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Journal articles on the topic 'Clinical nurses'
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Q.Y, QolbiNur, Nursalam Nursalam, and Ahsan Ahsan. "Knowledge and Skill in Relation to the Speed and Accuracy of the Nurses When Assessing Using an Early Warning System (EWS)." Jurnal Ners 15, no. 1Sp (July 7, 2020): 531–37. http://dx.doi.org/10.20473/jn.v15i1sp.20522.
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Introduction: Errors when filling in or interpreting the results of the EWS assessment causes delays and inaccuracies for the nurses when providing a clinical response. The aim of this study was to explain the relationship between the nurse’s knowledge and skill with the speed and accuracy of the nurse when assessing via EWS.Methods: This study used a correlation design with a cross-sectional approach. The sample consisted of 104 nurses working in the inpatient ward of internal medicine according to the inclusion criteria. The sample was obtained through purposive sampling. The independent variable was the nurses’ knowledge and skill while the dependent variable was the nurse’s speed and accuracy when assessing using the EWS. The instruments used were questionnaires and observation sheets. The data was analyzed using Spearman Rho.Results: The results of the study showed that there was a very strong correlation between the knowledge-accuracy of the nurses when assessing using the EWS (r = 0.805; p = 0.000) and the nurse's skill-accuracy when assessing using the EWS (r = 0.823; p = 0.000). There was a strong correlation between the knowledge-speed of nurses assessing using the EWS (r = 0.269; p = 0.006) and the nurse's skill and speed when assessing using the EWS (r = 0.262; p = 0.007).Conclusion: The nurse’s knowledge and skill has a stronger relationship with accuracy when assessing using the EWS when compared to the nurses' speed.
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English, Darlene, and Marilyn Marcontel. "A Handbook for Student Nurses to Guide Clinical Experiences in the School Setting." Journal of School Nursing 17, no. 4 (August 2001): 213–17. http://dx.doi.org/10.1177/10598405010170040801.
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For more than 30 years, nursing students have had the opportunity to have clinical experiences related to their course requirements in the Dallas Public Schools. The Dallas Independent School District School Health Services Department staff provide an orientation to student nurses before their first day in the school clinic. To enhance their learning experience and clarify the regulations and expectations for student nurses, a handbook was prepared for the use of school nurses and the students. The Basic Health Care for the School-age Child: A Handbook for Student Nurses outlines the use of the school as a clinical experience setting. Another purpose for the handbook is to reduce the stress of this clinical rotation for the student nurse and for the staff nurse who serves as the student nurse’s preceptor. This article describes the development of the expectations for the clinical experience and the information included in the handbook. An outline of the material included in each section is presented to provide ideas for school nurses who provide or are considering providing a rotation for student nurses in their schools.
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Uhrenfeldt, Lisbeth, and Elisabeth O. C. Hall. "Clinical Wisdom Among Proficient Nurses." Nursing Ethics 14, no. 3 (May 2007): 387–98. http://dx.doi.org/10.1177/0969733007075886.
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This article examines clinical wisdom, which has emerged from a broader study about nurse managers' influence on proficient registered nurse turnover and retention. The purpose of the study was to increase understanding of proficient nurses' experience and clinical practice by giving voice to the nurses themselves, and to look for differences in their practice. This was a qualitative study based on semistructured interviews followed by analysis founded on Gadamerian hermeneutics. The article describes how proficient nurses experience their practice. Proficient practice constitutes clinical wisdom based on responsibility, thinking and ethical discernment, and a drive for action. The study showed that poor working conditions cause proficient nurses to regress to non-proficient performance. Further studies are recommended to allow deeper searching into the area of working conditions and their relationship to lack of nurse proficiency.
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Larkin, Mary E., Brian Beardslee, Enrico Cagliero, Catherine A. Griffith, Kerry Milaszewski, Marielle T. Mugford, Joanna M. Myerson, et al. "Ethical challenges experienced by clinical research nurses:: A qualitative study." Nursing Ethics 26, no. 1 (March 1, 2017): 172–84. http://dx.doi.org/10.1177/0969733017693441.
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Background: Clinical investigation is a growing field employing increasing numbers of nurses. This has created a new specialty practice defined by aspects unique to nursing in a clinical research context: the objectives (to implement research protocols and advance science), setting (research facilities), and nature of the nurse–participant relationship. The clinical research nurse role may give rise to feelings of ethical conflict between aspects of protocol implementation and the duty of patient advocacy, a primary nursing responsibility. Little is known about whether research nurses experience unique ethical challenges distinct from those experienced by nurses in traditional patient-care settings. Research objectives: The purpose of the study was to describe the nature of ethical challenges experienced by clinical research nurses within the context of their practice. Research design: The study utilized a qualitative descriptive design with individual interviews. Participants and research context: Participating nurses (N = 12) self-identified as having experienced ethical challenges during screening. The majority were Caucasian (90%), female (83%), and worked in outpatient settings (67%). Approximately 50% had > 10 years of research experience. Ethical considerations: The human subjects review board approved the study. Written informed consent was obtained. Findings: Predominant themes were revealed: (1) the inability to provide a probable good, or/do no harm, and (2) dual obligations (identity as a nurse vs a research nurse). The following patterns and subthemes emerged: conflicted allegiances between protocol implementation, needs of the participant, desire to advance science, and tension between the nurse–patient therapeutic relationship versus the research relationship. Discussion: Participants described ethical challenges specific to the research role. The issues are central to the nurse–participant relationship, patient advocacy, the nurse’s role in implementing protocols, and/or advancing science. Conclusion: Ethical challenges related to the specialized role of clinical research nurses were identified. More research is warranted to fully understand their nature and frequency and to identify support systems for resolution.
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Barton, Thomas David. "Nurse practitioners - or advanced clinical nurses?" British Journal of Nursing 15, no. 7 (April 2006): 370–76. http://dx.doi.org/10.12968/bjon.2006.15.7.20899.
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Mohamed, Fatma R., and Hanaa Mohamed Ahmed. "Clinical supervision factors as perceived by the nursing staff." Journal of Nursing Education and Practice 9, no. 6 (March 6, 2019): 67. http://dx.doi.org/10.5430/jnep.v9n6p67.
