will ensure that the future nursing workforce has experience, socialization, competence, and desire to work in various clinical settings. Competency evaluation similarly needs to be robust and objective and consider the role and perception of hours completed. Patient or public contribution: No patient or public contribution. Participants were nursing students. [ABSTRACT FROM AUTHOR]

Aims To explore how Registered Nurses address psychosocial issues for patients and their families living with chronic kidney disease. Background It is in the scope of registered nursing practice to address the emotional, psychological and relational implications of living with chronic disease through psychosocial and family interventions. Patients living with chronic kidney disease frequently report poor quality of life and numerous psychosocial issues; however, they do not find that these issues are always adequately addressed. Design This research was hermeneutic inquiry as guided by Gadamer's philosophy of understanding. Methods Family/psychosocial nursing practices are examined from the perspective of self-reports of Registered Nurses working in acute care nephrology units. Interviews with nurses were conducted throughout 2012. Results Nurses attribute, or explain, patient and family member behaviour in a variety of ways. These explanations may or may not align with actual patient/family reasons for behaviour. Nurses' explanations influence subsequent nursing practice. While there is some evidence of practices that overcome biased attributions of patient behaviour, the cognitive processes by which nurses develop these explanations are more complex than previously reported in nursing literature. Conclusion Clinical reasoning and subsequent nursing practice are influenced by how nurses explain patients'/families' behaviour. Exploration of this issue with the support of social cognition literature suggests a need for further research with significant implications for nursing education and practice to improve family/psychosocial interventions. [ABSTRACT FROM AUTHOR]

Sedentary behaviours among adults with intellectual disabilities have not been well studied. A sedentary lifestyle puts adults with and without disabilities at high risk of developing health conditions and diseases. Current literature revealed few empirical studies on the benefits of reducing sedentary behaviours with respect to the health of adults with intellectual disabilities. This research explored the factors that helped or hindered sedentary behaviours of adults with intellectual disabilities in the Canadian population. Guided by the socio-ecological model, Critical Incident Technique (CIT) was conducted. Five adults with intellectual disabilities from the Province of Ontario were interviewed and 102 critical incidents were collected. Adults with intellectual disabilities identified personal and environmental related factors that led to increased sedentary behaviours; and revealed helpful factors and wish-lists of actions that decreased sedentary lifestyle. Findings may be useful when developing programs aimed to decrease prolonged periods of sedentary behaviours specific to this vulnerable population., Competing Interests: Declaration of conflicting interestsThe author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

The progressive and demanding nature of heart failure has a significant impact on the daily life of all individuals. Gender-related differences exist in diagnosis, management and home-based support, whereby women's needs have been either managed less aggressively or overlooked. Minimal research has been conducted on the everyday challenges for women who are living in the community with heart failure. The researchers of this interpretive research encouraged the seven women who volunteered for this study to talk about their day-to-day challenges. The interviews were interpreted through a process informed by Heideggerian hermeneutics, whereby the three themes of recalibrating time and space, balancing pathways of wishing and hoping and practicality, and acknowledging loss in persevering through uncertainty were uncovered. The findings of this research may be utilized in assisting and preparing women to think and plan ahead by considering some decisions others make while taking on a new path in responding to the symptoms associated with heart failure.