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BACKGROUND: Traditionally, the assessment of student nursing skills relies heavily on lecturer evaluations. However, lecturers, as the primary evaluators, may be influenced by their individual subjective preferences, experience, and knowledge background. This limitation needs thorough consideration to improve students' assessment skills and ensure that assessment tasks are more objective and accurate. Peer assessment appears to take it into account. Currently, improving the quality of peer assessment in Basic Nursing skills remains a challenge for educators. AIM: To assess the effectiveness of peer assessment as applied to the basic nursing skills examination process and suggestions for improvement, to understand nursing students' perceptions of it, and to explore the feasibility of peer assessment as an alternative to single faculty assessment as perceived by nursing students. DESIGN: Qualitative research. SETTINGS: Conducted in a clinical skills simulation laboratory at a university in Wuxi, Jiangsu Province, China. PARTICIPANTS: 23 Second-year nursing students applying peer assessment to Basic Nursing course exams. METHODS: Used face-to-face, semi-structured interviews, and thematic analysis to analyze data. RESULTS: Three major themes and nine subthemes were identified: (1) Positive sentiments towards peer evaluation (e.g., enhancing the learning capacity, increasing emotional intelligence, and improving the objectivity and fairness of nursing skills assessment); (2) Challenges encountered in the peer evaluation process (e.g., inconsistent scoring criteria, exacerbate anxiety, and triggering team conflict); (3) Suggestions for improving peer evaluation (e.g., applying the design of peer assessment exam content, incorporation of lecturer evaluation, and refinement and materialization of marking criteria). CONCLUSIONS: In this study, while the positive impact is evident, the challenges faced by nursing students and future recommendations for peer assessment application are critical. This study provides valuable insights into the potential of peer assessment to enhance nursing education and provides recommendations for optimizing peer assessment strategies for meaningful integration into Nursing Education practice.

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Objective: To investigate the effects of basic nursing combined with psychological intervention on treatment compliance, self-care ability, clinical efficacy, lung function and nursing satisfaction of patients with Influenza-A(H1N1). Method: This was application research. Eighty patients with influenza-A (H1N1) admitted to The First Affiliated Hospital of Hebei North University from January 2020 to December 2022 were included as subjects and randomly divided into the observation group(n=40) and the control group(n=40). Patients in the control group were given routine basic nursing intervention, while those in the observation group were treated with combined psychological intervention in addition to basic nursing. The differences in treatment compliance, self-care ability, clinical efficacy, lung function and nursing satisfaction were compared between the two groups. Results: After the intervention, the treatment compliance score and the total self-care ability score of the observation group were higher than those of the control group, with statistically significant differences(P<0.05). After treatment, the clinical efficacy of the observation group was significantly higher than that of the control group(P<0.05). Before treatment, no significant difference was observed between the two groups in terms of various indexes of lung function, which were better in the observation group than in the control group after treatment(P<0.05). Conclusion: Basic nursing combined with psychological intervention results in a variety of benefits in the treatment of patients with Influenza-A(H1N1), such as improved treatment compliance and self-care ability, ameliorated lung function, as well as enhanced treatment outcomes and nursing satisfaction, which needs to be promoted in clinical practice.

