Aim We sought nurse managers’ perspectives on challenges and opportunities with technology and how it may influence communication and leadership. Background e‐Leadership is a conceptual framework used to understand and teach organisational leaders about the application of technology to leadership. Technology is integral to leadership, yet little is understood about how nurse managers may use this technology and how they negotiate the complexity of the multiple communication systems currently in use. Methods Sixteen nurse managers from individual hospitals within a large US healthcare system participated in qualitative open‐ended interviews and focus groups. Results Four themes emerged from the qualitative data regarding the nurse managers’ perspectives of e‐Leadership and their use of information and communication technologies: (a) Can't live without it, (b) Too much, too many, (c) Poor onboarding education and (d) Difficulty maintaining virtual relationships. Implications for Nursing Management Effective and safe patient care is dependent on multiple technology applications that require significant knowledge and practice. Nursing leadership may consider the need for more supported mentorship, and engaging programs to educate nurse managers about the dozens of applications required to effectively manage and lead. For technology to be used to its full potential it should be designed with nursing involvement.

The purpose of this prospective, ethnographic study was to describe and analyze the care of residents with dementia in an assisted living facility (ALF) providing dementia care. Participant observation and interviews with 20 employees were used to obtain data. Data were collected and analyzed over a period of 6 months. Four major themes emerged from the data: (a) Caregivers' Level of Knowledge of Dementia, (b) Caregivers' Lack of Knowledge in Preventing or Assessing Acute Illnesses, (c) Limitations in Monitoring and Reporting Resident Changes, and (d) Inappropriate Medication Administration. Forty percent of the residents (N = 35) were admitted to the hospital over 6 months. The problems in providing quality care in this facility demonstrate the need for gerontological nurses in ALFs, who would improve care by assessing and monitoring the residents and by supervising and educating the caregivers.

Positive patient outcomes depend on successful communication. Increased use of personal protective equipment such as face masks during the COVID-19 pandemic can exacerbate communication difficulties. This article describes situations in which miscommunications may occur, identifies sources of communication breakdowns, and offers strategies to prevent them in real-life scenarios.

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The purpose of this study was to determine how an interprofessional education (IPE) intervention with Communication Sciences and Disorders (CSAD) and Nursing students can affect their ability to communicate effectively with older adults who have hearing loss. As the older adult demographic increases, healthcare professionals must provide competent care, which includes effectively managing hearing-related communication difficulties in an increasingly diverse population. Faculty received IRB approval to conduct a descriptive mixed-methods study to determine knowledge and satisfaction of students completing an IPE activity. Students were divided into teams of CSAD and Nursing students. Students listened to a brief presentation on IPE before they were introduced to a complex case study of an 84-year-old male with age-related hearing loss. We administered a knowledge assessment questionnaire (KAQ) we created regarding communication with older adults before and after the activity. A total of 92 participants in the two programs (n=36 CSAD, n=56 Nursing) completed the KAQ before and after the activity and an evaluation with a Likert-type scale and open-ended questions. CSAD students scored significantly higher than Nursing students on the KAQ at baseline (F=25.69, p<0.001) and KAQ scores increased significantly (F=57.04, p<0.001) among both groups from pretest to posttest. The evaluation data indicated students were able to learn other perspectives and found the experience valuable. Based on the improvement in scores on the KAQ and evaluation data, this IPE activity increased knowledge related to communication with older adults with hearing loss and awareness of the roles of other professions.