Saturday, 27 February 2016

Ageing in music

Roger Watson, Editor-in-Chief

I have to declare an interest here; in addition to being well beyond middle age and ever-increasingly interested in all things ageing, I am also a co-author of the article which is the focus of this entry.  

The representation of ageing in literature and the media has been investigated before but I had not read anything about the representation of ageing in music.  I am an unashamed rock music fan - pop, indie...oldie!  However, I must say that is it the focus of most of the music I have listened to: youth; love; sex; pain, that continues to attract.  I am taken back to my youth, to former friends, girlfriends, the birth of my children and to various pivotal times in my life. Sometimes the memory comes back with pleasure, sometimes with pain.  Whatever, it reminds me I have lived and am still alive.

Such is the power of music to transport and inspire; but what about ageing in music? This was the focus of a study by Kelly et al, (2016) and reported in an article titled 'Representation of age and ageing identities in popular music texts' and published in JAN.  The aim of the study was: 'To critically examine the representation of ageing identities in popular music texts.'  In the process of the study I was introduced to the music lyric databases: The Music Lyric Database, Songfacts, The Macronium and Absolute lyrics.  Seventy-six relevant songs were found and it will come as little surprise that they were mainly negative in their portrayal of ageing.

We concluded: 'From this study, it is evident that mainly negative representations of age and ageing are available in popular music texts. It is imagined that the negative representations of age and ageing can be dispiriting and confidence and esteem lowering for older people and that more scrutiny of these texts by censorship boards should be exercised.'  This may seem unnecessary and unlikely but musicians must not forget the power of the 'grey pound' and the 'grey dollar'.  Nevertheless, we acknowledge the limitations of the study as follows: 'It is also important to point up in the limitations of this study the fact that music lyrics presented in this study addressing age and ageing have been written mainly by young people or at least by people who were not classified as older people, and from young people’s perspective and their imaginings of old age.'  I have to admit that if I wrote a song now, it would probably reflect my younger self but don't worry...I'm not a songwriter.

You can listen to this as a podcast.


KELLY J., WATSON R., PANKRATOVA M. & PEDZENI A.-M . ( 2016) Representation of age and ageing identities in popular music texts. Journal of Advanced Nursing doi: 10.1111/jan.12916

Thursday, 25 February 2016

Gender-based Violence: Call for Papers

Call for Papers

Journal of Advanced Nursing

Special Section: Gender-based violence
Edited by Parveen Ali

Gender-based violence is a significant public health problem affecting millions of individuals and families around the world. Domestic violence is associated with severe physical, psychological and emotional consequences for the individual victim, and other family members, including children. Gender-based violence can occur in many forms including domestic and interpersonal violence, rape, forced marriage, female genital mutilation, online violence and abuse, sexual exploitation and trafficking. It can occur in public or private spaces. Nurses and midwives, as front line health care professionals, can play a very important role in identifying and responding to gender-based violence and have to explore the ways in which they can help to minimize gender-based violence and its impact on individuals and families.

JAN participated in 16 days of activism about violence against women between 25 November – 6 December 2015. Building on our efforts to raise understanding of the issue and to contribute to the body of knowledge, we intend to publish a special section on gender-based violence. For this section, we welcome original research, review papers, exploration of methodological issues and discursive papers addressing issues related to gender-based violence. We also welcome manuscripts exploring the role of health care professionals, including nurses and midwives, in early identification and management of gender-based violence. Papers should be prepared in line with the journal’s Aims and Scope and according to the JAN Author Guidelines.

Authors considering submitting a paper are asked to read the submission guidelines. All papers will be subject to the usual peer review processes of the journal. When submitting your manuscript, please include the prefix ‘DV:’ before your article’s title.

Please contact with any questions.

Wednesday, 24 February 2016

Sleep and quality of life in schoolchidren

Roger Watson, Editor-in-Chief

As the father of children born before and during the digital age and the rise of internet use, tablets, mobile phones and online computer and online gaming I have experienced the two phenomena of children who seem to sleep all the time through to those who - due to constantly being online - never seem to sleep at all.  But does it matter?  The effect of amount of sleep on schoolchildren is the subject of an article from a Finnish study by Gustafsson et al. (2106) titled: 'Association between amount of sleep, daytime sleepiness and health-related quality of life in schoolchildren' and published in JAN.