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Objective: Assess clinical supervision factors as perceived by nurses and first line nurse managers at Assiut University Hospital, and explore the relationships among personal characteristics and clinical supervision factors of studied nurses and first line nurse managers.Methods: A descriptive design was utilized in Medical and Surgical departments at Assiut University Hospital for A convenience sample of first line nurse managers (N = 30) and nurses (N = 151) by using study tools for nurses included two parts: 1) personal characteristics data sheet; 2) clinical supervision factors, and Study tool for first line nurse managers included two parts: 1) personal characteristics data sheet; 2) clinical supervision factors.Results: The highest mean scores were in trust and rapport & Supervisor advice and support of clinical supervision factors among the studied nurses. While among first line nurse managers' the highest mean scores were in improved care and skills & personal issues and reflection of clinical supervision factors.Conclusions: The most important clinical supervision factors which had the positive correlations were between finding time and ward atmosphere with age & years of experience with importance and value of clinical supervision among the studied first line nurse managers, while there was a negative significant correlation between age and trust and rapport & leadership style of the ward manager among the studied nurses. Nurse Managers should direct, monitor and evaluate the staff nurses through scientific standards of supervision as recommendation for the study results.
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Ziehm, Scott, and Dorrie K. Fontaine. "Clinical Faculty." AACN Advanced Critical Care 20, no. 1 (January 1, 2009): 71–81. http://dx.doi.org/10.4037/15597768-2009-1009.
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There has never been a more urgent time for clinically expert nurses to consider the clinical faculty role. Whether they are making a full-time “leap” into academia or combining a successful staff nurse role with a part-time clinical teaching position, nurses should consider teaching as a good career move. Practical tips and resources are described for making the transition into a clinical faculty role a smooth one.
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Eckardt, Patricia, Marilyn J. Hammer, Margaret Barton-Burke, Margaret McCabe, Christine T. Kovner, Liza Behrens, Heather Reens, and Barry S. Coller. "All nurses need to be research nurses." Journal of Clinical and Translational Science 1, no. 5 (October 2017): 269–70. http://dx.doi.org/10.1017/cts.2017.294.
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IntroductionNurses are critical to the research enterprise. However all nurses are not prepared to participate as members of the research team since education and training in clinical research nursing and nurse-specific Good Clinical Practice are not consistently included in nursing curricula. The lack of nurse education and training in clinical research and Good Clinical Practice leaves research participants vulnerable with a nursing workforce that is not prepared to balance fidelity to protocol and patient quality care and safety.MethodsA collaborative network of nurses within Clinical and Translational Science Awards and beyond was established to address this education and training need. Over a 2-year period, using expert opinion, Delphi methods, and measures of validity and reliability the team constructed curriculum and knowledge test items.ResultsA pilot modular electronic curriculum, including knowledge pretest and post-tests, in clinical research nursing and nurse-specific Good Clinical Practice competencies was developed.ConclusionsAs the scope and setting of clinical research changes, it is likely that all practicing nurses, regardless of their practice setting or specialty, will care for patients on research protocol, making all nurses, in essence, clinical research nurses. The curriculum developed by this protocol will address that workforce education and training need.
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Safan, Sanaa Moustafa, Amal Refat Gab Allah, and Rehab Abd Allah Nassar. "Clinical supervision coaching program for head nurses and its relation to their professional identity." Clinical Nursing Studies 8, no. 1 (February 19, 2020): 41. http://dx.doi.org/10.5430/cns.v8n1p41.
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Background: While formal education and training establish the basis for new leadership roles, coaching helps the nurse manager to put this training into use.Aim: To explore the effect of clinical supervision coaching program in relation to head nurses’ professional identity.Methods: Quasi-experimental research design was employed in conducting the study. This study was conducted at Menoufia University Hospitals, Egypt. A group of (41) head nurses and a group of (205) staff nurses were selected for this study. Three tools were used; Knowledge questionnaire about clinical supervision, clinical supervision effectiveness scale and professional identity questionnaire.Results: The majority of the studied head nurses had inadequate levels of knowledge (95.1%) and clinical supervision effectiveness (65.9%) at the pre coaching phase and had significantly improved in the post and follow up phases. Professional identity was also low (80.5%) at the pre coaching phase and had significantly improved after coaching.Conclusions: There was a positive correlation between the head nurse’s clinical supervision knowledge and effectiveness and their professional identity at all study phases. Coaching was effective in improving clinical supervision and professional identity.Implications: It is recommended that coaching be used to support head nurses in a wide range of situations: orientation as a new nurse manager, support during role transitions, during new initiatives and during changing responsibilities as well as for ongoing development and succession planning that maximize their professional capabilities.
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Zolkefli, Yusrita, and Sadeq AL-Fayyadh. "Recognising and Managing Clinical Nurses’ Frustration." Malaysian Journal of Nursing 14, no. 02 (2022): 157–58. http://dx.doi.org/10.31674/mjn.2022.v14i02.026.
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The letter focuses on a recent study in the Malaysian Journal of Nursing that illuminates nurses' accounts of workplace frustrations. We read the article “The experiences of nurse’s frustrations in clinical settings” by Garces-Cabanas and Dano (2022) with mixed emotions. This important facet of nursing illustrates a concerted attempt to uncover and address the story of work-related difficulties experienced by the younger generation, sometimes known as millennial nurses, in the nursing profession. We are cognisant that nurses face several challenges and expectations at work. The article goes into great length on the frustrating experiences nurses encounter and how they are managed.
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Parchment, Joy, and Allan Stinson. "Clinical Nurses." Nursing Administration Quarterly 44, no. 3 (July 2020): 235–43. http://dx.doi.org/10.1097/naq.0000000000000423.
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Roberts,, Deborah, and Teresa Morton,. "A Clinical Retrospective on Nurse-to-Nurse Caring." International Journal of Human Caring 13, no. 3 (April 2009): 14–21. http://dx.doi.org/10.20467/1091-5710.13.3.14.
