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ABSTRACT Aim Design Method Results Conclusion Implications for the Profession and/or Patient Care Patient or Public Contribution Reporting Method Incontinence‐associated dermatitis poses a significant risk for sacral pressure injuries, infection and morbidity in healthcare settings. Despite the availability of best practice guidelines, implementation remains a challenge.To outline the implementation of a hospital‐wide programme using the Integrated Promoting Action on Research Implementation in Health Services framework to prevent and manage incontinence‐associated dermatitis and improve hospital‐acquired pressure injuries.This is an empirical research study using mixed methods.The study, conducted across surgical, medical and critical care wards between June and October 2023, aimed to address knowledge gaps, enhance clinical practice and evaluate the effectiveness of interventions. The implementation strategy included education modules, engagement of staff through focus groups and targeted interventions such as individualised toileting plans and structured skin care regimens. Data collection involved audits, incident reporting and clinician knowledge surveys.Findings indicate a reduction in hospital‐acquired incontinence‐associated dermatitis and pressure injuries postimplementation, with observed improvements in clinician knowledge. However, challenges including workload, skill mix and resource limitations were identified as barriers to implementation. The sustainability and scalability of the programme were emphasised, with ongoing monitoring and evaluation essential for long‐term success.This study underscores the importance of evidence‐based interventions, interdisciplinary collaboration and leadership support in improving patient outcomes and reducing healthcare costs associated with preventable skin injuries. Further research is needed to assess implementation in community settings and scale up interventions across healthcare networks.Analysing a hospital‐wide programme using the Integrated Promoting Action on Research Implementation in Health Service framework to prevent and manage incontinence‐associated dermatitis and improve hospital‐acquired pressure injuries, could help identify the challenges for delivering patient‐centred care.No patient or public involvement.To describe the implementation study, we referred to the StaRI Guideline.Trial Registration: This intervention study was applied to the whole population and was therefore not a trial and did not require trial registration. The study was considered low risk and the Human Research Ethics Application (HREA) was approved [ABSTRACT FROM AUTHOR]

Pressure injuries are a significant problem for immobile patients in acute care and can have a profound impact on patients' health and well‐being, putting pressure on healthcare systems and strain on the healthcare economy. Nurses play a pivotal role in preventing pressure injuries. A study using multiple methods was conducted to explore pressure injury prevention practices in four inpatient units within a tertiary‐level Australian Hospital. Quantitative and qualitative methods were used to gather data across a 9‐month period. Observations, audits, surveys and interviews were used to collect data across five time points. Statistical analysis of the quantitative data was undertaken, and thematic analysis was used to analyse qualitative data. Data were integrated using a realist evaluation framework. Ethical approval for the study was granted. The quantitative results demonstrated significant reductions in pressure injury prevalence from 11.5% at commencement to 4.8% at completion of the study. Hospital‐acquired pressure injuries also reduced from 4.6% to 1.9%. These results were achieved even though nursing knowledge and attitudes did not increase during the study period. Three qualitative themes were identified: Making Nursing Care Visible, Understanding the 'Why' and Engagement is Key. This study demonstrates that pressure injuries can be prevented with improvements in nursing care processes. Nurses' knowledge and attitudes towards pressure injury prevention did not change throughout this study and further research is required on how nurses' knowledge and attitudes contribute towards pressure injury prevention practices. [ABSTRACT FROM AUTHOR]

Using data from the Health, Aging, and Body Composition study, we examined whether low 25-hydroxyvitamin D (25[OH]D) concentrations were associated with prevalent or incident cognitive impairment. Serum 25(OH)D concentrations were measured in 2,786 older adults and categorized as 1.5 standard deviations below race and education specific means on either digit symbol substitution test or modified mini-mental state test. Logistic regression determined the odds of cognitive impairment at baseline and year 5 by 25(OH)D category. 25(OH)D concentrations were

The role of Design and Technology in schools in England is changing. These changes were heralded by the Government Green Paper "14-19: Extending Opportunities, Raising Standards" (Department for Education and Skills [DfES], 2002), which proposed that education and training of 14-19-year-olds should be delivered by a more flexible curriculum with a broad range of options. Beginning in September 2002, Design and Technology (D&T) is no longer a compulsory school subject from age 14: the age which marks the end of Key Stage 3 in the broadly-based National Curriculum in England. Students will have a statutory entitlement to opt to study D&T subjects, but also more freedom within what was recognized as a very crowded curriculum to select other subjects of their choice. It is anticipated that these changes will impact considerably on D&T provision in schools. But what exactly is D&T? How has it been taught in elementary and secondary schools to date and what impact has it had on pupils? These are some of the questions that researchers from the Scottish Council for Research in Education (SCRE Centre) addressed in a literature review commissioned by the Department for Education and Skills (DfES) in England. This article is based upon that review (Harris & Wilson, 2003). Herein, the authors present the research evidence mainly from the UK regarding the origins of the concept of D&T, its unique educational components, and the impact it has has on the curriculum in England. They discovered the following key findings during the course of their review: (1) many published papers referring to the teaching of D&T in schools in England; (2) a consensus about the concept and aims of D&T; (3) few well-designed evaluations of the effects or impact of teaching D&T; and (4) gaps in the research evidence regarding the most effective ways of teaching and learning D&T in schools, in particular the use of ICT, methods of assessment, individual and collaborative learning, and ways of strengthening designing.

