Objective: The objective of this review was to examine the characteristics and processes of clinical reasoning used by registered nurses in clinical practice, and to identify factors reported to relate to the use of clinical reasoning by registered nurses in clinical practice. Introduction: Significant variability in the clinical reasoning of graduate registered nurses has been identified in research, with underdeveloped and unsafe clinical reasoning being linked to failure-to-rescue and sentinel events in the clinical setting. The identification of characteristics and processes of clinical reasoning, and factors relating to registered nurses’ clinical reasoning when engaged in clinical practice, will increase understanding of the clinical reasoning requirements for undergraduate registered nurses and of potential factors that may affect their clinical reasoning. Inclusion criteria: Studies including registered nurses who met the criteria for registered nurse registration in Australia and who used clinical reasoning to engage with health care consumers in all practice environments were eligible for inclusion. Methods: Eight databases were searched, with articles identified through CINAHL, MedNar, PubMed, Science Direct, ERIC, PsycINFO, Scopus, and ProQuest Dissertations and Theses. Database searches were conducted on December 31, 2020, and updated August 20, 2021, with primary qualitative and quantitative research studies in English from 2000 onwards considered for inclusion. Opinion papers, text, and reports were not included. Data were extracted based on the draft charting tool from the scoping review protocol, with results presented in tabular format and in a narrative summary. Results: The 29 qualitative and 5 quantitative research studies included in the scoping review utilized exploratory descriptive, descriptive rationalist, narrative, ethnography, correlational, observational, and grounded theory methodologies in their research designs. Observation, think-aloud sessions, questionnaires, surveys, interviews, and focus groups were used to collect data from the 1099 participants in 9 countries. Multiple concepts related to the characteristics (n=35) and processes (n=30) of clinical reasoning were detected in the research studies, with 5 categories identified: i) situation management, ii) data management, iii) interpreting, iv) implementing and evaluating, and v) professional practice, with an additional processes category identified (decision-making processes). The factors (n=26) reported to relate to clinical reasoning were categorized into environment of care, care requirements, professional practice, experience, knowledge, and decision-making processes. Connections between the various concepts were evident throughout the review. Conclusions: The scoping review identified characteristics and processes of clinical reasoning, as well as factors reported to relate to clinical reasoning in all studies. The concepts that comprise the clinical reasoning of registered nurses in clinical practice must be considered in undergraduate registered nurse education. Registered nurses must complete their baccalaureate program with well-developed clinical reasoning to ensure safe clinical practice. Understanding the characteristics and processes of registered nurses’ clinical reasoning in clinical practice, and the factors reported to relate to clinical reasoning, supports the creation of targeted resources for development and assessment of clinical reasoning.

In nursing curricula, it is vital that undergraduate nursing students learn specialist clinical skills within simulated laboratory settings and understand their application to practice. Along with the physical clinical skill, students must develop their critical thinking and clinical reasoning skills to understand when and why certain skills would be utilised, and what outcomes are predicted. There are many ways to facilitate learning within this setting, but there is little clear instruction for the educator tasked with d emonstrating within simulated clinical environments. With this in mind, the Structured Practice Approach was developed, incorporating current teaching and learning practices and philosophies, with added targeted questioning to facilitate critical thinking and clinical reasoning. This approach clearly outlines teaching steps for a clinical skill. The approach was trialled at a regional university with positive anecdotal outcomes and feedback, highlighting the need for more formal analysis of the use and effectiveness of the Structured Practice Approach.

Globally, individuals living with chronic health conditions are becoming more prevalent, with many continuing to be engaged in paid employment; however, there has been no collation of the types of workplace accommodations, modifications and supports available globally for working age individuals with any type of chronic health condition. A scoping review was conducted of electronic databases utilising the JBI methodology for scoping reviews. The review aimed to determine the types of workplace accommodations, modifications and supports that were provided to individuals who were living with at least one chronic health conditions and aged 16-67. Thirteen research articles were included in the scoping review with two overarching categories identified. The first category, the organisation's immediate responses to the current symptoms of the individual consisted of four main themes. The second category had five themes focused on the organisation's ongoing or longer-term responses to the chronic disease process. Workplace accommodations, modifications and supports provided to those living with chronic health conditions varied between countries and may depend upon award conditions and stipulations. Self-advocacy and employer understanding of the impacts of chronic health conditions played an important role in whether workplace accommodations, modifications and supports were offered.

Background: Early pressure injury detection is essential in acute care, yet diagnostic inequities persist for individuals with dark skin tones. Traditional visual assessment relies on colour changes that may not be visible in richly pigmented skin, contributing to delayed diagnosis and poorer outcomes. Objective: Our aim was to identify and map strategies reported in the literature for assessing skin and underlying tissue to support early pressure injury detection in adults with dark skin tones in acute care settings. Methods: A scoping review was conducted following Joanna Briggs Institute methodology and reported according to PRISMA-ScR. Searches were performed in CINAHL, PubMed, Scopus, Web of Science, and Google Scholar (April 2025; updated February 2026). Primary research published in English since 2017 was eligible. After screening and data extraction, descriptive thematic analysis was applied to identify recurrent strategies reported in the literature for assessment of skin and underlying tissues for detection of pressure injury. No appraisal of the included sources was conducted. Results: Ten studies met the inclusion criteria. Strategies identified for detecting pressure injuries were mainly for implementation across diverse skin tones, but all included aspects of dark-skin-tone participants. These approaches are clustered into four categories: thermographic imaging, subepidermal moisture sensors, image processing and colorimetry, and enhanced assessment and lighting techniques. The evidence highlights the growing value of objective, technology-supported methods for improving detection in people with dark skin tones. Routine bedside visual and tactile assessment was notably underrepresented, indicating a clear evidence gap. Overall, the review emphasises the need to integrate objective technologies into everyday practice to support more equitable pressure injury detection. Conclusions: This scoping review highlighted that evidence for routine visual and tactile assessment in dark skin tones remains limited. Technology-supported assessment approaches show promise for improving diagnostic equity in pressure injury detection. Identification of strategies used to perform skin assessment for pressure injury identification is critical to the wellbeing of persons with dark skin tones. This review demonstrates that while emerging technologies offer promising ways to improve pressure injury detection across diverse skin tones, evidence supporting everyday bedside visual and tactile assessment for individuals with dark skin tones remains notably limited. Strengthening this evidence base and integrating objective technologies into routine care are essential steps toward more accurate and equitable pressure injury detection.

Aboriginal and Torres Strait Islander health courses develop the cultural capacity and capability of undergraduate health professionals; however, the expectations of a tertiary education institutions that all First Nations academics can successfully deliver this specialised area of knowledge and develop these capabilities in undergraduates may be ill-conceived. Aboriginal and Torres Strait Islander health courses study the truths of colonisation: the oppression, the massacres and the governmental policies which resulted in The Stolen Generations as well as the ongoing trauma and health concerns resulting from colonisation practices. The very areas being discussed in these health courses are also the history and reality for the First Nations academics tasked with teaching this content. Recognising and understanding some of the issues of having First Nations academics teaching Aboriginal and Torres Strait Islander health courses is an important first step to ensuring no further trauma is inflicted upon these academics.