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This narrative of practice illuminates the manifestation of nurse-to-nurse caring. As clinical leaders, the authors witnessed nurses assuming shared accountability and responsibility consistent with the values of the profession. Perhaps one magnetizes into their lives whatever one holds dear in thought. The authors esteem and are in awe of the basic goodness of nurse-to-nurse caring within the clinical practice environment. The utility of Jean Watson’s caring theory provides an established structure and language to describe and support the reminiscence. Failure to chronicle and make explicit the concept of caring across the multigenerational workforce renders nurses’ efforts, investments, and contributions invisible to others. Such insight may be particularly salient at this time for nurses, patients, and leaders within today’s complex healthcare system.
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KULA ŞAHİN, SENNUR, Nihal SUNAL, and İnsaf ALTUN. "Nursing Student’s Competence in Clinical Education." Gevher Nesibe Journal IESDR 6, no. 14 (September 25, 2021): 45–50. http://dx.doi.org/10.46648/gnj.255.
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Background & Aim: Assessing nursing students' competence in clinical education provides information about students' learning outcomes. Having a good the academic competence in clinical learning has always been desirable for student nurses. However, there are very few scales and studies examining the academic competence of student nurses. The aim of this study is to assess learning outcomes in Turkish student nurses using the clinical education assessment tool (AssCE). Methods: A descriptive data form, and the AssCE tool were used to collect data. Intern nursing students' clinical education was evaluated by the clinical nurse instructors using the AssCE tool. Results: The mean age of the student nurses was 22.3±0.5 years (range: 22-24 years), 90.1 % (n=81) of the students were woman, all of these were fourth-year nursing students. The mean score of AssCE was 3.99±0.71; ranging from 3.43 to 4.19.According to the instructors of the nursing students, they are highly reflectng their competencewith their own self knowledge 49.4%, ethical awarenes 46.9%, safety awareness 46.97%, scientific awareness 45.7% and their own carries out nursing care measures 34.4%. Conclusion: According to clinical instructors in the study, student nurses performed at a "good" level. It is recommended that student nurses should be supported to improve their skills and knowledge in order to improve their nursing performance. Keywords: The Clinical Education Assessment tool (AssCE), student nurse, clinical competence, nursing.
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Miller, Elizabeth M., and Pamela D. Hill. "Intuition in Clinical Decision Making: Differences Among Practicing Nurses." Journal of Holistic Nursing 36, no. 4 (August 23, 2017): 318–29. http://dx.doi.org/10.1177/0898010117725428.
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Purpose: To examine the relationships and differences in the use of intuition among three categories of practicing nurses from various clinical units at a medical center in the Midwest. Design: Descriptive, correlational, cross-sectional, prospective design. Method: Three categories of nurses were based on the clinical unit: medical/surgical nurses ( n = 42), step-down/progressive care nurses ( n = 32), and critical care nurses ( n = 24). Participants were e-mailed the Rew Intuitive Judgment Scale (RIJS) via their employee e-mail to measure intuition in clinical practice. Participants were also asked to rate themselves according to Benner’s (novice to expert) proficiency levels. Findings: Nurses practicing at higher self-reported proficiency levels, as defined by Benner, scored higher on the RIJS. More years of clinical experience were associated with higher self-reported levels of nursing proficiency and higher scores on the RIJS. There were no differences in intuition scores among the three categories of nurses. Conclusion: Nurses have many options, such as the nursing process, evidence-based clinical decision-making pathways, protocols, and intuition to aid them in the clinical decision-making process. Nurse educators and development professionals have a responsibility to recognize and embrace the multiple thought processes used by the nurse to better the nursing profession and positively affect patient outcomes.
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Lee, Hyunjung, Hyoung Eun Chang, and Jiyeon Ha. "Nurses’ Clinical Work Experience during Pregnancy." Healthcare 9, no. 1 (December 24, 2020): 16. http://dx.doi.org/10.3390/healthcare9010016.
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The working environment of nurses contains numerous hazards that can be particularly harmful to pregnant women. In addition, pregnancy-induced changes can themselves cause discomfort. Therefore, it is necessary to analyze pregnant nurses’ experiences of clinical work. This qualitative study analyzed data collected through in-depth interviews. From January to June in 2020, 12 shift-work nurses who had experienced pregnancy within three years were interviewed. The main question was “Could you describe your clinical work experience during pregnancy?” Qualitative data from field notes and transcriptions of the interviews were analyzed using Colaizzi’s method. Six categories were extracted that described the nurses’ clinical work experience during pregnancy, as follows: “enduring alone,” “organizational characteristics of nursing,” “risky work environment,” “strengths that sustain work during pregnancy,” “growth as a nurse,” and “methods to protect pregnant nurses.” Pregnant nurses experienced various difficulties due to physical and mental changes during pregnancy, and the clinical working environment did not provide them with adequate support. The findings of this study will be helpful for developing and implementing practical maternity protection policies and work guidelines.
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Gaudine, Alice, Sandra M. LeFort, Marianne Lamb, and Linda Thorne. "Clinical ethical conflicts of nurses and physicians." Nursing Ethics 18, no. 1 (January 2011): 9–19. http://dx.doi.org/10.1177/0969733010385532.
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Much of the literature on clinical ethical conflict has been specific to a specialty area or a particular patient group, as well as to a single profession. This study identifies themes of hospital nurses’ and physicians’ clinical ethical conflicts that cut across the spectrum of clinical specialty areas, and compares the themes identified by nurses with those identified by physicians. We interviewed 34 clinical nurses, 10 nurse managers and 31 physicians working at four different Canadian hospitals as part of a larger study on clinical ethics committees and nurses’ and physicians’ use of these committees. We describe nine themes of clinical ethical conflict that were common to both hospital nurses and physicians, and three themes that were specific to physicians. Following this, we suggest reasons for differences in nurses’ and physicians’ ethical conflicts and discuss implications for practice and research.
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Blaževičienė, Aurelija, Aurika Vanckavičienė, Renata Paukštaitiene, and Asta Baranauskaitė. "Nurse’s Role from Medical Students’ Perspective during Their Interprofessional Clinical Practice: Evidence from Lithuania." Healthcare 9, no. 8 (July 29, 2021): 963. http://dx.doi.org/10.3390/healthcare9080963.
