Martina Costello

Aim
To systematically map existing research on nurse academics incorporation of generative artificial intelligence when developing teaching and learning resources in higher education and to identify knowledge gaps and future research.
Background
Generative artificial intelligence technology is rapidly evolving in healthcare and it’s use in nursing higher education is developing. However, concerns regarding its adoption in higher education relate to academic integrity and ethical considerations, including privacy, confidentiality, bias and critical thinking development. Generative artificial intelligence tools present new pedagogy possibilities in nursing higher education; however, the scope and impact of its adoption is unclear.
Methods
The Joanna Briggs Institute (JBI) methodology for scoping reviews were used to guide this scoping review. Electronic databases were searched from inception until February 2025.
Results
The search yielded seven quantitative and two qualitative studies. The findings highlight that nurse academics use generative artificial intelligence to assist with student learning and time management. Findings revealed that generative artificial intelligence use may improve student satisfaction and critical thinking skills. Nurse academics were identified as critical role models in academic integrity and the ethical adoption of generative artificial intelligence. Knowledge gaps and opportunities for future research are highlighted.
Conclusions
The findings highlight the opportunities of generative artificial intelligence use in nursing higher education. Role modelling ethical use of generative artificial intelligence by nurse academics can instil academic integrity principles. However, gaps in evidence on the impact on student education outcomes and industry readiness highlight the need for further research using randomised control trials and longitudinal studies.

Graduate nurses in Australia are now comprehensively prepared and have limited mental health knowledge and experiences to work in acute mental health settings. As such, they would require support from the nursing education of their respective mental health services to support them to progress from novice to advanced beginner. However, there is currently a variation in nursing education that supports graduate nurses in transitioning to mental health nursing. Therefore, it is important to understand graduate nurses’ viewpoints of nursing education and its effectiveness for helping them. This presentation presents a Q methodology study that was undertaken to generate an in-depth and accurate understanding of graduate nurses’ experiences in one of Western Australia's mental health services. The findings revealed four types of graduate nurses, and they were: (1) graduate nurses who experienced challenges of being accepted by their nursing team; (2) graduate nurses who had low self-confidence about their mental health nursing knowledge and skills to practice in acute mental health settings; (3) graduate nurses who felt confident about their mental health knowledge and skills but experienced challenges to apply them to difficult clinical situations; (4) graduate nurses who felt confident with their mental health knowledge and skills and accepted by their nursing team. The findings highlighted that nurse educators might need to tailor education to meet the needs of graduate nurses progressing from novice to advance beginner in mental health nursing.

Despite university-based training and an emphasises on evidence-based practice, nursing students often struggle to engage with academic literature and understand the application of research within clinical practice. Traditional teaching methods frequently fall short in engaging students, while time constraints further limit student capacity to explore research literature.

This presentation will describe a study which examined the impact of research-focused podcasts across undergraduate and postgraduate nursing programmes. Podcast episodes were developed by nurse academics using Generative AI tools to correlate with each module of study within an undergraduate and postgraduate mental health unit. Episodes covered diverse topics such as recovery orientated care within acute mental health settings, the physical healthcare needs of individuals living with mental illness and strategies to improve assessment and communication. These podcasts reviewed research articles and concepts to promote research literacy and evidence-based practice principles.

Quantitative data were collected using the validated Student Evidence-Based Practice Questionnaire (S-EBPQ) measuring four key domains: practice, attitudes, retrieving and reviewing evidence and sharing and applying evidence-based practice.

Pre-intervention data analysis from 117 nursing students revealed insights into their perception of research literacy and application of evidence-based practice. Survey results identified that students scored highest in the attitudes domain (M = 5.71), indicating positive perception towards research and lowest in retrieving and reviewing evidence domain (M = 4.76), revealing a gap in practical research skills.

The study demonstrates how emerging digital technologies can be utilised to develop educational resources within nursing education. Audio podcasts provide accessible expert modelling of research interpretation and scaffolded discussion on research literacy. The use of Generative AI tools in the development process provided quality control and scalability.

This presentation will benefit nurse educators and researchers, providing innovating strategies in developing technology-enhanced learning resources. The findings provide valuable insights into developing research literacy within nursing education using accessible and asynchronous modalities.

Background
Virtual simulation is a valuable learning tool for health professionals to facilitate knowledge, skills, and confidence. Simulation-based learning in Nursing has increased with advances in digital technologies, embedding diverse virtual modalities. The integration of virtual simulations requires careful consideration of pedagogical approaches and implementation strategies. The vSim® for Nursing platform was integrated into the curriculum of an undergraduate nursing program at an Australian university to enhance clinical learning experiences.

Aim
To evaluate the implementation of the vSim® for Nursing learning platform within the second-year curriculum.

Methods
A mixed-methods cross-sectional survey design was used, guided by Kirkpatrick's training evaluation model. Fifty-five second-year nursing students participated following vSim® implementation. Quantitative data underwent descriptive analysis while qualitative data were analysed using content analysis.

Results
Students reported vSim® was relevant to their curriculum and supported knowledge, critical thinking, and confidence in clinical practice. Navigation and some aspects of realism were challenging.

Conclusions
vSim® for Nursing was shown to support skill development when used as an adjunct to other simulations. Successful implementation requires careful curriculum integration and user engagement.

Aims
To systematically summarise evidence related to the use of non-sterile gloves when preparing and administering intravenous antimicrobials.

