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Aim The aim of this study was to establish an indexing system for training courses based on post‐competency for gynaecological specialist nurses. Design A mixed‐methods study. Methods We employed literature reviews and semi‐structured interviews to develop a preliminary index system. Subsequently, a two‐round Delphi consultation survey was conducted to get insights from 15 experts regarding the index for evaluating the post‐competency of gynaecological specialist nurses and to obtain qualitative feedback on their assessments. Following the finalisation of the competency index system, a 3‐month training programme was implemented with 75 specialist nurses to evaluate its practical application. These nurses completed the training and returned to their clinical duties after successfully passing the competency evaluation. Results The comprehensive training course index system for post‐competency gynaecological specialist nurses comprises four primary indices: gynaecological‐specialised theoretical knowledge, gynaecological‐specialised practical skills, communication and coordination management skills and clinical thinking and research management skills. This system further includes 12 secondary indexes and 58 tertiary indexes. The response rates for the two expert consultation rounds were 100%. The expert authority coefficients were 0.943 and 0.942 in the initial and subsequent rounds of consultation, respectively. During the second round of consultation, the initial and subsequent indices of Kendall's coefficient of concordance were 0.210 and 0.257, respectively (p < 0.05). Seventy‐five specialist nurses in gynaecology completed 4 weeks of theoretical education and 8 weeks of practical training. The mean score of gynaecological specialist nurses on the theoretical examination increased from 65.4 before training to 91.2 after training (p < 0.001); the mean score on the self‐assessment of post‐competency rose from 39.5 prior to training to 86.8 subsequent to training (p < 0.001); the comparison of pre‐training and post‐training results was statistically significant. Conclusions The index system for the training course of gynaecological specialist nurses was designed in a logical and thorough manner, and the findings from its empirical study provided a foundation for the formation of a scientific and systematic gynaecology specialist nursing team.

Aims To explore the factors associated with the nurses' well‐being at work. Design A sequential explanatory mixed‐methods design. Methods The quantitative part of the study included a conveniently sampled 271 nurses employed in healthcare facilities in the Riyadh region of Saudi Arabia. A purposive sample of 21 nurses were interviewed in the qualitative part of the study. Data collection was performed from May to August 2021. This article followed the STROBE checklist. Results Nurses working in private hospitals reported higher level of self‐efficacy than nurses in public hospitals. Being a Filipino, working in private hospital, and having higher self‐efficacy were associated with better well‐being at work among nurses during the pandemic. The thematic analysis revealed four important themes in understanding their well‐being at work: safe work environment, ensuring staff nurses' health, leadership support, and solidarity in the workplace.

The purpose of the study was to describe the preparation of children for day surgery from the parent's viewpoint. Empirical Research Mixed Method. The research applied a mixed-methods study design. The study was conducted at the Paediatric Day Surgical Department of one REDACTED between 2018 and 2020 at the same time as an associated randomised controlled conduct trial. Parents of 41 children (ages 2-6 years) completed measures assessing their preparation for day surgery and satisfaction with the procedure. Semi-structured interviews were conducted with 15 parents to better understand their experiences. According to the results, most of the parents (95%) told their children about the upcoming day surgery procedure. The child was prepared for the surgery with cognitive and sensory information, and the preparation usually started at home well before the surgery. The parents' experiences with the most critical aspects of preparing their child included three main categories: (1) usability of the preparation method; (2) content and timing of the preparation method and (3) consideration of the family perspective.

Aim To evaluate a teaching experience in evidence‐based nursing learning through case‐based learning (CBL) and flipped learning (FL). Design Embedded mixed methods study. Methods In the first phase, a questionnaire on utility, satisfaction and perceived competency development is used to collect quantitative data, and the open question instrument is used to collect qualitative data. After the first phase, an in‐depth semi‐structured interview is used. Results Five themes are identified: the enhancement of learning content, knowledge integration and transfer, the development of teamwork competency, the didactic support of FL and the difficulties and challenges faced by students. Regarding utility, ‘combine theory and practice’ and ‘select the best evidence from what is found in the search’ have the highest values. The most developed skills are communication and critical thinking ability. Finally, most participants are satisfied. Conclusions The combination of CBL and FL is an innovative strategy for learning evidence‐based nursing courses. No Patient or Public Contribution.

