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A report discussing the development of a series of film resources for use in undergraduate nurse educatio

Student nurses’ preparation and negotiation of transition to the Registered Nurse role. Are there any factors that influence or inhibit this successful negotiation and transition?A systematic review

The aim of this systematic review is to review and determine the student nurse preparation and negotiation of their readiness to qualify as a registered nurse on the Nursing and Midwifery Council register. There is consideration given with aspects and elements explored that determine the influences that lead to success of this transition and the success or inhibitors of this negotiation alongside transition from student nurse to the registered nurse role. The aim of this review therefore, is to critically review the evidence to identify if there are any factors that negotiate the preparation and transition from student nurse to the registered nurse role.The objectives of this review are as follows:To conduct a comprehensive literature search and identify evidence that is relevantTo appraise critically the quality of identified evidence and analyse the findings to ascertain if there are any factors that negotiate the preparation and transition from student nurse to the registered nurse role and whether the factors influence or inhibit this transition To determine and explore the factors that influence or inhibit success or failure encompassed within the student nurse transition to registered nurs

Redefining undergraduate nurse teaching during the coronavirus pandemic : use of digital technologies

During the current coronavirus pandemic, undergraduate nurse teaching is facing many challenges. Universities have had to close their campuses, which means that academics are working from home and may be coping with unfamiliar technology to deliver the theoretical part of the undergraduate nursing curriculum. Emergency standards from the Nursing and Midwifery Council have allowed theoretical instruction to be replaced with distance learning, requiring nursing academics to adapt to providing a completely virtual approach to their teaching. This article provides examples of tools that can be used to deliver the theoretical component of the undergraduate nursing curriculum and ways of supporting students and colleagues in these unprecedented time