Introduction Sports-related concussion (SRC) is an established research topic in the context of sport professionals suffering from mild traumatic brain injury (mTBI), but there is scant investigation of SRC arising in school-aged athletes. Effective management of SRC in adolescents is especially dependent on obtaining an understanding of its pathophysiology and the multifaceted nature of recovery. In this planned observational study, we shall investigate the associations among multimodal data comprising blood-based and saliva-based biomarkers, diffusion tensor imaging (DTI), quantified susceptibility imaging (QSM), resting state functional connectivity MRI (rsfMRI) and cognitive testing in school rugby players with a conventional diagnosis of concussion. Our objective is to map out a natural history of the post-concussion injury and recovery process as measured by diverse biomarkers.Methods and analysis This prospective cohort study will enrol 450 male adolescents who participate in sports (including rugby, basketball and swimming). We shall quantify blood biomarker levels (total tau, neurofilament light, glial fibrillar acidic protein and ubiquitin C-terminal hydrolase-L1), white matter integrity on DTI, cerebral venous oxygen saturation on QSM, connectivity metrics on rsfMRI and cognitive performance after SRC. We conduct measurements at pre-injury baseline measure and post-SRC at four to five pivotal times: day 1 (day of injury), 3, 6, 13 and 21 (if symptoms persist) post-concussion. Using mixed-effects and trajectory modelling, we shall assess biomarker trajectories.We have secured ethical approval for this study from The University of Queensland’s Human Research Ethics Committee, Queensland. We shall inform participants and/or their guardians verbally and in writing of the study’s scope and procedures as a condition for informed consent. The dissemination of findings shall entail peer-reviewed publications and presentations at national and international conferences and via research and clinical networks. Completion of this study should provide a clearer understanding of anatomic and functional outcomes in adolescents with sports-related concussion.Benefits of the study The multimodal investigation of a cohort of adolescents suffering from concussion in the context of community sports should offer broad insight into the effects of mTBI on the developing brain.

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BACKGROUND:Effectively managing pain in adults remains challenging, particularly in individuals with cognitive impairment or communication difficulties. Digital technologies, including artificial intelligence (AI)-enabled facial recognition and mobile applications, are emerging as innovative tools to improve the objectivity and consistency of pain evaluation. This scoping review aimed to map the current evidence on digital pain-assessment tools used with adult and older populations, focusing on validity, reliability, usability, and contributions to person-centred care. METHODS:The review followed the Joanna Briggs Institute methodology and Arksey and O'Malley framework and was reported in accordance with PRISMA-ScR guidelines. Systematic searches were conducted in PubMed, CINAHL Complete, Medline (ALL), and PsycINFO for English-language studies published from 2010 onwards. Eligible studies included adults (≥18 years) using digital tools for pain assessment. Data extraction and synthesis were performed using Covidence, and findings were analyzed thematically. RESULTS:Of 1160 records screened, ten studies met inclusion criteria. Most research was quantitative and conducted in high-income clinical settings. Five tools were identified: ePAT/PainChek®, Painimation, PainCAS, Pain Clinical Assessment System, and Active Appearance Model. Four key themes emerged: (1) Validity and Reliability of Digital Pain Assessment Tools; (2) Comprehensive Pain Evaluation Across Contexts (Rest vs. Movement); (3) Usability and Integration into Clinical Practice; (4) Enabling Person-Centred Pain Management and Future Directions. CONCLUSIONS:Emerging evidence suggests that facial-recognition-based digital pain-assessment tools may demonstrate acceptable psychometric performance and usability within dementia care settings in high-income countries. However, evidence relating to broader adult populations, diverse care contexts, and low-resource settings remains limited, highlighting important gaps for future research.