In 2018 the National Institute of Health and Care Research, United Kingdom, launched a 3-year Senior Nurse and Midwife Research Leader Programme to support nurse and midwifery research leaders to develop research capacity and capability within NHS organisations. We report the results of a service evaluation of the programme strengths, areas for improvement and achievement of programme aims. Partially mixed, concurrent mixed methods programme evaluation, including: (a) meeting evaluation (survey), (b) annual evaluation (survey) and (c) qualitative stakeholder interviews. Survey results were quantitatively analysed using descriptive statistics. Interviews were audio-recorded, transcribed, deductively coded using elements within the logic model and analysed using the seven-stage framework analysis method. Satisfaction with the programme was high (75%). The main perceived benefit of the programme was being part of a network. Challenges included accessing learning resources, lack of opportunity to network and lack of clarity about the programme aims. Meetings were evaluated as relevant and helpful (mean 93%), thought-provoking (92%), inspiring (91%), at the appropriate level (91%) and aligned with the programme aims (90%). All meetings were ranked as highly beneficial by attendees (92%). Stakeholder feedback on the programme success reflected the importance of leadership, the programme design and content, 'connection and community' and communication with and about the cohort. Overall, the anticipated programme aims were met, evaluating well from both the perspective of those on the programme and the wider stakeholder group. There has been a lack of investment in schemes to support research leadership development for nurses/midwives. A novel programme to support nursing/midwifery research leadership was positively evaluated. The programme is a useful model to support future capacity and capability building for nurses/midwives. The work is reported with reference to the SQUIRE 2 and SRQR checklists. No patient or public contribution.

Aim This study investigates the impact of mindfulness‐based compassion meditation on nursing students' compassion, emotional empathy and communication skills. Design An explanatory sequential mixed‐methods design was employed. Quantitative data were collected through a quasi‐experimental approach, followed by qualitative data to gain deeper insights. Methods The study was conducted during the 2023–2024 academic year with 53 nursing students from private and two public universities. Participants engaged in an 8‐week, 16‐session online mindfulness‐based compassion meditation programme structured around Kabat‐Zinn's Mindfulness‐Based Stress Reduction (MBSR) framework and Neff's Self‐Compassion Theory. Quantitative data were collected using the Compassion Competence Scale (CCS), Multidimensional Emotional Empathy Scale (MEES) and Communication Skills Scale (CSS) before and after the programme. Additionally, focus group discussions (FGDs) were conducted with 20 volunteers to explore their meditation experiences. Results Students (n = 53) had a mean age of 21 years, with 92.5% being female, 73.6% having chosen the nursing profession voluntarily and 94.3% reporting that they had never received formal compassion training. Following the mindfulness‐based compassion meditation programme, a significant increase was observed in the scores of the Compassion Competence Scale (CCS), the Communication Skills Scale (CSS) and the subdimensions of communication, sensitivity and insight (p = 0.000–0.012). The Multidimensional Emotional Empathy Scale (MEES) scores also increased; however, this change was not statistically significant (p = 0.297). Qualitative findings revealed that participants expressed their meditation experiences under the themes of ‘Personal Reflections on Meditation’, ‘Self‐Compassion Awareness and Reflection’, ‘Emotional Awareness and Regulation’, ‘Empathic Approach in Relationships’, ‘Limitations and Challenges of Meditation’ and ‘Gains and Sustainability of Meditation’. Conclusion Mindfulness‐based compassion meditation has been shown to enhance nursing students' compassion, empathy and communication skills, supporting their professional and emotional development. Integrating such interventions into structured nursing education programmes may increase individual awareness, prepare students for future work environments, strengthen professional resilience and promote patient‐centred care. Patient or Public Contribution Mindfulness‐based compassion meditation has the potential to equip future nurses with essential skills that can improve their ability to manage stress, engage in compassionate care and enhance interdisciplinary collaboration. Expanding such programmes beyond nursing education and into clinical settings could further support healthcare professionals' well‐being and professional development, ultimately improving patient care quality.