The aim of the study was to: 'analyse the association between amount of sleep and daytime sleepiness
and health-related quality of life in schoolchildren during adolescence and to study the effect of age on this association' and this was a 5-year prospective study following over 500 children aged 10-15 years.  Sleepiness was measured using a questionnaire and health related quality of life (HRQL) was also measured.  There was a positive relationship between sleep and quality of life at all ages but the relationship became stringer at 15 than at 10.

In conclusion, the authors say: 'Daytime sleepiness is clearly associated with low health-related quality of life. The amount of sleep is clearly associated with low HRQL in age 15 but the association is not as evident in younger children. Clinical practitioners should systematically assess daytime sleepiness, amount of sleep and HRQL to promote health and well-being in school-aged children.

You can listen to this as a podcast.


GUSTAFSSON M.-L., LAAKSONEN C., AROMAA M., ASANTI R. , HEINONEN O.J., KOSKI P., KOIVUSILTA L., LӦTTYNIEMI E., SUOMINEN S. & SALANTERӒ S. (2016) Association between amount of sleep, daytime sleepiness and health-related quality of life in schoolchildren. Journal of Advanced Nursing doi: 10.1111/jan.12911

Saturday, 20 February 2016

MRI induced anxiety

Roger Watson, Editor-in-Chief

I recall watching my young daughter disappearing, head first, facing upwards into the tunnel of an MRI machine. She was given a buzzer to press if it became too frightening and I was impressed that she endured the whole examination without, apparently, pressing it. When she came out I asked if she had been frightened and she told me that she had never stopped pressing the buzzer! My guess is that it was not connected to anything.

Patients do get anxious when they are faced with the prospect of being confined in a small space and, in an MRI machine, there is the added discomfort of having to remain very still and also the noise that the machine makes.  Towards that end this article from Sweden by Ahlander et al. (2016) titled: 'Development and validation of a questionnaire evaluating patient anxiety during Magnetic Resonance Imaging: the Magnetic Resonance Imaging-Anxiety Questionnaire (MRI-AQ)' aims to 'develop and validate a new instrument measuring patient anxiety during Magnetic Resonance Imaging examinations'.

A 15-item questionnaire measuring anxiety symptoms and relaxation symptoms which showed good psychometric properties was developed.  The authors conclude: 'The MRI-AQ bridges a gap in knowledge and is a simple and useful tool for measuring patient anxiety during MRI examinations, during interventions, or when new procedures are introduced.'

You can listen to this as a podcast.


AHLANDER B.-M., ARESTEDT K., ENGVALL J., MARET E. & ERICSSON E. (2016) Development and validation of a questionnaire evaluating patient anxiety during Magnetic Resonance Imaging: the Magnetic Resonance Imaging-Anxiety Questionnaire (MRI-AQ). Journal of Advanced Nursing doi:1 10.1111/jan.12917

h-index storm

Roger Watson, Editor-in-Chief

The recent JAN editorial on which I led (Watson et al. 2016) has caused a Twitterstorm of protest with a few supportive entries. I make little distinction; I am grateful for the criticism and the support which all adds to the debate on this important topic. We didn't expect to win a popularity contest but I do think that it is worth analysing the criticism and commenting. The criticism seems to fall under the following broad headings:
  • There was no ethical permission to conduct the study 
  • The h-index is a very narrow measure of performance and there are better measures of academic performance 
  • We named individuals and, in any case, some professors do not need to demonstrate a publication record 

Ethical permission

Why would we need permission to conduct a bibliometric study which required access to - and reporting of - information that is in the public domain? Databases such as Scopus, Web of Science and Google Scholar exist to provide information about publications, citations and the individuals who contribute to those databases or - in some notable cases - don't. Those who can be found on these databases - and some of those who can't be - are publicly funded individuals whose performance on a key indicator of academic performance cannot possibly be considered private and confidential; sensitive it may be, but that it another issue. If our detractors are concerned about the lack of ethical permission then I'd welcome this being put to the test and the routes open to them are the chairs of the ethics committees in our universities, the Committee on Publication Ethics or the publishers of JAN.

