[In Press] The adherence to healthy lifestyle among Arab patients with cardiovascular disease : mixed-method review

Introduction: Cardiovascular disease (CVD) accounts for 25% to 45% of deaths among Arab people. The purpose of this review was to investigate the level, predictors, motivators, and barriers to adherence to lifestyle recommendations among Arab patients with CVD. Method: A systematic search of the literature was conducted and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines. MEDLINE, EMCARE, CINAHL, Scopus, and the Cochrane Central Register of Controlled Trials were searched. Studies that explored adherence to a healthy lifestyle among Arab adult patients with CVD were included. Results: Twelve studies were included. Quantitative results showed low adherence among Arab people with CVD. Qualitative synthesized results revealed that internal motivators, personal desire as well as structural drivers impact the patient’s ability to adhere to a healthy lifestyle. Discussion: Multidimensional solutions that consider religion and culture and include active involvement of families are required to improve adherence

Action research : a mechanism for active engagement of clinical nurses in a program of research

This study aimed to explore the outcomes of active participation in an action research project on building the research capacity of clinical nurses. In this qualitative research study, six registered nurses volunteered to participate in the action research team. None of the nurses reported having any prior research experience. This study was part of a larger three‐phase project. The nurses were required to reflect on the data about their medication practice of phase 1, develop and implement a bundle of interventions in phase 2 to improve medication safety, and evaluate the effectiveness of these interventions in phase 3. We report the nurses' participation in Action Research during phase 2. Meeting minutes and six semistructured interviews were thematically analyzed. The results showed that after receiving support to enhance their research skills from the research team, the nurses were empowered to perform and lead clinical nursing research project. Nurses were able to take ownership of the research process and outcomes and were then able to translate their new research knowledge and skills into their clinical practice by building their own research capacity

Team teaching in undergraduate nursing programs : a scoping review

Aim: To explore studies related to team teaching in undergraduate nursing education and to identify its implications for practice. Background: Team teaching is a pedagogical approach that has been used in a wide variety of settings since the mid-twentieth century. This approach aims to encourage critical thinking through exposure to a multifocal teaching approach. Incorporating various teaching approaches is crucial to cultivating knowledge and practical ability among future nurses. Despite its apparent potential as a pedagogy, peer-reviewed literature contains little evidence regarding the implementation of team teaching in undergraduate nursing education. Design: Scoping review strategy was used in this review to examine the extent and range of available literature on team teaching in undergraduate nursing education. Methods: The Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) checklist was used as the reporting guideline for this review. Literature search was conducted using six databases in addition to grey literature search. Results: Six papers met the inclusion criteria, and all were conducted in high income countries. Four main themes were evident in included studies. These were study approach, student perspectives, teacher perspectives and broad recommendations. The majority (96%) of participants in the studies were students. Positive findings revealed that team teaching is of benefit to students’ active learning, reflection skills, leadership skills, and student-teacher bonding. Team teaching that pairs academics with frontline clinicians was also suggested as one way to address the gap between theory and practice often cited as a weakness of modern-day nursing training. Challenges identified by studies included, students’ experiences observing personality clashes between teachers, and extra time demands being placed on teachers due to intensive planning. Conclusions: This review highlights that any level of teaming and/or collaboration is better, in many aspects, than solo teaching in undergraduate nursing education. A clear need was identified for research exploring the perspective of nurse educators and managers regarding their perceptions of team teaching

Oral health matters : enhancing the undergraduate nursing curriculum

Good oral healthcare is not only essential for maintaining dental health, but it also promotes general wellbeing and improves confidence

COVID-19 : knowledge, anxiety, academic concerns and preventative behaviours among Australian and Indian undergraduate nursing students : a cross-sectional study

Aims and Objectives: To compare knowledge, anxiety, academic concerns and preventative behaviours between undergraduate nursing students in Australia and India during the COVID-19 pandemic. Background: Based on the World Health Organization's direction for containment of the novel coronavirus (COVID-19), countries implemented varying levels of restrictions including closure of university campuses and providing on line undergraduate education. Methods: Students in NSW, Australia and Kerala, India completed an online survey assessing their (a) knowledge and source of information about COVID-19; (b) anxiety; and coping strategies; (c) academic concerns; and (d) preventative behaviours. Descriptive and inferential statistics were used to summarise the data. Results: Data from 99 Australian and 113 Indian undergraduate nurses were analysed. Greater number of Indian students indicated having sufficient knowledge of COVID19 (OR 0.22; 95% CI 0.08, 0.63), getting information about COVID-19 from social media (OR 0.03; 95% CI 0.01, 0.07) and being concerned about ‘attending clinical placement’ (MD-1.08; 95% CI −1.94, −0.23). Australian students reported significantly higher levels of anxiety (MD 1.99 95% CI 1.21, 2.78), difficulty sleeping (OR 18.00; 95% CI 6.76, 47.96), concentrating (OR 33.22; 95% CI 13.85, 79.67) and eating (OR 14.05; 95% CI 3.19, 61.84). Greater number of Australian students indicated that they would go to the University if they needed to meet with other students (OR 9.21; 95% CI 3.08, 27.55), had to access the library (OR 7.20; 95% CI 3.26, 15.90) or had a group assignment (OR 2.93; 95% CI 1.26, 6.77)