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AIMS: The aim of this research was to explore the teaching of undergraduate nursing numeracy in tertiary education settings in Australia. Specifically, it explored and identified: (1) the most common basic numeracy concepts taught, (2) additional training and resources to support numeracy teaching, (3) who is best placed to teach numeracy and (4) the preferred methods of teaching medication calculations. BACKGROUND: Nurse academics are required to teach nursing numeracy to undergraduate nursing students who enter university unprepared to accurately calculate medication dosages. It is important that students understand numeracy concepts as this is then applied to contextualised clinical applications. Nurse academics teach basic numeracy; however, the literature reveals that nurse academics do not consider themselves mathematics teachers and that experts in this area are better suited to teaching this skill. There are a dearth of studies about the nurse academics who conduct the teaching and this study seeks to fill that gap by exploring firsthand the nurse academics' self-reported insights into the teaching of undergraduate nursing numeracy. DESIGN: Cross-sectional survey. The setting was Australian universities that deliver an accredited undergraduate nursing degree. METHODS: Purposive sampling was used to recruit Australian nurse academics (n = 170), sessional or permanent who currently teach all aspects of nursing numeracy and medication calculations to undergraduate nursing students. Data were collected between Nov 2023 - Feb 2024 using an online survey platform and analysed using a descriptive content analysis. RESULTS: Nurse academics taught basic arithmetic most commonly (92 %), yet most (90 %) had not received professional development or additional training in how to teach these concepts. To assist with numeracy teaching, resources were requested (47 %) as were the need for mathematics learning support staff (82 %). The formula method was most commonly taught (91 %), however, most participants (94 %) were willing to learn and to teach other methods of calculating medications. CONCLUSIONS: This research suggests an evidenced-based education framework be created to support and guide nurse academics when teaching all aspects of nursing numeracy and medication calculations. Building the teaching capacity of nurse academics in this vital area will enhance student competence and contribute to patient safety.

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The Indonesia health care services require knowledgeable and skilled nurses as professional service providers, especially in a gerontic nursing area. Moreover, widening the gap between academic and clinical practice is also an issue, which affects the care service quality. In these circumstances, the project to enhance the educational skills of nursing lecturers and clinical nurse preceptors in gerontic nursing practice was started in 2020. Japanese nursing education experts provided guidance on the principle theory of nursing practice in basic nursing education and conducted workshops to develop nursing practice materials for 10 Indonesian trainees. The project provided 3 webinars for more than 100 Indonesian nursing lecturers and preceptors each time, 18 workshops and developed 2 virtual reality (VR) materials, 8 supervisions of the trial class and 5 lectures onsite and online. This study aimed to clarify the effects of the project evaluated in the process and its impact using a questionnaire survey and interviews conducted. The results of the questionnaire survey for students showed that 20% of their knowledge and skills in gerontic nursing, increased and the extent of understanding and satisfaction was high. Lecurers and preceptors perceived improvement in their teaching skills, especially in theoretical thinking and evidence-based teaching methods. Notably, "the evaluation from others" would be a facilitating factor of the project. The project effects were clarified and achieved the goal and objectives of the project.

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BACKGROUND: Most patients in specialized palliative care units need nursing support to perform activities of daily living (ADL), such as using a toilet or transferring out of a bed or chair. To deliver high-quality ADL support that facilitates patients' movement and protects nurses' musculoskeletal health, nurses need appropriate knowledge and skills. The objective of this study is to investigate the impact of education based on the "Advanced Kinaesthetics in Palliative care (AdKinPal) program" on the competence in Kinaesthetics, self-efficacy regarding ADL support in end-of-life care and musculoskeletal complaints of nurses from specialist palliative care units. METHODS: A pretest-posttest repeated measures design was applied. The study took place in three specialised units for palliative care in Switzerland between June 2018 and April 2020. All the nurses who worked in participating wards (n = 62) and fulfilled the inclusion criteria were asked to participate. The intervention - the AdKinPal program - is an education-based training program conducted for six months. We took measurements using self-administered questionnaires at three points before and after the intervention. Using descriptive statistics, repeated measurement analysis of variance (ANOVA) and independent-samples t-tests, we analysed the participants' demographic characteristics as well as developments over time and relationships between the three outcome variables: Kinaesthetics competence, self-efficacy regarding ADL support in end-of-life care and musculoskeletal complaints. RESULTS: Fifty-nine nurses and one physiotherapist participated, and 38 participants (63%) responded to all three questionnaires. The AdKinPal training improved the nurses' perceived Kinaesthetics competence and self-efficacy regarding ADL support in end-of-life care. Participants who reported lower back, neck or shoulder pain had a significantly lower Kinaesthetics competence. CONCLUSIONS: The AdKinPal program can raise nurses' Kinaesthetics competence. Thereby, patients' autonomy and quality of life could be supported, and symptom management could be enhanced in a holistic manner. Furthermore, the AdKinPal program fosters nurses' self-efficacy in ADL support in end-of-life care. A strong sense of self-efficacy enhances professional well-being in many ways. Additionally, the nursing staff's musculoskeletal health can be promoted by enhancing their Kinaesthetics competence. TRIAL REGISTRATION: DRKS00015908. Registration Date 23.11.2018.