The h-index

I completely agree, the h-index is a very narrow measure of performance. It is precisely defined, and we once again rehearsed its calculation in the editorial. But such precision should not be confused with lack of utility. It may seem very 'deconstructive' to use such a narrow metric but the more 'constructive' alternatives - none of which have been explained in any detail in the present debate - are likely to rely largely on some other metric or metrics - with plenty of room for debate - or on an element of subjectivity. This is a classic example of the 'uncertainty principle' whereby the more we know about one thing the less we can know about another; in Heisenberg's case either the speed or position of an election...but not both. With regard to publication metrics and academic performance we seem to think we know what people have contributed to their field and are happy to exchange generalities about what our colleagues have done - or not done - and, clearly, reputations and careers are built on this. On the other hand, when we select a specific and precise metric, things often look different and precision seems to upset people; possibly those who don't perform particularly well on that metric. We make no claims about the h-index other than it is what it is: a measure of citations related to number of publications that is remarkably difficulty to skew either by publishing more, increasing total citations or self-citation. In our view; what's not to like?

We named people

Yes, we did and we are not the first to do so; read some of the previous editorials that we cite, they did too. There seems to be no issue about naming people if we are pointing out good performance. Why complain about naming people whose h-index performance is low, or non-existent? The profession and the public who fund our work need to know. We make no other judgement about those named; possibly exceptional managers or administrators or leaders in fields, other than with regard to their publications. But we maintain that publication is a fundamental attribute of a professor in any field. The point that those whose main responsibility is teaching should not be required to have publications surely cannot apply in a university setting. Recognition through award of chairs for excellence in teaching is laudable but the criteria for these chairs - and I have been involved in externally evaluating many applications for promotion to chair by the teaching route - invariably require scholarship and how else is that to be demonstrated other than by publication? And, with specific reference to our editorial, we used a database which records books and chapters and citations to those in the metrics. A professor by the teaching route or anyone leading other academics at a senior level such as dean or pro vice-chancellor should surely have written a book or even a chapter in one. We highlighted some senior individuals in nursing academia who are invisible in the publication domain; their visible and enduring contribution to scholarship is precisely zero. Do we have to comment?

As indicated, I am delighted that we have elicited such widespread response to our editorial. I can well imagine that many are happy to 'lob grenades' from the Twittersphere, and I am generally as guilty as anyone of that. Others will take the high road of 'wouldn't grace it with a response'. I also hear that the study is inaccurate; if so, let us know where and we will correct the supplementary material. I would welcome further entries to JAN interactive on the issue and if a group of detractors wish to mount a constructive defence of the alternative position then the editorial pages of JAN or open to them.

You can listen to this as a podcast.


Watson R, McDonagh R, Thompson DR (2016) h-indices: an update on the performance of professors of nursing in the UK Journal of Advanced Nursing doi: 10.1111/Jan.12924

Editorial note: entries to JAN interactive are not reviewed and are published at the discretion of the Editor-in-Chief and may be subject to editing or removal by Wiley. We welcome replies, rejoinders, comments and debate on all entries provided they are not offensive or personal.

Tuesday, 16 February 2016

Comment on: Moorley, C. & Chinn, T. (2016) Developing nursing leadership in social media

Comment on: Moorley, C. & Chinn, T. (2016) Developing nursing leadership in social media. Journal of Advanced Nursing 72, 514-520

Stefanie M Tanner RN, BSN

London South Bank University, UK

I am glad that the topic of social media is finally making it to forefront of healthcare especially in nursing and nursing leadership. Although the topic of nursing leadership and social media is underexplored, it is an important aspect in this generation due to the availability of information, transparency nature and shift of role independency (Moorley & Chinn, 2016). 'Developing nursing leadership in social media' is an excellent way to stress the importance of different types of leadership being effective in a time where patients as well as health care workers use social media and the internet as a primary source. Using social media to connect and communicate with nurses and patients can be a strong source for nurse leaders. Since nurses play an important role in the transmission and interpretation of knowledge within healthcare, social media allows for a quick and efficient way to reach patients as well as employees to disperse quality resources (Schmitt, Sims-Giddens & Booth 2012). This important source of transferring information can be a successful tool for nurse leaders and needs more attention and research to determine its positive affects in healthcare and nursing leadership. From my clinical experience as a nurse who transitioned into a leadership role, the use of social media can have both positive and negative implications. I have personally had nurses abuse and positively use social media in their practice.

