Pre-registration Nursing Students Research Articles

Enhancing Cardiac Arrest Skills: Exploring Student Nurses’ Journey through Mental Simulation to Self-efficacy

Objective: This study explores mental simulation (MS) as a potential tool for enhancing skill acquisition and readiness among student nurses in life-saving procedures, particularly in high-stress, time-sensitive situations like cardiac arrest. It aims to investigate the impact of MS on learning life support skills and creating self-officious students in nursing education. Methods: The study combines a theoretical framework grounded in social constructionism with qualitative research methods. We utilize a qualitative reflexive thematic analysis approach. Eleven pre-registration student nurses participated in interview-based investigations after engaging in a 4-week MS program. Data collection utilized open-ended questions, allowing participants to express their experiences and perceptions regarding MS for life support skill acquisition. Results: The research identified six key themes and sub-themes: “Motivation to learn”, “emulating reality”, “emulating real-world intensity”, “emotional resonance”, “harmonizing reflective practice”, and “empowering confidence”. Participants reported using MS to address self-efficacy challenges, creating vivid simulated experiences, inducing real-world intensity, personalizing visualizations, fostering reflective practice, enhancing team understanding, and demystifying cardiac arrest skills, ultimately empowering confidence in employing their cardiac arrest skills. Conclusion: The findings underscore MS’s potential as a valuable training tool in nursing education. MS not only bridges knowledge gaps but also prepares student nurses for real-life scenarios, demystifying cardiac arrests and enhancing self-efficacy. The study advocates for the integration of MS alongside traditional training methods to enhance preparedness and confidence among student nurses in critical life support situations. Further research could explore the broader implications of MS across various healthcare contexts.

What are the experiences of student nurses with online learning? Do they have the necessary digital and technological competencies?

Background and objective: Student Nurses have been conventionally and predominantly taught face to face for several decades. A recent surge in teaching student nurses online in the last decade has been expedited by the onset of the covid-19 pandemic. A significant number of research on online learning, focuses on its effectiveness from an educator’s perspective. Exploring student nurses’ experiences with online learning in relation to their digital and technology skills readiness is pertinent to informing a student-led pedagogy. The research aims to explore the experiences of student nurses with online learning and if they are digital and technology skills ready for online learning or not.Methods: The study is a descriptive qualitative research, which utilises Interpretative phenomenological analysis and hermeneutic Interpretative phenomenology. Four pre-registration student nurses in a university in the South-East of England were recruited for the study. Individual face-to-face tape recorded semi-structured interviews were conducted with verbal and written consent from participants. Data collected was concurrently transcribed and analysed. Preliminary codes were given to the collected data to describe the contents. Interviews were then searched for patterns in the given codes from the transcripts. The themes that emerged were reviewed and refined with written up verbatim quotations from participants to support interpretations. A reflexive diary was kept by the researcher throughout the research, to reduce the likelihood of biases. Results: The themes that emerged from the collected and analysed data indicated that student nurses were digital and technology skills competent to engage in online learning. Online learning was deemed beneficial by all students although a preference for face-to-face learning was reported. Factors that inhibited students from fully engaging with online learning included internet hitches and the inability of nurse educators to use technology. A lack of effective communication between lecturers and students during online learning also marred the experiences of students. Environmental distractions at home and a lack of support from peers and lecturers during online learning were further cited as inhibitors for online learning.Conclusions: The Nursing and Midwifery Council (NMC) requires qualified nurses to have sound technology skills for care delivery. Considerations for online learning must include a prior technology skills competence assessment. The approach will ensure a level playing field for all students who engage in online learning. The appropriate support and interventions can be put in place for students who may not have the prerequisite level of technology skills to engage in online learning. Findings supports a blended learning approach with a student led digital and technology skills baseline assessment, prior to online learning. The approach will ensure a successful co-creation with an amalgamation with pedagogy.

