Objective: Internationally Educated Nurses (IENs) are an important component of the healthcare workforce and a contributing solution to the nursing shortage as well as healthcare sustainability in rural and remote areas. The study’s aim is to contribute to the discussion regarding IENs’ experiences of rural nursing practice to inform practices, procedures, activities, and policies.
Methods: As part of a sequential mixed methods study, individual interviews and a photovoice approach, was used to describe IENs’ experiences in nursing practice in rural communities in Alberta, Canada. This paper reports the findings from the semistructured interviews.
Results: The qualitative findings revealed two themes: (1) Thriving in Rural Nursing Practice and (2) Rurality. The theme of Thriving in Rural Nursing Practice consists of two broad categories: Wider scope of practice and Becoming part of the team. The theme Rurality includes the categories of Challenges of relocating to a rural community and Integrating into the community.
Conclusions: This study highlights practical and unique activities and strategies to enhance the experiences of IENs in rural nursing practice. IENs need to navigate their work environment by utilizing strategies to adjust to a wider scope of practice (e.g., competencies, self-learning, “lifelines”, and “IEN work buddies”). Managers, nursing colleagues, and IENs together must facilitate becoming part of the team and addressing the monocultural workplace via mentorship, supportive relationships, acceptance of cultural differences, and recognition of IENs’ knowledge and skills. Practical issues, such as housing, connection with community members, and participation in community activities, require careful attention to address relocation challenges and community integration.
Background and objective: Simulation-supported scenarios were infused with genomic principles to increase undergraduate nursing students’ knowledge of the disease of Cystic Fibrosis (CF) and its genomic implications. The primary aim explored how a genetic component in an evolving CF simulation scenario (at 3 weeks old, 6 years old, 26 years old and 47 years old) could enhance pre-licensure baccalaureate nursing students’ self-perceived ability to integrate genomics into their nursing knowledge base. A second aim explored students’ confidence in their ability to participate in patient care.
Methods: Three assessment surveys gleaned data from a total of six intervention groups (n = 103): (1) identical nine-item pre/post simulation learner survey of CF knowledge gleaned students’ basic genomic knowledge; (2) five-item post-simulation, self-perception of learner knowledge survey gathered students’ self-perception of their CF genomic; and (3) one open-ended qualitative question that asked participants to share if they “felt that this scenario enhanced their overall ability to integrate genomics into their knowledge base of nursing and nursing care.” Six control groups (n = 46) did not receive the CF scenarios but completed the nine multiple choice survey once.
Results: All of the six collective intervention groups total post-simulation knowledge averages improved or remained the same as pre-simulation CF knowledge. Comparatively, all total post-simulation CF knowledge averages were considerably higher than the control groups CF knowledge average. Participants’ overall theoretical knowledge of CF post simulation was significantly higher than the control group. All five learner CF knowledge survey items had the majority of participants agreeing their genomic knowledge improved post simulation. Three major themes, with seven sub-themes, emerged from the rich qualitative data.
Conclusions: Simulation solidifies comprehension of genomics application of knowledge from didactic theory to practice experiences, providing a reliable and valid pedagogical educational strategy, not only for cognitive, psychomotor and affective learning, but also for genomic proficiency. Integrating an evolving CF simulation scenario can facilitate concepts of genomics, nursing care, and patient advocacy while enhancing students’ confidence and comfort level.
The incidence of burnout among healthcare providers is rising. Certified Registered Nurse Anesthetists (CRNAs) and Student Registered Nurse Anesthetists (SRNAs) are at a particularly high risk due to the inherent stress of the role. This multifaceted issue poses significant concerns to CRNA and SRNA wellbeing, patient safety, and healthcare organizations. The purpose of this project was to evaluate and compare burnout levels among CRNAs and SRNAs working at a large academic medical center and to increase awareness of the consequences of burnout through an educational podcast. Additionally, the development and dissemination of a two-part educational podcast aims to increase awareness of the consequences of burnout and introduce listeners to evidence-based resources to mitigate it. The data collection tool utilized was the Maslach Burnout Inventory- Human Services Survey for Medical Personnel (MBI-HSS). Literature demonstrates this 22-item questionnaire is a valid and reliable tool. A podcast was created to disseminate survey results as well as discuss the phenomenon of burn out. Lastly, the episodes were published to Spotify and Apple Podcasts. This project seeks to provide foundational knowledge of the incidence of burnout among CRNAs and the SRNA community in order to identify needs for future quality improvement interventions for these populations. Increasing awareness of one’s own level of burnout is a necessary first step to begin to address burnout in this community.
