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To investigate the impact of a workplace leadership development programme on nurse manager leadership capability, knowledge, skills and confidence.
Quasi-experimental repeated-measures design without a control group.
Associate Nurse Unit Managers at a large tertiary hospital in Melbourne, Australia, were invited to engage in a clinical leadership programme involving education and subsequent peer group reflective practice. A longitudinal survey with multiple pre- and post-programme timepoints was conducted. Measures included the Leader Efficacy Questionnaire, researcher-developed Likert-scale items to evaluate programme learning outcomes and free response items. Quantitative items were analysed using descriptive statistics and repeated measures analyses; free response items were explored using content analysis.
At baseline (T1), 103 Associate Nurse Unit Managers pooled from three cohorts consented to participate, of whom 98 provided sufficient data for analysis. Data were collected across 5 timepoints (T1–T5); T2 was used primarily to assess baseline comparability with T1; longitudinal analyses focused on T1, T3, T4 and T5. Sixteen participants provided data at all relevant follow-up timepoints and were included in the main longitudinal analyses. Following the leadership programme scores on the Leadership Efficacy Scale increased significantly. There were no significant changes in perceptions of organisational support or confidence in giving and receiving feedback. Participants reported positive experiences of the programme and identified future opportunities to refine topics, teaching and learning approaches and opportunities for peer networking.
A workplace clinical leadership programme for Associate Nurse Unit Managers demonstrated sustained increased leadership efficacy. Embedding coaching, mentoring and peer networks within leadership development may be an effective strategy to translate learning to practice and foster a sustainable healthy work environment. Further evaluation of education translation to practice and long-term organisational outcomes are important next steps.
For Associate Nurse Unit Managers, supporting leadership education by establishing organisation-wide peer groups and structured coaching and mentoring may help consolidate and embed leadership knowledge and skills into practice. Future leadership education programmes should intentionally combine workplace learning with mentoring, organisational supports and peer networks to provide ongoing feedback and protected time, maximising long-term benefits for staff wellbeing, retention and patient outcomes.
Effective clinical leadership is essential to nurse wellbeing and retention; however, the role preparation of these clinical leaders is variable and at times absent. A workplace leadership programme integrating education and peer-group reflective practice for Associate Nurse Unit Managers produced measurable increases in leadership efficacy, strengthening frontline leadership capability. Embedding coaching, mentoring and peer networks into these programmes underpins future translation of learning into practice to build health work environments that promote staff wellbeing and patient safety.
Transparent Reporting of Evaluations with Non-randomised Designs (TREND).
No patients, service users, caregivers or members of the public were involved in this study. Instead, this study was focused on the experiences and perceptions of nurses.
Child maltreatment (CM) can have significant and long-lasting consequences over the life course. These include long-term physical injuries and an increased risk for mental illness. Preventive applications are critical to reduce maltreatment, promote early detection and initiate early interventions, and prevent further harm. Social marketing (SM) strategies offer a promising approach for the prevention of CM. They use commercial marketing principles to raise awareness and/or influence behaviour of populations for social welfare purposes. To date, there is no comprehensive overview of SM strategies and applications used for prevention, early detection and reduction of harms of physical and emotional child abuse and neglect. This study aims to address this gap by means of a scoping review mapping the national and international literature and to provide an understanding of how SM strategies have been conceptualised and implemented in CM prevention. We chose a scoping review to catalogue and organise the literature, define key constructs and identify gaps, instead of pooling effects.
PubMed, Scopus, Web of Science, ERIC and PsycINFO will be searched for relevant existing literature published between 2010 and 2025 using a search string based on the Population, Concept and Context scheme. Empirical studies examining SM strategies for the prevention of physical and emotional abuse and neglect of all designs will be included.
The results will be presented in both narrative and tabular formats. These tables will report on general study characteristics (eg, country, year of publication, study design), key characteristics of SM applications (eg, prevention aims, setting, components, target audiences) and strategies used (eg, media channels, communication formats and theories used). Where reported, we will also summarise evaluations of SM strategies used (eg, study design and outcome measures, main findings).
The reporting of the review follows the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews: Checklist and Explanation and PRISMA Statement for Reporting Literature Searches in Systematic Reviews.