Factors responsible for student nurses’ use of non-sterile gloves: An exploratory qualitative study

Background Disposable non-sterile gloves are part of the personal protective equipment (PPE) to be considered to protect oneself from the risk of infection. They have subsequently become the topic of concern related to increased use, inappropriate use, and potentially increasing the risk of cross-infection and environmental impact of plastic waste. Aim/objective This study aimed to explore the views of pre-registration student nurses about non-sterile glove use in clinical practice and to identify the factors that impact student nurses’ decision on whether to wear non- sterile gloves. Methods Using a social constructivist approach, the study was organised in a higher education institution. Semi-structured interviews were conducted with second year student nurses, utilising a theoretical domains framework (TDF). Findings/Results The key findings showed that students had limited awareness of the national infection prevention and control best practice procedures. The primary influential factors for non-sterile gloves use behaviour were personal protection, the type of care interventions required and the observations of peers and role models. Discussion The study found limited awareness on the importance of infection prevention and control precautions, including the correct procedure for donning, and doffing of personal protection equipment, along with a lack of confidence to challenge non-compliance.

The impact of prior care experience on nursing students' compassionate values and behaviours: A mixed methods study

BackgroundCompassion is critical to the provision of high-quality healthcare and is foregrounded internationally as an issue of contemporary concern. Paid care experience prior to nurse training has been suggested as a potential means of improving compassion, which has been characterised by the values and behaviours of care, compassion, competence, communication, courage, and commitment. There is however a dearth of evidence to support the effectiveness of prior care experience as a means of improving compassion in nursing. ObjectiveTo explore the impact of paid prior care experience on the values and behaviours of pre-registration nursing students indicated as characterising compassionate care. DesignLongitudinal mixed methods design employing a modified concurrent triangulation strategy, comprising two work packages. Work package 1 was qualitative, and work package 2 adopted a concurrent embedded strategy with a dominant quantitative component. Research is reported in accordance with the Good Reporting of a Mixed Methods Study framework. Setting(s)Three United Kingdom universities. ParticipantsPre-registration nursing students attending one of three universities, and individuals who had previously participated in a Health Education England paid prior care experience pilot. Participant numbers at time point 1 were questionnaires n = 220, telephone interviews n = 10, and focus groups n = 8. MethodsWork package 1 consisted of longitudinal semi-structured telephone interviews. Work package 2 comprised validated online questionnaires measuring emotional intelligence, compassion satisfaction and fatigue, resilience, psychological empowerment, and career commitment (as proxies of compassionate values and behaviours), and focus groups. Qualitative data were thematically analysed. Quantitative data were analysed via Analysis of Variance in SPSS v 26. ResultsQualitative findings suggest that prior care experience has both positive and negative effects on students' compassionate values and behaviours, however positive effects do not extend to qualification. No statistically significant differences were found in any of the quantitative outcome measures between participants with and without paid prior care experience. A statistically significant increase in compassion fatigue was identified in both groups of participants post-qualification. Paid prior care experience did not prevent participants from experiencing reality shock on becoming a student or on qualification. ConclusionsThere is insufficient evidence of longitudinal beneficial impact to recommend paid prior care experience as an effective intervention to foster nursing students' compassionate values and behaviours. These findings do not support mandating a period of paid care experience as a prerequisite for entry into nurse education. RegistrationN/A.Tweetable abstractInsufficient evidence of longitudinal beneficial impact to recommend prior care experience as an effective intervention to foster nursing student compassion @PriorCareExp @Sarah_F_R

Evaluation of a virtual practice placement: A model to increase student capacity

AimTo describe the development and evaluation of a novel virtual practice placement. BackgroundHealth systems around the world face the challenge of recruiting and retaining sufficient nursing staff to provide high quality care. The need to train more nurses makes it hard to provide sufficient and varied high quality student placements to all students. This paper reports the result of one approach to the provision of a novel virtual placement for pre-registration student nurses. DesignOnline virtual placement evaluated by a questionnaire conducted after the placement. MethodsA total of 195 students attended the virtual practice placement between 10th October 2022 and the 10th March 2023. The survey consisted of eight questions, of which one invited a qualitative response. ResultsA total of 188 students completed the questionnaire and provided feedback. Of these 84 were adult nursing students, 67 child, 36 mental health and one learning disability student. The virtual placement required considerable resources to run, however was deemed as valuable by most students. When asked to rate the overall experience out of 5, the median scores were consistently high: adult (Mdn=5), child (Mdn=4), learning disability (Mdn=5) and mental health (Mdn=5) and mean values consistently high across fields: adult (M=4.73), child (M=5), learning disability (M=5) and mental health (M=4.67). Qualitatively, there were four main themes that emerged from the questionnaire responses: increased understanding of community healthcare and holistic approaches to care; developing interpersonal skills; a positive impact on their future career opportunities and the value of realistic case studies. ConclusionsVirtual placements are a viable addition to traditional placements. However, they require careful planning and considerable resources including experienced and dedicated facilitators. Principles for the delivery of virtual placements were produced to replicate and share best practice.

