Educating nurses to deliver optimum care to military veterans and their families.

The aim of the project was to help prepare the future nursing workforce to provide optimum care for the Armed Forces Community. Structured evidenced-based educational sessions were designed and then delivered at two Universities in England. This educational model included a flipped approach, didactic classroom teaching, blended learning, and information technology. Educational sessions were provided to 468 first year Bachelor of Nursing undergraduate students in 2017 and 2018. A mixed methods evaluation included a quasi-experiential design with pre and post-test data followed by research interviews conducted by student nurses and analysed using a modified Grounded Theory. Post session evaluation demonstrated a significant improvement in students' knowledge. 93% agreed that the training was useful, 95% felt that nurses should be aware of the healthcare needs of the Armed Forces Community, and 89% indicated that the subject matter should be included in the undergraduate curriculum. A qualitative theoretical model was built from four major clusters: the military community; student's identity, clinical engagement, and future practice. These educational sessions are being introduced into a growing number of United Kingdom Universities to create future nursing leaders with a better insight into the large and diverse Armed Forces Community.

An exploratory study: student nurses' perceptions of professionalism.

AIM OF THE STUDY: To explore final year nursing students' perceptions of professionalism using a reflective approach. DESIGN: A phenomenological approach informed the study, and data was collected by a focus group and five individual semi-structured interviews. SUBJECTS: Participants were ten final year student nurses studying on the adult nursing education programme in the United Kingdom. DATA ANALYSIS: Thematic analysis resulted in an extensive list of general statements or 'units of meaning', from which meaningful categories describing a phenomenon evolved. RESULTS: The findings revealed that student nurse's perceived vulnerability, symbolic representation, role modelling, discontent and professional development as elements that informed their own professionalism. Additionally, being able to observe the behaviours of registered nurses appeared to be significant to the student in the development of their own sense of professional identity, using positive and negative role models constructively. CONCLUSIONS: It appears that final year student nurses are cognisant of the impact of practice scenarios and observational influences, affecting their own perceptions of professionalism. They are able to clearly identify and make sense of experiences in practice, and constructively use this knowledge to positively inform their practice.