In contrast to the information in your article, social media can be potentially dangerous and could cause problems for nurse leaders. Some research suggests that using social media in nursing can be a problem when sharing information online; social media is not a secure avenue for information which can be dangerous in transferring information for leaders (Simpson 2014). If nurse leaders can find a way to train their nurses to use social media for engagement in patient care and use caution when allowing social media in their healthcare organizations, social media can ultimately be beneficial to the organization (Simpson 2014). This information is important to me in my nursing leadership role because of the different generations I lead and different perspectives on the use on the internet at work. Thank you for bringing this information to the forefront of nursing leadership and opening the eyes of nurse leaders from all different generations.


Moorley, C., & Chinn, T. (2016). Developing nursing leadership in social media. Journal of Advanced Nursing 72, 514-520.

Schmitt, T. L., Sims-Giddens, S. S., & Booth, R. G. (2012). Social media use in nursing education. Online Journal of Issues in Nursing 17(3), 1-15.

Simpson, R. L. (2014). Social media creates significant risks for nursing. Nursing Administration Quarterly 38, 96.

Monday, 15 February 2016

Commentary on Dean et al. (2016) 'Living dolls and nurses without empathy'

Commentary on: Dean, S., Williams, C. and Balnaves, M. (2016), Living dolls and nurses without empathy. Journal of Advanced Nursing. doi: 10.1111/jan.12891

We read with delight and great interest your editorial on dolls and nurses without empathy (Dean et al. 2016) in JAN and feel compelled to reply in unity, as board members and leaders of the healthcare simulation community that spans multiple professions. Manikin based simulation was relatively new to nursing in the USA in 2010 when the National Council of State Boards of Nursing survey was completed (Kardong-Edgren et al. 2012). Few programs or faculty had the training or money to develop truly robust simulation or standardized patient programs then. Simulation however was present well before the newer ‘high feature’ manikins became fiscally accessible. Simulation is a methodology (Gaba 2007) and as such, limiting it to manikin-based simulation would be a very narrow interpretation. We freely acknowledge the short-comings of manikins to adequately teach empathy; skilled simulation educators teach care and elements of communication.

In 2016, the ‘methodology of simulation’ has replaced the manikins (living dolls) as the main focal point of simulation research. Often that pedagogy includes empathetic communication. See: Donovan and Forster (2015); Jack, Gerolamo et al. (2014); McIntosh et al. (2015); Pastor, Cunningham and Kuipper (2015); Weekes and Phillips (2015).  Recently, clinicians at Northwestern University implemented an innovative simulation-based empathy curriculum (Bauchat 2016) using a hybrid simulation model of technology and standardized patients so trainees could empathize with their patients using a simulated environment. In simulation, the learning happens during the scenario but also in the debriefing after the scenario. In fact, the debriefing phase is often twice as long as the scenario itself. Communication and empathy are increasingly discussed at length during debriefing. Often, students have an opportunity to repeat a scenario, with a chance to try new communication and phrasing with a patient, something that cannot happen in the real patient care setting.

Dean et al. (2016) cite the statistic that one third of the respondents to the 2010 NCSBN survey said they did not think communication could be learned using simulation. The more important statistic is that two-thirds of respondents in 2010 thought communication could be learned in simulation. The debriefing process developed for use in simulation is considered so important in teaching such things as empathy and understanding, that it has been endorsed by the National League for Nursing as a pedagogy to be used across the nursing curriculum, in lecture, clinical, and simulation.

