Background Community service learning supports undergraduate nursing students to apply their knowledge and skills to real-world problems. Aim To understand the impact of using community service learning in undergraduate nursing education. Method Our scoping review used guidelines developed by Arksey and O'Malley (2005), and the steps in this review process were aligned with Peters et al. (2020). Our review was limited to peer-reviewed studies written in English and published between 2014 and 2024. Peer-reviewed articles were identified using nine scholarly databases. Studies were selected based on their titles and abstracts in the initial stage, followed by a full-text evaluation. Results Initially, 1024 studies were identified from the databases. 14 studies met the criteria for inclusion. Three key themes were identified in this review: (a) students as educators and leaders; (b) service learning as mutually beneficial—many hands make light work; and (c) social inclusion—open minds and hearts. Conclusion Community service learning is an important educational strategy for undergraduate nursing students as it allows them to support underserved populations. Clinical relevance Community service learning in education provides undergraduate nursing students with an opportunity to apply their knowledge and skills, address community needs, and enhance their personal learning.

Australian academics are faced with increased occupational stress, exacerbated by exposure to non-constructive, anonymous Student Evaluations of Teaching (SET). Using a qualitative, reflexive approach, we aimed to explore the perspectives of postgraduate students who give and receive SET. We conducted three focus groups (n = 15) and six interviews with postgraduate students from three universities (one private, one regional and one Group of Eight). Using reflexive thematic analysis, we identified four themes: (i) The Dialectical Nature of SET, Both Valuable and Flawed, (ii) The Emotional Labyrinth of SET, A Powerful Tool for Dislikes, (iii) The Double-Edged Sword of Anonymity in SET, (iv) Recommendations for SET Improvement by Integrating Diverse Evaluation Strategies. Participants valued SET for improving teaching but noted its misuse for venting student frustrations. Negative feedback, linked to student dissatisfaction with grades, overshadowed constructive criticism. Anonymity allowed for honest critique but also harmful, vitriolic comments. Participants suggested integrating non-anonymous class discussions and mid-term anonymised feedback with class representatives. Our findings highlight the need for a balanced approach to SET that supports early-career educators' well-being and professional development. By addressing these issues, universities can create a more effective and equitable feedback system, ultimately improving educational outcomes for students and educators.

AIM:This study aimed to understand patients' and carers' experiences of the inpatient postoperative care pathway during Phase 1 cardiac rehabilitation, including patients' recommendations to improve its delivery, their engagement, and discharge preparation. METHODS:This was a descriptive qualitative study. Recruitment occurred over 1 month (February to March 2023) in a cardiac surgical ward at a large tertiary hospital. Adult patients who had recently undergone coronary artery bypass grafting and their carers were interviewed. Inductive content analysis was used to analyse interviews. RESULTS:Nine patients and five carers were interviewed. Patients were mainly male (n=8), while carers were mostly female (n=4), with a median age of 63 years across both groups. Using content analysis, four themes were developed from patients' data: i) "I was unprepared for postoperative recovery in the hospital and at home," ii) "I was able to reach my goals, despite developing postoperative complications," iii) "I have preferences for the delivery of postoperative educational information," and iv) "I received varied support from family and friends during my postoperative recovery." Content analysis of carers' interviews generated two themes: i) "My loved one experienced a setback; I was absent and missed learning about how to support them," and ii) "I felt unprepared to care for my loved one, despite receiving information before surgery." Patients provided recommendations on tailoring the delivery of information to improve their engagement. CONCLUSION:Patients and carers described mixed experiences of the inpatient postoperative care pathway during Phase 1 cardiac rehabilitation and varied levels of engagement.

