Journal of Advanced Nursing最新文献

{"title":"Simulation-Based Education to Support Nurses' Critical Thinking in Delirium Recognition: A Scoping Review.","authors":"Mohamed Toufic El Hussein, Dawson S Sheehan, Sandra Hirst","doi":"10.1111/jan.70640","DOIUrl":"https://doi.org/10.1111/jan.70640","url":null,"abstract":"<p><strong>Aim: </strong>To map how simulation-based education supports the development of critical thinking skills required for nurses to recognize delirium in clinical practice.</p><p><strong>Design: </strong>A scoping review guided by the Joanna Briggs Institute methodology and the framework developed by Arksey and O'Malley, refined by Levac and colleagues.</p><p><strong>Methods: </strong>Two reviewers independently screened and extracted data to identify studies evaluating simulation-based education designed to strengthen nurses' delirium recognition and associated critical thinking processes. A narrative approach was used to chart and synthesize findings across varied simulation modalities and clinical contexts.</p><p><strong>Data sources: </strong>The search was conducted on 4 September 2025, using MEDLINE, CINAHL and PsycINFO. No timeframe was applied to the search.</p><p><strong>Results: </strong>Fourteen studies met inclusion criteria. Simulation-based education consistently enhanced skills aligned with critical thinking, including observational accuracy, recognition of fluctuating cognitive cues, clinical reasoning, reflective awareness, empathy and communication within interprofessional teams. Structured debriefing played a central role in helping nurses analyse decision-making processes and integrate experiential learning into clinical judgement. Several studies reported changes in practice, including more consistent use of delirium identification tools and improved clarity of clinical documentation.</p><p><strong>Conclusion: </strong>Simulation-based education strengthens interconnected domains of critical thinking that underpin nurses' capacity to recognize delirium early and respond effectively to its fluctuating presentation. These findings highlight the educational value of immersive, theory-informed simulation for developing the clinical judgement required in cognitively complex patient situations.</p><p><strong>Implications for the profession and/or patient care: </strong>Integrating structured simulation into nursing education and professional development may enhance timely delirium recognition, foster more effective interprofessional communication and support safer, higher-quality care for hospitalized adults.</p><p><strong>Impact: </strong>Simulation-based education offers a practical and scalable strategy for improving delirium recognition across care settings. By supporting nurses in noticing subtle cognitive changes, interpreting clinical patterns and communicating concerns with clarity and confidence, simulation contributes to stronger workforce preparedness and patient safety.</p><p><strong>Reporting method: </strong>This review adhered to PRISMA-ScR reporting guidance.</p><p><strong>Patient or public contribution: </strong>This study did not include patient or public involvement in its design, conduct or reporting.</p>","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147856932","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mentors' Experiences of Nursing Students' Peer Learning in Clinical Practice: A Systematic Review of Qualitative Studies.","authors":"Sanna Kulojärvi, Sara Palander, Toni Haapa, Erika Jarva, Agostinho A C Araújo, Kristina Mikkonen, Jonna Juntunen","doi":"10.1111/jan.70637","DOIUrl":"https://doi.org/10.1111/jan.70637","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Aim: &lt;/strong&gt;To synthesise the best available evidence on mentors' experiences in mentoring nursing students during peer learning clinical practice.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Design: &lt;/strong&gt;A systematic review of qualitative studies.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Qualitative or mixed-methods (with a qualitative component) studies that met the inclusion criteria based on the phenomenon of interest were included. The selected studies were critically appraised using the standardised JBI Critical Appraisal Checklist. Findings from qualitative research were extracted and synthesised by using the JBI meta-aggregation approach.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Data sources: &lt;/strong&gt;A comprehensive search was conducted in September 2024 across six databases: Scopus, CINAHL, Ovid MEDLINE, Web of Science, ProQuest (Education collection) and MEDIC.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;A total of 542 studies were screened, and 17 met the inclusion criteria. Three synthesised findings were identified: (1) Importance of pedagogical support for peer learning, (2) Mentors' support needs for mentoring in a peer learning model and (3) Characteristics of a favourable peer learning environment in clinical practice.