“I changed my mind after my placement”: The influence of clinical placement environment on career choices of final-year pre-registration nurses

BackgroundClinical placements (CPs) in the final year of nursing education largely impact nursing students’ professional development by exposing them to nursing realities. Nursing students also use placement exposure to identify suitable career opportunities for their upcoming professional life. However, there is limited evidence on how final-year CPs may attract pre-registration nursing students into different nursing specialties, including hospital and non-hospital settings. AimTo explore the influence of CPs in the final year of nursing education on pre-registration student nurses’ career decisions. MethodA narrative inquiry approach was utilised. A purposeful sample of 12 final-year students from two Western Australian public universities participated in the study. Data were collected through semi-structured individual interviews. This article follows the Consolidated Criteria for Reporting Qualitative Research. FindingsThe final-year CPs mainly influenced nursing students’ career decisions in three ways: they helped them create new career paths, and some students refined their career plans while others reaffirmed their career choices. Four main themes were generated, including nature of the clinical environment, ward or unit culture, preceptorship, and career progression. ConclusionThe final year of study is crucial for nursing students as they make career plans in preparation for the transition to their professional roles. The students make short- and long-term career plans at this stage, which may influence their commitment to nursing. Implication for practiceThe outcome of this study may assist stakeholders in nursing education and health care in developing policies for CPs and students’ career guidance. These policies may encourage pre-registration nurses to develop career interests in the less-preferable nursing specialties such as community nursing and residential aged care.

The impact of rapid cycle simulation deliberate practice on nursing student’s resuscitation self-efficacy: A quasi-experimental study

BackgroundNursing students often report anxiety about the performance of resuscitation in a placement context. Rapid cycle deliberate practice which involves re-running the scenario after de-brief allowing for the correction of errors and improved practice has been widely used to develop skills in resuscitation. Few studies have examined the use of rapid cycle deliberate practice to improve resuscitation confidence and self-efficacy. Objectiveto assess if rapid cycle deliberate practice leads to improvements in resuscitation self-efficacy in pre-registration nursing students. DesignQuasi-experimental pre and post-test design measuring self-efficacy using the Basic Resuscitation Skills – Self Efficacy Scale. SettingUniversity, United Kingdom. ParticipantsStudents were invited to participate (n = 120) and 106 consented to take part in the study. Participants were in pre-determined practical groups with 56 in the experimental group and 50 in the control group. MethodsA pre and post-test of nursing students’ self-efficacy during a resuscitation simulation scenario. The scenario will relate to a patient admitted to the emergency room with chest pain who then goes into cardiac arrest. The control group undertake the simulation exercise and then received a de-brief whereas the experimental group participated in a rerun of the scenario following the de-brief (deliberate practice). Both groups completed the Basic Resuscitation Skills Self-efficacy scale pre and post the session. Data were analysed using a paired sample t-test. ResultsBoth groups showed improved self-efficacy as a result of the simulation session. The difference in the post-test mean scores between the control and the experimental group was marginal and not statistically significant. Conclusionrapid cycle deliberate practice simulation does not lead to improved resuscitation self-efficacy amongst pre-registration nursing students when compared with a single session. AbstractNursing students are often anxious about performing resuscitation in practice. Can rapid cycle deliberate practice improve resuscitation self-efficacy? Pre and post-test study (n=106) showed improved self-efficacy with no statistical difference between standard simulation and deliberate practice.

