ABSTRACT Aim The aim of study was to reveal the changes in undergraduate nursing students' sustainability attitudes following sustainability‐embedded fundamental care skills education, and to determine satisfaction and self‐confidence levels in the learning of nursing students. Background There is consensus that sustainability needs to be integrated into the health sciences education curriculum. Teaching techniques not increasing the content burden and compatible with the existing curriculum are pivotal. Method In this one‐group pre‐post test mixed‐method design study, the sustainability‐embedded fundamental care skills education (following the narrative‐based lectures, via simulations in laboratory and peer‐supported demonstrations in clinic) was developed and implemented over 1 semester ( n = 39) as a faculty‐led intervention. Data were collected using the Sustainability Attitudes in Nursing Survey, Satisfaction and Self‐confidence in Learning Scale and SWOT Anaylsis Form. Analyses included descriptive statistics, t‐tests, ANOVA, and content analysis. Results The students' sustainability attitude significantly increased, and learning satisfaction and self‐confidence levels were 4.40 ± 0.46 and 4.01 ± 0.52, respectively. When examining the percentages calculated based on the total number of coded responses within SWOT components, the strengths of the intervention most frequently mentioned by students included facilitating adaptation to the clinical setting (31.82%), ensuring acquisition of psychomotor skills (27.27%) and raising awareness of sustainability in care practices (23.64%). Conclusion Sustainability content can be taught alongside psychomotor skills starting at the first‐year undergraduate nursing education. The student‐centred teaching approaches that support social learning and learning‐by‐doing experiences should be used in the integration of sustainability content into nursing education. Implications for the Profession Enriching the theoretical and simulation‐based laboratory instruction and clinical teaching processes of nursing education with sustainability content enhanced nursing students' attitudes towards sustainability. Nurse educators and administrators of nursing education institutions may draw on this study's results when adjusting curricula and teaching techniques for integrating sustainability content. Impact The educational innovation, integrating sustainability content simultaneously into theoretical, laboratory and clinical teaching processes, is compatible with the current curriculum and can enable students to gain a sustainable care attitude in nursing. Reporting Method Reported in accordance with the Good Reporting of A Mixed Methods Study (GRAMMS) checklist. No Patient or Public Contribution As this study involved an educational intervention, it did not include the participation of patients or the public during the design, implementation and reporting.
ABSTRACT Aim(s) This study explored how nurses aged 60 years and older, with at least 20 years of nursing experience, retrospectively described changes in emotional demands and emotion regulation across their careers. Design A qualitative interview study using qualitative content analysis. Methods Semi‐structured interviews were conducted with 13 active nurses aged 60 years or older in Sweden, each with at least 20 years of nursing experience. The study adhered to the Standards for Reporting Qualitative Research. Results Three main categories were identified: professional and personal dimensions, workplace features, and societal transformations. Participants described increasing professional preparedness and more deliberate approaches to emotion regulation over time, alongside changing life circumstances, workplace conditions and societal transformations that shaped emotional demands and opportunities for emotion regulation. Conclusion Participants did not attribute changes in emotional demands and emotion regulation solely to chronological age but rather described them in relation to interconnected professional and personal dimensions, workplace features, and broader societal transformations. Impact The study challenges simplified age‐based interpretations by showing how late‐career nurses described emotional demands and emotion regulation in relation to changing professional and personal circumstances, workplace conditions and broader societal transformations over the course of long nursing careers. The findings may inform nursing research, leadership and organizational approaches to supporting emotional sustainability. Implications for the Profession and/or Patient Care Leadership and organizational practices that acknowledge and address emotional demands within changing healthcare and societal conditions may better support emotional sustainability in nursing. Work design that accommodates changing work roles, recovery needs and opportunities for mentoring may support sustained participation across long nursing careers. Patient or Public Contribution No patient or public contribution was applicable, as the study focused on nurses' experiences.