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusion: &lt;/strong&gt;Mentors perceive peer learning as beneficial for nursing students' learning. The transition from the traditional mentoring model to the peer learning model requires distinct pedagogical approaches and competences from mentors, which can be enhanced by strengthening mentors' peer-learning competence.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Implications for the profession and/or patient care: &lt;/strong&gt;It is essential to support mentors' competence in mentoring through peer learning by providing mentoring education. Learning models based on collaborative learning are beneficial for improving performance in clinical placements because they enable more nursing students to learn simultaneously in clinical practice.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Impact: &lt;/strong&gt;This systematic review provides synthesised evidence of mentors' experiences in mentoring nursing students during peer learning in clinical practice. Mentors' role is to provide pedagogical support for nursing students in clinical practice conducted with peer learning. Before implementing peer learning in clinical practice, it is essential to consider the conditions for peer learning across various clinical settings and to provide support for mentors as they mentor nursing students through peer learning. These findings can support healthcare administrators, educators, mentoring education providers and mentors of peer learning in clinical practice.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Reporting method: &lt;/strong&gt;This review adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) statement.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Patient or public contribution: &lt;/strong&gt;This study did not include patient or public involvement in its design, conduct or reporting.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Protocol registration: &lt;/strong&gt;The protocol is registered in The Open ","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846409","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Shared Decision-Making and Trajectories of Self-Management Confidence in Nurse-Led Chronic Condition Care: A Longitudinal Evaluation.","authors":"Jude Ominyi, Aaron Nwedu, David Agom, Anastasia Ngon","doi":"10.1111/jan.70634","DOIUrl":"https://doi.org/10.1111/jan.70634","url":null,"abstract":"<p><strong>Aim: </strong>To examine whether shared decision-making at baseline is associated with trajectories of self-management confidence over 12 months among individuals living with chronic conditions attending nurse-led clinics.</p><p><strong>Design: </strong>A longitudinal design.</p><p><strong>Methods: </strong>Individuals with at least one clinician confirmed chronic condition were recruited from six nurse-led primary care clinics between March and September 2022. Data collection took place between March 2022 and September 2023, with baseline, 6 and 12-month assessments completed within routine follow-up contacts. Self-management confidence was measured using the Self-Efficacy for Managing Chronic Disease Scale, and perceived shared decision-making was assessed using the nine-item Shared Decision-Making Questionnaire (SDM-Q-9). Linear mixed-effects modelling examined changes in confidence over time and associations with baseline shared decision-making, adjusting for age, gender, education and number of chronic conditions.</p><p><strong>Results: </strong>Of 157 eligible individuals approached, 151 consented to participate (96.2%), and 146 were retained at 12 months (96.7%). Mean self-management confidence increased from 40.2 at baseline to 44.5 at 12 months. In adjusted models, confidence was significantly higher at 6 months (β = 2.63, 95% CI: 1.54-3.72, p < 0.001) and 12 months (β = 4.21, 95% CI: 2.93-5.49, p < 0.001) compared with baseline. Higher baseline shared decision-making was positively associated with repeated confidence scores across follow-up (β = 0.10, 95% CI: 0.04-0.16, p = 0.002). The association was stronger among participants aged under 60 years.</p><p><strong>Conclusions: </strong>Within established nurse-led chronic condition care, perceived shared decision-making was statistically associated with subsequent trajectories of self-management confidence over 12 months. Confidence demonstrated gradual change rather than stability within routine practice.</p><p><strong>Implications: </strong>Strengthening the visibility and consistency of collaborative dialogue within nurse-led consultations may support self-management confidence. Structured conversational approaches that help nurses enact shared decision-making more explicitly warrant further evaluation in primary care.</p><p><strong>Patient or public contribution: </strong>No patients were involved in study design.</p>","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing Nurse Mentors' Development Through a Mentoring Intervention: A Mixed Methods Study.","authors":"Stina Kallerhult Hermansson, Yvonne Hilli, Fredrik Norström, Rita Solbakken, Karin Bölenius","doi":"10.1111/jan.70636","DOIUrl":"https://doi.org/10.1111/jan.70636","url":null,"abstract":"&lt;p&gt;&lt;strong&gt;Background: &lt;/strong&gt;Mentoring in nursing is crucial for supporting newly qualified nurses, enhancing retention and promoting professional development. Despite its significance, limited research has explored nurse mentors' perspectives and their own development through mentoring.