AimThe aim of this study is to gather evidence on talent management practices for nurses and midwives in an Irish hospital group, to identify any shortcomings in the current practices and to develop an evidence-based talent management framework for the hospital group.DesignThis paper details a protocol for a mixed methods research study that will be used to (1) identify, critically evaluate and summarize academic scholarship on talent management strategies for both domestically and internationally trained nurses and midwives, leading to the development of a model of talent management for this study, (2) gather evidence from both domestic and internationally trained nurses and midwives, via questionnaires and focus groups within the hospital group on current talent management practices and (3) use the model previously developed to organize our findings and develop a talent management framework for the hospital group.MethodsThe study will adapt a mixed methods approach. Quantitative data will be analysed using SPSS, and qualitative data will be analysed using NVivo.ResultsOur findings will support a stakeholder approach to the development of talent management practices for both domestic and internationally trained nurses and midwives in healthcare organizations. Doing so should improve the pipeline of suitably qualified nurses and midwives for future roles, by assisting nurses and midwives to identify career paths and future educational opportunities. From an organizational perspective, this research will allow healthcare organizations to adapt their current workforce planning strategies, tailoring them to the needs of the current workforce, which should reduce turnover, ensuring a highly skilled workforce, with the appropriate numbers to provide the care required within that healthcare setting.No Patient of Public ContributionContributions will be sought from nursing and midwifery staff and management within the hospital group.

Aim To develop a format of the behavioural criteria of ethical care with dementia so as to support nursing pedagogy and ethical practice in dementia care. Design Literature review, group workshop and Delphi method. Methods This project underwent three stages of literature review, initial construction and Delphi method from June 2020 to June 2023. Nine databases were searched with key words for articles relevant to ethical care with dementia that were published before 2022. Johns Hopkins Evidence Level and Quality Guidelines were employed for quality appraisal. A process of highlighting, comparing, merging and categorising was employed by two reviewers for data synthesis. The original behavioural criteria of ethical care with dementia were constructed by team members based on literature review and group discussions. Fifteen experts were invited and two rounds of consultation were completed. Statistics were generated for comprehensive evaluations. Revisions were made with expert suggestions to obtain a final format. Results A total of 3299 titles and s were initially retrieved, 242 full text articles were reviewed and 15 articles were included, with evidence type of I to V and evidence level b. Ten ethical principles and 12 categories of ethical issues closely relevant to dementia care were achieved by syntheses. An initial format of the behavioural criteria was developed for the Delphi method. Modestly acceptable correspondence was obtained by two rounds of expert consultation. The final format of the criteria included 10 ethical principles, 37 ethical issues and their corresponding cases, scenarios and three modalities (the recommended, the obscure and the false) of ethical care behaviours with dementia. Therefore, this format of the case‐based narrative behavioural criteria could be useful for training the nurses' competencies of ethical reasoning and setting the professional boundaries of nurses' ethical care behaviours, which could facilitate nurses in their pedagogical and clinical practice of ethical care with dementia. Patient or Public Contributions No patient or public contributions.