Background/Objectives: Chronic Obstructive Pulmonary Disease (COPD) is highly prevalent among individuals residing in care homes, where effective disease management can enhance quality of life by slowing disease progression. Care home staff are central to COPD management in these settings, and their capacity to deliver optimal care may be strengthened through targeted education and training interventions. This scoping review aimed to synthesise existing evidence on education and training intended to enhance COPD care delivery by care home staff. Methods: A scoping review was conducted in accordance with Joanna Briggs Institute (JBI) guidelines and reported in line with the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) framework. Four electronic databases (CINAHL, EMBASE, MEDLINE, and PsycINFO) were systematically searched for studies evaluating educational or training interventions regarding COPD for care home staff. Results: Only one study met the eligibility criteria for inclusion. This mixed methods study encompassed both a randomised control trial and semi-structured interviews, evaluating the effects of a COPD education programme for healthcare professionals working in a care home setting. This education intervention led to increased COPD-related knowledge and improved support for staff managing residents with COPD. Conclusions: Evidence for educational interventions for care home staff caring for individuals with COPD is extremely limited. While the included study shows potential for educational programmes, substantial gaps persist. Further research is needed to develop, implement, and rigorously assess education and training interventions to support high-quality COPD care in care homes.

BACKGROUND:The transition into preregistration nurse education programmes can be challenging, with students often feeling overwhelmed by early administrative and onboarding requirements. Phone-based digital apps may support students during this transition period by centralising information, providing task reminders and promoting self-management. Therefore, a digital app called First Frontier was designed at one university to support early programme transition and completion of mandatory pre-course requirements. AIM:To evaluate nursing students' perceptions of the usability, usefulness and satisfaction associated with using the First Frontier app during the first six weeks of their nurse education programme. METHOD:An evaluation was conducted after nursing students had used the app during the first six weeks of their nurse education programme. Quantitative data were collected using the validated ten-item System Usability Scale (SUS) and a bespoke 11-item usefulness and satisfaction scale. Open-text comments captured qualitative feedback. FINDINGS:A total of 460 students completed the evaluation, yielding an 88% response rate. Usability was rated highly (SUS mean score 42.19 out of 50), as was perceived usefulness and satisfaction (mean score 47.76 out of 55). Almost all of the students agreed or strongly agreed that the app helped them to understand what tasks they needed to complete (99%, n= 455) and to complete tasks on time (97%, n= 444). The students' open-text comments highlighted that the app had improved their organisation and confidence. CONCLUSION:The First Frontier app shows promise as a digital onboarding tool to support early transition and satisfaction among nursing students. However, further research is necessary to explore longer-term outcomes and how the use of digital transition-support tools could be implemented in other universities.

BACKGROUND:Medication adherence in Parkinson's is complex, time-sensitive, and influenced by clinical, behavioural, and contextual factors. Educational interventions have attempted to support medication adherence; however, the scope, focus, and effectiveness of such interventions remain unclear. METHODS:This scoping review aimed to identify and map educational interventions for people with Parkinson's that included medication-related education. Seven databases were searched with no date restrictions. Quantitative, qualitative, and mixed-methods studies were eligible. Data were charted and synthesised using descriptive mapping and reflexive thematic analysis to explore intervention characteristics, reported evidence relating to medication adherence, intervention outcomes, and reported barriers and facilitators. RESULTS:Eight papers reporting seven educational interventions were included. Interventions varied widely in content, delivery mode, and intensity, with medication education often embedded within broader programmes rather than delivered as a standalone intervention. Evidence regarding the potential of educational interventions to support medication adherence was reported, although this was based on a limited number of studies using direct adherence measures and more commonly on proxy indicators such as changes in knowledge, beliefs, and self-management behaviours. Outcome measures were heterogeneous, limiting comparability. Improvements were more commonly observed in understanding, confidence, and communication than in sustained symptom outcomes. No study reported explicit use of behaviour change theory or co-design approaches involving people with Parkinson's or their informal carers. CONCLUSIONS:Educational interventions show potential to support Parkinson's medication adherence, particularly through mechanisms conceptually aligned with self-efficacy. Future interventions may be strengthened by explicit use of behaviour change theory and/or meaningful co-design with people with lived experience. LIVED EXPERIENCE OR PUBLIC CONTRIBUTION:A Research Involvement Manager from Parkinson's UK is a co-author and contributed to the design, conduct, and interpretation of this review, representing the perspectives of people living with Parkinson's. An advisory group comprising people with Parkinson's, carers, and healthcare professionals informed the wider research programme and reviewed the findings of this study. While no substantive changes were requested, this process supported interpretation and relevance to lived experience. Consistent with these perspectives, the review highlights a lack of co-design in existing interventions and advocates for greater involvement of people with Parkinson's in future intervention development.

