Nursing students report facing inconsistencies between theoretical knowledge and actualities of clinical practice, and research indicates they witness missed nursing care during clinical practice. Understanding nursing students' experiences can inform improved clinical learning environments and enhance patient care quality. Recently, research has focused on students' views regarding missed care, yet comprehensive understandings of this phenomenon are lacking. This review explored what is known about missed nursing care from perspectives of nursing students. A scoping review according to Arksey and O'Malley's framework and Joanna Briggs Institute methodology was undertaken. Key databases were searched, including Medline, Embase, CINAHL, Scopus, ProQuest, PsycINFO and Web of Science in August 2023. The review included qualitative, quantitative, and structured literature reviews published in English between 2006 and 2023. Inclusion and exclusion criteria and keywords guided the search. Data screening and extraction were independently performed by two reviewers. Included studies were analysed using descriptive statistics and narrative synthesis. Findings are reported in accordance with the PRISMA-ScR. Of the 5873 articles identified, nine were included in the review. Studies were conducted in seven countries. Themes in students' perceptions included negligence of patients' rights and dignity, living in limbo, and pragmatic acceptance. Reasons for missed care included ineffective teamwork, lack of interest in caring, and inefficient leadership. Missed nursing care adversely affected patient health, hindered student learning and professional growth. Strategies for improvement included enhancing teamwork, enforcing ethical issues, increasing supervision, and creating commitment to work. Missed nursing care affects patient safety and education of nursing students. Incorporating practical training modules into curricula, establishing preceptorship programs, and incorporating ethics education into clinical practice are crucial to address missed nursing care. Further research in diverse settings is warranted.

Background: Master's degrees for nurses have various foci including clinical practice, leadership and education, with some programs consisting of coursework, while others offer hybrid study that combines coursework and research. Multiple formats are associated with offering the research component. The research component is often termed the minor thesis. Limited knowledge exists regarding the supervision of the research component.Aim(s): To capture the practices and perspectives of experienced nurse academics regarding effective supervision of the masters‐level minor thesis in nursing coursework master degrees.The Study: Design: Qualitative descriptive.Methods: Semi‐structured interviews with 28 experienced nurse academics recruited from 15 Australian and three New Zealand universities linked to the Council of Deans in Australia and New Zealand. Inclusion criteria were having experience of supervising masters‐level minor theses and higher degrees. Interviews were face‐to‐face using the internet platform Zoom©. Thematic analysis was undertaken.Findings: The analysis revealed three themes and associated sub‐themes: (i) establishing the framework (setting up the student's research; building the student–supervisor relationship; setting clear expectations), (ii) supervisors' knowledge and actions: driving for success (supervisors' knowledge for a satisfactory and timely outcome; supervisors' actions to develop students' capabilities; supervisors' actions of drawing in other expertise) and (iii) supervisor savviness: Attending to the finer points of supervision for student success (using your attributes as a supervisor; being savvy to teach and engage students; creatively seeking a smooth process for student success).Conclusion: The findings highlight three themes crucial to effective supervision of masters‐level minor theses in nursing: Establishing a strong research framework, emphasizing supervisors' knowledge and proactive engagement and attending to nuanced aspects of supervision for student success. These insights contribute to deeper understanding of the multifaceted nature of supervising minor theses, providing a valuable foundation for refining supervisory practices and enhancing the educational experience within coursework nursing master degree programs.Implications for the Profession and/or Patient Care: The findings highlight the supervisors' pivotal practices in guiding students through the minor thesis. These insights will be useful for inexperienced and experienced supervisors and for degree program directors. The findings should inform supervision training and supervision practices in the future.Impact: The study addressed a gap in knowledge about what experienced supervisors do to be effective and achieve success in the research component in a hybrid master degree for registered nurses. Effective supervision for student success in the minor thesis requires supervisors to establish and maintain a project and supervisory framework with appropriate boundaries and that is attuned to both the supervisor and student capabilities and preferences. Supervisors have an active role in directing the focus, scale and scope of a minor theses in keeping with university requirements and the short timeframe. Supervisors pay attention to the development of multiple student literacies (research, academic, professional, feedback and cultural) as core aspects of the masters research journey. Supervisors use their savviness and customize supervision to student contexts and capabilities as they guide development to achieve student success. The research findings have implications for targeted supervisor training and enhancing educational strategies for research supervision of minor thesis students. Reporting Method: COREQ reporting was adhered to as the relevant EQUATOR guideline.Patient or Public Contribution: No patient or public contribution.

This study aims to identify and contrast key stakeholder perspectives about the core competencies of mental health nurses. Mental health nurses provide much of the direct care and treatment to patients with mental disorders. The perspectives of users of mental health services, mental health nurses, mental health nurse clinical leaders, psychiatrists, and mental health nurse academics regarding the core competencies of a mental health nurse are informative to improve the quality of care given to patients. We will use concept mapping to compare and contrast the views of different stakeholder groups (n = 50, 10 per group) about the core competencies (knowledge, skills, and attitudes) of mental health nurses. There are six stages in concept mapping: preparation, generation of statements, structuring of statements, representation of statements, interpretation of maps, and utilisation of maps. The Good Reporting of A Mixed Methods Study (GRAMMS) checklist will guide this study. The final output is a “concept map” that can be used and interpreted to understand core mental health nursing competencies. This study will provide insight into the perceived core competencies of mental health nurses from a variety of perspectives.

Aim: To systematically map evidence on how nurse managers (NMs) balance clinical and managerial responsibilities of their role. Background: Complexity of the NM role arises from its dual focus on both clinical and managerial responsibilities. Clinically, NMs must maintain expertise to guide, support delivery of high‐quality care and ensure care practices align with evidence‐based guidelines and organisational standards. On the managerial side, NMs are responsible for administrative tasks such as budgeting, staffing, performance monitoring and strategic planning. Given their significant impact on healthcare delivery, patient safety and organisational effectiveness, understanding how NMs balance their roles is essential to improving the overall quality of care in healthcare settings. Methods: Scoping review guided by the Joanna Briggs Institute (JBI) framework for evidence synthesis was conducted. Data were analysed using Braun and Clarke’s (2022) approach. Data Sources: Studies were identified through seven electronic databases without restrictions on publication dates: CINAHL, Medline, PubMed, Embase, ProQuest Central, Scopus and Web of Science and search engine Google Scholar. Reporting Method: This scoping review adhered to Preferred Reporting Items for Systematic Reviews and Meta‐Analyses Extension for Scoping Reviews (PRISMA‐ScR) to ensure transparency and rigour. Results: Forty‐nine studies were included, identifying three main themes: key challenges faced in fulfilling clinical and managerial responsibilities, strategies used to balance roles and factors influencing prioritisation. Conclusion: Demands of dual roles often cause role ambiguity, conflict and overload, contributing to stress and job dissatisfaction amongst NMs. How they integrate clinical and managerial responsibilities remains underexplored, leaving a gap in understanding processes that guide their prioritisation and decision‐making. Understanding their challenges will help better prepare nurses for their roles. Implications for Nursing Management: NMs are crucial links between clinical care and organisational management. Further research will inform advancements in nursing leadership, healthcare management and policy development.