ABSTRACT Aim To assess the feasibility of conducting a definitive randomised trial comparing an eye protection chamber with standard microporous adhesive tape in adults undergoing general anaesthesia for surgery expected to last more than 120 min, and to obtain preliminary estimates of perioperative corneal‐injury event rates and device‐related outcomes. Methods This single‐centre, parallel‐group, assessor‐blinded, randomised pilot and feasibility trial will allocate participants using simple randomisation with a 1:1 allocation probability to either the control group (adhesive tape and lubricating eye drops) or the intervention group (lubricating eye drops and an eye protection chamber). Primary feasibility outcomes will include recruitment, retention and completeness of the planned corneal assessments, intervention adherence, device displacement/reapplication and safety. Corneal examinations using fluorescein staining and slit‐lamp assessment will be performed before induction of general anaesthesia ( T0 ), during the immediate postoperative period after completion of surgery and removal of the eye‐protection device ( T1 ), and 24 h after surgery ( T2 ). The incidence of any new corneal epithelial injury detected at T1 and/or T2 that was absent at T0 will be estimated as an exploratory clinical outcome. A pragmatic total sample of 120 participants will be retained to estimate feasibility parameters and preliminary event rates; the trial is not powered for confirmatory superiority testing. Patient or Public Contribution No patient or public involvement occurred in the development of this protocol. Nursing relevance: The trial is intended to inform the design of a definitive study and may support the development of evidence‐based perioperative eye‐protection protocols. Trial Registration Brazilian Registry of Clinical Trials (Registro Brasileiro de Ensaios Clínicos [ReBEC]) under UTN number U1111‐1285‐5334
ABSTRACT Aim The aim of this descriptive, qualitative study was to explore stakeholders' perceptions of the acceptability and practicality of implementing a peer‐to‐peer creative learning collaboration between nursing and creative arts students. Methods Data were collected via in‐person, separate focus groups with students and staff and were analysed thematically. Convenience sampling was used to attract students, while purposive sampling was used to attract staff. Ethical approval was granted by the host university. Design An exploratory qualitative design was used, adopting a stakeholder‐focused approach with perspectives captured from students and teaching staff and interpreted using thematic analysis. Results Staff participants expressed that if the Pragmatics of Implementation (Theme 1) could be overcome, the proposed learning and teaching collaboration would provide the opportunity for students in both schools to further Develop Their Communication Skills (Theme 2) and Reflective Practice (Theme 3), vital for Graduate, Professional Practice (Theme 4). The student participants focused on the importance of Communication (Theme 1) in the student‐to‐student collaborations. If the Pragmatics of Implementation (Theme 2) were addressed there would be Benefits (Theme 3) for students from both disciplines. A peer‐to‐peer collaboration would need to respond to different priorities and expected outcomes from the respective disciplines. Students enrolling in an opportunity to learn from and with their peers need to be able to negotiate priorities, while staff need to work with colleagues from different disciplines. A collaborative assessment may provide this opportunity. There is potential benefit in an interdisciplinary peer‐to‐peer learning setting to demonstrate reflection and improve collaboration. Students and staff are interested in and curious about the opportunity to try something new. Implications for the Profession and/or Patient Care An interdisciplinary collaboration between nursing and creative arts students may support the development of graduate capabilities relevant to professional practice, particularly communication, reflective practice, perspective‐taking, and relationship‐building. For nursing education, such collaborations may provide an alternative approach to developing communication and reflective skills, including opportunities for students to communicate clinical experiences in accessible language and reflect more deeply on practice experiences. These capabilities may have relevance to nursing practice and patient care by supporting communication beyond professional jargon and greater awareness of patients perspectives. No patient or public contribution.
ABSTRACT Aim To synthesise evidence on the influences of infection prevention and control practices for transmissible infections among operating room team members. Design Systematic review. Data Sources PubMed, CINAHL, APA PsycInfo, Web of Science and Scopus, supplemented by manual searches using Google Scholar and citation tracking. Review Methods Databases were searched between March and April 2025, with an updated search undertaken in August 2026. Methodological quality was assessed using the Joanna Briggs Institute (JBI) critical appraisal tools and the Mixed Methods Appraisal Tool (MMAT). Data were synthesised using a convergent integrated approach. Results Thirteen studies across quantitative, qualitative and mixed‐methods methodologies were included. Factors influencing infection prevention and control practices for transmissible infections among operating room team members included resource accessibility, organisational infrastructure and leadership support, alongside variation in knowledge and training. Precaution use differed across professional groups, whereas communication and teamwork were identified as important to coordinating infection prevention efforts. The practical demands of personal protective equipment also created challenges for communication and the delivery of surgical care. The four overarching themes were organisational support and resources; professional and team dynamics; knowledge and training; and the practical challenges in implementing precautions. Conclusion Given the heterogeneity and predominantly observational nature of the evidence, the findings provide conceptual insight into factors influencing practice, although certainty regarding the effectiveness of specific strategies remains limited. Supporting infection prevention practices for transmissible infections in the operating room therefore requires attention to influences beyond individual knowledge, to include the wider team and organisational conditions in which precautions are implemented. Implications for Nursing Practice Throughout a patient's operating room journey, perioperative nurses play a central role in coordinating patient care and infection prevention activities. They communicate infection risks, prepare the clinical environment, implement precautions, and coordinate care across professional groups. Support from nurse managers and clinical nurse educators through appropriate resources, continuing education, and interprofessional learning is important to sustain this role and promote consistent infection prevention practice for patient and staff safety. Impact This review highlights the factors influencing infection prevention and control practices for transmissible infections among operating room team members. As transmissible infections continue to persist in healthcare settings, these findings may assist perioperative nurses and multidisciplinary teams to identify barriers and facilitators and inform locally relevant strategies that support consistent infection prevention practice and safer surgical care. Reporting Method This systematic review was reported in accordance with the relevant EQUATOR guideline, the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) 2020 statement. No Patient or Public Contribution No patient or public contribution was required as this systematic review synthesised data from previously published studies. PROSPERO Registration CRD420251168178