Diabetes is highly prevalent among care home residents and is associated with increased clinical complexity due to multimorbidity, frailty, and cognitive impairment. Care home staff play a central role in diabetes management; however, there is limited theoretical understanding of how diabetes care is organised and delivered in long-term care settings. This study aimed to explore care home staff experiences of supporting residents living with diabetes and to develop an empirically grounded explanation of the processes shaping diabetes care in care homes. A qualitative study informed by Glaserian grounded theory was conducted. Semi-structured interviews were undertaken with 20 care home staff across 17 care homes in Northern Ireland, including registered nurses, care assistants, home managers, and catering staff. Data collection and analysis proceeded concurrently using constant comparative methods and theoretical sampling. Analysis focused on identifying key processes influencing how diabetes care was prioritised, enacted, and sustained in everyday practice. Three interrelated categories were identified: Prioritisation, Risk, and Labour. Diabetes education was inconsistently prioritised relative to mandatory training and was unevenly distributed across staff roles. Diabetes-related risk was primarily conceptualised in terms of avoiding acute events, particularly hypoglycaemia, with less attention to longer-term complications or interactions with multimorbidity. Substantial informal and relational labour was undertaken by staff to support residents’ quality of life, negotiate dietary practices, and coordinate care. These categories were integrated through a core category of Misalignment, describing the disconnect between the complexity of diabetes care needs and the organisation of education, roles, and support within care home systems. Diabetes care in care homes is sustained through adaptation, informal labour, and pragmatic risk management within systems that are not fully aligned to the demands of long-term diabetes care. Addressing this misalignment is essential to strengthening staff capability and informing the development of contextually appropriate educational and service-level interventions for care home settings. Not applicable.

Background As the population of individuals living with dementia is estimated to increase significantly, addressing stereotypes and stigma associated with the condition has become crucial. Despite the widespread negative cultural depictions contributing to this stigma, the research on evidence-based interventions remains limited. Drawing from successful dementia awareness initiatives in the UK, this study aims to explore the use of a dementia game to raise public attitudes and knowledge of dementia in Singapore. Methods An interpretive qualitative approach was adopted using focus group discussions (FGs). Participants were recruited through advertisements and word-of-mouth from the Singapore Institute of Technology and Dementia Singapore. A total of 19 individuals played a Dementia awareness game followed by participation in the FGs. The FGs were conducted virtually and video-recorded to facilitate data analysis. Thematic analysis was used to reveal patterns and themes arising from the data. Results The results showed self-reported positive shifts in attitudes and knowledge. The majority of participants reported increased understanding and empathy towards persons living with dementia. Participants described gaining new knowledge about dementia, challenging stereotypes, and clarifying misconceptions. Participants who did not experience significant changes had previously worked in dementia care with prior training. Participants also provided valuable feedback on the game's potential as an educational tool, suggesting improvements such as incorporating storytelling elements and identifying future target audiences in children. Conclusion The dementia game enhances understanding, fosters empathy and dispels misconceptions, suggesting potential for diverse educational applications and the need for further research on this topic.