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Background: Attitudes towards interprofessional education are key factors that shape students’ behaviour during interprofessional practice. An interprofessional approach to training and practice is “unique”, important, and challenging. Interprofessional education allows for a deeper understanding and analysis of problems from perspectives different to those of “us”. The aim of the study was to assess medical students’ attitudes toward the nurse’s role during their interprofessional clinical practice. Methods: This study used a descriptive, correlational design. Results: Lithuanian medical students were statistically significantly more likely to think that the role of a nurse was clear and transparent to other professionals and that nurses exuded a high degree of professionalism, sought a high degree of involvement with the patient, and built deep relationships with the patients. Foreign medical students were statistically significantly more likely to believe that nurses worked more effectively alone than in a team and that they worked with the patients within their own professional field of knowledge rather than referring patients to other professionals. Conclusions: After 6 months of interprofessional training with nurses in the hospital, medical students gain a more clear professional picture of the role of the nurse.
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Thandiacka, Mrs Ligy Joseph, and Dr Amarjit Kaur sandhu. "RESILIENCE AND ITS IMPORTANCE AMONG NURSES WORKING IN CLINICAL AREAS: A REVIEW OF LITERATURE." RESEARCH RESERVOIR 7, no. 1 (June 10, 2021): 100–103. http://dx.doi.org/10.47211/trr.2021.v07i01.017.
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This adaptive nature of nurses to cope to the ever-changing health care needs of patients is a prime characteristic of the profession. Nurses are able to adapt to changing needs of patients, health care organizations, policies, new diseases and pandemics. Currently in 2020, we had the COVID -19- virus pandemic, which saw the changing role of nurses for emergency management of the pandemic all around the world. There is an ever-emerging need to develop a resilient work force, which can cope with the challenging nature of health care, medicine and nursing. Objective: This paper explores previous research on nurse’s resilience during crisis, stress and its impact on using resilience on nurses and health care workers. Method: An electronic search strategy was conducted using the following databases: CINAHL, MEDLINE, Academic search complete, Psych INFO, Psych articles, and Psychology and Behavioral Science collection. Scholarly peer reviewed papers published in English were included. The key words ‘resilience’, stress’, or ‘Impact of stress’’, or ‘symptoms of stress’. ‘Prevalence of stress’ or ‘multiple symptoms’, ‘Stress and Resilience’ or ‘Stress and Nurse’ were combined to explore the symptoms and prevalence, impact of stress in nurses. Results: There are ten studies, which are reviewed here.
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Ginting, Liana, F. Sri Susilaningsih, Yayat Suryati, and Blacius Dedi. "Komparasi Kompetensi Kepemimpinan Klinis Perawat Primer Berdasarkan Perspektif Evaluasi Diri dan Evaluasi Kepala Ruangan." Jurnal Keperawatan Silampari 5, no. 2 (June 30, 2022): 1259–67. http://dx.doi.org/10.31539/jks.v5i2.3483.
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This study aims to examine the clinical leadership competence of primary nurses based on the perspective of self-evaluation and evaluation of the head of the room in the inpatient room at Immanuel Hospital, Bandung. This research method is a quantitative research using a comparative research design. The results showed that there was 1 component had an evaluation equation, namely the element of working together with other people both in the primary nurse self-evaluation and the evaluation of the head of the ward had good cooperation. Four components had different evaluation results between the primary nurse's self-evaluation and the evaluation of the head of the room, namely, self-quality, management of nursing care services, improving services, and determining direction. In conclusion, there are differences in the clinical leadership competence of primary nurses based on the primary nurse's self-evaluation with the evaluation of the head of the room.
Keywords: Self Evaluation, Head of Room Evaluation, Clinical Leadership, Primary Nurse
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Sinaga, Rosnancy Renolita, Donald Loffie Muntu, Sedia Simbolon, and Sri Susanty. "The spirituality and spiritual care of clinical nurses in Indonesia." International Journal of Public Health Science (IJPHS) 10, no. 3 (September 1, 2021): 551. http://dx.doi.org/10.11591/ijphs.v10i3.20906.
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This study aimed to investigate associated factors of spirituality and spiritual care in clinical nurses in Indonesia. Cross-sectional descriptive and correlational research designs were used in this study. Purposive sampling was applied among 204 participants in private hospitals, Medan and Bandung, Indonesia. The questionnaires consisted of demographic and characteristics information and the spirituality and spiritual care rating scale (SSCRS). Mann Whitney test was used to investigate associated factors of spirituality and spiritual care in clinical nurses in Indonesia. This study found that there was statistically significant between department with spirituality (p=0.017), receiving spiritual care lessons during nurse training with spiritual care (p=0.032), and receiving spiritual care lessons during nurse training (p=0.013) and educational background with nurses’ perception of spirituality and spiritual care (p=0.040). Receiving spiritual care lessons during nurse training, and educational background were statistically significant with spirituality and spiritual care in clinical nurses in Indonesia. The findings of this study provide information for clinical nurses and generally of nurses to understand the perception of spirituality and spiritual care in hospital for care patient in a hospital in Indonesia. It is also suggested that appropriate strategies to improve knowledge and perception of spirituality and spiritual care should be developed shortly.
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Kim, Ae Young, and In Ok Sim. "Communication Skills, Problem-Solving Ability, Understanding of Patients’ Conditions, and Nurse’s Perception of Professionalism among Clinical Nurses: A Structural Equation Model Analysis." International Journal of Environmental Research and Public Health 17, no. 13 (July 7, 2020): 4896. http://dx.doi.org/10.3390/ijerph17134896.
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This study was intended to confirm the structural relationship between clinical nurse communication skills, problem-solving ability, understanding of patients’ conditions, and nurse’s perception of professionalism. Due to changes in the healthcare environment, it is becoming difficult to meet the needs of patients, and it is becoming very important to improve the ability to perform professional nursing jobs to meet expectations. In this study method, structural model analysis was applied to identify factors influencing the perception of professionalism in nurses. The subjects of this study were 171 nurses working at general hospitals in city of Se, Ga, and Geu. Data analysis included frequency analysis, identification factor analysis, reliability analysis, measurement model analysis, model fit, and intervention effects. In the results of the study, nurse’s perception of professionalism was influenced by factors of communication skills and understanding of the patient’s condition, but not by their ability to solve problems. Understanding of patient’s condition had a mediating effect on communication skills and nursing awareness. Communication skills and understanding of the patient’s condition greatly influenced the nurse’s perception of professionalism. To improve the professionalism of clinical nurses, nursing managers need to emphasize communication skills and understanding of the patient’s condition. The purpose of this study was to provide a rationale for developing a program to improve job skills by strengthening the awareness of professional positions of clinical nurses to develop nursing quality of community.
