Technological advancements and ease of Internet accessibility have made using Internet-based audiovisual software a viable option for researchers conducting focus groups. Online platforms overcome any geographical limitations placed on sampling by the location of potential participants and so enhance opportunities for real-time discussions and data collection in groups that otherwise might not be feasible. Although researchers have been adopting Internet-based options for some time, empirical evaluations and published examples of focus groups conducted using audiovisual technology are sparse. It therefore cannot yet be established whether conducting focus groups in this way can truly mirror face-to-face discussions in achieving the authentic interaction to generate data. We use our experiences to add to the developing body of literature by analyzing our critical reflections on how procedural aspects had the potential to influence the data we collected using audiovisual technology to conduct synchronous focus groups. As part of a mixed methods study, we chose to conduct focus groups in this way to access geographically dispersed populations and to enhance sample variation. We conducted eight online focus groups using audiovisual technology with both academic researchers and health-care practitioners across the four regions of the United Kingdom. A reflexive journal was completed throughout the planning, conduct and analysis of the focus groups. Content analysis of journal entries was carried out to identify procedural factors that had the potential to affect the data collected during this study. Five themes were identified (Stability of group numbers, Technology, Environment, Evaluation, and Recruitment), incorporating several categories of issues for consideration. Combined with the reflections of the researcher and published experiences of others, suggested actions to minimize any potential impacts of issues which could affect interactions are presented to assist others who are contemplating this method of data collection.

Nursing students’ integration of theoretical knowledge and practical abilities is facilitated by their practice of nursing skills in a clinical environment. A key role of preceptors is to assess the learning goals that nursing students must meet while participating in clinical practice. Consequently, the purpose of this study was to explore the current evidence in relation to competency assessment and assessment approaches, and the willingness of preceptors for assessing nursing students’ competency in a clinical setting. The scoping review used the five-stage methodological framework that was developed by Arksey and O’Malley, as well as the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Relevant studies were searched by applying a comprehensive literature search strategy up to April 2024 across the following databases: CINAHL, OVID MEDLINE, EMBASE, and PUBMED. A total of 11,297 studies published between 2000 and April 2024 were revealed, and 38 were eligible for inclusion, which the research team categorised into three main themes: definitions of competence, tools for assessing competence and preceptors’ and mentors’ viewpoints in relation to the assessment of nursing students’ competence. This review established that there are a multitude of quantitative instruments available to assess clinical competence; however, a lack of consistency among assessment instruments and approaches between countries and higher education institutions is prevalent. Existing research evidence suggests that the preceptors carried out the assessment process clinically and they found difficulties in documenting assessment. The assessing of nursing students’ competency and the complexity of assessment is a concern for educators and mentors worldwide. The main concern centers around issues such as the interpretation of competence and complex measurement tools.

Background Shoulder pain resulting from subacromial impingement syndrome (SAIS) is a common problem with a relatively poor outcome. There is little research exploring physical therapists' perspectives on the management of the syndrome. Objectives To investigate physical therapists' perceptions and experiences regarding the use of exercise in the treatment of patients with SAIS. Design Qualitative focus group study. Methods Three 60–90 minute focus group sessions containing 6–8 experienced musculoskeletal physical therapists (total n=20) were conducted. Thematic content analysis was used to analyse transcripts and develop core themes and categories. Results Exercise was seen as key in the treatment of SAIS. The overarching theme was the need to “gain buy-in to exercise” at an early stage. The main subtheme was patient education i.e. the use of “patient education” appeared to be how therapists achieved buy-in to exercise. Therapists identified the need to use education about SAIS etiology to foster buy-in and “sell” self-management through exercise to the patient. They consistently mentioned achieving buy-in and education using visual tools, postural advice and sometimes a “quick fix” of pain control. Furthermore, experienced practitioners included educational interventions much earlier in treatment than when they first qualified. Therapists emphasized the need for individually tailored exercises including: scapular stabilization; rotator cuff, lower trapezius and serratus anterior strengthening; and anterior shoulder and pectoralis minor stretching. Quality of exercise performance was deemed more important than the number of repetitions that the patient performed. Conclusion Experienced musculoskeletal physical therapists believe that exercise is central in managing patients with SAIS, and that gaining patient buy-in to exercise, patient education, promoting self-management, and postural advice are important for the successful management of people with SAIS.