Interprofessional Education: Let’s Listen to the Students

The inclusion of interprofessional education (IPE) within the pre-registration curricular is a way to promote interprofessional collaboration. Interprofessional education is increasingly supported by academic organisations and service providers, but pre-registration professional education is still often conducted within professional silos, which may compromise the collaborative ideal. During a socialisation activity as part of an IPE intervention, pre-registration nursing (NS=94) and medical students (MS=126) were invited to anonymously write down on a post-it note a question they wanted to address to the healthcare profession other than their own. These questions (NS=77 and MS=89) were then discussed in a facilitated interprofessional group session. Using a qualitative approach, the written data was subsequently inductively analysed using descriptive thematic analysis. The three main themes that were identified were knowledge, perceptions and relationships. More specifically, these themes explored a lack of knowledge of each profession, misperceptions and a desire to develop professional relationships. The questions that students asked in this study validates the need for IPE which is to learn with, from, and about each other. Reducing these knowledge gaps and misunderstandings should be the first stage in interprofessional learning and improving communication and teamwork. Te reo Māori translation Te akoranga whakawhiti umanga: Kia whakarongo tātou ki ngā ākonga Ngā Ariā Matua Ko te whakaurunga o te akoranga whakawhiti umanga (IPE) i roto i ngā marautanga i mua i te rēhita tētahi huarahi whakatairanga i te pāhekoheko whakawhiti umanga. E piki haere tonu ana te tautoko i te akoranga whakawhiti umanga e ngā rōpū mātauranga hōhonu me ngā kaihora ratonga, engari kawea tonutia ai ngā akoranga umanga i mua i te rēhita i roto i ngā wehenga umanga motuhake, e āraia ai pea te hiahia kia pāhekoheko ēnei umanga. I roto i tētahi ngohe whakahoahoa hei wāhanga o tētahi haukotinga akoranga whakawhiti umanga, i pōwhiritia matataputia ētahi akonga tapuhi i mua i te rēhita (NS=94) me ētahi ākonga tākuta (MS=126) kia tuhi tātou i tētahi pātai e hiahia ana rātou kia tukua ki te umanga hauora, hāunga tō rātou umanga ake, ki tētahi maramara pepa tāpiri. I matapakitia ēnei pātai (77 mai i ngā ākonga tapuhi, ā, 89 mai i ngā ākonga tākuta) i roto i tētahi wātū matapaki ā-rōpū whakawhiti umanga i āta arahina. Nā te whakamahi i ētahi huarahi kounga, i tātaritia torowhānuitia ngā raraunga tuhi i muri, nā te whakamahi tātari tāhuhu whakaahua. Ko ngā tāhuhu matua e toru i tautohutia ko te mātauranga, ko ngā kitenga me ngā hononga. Me kī, i tūhura ia tāhuhu pēnei i te korenga o te mōhiotanga ki ia umanga, ki ngā kitenga hē, me te hiahia kia whakapakaritia ngā hononga ngaio. Nā ngā pātai i tukua e ngā ākonga i tēnei rangahau, ka kitea te tika o te ako a ngā kaupapa akoranga whakawhiti umanga kia ako i te taha o ia rōpū, mai i ia rōpū, kia ako mō ia rōpū anō hoki. Me noho ko te whakahekenga o ēnei āputa mōhiotanga me ngā māramatanga hē hei hīkoi tuatahi mō te akoranga whakawhiti mōhiotanga, me te whakapiki i te whakawhitinga kōrero me te mahi hei tira. Ngā kupu matua: pāhekoheko, whakawhiti kōrero, akoranga whakawhiti umanga, ngā ākonga tākuta, ngā ākonga tapuhi, i mua o te rēhita, te whakahoahoa.

Assuring quality in anatomy and physiology teaching for pre-registration nursing students: The SAFE-A&P database

Assuring quality in anatomy and physiology teaching for pre-registration nursing students: The SAFE-A&P database

Is high-fidelity simulation-based training in emergency nursing effective in enhancing clinical decision-making skills? A mixed methods study

AimTo evaluate the effects of a high-fidelity simulation-based training in emergency nursing and the relationships between study outcomes. The objectives were to: (1) evaluate the effects of high-fidelity simulation-based training in emergency nursing on final-year nursing students’ generic capabilities, self-confidence and anxiety during clinical decision-making; (2) examine the relationships between the outcomes of generic capabilities and clinical decision-making skills; (3) examine participants’ satisfaction with the simulation experience; and (4) explore their experiences and opinions of the training module. BackgroundFollowing the emergence of coronavirus disease 2019, safety and other considerations have limited the clinical training opportunities available to nursing students. This has resulted in the increased use of high-fidelity simulations to provide clinical training for nursing students. However, evidence of the effects of such training modalities on generic capabilities, clinical decision-making skills and learning satisfaction remains lacking. In particular, the effectiveness of high-fidelity simulations of emergency clinical situations in training has not been closely evaluated. DesignA mixed methods study incorporating quasi-experimental and qualitative components. MethodsWe recruited a convenience sample of 255 final-year pre-registration nursing students (183 bachelor and 72 master students) from a government-funded local university in Hong Kong. Four case scenarios of emergency nursing were developed and simulated in the simulation wards of the study institution in May and June 2021. We assessed the pre- and post-intervention outcomes of generic capabilities and clinical decision-making skills. We also explored the participants’ post-intervention satisfaction, experiences and opinions. ResultsPost-intervention, the participants reported significant improvements in generic capabilities, self-confidence and anxiety during clinical decision-making. They expressed a high level of satisfaction with the simulation experience. Additionally, we detected significant relationships between generic capabilities and clinical decision-making skills. Qualitative data analysis yielded four themes that either confirmed or complemented the quantitative findings. ConclusionsThis study provides evidence of the effectiveness of high-fidelity simulation-based training in emergency nursing in enhancing students’ learning outcomes. Further studies should include a control group, evaluate students’ knowledge and skills, and retention of knowledge to confirm the true impact of such training.

