Professional identity formation is a pivotal element of nursing education shaped by educational structures and by the roles of clinical supervisors and educators. This qualitative study examines how these stakeholders perceive their role in supporting nursing students' professional identity development and the conditions that influence this process. The empirical material was generated from six focus groups with clinical supervisors from somatic, psychiatric, and home care settings, and educators from diverse teams at a university college. Drawing on critical psychological practice research, the analysis centers on participants' interpretations, their reasons for acting as they do, and the broader societal and institutional conditions framing their practice. Three themes emerged: challenges arising from dual roles, perceived student vulnerability and its impact on the learning process, and a constructed distinction between professionalism and personality in identity formation. The findings illustrate the complex dynamics that, according to participants, shape nursing students' professional identity and highlight the importance of moving beyond explanations of individual shortcomings toward an understanding of challenges as embedded in everyday educational practices. This perspective emphasizes the need for structural changes that foster collaborative and reflective practices and better support students, clinical supervisors, and educators in navigating the complexities of nursing education.

Nurses are often perceived as dominant figures in patient interactions due to their specialised knowledge and institutional authority, particularly in hospital settings. This article challenges that perspective by examining nurse-patient dynamics in primary care through the lens of reciprocity-a relational concept centred on mutual exchange and interdependence. Drawing on an interpretive case study conducted in Shenzhen, China, involving 18 community nurses and 20 patients with chronic conditions, the study identifies two key dimensions of reciprocity: expertise-trust and social networking. These are supported by three mechanisms: reciprocal recognition as an antecedent, a policy-driven culture of reciprocity and perceived equivalence in interactions. While acknowledging the persistence of asymmetry, we argue that reciprocity fosters more collaborative and responsive exchanges in community settings. This perspective offers a more nuanced and balanced understanding of power in healthcare, re-framing nurse-patient relationships as interdependent rather than unidirectional. Findings highlight the importance of nurse education that integrates relational and technical skills, and of policies that promote community-based care and sustained interactions to build trust and reciprocity-while also advancing theory by framing power as dynamic and negotiated.

ABSTRACTCardiovascular disease remains the leading cause of mortality for women globally and presents a considerable health burden despite decades of awareness campaigns. Messaging in these campaigns includes a significant focus on individual lifestyle behaviour modification for the prevention of cardiovascular disease, with health promotion campaigns and clinical organizations stating that 80%–90% of cardiovascular disease is preventable. Public messaging campaigns on prevention strategies have historically lacked differentiation for gender. As a result, they can overlook the complex factors that may hinder women from achieving the suggested lifestyle modifications, including the long‐promoted trio of diet, exercise and tobacco. The non‐coherence between the logics guiding cardiovascular disease prevention messaging and the competing logics of everyday life for women deserves attention. In this paper, we explore the assumptions evident in common cardiovascular disease prevention narratives and propose that nurses are well‐positioned to advocate for gender‐transformative health promotion.

ABSTRACTAesthetic leadership in nursing constitutes a disruptive conceptual proposal that questions and redefines traditional leadership models within healthcare settings. This article develops an original theoretical framework that incorporates the aesthetic dimension as a structuring category of care, emphasizing the role of beauty, presence, and relational ethics in transforming healthcare delivery. Grounded in ontological, epistemological, ethical, and phenomenological dimensions, aesthetic leadership is framed as a praxis that transcends technical competence and operational management, aiming at transforming the caregiving experience and strengthening authentic bonds between nurses and patients. Based on a critical review of established nursing theories, including those proposed by Jean Watson, Imogene King, Betty Neuman, Madeleine Leininger, Patricia Benner, and Dorothy Johnson, a reconceptualization of leadership is proposed, integrating a holistic vision that articulates ethical, aesthetic, existential, and emotional dimensions in clinical practice. This theoretical model highlights the need to incorporate artistic, expressive, and symbolic resources into caregiving processes, with the purpose of enriching the caregiving experience, preserving human dignity, and promoting meaningful intersubjective relationships. Finally, it is argued that aesthetic leadership represents a pertinent pathway for the rehumanization of care in contemporary clinical contexts, proposing future research directions aimed at evaluating the impact of aesthetic practices on care quality, patient experience, and the professional well‐being of nurses.

