Journal of Research in Nursing

The school nurse is tasked with promoting health for children. However, the school nurse’s role in meeting the needs of children experiencing grief following the death of a family member remains unexplored.

The aim of this study was to investigate the experiences of school nurses in supporting children in grief following the death of a family member.

The study was conducted as a cross-sectional study employing qualitative and quantitative approaches through a web-based questionnaire (n = 62 school nurses).

A majority (90%) of the school nurses felt secure in their professional role, most of them (93%) had experience of meeting children with grief. Qualitative findings revealed an overarching theme Creating security for the child including two themes: Security for the school nurse which included two subthemes- Feeling secure in the meeting and Feeling security in the team; and Security for the child which included two subthemes – Creating a secure environment for the child and Being there for the child.

Our findings indicate that school nurses can play an important role for the child in creating a secure place for the grieving child in school. Further research should focus on school nurses’ more specific needs for preparational training and support.

Palliative care addresses not only physical symptoms but also emotional and spiritual suffering in patients with advanced disease. Mindfulness-based interventions (MBIs) may help alleviate symptoms and enhance quality of life. Previous reviews have explored MBIs’ efficacy, but evidence remains inconclusive.

To systematically evaluate the effects of MBIs on pain, anxiety, depression, and quality of life in patients receiving palliative care.

Six databases and grey literature were searched from databases inception to 22 May 2025. Outcomes included pain, anxiety, depression, and quality of life. Meta-analyses with forest plots estimated pooled standardised mean differences (SMDs). Egger’s test assessed publication bias, and leave-one-out sensitivity analysis evaluated result stability.

Thirteen trials were included. MBIs significantly reduced anxiety (SMD = −0.68, 95% CI = −1.15 to −0.21, I² = 65.37%, p < 0.001) and depression (SMD = −0.43, 95% CI = −0.68 to −0.18, I² = 0.00%, p < 0.001). Effects on pain and quality of life were less clear, with insufficient evidence to confirm significant benefit.

MBIs appear to alleviate anxiety and depression in palliative care patients, highlighting their potential as supportive interventions. Further research is warranted to clarify effects on pain and quality of life.

Night shifts in intensive care units (ICUs) are associated with significant physical and cognitive fatigue among nurses, which may affect staff well-being and patient safety. Although short naps have been shown to reduce fatigue, their implementation in ICUs remains limited and poorly understood.

This study explored ICU nurses’ and nurse managers’ perceptions of planned napping.

A qualitative descriptive design was used, involving nine focus group interviews (n = 20) across three Finnish ICUs. Data were analysed using inductive content analysis.

Participants described severe fatigue during night shifts and acknowledged the benefits of planned napping, including improved alertness, reduced errors, and enhanced well-being. Informal napping was common, but formal structures were lacking. Barriers included unclear policies, cultural resistance, and logistical challenges; whereas facilitators involved organisational culture, environment, scheduling, and managerial support. Emphasis was placed on fairness, flexibility, and clear protocols.

Planned napping was perceived as a valuable strategy for managing fatigue, but successful implementation requires institutional support and context-sensitive planning. This study provides practical insights into implementing planned napping in high-acuity environments and supports the development of structured, evidence-informed protocols to promote staff well-being, patient safety and sustainable nursing practices.

The transition from student nurse to newly registered professional can be challenging, sometimes leading newly qualified nurses to reconsider their career choice. Workforce shortages and the experience and aftermath of the COVID-19 pandemic may have exacerbated the pressures on recent cohorts.

To gain understanding of experiences of transition into professional practice in an English NHS Trust during the COVID-19 pandemic.

The objectives of this study were met using a qualitative, exploratory, intrinsic case study design. A convenience sample of 16 newly qualified nurses were recruited. Transcripts were analysed as individual interviews then subjected to across group analysis. Data analysis was conducted independently by the research team members. Data were subjected to qualitative content analysis.

The findings describe the nurses’ experiences of transition to professional practice during the pandemic, there were two main themes: the transition experience and growing into the role.

The study offers insights into experiences of transition in the context of the COVID-19 pandemic. The study demonstrates that workplace culture has a significant impact on transition experiences. Emotionally safe, supportive environments are a prerequisite for an effective transition, allowing development of the confidence and skills necessary for independent practice and a successful career.

