Beverley Copnell

This scoping review synthesizes the literature exploring nurses' and midwives' perceptions of medication errors in infants and children, with a focus on factors contributing to errors and barriers to reporting them. The Joanna Briggs Institute guidelines for conducting scoping reviews were followed. Seven databases were searched for studies published in English. Two independent reviewers completed the screening; a third reviewer resolved disagreements. Data were categorized and synthesized into a narrative summary. A total of 1307 records were initially identified, and 34 studies were included. Only two studies included midwives as participants, neither of which reported midwives' data separately from nurses. Factors contributing to medication errors included insufficient resources and interruptions, with nurses' workload cited most often. Barriers to reporting errors included negative feelings and nurses' fear of losing their practicing license. Nurses perceive that medication errors occur in their workplace and hospitals likely have different protocols for reporting and managing medication errors. There is a need for further research in diverse economic settings and an investigation into midwives' perceptions to enhance error reporting and management strategies. This review emphasizes the crucial role nurses and midwives play in preventing and reporting pediatric medication errors. The findings also suggest administrators should address workload pressures, resource shortages, and cultural barriers. A significant amount of attention is needed on midwives' perspectives; integrating them into medication safety initiatives and policy development, which would strengthen medication safety practices.

Background: Master's degrees for nurses have various foci including clinical practice, leadership and education, with some programs consisting of coursework, while others offer hybrid study that combines coursework and research. Multiple formats are associated with offering the research component. The research component is often termed the minor thesis. Limited knowledge exists regarding the supervision of the research component.Aim(s): To capture the practices and perspectives of experienced nurse academics regarding effective supervision of the masters‐level minor thesis in nursing coursework master degrees.The Study: Design: Qualitative descriptive.Methods: Semi‐structured interviews with 28 experienced nurse academics recruited from 15 Australian and three New Zealand universities linked to the Council of Deans in Australia and New Zealand. Inclusion criteria were having experience of supervising masters‐level minor theses and higher degrees. Interviews were face‐to‐face using the internet platform Zoom©. Thematic analysis was undertaken.Findings: The analysis revealed three themes and associated sub‐themes: (i) establishing the framework (setting up the student's research; building the student–supervisor relationship; setting clear expectations), (ii) supervisors' knowledge and actions: driving for success (supervisors' knowledge for a satisfactory and timely outcome; supervisors' actions to develop students' capabilities; supervisors' actions of drawing in other expertise) and (iii) supervisor savviness: Attending to the finer points of supervision for student success (using your attributes as a supervisor; being savvy to teach and engage students; creatively seeking a smooth process for student success).Conclusion: The findings highlight three themes crucial to effective supervision of masters‐level minor theses in nursing: Establishing a strong research framework, emphasizing supervisors' knowledge and proactive engagement and attending to nuanced aspects of supervision for student success. These insights contribute to deeper understanding of the multifaceted nature of supervising minor theses, providing a valuable foundation for refining supervisory practices and enhancing the educational experience within coursework nursing master degree programs.Implications for the Profession and/or Patient Care: The findings highlight the supervisors' pivotal practices in guiding students through the minor thesis. These insights will be useful for inexperienced and experienced supervisors and for degree program directors. The findings should inform supervision training and supervision practices in the future.Impact: The study addressed a gap in knowledge about what experienced supervisors do to be effective and achieve success in the research component in a hybrid master degree for registered nurses. Effective supervision for student success in the minor thesis requires supervisors to establish and maintain a project and supervisory framework with appropriate boundaries and that is attuned to both the supervisor and student capabilities and preferences. Supervisors have an active role in directing the focus, scale and scope of a minor theses in keeping with university requirements and the short timeframe. Supervisors pay attention to the development of multiple student literacies (research, academic, professional, feedback and cultural) as core aspects of the masters research journey. Supervisors use their savviness and customize supervision to student contexts and capabilities as they guide development to achieve student success. The research findings have implications for targeted supervisor training and enhancing educational strategies for research supervision of minor thesis students. Reporting Method: COREQ reporting was adhered to as the relevant EQUATOR guideline.Patient or Public Contribution: No patient or public contribution.