AIMS:The primary aim of this systematic review was to identify nurse-led clinical interventions evaluated in randomized controlled trials (RCTs) for adults who had undergone cardiac surgery. The secondary aim was to assess the effectiveness of these interventions on post-operative clinical and patient-reported outcomes during the acute inpatient phase. METHODS AND RESULTS:A systematic review was undertaken according to an a priori protocol using Joanna Briggs Institute (JBI) methodology and PRISMA guideline for reporting. Eligible studies were RCTs of adult (≥18 years) cardiac surgery, nurse-led inpatient interventions implemented immediately post-surgery and prior to discharge. Six databases were searched from inception to June 2025. Of 2690 records, 19 RCTs were eligible, representing 13 countries, and 3142 participants. Risk of bias varied, with only two low-risk trials. Interventions were grouped into seven domains: behavioural support; temperature management and comfort strategies; pain and symptom management; wound care; infection prevention; respiratory and pulmonary function; and post-operative recovery, mobilization, and hydration. Across these domains, nurse-led interventions were generally feasible, safe, and positively affected patient comfort, physiological stability, symptom relief, and aspects of functional recovery. CONCLUSION:Nurse-led inpatient interventions contribute meaningfully to inpatient post-operative recovery in cardiac surgery, although the broader cardiac surgical nursing scope is underrepresented in RCTs. This review provides a foundation for developing further high-quality research, peer-reviewed interdisciplinary practice guidelines, and strengthening the scope and recognition of cardiac surgical nursing as a distinct specialty. REGISTRATION:PROSPERO-CRD420251063851.

BACKGROUND:Following Coronary Artery Bypass Grafting (CABG) surgery, Healthcare Professionals (HCPs) implement postoperative patient care alongside Phase 1 Cardiac Rehabilitation (CR). Yet, HCPs' experiences, including enablers and barriers to the implementation of postoperative care alongside Phase 1 CR, are largely unknown. This study aimed to explore HCPs' perceptions of implementing postoperative care alongside Phase 1 CR, including assessing patient engagement, following CABG surgery. DESIGN:A qualitative study was undertaken using semi-structured interviews with 10 HCPs in a cardiothoracic unit at a large Australian tertiary hospital. Interview questions were underpinned by the Theoretical Domains Framework (TDF). Using purposive sampling, HCPs (registered nurses, allied health and surgical team), working in a surgical cardiac unit, were recruited from February to March 2023. NVivo 12.0 software was used to analyse the textual data using inductive content analysis to generate categories. RESULTS:Four categories related to HCPs' perceptions of implementation of postoperative care alongside Phase 1 CR were developed: (i) implementing individualised postoperative CABG care alongside Phase 1 CR, (ii) assessing baseline health status to inform postoperative CABG care and recovery, (iii) enhancing patient engagement through ongoing support post-CABG surgery, (iv) navigating barriers to implementing postoperative CABG care. CONCLUSIONS:HCPs described the complexity of implementing postoperative care alongside Phase 1 CR, where enablers and barriers influence the success of both interventions. Understanding HCPS' perceptions of implementation can assist in identifying strategies to overcome barriers and promote the implementation of individualised postoperative CABG care alongside Phase 1 CR. An individualised implementation enhances patients' engagement in their care.

Background: Although demand for registered nurses in aged care is rising, nursing students remain hesitant to choose it as a career. Aim: The aim of the project was to assess the impact of the Aged Care Classroom on undergraduate nursing students' perceptions, thoughts, and attitudes toward residential aged care nursing. Methods: A sequential mixed-method research design was utilized and guided by the consolidated criteria for reporting qualitative research checklist. Methods: An online pre-and post-workshop survey (via Qualtrics) alongside pre-and post-workshop focus groups. The quantitative survey data were analyzed using SPSS software. The qualitative data were thematically analyzed. Results: The results indicated a highly significant difference in student interest in aged care nursing as a career choice. The focus group data identified four key themes, two pre-workshop themes: Dipping My Toe in the Water, Nursing Student Fears; and two post-workshop themes, Opportunity Knocks, and The Heart of the Matter. Conclusion: The findings provide valuable insights into the effectiveness of collaborative educational interventions to improve students' perceptions, attitudes and thoughts toward aged care nursing (c) 2025 The Authors. Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing. This is an open access article under the CC BY license (http://creativecommons.org/licenses/by/4.0/)

AIMS:The aim of this study was to describe the postoperative care pathway, with phase 1 cardiac rehabilitation (CR) delivery, for adult patients following coronary artery bypass grafting (CABG) surgery at one large hospital in Queensland, Australia. DESIGN AND METHODS:This observational study involved structured observations, patient electronic medical record audits, and field notes to gather postoperative data. Four continuous hours of patient and healthcare professional (HCP) observations gathered at 30-min intervals occurred on 12 separate days over a 1-month period (February-March 2023). We observed post-CABG patients and HCPs involved in delivering direct care. Data were gathered on the clinical care, timing, delivery mode, and education content. RESULTS:Ten post-CABG patients and nine HCPs were observed. Postoperative care delivered by HCPs focussed on clinical care tasks and patient education activities. Patients participated in education focussed on respiratory exercises, wound care, anticoagulant therapy, and thromboembolic deterrent education. HCPs discussed pain management with two patients. CONCLUSION:Education was the primary strategy delivered by HCPs to CABG patients during the postoperative care pathway and phase 1 CR; however, many patients were overwhelmed by the complicated information they received. Opportunities exist to improve the postoperative care pathway with phase 1 CR delivery by developing patient-centred education interventions.

