Exploring perceptions of what increased gender diversity might bring to the nursing profession.

AIMS: To explore university nursing students and academic staff's perceptions of what increased gender diversity might bring to the nursing profession. DESIGN: An exploratory study with students and academic staff from two university nursing schools. METHODS: Students and staff in two university nursing schools were invited to participate in an anonymous online survey (October-November 2022). The survey focused on gender diversity within nursing and patient care, asking respondents about existing barriers to gender diversity and inviting ideas on increasing gender diversity within nursing. The survey findings helped inform questions, which were used to further explore views and thoughts of gender diversity within nursing through semi-structured one-to-one interviews (January-February 2023). RESULTS: Nearly, two-thirds (64%, n = 69) of survey respondents strongly agreed/agreed that the lack of gender diversity in nursing negatively impacted delivering care to a gender-diverse society. Most (84%, n = 90) strongly agreed/agreed that increased gender diversity within the nursing workforce would positively contribute to nursing. Three-quarters (75%, n = 74) strongly agreed/agreed that working with a more gender-diverse nursing workforce would enrich their experience as a nurse. Three themes emerged from the interview data: shared stereotypes; improved care through knowledge, better relations and the presence of a gender-diverse workforce; a culture of welcome: suggested changes for the future. CONCLUSION: Most of those who participated in the study believe there are benefits to be gained from greater gender diversity within nursing. This study provides insight into the lack of gender diversity in the nursing environment, highlights how this might impact patient care and suggests actions to make nursing a more inclusive profession. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE: Practical solutions were suggested, including the greater visibility of trans and non-binary persons in advertisement and recruitment campaigns to ensure nursing is viewed as a career choice for "all". Including a space for considered pronouns on university application forms, hospital documentation and name badges. Gender-neutral titles and uniforms should be considered for all nursing staff, and more gender-neutral toilets should be made available for staff and patients in university and hospital settings. IMPACT: This study addressed the lack of gender diversity in nursing and explored what an increase in gender diversity might bring to the nursing profession. The main findings were: (i) Less than a tenth (9%, n = 12) of respondents described their team of colleagues as being "extremely gender diverse". (ii) Most (84%, n = 90) strongly agreed/agreed that increased gender diversity within the nursing workforce would be a positive attribute to nursing. (iii) Three-quarters 75% (n = 74) strongly agreed/agreed that working with a more gender-diverse nursing workforce would enrich their experience as a nurse. (iv) Many stereotypes still exist in nursing and tackling them is important to make the profession more inclusive. (v) A nurse's gender can impact the care they provide. (vi) A more gender-diverse workforce would better reflect the population it serves. (vii) This research will have an impact on the nursing profession globally. REPORTING METHOD: The consolidated criteria for reporting qualitative studies (COREQ) was used as a guide throughout data collection and analysis. PATIENT OR PUBLIC CONTRIBUTION: Every step of the study, including the survey and interview schedule, was co-constructed using an iterative approach with service users, students and staff who had personal experience of gender diversity and were a core part of the study team.

Employing a serious game intervention to promote adolescent school children's perceptions of nursing and midwifery professions.