INTRODUCTION:Doctoral students frequently encounter high levels of stress, isolation, and psychological distress, often leading to programme withdrawal. Resilience has been identified as a protective factor that can enhance student wellbeing. Despite growing concern for the mental health of doctoral students, interventions tailored to their specific needs remain limited. This study aimed to evaluate the impact of a co-designed digital resource, The Wellbeing Shelf, on the resilience and wellbeing of doctoral nursing and midwifery students and to explore their experiences of engaging with the resource. METHODS:An explanatory sequential mixed methods design was employed. Quantitatively, 24 doctoral students completed the Connor-Davidson Resilience Scale (CD-RISC 25) and the Short Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS) at baseline; 19 at 6-weeks, and 15 at 12-weeks. Repeated measures ANOVA was employed to assess changes over time. Qualitatively, two focus groups were conducted to explore user experiences, with data analysed using reflexive thematic analysis. RESULTS:Resilience (CD-RISC 25) and wellbeing (SWEMWBS) scores increased over the 12-week period, though only improvements in wellbeing reached statistical significance (p < .05). Three key themes emerged: (1) Identification as a Doctoral Student, highlighting stress, time pressures, and the importance of peer connection; (2) Acquisition of Knowledge vs Accessibility, indicating a disconnect between wellbeing awareness and engagement with digital resources; and (3) Areas for Future Development, calling for greater accessibility and awareness of services, and partnership between students and academics in future work in the area. Students valued that the resource was co-designed and identified opportunities to enhance accessibility, especially for international students. CONCLUSION:The Wellbeing Shelf showed promise as a proactive tool to support doctoral students' wellbeing. Its co-designed, accessible format was positively received, though awareness and engagement remain key challenges. Future development should incorporate doctoral student input and address the diverse, intersectional needs of this population to optimise impact and uptake.

Advance care planning (ACP) is a core component of high-quality palliative and end-of-life care, particularly in nursing homes where residents commonly experience frailty, multimorbidity and cognitive impairment. Although digital ACP education has shown promise for qualified staff, limited qualitative evidence has examined how undergraduate nursing students experience such learning during clinical placement. This study explored first-year nursing students’ experiences of using an online e-resource during nursing home placements exploring its acceptability, perceived influence on knowledge and confidence, and application to practice. A qualitative descriptive study was undertaken within a UK School of Nursing and Midwifery. All eligible first-year undergraduate nursing students undertaking nursing home placements between January and March 2024 received access to a care-home-specific ACP e-resource. Sixteen students participated in semi-structured online interviews. Data were analysed using reflexive thematic analysis, informed by Social Cognitive Theory, particularly self-efficacy. Three interrelated themes were identified: Building Confidence, Putting Learning into Practice, and Spreading the Learning. Students described the resource as accessible, relevant to the nursing home context, and appropriately pitched to their stage of learning. It appeared to support greater perceived readiness to recognise and engage with ACP-related issues in practice, including discussion of deterioration, future care and end-of-life planning. Students also valued acknowledgement of the emotional impact of care, particularly the inclusion of self-care content. Although participants identified limitations of asynchronous learning and expressed a preference for greater rehearsal and interactivity, many also described sharing the resource with staff, peers and others in practice settings. A digital, care-home-specific e-resource may support undergraduate nursing students’ preparedness for palliative and end-of-life communication during nursing home placements. Embedding context-specific digital ACP education within preregistration curricula may strengthen early preparedness, particularly when supplemented by opportunities for reflection, rehearsal and discussion.

Pre-registration health professional students receive limited education on sustainable clinical practice within healthcare. Education on healthcare decarbonisation, a key strategy for reducing the environmental impact of healthcare delivery, also remains underdeveloped within many curricula. Co-designed e-resources offer a practical approach to help address this gap; however, their effectiveness depends on being relevant, engaging, and grounded in students’ experiences. This study aimed to co-design an e-resource on healthcare decarbonisation using an Accelerated Experience-Based Co-Design (AEBCD) approach with an embedded focused ethnography. An adapted four stage AEBCD approach was used. Four co-design workshops were conducted over four months with interdisciplinary health profession students (nursing and pharmacy). An embedded focused ethnography captured social, cultural, and interactional dynamics through observational researcher field notes. Artefacts and post-workshop focus groups informed iterative development and explored participants experiences of co-design. Field notes were analysed using Rapid Qualitative Inquiry (RQI) and focus groups were analysed thematically. Fifteen pre-registration nursing and pharmacy students participated in the workshops. The co-design process resulted in a four-module gamified e-resource on healthcare decarbonisation. Three overarching themes were identified during post-workshop focus groups were: (1) increasing agency and confidence in action, (2) fostering interdisciplinary collaboration and shared purpose, and (3) the value of structured facilitation and tangible outputs. Students reported enhanced engagement, ownership, and perceived readiness to apply sustainability principles in future professional practice. The AEBCD approach provided a robust and participatory framework for co-designing a learner-centred e-resource on healthcare decarbonisation. The integration of focused ethnography strengthened understanding of how co-design processes shaped engagement and decision-making, ensuring that stakeholder experiences directly informed both content and delivery. This combined methodological approach offers a transferable process for integrating AEBCD with focused ethnography, strengthening the visibility, reflexivity, and reproducibility of co-design in health professions education.