Clinical learning for pre-registration nursing students: a viva voce approach during COVID-19.

The COVID-19 pandemic restricted face-to-face contact between students and educators, limiting continual assessment of student's clinical skill development. This led to rapid transformational online adaptations to nursing education. This article will present and discuss the introduction of a clinical 'viva voce' approach, which has been used at one university to formatively assess students' clinical learning and reasoning skills using virtual methods. The Virtual Clinical Competency Conversation (V3C) was developed using the 'Think aloud approach' and involved facilitated one-to-one discussion based on two questions from a bank of 17 predefined clinically focused questions. A total of 81 pre-registration students completed the formative assessment process. Overall, feedback from students and academic facilitators was positive and facilitated both learning and consolidation in a safe and nurturing way. Further local evaluation is continuing to measure the impact of the V3C approach on student learning now that some aspects of face-to-face education have resumed.

Changes to teaching and learning about medication administration within a diploma of nursing course due to the Covid-19 pandemic: A staff and student multi-method evaluation

AimThis project aimed to evaluate student and staff satisfaction with, and perspectives on, changes to delivery and format of the Medication Unit of Competency within a Diploma of Nursing Program. BackgroundMedication safety is an integral component of learning for pre-registration nursing students. The COVID-19 pandemic required rapid changes to be made to the medication competency unit being taught to students within a Diploma of Nursing, pre-registration course. Changes to sequencing of theory, mode of education delivery, class sizes, available resources and learning support were required. DesignA multi-method evaluation process was conducted. The project is reported as per SQUIRE-EDU guidelines. MethodsFocus groups and survey data were obtained from staff and students in December 2020, to evaluate responses to the changes. Student exam results and the number of learning support consultations accessed were also assessed to identify impact of changes. ResultsStaff and student evaluation identified mixed responses but overall, the change in sequence of theory and mode of delivery was positively received. Crude comparisons of final assessment results revealed improved marks compared to the previous cohort. The addition of an online medication resource was utilised by most students. The agility of staff in responding to the challenges was highlighted in the staff focus group and additional, flexible learning support was favourably received by students. ConclusionsDespite the need for rapid changes being made to the course, positive responses were received from both staff and students. Some students preferred the traditional sequencing of learning as they felt it matched their learning style. An added online resource and extra learning support supported student self-efficacy development of medication competency; however further research is needed to ascertain any associations. The online resource is still being utilised within course curriculum.

An international exploration of blended learning use in pre-registration nursing and midwifery education

AimTo explore international experiences of using blended learning in preparing nursing and midwifery students for initial professional registration to inform future education policy. BackgroundThe global nursing and midwifery skills shortage and need for an expanded nursing workforce that is fit for contemporary care delivery is widely acknowledged. The immense pressure the profession was already under because of austerity, staff shortages and increasingly complex healthcare needs has been worsened by the Covid-19 pandemic. The UK is extending and evaluating the use of blended learning programmes for pre-registration nursing and midwifery students to help address these issues. This study sought to explore relevant nursing and midwifery experiences from outside the UK to help inform future health professional education policy here and elsewhere. DesignCross-sectional, sequential, mixed methods study Participants/settingsNursing/nurse education leaders from across International Council of Nurses regions MethodsExploratory online survey (n = 32) and three follow-up case studies (March-May 2021). Participants’ knowledge and experiences of blended learning were examined along with any perceived benefits for workforce development and successful strategies for addressing the challenges blended learning presents in this context. Case studies were developed inductively from survey responses and follow up telephone calls to provide more detailed information about reported successes. ResultsParticipants reported flexibility, cost effectiveness, increased student/tutor and student/student communication and interaction as benefits of blended learning. Challenges included the design and use of interactive learning resources, appropriate preparation and support for staff and students, the potential of blended learning to exacerbate otherwise hidden disadvantage and the need for multi-stakeholder cost/benefit evaluation. ConclusionsBlended learning is used globally in the pre-registration education of nurses, midwives and other healthcare professionals. These results broadly mirror the literature regarding the benefits blended learning offers healthcare students, staff and organisations and the strategies employed to mitigate risk. As the deployment of blended learning nursing and midwifery programmes expands, further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach. These concern adequate preparation and support of students and staff, ensuring access to appropriate equipment and connectivity, exploration of student perceptions that online learning is of lesser value and comprehensive multi-stakeholder, exploratory evaluation to uncover any hidden factors and impact. Tweetable abstractBlended learning plays an effective part in the education of pre-registration nursing and midwifery students to help tackle global workforce shortages, but further work is needed to address gaps in the current evidence base regarding the practice and impact of this approach.