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Kang, Jiwon, and Youngjin Lee. "Health-Related Factors Influencing Nurse Turnover by Clinical Career: A Secondary Data Analysis of Clinical Nurses in South Korea." International Journal of Environmental Research and Public Health 19, no. 22 (November 18, 2022): 15222. http://dx.doi.org/10.3390/ijerph192215222.
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The increase in clinical nurse turnover is an important issue in human resource management worldwide. Factors influencing it include health-related risk factors such as sleep quality and presenteeism, which need further exploration. We examined differences in job survival time of clinical nurses in relation to nurses’ sleep quality and presenteeism. Participants were 857 Korean clinical nurses with more than three months’ experience providing direct patient care. Data were analyzed using a time-independent Cox proportional hazard regression analysis of factors affecting actual turnover of clinical nurses. Average job survival times of competent, proficient, and expert nurses were 33, 64, and 143 months, respectively. Sleep quality and presentism significantly affected turnover risk. For clinical nurses with less than three years of experience, sleep quality significantly influenced the risk of turnover. For clinical nurses with more than six years of experience, presenteeism significantly affected the risk of turnover. The findings of this study offer a clinical career-based approach to reduce the turnover rate of clinical nurses. A differentiated approach based on work experience is necessary to establish a turnover management strategy for clinical nurses.
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Cusveller, Bart. "Nurses serving on clinical ethics committees." Nursing Ethics 19, no. 3 (February 8, 2012): 431–42. http://dx.doi.org/10.1177/0969733011426817.
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The competency profile underlying higher nursing education in the Netherlands states that bachelor-prepared nurses are expected to be able to participate in ethics committees. What knowledge, skills and attitudes are involved in this participation is unclear. In five consecutive years, groups of two to three fourth-year (bachelor) nursing students conducted 8 to 11 semi-structured interviews each with nurses in ethics committees. The question was what competencies these nurses themselves say they need to participate in such committees. This article reports the aggregate of the 52 interviews in these five studies. Regarding knowledge, the article reports on health law, ethics and professional knowledge. Regarding skills, communication is mentioned, as are professional skills and skills for ‘doing ethics’. An open and respectful attitude towards patients and fellow committee members is required, as well as commitment to patient care, committee work and professional ethics. The right attitude for a nurse in an ethics committee is said to include a reflective and perceptive attitude, along with an awareness of one’s own limitations and convictions. A detailed competency profile for nurses’ participation in ethics committees as outlined in the recommendations may serve nursing education, institutional committees and nurses themselves to meet the demands of nurses’ preparation for clinical ethics consultations.
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Mueller, Mary-Rose, and Laura Mamo. "The Nurse Clinical Trial Coordinator: Benefits and Drawbacks of the Role." Research and Theory for Nursing Practice 16, no. 1 (March 2002): 33–42. http://dx.doi.org/10.1891/rtnp.16.1.33.52992.
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It has become common for nurses to be recruited into and/or seek careers outside of the traditional domain of hospital-based work. This article draws on interview data to consider a position nurses are occupying within biomedicine, that of the nurse clinical trial coordinator. It examines and analyzes the value attributed to such positions by nurse trial coordinators. The analysis reveals that nurses identify three aspects of the position—social relations, the acquisition of skills and knowledge, and work and control—as having both advantages and disadvantages over other work roles within nursing. It concludes with suggestions for further research on the role and involvement of nurses in clinical research. cope.
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Marsh, Zoe, Leanne Walford, Rephna Rosemary Baker, Ann-Marie Cannaby, and Baldev M. Singh. "Attracting and retaining nurses through a clinical fellowship programme." British Journal of Nursing 28, no. 18 (October 10, 2019): 1207–9. http://dx.doi.org/10.12968/bjon.2019.28.18.1207.
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Shortages in nursing are the single biggest and most urgent workforce issue that the NHS needs to address. This article sets out the early success of the Nurse Clinical Fellowship Programme established by The Royal Wolverhampton NHS Trust. The unique programme aims to attract and retain nurses by offering a staff nurse post with supported access to academia, fully funded by the NHS Trust. To date, the Trust has attracted 90 nurses (both UK and international registered nurses) to the programme. The programme is also offered internally and the Trust has a cohort of 10 internal nursing staff enrolled onto the programme completing either their BSc (top-up) or Masters, with a second cohort of 60 internal nurses due to start in September 2019. To support international registered nurses with demonstrating their competence to meet Nursing and Midwifery Council requirements the Trust has also established an objective structured clinical examination preparation course designed to embrace and enhance the existing knowledge and skills, while guiding staff in transferring these in line with UK and Trust policies and practices.
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Becker, Deborah, Roberta Kaplow, Patricia M. Muenzen, and Carol Hartigan. "Activities Performed by Acute and Critical Care Advanced Practice Nurses: American Association of Critical-Care Nurses Study of Practice." American Journal of Critical Care 15, no. 2 (March 1, 2006): 130–48. http://dx.doi.org/10.4037/ajcc2006.15.2.130.
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• Background Accreditation standards for certification programs require use of a testing mechanism that is job-related and based on the knowledge and skills needed to function in the discipline. • Objectives To describe critical care advanced practice by revising descriptors to encompass the work of both acute care nurse practitioners and clinical nurse specialists and to explore differences in the practice of clinical nurse specialists and acute care nurse practitioners. • Methods A national task force of subject matter experts was appointed to create a comprehensive delineation of the work of critical care nurses. A survey was designed to collect validation data on 65 advanced practice activities, organized by the 8 nurse competencies of the American Association of Critical-Care Nurses Synergy Model for Patient Care, and an experience inventory. Activities were rated on how critical they were to optimizing patients’ outcomes, how often they were performed, and toward which sphere of influence they were directed. How much time nurses devoted to specific care problems was analyzed. Frequency ratings were compared between clinical nurse specialists and acute care nurse practitioners. • Results Both groups of nurses encountered all items on the experience inventory. Clinical nurse specialists were more experienced than acute care nurse practitioners. The largest difference was that clinical nurse specialists rated as more critical activities involving clinical judgment and clinical inquiry whereas acute care nurse practitioners focused primarily on clinical judgment. • Conclusions Certification initiatives should reflect differences between clinical nurse specialists and acute care nurse practitioners.