AIM: To test a serious game intervention about nursing and midwifery perceptions among adolescent school children. BACKGROUND: Nursing and midwifery professions face challenges in recruitment, with persistent gender stereotypes and a lack of clarity regarding the roles contributing to this issue. This study addresses the need for innovative approaches to reshape perceptions and encourage career exploration in adolescent school children. DESIGN: Employing a pre/post-test design, this study involved 137 post-primary students aged sixteen or seventeen in the United Kingdom. METHODS: Data collection occurred between November 2022 to April 2023, involving three post-primary schools. Participants engaged with a digital serious game designed to address misconceptions and promote a more accurate understanding of nursing and midwifery. Participants completed pre- and post-intervention questionnaires, including an adapted version of the Nursing as a Career Choice Questionnaire. Statistical analyses included descriptive statistics, paired t-tests, and independent groups t-tests. RESULTS: The serious game intervention resulted in statistically significant improvements in students' perceptions across multiple domains. Overall, participants showed higher mean post-test scores (M = 139.57, SD = 15.10) compared to their mean pre-test score (M = 131.06, SD = 14.73) on the questionnaire. The domains of self-efficacy (p < .001), job prospects (p < .001) and social influences (p < .001) exhibited the most substantial positive changes. Female participants showed higher perceptions than males in pre- and post-tests and students from all-girls schools consistently scored higher than those from all-boys and mixed-gender schools. CONCLUSIONS: A serious game about the nursing and midwifery professions appears to be capable of changing perceptions of self-efficacy and job prospects related to nursing and midwifery professions. The study suggests that a serious game intervention may have the potential to change adolescent perceptions of nursing and midwifery professions which may lead to their considering of these when making future career choices.

Recruiting males to the nursing profession: acceptability testing of the 'Make a Difference with Nursing' intervention for post-primary school students.

BACKGROUND: The nursing profession is facing a worldwide recruitment shortage which could be partially addressed by recruiting more males. However, in many developed countries numbers of male nurses have traditionally been low. To address this issue we developed and tested a post-primary school-based intervention to recruit more males into the nursing profession. METHODS: Participants included thirty-four  female students drawn from an all-girls post-primary school, fifty-one males from an all-boys post-primary school and seven males and fifteen females drawn from a mixed gender post-primary school, all located in Northern Ireland. Participants were all sixteen years of age and were in receipt of careers education. The intervention titled 'Make a Difference with Nursing' was co-designed with careers teachers, nurses and post-primary school students. This video based intervention was created to fit within existing career lessons and featured nursing staff and students describing their experiences of the profession. Participants completed the six domains of Nursing as a Career Choice Questionnaire prior to viewing the intervention and again after viewing. RESULTS: Positive and statistically significant increases in perceptions of the nursing profession were found between pre and post test scores across all six domains. No statistically significant differences in perceptions were found between males and females after watching the intervention. Comparison by school type showed statistically significant differences on the domains of prior healthcare exposure (p = 0.046; 95% CI -0.19 to 3.79) and job prospects (p = 0.005; 95% CI 1.04 to 7.01). Students from the all-girls school rated these more positively than those from the all-boys and mixed-gender schools. CONCLUSIONS: A short video presentation to post-primary school students is capable of changing how they perceive the nursing profession. Students expressed surprise over the variety of professional nursing roles suggesting that many were not well informed about the realities of nursing. Providing tailored resources for use in careers lessons can better educate students and teachers about nursing and provide positive portrayals of male role models in the profession.

Disclosing a diagnosis of dementia: a background to the phenomenon.

The number of people with dementia who have not received a formal diagnosis is high, in the UK and also internationally. Government strategies aim to raise public and professional awareness about the condition and increase rates of timely diagnosis. Benefits associated with timely diagnosis include earlier access to medication and being able to plan future care. Despite these benefits, a number of factors contribute to delay in, or in some cases denial of, diagnosis to people with dementia. This article aims to provide nurses, who are important healthcare professionals in the diagnostic process, with an overview of the literature on disclosing diagnosis to people with dementia.

International Postgraduate Study in the United Kingdom: An Exploration of Nursing Students.

BACKGROUND: This study explored the experiences of international postgraduate nursing students from the Gulf Cooperation Council region as they transitioned from home to a university in the United Kingdom and then again as they reintegrated to work and life at home after completing their studies. METHOD: This research was grounded in Schlossberg's transition theory. A two-phased qualitative approach was followed, and semistructured interviews were conducted. RESULTS: Analysis of qualitative data revealed the following themes: the presence of social integration, retransition, and readjustment. CONCLUSION: International students faced challenges as they adapted socially and academically to living in another country and also on their return home. The mechanisms students use to negotiate and make sense of the transition process suggest a need for universities to consider increasing preparation and orientation of students, supporting host and international student friendships, and ensuring students are equipped to reintegrate to their careers and cultures on their return home. [J Nurs Educ. 2023;62(3):125-132.].