An exploration of social participation in Caribbean student nurses' use of social media in their learning journey.

To identify how social participation facilitates pre-registration student nurses learning and professional development using social media. A social survey using thematic analysis to explore Caribbean student nurses' views of social media usage from an open-ended question in a survey. A qualitative analysis of student nurses from Jamaica and Trinidad and Tobago, who completed an open-ended question in a survey. Data were analysed using thematic analysis. The three themes identified were: (1) Social media and communication; (2) Social media and self-care; and (3) Social media and learning. This paper used qualitative evidence to identify and report a new way of viewing SoMe in nursing education as a student-centred educational learning tool. SoMe can improve the effectiveness of student nurses learning, while developing fundamental skills (open-mindedness, critical thinking, professionalism and decision-making) for nursing practice. Social participation and connectivism theory are embedded in student nurses' learning journey. However, it has been used by student nurses outside the traditional university teaching and their capacity to own their personal learning. To meet the new generation of student nurses' learning needs, it is important that higher education institutions develop guidance, support and use of social media for learning to support student nurses in their education as students and also future professionals. This study addresses how social participation is used in social media to contribute to Caribbean student nurses' education. The main finding is the introduction of a new learning theory supporting learning using social media. This study has an impact on using social media for learning. No patient or public contribution.

“Oh, older people, it's boring”: Nurse academics’ reflections on the challenges in teaching older person's care in Australian undergraduate nursing curricula

<h2>ABSTRACT</h2><h3>Background</h3> Nursing students encounter older people in all health care sectors; however, few choose a career primarily focused on older person's care. <h3>Aim</h3> To explore the challenges to teaching older person's care to Bachelor of Nursing students and how pre-registration nursing students are prepared to care for older people, part of a large study investigating content on care of older people in Australian nursing curricula. <h3>Methods</h3> A purposive sample of Australian nurse academics involved in Bachelor of Nursing curriculum development or delivery completed a telephone-assisted survey. Qualitative content analysis of two open-ended questions was undertaken. <h3>Results</h3> All Australian schools of nursing participated, and 45 nurse academics were interviewed. Reflecting on the challenges of teaching older person's care to nursing students, most participants felt the curriculum was too crowded and some called for a 4 year degree. In addition, students' ageist attitudes, fuelled by unrealistic portrayals of nursing in popular culture, were reinforced by curricula being acute care focused and the ageist attitudes of some nurse academics. <h3>Conclusions</h3> Teaching older person's care in Australian nursing curricula is challenged by insufficient time and ageism among students and academics. Regulatory bodies need to urgently provide direction so that nursing curricula content aligns with emerging Australian health care priorities, in particular the health care needs of older people.

If the public can vaccinate, why not students? Review of a student nurse placement in a mass vaccination centre.

Delivery of the COVID-19 vaccine has been made possible in part through the use of mass vaccination centres (MVCs). The primary legal framework underpinning the MVC programme is a national protocol enabling registered and non-registered healthcare workers to contribute to the safe and effective administration of the vaccine. The national protocol provided a vehicle for an innovative supervised student nurse placement within an MVC in south Wales. This placement, for undergraduate pre-registration student nurses, formed part of a service improvement project. Through student feedback prior to, and following, the short placement, the learning was unequivocal in terms of knowledge and skills acquisition related to safe and effective vaccine administration, with students providing clear feedback on the positive nature of the placement experience. A placement within an MVC offers a rich educational experience for student nurses, which as yet appears to be underutilised across the UK.