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This historical study aims to explain how the transition from student nurse service to fully qualified "graduate nurse" service in the United States in the 20th century affected assumptions about fundamental patient care in hospital wards and provide historical context for current apprenticeship programs. Through analysis of documents from 1920 when student nurse service, a nurse apprentice model, was the norm to 1960 when the nurse apprentice model was waning in favor of registered nurse service, this study found that the replacement of student nurses with registered nurses led to weakened standardization of fundamental bedside care and the introduction of large numbers of unlicensed nursing assistants. While student nurses could perform all the functions of fully qualified graduate nurses, nursing assistants could not, resulting in a separation of fundamental nursing care from the professional nurse role and changes in assumptions and attitudes toward fundamental care. These changes had a negative effect on fundamental nursing care. New apprenticeship programs provide opportunities for improvement.

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Objective:To investigate the application effect of simulation teaching in basic nursing practical teaching for undergraduates.Methods:A total of 271 nursing undergraduate intern students in the classes of 2018 and 2019 were selected as subjects, among whom 135 students in the class of 2018 were established as control group and 136 students in the class of 2019 were established as experimental group. The students in the control group received conventional practical training, and those in the experimental group received simulation teaching. The two groups were compared in terms of test scores and self-efficacy scores after practical teaching, and a questionnaire survey was conducted to investigate the degree of satisfaction with practical teaching among students. SPSS 20.0 was used for the t-test and the chi-square test. Results:Compared with the control group, the experimental group had significantly higher average scores of theoretical examination (88.78±5.17 vs. 82.04±4.36, P<0.05) and practical examination (96.90±5.05 vs. 90.48±5.34, P<0.05), as well as a significantly higher self-efficacy score (29.80±3.83 vs. 28.76±2.75, P<0.05). The experimental group had a significantly higher degree of satisfaction with clinical teaching than the control group ( P<0.05). Conclusion:Simulation teaching can effectively increase the practical score of nursing students, enhance their sense of self-efficacy, and improve their satisfaction with clinical teaching.

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Objective:To explore the effects of micro class combined with modular teaching on experimental teaching of internal medicine and basic nursing.Methods:Four classes of nursing students of Batch 2016 were selected as the research objects by drawing lots, and 148 nursing undergraduates were randomly divided into two groups. The combined teaching group adopted micro class combined with modular teaching, and the modular teaching group adopted modular teaching method. The examination scores, SDLRS (self-directed learning readiness scale for nursing education) scores, medical education environment and teaching satisfaction of the two groups were compared. SPSS 22.0 was conducted for chi-square test and t test. Results:The scores of internal medicine nursing, basic nursing and operation skills in the combined teaching group were significantly higher than those in the traditional teaching group ( P<0.05); at the end of the semester, the scores of self-management, love of learning, self-control and SDLRS total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the scores of learning perception, teacher perception, environment perception and total score of the combined teaching group were higher than those of the modular teaching group ( P<0.05); the teaching satisfactions with improving learning interest, learning efficiency, learning initiative and mastering key contents better in the combined teaching group were higher than those in the modular teaching group ( P<0.05). Conclusion:The combination of micro class and modular teaching can improve the examination results and self-directed learning readiness of nursing students, improve the internal environment of medical education, and students' teaching satisfaction is high.