Coronary Artery Bypass Graft (CABG) surgery is the most common treatment for cardiovascular diseases, which accounts for almost half of all cardiac surgeries in Australia (Queensland Health, 2019). It is widely accepted that CABG patients benefit from completing a structured and well-developed postoperative Cardiac pathway with Phase 1 Cardiac Rehabilitation (CR), which is a class I recommendation (i.e., benefits outweigh the risks). There is a lack of understanding of how patients, carers, and HCPs engage with this pathway. To gather this information, we decided to interview patients, carers and health care professionals who were involved in the immediate postoperative recovery phase. This exploratory qualitative study using a constructivist interpretivist approach was conducted at a single site study was conducted over a 1-month period (Feb-Mar 2023) in the cardiac surgical ward at the Gold Coast University Hospital (GCUH). Semi- structured interviews with subsample patients, carers (via telephone) 7 days after discharge and Healthcare Professionals (HCPs) (face to face). Our sample included 10 patients and 5 carers, and 10 HCPs. Data analysis is still in progress with results showing preliminary findings that patients i) are feeling and unready for discharge; ii) they experience many setbacks post-surgery; iii) the appropriateness of method, timing and content of delivery of information post-surgery is important so patient can recall it post-discharge, iiii) carers, family and friends, support and engagement post-operatively is central for patients’ recovery. Delivery of an individualised postoperative care pathway with Phase 1 CR, promotes active patients’ active engagement in their recovery, and potentially leading to fewer health complications, hospital readmission and costs may be significantly reduced.

Background:As the population ages and more older adults require support either in Residential Aged Care or through community-based services, the demand for skilled Registered Nurses in this field continues to rise. Aim:This scoping review aimed to identify undergraduate nursing educational interventions co-designed, developed and delivered in partnership with Residential Aged Care and/or an aged care service in the community. Design/Method:Nine databases were searched: Education Research Complete, ERIC, Academic Search Premier, Cumulative Index to Nursing and Allied Health Literature (CINAHL) Plus with Full Text, OVID, APA PsycINFO, PubMed, Web of Science, and Scopus. This scoping review sought to collate and synthesise primary and peer-reviewed published data in English between 2014 and 2024, using keywords aligned with 'service learning' and 'undergraduate nursing students'. In total, 287 records were initially reviewed, and 10 were included in data extraction and analysis. Results:Three central themes were identified: (i) partnerships can create innovative and engaging learning experiences; (ii) collaborative models have the potential to challenge and reduce negative stereotypes about aged care and (iii) the success of these initiatives relies on thoughtful planning and context-specific implementation. Conclusion:Partnerships between universities and aged care providers can enhance the learning environment for undergraduate nursing students.

BACKGROUND: Investing in and supporting the nursing workforce through innovative education and training opportunities are imperative. There is limited evidence to support the use of mobile learning (mLearning) in undergraduate nursing programs in India. MATERIALS AND METHODS: This observational cohort study evaluated undergraduate nurses’ acceptance and adoption of mLearning by analyzing a convenience sample of 74 third-year undergraduate nurses enrolled in a four-year Bachelor of Nursing program at a regional university in India in 2020. Students completed a four-week mLearning program that provided foundational knowledge about chronic disease management and primary health care via an experiential learning technology platform. An extended version of the Delone and McLean model for information system success questionnaire that included self-efficacy (SE) was administered pre- and post-learning programs to evaluate the acceptance and adoption. Partial least squares based on structural equation modeling were used to test the validity of the proposed model for mLearning acceptance and adoption. RESULTS: The findings support the role of SE, system quality, intention/actual use, and user satisfaction as important constructs for successful mLearning. Information quality and service quality were not key factors that influenced undergraduate nurses’ acceptance and adoption of mLearning. CONCLUSION: This study makes an important contribution to the literature as the first study to examine the acceptance and adoption of mLearning among nursing students in India. It provides valuable information for higher-degree educational program developers and designers. It recommends that universities implement pre-program workshops and/or training to build student SE and support their capacity to use mLearning.