This paper presents an overview of the health impacts associated with anthropogenic climate change and examines the interconnection between human health and the environment. It highlights the nursing profession's stance on environmental issues, drawing attention to the disengagement of nurses from advocacy initiatives related to climate change and how this relates to the nursing metaparadigm. Moreover, this paper supports a multidirectional approach to address climate change solutions, with a particular emphasis on both adaptation and mitigation strategies. Ecofeminism is proposed as a critical framework to address the shortcomings of the metaparadigm and the approaches to climate change solutions. It examines the potential for integrating ecofeminism into nursing research and practice by reconceptualizing the concept of the environment, adopting an ethic of the environment, and critiquing oppressive social structures. The benefits of ecofeminism for nursing include enhancing nurses' responsiveness to the health consequences of climate change, facilitated by using a critical voice that promotes inclusion and collective action.

Aims and scopeNursing Inquiry aims to stimulate examination of nursing's current and emerging practices, conditions and contexts within an expanding international community of ideas.The journal aspires to excite thinking and stimulate action toward a preferred future for health and healthcare by encouraging critical refl ection and lively debate on matters affecting and infl uenced by nursing from a range of disciplinary angles, scientifi c perspectives, analytic approaches, social locations and philosophical positions.Toward this end, the Editor welcomes original research and discussion articles on a wide range of topics.Examples of the kinds of manuscripts that may be considered for publication include the following: * Substantive research that draws upon ideas from the humanities or social science perspectives to investigate and interpret nursing and healthcare practices, technologies and trends.* Substantive research that uses methodological innovation within empirical investigation to shed new light on health phenomena.* International or comparative perspectives on health, health care delivery, human health resources, health promotion or health planning from a global perspective.* Policy analysis that critically examines controversial or timely matters such as evolving health labour workforce, transitions in service delivery systems, or trends in health funding patterns.* Advancement of methodological approaches and frameworks to enrich and extend the capacity of nursing and healthcare inquiry.* Ethical inquiry that illuminates or challenges the assumptions underlying the everyday practices and policies affecting nursing and healthcare.* Philosophical inquiries that stimulate thought, deconstruct ideologies or challenge conformities related to the nature and expression of nursing and healthcare.* Historical research that revisits the assumptions upon which professional narratives have been built.* Critical integrative reviews of the current state of scientifi c and/or non-scientifi c knowledge in relation to conceptualization, practice, delivery or planning of health systems.

Diversity, Equity Inclusion, and Access (DEIA) initiatives are necessary and the bare minimum of what needs to be implemented to the systemic inequities in education and healthcare, particularly in nursing. Recent laws and proposed legislative rollbacks threaten to reverse decades of progress by dismantling affirmative action, defunding workforce diversity grants, and restricting DEIA programs in academic and clinical settings. The nursing profession, historically reflective of broader societal discrimination, has made strides toward inclusivity, yet persistent racial disparities in hiring, leadership, and patient care underscore the continued necessity of equitable and inclusive policies. Drawing from the Sullivan Commission (2004) and The Future of Nursing reports (2010, 2021), this paper examines the implications of these policy changes for workforce diversity, health equity, and nursing education in the United States. The discourse surrounding DEIA has been reframed as a political issue rather than a structural correction and moral responsibility, despite overwhelming evidence that diverse healthcare workforces lead to improved patient outcomes. As a profession rooted in advocacy and social justice, nursing must oppose regressive policies by upholding inclusive hiring, education, and training practices. By exploring historical, legal, and ethical perspectives, this paper argues that dismantling DEIA initiatives is not a restoration of meritocracy but rather a reinforcement of systemic barriers that perpetuate inequities in healthcare access and outcomes.

Operational failures in hospitals, such as communication breakdowns and equipment malfunctions, challenge nurses by disrupting patient care, workflow, and clinical processes. These failures are primarily addressed with short-term solutions, rather than comprehensive, long-term strategies. This study investigates the impact of operational failures on patients and examines whether nurses alter their problem-solving behavior in response to the perceived direct impact on patients. A qualitative, exploratory study was conducted in 23 wards across five Belgian hospitals. Data were collected through in-depth semi-structured interviews with 26 nurses and a group discussion with ward managers (n = 6). Findings reveal that barriers such as nurses' limited awareness regarding the broader impact of operational failures on patients, poor communication, and excessive workloads hinder problem-solving efforts. However, when operational failures result in patient harm, nurses are more likely to take corrective action to prevent recurrence. Enablers to enhance problem-solving behaviors include using narrative medicine to highlight patient safety risks, improvements to communication frameworks, the streamlining of reporting systems, and the allocation of adequate time and resources to address underlying issues. Furthermore, a proactive approach, grounded in Safety-II principles, emphasizes nurses' flexibility and adaptability, recognizing their indispensable role in learning from successful outcomes and making real-time adjustments to strengthen resilience within healthcare systems.