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Aim: &lt;/strong&gt;To explore how a structured mentoring intervention influences nurse mentors' clinical teaching behaviour, self-efficacy and experiences of their professional role development.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Design: &lt;/strong&gt;A convergent mixed-methods study was conducted during a mentorship intervention across healthcare units in hospitals and municipalities in northern Sweden and Norway.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Methods: &lt;/strong&gt;Forty-one experienced registered nurses participated as nurse mentors. Quantitative data were collected via validated instruments on clinical teaching behaviour and self-efficacy before and twice after the intervention. Qualitative data were collected through post-intervention focus group interviews. Quantitative data were analysed using Wilcoxon signed rank test; qualitative data were analysed using qualitative content analysis. Findings were triangulated to identify convergence and divergence.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Results: &lt;/strong&gt;Nurse mentors reported personal and professional growth, especially in relationship-building, mentoring skills and role clarity. Results showed consistently high ratings in clinical teaching behaviour and self-efficacy, with an increase in clinical teaching behaviour scores post-intervention.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Conclusions: &lt;/strong&gt;Structured mentoring interventions support nurse mentors' development, improving clinical teaching practices and reinforcing their professional identity-key factors in nurse retention.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Implications for the profession: &lt;/strong&gt;The findings highlight the need for sustained nurse mentor support and tailored mentorship frameworks to ensure effective, long-term mentoring in nursing.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Impact: &lt;/strong&gt;What problem did the study address? Mentoring is essential for supporting newly qualified nurses, improving retention and fostering their professional development. Most mentorship research focuses on mentees, with limited insight into nurse mentors' perspectives and development. What were the main findings? Nurse mentors experienced development in several areas throughout the intervention, particularly in building relationships, fostering meaningful mentoring skills and refining their role as nurse mentors. Where and on whom will the research have an impact? This study can inform policy and practice by contributing knowledge on the development of sustainable mentoring frameworks. These frameworks support the formation of collaborative and stable work groups in clinical settings, enhancing nurse retention, professional development and the overall quality of patient care.&lt;/p&gt;&lt;p&gt;&lt;strong&gt;Reporting method: &lt;/strong&gt;This study adhered to the Good Reporting of A Mixed Methods ","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846441","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mapping the Drivers of Engagement in Mentorship in Nursing Clinical Practicums: A Network Analysis.","authors":"Eva Padrosa, Aggie Núñez-Doyle, Raquel Ayuso-Margañon, Rosa Rifà-Ros, Montse Sanclemente-Dalmau, Carlota Alcover, Anna Martín-Arribas, Ariadna Graells-Sans, Miriam Rodríguez-Monforte","doi":"10.1111/jan.70631","DOIUrl":"https://doi.org/10.1111/jan.70631","url":null,"abstract":"<p><strong>Aim: </strong>To map factors influencing nurses' engagement in clinical mentorship in nursing education and explore their interactions using network analysis.</p><p><strong>Design: </strong>Observational cross-sectional study employing an online survey from July 2024 to May 2025.</p><p><strong>Methods: </strong>A total of 261 clinical mentors from healthcare institutions in Catalonia, Spain, completed the survey. Key variables included engagement in clinical mentorship (implication, motivation, satisfaction, compromise), perceived obstacles, ward manager support, emotional intelligence, emotional wellbeing, working and employment conditions. Data were analysed using regularized partial correlation network analyses. Centrality indices were calculated to determine the most influential variables within the network structure.</p><p><strong>Results: </strong>Motivation, ward manager support, and emotional intelligence emerged as the most central, interconnected drivers of engagement. Motivation showed positive associations with commitment and implication in the mentoring role and a negative association with perceived obstacles. Ward manager support was linked to emotional wellbeing and peer support, reflecting the importance of psychosocial resources. Emotional intelligence appeared to support motivation, work control, and satisfaction with the mentoring role. In contrast, professional experience and employment conditions showed limited influence within the network.