Background Self‐care is one of the most critical factors in disease prevention. Adults with pre‐diabetes are at 5 to 15 times higher risk of developing type 2 diabetes compared with others. Without self‐care behaviours to promote health and prevention, more than 70% will ultimately develop type 2 diabetes during their lives. Objective This study aimed to design and psychometrically evaluate the self‐care of adults with pre‐diabetes. Methods This study was a sequential exploratory mixed‐methods study. In the first phase of the mixed‐methods study, a qualitative study was conducted with a directed content analysis approach according to Riegel et al.'s middle‐range theory as a guide. This qualitative‐directed content analysis was conducted on prediabetes from June 2023 to October 2023. The experiences of 39 adults with pre‐diabetes and 6 healthcare workers were assessed through individual, face‐to‐face, semi‐structured interviews. The data were analysed based on the Elo and Kyngäs's method. The psychometric properties of the primary tool were evaluated in the second phase. Face and content validity, item analysis, structural validity, internal consistency, relative and absolute reliability, interpretability, responsiveness, and feasibility were evaluated, and the scoring method was determined. Results The concept of self‐care in prediabetes includes behaviours that are performed to return blood sugar to a normal state in a routine and usual way (self‐maintenance) and behaviours in response (self‐management) to the changes that have been detected following the follow‐up and interpretation of symptoms, periodic examinations and tests (self‐monitoring). The primary tool entered the psychometric evaluation phase with 57 items (blueprint). After performing face and content validity and item analysis, the number of items was reduced to 29 items. Exploratory factor analysis was performed with 29 items and 207 people with prediabetes, and finally, three subscales with 19 items were formed, which explain 38% of the total extracted variance. The results of confirmatory factor analysis with 200 samples indicated the acceptable fit of the model. The Cronbach's alpha of all subscales was higher than 0.7, and the intraclass correlation coefficient of the scale was higher than 0.90. The standard error of measurement was 1.340, the minimum detectable change was 6.57, and the minimal important change was 3.71. The total score of the questionnaire had no ceiling and floor effect; the percentage of unanswered items was within the acceptable range. Conclusion The results show that the self‐care questionnaire for prediabetes has good psychometric properties and can measure self‐care in adults with pre‐diabetes.

Aim This study aims to investigate physical inactivity levels in early pregnancy and explore the associated factors among Chinese pregnant women. Design A convergent mixed‐methods study was employed, comprising a cross‐sectional survey (n = 802) and in‐depth semi‐structured interviews (n = 18). Methods First trimester pregnant women were recruited through convenience sampling method between August 2022 and March 2023. Sociodemographic, obstetric, social support, and lifestyle characteristics were obtained using a structured questionnaire. Physical inactivity levels were assessed using the International Physical Activity Questionnaire. Quantitative data were analysed using logistic regression, while qualitative data underwent thematic analysis. The results were integrated through a side‐by‐side comparison approach. Results The prevalence of physical inactivity in early pregnancy was 51.2%, with walking being the predominant activity. Logistic regression analysis indicated that women under the age of 25 were more likely to engage in physical activity during early pregnancy than those aged 25–29 (adjusted odds ratio [aOR] = 2.213, 95% confidence interval [CI]: 1.063–4.605) and 30–34 years (aOR = 2.320, 95% CI: 1.107–4.866). Compared to women with a high school education or lower, those with a college degree (aOR = 2.158, 95% CI: 1.153–4.039) or a postgraduate education or higher (aOR = 2.116, 95% CI: 1.058–4.231) were more likely to be physically inactive during early pregnancy. Factors associated with higher inactivity included not engaging in regular exercise before pregnancy (aOR = 0.671, 95% CI: 0.500–0.900), experiencing vaginal bleeding in early pregnancy (aOR = 1.504, 95% CI: 1.097–2.063), and reporting poor sleep quality in early pregnancy (aOR = 1.529, 95% CI: 1.133–2.063). Thematic analysis identified four key themes: individual, interpersonal, social, and environmental factors. The main barriers included time constraints, pregnancy‐related discomfort, fears and anxieties, lack of confidence, limited resources and conflicting advice. Key facilitators were spousal support and policies that encouraged or enabled exercise during pregnancy. Patient or Public Contribution Pregnant women participated in surveys and interviews, while Dr. Hu, Nurse Director Zhu, and Shen were involved in participant recruitment.