Within Australian higher education, student evaluation of teaching (SET) is regularly conducted and data are utilised for quality control and staff appraisal. Within current methodologies, students can anonymously provide further feedback as written commentary. There is now growing evidence that, once this narrative becomes derogatory or abusive, it may have the potential to create harm. To investigate staff reactions to receiving anonymous non-constructive commentary, a one group point in time design was constructed, and a survey conducted. Participants (N = 741) from a broad cross-section of Australian universities responded to Likert questions asking about their reactions. A significant impact was revealed according to age for mental health, stress and professional confidence, with younger and tenured academics indicating the most vulnerability. There were no differences across gender. Non-health disciplines with teaching loads greater than 50% reported an impact of anonymous SET on mental health and professional confidence. Being casually or seasonally employed or from an ethnic background was shown to have a significant effect on professional confidence. Findings suggest that the potential for higher education academics to be harmed via this process is a continued risk and highlights the need for review and reform of SET systems and protocols.

Several times each year the teaching performance of academics at higher education institutions are evaluated through anonymous, online student evaluation of teaching (SET) surveys. Universities use SETs to inform decisions about staff promotion and tenure, but low student participation levels make the surveys impractical for this use. This scoping review aims to explore student motivations, perceptions and opinions of SET survey completion. Five EBSCO (R) databases were searched using key words. Thematic analysis of a meta-synthesis of qualitative findings derived from 21 papers identified five themes: (i) the value students' place on SET, (ii) the knowledge that SET responses are acted upon to improve teaching, (iii) assurance of survey confidentiality and anonymity, (iv) incentives for completing SET, and (v) survey design and timing of survey release. Perceptions, knowledge and attitudes about the value of SET are essential factors in motivating students to engage and complete SETs, particularly if surveys are easy to interpret, time for completion is incentivised and responses are valued.

Background Cardiovascular disease is the leading cause of death worldwide. Cardiac surgery is the main treatment followed by inpatient cardiac rehabilitation (ICR) to prepare patients for recovery. Aim The aim of this study was to describe the delivery, barriers, and enablers to patient participation in ICR programs after cardiac surgery. Methods This integrative review was guided by Whittemore and Knafl's methodology. This process included database searches, data evaluation, data integration, and presentation of results. Searched databases included Medline, CINAHL Complete, PsycINFO, Cochrane Library, and Web of Science. Publications dates included 2000 to 2021. Studies included Phase 1/inpatient phase cardiac rehabilitation following cardiac surgery. The Mixed Method Appraisal Tool (2018) was used to assess the quality of the included studies. Inductive content analysis was used to analyse the textual data. Results Using the inclusion and the exclusion criteria, 607 articles were screened. Five articles were included in this review, and they were appraised. Categories comprised of the following: i) ICR programs using a multidisciplinary approach beginning in the early postoperative stage; ii) ICR programs including multicomponents that were delivered through an individualised approach; and iii) enablers and barriers to patient participation to ICR. The enablers included religious faith and family support, whereas inconsistent pathways of cardiac rehabilitation referrals and detachment from patients' experiences and needs were barriers to participation in ICR. Conclusions In some instances, ICR programs were delivered using individualised approaches, but this is an area that needs improvement. A multidisciplinary team including nurses should be involved in the ICR phase after cardiac surgery to provide holistic care and enhance patients' preparedness to participate in subsequent phases of rehabilitation. Only five relevant articles addressing the delivery of inpatient cardiac rehabilitation were identified in this specific topic area.

Student evaluation of teaching (SET) has become a ubiquitous feature of higher education. The attainment and maintenance of positive SET is essential for most teaching staff to obtain and maintain tenure. It is not uncommon for teachers to receive offensive and non-constructive commentary unrelated to teaching quality. Regular exposure to SET contributes to stress and adversely impacts mental health and well-being. We surveyed Australian teaching academics in 2021, and in this paper, we explore the perceived impacts of SET on the teaching and learning experience, academic standards and quality. Many respondents perceived that SET contributes to an erosion of standards and inflation of grades. A thematic analysis of open-ended questions revealed potential mechanisms for these impacts. These include enabling a culture of incivility, elevating stress and anxiety in teaching staff, and pressure to change approaches to teaching and assessment to achieve the highest scores. Playing the SET game involves balancing a commitment to quality and standards with concessions to ensure optimal student satisfaction. Anonymous SET is overvalued, erodes standards and contributes to incivility. The process of SET needs urgent reform.

