OBJECTIVE: To capture and retain healthcare staff in postgraduate courses relevant to individual career aspirations, service requirements and continuous practice development (CPD) within an English UK university.
METHODS: Two virtual career clinics for postgraduate practitioners to engage in CPD offers within the university. An online post-enrolment online survey to explore their experiences of engagement with the university.
METHODS: Mixed: qualitative and quantitative methods. Engaging 10 participants attended the career clinics, and 42 participants with an online survey.
RESULTS: The career clinics were well received by participants who mapped CPD requirements and individual career aspirations. The surveys exposed challenges with marketing and enrolment; however, these were mitigated with support. Four recommendations are presented within this paper applicable to the international postgraduate education of all health practitioners.

Paramount to patient safety is the ability for nurses to make clinical decisions free from human error. Yet, the dynamic clinical environment in which nurses work is characterized by uncertainty, urgency, and high consequence, necessitating that nurses make quick and critical decisions. The aim of this study was to examine the influence of human and environmental factors on the decision to administer among new graduate nurses in response to alert generation during bar code-assisted medication administration. The design for this study was a descriptive, longitudinal, observational cohort design using EHR audit log and administrative data. The study was set at a large, urban medical center in the United States and included 132 new graduate nurses who worked on adult, inpatient units. Research variables included human and environmental factors. Data analysis included descriptive and inferential analyses. This study found that participants continued with administration of a medication in 90.75% of alert encounters. When considering the response to an alert, residency cohort, alert category, and previous exposure variables were associated with the decision to proceed with administration. It is important to continue to study factors that influence nurses\' decision-making, particularly during the process of medication administration, to improve patient safety and outcomes.

BACKGROUND: Patient education as an important process of postgraduate nursing education, however in previous studies there was limited study focus on the improvement of nursing students\' patient education in clinical practice.This study examined the effects of a mind mapping based on standardized patient program in the patient education knowledge and communication competence of postgraduate nursing students in clinical setting.
METHODS: The present quasi-experimental study was performed in 2022 on 74 postgraduate nursing students who had taken clinical practice courses at affiliated hospital of Zunyi Medical University. Students were underwent two weeks of mind mapping based on standardized patient program. The outcome measures were patient education knowledge and communication competence evaluated were by the self-designed questionnaire consisting of 6 questions based on the Likert scale and nurse-patient communication competency rating scale respectively, self-efficacy was evaluated by the general self-efficacy scale, and patients\' satisfaction were measured using a self-designed question. Data collection was conducted before and after intervention. Data analysis was performed using SPSS 19.0 software, and descriptive statistics and inferential statistics were performed.
RESULTS: Significant improvements in patient education knowledge, patient education communication competence, and self-efficacy (all P = 0.000)were observed after intervention. Improvements were also seen in measures of patients\' satisfaction; 12/74 (16.22%) patients reported satisfied at baseline but only 53/74 (71.62%) at the end of intervention.
CONCLUSIONS: A web-based mind maps integrated with standardized patient program could improve patient education knowledge, communication competence,and self-efficacy of postgraduate nursing students in clinical setting.

Nursing science is at serious risk of extinction. The lack of funding for research, absence of healthcare policies underpinned by nursing science, and general lack of understanding of nursing metaparadigms all contribute to the stunted growth in nursing science. Doctoral research is a platform for the development and refinement of nursing science. The purpose of this qualitative retrospective document review was to describe the doctoral contribution to nursing in sub-Saharan Africa (SSA). Electronic dissertations for doctoral degrees in nursing within a 5-year period from universities in SSA were included. The extracted data comprising the purpose of the studies, the models used in the studies, and the studies\' contributions to nursing science were analyzed against a knowledge contribution framework. In total, 166 documents were included, mostly from South African universities, with a predominant focus on developing models, frameworks, and strategies within nursing practice. Only 17% of the studies applied grand nursing theories or models, with the rest of the studies applying theories from other disciplines. The contribution to nursing science from the doctoral studies was poor. The low uptake of nursing models in doctoral research in SSA may significantly contribute to the lack of refinement of nursing science within SSA. Structured approaches focused on integrating the nursing metaparadigms, theories, and models and fundamental underpins for doctoral education in Africa are essential to influencing the refinement of nursing science.

