Nursing has seen a dominance of women within the profession, and today, the presence of men in the role remains less understood and appreciated. Males considering or entering nursing face challenges concerning role misconception, marginalization, and gender bias. With a looming shortage of nurses on the horizon, it is more important now than ever before to find better ways of engaging males into nursing. The aim of the study was to examine the psychological constructs that influence male perceptions of nursing as they seek to navigate the profession, and what aspects influence men to consider nursing as a career. To achieve this, a systematic review and mixed research synthesis (integrated design) was conducted. English language research published between 1999 and 2019 was eligible. The methodological rigor of qualitative articles followed the Critical Appraisal Skills Program, while the Best Evidence Medical Education guided the quantitative review. Among the 24 publications identified, three sub-themes emerged from the overarching theme of the funambulist or tightrope walker. Sub-themes included societal, inner and collective voices that inform men’s place in nursing or their decision making about entering the profession. There is a need to re-visit what it means to be a nurse in order to address the gendered stereotypes that impact men entering the nursing profession.

This paper examines the notion of clinical supervision and takes a close look at what it means from the perspective of both the supervisee and the supervisor, considering how it can be of benefit to the learner, the teacher and the patient. Clinical supervision has been shown to be vital for the development and consolidation of undergraduate and postgraduate education, while having a positive impact on patient outcomes and as such is a fundamental component in healthcare education. Central to supervision is achieving the best outcomes for the supervisee, and effective supervision ensures the development of confidence, professional identity, and the consolidation of therapeutic knowledge. Clinical supervision provides a platform for extending the supervisor-supervisee relationship beyond the student-teacher model to one of mutual personal development in contemporary knowledge and skills for clinical practice. Despite the perceived importance of clinical supervision for healthcare more broadly, there is evidence to suggest that few supervisors are adequately prepared with the theory and practice of clinical supervision to adequately fulfill the expectations that the role entails. It follows therefore, that in many cases, there is an expectation that the health professionals will supervise without adequate preparation. This paper, although not a panacea, may assist those who are supervising and who seek or require some guidance and support.

Objective: Nursing shortages have led to an increased student nurse education and a greater need for work integrated learning among limited health services. A Communities of Practice student placement model was developed to address this deficit, while facilitating greater peer-to-peer learning, and incidental, yet essential, support and learning between junior and senior students. An exploratory study was undertaken to examine the experiences of key stakeholders, students and clinical staff regarding the Communities of Practice model.Methods: After implementation interviews were conducted with six (n = 6) students and three (n = 3) nursing staff, two (n = 2) nurse managers, and one (n = 1) clinical educator. Interviews examined the benefits and challenges of the new model, while further guiding its refinement. Interview data were analysed thematically.Results: The Communities of Practice student placement model, although met with initial hesitancy, was indicated to be a positive learning experience for all participants. Specifically, five key themes emerged, including increased support for junior students, extended learning among senior students, unexpected discoveries for staff and students, workload decision-making and implications for staff, followed by the need for adaptability and further insights to modify the model.Conclusions: The study demonstrated the capacity to increase student placement numbers, while effectively increasing the level of support, mentorship, and learning among students, and assisting nurses in their roles. Overall, the model has also been suggested to offer the near-peer support desperately needed for junior students, while at the same time, offering more senior students the foundation upon which to develop their leadership skills.

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