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This paper is concerned with the methods, processes, and experiences of using arts-based inquiry within the context of an undergraduate nursing curriculum. Exploration of these phenomena was achieved through an ethnographic study that involved participatory research among twenty second year students as they engaged in a Nursing Humanities option module. The capacity of arts-based approaches in the nursing curriculum to foster inquiry and critical thinking; essential attributes in contemporary nursing, is explored through re-presentation and analysis of student artwork/art-making processes, contextual discussions and researcher field notes. The challenges encountered in using arts-informed pedagogical approaches within current nursing curricula are made visible and possibilities for integrating aesthetic inquiry into nurse education programmes are discussed.

Aim The aim of this study was to explore the COVID‐19 pandemic as it was experienced by people on the front line in residential care settings for older people in the Republic of Ireland (ROI). Background The COVID‐19 pandemic had a disproportionate effect in residential care settings for older people in Ireland. Methods A two‐phased mixed methods study was conducted, consisting of an online survey administered shortly after the first wave of the virus to staff, residents and family members and one‐to‐one interviews with family members shortly after wave 2 of the virus. Results Isolation, loss of connectedness as well as a reduction in the level/quality of care provision led to significant adverse impacts for both residents and their families. Staff reported high levels of stress, trauma and burnout. Family input to care was suspended, with adverse consequences. Conclusion The pandemic had an extremely adverse impact on residents, family members and staff in care settings for older people. Implications for Nursing Management Strategies to ensure that residents' physical, emotional and social needs and staffs' professional and personal needs are appropriately supported during future waves of the pandemic should now be implemented.

The relationship between processes of mental health recovery and lifelong learning is an area of increasing international interest. Experiences of transformation, positive effects on self-esteem, self-insight, and empowerment have been identified regarding both endeavors. Recognition of these benefits has stimulated collaborative development of educational programs in personal development, self-efficacy, and recovery principles. The importance of evaluating this educational provision has been emphasized; however, there has been little detailed exploration of students' experiences and perceptions of recovery and learning in the context of recovery education programs. In this article, we present a participatory arts-based inquiry with 14 women, including mental health service users, who undertook a recovery training program to support their roles as mental health support workers in Ireland. Participatory visual analysis revealed three recurring themes; the interrelatedness of learning and recovery journeys, knowledge as a source of stability and rescue and the need for resilience in learning and recovery.

Aim: The aim of this paper is to present and discuss three popular narrative research approaches which have been successfully used by the authors in nursing research. Examples of each approach are offered to illustrate potential application in health care contexts. Background:The creation, function and interpretation of narratives are of increasing interest to