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Gulick, Elsie E., June Halper, and Marie Namey. "Job Satisfaction of Multiple Sclerosis Certified Nurses." International Journal of MS Care 10, no. 3 (January 1, 2008): 69–75. http://dx.doi.org/10.7224/1537-2073-10.3.69.
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Nurse certification became available to nurses working in the practice area of multiple sclerosis (MS) in 2002. However, the impact of certification on the MS nurse's role and both satisfaction and dissatisfaction with the certified role have not yet been determined, which was the purpose of this study. With a qualitative study design and an international sample of 168 certified MS nurses, data from open-ended questions were analyzed regarding role change, job satisfaction, and job dissatisfaction. Findings indicated enhanced role change and job satisfaction regarding increased autonomy, colleagueship, leadership roles, and primary care nursing. Dissatisfaction for some was attributed to insufficient resources and benefits, along with administrator failure to recognize the value and importance of certified nurses.
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Dickson, Geri L., and Linda Flynn. "Nurses’ Clinical Reasoning." Qualitative Health Research 22, no. 1 (August 25, 2011): 3–16. http://dx.doi.org/10.1177/1049732311420448.
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Blazys, Deborah. "Clinical Nurses Forum." Journal of Emergency Nursing 26, no. 1 (February 2000): 45–47. http://dx.doi.org/10.1016/s0099-1767(00)90015-1.
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Blazys, Deborah. "Clinical Nurses Forum." Journal of Emergency Nursing 26, no. 2 (April 2000): 142–44. http://dx.doi.org/10.1016/s0099-1767(00)90058-8.
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Blazys, Deborah. "Clinical Nurses Forum." Journal of Emergency Nursing 26, no. 3 (June 2000): 237–38. http://dx.doi.org/10.1016/s0099-1767(00)90097-7.
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Blazys, Deborah. "Clinical Nurses Forum." Journal of Emergency Nursing 25, no. 6 (December 1999): 529–30. http://dx.doi.org/10.1016/s0099-1767(99)70021-8.
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Blazys, Deborah. "Clinical Nurses Forum." Journal of Emergency Nursing 25, no. 4 (August 1999): 300–301. http://dx.doi.org/10.1016/s0099-1767(99)70058-9.
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Blazys, Deborah. "Clinical Nurses Forum." Journal of Emergency Nursing 25, no. 5 (October 1999): 386–87. http://dx.doi.org/10.1016/s0099-1767(99)70096-6.
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Blazys, Deborah. "Clinical Nurses Forum." Journal of Emergency Nursing 26, no. 4 (August 2000): 343–44. http://dx.doi.org/10.1067/men.2000.108080.
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Blazys, Deborah. "Clinical Nurses Forum." Journal of Emergency Nursing 26, no. 5 (October 2000): 479–80. http://dx.doi.org/10.1067/men.2000.110590.
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Rosina, Robyn, Jean Starling, Kenneth Nunn, David Dossetor, and Kim Bridgland. "Telenursing: Clinical nurse consultancy for rural paediatric nurses." Journal of Telemedicine and Telecare 8, no. 3_suppl (December 2002): 48–49. http://dx.doi.org/10.1258/13576330260440844.
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summary Videoconferencing is increasingly being accepted as a medium for health-care. Telenursing is in its infancy in Australia but has enormous potential for nursing care in remote areas. The Child and Adolescent Psychological Telemedicine Outreach Service (CAPTOS) began in 1997 and in its first evaluation recommended more support for paediatric nurses. CAPTOS telenursing began as a new initiative in late 2001. The telenursing project aims to link ward nurses to CAPTOS and local community teams, and to provide both clinical consultancy on nursing and interdisciplinary issues and locally based professional development. Telenursing supports nurses via site visits, videoconferencing sessions, an interactive Website and sabbatical opportunities. Telehealth works with existing services to enhance the nursing care of young people with a complex mixture of psychological and physical health problems.
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Mohamed, Safaa, and Mona Thabet. "Nurses' barriers when using research information in clinical decision making." International Journal of Advanced Nursing Studies 7, no. 1 (January 23, 2018): 27. http://dx.doi.org/10.14419/ijans.v7i1.8824.
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Recently, there has been more emphasis on clinical decision making to be a cooperative process, which encompasses shared and parallel decision making with patients and health care teams. For this, nurses’ clinical decision-making is a complicated process with a possibility to affect the provided quality of care and. Therefore, affect patient condition progress. Thus, it is the critical point to study the nurses' barriers to research to identify the starting point of how do nurses currently view, and apply research based information in their decision. The aim of the study is to evaluate the nurses' barriers when using research information in clinical decision making. A descriptive correlation research design was utilized. The sample was consisted of of 140 nurse participants at Minia University hospitals. One tool was used as Barriers to using research information in clinical decision making. This study revealed that the nurse participants agree on the research barriers such as lack of time, lack of organization support to use and implement insufficient nurse skills to use research, and complex nature of research. Thus it was concluded that nurses appraise the value of research utilization, but there were many factors hinder and become the barrier to them to implement research.
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Evans, Kath. "Clinical Pocket Reference for Nurses Clinical Pocket Reference for Nurses." Nursing Standard 17, no. 27 (March 19, 2003): 29. http://dx.doi.org/10.7748/ns2003.03.17.27.29.b278.
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Afzali, Hossein Haji Ali, Jonathan Karnon, Justin Beilby, Jodi Gray, Christine Holton, and David Banham. "Practice nurse involvement in general practice clinical care: policy and funding issues need resolution." Australian Health Review 38, no. 3 (2014): 301. http://dx.doi.org/10.1071/ah13187.