Reducing carbon emissions in care homes is not just an environmental goal; it is also a care-quality issue. Care homes have received far less attention than hospitals, despite being long-term living environments where older adults depend on buildings and organizational systems for comfort, safety, and wellbeing. Residents are especially susceptible to poor indoor environmental conditions, heat, cold, and service disruption. Drawing on the emerging literature and informed by recent stakeholder consultation with the care home sector, this Forum paper argues that decarbonization in care homes should be reframed as a gerontological care-quality priority rather than treated solely as an environmental or technical issue. The evidence base remains narrow, focused mainly on energy and emissions rather than on how low-carbon changes affect residents, staff, and the viability of care. We propose a stakeholder-informed conceptual model spanning four interrelated domains: the built environment; material and supply systems; workforce capability and culture; and governance and measurement. Reframing care home decarbonization in these terms offers a more credible basis for implementation, policy development, and future gerontological research.

AIM(S):To evaluate how the documentation process was impacted by the implementation of the PACE Framework and its influence on the development of person-centred practice. DESIGN:A research evaluation was conducted using a two-phase sequential approach, underpinned by the Person-centred Nursing Framework. METHODS:The study was conducted in two phases. Phase one generated mainly quantitative data using the person-centred nursing KPIs. Phase two generated qualitative data using one-to-one interviews. The study was conducted in a region within the United Kingdom and involved a range of clinical practice settings within acute care, across five healthcare organisations. RESULTS:The study findings indicate that PACE provides a vehicle for registered nurses to engage in effective person-centred processes. The PACE documentation was also viewed as a means of promoting a holistic approach, shifting the attention of registered nurses from a primary focus on clinical care and associated tasks towards an appreciation of understanding other perspectives of the patient as a person. Additionally, within the PACE initiative, education sessions, follow-up support and resource materials, delivered by local facilitators, all contributed towards involving registered nurses in the process and reducing perceived barriers to implementation. CONCLUSION:This study's findings confirm that the implementation of PACE has had a positive impact on the development of person-centred practice and on the experience of care for patients, their significant others and for registered nursing staff. The findings also reflected the complex blending of the art and science of nursing, placing nurses in an ideal position to deliver person-centred care. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE:This research evaluation provides evidence that effective person-centred care planning has an impact on the quality of nursing care provided to patients. REPORTING METHOD:This study adhered to the GRAMMS guidelines, which are relevant to the reporting of mixed method studies. PATIENT OR PUBLIC CONTRIBUTION:The Research Team sought valued contributions from a Service User and Carer Group based in the School of Nursing and Midwifery Queen's University Belfast at various stages.

Background: Pancreatic cancer is the least survivable malignancy, with five-year survival below 10%. Its vague, non-specific symptoms contribute to late diagnosis and poor outcomes. Targeted education for healthcare professionals, students, patients, carers, and the public may improve awareness, confidence, and early help-seeking. This scoping review aimed to map and synthesize peer-reviewed evidence on pancreatic cancer education, identifying intervention types, outcomes, and gaps in knowledge. Methods: A scoping review was undertaken using the Joanna Briggs Institute (JBI) framework and the Arksey and O’Malley framework and reported in accordance with PRISMA-ScR guidelines. The protocol was registered on the Open Science Framework. Four databases (MEDLINE, Embase, CINAHL, PsycINFO) were searched for English-language, peer-reviewed studies evaluating educational interventions on pancreatic cancer for healthcare students, professionals, patients, carers, or the public. Grey literature was excluded to maintain a consistent methodological standard. Data were charted and synthesised narratively. Results: Nine studies (2018–2024) met inclusion criteria, predominantly from high-income countries. Interventions targeted students and professionals (n = 3), patients (n = 2), the public (n = 2), or mixed groups (n = 2), using modalities such as team-based learning, workshops, virtual reality, serious games, and digital animations. Four interrelated themes were identified, encompassing (1) Self-efficacy; (2) Knowledge; (3) Behavior; and (4) Acceptability. Digital and interactive approaches demonstrated particularly strong engagement and learning gains. Conclusions: Pancreatic cancer education shows clear potential to enhance knowledge, confidence, and engagement across diverse audiences. Digital platforms offer scalable opportunities but require quality assurance and long-term evaluation to sustain impact. The evidence base remains limited and fragmented, highlighting the need for validated outcome measures, longitudinal research, and greater international representation to support the integration of education into a global pancreatic cancer control strategy. Future studies should also evaluate how educational interventions influence clinical practice and real-world help-seeking behaviour.

