‘Moral distress’ is described by Jameton as ‘...aris[ing] when one knows the right thing to do, but institutional constraints make it nearly impossible to pursue the right course of action’ (p. 6).2

Moral distress may cause nurses to question their career choice, and to feel disempowered and unhappy in their work. This may have a negative impact on the physical and mental well-being of nursing staff, leading to burnout and high staff turnover.

Nurses in the first 5 years of their career (early career nurses) may be particularly at risk of experiencing moral distress as they make the stressful and challenging transition from student to qualified practice.

The purpose of the review is to synthesise the literature regarding moral distress in the first 5 years of qualified practice.

This is a summary of Cant R, Gazula S, and Ryan C.1

Student satisfaction is important as it positively influences both student retention and institutional rankings.

The concept of student satisfaction with education is poorly understood, although some studies suggested its related elements such as learning environments; student motivation to learn; student and teacher accountability; classroom diversity, and assessment approaches.

By identifying factors that influence nursing students’ satisfaction, nurse educators will have the opportunity to further improve the curriculum and student education experiences.

This integrative review aims to discover basic conceptual elements that affect higher education students’ satisfaction, focusing on nursing education.

Twenty-two studies were included: 19 with an experimental, quasi-experimental design and three systematic reviews from 15 countries.

Service quality, institutional image and...

This is a summary of See et al.1

Newly registered nurses experience high levels of emotional exhaustion, stress and burnout, with high attrition rates in the first-year post-qualification.

The purpose of this review was to consolidate the available evidence on the experiences of newly registered nurses transitioning from the role of student nurse to that of registered nurse.

Thirty-one studies were included in the review, comprising thirty qualitative and one mixed-method study.

A total of 452 newly registered nurses were enrolled across the studies from Australia, Canada, Singapore, England, Nepal, Netherlands, Pakistan and Taiwan.

Four themes were identified: knowledge deficit, overwhelming clinical practice, importance of workplace support and the meaning of ‘being a nurse’.

Twenty-four studies discussed how newly graduated registered nurses experienced anxiety,...