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In Australia, primary care-based funding initiatives have been implemented to encourage general practices to employ practice nurses. The aim of this paper is to discuss limitations of the current funding and policy arrangements in enhancing the clinical role of practice nurses in the management of chronic conditions. This paper draws on the results of a real-world economic evaluation, the Primary Care Services Improvement Project (PCSIP). The PCSIP linked routinely collected clinical and resource use data to undertake a risk-adjusted cost-effectiveness analysis of increased practice nurse involvement in clinical-based activities for the management of diabetes and obesity. The findings of the PCSIP suggested that the active involvement of practice nurses in collaborative clinical-based activities is cost-effective, as well as addressing general practice workforce issues. Although primary healthcare organisations (e.g. Medicare Locals) can play a key role in supporting enhanced practice nurse roles, improvements to practice nurse funding models could further encourage more efficient use of an important resource. What is known about the topic? There is evidence that the increased involvement of practice nurses in clinical-based activities in the management of patients with chronic conditions (e.g. diabetes and obesity) is cost-effective. The Australian Government has implemented financial incentives to encourage general practices to recruit nurses and to expand nursing roles within collaborative models of care. There is currently insufficient engagement of practice nurses in clinical care. What does this paper add? This paper summarises evidence regarding the value of an enhanced practice nurse role in Australian general practice, and discusses refinements to current funding arrangements for practice nurses. What are the implications for practitioners? Delegating clinical role (e.g. patient education and monitoring clinical progress) to practice nurses in the management of patients with chronic conditions can improve clinical outcomes without adversely affecting general practice business models.
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Murphy, Norma, and Deborah Roberts. "Nurse Leaders as Stewards At the Point of Service." Nursing Ethics 15, no. 2 (March 2008): 243–53. http://dx.doi.org/10.1177/0969733007086022.
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Nurse leaders, including clinical nurse educators, who exercise stewardship at the point of service, may facilitate practising nurses' articulation of their shared value priorities, including respect for persons' dignity and self-determination, as well as equity and fairness. A steward preserves and promotes what is intrinsically valuable in an experience. Theories of virtue ethics and discourse ethics supply contexts for clinical nurse educators to clarify how they may facilitate nurses' articulation of their shared value priorities through particularism and universalism, as well as how they may safeguard nurses' self-interpretation and discursive reasoning. Together, clinical nurse educators and nurses may contribute to management decisions that affect the point of service, and thus the health care organization.
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Vedsegaard, Helle, Anne-Marie Schrader, Gitte Rom, and Linda S. Scheel. "Appreciative inquiry enhances cardiology nurses’ clinical decision making when using a clinical guideline on delirium." Nordic Journal of Nursing Research 36, no. 4 (August 1, 2016): 216–23. http://dx.doi.org/10.1177/2057158516643866.
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The current study responds to implementation challenges with translating evidence-based knowledge into practice. We explore how appreciative inquiry can be used in in-house learning sessions for nurses to enhance their knowledge in using a guideline on delirium as part of clinical decision making. Through 18 sessions with 3–12 nurses, an appreciative inquiry approach was used. Specialist nurses from the Heart Centre of Copenhagen and senior lecturers from the Department of Nursing at Metropolitan University College facilitated the sessions. Field notes from the sessions were analysed using open and axial coding drawing on the principles of grounded theory. The study shows that appreciative inquiry was meaningful to cardiology nurses in providing them with knowledge of using a guideline on delirium in clinical decision making, the main reasons being a) data on a current patient were included, b) shared learning took place and c) a session about a patient was led by the patient’s nurse.
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Palmer, Sarah Jane. "Overview of stoma care for community nurses." British Journal of Community Nursing 25, no. 7 (July 2, 2020): 340–44. http://dx.doi.org/10.12968/bjcn.2020.25.7.340.
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This article explores nursing care for stoma patients, with a focus on colostomies, while providing some broader information covering a multitude of topics that relate to any type of stoma. Nurses must be aware of various factors when caring for stoma patients, as the latter will not always be in touch with their specialist stoma nurse. Therefore, if a community nurse visits more often, they can make a difference with their knowledge and care. Complications are not uncommon, and it is important the correct advice is given on diet, exercise, avoiding complications such as parastomal hernia through certain techniques, medications and aids and appliances. SecuriCare and the Royal College of Nursing have produced clinical nursing standards for the stoma nurse, and these are also relevant to community nurses. A pharmacist can give more specialist advice on medications, a GP can prescribe for infections, and a stoma nurse can provide specialist expertise to the nurse and patient alike, but the community nurse is at the frontline with a community patient. Therefore, they should be equipped with the knowledge and care expertise, so they can know when to act by referral to the appropriate professional, or give the appropriate care and advice. The patient will also have psychological needs to consider, which may require referral if these are beyond the specialist stoma nurse's or community nurse's abilities.
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Allan, Helen T., Roz Dixon, Gay Lee, Jan Savage, and Christine Tapson. "Governing body nurses’ experiences of clinical commissioning groups: an observational study of two clinical commissioning groups in England." Journal of Research in Nursing 22, no. 3 (May 2017): 197–211. http://dx.doi.org/10.1177/1744987117702694.
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Clinical commissioning groups were set up under the Health & Social Care Act (2012) in England to commission healthcare services for local communities. Governing body nurses provide nursing leadership to commissioning services on clinical commissioning groups. Little is known about how nurses function on clinical commissioning groups. We conducted observations of seven formal meetings, three informal observation sessions and seven interviews from January 2015 to July 2015 in two clinical commissioning groups in the South of England. Implicit in the governing body nurse role is the enduring and contested assumption that nurses embody the values of caring, perception and compassion. This assumption undermines the authority of nurses in multidisciplinary teams where authority is traditionally clinically based. Emerging roles within clinical commissioning groups are not based on clinical expertise, but on well-established new public management concepts which promote governance over clinically-based authority. While governing body nurses claim an authority located in clinical and managerial expertise, this is contested by members of the clinical commissioning group and external stakeholders irrespective of whether it is aligned with clinical knowledge and practice or with new forms of management, as both disregard the type of expertise nurses in commissioning embody.
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Coventry, Tracey H., and Kylie P. Russell. "The clinical nurse educator as a congruent leader: A mixed method study." Journal of Nursing Education and Practice 11, no. 1 (September 11, 2020): 8. http://dx.doi.org/10.5430/jnep.v11n1p8.
