Nurses and other health professionals must perceive that this role expansion will improve health outcomes for the diverse populations accessing health care. Teaching physical assessment skills within a holistic health model will enable nurses to contribute a more comprehensive health assessment to the planning and monitoring of people's health care.

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Objective: This study evaluated the effectiveness of an immersive teaching and learning approach for undergraduate nurses. Traditional classroom tutorials were combined with self-directed learning using LabTutor TM , an online learning platform, and clinical nursing simulation using high fidelity manikins. Learning modules were designed to link the student's knowledge and understanding of biosceince with clinical assessment and nursing management in order to develop clinical decision-making skills. It was anticipated that students' learning experience would be enhanced by the higher level of realism that is possible using the sophisticated manikins and authentic patient clinical data and case notes provided in LabTutor TM . Methods:The study took place in a New Zealand School of Nursing in 2014. Qualitative data was gathered using focus groups and an external facilitator. Quantitative data was gathered using an online survey. Results: Participants were second year undergraduate nursing students (N = 111): 71 (64%) interviewees, and 82 (73%) survey respondents. Qualitative data showed that the immersive learning process was effective. Quantitative data affirmed that immersive learning was liked, confidence improved, students enjoyed the process, and would recommend it to others. Using simulation and patient case studies were preferred teaching strategies. Performing experiments, and using digital LabTutor TM technology challenged many, but skills improved over the year. Conclusions: The immersive learning approach was effective. However, despite the high level of authenticity made possible by using high fidelity manikins, realism was hard to establish. An unexpected learning outcome occurred when intermittent technology malfunction prompted students to use problem-solving skills.

Aims and ObjectivesTo understand how staff who chose to live‐in with residents in a level 3 dementia care unit perceived the experience, in particular, their perceptions of how residing on site affected resident well‐being.BackgroundCOVID‐19 has been especially devastating in aged residential care (ARC) facilities. In March 2020, when the threat became realised in New Zealand, one residential dementia care facility implemented a unique response to the imminent threat of COVID‐19. Eight staff members made the decision to live on site during the lockdown, ensuring residents’ risk of contracting the virus was significantly reduced as carers would not go outside of the facility.DesignA qualitative descriptive inquiry.MethodsSeven staff who chose to live‐in, and the facility manager, participated in semi‐structured, face‐to‐face interviews at the ARC. Audio‐recorded interviews were transcribed verbatim and analysed using a thematic analysis approach. COREQ guidelines were adhered to in the reporting of this study.ResultsAn overarching motif which emerged from the findings was the articulation of an ‘all in this together’ attitude which fostered feelings of camaraderie and collaboration which enhanced the experience for staff individually, and as a group. Themes identified were as follows: (a) A ‘safe’ but challenging choice, (b) Benefits for the staff and (c) Positive outcomes for the residents.ConclusionThis crisis inadvertently brought about an enhanced ‘dementia‐friendly’, person‐centred communal environment.Relevance to clinical practiceThis study identified themes that deepen our understanding of caring for vulnerable populations during a pandemic and beyond. Given the success of this ‘live‐in’ innovation, consideration must be given to applying these findings more generally when planning care models for best outcomes for residents receiving rest home level dementia care. How we care for people in disaster situations reflects the heart of the caring workforce, but such innovation may be extended to usual care where indicated.

Background and objective: Clinical Educators frequently use in-situ simulation-based experiences (SBE) to improve the skill and competency of healthcare professionals. The aim of the experience is to improve the quality of patient care and, ultimately, patient outcomes. The facilitator plays a key role in the in-situ SBE as they provide structure, guidance, and support, to help learners achieve the educational outcomes. However, they often face barriers concerning preparation for their role, time release from clinical duties, time to facilitate an effective debrief, and space constraints. The aim of this research was to gain insights into the opportunities and barriers educators face when facilitating in-situ simulations.Methods: A qualitative descriptive design utilising semi-structured interviews with twelve clinical educators who had facilitated in-situ SBE's in the acute care environment within a hospital facility. Interview data was analysed utilising a general inductive approach to determine themes.Results: The facilitators valued in-situ SBE as a teaching and learning strategy however they faced challenges related to time constraints, resourcing, ‘buy in’ and competing priorities for themselves and the learners.Conclusions: Sustaining an in-situ SBE programme long term requires a departmental culture that normalises SBE as routine practice, a simulation design appropriate to the in-situ environment, and opportunities to engage in a community of practice.