The coronavirus disease 2019 pandemic created unprecedented challenges for healthcare systems around the world. Healthcare assistants played a vital role in the provision of frontline patient care during this crisis. Despite their important contribution, there exists limited research that specifically examines the healthcare assistant’s experiences and perspectives of care provision during the COVID-19 pandemic. This study explored healthcare assistants’ caring experiences and perspectives on resilience and self-efficacy during the COVID-19 pandemic in Hong Kong. A qualitative descriptive study with semi-structured interviews was conducted with 25 healthcare assistants from public hospitals. Interview recordings were analyzed using thematic analysis. Five main themes emerged from the data: frontline reinforcement: supporting HCAs through resourcing and education amidst the COVID-19 crisis, confronting uncertainty: building personal fortitude in the face of the COVID-19 pandemic, fostering collective resilience through shared support, self-efficacy as a catalyst for adaptive growth, and paving the way for transformation. These findings advocate for the resilience and self-efficacy of healthcare assistants; this may potentially strengthen healthcare system preparedness for navigating unpredictable challenges in the future.

This study aims to understand the factors contributing to the low engagement rate of Chinese students with Confucian heritage culture in online learning games to improve their learning experience and outcomes. Incorporating gamification into higher education has proven to be an effective teaching and learning strategy for enhancing students' academic performance, boosting motivation and improving their retention of critical concepts. However, despite these benefits, Chinese nursing students have demonstrated low engagement with online learning games. This study employed reflexive thematic analysis, an appropriate method for exploring the online learning game experiences and uncovering the root causes of low engagement rates among Chinese nursing students. The narrative data were collected through focus group interviews. Participants were invited by the snowballing strategy. The narrative data were coded, categorised, themed and vigorously interpreted. The researcher's comments have been incorporated into the discussion to facilitate the co-construction of knowledge. The study identified two themes contributing to the low engagement rate of Chinese nursing students in online learning games: learning approaches and knowledge acquisition. The findings underscore the need for cultural sensitivity when implementing gamification in lectures for Chinese students with a Confucian heritage culture. This study's findings offer promising insights for nursing educators and academic managers considering integrating gamification into nursing programs, particularly for students with a Confucian heritage culture. Since Chinese students have different learning approaches and knowledge acquisition strategies, online learning games may not be the best teaching and learning strategy design.

Organizational health literacy (OHL) shifts attention from individuals' health literacy (HL) skills to the ways healthcare organizations make information, services and care pathways accessible, understandable and usable. Nurses are central to health-related communication, education, care coordination and quality improvement, yet their contribution to OHL remains under-documented. This conceptual article develops a nursing-informed perspective on OHL, supported by a focused mini-review of recent studies. The review was used to identify illustrative examples of how OHL has been examined in nursing-relevant contexts, rather than to provide a comprehensive evidence synthesis. We argue that nurses may contribute to OHL by supporting clear communication, care navigation, shared decision-making, co-design of information resources, quality improvement and implementation of HL-sensitive systems. Mapping Nutbeam's functional, interactive and critical levels of HL to organizational responsibilities highlights how nursing practice can contribute not only to individual understanding, but also to system-level responsiveness and equity. Strengthening nurse-led OHL will require leadership support, workforce development, use of assessment tools, consumer partnership, and integration into quality, safety and accreditation structures.