Aim and objective. This systematic review describes mentoring of nursing students in clinical placements. Background. Mentoring in nursing has been widely investigated, but mentoring among students has remained vague. There is no universal agreement on student mentoring in nursing placements; therefore, mentoring approaches vary. A unified description of student mentoring is needed to ensure the quality of placement learning in nursing organisations. Design. Systematic review. Method. The data were collected from nursing research articles over 20 years . The articles (n = 23) were analysed using inductive content analysis. Results. Mentoring of nursing students in clinical placements was described according to two themes: (1) facilitating nursing students' learning by creating supportive learning environments and enabling students' individual learning processes, (2) strengthening students' professionalism by empowering the development of their professional attributes and identities and enhancing attainment of students' professional competence in nursing. Discussion. This description of student mentoring in nursing clinical placements integrates environmental, collegial, pedagogical and clinical attributes. To ensure effective student mentoring, an individual mutual relationship is important, but also essential is organisation and management to provide adequate resources and systematic preparation for mentors. Conclusions. The description of student mentoring needs to be systematically reviewed to reflect changes in nursing and education and compared within related concepts to achieve and maintain a workable description. A clear and systematic strategy for student mentoring in nursing organisations could be one opportunity to enhance recruitment of nursing students to the workforce. Relevance to clinical practice. A unified description of student mentoring will help improve the quality of placement learning opportunities and support for students, also for exchange students. A clear description of student mentoring enables the development of systematic provisions for mentoring of nursing students in placements and adequate mentor preparation programmes for nurses.

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This systematic literature review describes how adult traumatic brain injury (TBI) patients' family members received support. The research question was "What in healthcare constitutes support for a TBI patient's family members?" The data for this review were based on 22 empirical studies published in scientific journals in 2004-2010, which were found in the Cinahl, PsychINFO, and ISI Web of Knowledge databases. The review includes the study design, sample, method, and main results. The data were analyzed using content analysis. Social support for brain injury patients' family members was divided into 3 main categories: informational, emotional, and practical support. The subcategories of informational support were information about the patient's symptoms, information about care, quality of information, and information about the prognosis. The subcategories of emotional support were taking emotions into account, caring, listening, and respecting. The subcategories of practical support were support in decision making, promoting the welfare of the family, encouraging family members to participate in care, cooperation with the family members, and counseling services. The results are available for nurses in practical work. The review offers nurses a structure for supporting TBI patients' families, and according to this review, supporting TBI patients' families appears to have many dimensions. The results suggest that nurses should be informed that it is important for family members to know the facts about TBI to understand the condition and to receive practical advice on how to help their significant other with TBI with daily activities. In addition, the results provide a basis for further research and development of interventions that support brain injury patients and their family members.

From the perspective of the introduction of care robots in home care, personnel training and the construction of a positive working atmosphere play a key role. In addition, the introduction of robots requires further consideration of a number of ethical issues.

Purpose:The aim of the study was to analyze and compare elderly care personnel attitudes toward care robots in Finland and Japan. Design: Cross-sectional survey in Finland and Japan. Methods: The Finnish sample was collected from care personnel in home care facilities in five municipalities in 2016. The Japanese sample was collected from personnel in two rehabilitative day centers and three residential care homes for the elderly in the north of Honshu Island in 2017. The data were analyzed using basic statistical methods and calculated descriptive statistics (frequencies). Differences between the Finnish and Japanese data have been analyzed using the Mann-Whitney U test. Findings: Overall, Japanese care personnel assessed the usefulness of robots more positively than did their Finnish counterparts. The data showed substantial national differences in the perceived importance of various potential tasks for care robots. The findings show that there are also certain fears related to the introduction of care robots, in particular among the Finnish care personnel. Discussion: The data from the Japanese care personnel bring new perspectives to the concept of a close human-robot relationship. The differences seen in the results between Finland and Japan can be partly explained by cultural dissimilarity, but it is also known that Japan is a more developed country with regard to the use of robotics in nursing care. The research highlights the importance of cultural factors when examining the issue of care robotics. The factors affecting fear are a concern that care robots would be used to replace people, the dehumanization of treatment, and an increased loneliness in the elderly. Thus, further research is required to demonstrate the relationship between different cultural factors, and attitudes and conceptions toward care robots. Clinical Relevance: Management plays a key role when implementing robotics. It is important to help care personnel accept care robots, and to diminish any fears that their introduction would make the treatment of elderly people inhumane or in some way add to their loneliness. As such, education is crucial in changing attitudes and making care personnel understand that care robots can perform routine tasks, allowing care personnel to focus on providing improved care and nursing.Care Personnel's Attitudes and Fears Coco et al.

The study shows that the examination of home care personnel's attitudes towards robots is not justified to focus only on one aspect, but a better explanation is achieved by combining the perspectives of societal attitudes, attitudes related to psychological reactions and the practical care and promotion of the independent living of older people.

Aims and objectives The study aimed to examine traumatic brain injury (TBI) patient family members’ (FMs) experiences of the support they received from healthcare professionals in acute care hospitals. Background The length of hospitalisation following TBI is constantly decreasing, and patients may return home with several problems. FMs care for the patients at home although they may not be prepared for the patient's medical needs or financial burden of the illness. The burden which some FMs experience can impair patient care and rehabilitation outcomes. Therefore, FMs require support during acute phases of TBI treatment. Design A structured questionnaire was sent to 216 TBI patients FMs. The response rate was 47% (n = 102). Methods A structured questionnaire—based on a systematic literature review and a previous questionnaire on TBI patient FMs’ perceptions of support—was developed and used in the data collection. The questionnaire included 46 statements and 11 background questions. Data were collected via an electronic questionnaire. The STROBE checklist was followed in reporting the study. Results A factor analysis identified five factors that describe the guidance of TBI patient FMs: guidance of TBI patients’ symptoms and survival; benefits of guidance; needs‐based guidance; guidance for use of services; and guidance methods. Most of the FMs (51%–88%) felt that they had not received enough guidance from healthcare professionals in acute care hospitals across all five aspects of support. Conclusions The content of guidance should be developed, and healthcare staff should be trained to consider a FM’s starting point when providing guidance. A calm environment, proper timing, sufficient information in different forms and professional healthcare staff were found to be key factors to comprehensive guidance. Involving FMs in the discharge process and rehabilitation of their loved ones both supports the abilities of caregivers and promotes the outcome of the patient's rehabilitation. Relevance to clinical practice This study provides varied information on the need for social support of TBI patients FMs in the early stages of treatment from the FMs’ perspective. This research adopted the FM’s perspective to identify various areas of social support that need to be developed so that the FMs of TBI patients receive enough support during the early stages of TBI treatment.

Background: Large numbers, almost eight million, of brain injuries are diagnosed worldwide annually. Social support (informational, emotional and practical) has been identified as essential for helping members of TBI patients’ families to cope with the severe situations these injuries cause. We have assessed nurses’ views of the support provided in Finland.

Methods: The target group included all nursing staff (n = 172) of neurosurgical wards in Finland. Data were collected during 2010, from 115 of these nurses working in neurosurgical wards of all five Finnish university hospitals. The response rate was 67 %. The data were analysed (using SPSS version 17 software) by calculating descriptive statistics, applying Kolmogorov-Smirnov tests, and ANOVA (one- and two-way), MANOVA and linear regression analyses.

Results: The results indicate that nurses’ education affects the practical support they provide to TBI patients' family members: registered nurses considered themselves most likely to take into account issues related to liaison with family members. The length of work experience was related to how often nurses reported discussing mood swings and other TBI symptoms with family members.