The problem of nursing and other healthcare provider students not developing or exhibiting empathy for their patients existed long before contemporary manikin based simulation and was well documented in the literature (Benner et al. 2010).  Simulation experts and researchers can clearly see this lack of empathy and ability to communicate effectively in their students, however we see it in a controlled environment, away from patients. We ‘acknowledge the limitations of manikin simulation’ (Dean et al. 2016, p. 2). The authors may be unaware of the breadth of simulation methodologies and strategies available today. A simulated learning environment is not predicated on the use of a manikin. Standardized patients, embedded actors, and hybrid simulation are but a few examples of the richness of the methodology. Many of these modalities may be far superior for imparting true empathy learning compared to the actual clinical environment (Kelm et al. 2014). Kelm et al. (2014) published a systematic review with eight randomized controlled trials that demonstrated increased empathy with interventions such as ‘role playing’, ‘communication skills training’ and other interventions. Seropian (2003), whom the Dean et al. cited, specifically spoke to the need to use the right form of simulation strategy, trained instructors, and to account for the important role of debriefing. The debriefing process further enhances the experience and likelihood of true learning and retention.

The 2015 research article of the year in Clinical Simulation in Nursing was just awarded to authors who developed of a tool for measuring caring and empathetic behaviors in nursing students (Pagano, O’Shea, Campbell, Currie, Chamberlain, & Pates, 2015). They were able to do this by reviewing hours of archived tapes from simulation scenarios, something that would not have been possible in the traditional clinical environment.

Simulation is becoming and will remain a major force in nursing and other healthcare provider education not because of the manikins themselves but because simulation and the pedagogy developing around it provides one solution to the growing problem of dwindling robust clinical sites and experiences for students and increasing restrictions on what students are allowed to do in those environments. Standardized patient programs are emerging in pre-licensure nursing programs to address Dean et al.’s, very real concern about the ‘lack of a real human being in the bed’ for human interaction. However, the facilitator, not the manikin, is in charge of the learning experience. We encourage you to broaden your interpretation of simulation as a doll and join us in working to make the pedagogy of simulation as robust as it can be for our learners.

Note: Additional valuable resources exist that expand in the understanding and development of simulation based education. Please refer to the INACSL Standards of Best Practice: SimulationSM published in 2011 and revised in 2013 by INACSL. The standards are evidence-based and heavily referenced. These standards were reviewed and endorsed by 17 international simulation and healthcare provider education organizations. (


Jeanette R. Bauchat MD
Northwestern Feinberg School of Medicine, USA

Jeff Carmack, DNP, RN, CHSE
University of Arkansas at Little Rock, USA/ INACSL Board

Carol F. Durham, EdD, RN, ANEF, FAAN
University of North Carolina at Chapel Hill, USA, INACSL Past President

Chad Epps MD
University of Alabama at Birmingham, USA

Susan Gross Forneris, PhD, RN, CNE, CHSE-A
Excelsior Deputy Director Center for Innovation in Simulation and Technology, National League for Nursing, USA

Laura Gonzalez PhD, ARNP, CNE, CHSE
University of Central Florida, USA/INACSL Board

Teresa Gore, PhD, DNP, FNP-BC, NP-C, CHSE-A
University of South Florida, USA/INACSL President

Nicole Harder RN, MPH, PhD
University of Manitoba, CA/INACSL Board

Martina S. Harris, EdD, RN
Chattanooga State Community College, USA/INACSL Board

Pamela Jeffries PhD, RN, FAAN
Dean, George Washington University, USA/Past President SSH

Suzan Kardong-Edgren, PhD, RN, ANEF, CHSE, FAAN
Robert Morris University, USA/INACSL Board

Ralf Krage, MD, PhD
VU University Medical Center, The Netherlands/SESAM Past President

University of Alabama in Huntsville, USA/ INACSL Board

Grace Lim MD
University of Pittsburgh Medical Center, USA

Robert P. O’Brien, EdD, MEd, BA, BTeach, CHSE
Belridge Park Consulting, Melbourne, AUS/ASSH

Mary Anne Rizzolo, EdD, RN, FAAN, ANEF
National League for Nursing, USA

Michael Seropian MD, FRCPC
Oregon Health Sciences Center, USA/Past President SSH

Elaine Tagliareni, EdD, RN, CNE, FAAN
Chief Program Officer, National League for Nursing, USA


Bauchat J, R, (2016) Simulation Curriculum for Anesthesiology Residents Improves Empathy as Measured by the Jefferson Scale of Physician Empathy; Abstract International Society for Simulation in Healthcare 2016, San Diego, California

Benner, P., Sutphen, M., Leonard, V., & Day, L. (2010). Educating nurses. Stanford, CA., Jossey-Bass.

