Nurse-facilitated family participation in the psychological care may strengthen the lines of defence and resistance against the stressors experienced by the patient during critical illness and improve psychological recovery.

Background: Studies in Europe, North America and Australasia suggest that one in five adults suffer from pain. There is increasing recognition that pain, particularly chronic pain, represents a global health burden. Many studies, including two national surveys exploring the content of undergraduate curricula for pain education, identify that documented pain education in curricula was limited and fragmentary. Methods: The study design used a questionnaire which included an open text comment box for respondents to add 'further comments' as part of larger study previously published. The sample consisted of 19 UK universities that offered 108 undergraduate programmes in the following: dentistry, medicine, midwifery, nursing (adult, child, learning disabilities and mental health branches), occupational therapy (OT), pharmacy, physiotherapy and veterinary science. An inductive content analysis was performed, and the data were managed using NVivo 10 software for data management. Results: A total of 57 participants across seven disciplines (dentistry, medicine, midwifery, nursing, pharmacy, physiotherapy and OT) completed the open text comment box (none were received from veterinary science). Analysis revealed two major themes of successes and challenges. Successes included expansion (extending coverage and/or increased student access), multidimensional curriculum content and diversity of teaching methods. Challenges included difficulties in identifying where pain is taught in the curriculum, biomedical versus biopsychosocial definitions of pain, perceived importance, time, resources and staff knowledge, and finally a diffusion of responsibility for pain education. Conclusion: This study identifies new insights of the factors attributed to successful implementation of pain education in undergraduate education. Many of the challenges previously reported were also identified. This is one of the first studies to identify a broad range of approaches, for pain education, that could be deemed as 'successful' across a range of health disciplines.

Nurses welcome innovative training and assessment methods to effectively interpret physiological vital signs. The objective is to determine if eye-tracking technology can be used to develop biometrics for automatically predict the performance of nurses whilst they interact with computer-based simulations. 47 nurses were recruited, 36 nursing students (training group) and 11 coronary care nurses (qualified group). Each nurse interpreted five simulated vital signs scenarios whilst 'thinking-aloud'. The participant's visual attention (eye tracking metrics), verbalisation, heart rate, confidence level (1-10, 10=most confident) and cognitive load (NASA-TLX) were recorded during performance. Scenario performances were scored out of ten. Analysis was used to find patterns between the eye tracking metrics and performance score. Multiple linear regression was used to predict performance score using eye tracking metrics. The qualified group scored higher than the training group (6.85±1.5 vs. 4.59±1.61, p=<0.0001) and reported greater confidence (7.51±1.2 vs. 5.79±1.39, p=<0.0001). Regression using a selection of eye tracking metrics was shown to adequately predict score (adjusted R 2 =0.80, p=<0.0001). This shows that eye tracking alone could predict a nurse's performance and can provide insight to the performance of a nurse when interpreting bedside monitors.

Please cite this article as: D. Goode, P. Black and J. Lynch, Person-centred end-oflife curriculum design in adult pre-registration undergraduate nurse education: A threeyear longitudinal evaluation study, Nurse Education Today(2019),

Aim To identify the selection methods currently being used for pre‐registration nursing programmes and to assess the predictive power that these methods have on students' success. Background Research into selection methods in nursing education is beginning to emerge, yet it is unclear which methods are most predictive of students' success. Design A systematic review of the literature. Methods A systematic search of ten electronic databases: CINAHL, MEDLINE Ovid, EMBASE, PROQUEST Health and Medical, PROQUEST Education, COCHRANE Library, Web of Science, ASSIA, SCOPUS and PROSPERO was conducted. The results were expanded by the handsearching of journals, reference lists and grey literature. The PRISMA statement guided the review. Studies published in English between January 2008–March 2020 were eligible for inclusion, and quality assessment was undertaken using the CASP Checklist for Cohort Studies. Results Twenty‐five studies met the criteria for inclusion. A range of selection methods was identified including prior academic achievement, admissions tests, interviews, emotional intelligence tests, personal statements and previous healthcare experience. Prior academic achievement and admissions tests appear to be the selection methods most predictive of student success. The evidence surrounding other selection methods such as interviews and personal statements is less conclusive. Conclusion Selecting individuals with the appropriate knowledge, interpersonal skills and personal qualities needed to complete an undergraduate nursing programme is an important part of the role of nurse educators. This review shows that a wide variety of selection methods are used across different institutions, some of which are more effective than others in predicting student outcomes. Relevance to clinical practice Further research is required to justify the continued use of some commonly used selection methods for undergraduate nursing programmes. Selection models that combine various types of selection criteria with predictive power appear to increase the probability of selecting students that will have successful outcomes.