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Objective:To study the application effect of objective structured clinical examination (OSCE)-based situational simulation case teaching on Nursing Fundamentals practical training. Methods:Using convenient sampling method, two undergraduate nursing classes of Batch 2018 in Hubei University of Chinese Medicine were chosen as the study objects. They were divided into observation group with 45 students and control group with 43 students through ball touching method. The control group used traditional teaching method, on this basis, the observation group used OSCE-based situational simulation case teaching. At the end of the semester, the results of theoretical assessment, operational skills assessment, humanistic care, health education achievements of the two groups of nursing students and students’ evaluation of the new teaching method in the observation group. SPSS 22.0 was used for t test. Results:The sores of theoretical assessment, operational skills and humanistic care assessment in the observation group were (81.01±8.53), (92.69±3.87) and (11.73±1.59), and the corresponding sores in control group were (76.94±9.74), (91.21±2.70) and (10.79±1.36). The nursing students in the observation group had significantly higher scores than the control group in above mentioned aspects ( P<0.05). In the observation group, 45 students (100.0%) believed that this teaching method could stimulate learning interest and comprehensively deal with clinical problems, 43 students (95.6%) thought that this teaching method could improve team cooperation ability, only one person (2.2%) did not agree that this teaching method could help to form critical thinking, and 42 students (93.3%) said that the teaching hours of this teaching method could be appropriately increased. Conclusion:The OSCE-based situational simulation case teaching may effectively improve the teaching quality of the nursing students and mobilize their learning activities.

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Introduction  This study aims to reveal the current status and issues on global health competency (GHC) education as well as the perceptions and opinions of nursing academics at universities and vocational colleges about providing GHC education to their students at basic nursing education programs.Methods  A Japanese open-ended questionnaire and qualitative content analyses facilitated the first-ever evaluation of Japanese nursing education by standard GHC items developed by Wilson et al. (2012) in the Americas. Using NVivo 11 Plus software, qualitative descriptions of the respondents obtained were coded and the data with similar content were organized into core categories.Results  A total of 331 Japanese nursing academics, including 66 deans, 135 principals, and other educators at universities and vocational colleges responded to the questionnaire. The academics recognized the importance of GHC education for their students in basic nursing education programs to adapt to globalization in Japan. On the other hand, they noted the difference in education curricula with the Americas and commented that advanced GHC indicators such as assessment and analysis skills were not feasible in current Japanese nursing education. Insufficient time and specialized instructors in GHC education were other reasons for the reluctance to provide GHC education for nursing academics.Conclusions  Incorporating GHC elements into existing courses and promoting nursing educators’ understanding and skills of GHC education through FDs may effectively alleviate their concerns about lack of time and personnel while providing GHC education to their nursing students. Promoting an open, detailed discussion and active conversation among educators is also necessary to reduce the barriers and gradually promote GHC education starting with what can be implemented.

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AIMS AND OBJECTIVES: To identify interventions to prevent and treat malnutrition in older adults, which can be integrated in nursing care, and to evaluate the effects of these interventions on outcomes related to malnutrition. BACKGROUND: Older adults are at great risk for malnutrition, which can lead to a number of serious health problems. Nurses have an essential role in nutritional care for older adults. Due to a lack of evidence for nursing interventions, adequate nursing nutritional care still lags behind. DESIGN: Systematic review. METHOD: We searched for and included randomised controlled trials on interventions, which can be integrated in nursing care for older adults, to prevent and treat malnutrition. We assessed the risk of bias with the Cochrane tool and evidence for outcomes with the GRADE. The PRISMA statement was followed for reporting. RESULTS: We included 21 studies of which 14 studies had a high risk of bias. Identified interventions were oral nutritional supplements, food/fluid fortification or enrichment, dietary counselling and educational interventions. In evaluating the effects of these interventions on 11 outcomes related to malnutrition, significant and nonsignificant effects were found. We graded the certainty of evidence as very low to moderate. CONCLUSION: Although slight effects were found in protein intake and body mass index, there is no convincing evidence about the effectiveness of the four identified interventions. There seems no harm in using these interventions, although it should be kept in mind that the evidence is sparse. Therefore, there is a need for high-quality research in building evidence for interventions in nursing nutritional care. RELEVANCE TO CLINICAL PRACTICE: Nurses can safely provide oral nutritional supplements and food/fluid fortification or enrichment, and give dietary counselling and education to older adults, as they are well placed to lead the essential processes of nutritional care to older adults.