Literature is used as the only data source, therefore, no ethical approval is required. The findings will be disseminated through peer-reviewed publications and conference presentations. They will identify research gaps and will inform a research agenda on integrating SM strategies in the design of preventive applications regarding child physical/emotional abuse and neglect and future evaluations. Our findings can also inform the design of population-level prevention policies and strategies that use SM strategies to raise public awareness of CM and to promote preventive behaviours in everyday settings.
A protocol outlining the scoping review has been preregistered at the Open Science Framework (osf preregistration).
Pregestational diabetes is one of the most frequent medical conditions in pregnancy. Nutrition insecurity is a non-medical, health-related social need and affects glycaemic management and pregnancy outcomes for women with both type 1 and type 2 pregestational diabetes. Collaborative healthcare-community partnerships to enhance food access, facilitate culinary medicine, diabetes self-management education and support (DSMES) and address unmet social needs for pregnant women with pregestational diabetes remain to be evaluated.
In a two-arm randomised controlled trial, we will examine the combined effects of a tripartite NOURISH intervention ((1) produce home delivery, (2) culinary medicine with DSMES and (3) community health worker-led social needs assessment and support) versus the current standard of diabetes and prenatal care. We will recruit and enrol 174 pregnant women (87 NOURISH, 87 standard care) ≤22+6 weeks of gestation with pregestational diabetes, inadequate glycaemic management (haemoglobin A1c≥6.5%) and self-reported risk of food insecurity from a diabetes and prenatal care programme at a tertiary care academic health system located in the USA. We will measure the primary outcome of glycaemic management by delivery (haemoglobin A1c
The Institutional Review Board at The Ohio State University approved this study (IRB: STUDY20260307; date: 23 April 2026). We plan to submit results of the trial for publication in peer-reviewed journals and presentations at international scientific meetings.
Commentary on: McLeish J, Aloysius A, Gale C, et al. What supports mothers of very preterm babies to start and continue breast milk feeding in neonatal units? A qualitative COM-B analysis of mothers’ experiences. BMC Pregnancy Childbirth. 2024;24(1):725–31. doi:10.1186 /s12884-024-06910-4.
Implications for practice and research Healthcare interventions to improve breastfeeding in very preterm babies should consider maternal motivation, capability and opportunity. Systematic healthcare barriers including supportive hospital environments are critical components influencing breast milk feeding and transitioning to breastfeeding in very preterm infants.
It is recommended that very preterm infants (1 However, breastfeeding and breast milk feeding for preterm infants are challenging for several reasons, including maternal experience, maternal and infant physiology, and the healthcare environment.
Interprofessional socialisation can contribute to collaborative patient care. Although there is research regarding interprofessional socialisation of healthcare students and frontline staff, there is limited literature regarding healthcare educators in practice settings. Our aim was to examine interprofessional socialisation of healthcare educators in the practice setting following an interprofessional simulation facilitator training programme.
Explanatory sequential mixed methods study.
Quantitative provincial simulation programme evaluation data from 2022 and 2023 (n = 87) were analysed and used to inform qualitative interviews (n = 17). Qualitative and quantitative data were integrated following independent analysis.
There was a statistically significant increase in attitudes toward interprofessional socialisation following the simulation facilitator training programme. Qualitative findings revealed themes regarding interprofessional socialisation: (a) benefits gained through interprofessional socialisation, (b) interprofessional, uniprofessional or both, (c) facilitators to interprofessional socialisation, (d) barriers to interprofessional socialisation and (e) opportunities to strengthen interprofessional socialisation.
Despite positive views of interprofessional socialisation, socialisation behaviours may not be consistent in a variety of contexts. Interprofessional education may increase interprofessional socialisation among educators.
It is important to provide interprofessional socialisation opportunities for educators to promote more interprofessional education initiatives.
The findings of this study provided insights into how to foster interprofessional socialisation in existing structures and how new pathways might be built to connect educators.
This study is reported in congruence with the Journal Article Reporting Standards—Mixed Methods, Quantitative, and Qualitative Standards provided on the Equator Network.
Members of the provincial simulation team were consulted regarding study design and data collection to optimise participation.
FreshRSS 