Supporting newly qualified nurses to develop their leadership skills.

Leadership is not expected solely of managers. At any stage of their career, nurses are expected to be able to demonstrate leadership in their day-to-day role. However, newly qualified nurses, who often experience a challenging transition from nursing student to registered nurse, may lack the confidence to demonstrate leadership. Nurse managers can support junior nurses to develop their leadership skills, notably through training, mentoring, reflection and action learning. By guiding newly qualified nurses in the use of different leadership approaches, experienced nurses can contribute to enhancing the quality of patient care. This article discusses how nurse managers can support newly qualified nurses to develop their leadership skills.

What is known from the existing literature about peer support interventions for carers of individuals living with dementia: A scoping review.

This scoping review comprehensively describes evidence of using peer support to assist informal carers of individuals with dementia (any type). A systematic search of 11 databases (CINAHL, Cochrane Library, Medline, Embase, PsychInfo, Web of Science, Scopus, Science Direct, ProQuest, TRIP and PubMed) was conducted for research published between 2007-2017 focussing on informal dementia carers, and research designs with interventions incorporating or consisting exclusively of peer support. Authors worked independently to screen retrieved articles, review applicability and extract data. Thirty-six research papers (representing 28 original studies) were identified, from these, two modes of delivery were demonstrated: 12 studies provided the intervention online, and the remainder face-to-face. The review indicated that peer support is of potential benefit to carers if it is delivered via either mode. It is not clear what components may or may not be effective as results provided a mixed landscape of differing intervention effectiveness due to the wide variation in outcome measurements. Trial design using a multi-component intervention was the predominant choice, with the most common components being Information Sharing and Non-Healthcare Professional Support for both delivery modes. The burden/anxiety/depression compendium and health and well-being were the most frequently measured outcomes; perceived level of support was one of the least. The peer support interventions identified included various components, demonstrating no true best practice model. Nonetheless, they can be offered successfully online or face-to-face. This provides a unique opportunity to develop and supply tailored peer support interventions for informal dementia carers to ensure their specific needs are met. Further work is required to construct and evaluate the effectiveness of targeted peer-led support whether online or face-to-face to meet the individual needs of dementia carers.

Dementia diagnosis and disclosure: a dilemma in practice.

BACKGROUND: Providing the individual with the correct information about their diagnosis can help maximize the patient's autonomy, however empirical evidence identifies inconsistencies in the practice of diagnosis disclosure in dementia. Within health care, ethical problems arise frequently and these present a challenge for health care professionals. This challenge can also give rise to conflict when professionals are torn between respecting autonomy, doing good and avoiding paternalism. AIM: The aim of this paper is to highlight the need for interprofessional collaboration when faced with ethical dilemmas such as diagnosis disclosure in the care of adults with dementia. The use of a dialogue and supplementary notes are used to explore crucial ethical points raised by health care professionals. RELEVANCE TO CLINICAL PRACTICE: The increasing rate of dementia and the need for patients to have access to timely and appropriate information about their diagnosis has prompted much debate about disclosing the diagnosis with the individual who has dementia. This paper may also be useful for educational purposes when used as a framework for discussion/debate in student nurse education. CONCLUSION: Ethical theories are of benefit in assisting the members of the multidisciplinary team to reach a morally defensible decision. Making ethical decisions in practice can cause the nurse concern. While there is no complete set of 'rules' that can provide an answer to each ethical dilemma, it is of immense value to nurses working within the multidisciplinary team to possess a sound knowledge of ethical positions in order to analyse the many complex situations that nurses encounter. The pivotal role of the health care professional is to work in collaboration and engage in sharing the diagnosis with the patient. It is hoped that this paper will stimulate and encourage further debate and study regarding the individual with dementia and diagnosis disclosure. Recommendations for practice, education, policy and research will also be highlighted.