ObjectivesTo examine the relationship between 25-hydroxyvitamin D (25(OH)D) levels and cognitive performance over time in older adults in the Health, Aging and Body Composition (Health ABC) Study.DesignProspective cohort study.SettingCommunity-dwelling participants in Pittsburgh, Pennsylvania, and Memphis, Tennessee.ParticipantsWell-functioning adults aged 70 to 79 at baseline with serum 25(OH)D measured at the 12-month follow-up visit and cognitive function measured at baseline and 4-year follow-up visit (N = 2,777).MeasurementsVitamin D status was categorized as 25(OH)D levels of less than 20.0 ng/mL, 20.0 to 29.9 ng/mL, or 30.0 ng/mL or greater. Cognition was measured using the modified Mini-Mental State Examination (3MS) and Digit Symbol Substitution Test (DSST). Linear regression models adjusting for multiple covariates, including age, education, sex, race, site, season, physical activity, and comorbidities, were used in the analysis.ResultsSixty-eight percent of participants had 25(OH)D levels of less than 30.0 ng/mL. Lower 25(OH)D levels were associated with lower baseline cognitive scores on the 3MS (adjusted mean 89.9, 95% confidence interval (CI) = 89.4-90.4 for

Why you should read this article: • To understand the process and value of co-design in nursing research • To become familiar with intricacies and considerations when working alongside consumers as researchers • To appreciate the challenges of co-design from the expert nurse perspective. Background: Co-design is a research method that seeks to engage service users in research. The approach fosters inclusivity and shared power by having researchers and research participants work together for some or all of a study. Aim: To describe the experience of co-designing a patient interview study from the perspective of an expert stoma nurse, using a case-study approach and reflexive methods. Discussion: Valuing expert patients’ experiences when conducting research about them enabled patients to be trained as participant researchers to co-design and undertake a patient interview study. The co-design process enabled the researcher to develop a greater recognition of the fact that experience of looking after people with stomas does not equate to expertise in knowing what it is like to have a stoma. This enriched her research experience and increased the authenticity of the study. Conclusion: Co-designing a study with service users creates challenges for nurse researchers. They must pay attention to relational changes, time, planning and organisation to ensure that they conduct their research rigorously and ethically, and safeguard the co-researchers and other participants from potential risks. Implications for practice: Co-designing research is critical for developing effective, patient-centred bodies of evidence. Nurse researchers can play a critical role but must be prepared to shift from directive to participatory methods to identify appropriate, patient-focused improvements. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to evaluate a person‐centred model of clinical supervision to enhance person‐centredness. Design: Experimental, quantitative. Methods: One hundred and three New Graduates were supported to reflect through a person‐centred lens (July–December 2020). Evaluation was undertaken at 6 months using: the Manchester Clinical Supervision Scale‐26 (effectiveness of supervision) and the Person‐centred Practice Inventory (measures attributes of the nurse/midwife, the care environment and person‐centred processes). Due to participation difficulties, scores were calculated by attendance rates using descriptive and inferential statistics. Results: Regular attendees scored higher on the supervision's effectiveness; however, this did not reach efficacy. 'Finding time' to attend contributed to low scores. Supervision scored well on its supportive function when attended. Many New Graduates perceived a decline in their care environment. Attendance aside, New Graduates averaged an increased in their person‐centred attributes and processes. Greater participation was found in those who scored higher at baseline on their person‐centred attributes and processes, and this higher scoring continued at 6 months than those who attended less. Conclusion: New Graduates who perceive themselves as person‐centred and reflective at baseline are more likely to attend a person‐centred clinical supervision and score higher at 6 months than those who attended less often. New Graduates found support within supervision during challenging times. Implications for Practice for Professional and/or Patient Care: For successful implementation of Person‐centred Clinical Supervision, New Graduates need support to attend, as attendance supports them to begin seeing value in the process. Impact: This intervention kept person‐centred practice at the forefront of New Graduates reflection, in a time of extreme change. The research has implications for nursing and midwifery management with the imperative to deliver person‐centred care and create the person‐centred cultures for staff to feel supported and empowered. Reporting Method: Transparent Evaluation of Non‐randomized Designs (TREND). Patient of Public Contribution: No patient or public contribution. Contribution to Wider Community: New Graduates grow their person‐centredness over their transitioning year; however, this can be enhanced with regular clinical supervision underpinned by person‐centred theory.Clinical supervisors can provide support to New Graduates when the environment is challenged. [ABSTRACT FROM AUTHOR]