The Doctor of Nursing Practice (DNP) project collection is a group of approximately 120 DNP projects archived between 2017 and 2022 in Health Sciences Research Commons (HSRC), the health sciences institutional repository (IR) for the George Washington University. Our project focused on expanding avenues for the dissemination of DNP projects beyond our Digital Commons IR by integrating this content into the library\'s instances of Ex Libris Alma and Primo VE. By utilizing the Ex Libris Repository type import profile rather than the OAI-PMH feed, we identified enhanced opportunities for content discovery while likewise retaining better control over individual item records.

OBJECTIVE: To map the inclusion of affirmative policies in Postgraduate Nursing courses in Brazil.
METHODS: This is a descriptive, document-based study, carried out with information collected on the Sucupira Platform, via the Coordination for the Improvement of Higher Education Personnel, linked to the Ministry of Education. After data collection, carried out between October 2021 and March 2022, each public notice was read in full, in order to extract the following elements: name of the program; program code; name of the Higher Education Institution; acronym; Federative unit; and number of vacancies for master\'s courses.
RESULTS: 79 institutions in the country were identified, with a final sample of 67 evaluated programs, which were classified into nine types, based on the use of affirmative policy principles in academic and professional master\'s degrees.
CONCLUSIONS: Postgraduate Nursing courses present an imbalance regarding the implementation of affirmative policies in their offers of regular vacancies, as well as in issues of equity in regional access and diversity in the social groups contemplated.

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It has been claimed that various discourses related to competence influence higher education, but there is limited understanding of the discourses underlying competence development. The specific aim of this study was to explore epistemic discourses concerning the development of competence of health professionals with a master\'s degree in health science. Accordingly, the study was qualitative and adopted discourse analysis. Twelve participants, all of whom were Norwegian health professionals aged between 29 and 49 years, participated in this study. Four participants were in the final stage of study for their master\'s degree with three months left before completion, four had completed their degree two weeks before their participation, and four had been working for one year after the completion of their degree. Data were collected in three group interviews. Three epistemic discourses were revealed: (1) a critical thinking competencies discourse, (2) a scientific thinking competencies discourse, and (3) a competence-in-use discourse. The former two discourses were considered the dominant discourses and indicated that a knowing \"that\" discourse connected the specialized competence of different health professionals with a wider field of competence. This wider field transcended the boundaries of various health disciplines and represented a novel competence developed through a synergizing process between critical and scientific thinking competencies, which seems to drive continued competence development. A competence-in-use discourse was formed in the process. This discourse can be viewed as a unique outcome that contributes to health professionals\' specialized competence and suggests that a knowing \"how\" discourse was also an underlying background discourse.

Efforts to integrate tenets of social justice into PhD nursing programs are long-standing but have intensified in the past few years in response to civil unrest, threats to human rights, and health inequities exacerbated during the COVID-19 pandemic. In this paper, we present an overview of our School of Nursing\'s efforts and processes to evaluate and ensure that social justice principles were reflected throughout the PhD program. Components of this initiative included (a) forming a Social Justice Taskforce, (b) conducting listening sessions with alumni and currently enrolled PhD students to understand student experiences, (c) surveying PhD students to aid in prioritization of recommendations for improvement, and (d) convening key stakeholders to connect student priority areas to institutional programs and practices. Lessons learned through these activities highlighted the importance of gaining the perspective of diverse constituents and stakeholders, acknowledging areas for improvement, engaging students in transformative action, and partnering with faculty, staff, and leaders in solution development as we work to eliminate systemic injustices in PhD nursing education.

Clinical performance is a crucial part of evaluation in nurse practitioner education and has traditionally been accomplished through faculty site visits. The evolution of distance learning and on-line programs along with the recent COVID-19 pandemic has further complicated completing site visits, requiring innovative strategies. \'The Peer Patient Round Table (PPRT)\' was developed as an innovative evaluation method of student performance. It utilizes the standardized patient simulation concept and shared role-play modality via a telehealth platform. During the PPRT evaluation session, students were involved in a shared role-play of three roles; as a patient, a nurse practitioner student, and a preceptor in individual scenarios. A family nurse practitioner program at Radford University, located in Southwest Virginia, incorporated the PPRT method as the alternative student evaluation method starting May 2020 during COVID-19 pandemic for the last two years. After the first year of implementation of the PPRT, students and faculty were surveyed about the effectiveness of PPRT as a clinical evaluation method as well as their satisfaction with the modality. This article discusses the details of the PPRT procedures, PPRT experiences from faculty and students along with lessons learned.