Background and objective: The Austrian healthcare system is characterized by a high degree of fragmentation, with primary healthcare mainly delivered by independent physicians. However, there are limited integrations of other healthcare professions into primary care. The Austrian federal government plans to introduce a community health nursing system in the future. Currently (period from the beginning of 2022 to the end of 2024), corresponding pilot projects are running in numerous communities in Austria. The present study addresses the question of what social competencies a community health nurse in Austria needs to have. This study investigates the importance of social competencies in community health nursing within the context of the Austrian healthcare and social care system. From this, recommendations for the education of community health nurses in Austria can be derived.
Methods: Fifteen qualitative, problem-centered interviews were conducted with experts in community health nursing and public health. Qualitative content analysis, following the approach of Mayring (2015), was employed.
Results: The study identified several key social competencies, including communication, information dissemination and education, cultural and social competencies, pedagogical skills, leadership skills, relationship-building, assertiveness, respect for individuality, self-management, moderation and presentation, understanding of family systems, trust in other healthcare professions, negotiation skills, social justice, and dealing with gender diversity.
Conclusions: Social competencies are vital for community health nurses, enabling them to establish trust, address health disparities, and meet the needs of vulnerable groups. Continuous professional development and training can enhance these competencies, thereby improving community health outcomes. Expanding the professional scope of non-physician groups, such as community health nurses, could be beneficial within the Austrian healthcare system. Future education programs for community health nurses in Austria should emphasize the development of social competencies.
Background: First Aid provision represents a moral obligation as well as a social necessity in all public settings and it is particularly important in the field of Primary Education. Although there is a significant improvement in the picture in relation to the attendance of First Aid programs in Greece, teachers do not seem to have sufficient knowledge and ability to deal with accidents in the school environment. This study examined the knowledge of First Aid of teachers in Primary Education.
Material and methodology: This study was conducted on teachers in primary education, teaching in both the public and private sector. Data collection was performed online, through the Google Forms platform, within a 35 months’ time framework. Statistical analysis of data was performed using R-statistics.
Results: Data collected from 407 teachers in primary education teaching either in the public or private sector were analyzed and found that their knowledge of First Aid was insufficient. We also found that there is no statistically significant difference between the responses of teachers in primary education regarding teaching in public or private sector.
Conclusions: This study confirms previous findings that underline that teachers are poorly trained in First Aid and furthermore lack the necessary self-confidence that one should possess when performing First Aid. Therefore, it reveals the need to conduct further similar research aimed at investigating the level of knowledge and ability to apply First Aid practices by teachers nationwide and on a larger scale. It also stresses out the need for proposals’ submission for more effective teachers’ education in First Aid.
Background and objective: Transformational leadership significantly influences nursing outcomes, yet evidence synthesis across diverse healthcare contexts remains limited. To systematically examine the relationship between transformational leadership and nursing job satisfaction and productivity across global healthcare settings.
Methods: A total of 48,590 titles and abstracts were screened, with 134 full-text articles reviewed, resulting in 22 included studies. Using content analysis, Following PRISMA 2020 guidelines, we searched five databases (PubMed, Scopus, Web of Science, CINAHL, Google Scholar) for studies published 2016-2024. Quantitative studies examining transformational leadership effects on nursing job satisfaction and productivity were included. Quality assessment used the NIH Quality Assessment Tool. Using narrative synthesis, patterns and recurring themes were systematically identified and categorized across studies.
Results: Twenty-two studies from 11 countries (n = 4,847 nurses) met inclusion criteria. All studies demonstrated fair methodological quality. Transformational leadership showed consistent positive associations with job satisfaction (correlation range: 0.43-0.94; 17/20 studies statistically significant) and productivity (13/15 studies significant). Regional variations emerged, with stronger effects in hierarchical healthcare systems. Three key patterns were identified: job satisfaction determinants, productivity factors, and leadership-outcome relationships.
Conclusions: Transformational leadership consistently enhances nursing job satisfaction and productivity across diverse contexts, with effect magnitude varying by cultural and organizational factors. Healthcare organizations should prioritize transformational leadership development programs for nurse managers.
The rapid growth of vaping, particularly among priority populations such as transgender individuals, is a significant public health concern. This article examines vaping behaviors and associated health risks within the transgender community through the case of Jordan, a 16-year-old Black transgender male. Using recent studies and validated resources, we explore the drivers of vaping in this population and propose targeted intervention strategies for healthcare providers, particularly psychiatric and mental health professionals. Additionally, we emphasize the importance of inclusive public health policies and educational initiatives tailored to the transgender community.