Design
Scoping review.

Methods
A rigorous scoping review was undertaken following Arksey and O'Malley's (2005) framework and the modified Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping review guidelines (2018). Five databases and grey literature were included in the search. Literature published between 2009 and 2024 was included.

Data Sources
Five databases (Medline, CINAHL, EMBASE, Scopus and Web of Science) and the grey literature were searched in February 2024.

Results
Three studies were included; however, none directly addressed correct non-sterile glove use during intravenous antimicrobial preparation or administration in clinical practice.

Conclusion
We found no evidence to support the use of non-sterile gloves in intravenous antimicrobial preparation. There is an urgent need for rigorous research to inform the development of clear guidelines on non-sterile glove use to underpin evidence-based decision-making in nursing and other health professional education, improve patient outcomes, reduce healthcare costs and promote environmental sustainability in healthcare.

Implications
Inappropriate use of non-sterile gloves for preparing and administering intravenous antimicrobials hinders correct hand hygiene practices and increases healthcare-associated infections, healthcare costs and waste.

Impact
A critical gap in the existing evidence was a key finding of this review, highlighting the urgency for evidence-based guidelines to improve patient safety outcomes, reduce healthcare costs and promote environmental sustainability in healthcare.

Reporting Method
This scoping review adhered to the relevant EQUATOR guidelines and Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) reporting checklist.

Patient of Public Contribution
This study did not include patient or public involvement in its design, conduct or reporting.

Trial and Protocol Registration
The protocol was registered on Open Science Framework (https://doi.org/10.17605/OSF.IO/QY4J2).

Background
The rise of artificial intelligence (AI) use in higher education has generated substantial debate among academics and students, given the potential for students to engage in academic misconduct through the misuse of AI. Academics argue that AI poses a serious threat to the foundational development of nurses through the questionable integrity of AI-generated academic work and by undermining the development of critical thinking skills essential for professional practice. However, there is limited research on nursing students' integration of AI technologies in their studies.

Method
This study utilised a convergent parallel mixed methods approach to develop a multiphase approach with convergent parallel techniques for the qualitative and quantitative phases. The quantitative method utilised a Qualtrics-powered online survey to engage 188 nursing students, exploring various domains related to AI use. In the qualitative phase, in-depth interviews with 13 purposively sampled students provided deeper insights. The qualitative data were analysed using an inductive thematic analysis approach, while the quantitative data were analysed using SPSS.

Result
In the survey, 24 % of respondents reported using AI, ranging from moderate to extensive usage. In logistics regression analysis, hearing about AI (OR = 3.9; CI 1.07–10.2; p < 0.05), the belief that AI was useful in the studies (OR = 5.5; CI 1.7–17.3; p < 0.01), and the perception that learning to use AI is easy (OR = 3.4; CI 1.1–11.1; p < 0.05) predicted AI use. Qualitative findings revealed that all students used AI for various academic purposes. The ‘fascinating’, ‘intelligent’ and ‘efficient’ nature of AI in handling ‘time-consuming’ academic tasks motivated its use. However, concerns about breaching academic integrity and the value of achieving success through personal effort served as deterrents.

Conclusion
The findings suggest that while AI's efficiency drives students to adopt it, they remain cautious about its ethical implications, leading to uncertainty in its application within academic practices. This highlights the critical need for institutional support and explicit guidelines on responsible AI integration in educational settings.

This study explores the challenges academics face in prioritising their writing and research activities within the neoliberal academy. Using a collaborative autoethnography methodology, including verbatim transcriptions of recorded meetings and personal reflections as data, we explore the processes and strategies employed within an interdisciplinary online writing community. The findings highlight that collaborative, supportive online writing groups, when underpinned by an ethics of care, can effectively address the dehumanising aspects of the neoliberal academy without compromising productivity. This study concludes that it is possible to create real communities of care whilst simultaneously meeting the individualistic demands imposed by the academy.

Background
Healthcare is delivered by multidisciplinary healthcare teams who rely on communication and effective teamwork to ensure safe patient care. Teamwork builds on employee cohesion and reduces medical and nursing errors, resulting in greater patient satisfaction and improved healthcare. Effective teamwork not only improves efficiency and patient safety but leads to a healthier and happier workplace, reducing burnout among healthcare professionals. The purpose of this paper is to describe the findings of a pilot project on an acute medical ward in Western Australia. The aim was to understand the participants perceived level of teamwork to support future work practices and ultimately patient care.

Methods
This study used a descriptive survey research method to measure nursing teamwork in a clinical environment. The Nursing Teamwork Survey (NTS) measures the levels of nursing teamwork in acute healthcare facilities. Items for the NTS were generated on theoretical grounds, based on teamwork behaviours, offering a practical explanation of teamwork dynamics.

Results
The survey incorporated five subscales. The response rate to the survey was 90 % (n = 45) with an overall average result on the survey being (m = 2.97) on a 0–4 Likert scale. The validated NTS has provided participants the opportunity to consider nursing teamwork with regards to their position and perceived responsibilities towards patients and team members.

Conclusion
The findings highlight areas for consolidation and improvement in teamwork. Introducing teambuilding strategies and acting on results of this survey may support enhanced communication and teamwork influencing nursing care and patient outcomes. Findings recommend that activities to improve teamwork and ensuring teambuilding strategies are implemented to improve effective communication in an acute medical care setting would have significant impacts on staff satisfaction.