Donovan, H., & Forster, E. (2015, October). Communication adaption in challenging simulations for student nurse midwives. Clinical Simulation in Nursing, 11(10), 450-457. j.ecns.2015.08.004.

Dean, S., Williams, C., Balnaves, M. (2016). Living dolls and nurses without empathy. Journal of Advanced Nursing, DOI: 10.1111/jan.12891

Gaba DM, (2007). The future vision of simulation in healthcare. Simulation in Healthcare, 2(2), 126-35. doi: 10.1097/01.SIH.0000258411.38212.32.

Jack, D., Gerolamo, A. M., Frederick, D., Szajna, A., & Muccitelli, J. (2014, October). Using a trained actor to model mental health nursing care. Clinical Simulation in Nursing, 10(10), 515-520. http://

Kardong-Edgren, S., Willhaus, J., Bennett, D., Hayden, J. (2012, January). Results of the National Council of State Boards of Nursing National Simulation Study: Part II. Clinical Simulation in Nursing 8(4), e117-e123. doi: 10.1016/j.ecns.2012.01.003.

Kelm, Z., Womer, J., Walter, J.K., Feudtner, C. (2014, October) Interventions to cultivate physician empathy: A systematic review. BMC Medical Education, 14, 219. doi: 10.1186/1472-6920-14-219.
McIntosh, C. E., Thomas, C. M., Allen, R. A., & Edwards, J. A. (2015, March). Using a combination of teaching and learning strategies and standardized patient for a successful autism simulation. Clinical Simulation in Nursing, 11(3), 143-152.

Pagano, M. P., O’Shea, E. R., Campbell, S. H., Currie, L. M., Chamberlin, E., & Pates, C. A. (2015, September). Validating the health communication assessment tool (HCAT). Clinical Simulation in Nursing, 11(9), 402-410.

Pastor, D. K., Cunningham, R. P., & Kuiper, R.A. (2015, February). Gray matters: Teaching geriatric assessment for family nurse practitioners using standardized patients. Clinical Simulation in Nursing, 11(2), 120-125.

Seropian M.A. (2003) General concepts in full scale simulation: getting started. Anesthesia and Analgesia 97(6), 1695–1705.

Weekes, C. V.N., & Phillips, T. M. (2015, November). A mile in my patients’ shoes: A health literacy simulation for baccalaureate nursing students. Clinical Simulation in Nursing, 11(11), 464-468.

JAN interactive blog contest: We want to know your perspective

Two of our latest articles on nursing work, Transformational and abusive leadership practices: impacts on novice nurses, quality of care and intention to leave and Praise matters: the influence of nurse unit managers' praise on nurses' practice, work environment and job satisfaction: a questionnaire study, have picked up a lot of attention on Twitter from practicing nurses. This research indicates that both praise and leadership appear to have a strong influence on nurse retention, job satisfaction, and nurses' ability to provide quality care. And our Twitter followers seem to have a lot to say about these findings.

As a result, we think the nursing community would benefit by continuing this discussion. In the articles, the academics have had their chance to explore these topics, but we want to hear from nurses working in practice on how either praise or leadership had an impact on you as a nurse, your work, and your ability to care for patients. 

Please consider submitting a 300-500 word blog post on this topic. The winning post will be published on the JAN interactive Blog. Articles will be judged based on how well they explore the topics of praise or leadership and on writing style. We are looking for posts that approach these subject areas from a non-academic viewpoint. 