</p><p><strong>Conclusion: </strong>This study provides a comprehensive understanding of how multiple factors interact to shape nurses' engagement in clinical mentorship. Motivation, ward manager support, and emotional intelligence represent key leverage points for strengthening mentorship practices.</p><p><strong>Implications for the profession: </strong>Sustainable, high-quality clinical practicums require supportive work environments that recognize and foster mentors' intrinsic motivation, leadership support, and emotional skills.</p><p><strong>Impact: </strong>Clinical mentors are essential to student learning, and so is their engagement in the mentoring role. This study is the first to apply network analysis to this process, revealing that motivation, emotional intelligence, and ward manager support are central to engagement, while professional experience and employment conditions are less relevant. These findings can guide institutional strategies to promote supportive and nurturing clinical learning environments.</p><p><strong>Reporting method: </strong>The manuscript is based on the Checklist for Reporting Results of Internet E-Surveys (CHERRIES).</p><p><strong>Patient or public contribution: </strong>This study did not include patient or public involvement in its design, conduct, or reporting.</p>","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prison Abolition: An Evolutionary Concept Analysis With Implications for Nursing.","authors":"Kendra Birnley, Dena Hassouneh","doi":"10.1111/jan.70635","DOIUrl":"https://doi.org/10.1111/jan.70635","url":null,"abstract":"<p><strong>Aims: </strong>To clarify the concept of prison abolition in the context of United States mass incarceration and to discuss its implications for nursing ethics, knowledge production, and practice.</p><p><strong>Design: </strong>A critical literature review using Rodger's evolutionary concept analysis.</p><p><strong>Methods: </strong>We coded and thematically analysed sources to identify associated terms, attributes, antecedents, and consequences of the concept of prison abolition.</p><p><strong>Data sources: </strong>We searched six databases and a book catalogue between May 2024 and April 2025 to yield a sample of 30 interdisciplinary academic texts. No date limits were set.</p><p><strong>Results: </strong>We identified nine attributes: Counterhegemonic, Recognizing Carceral Harm and Failure, New Public Discourse, Incremental, Culture of Care, Equitable Justice, Elimination Not Reform, Evolving, and Grassroots with consistent interdisciplinary and temporal characterization. There is a relative absence of this concept in nursing literature even though it addresses health concerns.</p><p><strong>Conclusion: </strong>Prison abolition aligns with the American Nursing Association's Nursing Code of Ethics and could inform and guide nurses toward improvements in health equity.</p><p><strong>Implications for the profession: </strong>Nursing in the United States has not engaged with abolition as much as other disciplines, but our Code of Ethics compels us to. Prison abolition is concerned with health equity, and marginalized populations could benefit if we incorporate the concept into our practice, scholarship, and advocacy.</p><p><strong>Impact: </strong>This review addressed a potential lack of understanding or awareness of the concept of prison abolition within nursing discourse. The main finding is that this concept aligns with U.S. nursing ethics. This research may impact nurses looking to incorporate a theory and practice to improve approaches to health equity.</p><p><strong>Reporting method: </strong>We were unable to find an EQUATOR reporting method for concept analyses.</p><p><strong>Patient or public contribution: </strong>No patient or public contribution.</p>","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147846429","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"'Becoming a Nurse': A Lifelong Journey Beyond the Transition to Professional Practice-An Analytical Discursive Paper.","authors":"Seung A Sarah Park, Marion Eckert, Rebecca Sharp, Judy Duchscher, Micah D J Peters","doi":"10.1111/jan.70630","DOIUrl":"https://doi.org/10.1111/jan.70630","url":null,"abstract":"<p><strong>Aim: </strong>To reconceptualise becoming a nurse as a lifelong developmental journey that extends beyond the traditional focus on new graduate transition, and to inform policies and practices supporting recruitment, retention and career sustainability.</p><p><strong>Background: </strong>The global nursing shortage persists, exacerbated by high attrition rates among new graduates and an aging workforce. While existing literature predominantly examines the transition from student to professional practice, we propose that 'becoming a nurse' begins earlier and extends beyond clinical roles into retirement.</p><p><strong>Design: </strong>An analytical discursive paper.