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Fundamental care has come under increased scrutiny due to high-profile reports globally of poor nursing care. The reasons for these documented care failures are widely debated, with some scholars identifying issues with how fundamental care is valued within healthcare systems and by nurses. During focus groups designed to evaluate a fundamental care education intervention, we identified a perception commonly held by first-year pre-registration (pre-licensure) students that appeared indicative of a de-valuing of fundamental care: students routinely described fundamental care as 'common sense' and doubted that such care should form a key part of their education. In this paper, we explore this perception and its potential consequences for nursing education, clinical practice, and research. We argue that a perception of fundamental care as 'common sense' is a myth; it undermines the inherent complexity of providing such care to a consistently high standard and has negative implications for nursing education and continuing professional development, patient experiences and outcomes, and the advancement of nursing science. It is a perception that must be challenged.

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Research in nursing education demonstrates that the fundamentals of care are paid less attention in this field resulting in negative consequences for students' learning outcomes. The aim of this qualitative study was to explore nursing students' perceptions towards being taught the fundamentals of care by clinical nurses within a simulated learning environment. The study has a qualitative explorative design. Data was collected through participant observation and focus group interviews and analysed using qualitative content analysis. The analysis revealed two main categories indicating how the students gained knowledge in the research setting: 'Getting the best of both worlds', and 'Having it in many ways'. The findings are discussed against Vygotsky's theory of cognitive development suggesting that the students were content with being taught the fundamentals of care by clinical nurses within an simulated learning environment.

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Research demonstrates that basic nursing care receives less attention in clinical settings and has become visually less prominent in nursing education curriculums. While much is known about the importance of preceptorship in clinical settings, little is known about how preceptors teach basic nursing care to students in a school simulation lab. This study explores the preceptors' perceptions of teaching basic nursing care to nursing students in the school simulation lab compared to clinical settings. Data were collected through focus group interviews and participant observation and analyzed by using qualitative content analysis. Three main categories emerged: (i) Perceived advantages and disadvantages, (ii) Positive attitudes - remembering being a student, and (iii) Knowing what to do and showing how to do it. Awareness of the importance of having knowledge about basic nursing care may contribute to counterbalancing the devaluation of basic nursing care among nursing students.

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Objective@#To investigate the effect of simulation based medical education (SBME) on the experimental teaching of Basic Nursing.@*Methods@#A total of 61 four-year undergraduate nursing students in 2015 batch (classic teaching group) and 66 four-year undergraduate nursing students in 2016 batch (simulation teaching group) were selected. Six experiments (aseptic technique, vital sign measurement, nasal feeding, catheterization, intramuscular injection and intravenous infusion) were selected in the SBME group as carrier experiment for scenario simulation teaching. After the end of the teaching, the teaching results were evaluated by questionnaire survey, theoretical knowledge assessment, experimental operation assessment and direct observation of procedural skills. SPSS 19.0 was used to perform the t-test.@*Results@#Examination results showed that the good rate and excellent rate in students of 2016 batch were 71.21% and 16.67%, respectively; the good and excellent rate in students of 2015 batch were 55.71% and 1.43%, respectively; theoretical and operational scores in students of 2016 batch were significantly higher than those in students of 2015 batch (P<0.05). According to the questionnaire, 91.0% students in the simulation teaching group believed that the simulation teaching was beneficial to auxiliary learning, 75.8% liked simulation teaching, and 83.3% thought that simulation teaching was able to stimulate their interest in learning; among teachers, 78.94% believed that this method could improve students' ability to analyze and solve problems, 84.21% thought that this method could stimulate students' interest in learning, and 89.48% considered that this method could make students listen carefully.@*Conclusion@#Applying the simulation teaching to the experiment teaching of Basic Nursing can effectively improve the teaching quality and teaching effect.