The transition from practicing nurse to nurse academic can be stressful as novice nurse academics need to assume new roles and acquire new skills in addition to having demonstrated mastery over their field of clinical practice. In this reflection, the authors use Gibbs' reflective cycle to reflect on the experience of transition from being senior nurses to novice nurse academics in the Australian university context. A description of the experience of transition is outlined alongside the feelings encountered. The positive and negative aspects of the experience are then evaluated and an analysis of the experience put forward with a conclusion related to the overall experience. An action plan for future practice is offered, which we hope will be of interest to anyone contemplating such a journey or supporting others in this process. The complex and challenging journey ahead for novice nurse academics is outlined, which offers opportunities for growth and development.

Background: There is a risk of malnutrition when older people are diagnosed with cancer, highlighting the need for nutritional assessments and appropriate management to be undertaken by healthcare professionals including nurses. The absence of a standardised assessment method and management of nutrition in older people creates a gap in clinical practice and warrants further research. Aim: The aim of this review was to explore the current nutritional assessment methods and evidencebased interventions for improving nutritional outcomes in older people with cancer. Methods: An integrative literature review was conducted using electronic databases. Papers were limited to those published in English between 2009 and 2021. Search terms included older adult, elder, geriatric, senior, cancer, nutrition, malnutrition, hospital, and inpatient across four databases: Embase, CINAHL, MEDLINE, and Scopus. Using the inclusion and exclusion criteria, 303 articles were screened. A Mixed Methods Appraisal Tool (MMAT) (2018) was used for quality appraisal. Concept analysis explored themes across the included articles. Findings: The themes from the analysis of 10 primary research articles, which included 5,327 participants, were (i) types of nutritional assessment and (ii) management of older people with cancer. The main nutritional assessment scales used were the Mini Nutrition Assessment and Patient-Generated Subjective Global Assessment. Conclusion: The completion of a comprehensive nutritional assessment by health professionals, including nurses, could facilitate early dietary intervention in older persons with cancer. This would enable supportive dietary advice and supplementation to improve health outcomes.

Within higher education student evaluations of teaching (SET) are used to inform evaluations of performance of courses and teachers. An anonymous online survey was constructed and implemented using Qualtrics. This study was situated within a more extensive study investigating the impact of narrative SET comments on teaching quality and the health and wellbeing of academic staff. This paper reports specifically on two open questions that were designed to elicit examples of non-constructive and offensive anonymous narrative feedback. Five themes were identified: allegations; insults; comments about appearance, attire and accent; projections and blame; and threats and punishment. These are represented in non-redacted form. Personally destructive, defamatory, abusive and hurtful comments were commonly reported. These kinds of comments may have adverse consequences for the well-being of teaching staff, could contribute to occupational stress and in some cases could be considered libellous. The high prevalence of offensive comments accessible to and shared by teachers may be a reflection of the anonymity afforded to respondents using internet surveys, resulting in de-individuation and enabling some respondents to give voice to ‘hate speech’ which has no place in evaluations of teaching.

Anonymous student evaluation of teaching (SET) is a universal practice in higher education. We conducted a mixed-methods approach to investigate the nature and impact of anonymous SET commentary in the Australian higher education sector. Respondents shared a range of detailed SET exemplars, which revealed the extent of hurtful, defamatory and abusive commentary made by students. This paper reports the self-perceived impact of these on the health and wellbeing of academics. The majority of respondents reported that anonymous narrative comments contributed to workplace stress. There were no significant differences for gender. Younger academics were more likely to report the process of SET as stressful. Four themes were identified from the narrative responses: stress, distress, disorder and coping. These themes highlight the mental distress and impacts on well-being from repeated exposure to uncivil commentary made in SET by students. This distress was exacerbated by the failure of many employing universities to take substantial action to remedy or limit exposure to uncivil behaviour. The current system of anonymous SET has little validity and instead may operate as a vehicle for unfettered incivility directed towards teaching staff. The mental health impacts are significant for some and may impact the recruitment, retention and renewal of academic teaching staff into the future.