Dementia-friendly communities (DFCs) have been developed internationally to support the participation and inclusion of people living with dementia (PLWD) in everyday community life and civic society, yet there is limited empirical evidence explaining how these communities operate in practice. This study aimed to explore how DFCs function within geographical communities in Northern Ireland (NI) and identify the contextual conditions that enable participation and inclusion for PLWD. A realist evaluation was conducted to test and refine a candidate programme theory derived from a prior realist review. Data were collected between September 2022 and March 2024 across several DFC locations using three sequential phases: non-participant observations with PLWD in community settings (n = 10), semi-structured interviews with the same participants (n = 10), and four online focus groups with carers and individuals working or volunteering in DFCs (n = 21). Data were analysed using theory-driven reflexive thematic analysis informed by context–mechanism–outcome configurations (CMOCs). Findings show that environmental design, interpersonal interactions, organisational commitment, and community resources shape how PLWD experience and engage with geographical DFCs. Supportive features such as accessible environments, familiar staff interactions, and community activities fostered mechanisms including reassurance, confidence, and belonging, while complex environments, sensory overload, and limited public awareness reduced ease of participation. Dementia friendliness therefore emerges through the interaction of organisational, social, and environmental contexts that enable participation and inclusion for PLWD in everyday community settings. These findings highlight the potential of dementia-friendly communities as a public health approach to promoting participation, inclusion, and social connectedness for people living with dementia.

Background: Chronic kidney disease (CKD) is highly prevalent among older adults, particularly those living in care homes, where early identification and effective management are essential to improving outcomes. Aim: This scoping review aimed to explore and map educational interventions designed to support care home staff in the prevention, assessment, and management of CKD. Methods: A scoping review (ScR) was conducted and guided by the Preferred Reporting Items for Systematic Reviews and Meta-analysis extension for ScR (PRISMA-ScR) checklist. A systematic search of six major databases was conducted following the Joanna Briggs Institute methodology. Results: A total of 6599 records were identified and 5573 titles and abstracts were screened; 10 full texts were assessed, but no studies met the inclusion criteria. Conclusions: This empty review highlights a significant gap in the literature and reinforces the need for targeted research to develop and evaluate training interventions for care home staff managing residents with CKD.

OBJECTIVE: This study explored how flexible learning (FL) is implemented in clinical nursing education across Malaysian higher education institutions, focusing on the perspectives of nurse educators and nursing students. METHODOLOGY: A qualitative research design was employed, utilising semi-structured, one-to-one interviews with 39 purposively selected participants, 21 nurse educators and 18 nursing students from six institutions. Interviews were conducted either face-to-face or online, recorded with consent, transcribed verbatim, and analysed thematically. RESULTS: Three overarching themes were identified: Theme 1: Advantages of Flexible Learning; Theme 2: Challenges in the Implementation of Flexible Learning; and Theme 3: Strategic Preparedness and Institutional Support. Educators valued efficiency, professional growth, and innovation, while students emphasised autonomy and preparedness. However, both groups highlighted digital inequities, workload intensification, resource misalignment, and insufficient feedback. Institutional strategies were often reactive, leading to variable experiences. Both groups endorsed blended learning as the most effective model, balancing flexibility with essential hands-on practice. CONCLUSION: FL enhances standardisation, innovation, and learner autonomy, but its sustainability requires robust institutional infrastructure, alignment between digital and clinical components, and feedback-rich pedagogical approaches. Blended models that integrate preparatory digital resources with structured face-to-face training offer the most effective pathway for developing competent and confident nursing graduates.

