Literature Collection

AIM: To explore the experiences of Emergency Department nurses when caring for patients presenting to the Emergency Department with mental health issues. DESIGN: Qualitative descriptive study. METHODS: Ten nurses with experience caring for mental health patients participated in face-to-face, semi-structured interviews. Nurses were recruited if they were employed at a single tertiary Emergency Department in the Northern Territory, Australia. Interviews were audio-recorded, transcribed, and analysed using thematic analysis. The COREQ checklist guided reporting. RESULTS: The four key themes were: systemic factors; emotional impact and staff culture; influence of communication; education and training. Systemic factors, such as overcrowding, staff shortages, long stays, and unsuitable Emergency Department environments, restricted therapeutic care and increased patient distress. The emotional impact of caring for mental health patients, combined with reactive workplace culture and stigma, contributed to moral distress and burnout. Clear communication and teamwork supported care, while limited mental health education left nurses underprepared and reliant on informal learning. Participants emphasised the need for clear protocols, targeted training, and structured support to enhance patient outcomes, nurse confidence, and well-being. CONCLUSION: Emergency Department nurses face systemic, cultural, and educational barriers that compromise patient care while contributing to stress, fatigue, and burnout. Addressing these challenges through integrated care pathways, targeted education, and staff support is essential to improve patient outcomes and sustain the nursing workforce. IMPLICATIONS FOR PRACTICE: Data from this study identifies there is an urgent need to implement practical strategies to reduce challenges for nurses in caring for patients presenting to the ED with mental health issues. IMPACT: This study revealed that systemic pressures, emotional fatigue, and limited training hinder effective care. This research can inform hospital leaders, policymakers, and educators to improve support, training, and care pathways within ED settings. REPORTING METHOD: The authors have adhered to the COnsolidated criteria for REporting Qualitative research (COREQ). PATIENT OR PUBLIC CONTRIBUTION: No patient or public contribution was made.

BackgroundThe understanding, appreciation, and application of integrated healthcare by health professional students can shape future health promotion and intervention strategies. This involves blending nutrition, lifestyle, and conventional medical approaches from educational curricula to the professional practice arena.AimsTo assess targeted healthcare students from three institutions for associations between demographics and survey parameters of knowledge, attitudes, and practices regarding nutrition and integrated healthcare approaches, and to evaluate students' prospects for integrating lifestyle-based and conventional healthcare approaches, within the context of the Knowledge-Attitude-Practice (KAP) model.MethodsSurvey questions and responses based on a previously validated electronic questionnaire were used to evaluate university-level healthcare students enrolled in the nutrition (n = 92) and nursing (n = 195) disciplines. Demographic data were analyzed alongside scored items assessing knowledge, attitudes, and practices. Descriptive statistics, chi-square tests, Kruskal-Wallis tests, Dunn-Bonferroni tests, Spearman's rho, and partial correlations were conducted.ResultsMost students demonstrated high overall knowledge (74%), attitude (93%), and practice (84%) scores. However, significant differences (p < 0.05) in the knowledge scores were observed across institutions, academic levels, and disciplines. Although relatively weak, knowledge had a significant and positive relationship with attitude (rho = 0.263, < 0.001), but not with practice. The strength of relationships was moderated by controlling for socio-demographic factors such as specific degree/discipline, institutional and environmental context, race, religion, and age.ConclusionThe findings of this study highlight the benefits of using KAP-based learning outcomes for healthcare training programs and demonstrate its relevance in informing tailored educational strategies and clinical interventions and policy initiatives that support integrated healthcare approaches.

Obesity management in primary care should begin with lifestyle interventions for patients ready to engage in behavior change. Using the 5As counseling model (assess, advise, agree, assist, arrange) in a patient-centered, nonjudgmental manner enhances motivation and adherence. Comprehensive lifestyle interventions (combining reduced caloric intake, increased physical activity, and behavioral changes) are most effective, typically achieving 5% to 10% weight loss over 6 months. Physicians should refer patients to multidisciplinary programs when possible or recommend digital or commercial alternatives with personalized feedback. Key components include setting specific, measurable, achievable, relevant, and time-based (SMART) goals; calculating caloric deficits; and promoting self-monitoring. Various dietary approaches can be effective and should be tailored to patient preferences. Physical activity lasting at least 150 minutes per week at moderate intensity or at least 75 minutes per week of vigorous activity is recommended. Digital tools (eg, apps, wearable trackers) can enhance engagement and outcomes. Physicians should also address barriers such as food insecurity, time constraints, and lack of support. Although adjunctive strategies such as sleep optimization and workplace modifications may be beneficial, they should not replace core lifestyle changes.