Background: Food service in Australian residential aged care settings has faced criticism for poor food quality and service.This has been attributed to a lack of trained chefs and limited training for kitchen staff.Food and nutrition manuals may address these issues, but it is unclear

Background: Thousands of graduate registered nurses (GRNs) enter the Australian acute hospital workforce annually, and many participate in transition to practice programs (TPPs).The benefits of these programs have been poorly evaluated.Aim: This study explores the experiences of GRNs who completed a 12-month TPP at two Australian acute metropolitan hospitals and whether they believe their clinical competence increased.Methods: A qualitative hermeneutic phenomenological approach was adopted to explore experiences of 14 registered nurses who completed a TPP at two Australian metropolitan hospitals during the years 2021-2023.Focus groups were used to explore the experiences of GRNs.NVivo software was used in data collation, analysis, and synthesis.Findings: Three themes were identified: support -including clinical support from graduate nurse educators and clinical facilitators, as well as GRN expectations of support versus reality in practice; education -including directed and self-directed learning; and clinical competence -how it develops and how the TPP impacted views on clinical competence.Themes identified that GRNs believe they require clinical support in their first year of practice to assist in a successful transition to practice.Participants believed education should be tailored to match individual needs and adapt as their skill level progresses.Participants also identified that they had unrealistic expectations of the support that would be provided through TPPs.Conclusion: While the outcomes of this study reflect existing GRN transition literature, they also identify that expectations of TPP clinical support should be explicitly outlined in detail at orientation to avoid unrealistic expectations of clinical support.

<h2>Abstract</h2><h3>Background</h3> Ischaemic heart disease (IHD) causes a significant number of deaths globally. India has the highest IHD burden, with cases up 138% since 1990. Individuals of Indian descent face a greater risk of early IHD and poorer long-term outcomes. Indian people typically develop IHD a decade earlier than other populations, with 52% of IHD-related deaths occurring before the age of 70, compared to 23% in Western populations. <h3>Aims</h3> This review aims to synthesise evidence on the Indian population's knowledge and perceptions of modifiable IHD risk factors and identify literature gaps. <h3>Methods</h3> Joanna Briggs Institute (JBI) methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) Extension for Scoping Reviews was followed. The Population, Concept, Context (PCC) framework (Indian people; knowledge and perceptions of modifiable IHD risks; Indian population globally) guided the search strategy. The database search was limited to papers published in English language from the year 2010 to 2024. <h3>Results</h3> Twenty-three studies were included. Most were conducted in India and reported low knowledge of IHD risk factors, while some international studies showed higher knowledge. Perceptions of the risk of developing IHD were low both domestically and internationally. A major misconception was the belief that individuals have no control over the progression and prevention of IHD. <h3>Conclusion</h3> This review highlights the limited knowledge and prevalent misconceptions of Indian people about the risk of IHD and the importance of modifiable risk factors. Additionally, it provides important information for nurses to consider when providing health education interventions for patients at risk of heart disease.

<h2>Abstract</h2><h3>Background</h3> Nurses work in schools in every state and territory of Australia but have limited visibility in the public discourse. Knowledge and perceptions of school nursing work can significantly influence policy, funding, and program implementation, yet public perceptions of nursing work in Australian schools have never been investigated. <h3>Aim</h3> The aim of the study was to examine public perceptions of the work of nurses in Australian schools using data collected from a thread on the social media platform Reddit. Study objectives included exploring respondents' source of knowledge, perceptions of the presence and distribution of school nurses, and understanding of the role. <h3>Method</h3> The study was guided by Elo and Kyngäs' content analysis method. Data were manually extracted from a Reddit thread, de-identified, and analysed using deductive and inductive content analysis. <h3>Findings</h3> The Reddit thread contained 79 individual posts from 69 unique respondents. The study identified that the breadth and depth of nursing work in Australian schools was poorly understood, and the title of ‘school nurse' is being co-opted by non-nurses. <h3>Discussion</h3> Strategies to improve public understanding of the breadth and scope of nursing work in Australian schools are urgently needed. School nursing is considered low value, contributing to its low regard. This is occurring in an era when teachers report significant burden from intervening in complex health and social issues for which they are not educationally prepared. <h3>Conclusion</h3> School nursing in Australia is experiencing a crisis of invisibility and misunderstanding with significant implications for nurses, students, school staff, and families.