Social connection is fundamental to healthy ageing reducing the serious health impacts of loneliness and social isolation. General practice nurses (GPNs) have skills in assessing and responding to older people’s complex needs, applicable to nurse-led interventions strengthening older people’s social connections.

To explore factors influencing the implementation of a GPN-led social prescribing intervention to improve social connectedness among older people.

A qualitative descriptive study was conducted through semi-structured interviews (n = 13) and two focus groups with eight Australian GPNs exploring intervention implementation. The intervention comprised assessment, goal setting, co-production of personalised plans, referral, and follow-up. Data were inductively analysed using reflexive thematic analysis.

Themes revealed individual, organisational, and system-level factors that influenced implementation. Barriers included the attitudes and priorities of older people, the disruptive environmental context arising from natural disasters, and system factors including primary care funding and community infrastructure. Family support, positive general practice workplace cultures, and intervention adaptability were enabling factors.

GPNs were able to integrate the intervention into their usual workflow and appropriately respond to lonely and socially isolated older people. However, GPN-led interventions are currently limited by funding models. Building nursing workforce capacity can support integrated health and social care for older people.

Stigma and discrimination from healthcare providers represent significant barriers to healthcare access for lesbian, gay, bisexual, transgender, and other sexual orientations and gender identities (LGBT+) people.

This study aimed to examine the clinical competence of Hong Kong nursing students in caring for LGBT+ clients, to inform nursing curricula development and promote inclusive care.

An online survey was conducted from June to September 2024 with nursing students from seven institutions. Demographics and personal experiences were collected. Attitudes were evaluated with the Attitudes Towards Lesbians and Gay Men and Genderism and Transphobia Scale. Clinical competence was measured using the Lesbian, Gay, Bisexual, and Transgender Development of Clinical Skills Scale.

Among 336 participants, attitudes scores were generally positive. The mean clinical competence score was moderate (Mean = 4.52, SD = 0.615). Factors, such as younger age, females, identifying as homosexual, no religious affiliation, and higher household income were associated with more positive attitudes. Encounters with LGBT+ clients and relevant training were linked to enhanced clinical competence.

This study highlights gaps in nursing students’ clinical competence regarding LGBT+ issues in Hong Kong. Integrating comprehensive LGBT+-related training into nursing education is essential to fostering an inclusive healthcare environment.

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.

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.

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.

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.

Partnerships between universities and aged care providers can enhance the learning environment for undergraduate nursing students.

This study aimed to validate the content of a game focused on clinical supervision in nursing, with the collaboration of experts, and to assess its usability alongside a group of nurses. The development of SUPERVISE^® was grounded in theories of Experiential Learning, Self-Determination, Constructivist, and Social Cognitive.

A mixed study design was used. In the first phase, the content of the game was validated with the participation of experts using a modified e-Delphi method. In the second phase, the usability of SUPERVISE^® was tested with nurses.

In the first phase, the content of the game was validated by 36 experts, reaching a consensus = 95.4% on the 128 questions on which the game was based. In the second phase, the SUPERVISE^® game was tested and evaluated by 39 nurses. It showed good usability and with a System Usability Scale score = 79.4 (above the cut-off of 68) and was recognised as an effective teaching strategy.

This study highlights the importance of combining rigorous content validation with practical evaluation to develop effective gamified educational tools for nursing practice.

Family integrity is a vital determinant of health, influencing emotional, social and clinical outcomes. The nursing intervention ‘Family Integrity Promotion’ has been included in nursing classifications since 1992 but lacks systematic evaluation of its scientific foundation.

This study aimed to assess the level of evidence supporting the Nursing Interventions Classification (NIC) intervention ‘Family Integrity Promotion’ to inform evidence-based nursing practice.

A rapid review was conducted using Scopus and PubMed, following the Population – Concept – Context framework and Plüddemann’s rapid review protocol. The searches were conducted up to October 2024, with no restrictions on publication year. Seventeen studies meeting inclusion criteria were analysed using the Qualified Scientific Information tool.

Most studies were qualitative or descriptive (n = 13, 76.5%), with weighted evidence concentrated at clinical-descriptive (level C) and theoretical (level D) classifications. Only two studies addressed all 23 intervention activities, both generating theoretical-level evidence.

Despite limited high-level evidence, partial findings support the intervention’s clinical relevance. Strengthening methodological rigour in future research is essential for advancing its empirical validation and implementation.