First year pre-registration nursing student perceptions of community nursing roles: a thematic analysis.

Nursing is the largest qualified professional workforce in the UK, with TV programmes, films, books and other media sources frequently informing the general public's views of nursing roles. This study examines first year pre-registration nursing students' perceptions of community nursing roles, using a qualitative design and questionnaire. Participants included pre-registration nursing students from a university in north west England: a mean of 240 and 68.5% across all questions. Of those invited, 267 were adult nursing students; 53 were mental health nursing students; and 30 were child nursing students. Data were collected using an online questionnaire across two groups and analysed thematically. Four questions were considered relating to students' knowledge of community nursing. Results uncovered knowledge gaps, and community roles were perceived to be less dynamic than secondary care roles, correlating to clinical tasks and popularised media sources. Results provided insight into student nurse perceptions, offering an understanding from which to construct a more inclusive, community-focused nursing curriculum.

Mixed Methods Study Integration: Nursing student experiences and opinions of intentional rounding.

To explore pre-registration nursing students' understandings and experience of intentional rounding in education and clinical sectors. Intentional rounding is a patient safety intervention used in clinical settings to regularly check and document patients' welfare and environment throughout the course of a shift. An explanatory sequential mixed methods design using convenience sampling was used for this study, with an underlying pragmatic paradigm. Integration occurred in the design, methods, implementation and reporting phases of the study. Data were collected between August 2017 and August 2018 using a previously validated Nursing Perceptions of Patient Rounding quantitative online survey followed by individual qualitative interviews using the same cohort. Using the Pillar Integration Process, this paper displays and discusses the final results. The integration and mixing throughout the study generated insights into the perceived benefits of intentional rounding for nursing students and patients but also indicated a theory-practice gap that affects nursing students' confidence in undertaking this intervention. Students find this patient safety intervention helpful, but further clarity in the education surrounding it is required. This study addresses pre-registration nursing students' understanding and perceptions of intentional rounding. Intentional rounding benefits nursing students as a patient safety strategy and organization tool. Educational opportunities around the topic could be enhanced, reducing the ongoing theory-practice gap. Clinicians, academics and educators who support pre-registration nursing students in clinical and tertiary education settings can benefit from this work.

Exploring barriers, motivators and solutions to achieve a healthy lifestyle among undergraduate student nurses.

Many preregistration student nurses tend to be overweight or obese and have unhealthy lifestyles. This study aimed to quantify the prevalence of these issues, to identify barriers to adopting a healthy lifestyle as well as potential solutions, and to explore the use of smartphone health apps. An online questionnaire examined diet and physical activity habits, general health and attitudes to eHealth. An in-class questionnaire with a new sample assessed current lifestyle, barriers to healthier living, support needed to achieve goals and the use of health apps. Half of student nurses were overweight or obese and only 41% met the recommended levels of physical activity. An in-class questionnaire revealed that more than half of them wanted to have a better diet and to exercise more. Generally, student nurses were not satisfied with their current lifestyles. A lack of motivation and time were the most frequently reported barriers; an intervention focusing on motivational support could be an acceptable and effective means of achieving and sustaining positive behaviour change.

The self-selected use of social media for the pre-registration student nurse journey: An interpretative phenomenological analysis

Objective: To explore the lived experience of the phenomenon of self-selected social media use through the viewpoint of UK pre-registered student nurses in relation to their studies.Methods: Seven UK pre-registration student nurses who used social media in relation to their nursing studies were interviewed during February and March 2020. Semi-structured interviews were transcribed and analysed using interpretative phenomenological analysis.Results: Four themes indicated that students used social media to discover, create and control their ‘own space’ for personal and professional benefit, through a ‘whole new world’ of social connections, ‘opening doors’ for learning and development to support themselves and each other on their ‘journey to be nurses’. The analysis also revealed an inherent journey of self-discovery affording self-empowerment and resilience, the significance of which was dependent on each participant’s characteristics and experiences.Conclusions: Social media use may have the potential to assist student nurse decisions related to, enhance the experience of, and engagement in, their education. As an international phenomenon, social media could be considered as an agent to improve student nurse retention and facilitate recruitment. Future research is recommended to explore the use of social media in this way as well as the challenges to its use.