Journal of Research in Nursing最新文献

{"title":"Commentary: Social prescribing by community nurses in Southeastern Australia.","authors":"Mark White","doi":"10.1177/17449871261472556","DOIUrl":"10.1177/17449871261472556","url":null,"abstract":"","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261472556"},"PeriodicalIF":2.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13498676/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development of a nursing-led psychotherapeutic programme to promote coping in adults living with cancer: a qualitative programme development study.","authors":"Ana Pereira, Tânia Lourenço, Bruno Santos, Núria Albacar-Riobóo, Carlos Sequeira","doi":"10.1177/17449871261471772","DOIUrl":"10.1177/17449871261471772","url":null,"abstract":"<p><strong>Background: </strong>Emotional distress is highly prevalent among adults living with cancer and may compromise psychological adaptation. Although psychosocial interventions are widely implemented, there is limited evidence regarding the structured development of nursing-led psychotherapeutic programmes grounded in nursing theory.</p><p><strong>Aims: </strong>To develop a structured, theory-informed, nursing-led psychotherapeutic programme aimed at promoting coping and psychological adaptation in adults living with cancer.</p><p><strong>Methods: </strong>This qualitative study reports the final stages of a multi-phase programme development process informed by a scoping review and grounded in Meleis' Theory of Transitions and the Psychotherapeutic Intervention Model in Nursing. Conducted in Portugal, it comprised focus groups with adults with cancer (<i>n</i> = 8) and expert nurses in mental health and/or oncology care (<i>n</i> = 16). Data were audio-recorded, transcribed verbatim and analysed using directed qualitative content analysis.</p><p><strong>Results: </strong>Participants highlighted the importance of early psychosocial intervention at diagnosis and identified key emotional, informational and relational needs. These insights informed the development of a structured programme comprising 10 mixed-format sessions integrating psychoeducation, emotional regulation, communication and cognitive-behavioural strategies.</p><p><strong>Conclusion: </strong>This study reinforces psychotherapeutic nursing interventions in supporting adaptive coping and offers a preliminary model to inform future development and evaluation of nurse-led psychosocial care interventions in oncology.</p>","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261471772"},"PeriodicalIF":2.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13498686/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799367","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The effect of nurse-led interventions in self-efficacy and psychosocial adjustment of individuals with bowel ostomy: a systematic review.","authors":"Joana Portela, Graça Melo, Tânia Mendes, Helga Rafael Henriques","doi":"10.1177/17449871261462845","DOIUrl":"10.1177/17449871261462845","url":null,"abstract":"<p><strong>Background: </strong>Bowel ostomies pose major physical and psychosocial challenges. Self-efficacy supports ostomy self-care, and nurses play a central role through education, training and ongoing support.</p><p><strong>Aim: </strong>To synthesise evidence on nurse-led interventions that enhance self-efficacy and psychosocial adjustment in adults with bowel ostomy and to identify intervention components and delivery characteristics.</p><p><strong>Methods: </strong>A systematic review followed the Joanna Briggs Institute (JBI) methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines. Searches were undertaken in five databases (CINAHL, PubMed, Scopus, Web of Science and Cochrane Library) and grey literature (December 2024). Two reviewers independently extracted and appraised data using JBI tools, with results narratively synthesised.</p><p><strong>Results: </strong>Fourteen studies were included. Nurse-led, multicomponent interventions combining education, training, follow-up and psychosocial support were most effective. Hybrid delivery and post-discharge follow-up strengthened outcomes. Most programmes were unidisciplinary, whereas multidisciplinary approaches provided broader psychosocial benefits. Heterogeneity across studies limited quantitative synthesis.</p><p><strong>Conclusion: </strong>Nurse-led, multicomponent interventions enhance self-efficacy and psychosocial adjustment, particularly when hybrid, sustained and informed by the theoretical domains framework (TDF). However, the evidence is limited by small sample sizes, heterogeneity of interventions and risk of bias in some studies. Policies should embed these interventions into standard care, emphasising continuity and digital inclusion.</p>","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261462845"},"PeriodicalIF":2.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13498689/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799360","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"From algorithms to action: twenty years of lessons from digital mental health and the future of human flourishing.","authors":"Rhonda Wilson","doi":"10.1177/17449871261468963","DOIUrl":"10.1177/17449871261468963","url":null,"abstract":"","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261468963"},"PeriodicalIF":2.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13498683/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799407","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perspective: Regulatory reform as systems leadership - advancing nursing education through Iowa Administrative Code Chapter 2.","authors":"Jimmy A Reyes","doi":"10.1177/17449871261475982","DOIUrl":"10.1177/17449871261475982","url":null,"abstract":"","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261475982"},"PeriodicalIF":2.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13498679/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799420","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Sleep duration and tiredness at school from childhood to adolescence: repeated surveys over 10 years in Swedish schoolchildren.","authors":"Pernilla Garmy","doi":"10.1177/17449871261468622","DOIUrl":"10.1177/17449871261468622","url":null,"abstract":"<p><strong>Background: </strong>This study aimed to examine insufficient sleep across ages 6-16 years and to determine whether short sleep was associated with tiredness at school.</p><p><strong>Methods: </strong>A repeated survey design was used, with data collected at four time points over a 10-year period in a municipality in southern Sweden. Participants were assessed at ages 6-7 (<i>n</i> = 560), 10 (<i>n</i> = 1253), 14 (<i>n</i> = 1067) and 16 years (<i>n</i> = 1449). Sleep duration on school days and tiredness at school were analysed using descriptive and inferential statistics.