</p><p><strong>Data sources: </strong>Key theoretical frameworks (Schlossberg's Transition Model, Kennedy's Integrated Transition Model, Benner's Novice-to-Expert framework and Duchscher's Stages of Transition Model) were integrated with empirical literature (1974-2025) on nursing career trajectories, clinical expertise development and professional identity across the lifespan, with emphasis on contemporary evidence from 2015 to 2025.</p><p><strong>Results: </strong>Becoming a nurse is reconceptualised as a continuous, lifelong transition encompassing four interrelated phases: (1) early career interest, where nursing aspirations emerge during childhood and adolescence; (2) non-traditional entry, involving second-career entrants who undergo profound identity reconstruction as novices; (3) middle-career transition, characterised by sustained development from competence through proficiency toward expertise and clinical wisdom; and (4) late-career transition, where professional identity and contribution continue beyond retirement. Each phase presents distinct developmental demands requiring tailored educational, organisational and workforce responses. Together, these phases form a Lifespan Transition Framework that advances the field by proposing transition as a recursive developmental mechanism, where adaptive capacities built at each phase become foundational resources for subsequent phases, rather than separate, time-limited events.</p><p><strong>Conclusion: </strong>Understanding becoming a nurse as a lifelong transition provides a unifying conceptual foundation for more coherent, stage-sensitive workforce strategies. This perspective shifts policy and practice beyond short-term graduate retention toward lifespan-oriented workforce systems that strengthen recruitment, sustain expertise and preserve professional wisdom across the whole nursing career lifespan.</p>","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":""},"PeriodicalIF":3.4,"publicationDate":"2026-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147823538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Student Perceptions of Interprofessional Education Innovation to Address Pain Management and Substance Use: A Qualitative Descriptive Analysis.","authors":"Rie Kobayashi, Jennifer C Miller, Connie M Remsberg, Skye McKennon, Ross J Bindler, Dawn E DeWitt, Marian Wilson","doi":"10.1111/jan.70406","DOIUrl":"10.1111/jan.70406","url":null,"abstract":"<p><strong>Aims: </strong>The aim of this study was to understand student perspectives regarding an interprofessional education (IPE) innovation using a single standardised patient (SP) in a large-group setting for a pain management and substance use simulation.</p><p><strong>Design: </strong>A qualitative descriptive design was used.</p><p><strong>Method: </strong>Students representing eight health science programs from four universities were invited to participate in a simulation-based IPE program blending asynchronous and synchronous learning. DNP students were one of the largest professions represented (n = 92, 30%) along with students enrolled in Doctor of Pharmacy (n = 111) and Doctor of Medicine (n = 69) programs. Students were invited to complete a post-activity survey asking what parts of the IPE activity were most valued and what could be improved. Student responses were themed using a qualitative descriptive approach with inductive coding and constant comparison.</p><p><strong>Results: </strong>Of 304 participating students, 155 (51%) responded to one or both open-ended questions. Respondents highly valued interprofessional team diversity. Responses highlighted the importance of: (1) using simulation with student teams to foster active learning, (2) student preparation using relevant curricular resources and (3) grounding interprofessional collaboration activities in student engagement and professional respect.</p><p><strong>Conclusion: </strong>Findings confirmed that a cost-effective IPE activity using one SP within deliberately planned interprofessional activities can be engaging and meaningful. Students valued team-based collaboration across the disciplines of nursing, pharmacy and medicine.</p><p><strong>Impact: </strong>Educators gathered evidence on the merits of a replicable, cost-effective IPE structure intended to expand team-based simulation learning opportunities. High-priority public health topics such as pain and substance use require multidisciplinary, integrative care to maximise health outcomes. To better prepare nurses and their health science collaborators, novel pedagogy in IPE may optimise student learning experiences.</p><p><strong>Reporting method: </strong>We followed the Standards for Reporting Qualitative Research (SRQR).</p><p><strong>Patient or public contribution: </strong>Health sciences faculty served as facilitators in the IPE sessions. Facilitators were provided 1 h of training and observed student team breakout rooms to ensure that students were engaged and understood the assigned task. They provided feedback to session leaders after the sessions.