Background/Objectives: Palliative care education is a core component of undergraduate nursing preparation; however, many nursing students report limited exposure and confidence in providing end-of-life care. Digital and web-based educational approaches have increasingly been adopted to address gaps in palliative care training and to provide flexible, scalable learning opportunities. This mixed-methods systematic review examined the use of digital and web-based approaches in palliative care education for pre-registration nursing students. The aim was to synthesize existing evidence on educational outcomes, confidence development, practice preparation, and acceptability to guide future design and implementation of technology-enhanced learning in this field. Methods: The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. The search was conducted across Medline (Ovid), Embase, CINAHL, Scopus and PsycINFO in October 2025. Studies employing qualitative, quantitative, or mixed-methods designs were eligible if they evaluated fully digital or web-based palliative care educational interventions for nursing students. Screening, quality appraisal, and data extraction were undertaken independently by multiple reviewers. Methodological quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Extracted data were synthesized narratively to integrate qualitative and quantitative findings. Results: The search yielded 1826 records; after removing duplicates and applying eligibility criteria, 12 studies were included in the final synthesis. Considerable heterogeneity in design and outcomes was observed. Most included studies reported improvements in students’ knowledge, self-efficacy, and reflective capacity, alongside high levels of acceptability. Conclusions: Digital and technology-enhanced learning appears feasible and acceptable for palliative care education; however, the current evidence base is limited by methodological heterogeneity, reliance on self-reported outcomes, and predominantly short-term evaluations. Further rigorous, large-scale studies with objective outcome measures are required to determine sustained educational and practice impact.

BACKGROUND:Mild traumatic brain injury (mTBI) and concussion are important healthcare issues, with ongoing and persisting symptoms significantly affecting a person's quality of life. Management is often challenging. OBJECTIVE:Using a case study example, this article outlines key updates and practical guidance for assessment and management of mTBI/concussion, informed by the newly developed Australian and Aotearoa New Zealand (ANZ) mTBI and concussion clinical practice guideline. DISCUSSION:The 'Australian and Aotearoa New Zealand Clinical Practice Guideline for the management of mild traumatic brain injury/concussion and persisting post-concussion symptoms in adults and children' is the first guideline to address the full scope of mTBI/concussion management across diverse ANZ populations. It provides general practitioners and other clinicians with practical, evidence-based recommendations for assessing and managing mTBI and persisting symptoms across all ages. Developed through multidisciplinary and consumer collaboration, it aims to promote consistent, high-quality care and reduce practice variation across healthcare settings.

Background: Music therapy is a non-pharmacological psychosocial intervention that is increasingly recognised for its role in supporting older adults in acute hospital settings. Engagement with music, whether through passive listening, preferred recorded music, live music, or creative music therapy, has been linked to improvements in behavioural, cognitive, and emotional outcomes during episodes of delirium. Although there are reviews on non-pharmacological approaches to delirium, few have focused specifically on music therapy within acute hospital environments. Methods: This scoping review examined the evidence relating to music-based interventions for older adults who are experiencing delirium or who are at risk of delirium in acute care settings. The review followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA ScR). Four electronic databases were searched systematically, namely, CINAHL, Medline, PsycINFO and Embase. Results: Seven primary research studies published between 2004 and 2024 met the inclusion criteria. A narrative synthesis approach was used to summarise the data. Three themes were identified. The first relates to the extent to which music therapy may reduce the incidence or severity of delirium or other related behaviours in acute hospital settings. The second relates to the potential for music-based interventions to support clinical practice by improving interaction between patients and staff and reducing distress during recovery and enhancing physical recovery. The third relates to the impact of music therapy on emotional regulation, engagement, cooperation with care, and overall patient experience. Conclusion: Music therapy shows promise as a person-centred, safe, and low-cost intervention that may enhance wellbeing and support delirium care for older adults in acute hospital settings. Further high-quality studies are needed to strengthen the evidence base and guide practice.