</p><p><strong>Results: </strong>The prevalence of insufficient sleep was below 10% among children aged 6-10 years, 31% among 14-year-olds and 74% among 16-year-olds. The prevalence of often or always feeling tired at school was 3% among children aged 6-7 years, 10% among children aged 10 years, 40% among 14-year-olds and 73% among 16-year-olds. Shorter sleep was associated with increased tiredness at school (<i>p</i> < 0.05).</p><p><strong>Conclusion: </strong>Although sleep duration declines from childhood to adolescence as expected, an increasing proportion of adolescents report tiredness at school and do not meet recommended sleep-duration guidelines. These findings highlight the need for early and sustained nursing and school-based interventions to promote healthy sleep habits.</p>","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261468622"},"PeriodicalIF":2.1,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13498675/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148799389","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Nursing students' experiences of mentorship by NGRNs on placement: a qualitative descriptive study.","authors":"Sheetal Sood, Kath Peters, Lauretta Luck","doi":"10.1177/17449871261466811","DOIUrl":"10.1177/17449871261466811","url":null,"abstract":"<p><strong>Background: </strong>The shortage of experienced nurses within the global workforce has resulted in healthcare systems increasingly relying on inexperienced nurses to meet workforce demands. These demands include the mentorship of undergraduate nursing students by newly graduated registered nurses. However, there is little understanding of how new graduate nurses filling mentorship roles impacts on students' clinical placement experience.</p><p><strong>Aim: </strong>The study explored pre-registration nursing students' experiences of mentorship by new graduate registered nurses (NGRNs).</p><p><strong>Method: </strong>The study used a qualitative descriptive design underpinned by naturalistic inquiry. Data were collected using semi-structured interviews with pre-registration nursing students who were mentored by NGRNs. Twelve participants were recruited via social media using purposive and snowball sampling until data sufficiency was achieved. Braun and Clarke's Thematic Analysis framework guided data analysis.</p><p><strong>Results: </strong>Interviews generated three themes and five sub-themes: Theme one - More than placement: A sense of belonging and included two sub-themes (i) Breaking the ice: Being welcoming and approachable and (ii) Cultivating empathy and emotional connection: <i>She never judged me</i>. Theme two - Pedagogical approaches of NGRNs in teaching with sub-themes (i) Collaborative learning in the clinical setting: <i>We are learning together</i>; (ii) The role of time and patience: <i>Do not rush, take your time</i> and (iii) Building confidence and promoting independence: <i>She allowed me to be hands on</i>. Theme three - Barriers to effective student learning.</p><p><strong>Conclusion: </strong>NGRNs formed a positive relationship in the clinical setting by being welcoming, approachable and inclusive with students. This study prompts a reconsideration of established assumptions that experienced mentors provide the most effective mentorship. Relational attributes enhance students' learning and confidence, highlighting the need to re-evaluate current mentorship models and recognise the positive impact these mentors may have on the future nursing workforce.</p>","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261466811"},"PeriodicalIF":2.1,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13476376/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148762253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary: Turning to the arts to transform and humanise nursing research.","authors":"Elizabeth Jestico","doi":"10.1177/17449871261465143","DOIUrl":"https://doi.org/10.1177/17449871261465143","url":null,"abstract":"","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261465143"},"PeriodicalIF":2.1,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13473218/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148761863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Commentary: Same storm, different shores - building climate competency in emergency nursing across middle-income healthcare systems.","authors":"I Made Moh Yanuar Saifudin","doi":"10.1177/17449871261466260","DOIUrl":"https://doi.org/10.1177/17449871261466260","url":null,"abstract":"","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261466260"},"PeriodicalIF":2.1,"publicationDate":"2026-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13468952/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148762028","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The practical impact of postgraduate leadership education on Registered Nurses' practice: a narrative inquiry.","authors":"Ashley Page, Jenny Sim, Elizabeth Halcomb, Christopher Patterson","doi":"10.1177/17449871261465539","DOIUrl":"10.1177/17449871261465539","url":null,"abstract":"<p><strong>Background: </strong>Postgraduate leadership education is increasingly recognised as essential for preparing nurses to navigate the complexities of contemporary healthcare. However, there remains limited empirical understanding of how nurses integrate leadership learning into everyday clinical practice and the contextual factors that shape its enactment.</p><p><strong>Aims: </strong>This paper examines the practical impact of a postgraduate leadership course on Registered Nurses' clinical practice.</p><p><strong>Methods: </strong>Clandinin and Connelly's three-dimensional narrative inquiry space guided this study. Eleven Registered Nurses who had completed a postgraduate leadership course participated in two semi-structured interviews. Data were analysed using cross-narrative comparison to identify recurring threads and divergent experiences.</p><p><strong>Results: </strong>The practical impact of postgraduate leadership education was reflected in three interconnected narrative threads. 'Identification of a skills gap' described participants' recognition of previously limiting leadership deficits. 'Using the resources provided' showed how leadership tools, frameworks and strategies were applied in practice. 'Challenges of enacting education into practice' highlighted contextual constraints that limited some participants' ability to apply their learning despite strong motivation.</p><p><strong>Conclusion: </strong>Postgraduate leadership education can strengthen nurses' clinical practice by enhancing leadership capability and readiness. However, organisational hierarchies, role clarity and structural support significantly influence the extent to which leadership learning can be enacted in practice.</p>","PeriodicalId":47172,"journal":{"name":"Journal of Research in Nursing","volume":" ","pages":"17449871261465539"},"PeriodicalIF":2.1,"publicationDate":"2026-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13447684/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148690101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}