</p>","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":"4384-4392"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13069245/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146055223","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Research Publication Performance of the Australian and New Zealand Nursing and Midwifery Professoriate.","authors":"Lisa McKenna, Fiona Bogossian, Simon Cooper, Tracy Levett-Jones, Philippa Seaton","doi":"10.1111/jan.70130","DOIUrl":"10.1111/jan.70130","url":null,"abstract":"<p><strong>Aim: </strong>To analyse research publication performance of Australian and New Zealand professors and associate professors of nursing and midwifery, and compare with 2016 data.</p><p><strong>Methods: </strong>A search of university websites was conducted to identify all nursing and midwifery professoriate in Australia and New Zealand. Each individual was then searched in the Scopus database to identify individual total citations, h-index, number of publications, first author Field Weighted Citation Impact (FWCI) and overall FWCI. Comparisons with 2016 data were also undertaken.</p><p><strong>Results: </strong>A total of 304 academics were included, comprising 270 from Australia and 34 from New Zealand, and 169 full professors and 135 associate professors. Overall, total publications and citations had increased. Maximum h-index had increased; however, median only changed slightly.</p><p><strong>Conclusion: </strong>The study provides contemporary data that can support cases for academic promotion along with other benchmarking activities.</p><p><strong>Impact: </strong>Findings reflect the current research publication performance of the Australian and New Zealand professoriate and provide invaluable data for academic benchmarking in those countries and also in many others.</p><p><strong>Patient or public contribution: </strong>No patient or public contribution.</p>","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":"82 5","pages":"4927-4932"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13069221/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147655344","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A Comparative Evaluation of Conceptual Frameworks for Examining Neighbourhood Socioeconomic Deprivation and Cancer Care Accessibility.","authors":"Danica Dorlette, Arlene Smaldone, Jingjing Shang","doi":"10.1111/jan.70139","DOIUrl":"10.1111/jan.70139","url":null,"abstract":"<p><strong>Aim (s): </strong>To identify and evaluate conceptual frameworks for studying neighbourhood deprivation and access to cancer services in nursing research.</p><p><strong>Design: </strong>Discussion paper.</p><p><strong>Methods: </strong>We searched the literature to identify conceptual models used in peer-reviewed articles that examined neighbourhood-level factors influencing access to cancer services. As a first step in the evaluation, the Theories, Models and Frameworks Comparison and Selection Tool (TCaST) was used to assess the rigour and applicability of eligible models. The two models with the highest TCaST scores were then further evaluated using Fawcett and DeSanto-Madeya's 2013 criteria.</p><p><strong>Data sources: </strong>A total of 546 articles were screened after searching PubMed, EBSCO Cumulated Index to Nursing and Allied Health Literature and Elsevier Co. Scopus from 2014 to 2025.</p><p><strong>Results: </strong>Of eight eligible models, two met the criteria for further analysis. Revision 6 of Andersen's Behavioral Model (ABM) includes the full nursing metaparadigm and has been widely applied. It is logically and socially congruent, offers testable hypotheses and holds global significance. However, full utility requires familiarity with its unique vocabulary. The Concept of Access Model also demonstrates congruence, testable hypotheses and has greater parsimony than ABM, but its omission of the health metaparadigm limits its application in nursing research.</p><p><strong>Conclusion: </strong>ABM most comprehensively provides clear and measurable concepts for neighbourhoods as well as realised, effective and equitable access for nursing research. It also supports the identification of highly mutable factors for clinical and policy intervention.</p><p><strong>Implications for nursing: </strong>Nurses can play a central role in applying frameworks to ensure research aligns with the holistic nature of profession values, captures contextual realities of patients and informs equitable care delivery.</p><p><strong>Impact: </strong>Neighbourhood deprivation continues to drive disparities in cancer care, making it a pressing research priority. This evaluation equips nurses with a clear conceptual foundation to study access inequities and support actionable cancer care solutions.</p><p><strong>Reporting method: </strong>There are no relevant EQUATOR guidelines for this discursive paper.</p><p><strong>Patient or public contribution: </strong>This study did not include patient or public involvement in its design, conduct or reporting.</p>","PeriodicalId":54897,"journal":{"name":"Journal of Advanced Nursing","volume":" ","pages":"5493-5512"},"PeriodicalIF":3.4,"publicationDate":"2026-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144884298","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}