Heart failure (HF) is a life-limiting illness and presents as a gradual functional decline with intermittent episodes of acute deterioration and some recovery. In addition, HF often occurs in conjunction with other chronic diseases, resulting in complex comorbidities. Hospital readmissions for HF, including emergency department (ED) visits, are considered preventable. Majority of the patients with HF are often discharged early in the recovery period with inadequate self-care instructions. To address these issues, transitional care interventions have been implemented with the common objective of reducing the rate of hospital readmission, including ED visits. However, there is a lack of evidence regarding the benefits and adverse effects of transitional care interventions on clinical outcomes and patient-related outcomes of patients with HF. This integrative review aims to identify the components of transitional care interventions and the effectiveness of these interventions in improving health outcomes of patients with HF. Five databases were searched from January 2000 to December 2019, and 25 articles were included.

Background: Simulation-based education has emerged as an effective approach in nursing education worldwide. We aimed to evaluate the effectiveness of a surgical nursing education program based on a simulation using standardized patients and mobile applications among nursing students. Methods: A mixed-methods design with a quasi-experimental longitudinal approach and focus group interviews was employed. The data were collected from 130 third-year nursing students at three different time points who were equally divided into experimental and control groups. This study measured the level of clinical surgical nursing competence, self-efficacy in clinical performance, cultural competence, and satisfaction with simulation experience. Four focus group interviews were conducted using open-ended questions to explore the participants’ perspectives on the course’s efficacy and satisfaction. Results: There were statistically significant differences in clinical surgical nursing competence (F = 8.68, p < 0.001), self-efficacy in clinical performance (F = 13.56, p < 0.001), and cultural competence (F = 10.35, p < 0.001) across time between the intervention and control groups. Student satisfaction with the simulation-based training was high, particularly regarding debriefing and reflection, with an overall mean satisfaction level of 4.25 (0.40). Students’ perspectives regarding integrated hybrid training are categorized into three themes: educational achievement, dynamic learning experiences, and satisfaction and suggestion. Conclusion: Simulation-based learning provides a dynamic and immersive educational experience that enables undergraduate nursing students to develop and refine essential clinical skills while also fostering confidence and cultural competence.

(1) Background: This cross-sectional study aimed to determine the moderating effect of job resources (JR) in the relationship between job demands (JD) and work-related musculoskeletal disorders (WRMSDs) among hospital nurses in the Thua Thien Hue province, Vietnam. (2) Methods: Data were collected via a self-reporting questionnaire administrated to 225 nurses from two hospitals in the Thua Thien Hue province of Vietnam from August to September 2020. The questionnaire included information on musculoskeletal symptoms, JD and JR, and the demographics and job characteristics of participants. The simple moderation analysis was used for data analysis. (3) Results: The findings indicated that 87.6% of nurses had experienced WRMSDs in at least one body region during the previous 12 months, with lower back (65.3%), neck (61.8%), and shoulders (61.8%) being the three most common sites. Physical workloads (PW) and psychological demands (PDs) were significantly correlated with WRMSDs severity (p < 0.05). This study further underlined the moderating role of coworker support (CS) on the relationship between PW and WRMSD severity. WRMSDs severity significantly increased when PW was high alongside a low level of CS. (4) Conclusions: The current study indicated that nurses should be provided with appropriate CS to minimize WRMSDs severity. Furthermore, an intervention program for managing WRMSDs in nurses may involve minimizing physical risk factors and PDs.

This review was intended to determine the effectiveness of physical and cognitive training (PCT) on falls and fall-related factors and cognitive function among community-dwelling elderly people with mild cognitive impairment (MCI). A systematic literature search was performed of the MEDLINE, CINAHL, Web of Sciences, Scopus, ProQuest, Embase, and Google Scholar databases for articles published from 2010 to 2020. The studies that combined PCT to assess their impacts on fall outcomes both directly and indirectly were included. Study quality was assessed using the standardized JBI Critical Appraisal Tool for RCTs. The standardized data extraction tool from JBI-MAStARI was used to extract data of included studies. Seven RCTs involving 740 participants were included. The overall fall incidence did not significantly decrease after the interventions. However, PCT significantly impacted the cognitive function and physical activities of elderly people with MCI, particularly improving their balancing ability, gait speed, muscular strength, and executive functions. This study indicated that combining PCT improves balance ability, gait speed, and executive functioning in the elderly with MCI, which may help to minimize fall occurrence.

Purpose: The purpose of this study was to examine faculty and student perspectives on and learning needs about Problem-based Learning (PBL) methodology. Methods: A cross-sectional study using a questionaire. Descriptive statistics were applied to analyse the data from 41 faculty members and 236 nursing students. Results: The data showed that 66.8 % of students and 17.1 % of faculty had never known about problembased learning. Most faculty and students believed that this method could be applied into nursing education (97.6% and 98.6 %, respectively). The mean age of faculty members was 29.05 (SD = 8.57) and students was 20.20 (SD = .67). Data on the use of technology for information searches and updating knowledge essential for evidencebased practice, showed that most faculty used Laptops (26.8%) and Smartphones (19.5%) while nursing students (31.4%), mostly used Smartphone only. The average internet use time daily was 3 to 6 hours for faculty (43.9%), and students (40.3%). Faculty members and students perceived that the benefits of the methodology were that "students were more active and self-directed in learning", it provided a means for "systematic problem solving", and had the potential for "enhancing critical thinking skills", "deeper understanding of problems" and "improvement in individual skills". The disadvantages were that "faculty spent more time on the course", "faculty required both theory and clinical knowledge/experience". The student perspective was focused on PBL as "a new method" and that "students were required to have more comprehensive knowledge". Conclusion: Understanding the perspective of nursing students about the methodology of PBL will help faculty better understand the student's learning needs. This is of prime concern for student centred learning and necessary information for nursing faculty in order to design and continually develop an appropriate nursing curriculum for contemporary practice in the future.