  • Submission should be written in English.
  • Each submission must not have been previously published in any form.
  • Each submission should be under 500 words (references are not included in the word count).
  • Submission should include entrants' name, e-mail address, and place of work. E-mail address and place of work will not be made public. 
  • Multiple submissions are permitted.
  • Email submissions to JAN's social media editor, Thane Chambers, at prior to March 15th, 2016 at 23:59 HST 
  • Choose a Wiley Book, up to the value of £40 (US$57).

Saturday, 13 February 2016

Using Twitter in nursing education

Roger Watson, Editor-in-Chief
In a world where some colleagues claim not to 'get' Twitter - usually and indication that they shun all aspects of social media - and would never dream of using it in education, others are pioneering and integrating it into teaching and even assessment of students.  Our students use all forms of online social media and, at the expense of sounding like we ought to 'get down with the kids', perhaps we ought to be meeting them 'where they are', learning about it ourselves and teaching them to use it responsibly.

An article from the UK titled: 'Introducing Twitter as an assessed component of the undergraduate nursing curriculum: case study' by Jones et al. (2016) and published in JAN reports on the use of Twitter in nursing education.  In the abstract, Jones et al. claim: 'Nursing students need to use social media professionally, avoiding pitfalls but using learning opportunities.' The article describes a case study on 'Digital Professionalism' which included Twitter.  In the study, according to the authors: 'Students received a face-to-face lecture, two webinars, used chat rooms and were asked to create course Twitter accounts and were assessed on their use.' and they consider the outcome to be positive.

Of course, if not used carefully, social media can get students - and academics - into trouble.  Some colleagues discourage its use and the Nursing & Midwifery Council in the UK had to be persuaded to attenuate its guidance which, essentially, told nurses not to use it.  This seemed sublimely ironic given that most National Health Service Trusts in the UK have Twitter and Facebook accounts and seem to manage them without compromising patient and employee confidentiality.

The article describes in detail how the assessment was carried out, shows the most commonly followed Twitter sites and presents extracts of Twitter feeds and, of course, as this is in the public domain - something I assume is explained to the students, the issue of participant confidentiality is obviated...I think.

In conclusion the authors state: 'Introducing assessed Twitter use is feasible, students think it is worthwhile and we recommend that such an approach be adopted by other British nursing schools.'

You can listen to this as a podcast.


JONES R., KELSEY J., NELMES P., CHINN N., CHINN T. & PROCTOR-CHILDS T. (2016) Introducing Twitter as an assessed component of the undergraduate nursing curriculum: case study. Journal of Advanced Nursing doi: 10.1111/jan.12935

Tuesday, 9 February 2016

Response to Commentary on Innes K. (2015) Care of patients in emergency department waiting rooms – an integrative review

Kelli Innes RN, MN(Emergency)
Professor Debra Jackson PhD, RN
Associate Professor Virginia Plummer PhD RN
Professor Doug Elliott PhD, RN

Response to Commentary on: Innes K. (2015) Care of patients in emergency department waiting rooms – an integrative review. Journal of Advanced Nursing 71, 2702–2714

The authors welcome these comments and are delighted that nurses internationally are engaging with our work (Innes et al 2015). We note in the reference to the role of triage and the triage nurse, and we agree with Mr Mirhaghi’s description of this role. However, the aim of this review was to look at other practice initiatives to support the triage role in the care for patients in emergency department waiting rooms, particularly during periods of extended waiting times and overcrowding. In other words, exploring roles specifically introduced to care for patients waiting for medical consultation after triage. These initiatives from the literature include roles titled Waiting Room Nurse and Clinical Initiative Nurse, and do not replace any aspect of the triage process in emergency departments. We accept that these additional roles are not in place in each country in the world. However, in those countries and regions that do have them, it is important to assess the role and to establish whether or not they are effective and useful. 

Kelli Innes, PhD Candidate/Lecturer
Faculty of Health, University of Technology Sydney, New South Wales, Australia
Faculty of Medicine, Nursing and Health Sciences, Nursing and Midwifery, Monash University, Frankston, Victoria, Australia


Innes, K., Jackson, D., Plummer, V. & Elliott, D. (2015). Care of patients in emergency department waiting rooms – an integrative review. Journal of Advanced Nursing, 71(12), 2702-2714.