Aims and objectives To explore the perceptions and experiences of perioperative nurses and Certified Registered Nurse Anaesthetists (CRNAs) in robotic‐assisted laparoscopic surgery (RALS). The objective was to identify the factors that affect nursing care of patients who undergo robotic‐assisted laparoscopic surgery (RALS). Background The rapid introduction of technological innovations into the healthcare system has created new challenges for perioperative nurses. RALS affects the physical and interpersonal context of the surgical team's work and subsequent patient outcomes. Despite significant changes to the workflow for perioperative nurses and CRNAs, there is little research focusing on the nurses’ experience and their challenges with RALS. Design A qualitative descriptive study. Method Semi‐structured interview questions guided data collection. A total of seventeen participants including six preoperative and postoperative nurses, seven intraoperative nurses, and four CRNAs in the United States were interviewed. The interviews were conducted between 26 April–24 June 2018. Data were analysed using thematic analysis, and the COREQ checklist was used to report data collection, analysis and the results. Results Three major themes and two categories within each theme were identified: (a) surgical innovation: nurse perception and workflow; (b) interprofessional practice: teamwork and standards; and (c) outcome: patient outcomes and system outcomes. Conclusions The findings indicate that RALS has the potential to improve patient outcomes when performed in a timely fashion by skilled surgeons, and efficient, well‐trained surgical teams. For patients to experience full benefits of RALS, patient characteristics, the underlying reason for surgery, and cost must be considered. Relevance to clinical practice The results of this study highlight the necessity of promoting factors that improve the surgical team training and practice for RALS and will ultimately impact patient outcomes.

Background: The nursing literature examining effective methods to teach transcultural self-efficacy demonstrates inconsistent findings. This study evaluated the effectiveness of a nursing stand-alone culture course with concurrent field experiences compared with the standard integrated culture content in the curriculum in increasing transcultural self-efficacy in nursing students. Method: This quasi-experimental, static-group comparison used the Transcultural Self-Efficacy Tool to measure outcomes. The treatment group consisted of first-semester nursing students ( n = 53) enrolled in a pilot 2-credit culture course. The control group consisted of graduating senior nursing students ( n = 19) who had culture integrated throughout the curriculum. Results: The posttest of the first-semester students in the treatment group scored higher than either their pretest or the graduating senior students (control group). Conclusion: The stand-alone culture course had a greater positive effect than the integrated culture content on students' transcultural self-efficacy. [ J Nurs Educ. 2018;57(10):609–613.]

The information derived from this study can be used to design learning opportunities that prepare practicing nurses to appropriately appraise research and integrate evidence into practice. J Contin Educ Nurs. 2018;49(7):299-306.

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One of the current worldwide public health problems is elderly financial abuse (EFA). Although EFA remains a hidden social phenomenon, it has been recognized as a serious concern in the United States, and currently, one in 18 cognitively intact older adults is affected by EFA. Detecting EFA is difficult because the perpetrators are often family members, trusted friends, or guardians. Thus, EFA is frequently unrecognized and grossly under-reported. In the coming decades, EFA will increase as the elderly population continues to grow rapidly worldwide. This article highlights the magnitude of the problem and the role of nurses and other health care providers in identifying, intervening in, and reporting EFA. [ J Contin Educ Nurs. 2022;53(1):30–34.]