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Objective To investigate the effect of simulation based medical education (SBME) on the experimental teaching of Basic Nursing . Methods A total of 61 four-year undergraduate nursing students in 2015 batch (classic teaching group) and 66 four-year undergraduate nursing students in 2016 batch (simulation teaching group) were selected. Six experiments (aseptic technique, vital sign measurement, nasal feeding, catheterization, intramuscular injection and intravenous infusion) were selected in the SBME group as carrier experiment for scenario simulation teaching. After the end of the teaching, the teaching results were evaluated by questionnaire survey, theoretical knowledge assessment, experimental operation assessment and direct observation of procedural skills. SPSS 19.0 was used to perform the t-test. Results Examination results showed that the good rate and excellent rate in students of 2016 batch were 71.21％and 16.67％, respectively; the good and excellent rate in students of 2015 batch were 55.71％ and 1.43％, respectively; theoretical and operational scores in students of 2016 batch were significantly higher than those in students of 2015 batch (P<0.05). According to the questionnaire, 91.0％students in the simulation teaching group believed that the simulation teaching was beneficial to auxiliary learning, 75.8％liked simulation teaching, and 83 . 3％ thought that simulation teaching was able to stimulate their interest in learning; among teachers, 78.94％ believed that this method could improve students' ability to analyze and solve problems, 84.21％thought that this method could stimulate students' interest in learning, and 89.48％considered that this method could make students listen carefully. Conclusion Applying the simulation teaching to the experiment teaching of Basic Nursing can effectively improve the teaching quality and teaching effect.

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International evidence suggests nursing is not providing fundamental care consistently or adequately, resulting in poor outcomes for patients and healthcare systems. One possible reason for this inadequate care delivery is nursing education, with fundamental care often implicit or invisible in nursing curricula. To understand how best to teach fundamental care to pre-registration (pre-licensure) students, we developed and piloted a six-week intervention that incorporated into the first-year curriculum a more explicit focus on fundamental care. A conceptual fundamental care framework was used to guide students' learning, and clinical skills sessions were structured to reinforce the framework's conceptual understanding and enable students to practice delivering fundamental care in an integrated manner. The intervention's impact was explored via a pre-post survey and focus groups. The survey demonstrated that the intervention did not affect students' ability to identify patients' fundamental care needs; however, focus groups showed the intervention assisted students in understanding the complexity of fundamental care and its importance to patients' experiences. The pilot provides preliminary evidence on the importance of embedding fundamental care into nursing curricula early and explicitly, and emphasising the integrated nature of such care, particularly through structured debriefs, consistent terminology, and opportunities for students to experience care as a patient.

