24^th World Nursing Education Conference September 19-20, 2022 Brisbane, Australia

There has never been a greater demand for nursing education research in recent history. Basic and advanced nursing practices are being defined by the new competences alluded to above and addressed in the next part as health care reform proceeds, yet there is essentially little evidence to support the teaching methodologies employed in nursing education. Furthermore, despite the fact that clinical education accounts for the majority of nurses' educational costs, little research has focused on clinical education models or clinical experiences that can help students obtain these abilities.
 Multidisciplinary research training programs, including postdoctoral training to prepare a cadre of nurses dedicated to developing the science of nursing education; and Efforts to foster the development of PhD programs with faculty expertise to mentor a new generation of nursing education researchers, possibly through mechanisms through the Health Resources and Services Administration.

The Hospital Employee Education and Training (HEET) program was created in collaboration with the Service Employees International Union's 1199NW local affiliate and the Washington State Hospital Association Work Force Institute to help address nursing and nursing-related job shortages by educating and upgrading incumbent workers. The Washington State Board for Community and Technical Colleges is in charge of the program. HEET-funded programs across the state support industry-based education reform, including the planning and completion of nursing career ladder programs. HEET aims to create educational opportunities that support both company needs and health care professionals' career goals. Cohort-based programs, distance learning, workplace classes, utilization of a simulation laboratory for nursing prerequisites, case management, tutoring support for those reentering academia, and atypical class scheduling are among the characteristics.

Technology has a huge impact on our daily lives, as well as practice, education, administration, and research. In nursing education, outcome-oriented education is now being emphasized over process-based learning, for example, through skill-based techniques, evidence-based techniques in education, providing students with a rich learning journey rather than traditional lecture models, and incorporating evolved learning technologies into many programs. All of these approaches face the same key challenge: how to combine the art and science of caring with readily available technology such that caring remains concentrated on humans.

High-fidelity simulation, or the use of electronic mannequins that can portray a wide range of patient conditions, could be the future of nursing education. These high-fidelity simulation laboratories demonstrate an effective way for nurses to practice the skills needed to care for challenging, life-threatening situations, drill for emergency preparation, or work cooperatively with a team of health care providers.

A higher degree of competence and understanding in nursing practice comes with more revolution in nursing education. There is a growing demand for nursing educators who can instill transformative leadership in the profession through the use of simulation and other training methodologies.

The nursing profession has a number of obstacles in serving the evolving needs of patients and the health-care system. The underrepresentation of racial and ethnic minority groups, as well as men, in the nursing industry is a major issue. The nursing workforce will need to diversify in order to better fulfill the public's present and future health demands, as well as deliver more culturally sensitive care. To meet this demand, efforts to improve nurses' educational achievement must place a focus on improving the diversity of the student body. This is an important issue that should be addressed at all stages of nursing education.

The goal of expanding science knowledge is to provide better patient care, improve health, and evaluate outcomes. Meeting the nation's expanding health-care needs will require continuous advancements in the science of delivering effective treatment to people and populations and developing health systems, in addition to an appropriate supply of competent nurses. Nurse scientists play an important role in the discovery and translation of information created by nurses and other health professionals. Nurse scientists will be required to carry out this critical work, which will necessitate a steady supply of support. Nurse scientists' research has resulted in numerous fundamental advancements in the delivery of care.

Cardiac nurses have particular knowledge in this field and care for patients with cardiovascular disease or health concerns related to the heart. They are in charge of monitoring indicators, managing symptoms, resolving clinical requirements, and giving the patient and their family with appropriate support and education.

Nurses who work with seriously ill or injured patients who require constant monitoring and care are known as critical care nurses. They are in charge of caring for patients with potentially deadly illnesses and adhering to the treatment plan for the best results.

Clinical nursing professionals are educated at the master's level in universities. Their clinical training focuses on specific specializations like neurology, cardiology, rehabilitation, or psychiatry. Clinical nursing specialists can either give direct care to patients with complex nursing requirements or consult with generalist nurses. Continuing staff education programs are also directed by clinical nursing specialists. Although some clinical nursing specialists establish independent practices, they usually work in hospitals and outpatient clinics.

Women's health, particularly that of pregnant and childrearing women (commonly referred to as maternal-child nursing), has long been a nursing priority. Nurses collaborated with national and local governments, private organizations, and other concerned professionals as early as the 1920s to guarantee that mothers and children received adequate nutrition, social support, and medical treatment. Later, nurses began collaborating with national and international organizations to ensure that all people have access to adequate health care, respect for human rights, protection from violence, quality reproductive health services, and nutritional and educational support.

The work of nurses in community settings is referred to as community health nursing, which has a variety of names. Community health nurses have been referred to as district nurses, visiting nurses, public health nurses, home-care nurses, and community health nurses throughout history and in various parts of the world. The most popular titles used by nurses whose practices focus on promoting and safeguarding population health are community health nursing and public health nursing. Community health nursing practices are informed by knowledge from the nursing, social, and public health sciences.

ANP positions have developed in response to changing client and societal requirements, as well as trends in health-care delivery. Although advanced nursing practice is within the regulated area of nursing practice, advanced practice nurses are continually pushing the boundaries of nursing practice. The Canadian Nurses Association (CNA) and jurisdictional members, including ARNNL, have endorsed the concepts outlined in Advanced Nursing Practice - A National Framework on a national basis (2002). This document defines Advanced Nursing Practice and lists nine ANP qualities that must be present for a practice to be termed advanced. In this approach, the CNA ANP framework helps to define the extent of nursing practice's boundaries.

Individual practitioners (e.g., regional nurses) or members of specialist teams (e.g., the Neonatal Resuscitation Team) may be needed to conduct competencies outside of an agency's recognized scope of nursing practice in certain circumstances. This should only be done in an emergency or unforeseen situation where no other qualified health practitioner is available to do the task.
The competent agency(s) must give a general approval to allow for the unexpected performance of competences not classified as nursing practice in emergency and/or unique conditions. This approval is context specific and not transferable. Registered nurses employed in situations or jobs where they may be expected to conduct competences that are not defined as nursing practice must adopt policies and procedures to give direction to nurses in these scenarios. Direction and authorization can be given through the use of interdisciplinary collaborative evaluation and treatment that has been approved by an agency.