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OBJECTIVE: The objective of this review was to map the literature about the concept of capability in advanced practice nursing education and practice to achieve greater clarity on the concept and its application. INTRODUCTION: Advanced practice nursing roles make up a growing segment of the global nursing workforce. Capability has been proposed as an overarching description of the attributes of advanced practice nursing roles within complex workplace environments. Capability includes knowing how to learn, and the ability to creatively integrate prior knowledge, skills, judgment, and experience in both new and familiar situations. INCLUSION CRITERIA: This review looked at the literature about capability applied to advanced practice nursing in any setting globally. We were guided by the International Council of Nurses' definition of advanced practice nursing, which includes nurses with both graduate education and an expanded scope of practice. Drawing from an initial review of the literature, we used a working definition of capability, which was a combination of knowledge, skills, experience, and competencies that enables advanced practice nurses to provide appropriate care for patients in both known and unfamiliar clinical settings. We included literature about individual capability as a concept in any setting related to advanced practice nursing and education. METHODS: We searched 18 electronic databases and included qualitative, quantitative, and mixed methods study design methodologies, reviews, and reports. The gray literature search included policy and practice documents from the World Health Organization, the International Council of Nurses, and websites of 48 nursing and health organizations. Two reviewers independently completed title and abstract screening prior to full-text review and data extraction. Conflicts were resolved via discussion or with a third reviewer. Extraction was completed by 2 reviewers using a piloted data extraction tool. Articles published in English from 1975 to the present were included. Sources in languages other than English were not included in the review due to the difficulties in accurately translating the concept of capability. RESULTS: Thirty-five sources were included in the review with publication dates from 2000 to 2023. Most sources originated from Australia, the United Kingdom, and the United States. Sources included frameworks and clinical guidelines, peer-reviewed articles, and gray literature. Capability was discussed in a range of settings, including specialized clinical roles. Applications of capability in educational settings included the use of capability frameworks to guide nurse practitioner education, nursing practice doctorates, and postgraduate nurse practitioner training. Definitions of capability, where provided, were relatively consistent. Capability was proposed as a distinguishing characteristic of advanced practice nursing, as a descriptor of clinical proficiency that moved beyond competency, and as a framework that accounted for complexity in health care settings. CONCLUSION: Capability was used as a concept and framework to describe advanced practice nursing within complex practice environments that necessitate flexible approaches. Capability frameworks were applied holistically and to specific areas of practice or education, including in pregraduate and postgraduate advanced practice nursing education. Strategies for teaching and learning capability focused on flexibility, student-directed learning, and development of flexible learning pathways. SUPPLEMENTAL DIGITAL CONTENT: A Norwegian-language version of the abstract of this review is available: http://links.lww.com/SRX/A58.

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We propose that phenomenography is well-suited to research about nursing, given its focus on identifying variation in individuals' experiences, and inclusion of diverse voices and perspectives. Phenomenography explores qualitatively different ways in which a group of people experience a phenomenon, often using semi-structured interviews. The use of phenomenography is especially relevant in research about nursing which provides accounts of the experiences of nurses and patients within complex practice settings. We consider the tenets of phenomenography and examine phenomenography's relationship to and differences from phenomenology. We review literature published about phenomenographic research in nursing and reflect on the potential benefits of phenomenographic research about nursing. This paper adds to knowledge about use of phenomenography in research about nursing.

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AIM: To reflect on the inclusion of an advanced practice nurse (APN) on a clinical leadership team in rural Vermont during the COVID-19 pandemic. BACKGROUND: During the COVID-19 pandemic, APNs contributed to the reimagining of healthcare delivery. In response to pandemic-related organizational needs, one rural health center in Vermont promoted an APN to a leadership position. SOURCES OF EVIDENCE: This critical reflection describes the experience of one APN promoted to a clinical leadership role during the COVID-19 pandemic in rural Vermont in the United States. We use the four stages of crisis (escalation, emergency, recovery, and resolution) and the healthcare leadership framework proposed by Geerts et al. (2021) to consider how APN leaders can contribute in the "recovery stage" of the pandemic. DISCUSSION: APNs who took on leadership roles during the pandemic may have had fewer opportunities to participate in formal leadership development. However, in the case of our rural health center, an APN was able to seek out mentorship, address operational challenges, and provide representation for advanced practice providers. CONCLUSION: This article contributes to the literature on APN leadership during the COVID-19 pandemic, by describing a leadership opportunity that helped build APN leadership capability and capacity in our organization. IMPLICATIONS FOR NURSING PRACTICE: APNs offer a valuable perspective on health leadership teams. As organizations move toward the recovery stage of the pandemic, different leadership styles and skills may be required. IMPLICATIONS FOR HEALTH POLICY: The COVID-19 pandemic provided unexpected leadership opportunities for APNs. Healthcare organizations now have opportunities to reimagine clinical leadership in ways that include APNs.

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OBJECTIVE: The objective of this scoping review is to map the current evidence about access to health and social services for women living on a low income in Canada. INTRODUCTION: Women, especially those living on a low income, are disproportionately likely to suffer inequities in access to health and social services. There is insufficient understanding of how the interaction of socioeconomic factors and gender can affect women's access to these services. This review will provide an initial picture of what exists in the literature about access to health and social services for women living on a low income in Canada. The results of this scoping review may be used to inform subsequent qualitative and quantitative reviews on this subject. INCLUSION CRITERIA: Literature addressing access to health and social services by women who are 18 years or older and living on a low income in Canada will be considered for inclusion. Health services will include health promotion and disease prevention; treatment of medical conditions; and rehabilitation, palliative, and end-of-life care. Social services are non-medical services designed to help members of a society who may need extra support or are considered to have social or behavioral risk factors. METHODS: We will search relevant electronic databases (eg, MEDLINE, CINAHL, PsycINFO) and gray literature. The review will include all study designs, including qualitative, quantitative, and mixed methods methodologies (excluding economic analyses or clinical practice guideline development documents). Two reviewers will test the screening criteria and data extraction protocol.

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OBJECTIVE: The objective of this scoping review is to identify and map how the concept of capability in advanced practice nursing and education is described in the literature. INTRODUCTION: Advanced practice nursing and education is often described in terms of the achievement of competencies. The concept of capability has been proposed as a more accurate description of the attributes of advanced practice nursing. Definitions of capability in advanced practice nursing vary, but often focus on the integration of prior knowledge, skills, resources, judgment, and experience when solving unanticipated problems or working in new situations. INCLUSION CRITERIA: This review will consider studies addressing the concept of individual capability in any setting related to advanced practice nursing education and practice. The working definition of capability in this review is a combination of knowledge, skills, experience, and competencies that enables advanced practice nurses to provide appropriate care for patients in both familiar and unfamiliar clinical settings. Advanced practice nurses will include nurses with both graduate education and an expanded scope of practice. METHODS: Eight academic databases will be searched for qualitative, quantitative, and mixed methods study designs. The gray literature search will include policy and practice documents from nursing and health organization websites. Two reviewers will independently complete title and abstract screening prior to full-text review and data extraction. Articles published in English from 1975 to the present will be included. Other languages will be included if translations are available.

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