This study indicates that although CNSs select and use evidence from a wide variety of sources, further development of their capacity to retrieve and transfer knowledge may increase the uptake of research findings in nursing practice.

Background Nursing teams work with hospitalised older people in institutions, which prioritise a biomedical model of care. This model does not fit the needs of older people because it emphasises efficacy and a narrow definition of patient safety, but does not prioritise functional needs. Nursing care is provided around the clock within the context of fiscal restraints as well as negative societal and nursing perspectives about ageing and old people. Yet, nursing perceptions of managing safety and potential harms to older patients within these hospital institutions are not well understood. Methods An integrative review was conducted to examine nursing perspectives of safety and harm related to hospitalised older people. Results The majority of included papers focused on restraint use. Findings reveal that nurses are using restraints and limiting mobility as strategies to manage their key priority of keeping older patients safe, reflecting a narrow conceptualisation of safety. Policy, administrative support and individual nurse characteristics influence restraint use. Safety policies that nurses interpret as preventing falls can encourage the use of restraints and limiting mobility, both of which result in functional losses to older people. Conclusions This complex issue requires attention from clinical nurses, leaders, policy makers and researchers to shift the focus of care to preservation and restoration of function for older people in hospital as a safety priority. Implications for Practice Clinical leaders and nursing teams should engage in developing processes of care that incorporate maintaining and restoring older people's function.

RÉSUMÉLa collaboration interprofessionnelle est reconnue comme un moyen permettant d’améliorer l’efficacité et la qualité des soins. Cependant, elle est aussi associée à des défis tels que la multiplicité des routines, des connaissances et des identités professionnelles, ainsi qu’à des hiérarchies professionnelles et des contraintes de temps. Compte tenu de ces défis, la compréhension des moyens utilisés par les professionnels pour collaborer efficacement à la prestation de soins axés sur le patient est limitée. Le but de cette étude était d’explorer la perception du personnel interprofessionnel sur la collaboration interprofessionnelle et les soins axés sur le patient lorsqu’il œuvre auprès de personnes âgées hospitalisées. Un devis avec triangulation de convergence à méthodes mixtes a été utilisé. Trente-six employés interprofessionnels ont répondu à un sondage qui comprenait une mesure des soins axés sur le patient et un indice modifié de la collaboration interdisciplinaire. Quatorze membres du personnel infirmier ont été interviewés. Des différences ont été observées entre les deux groupes sur un point relatif à leur perception des soins axés sur le patient. Bien que les scores de tous les membres du personnel suggéraient qu’une grande valeur était accordée à la collaboration interprofessionnelle, ces scores étaient faibles en ce qui concerne la participation à des activités qui facilitaient les activités de collaboration. Trois thèmes ont été identifiés à partir des données des entrevues : la connaissance du patient et de la famille, les besoins fonctionnels et les processus de communication. Le personnel a rapporté que les tournées quotidiennes avec les équipes interprofessionnelles appuyaient la collaboration interprofessionnelle et les soins axés sur le patient.

Background: Nurses are increasingly expected to provide care for older persons; however, there are too few nurse educators with expertise in older person care to ensure students graduate with the requisite competencies.Methods: An integrative review, using Whittemore and Knafl's framework, was undertaken to identify and synthesise evidence about factors affecting nurse educators' knowledge, skills or attitudes about older persons and their care.Results: Forty-four articles met the inclusion criteria. All but three papers originated in the USA. Content analysis yielded three central themes: external-level factors, employer-level factors and individual-level factors. Findings demonstrated that external funding from philanthropic organisations and government agencies supported many of the national, regional and site-specific initiatives, which were, in many cases, underpinned by professional regulatory frameworks. Negative attitudes of administrators and reduced budgets of educational institutions impeded the availability of such initiatives. Negative attitudes of individual educators towards older person care and the specialty of gerontology constrained their pursuit of such learning, as did their lack of awareness of current gerontology resources. Conclusions:The lack of educators with gerontology knowledge, skills and requisite attitudes requires a focused effort from external and professional bodies, and from educational institutions to ensure the resources are available to enhance educator expertise in gerontology. Rigorous study addressing the factors influencing educators' knowledge, skills or attitudes towards older persons and their care is required. Implications for Practice:Addressing the lack of nurse educator expertise in gerontology could help to ensure new nurses have the required competencies to provide quality older person care. K E Y W O R D Sattitudes, gerontology, knowledge, nurse educator, nursing education, older person, skills

There was an incongruence between survey and interview data as nursing staff reported gaps in their knowledge despite moderately high scores on the Knowledge about Older People Quiz. Further research is needed to understand additional factors that influence nurses' educational needs.