Objective: This qualitative study provides up-to-date knowledge about today’s nursing students’ views and experiences of factors that can increase or decrease the attractiveness of nursing and presents students’ ideas for improving the nursing profession.
Methods: Data were collected from 168 nursing students at the University of Applied Sciences in Finland through an online survey in March 2022. Inductive content analysis was used to analyze the data.
Results: According to the students, the attractiveness of nursing is decreased because nursing is not adequately appreciated, the resources and salary do not match the workload, the working atmosphere can be detrimental to psychological well-being, and there is frequently little support from nurse leaders. Factors that could increase the profession’s attractiveness involve advancing nursing’s role at the level of individuals, organizations, and society; meaningfulness of nursing duties, influencing one’s work; better working conditions and well-being at work; development of nursing leadership; and work and career advancement. Students suggest promoting marketing and the appreciation of nursing, developing leadership and the theoretical and practical competence of supervisors, promoting nurses’ daily coping and well-being at work, and raising salaries.
Conclusions: The status and image of nursing must be addressed at the level of individuals, organizations, and society, both nationally and internationally. Nurses themselves must appreciate their profession and feel that they have a possibility to advance their careers.

Objective: Routinely collected quality improvement data identified the occurrence of newborn falls/drops as unacceptable. The purpose of this quality improvement project was to develop and implement a site-specific newborn fall/drop assessment tool.
Methods: Guided by data from the retrospective chart review data, results identified through the review of the literature, and the opinions of clinical experts, an 11-item risk assessment tool was developed. This tool includes three non-modifiable and eight modifiable variables.
Results: Summing the items on the tool identifies a scenario-specific newborn fall/drop risk. Once pilot testing was completed and revisions were made, the tool was implemented into clinical practice.
Conclusions: Site-specific patient demographics, including cultural preferences, along with plans of care decisions, impact the risk for a newborn fall/drop. Including the uniqueness of the clinical setting and family values in the fall risk assessment decreased the prevalence of newborn falls/drops at the study site.

Objective: This study used Fowler’s Model for developing nursing judgment to document an innovative approach to enhance students’ clinical reasoning and judgment by examining the impact of incorporating concept-based learning and concept mapping in a structured classroom alongside clinical activities.
Methods: The study employed a pretest-posttest design to collect data from a cohort of 40 junior students enrolled in adult care nursing courses at a private university in Jordan. Self-reporting and observing students’ clinical reasoning and judgment using a questionnaire and the Students’ Performance Aspects of Clinical Judgment Scale were employed.
Results: Enhancement in students’ general cclinical reasoning behavior, independence in clinical reasoning and clinical judgment, and clinical judgment abilities were evident.
Conclusions: This study provided a workable approach that will broaden academics’ understanding of the contextual factors that may impact students’ clinical reasoning and judgment abilities. It can also enhance deep learning and help desaturate the curriculum.

Objective: The study purpose was to describe secondary school nurses’, subject teachers’, special needs teachers’, study counselors’ and school social workers’ (n = 60) experiences of stressors that contribute to the development of mental health problems in secondary school pupils. Another purpose was to describe the professionals’ educational needs regarding mental health problems of secondary school pupils. The study aimed at producing information that can promote the detection of mental health problems and facilitate early interventions in secondary schools. The information collected came from the professionals only, not from the pupils or their parents.
Methods: Data were collected in Finland using a Webropol online survey and analyzed by inductive content analysis.
Results: According to the results, secondary school pupils’ mental health problems are associated with physical and psychosocial stressors, and with stressors pertaining to learning and studying, lifestyle, family, friend relationships and socioeconomic factors. In addition, the pupils’ mental health problems are associated with stressors pertaining to social media. Professionals working at secondary schools need education on how to identify pupils’ mental health problems, how to take up the concern with the pupil and parents, and how to support and counsel youth with a mental health problem.
Conclusions: Although information packages, recommendations, materials and tools are available, encouragement and more specific and concrete mental health education for both pupils and professionals is required. New structures and practices, and possibly re-allocation of resources, may be necessary. The teachers’ role in mental health promotion and prevention of mental health problems should be supported and resourced more effectively. Psychiatric nurses should be employed at schools.

Objective: To compare career development trends and understand enablers and barriers to career progression of international nurses working in the National Health Service in England, United Kingdom (UK).
Background: International nurse recruitment is happening at size and scale across the globe due to nursing workforce shortages worldwide. The UK is one of many healthcare systems competing for international nurses. Demonstrating how international nurses are supported with career progression can validate a healthcare systems employment offer.
Methods: A mixed methods approach, comprising a quantitative analysis of career progression rates comparing domestic nurses and international nurses working in England between the dates 2014-2021; and qualitative interviews, exploring career progression of international nurses that have worked in the NHS for 5 years or more.
Results: Data were collected on 611,912 nurses, including 496,741 domestic nurses (81.2%) and 115,171 international nurses (18.8% of all nurses). Progression from a Band 5 registered nurse happens less frequently and more slowly for international than for domestic nurses (median time to progress 5.8 years for domestic and 6.8 years for international); with less marked differences in frequency of progression from higher nurse bands. From 21 interviews, three themes emerged from the pre-progression stage: (1) See me and know I can thrive; (2) Don’t overlook me; (3) Embrace Me as I learn; and three from the post-progression stage: (1) I have power to influence; (2) I can break down barriers; (3) I lead and inspire others. International nurses described characteristics of mettle, resilience and determination; with many demonstrating successes influencing change.
Conclusions: The presence of international nurses in leadership and as role models can benefit career progression. Through empowerment and representation, following succession, international nurses are inspiring role models to enable opportunities for career progression for future generations.