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AIMS AND OBJECTIVES: To investigate how fundamental aspects of nursing care have been defined in the literature from 2010-2016. BACKGROUND: A 2010 narrative review of nursing texts identified little consensus on what constitutes the fundamental aspects of nursing care. Since then there has been a proliferation of policies, strategic frameworks and research teams dedicated to investigating such care. It is unclear whether this increased activity has led to greater conceptual clarity. DESIGN: Scoping review using the Joanna Briggs Institute methodology. METHODS: A search of published and grey literature was undertaken using CINAHL, Scopus, PubMed and ProQuest. Documents providing a definition for fundamental aspects of nursing care were included for review. Definitions were identified and mapped. RESULTS: Forty-nine documents were included. Two ways of constructing the discourse around fundamental aspects of nursing care were identified: compassionate care (n = 25) and fundamentals of care (n = 24). The literature on compassionate care focused primarily on the moral attributes of nurses and their ability to establish meaningful connections with patients. The literature on fundamentals of care was split between describing such care as a list of nursing activities and describing it as a complex, multidimensional construct. CONCLUSIONS: There appears to be a lack of consensus around how fundamental aspects of nursing care are defined. Compassionate care and fundamentals of care have commonalities in terms of emphasising the nurse-patient relationship; however, only the literature on fundamentals of care addresses patients' physical care needs. Despite their commonalities, it seems the two bodies of work are being developed largely independent of one another. RELEVANCE TO CLINICAL PRACTICE: This scoping review identified areas of convergence and divergence around fundamental aspects of nursing care. An agreed definition for such care is needed to enable the development of a robust evidence base to underpin the coherent and consistent development of nursing practice.

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AIMS AND OBJECTIVES: To explore the perspectives of nursing students on their education concerning basic nursing care, learned either during theoretical education or clinical placement, with a specific focus on nutrition and communication. BACKGROUND: Basic care activities lie at the core of nursing, but are ill-informed by evidence and often poorly delivered. Nursing students' education on basic care might be lacking, and the question remains how they learn to deliver basic care in clinical practice. DESIGN: Descriptive study, using an online questionnaire. METHODS: Nursing students at the vocational and bachelor level of six nursing schools in the Netherlands were invited to complete an online questionnaire regarding their perception of basic nursing care education in general (both theoretical education and clinical placement) and specifically in relation to nutrition and communication. RESULTS: Nursing students (n = 226 bachelor students, n = 30 vocational students) completed the questionnaire. Most students reported that they learned more about basic nursing care during clinical placement than during theoretical education. Vocational students also reported learning more about basic nursing care in both theoretical education and clinical practice than bachelor students. In terms of nutrition, low numbers of students from both education levels reported learning about nutrition protocols and guidelines during theoretical education. In terms of communication, vocational students indicated that they learned more about different aspects of communication during clinical practice than theoretical education and were also more likely to learn about communication (in both theoretical education and clinical practice) than were bachelor students. CONCLUSION: Basic nursing care seems to be largely invisible in nursing education, especially at the bachelor level and during theoretical education. RELEVANCE TO CLINICAL PRACTICE: Improved basic nursing care will enhance nurse-sensitive outcomes and patient satisfaction and will contribute to lower healthcare costs. This study shows that there is scope within current nurse education in the Netherlands to focus more systematically and explicitly on basic nursing care.

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AIMS AND OBJECTIVES: To describe and discuss the "Basic Care Revisited" (BCR) research programme, a collaborative initiative that contributes to evidence-based basic nursing care and raises awareness about the importance of basic nursing care activities. BACKGROUND: While basic nursing care serves nearly all people at some point in their lifetime, it is poorly informed by evidence. There is a need to prioritise and evaluate basic nursing care activities to improve patient outcomes and improve the quality of care. DESIGN: Discussion paper METHOD: The discussion presented in this paper is based on nursing literature and theory and supported by the authors' clinical and research experiences. We present the developmental process and content of a research programme called "Basic Care Revisited" (BCR) as a solution to move forward and improve basic nursing care. DISCUSSION: To prioritise basic nursing care, we propose a research programme entitled "Basic Care Revisited" that aims to create awareness and expand knowledge on evidence-based basic nursing care by addressing four basic nursing care themes (bathing and dressing, communication, mobility, and nutrition) in different settings. The paper discusses a pathway to create a sustainable and productive research collaborative on basic nursing care and addresses issues to build research capacity. RELEVANCE TO CLINICAL PRACTICE: Revaluation of these important nursing activities will not only positively influence patient outcomes, but also have an impact on staff outcomes and organisational outcomes.

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