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Educational leadership in the clinical setting has an influence on the promotion and achievement of competent and confident nurses. In Australia, the newly qualified registered nurse entering the workforce is exposed to a variety of experiential learning opportunities and engages with the nurse who is responsible for the clinical learning and development (clinical nurse educator) in the first-year graduate program. There is limited research examining the clinical nurse educator role and actual and potential leadership in the workforce. This study aimed to articulate the extent to which the clinical nurse educator is perceived as a clinical leader in the acute hospital setting. And specifically, the relationship of the role to the congruent leadership style. A mixed method convergent design (QUANT + QUAL) approach used (1) an online questionnaire with open and closed ended questions for the graduate nurses and (2) semi-structured individual interviews with graduate nurses, their clinical nurse educators and their nurse managers. Findings confirmed the clinical nurse educator leadership was visible, approachable, and relational with clearly identified values and passionate patient-centred principles. Challenges to the clinical nurse educator identity and confidence exist and impact the clinical role and leadership value. The clinical nurse educator did not need to be in a management position to lead and influence graduates’ successful transition to practice and integration into the clinical environment. The clinical nurse educator exhibits a congruent leadership style through engagement and promotion of the graduate nurses in their first year of nursing. The education role is of significance to meet contemporary health care expectations and promote quality patient care and new nurse retention in the healthcare organisation.
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Moussa, Mahaman, Hussain Ahmed Sofyani, Bander Hammad Alblowi, Fatchima L. Moussa, Ahmed albarqi, Hamad S. ALHarbi, Yahia Ahmad Oqdi, and Saleh Khallaf. "Evaluation of Clinical Team Competence: Case of Saudi Arabia." Global Journal of Health Science 12, no. 3 (February 24, 2020): 137. http://dx.doi.org/10.5539/gjhs.v12n3p137.
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PURPOSE OF REVIEW: High-level nurse-doctor collaboration and competence reduce average hospital duration of the patient and mortality rates. Critical care unit plays an integral role as it integrates techniques and principles for ensuring high-quality care in a dynamic work environment. This study determines the status of critical care unit professionals, particularly nurses concerning their teamwork self-assessment. The descriptive correlational study design following a quantitative research design was used. Purposive sampling was employed for selecting 143 critical care unit nurses from Al-Ansar General Hospital, Saudi Arabia. A survey using a teamwork effectiveness self-assessment questionnaire was held for collecting data, which was then statistically analyzed.
RECENT FINDINGS: Findings showed a significant and positive correlation between nurses’ interests and priorities with their job functions and problem-solving abilities. It showed that the manager’s support and guidance along with the nurse’s participation in decision-making helped the nurses to resolve critical problems and make rapid decisions in critical hours.
SUMMARY: Nurses’ conflict management and effective time utilization were significantly and positively correlated. This provided physical and structural opportunities, adequate education and training, and a supportive environment to overcome problems impeding teamwork effectiveness.
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Guo, Wenbin, Jung Hyup Kim, Benjamin Smith, and Laurel Despins. "How Nurse Experience Influences the Patterns of Electronic Medical Record Documentation in an Intensive Care Unit." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 63, no. 1 (November 2019): 708–12. http://dx.doi.org/10.1177/1071181319631052.
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The primary objective of this study is to explore how nurse experience influences the patterns of documenting in electronic medical records (EMR) in an intensive care unit (ICU). To understand the time and work patterns related to EMR documentation, the real-time measurement system data was used. This log data is a representation of actions taken by ICU nurses during EMR documentation. To analyze the ICU nurse’s workflow related to EMR documentation, a hierarchical task analysis (HTA) was conducted. Multiple HTA charts were used to identify different patterns of EMR documentation between more experienced nurses and less experienced nurses. The results revealed that the nurse’s experience had significant impacts on the frequency of updating the assessment result page and reviewing clinical results in EMR. The findings from this study will contribute to revealing unknown usability problems of EMR documentation process.
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Keogh, A. M., and D. Farrell. "N16 Inflammatory bowel disease (IBD) Nurses’ role and level of practice in Ireland: a National online survey." Journal of Crohn's and Colitis 14, Supplement_1 (January 2020): S665. http://dx.doi.org/10.1093/ecco-jcc/jjz203.999.
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Abstract Background The role of the IBD nurse is evolving in Ireland. While Ireland has a sound base of expertise and infrastructure for providing IBD services, the lack of a dedicated specialist nurse was found to be the most significant barrier to delivering best care (ISG, 2016). There is currently no data on the role and level of practice of IBD nurse nationally. Methods A cross-sectional, descriptive online survey was undertaken. The 72-item survey was adapted from the tool used in the National UK IBD standards survey (Mason et al 2012) and underpinned by the Standards and Requirements for Clinical Nurse Specialists (NMBI, 2008). The survey was distributed to all members (n = 50) of the inflammatory bowel disease Nurses Association of Ireland (IBDNAI) and members were also invited to share the survey with colleagues not on the database. Results A total of 35 nurses working in IBD services across 22 hospitals nationally completed the survey, including IBD Clinical Nurse Specialists (CNS) (24%), IBD Clinical Nurse Managers II (CNM) (18%), IBD Nurses (12%), IBD Research Nurses (12%), Staff Nurses (9%); Infusion Nurses (6%), and IBD Advanced Nurse Practitioners (6%). The majority of respondents worked in adult IBD services (94%), with most working in their IBD role between 3 to 6 years and within gastroenterology up to 10 years. Only 44% of respondents work exclusively in IBD. The highest level of education reported was masters (40%), degree (40%); however, 75% of respondents have not completed a postgraduate diploma in gastroenterology. Services provided by nurses included patient education (94%), telephone advice line (81%), coordinating biologic service (69%), screening patients prior to administrating biologics (66%), email service for patients (59%), development of initiative for the IBD service (56%), coordinating care of inpatients (53%), follow-up (53%) and rapid access clinics (53%). Over half of respondents (61%) reported working unpaid overtime (typically 1–2 hours per week), with service suspended in their absence (45%). 36% of participants conducted original research and 48% conduct audits on their service. Conclusion IBD nurse’s role and level of practice varies greatly in Ireland. Many nurses are working in diverse roles with a wide variety of titles providing an extensive service to patients, often at a higher level than is recognised within their role title. IBD nurses are highly educated and well experienced; however the lack of specialist education has resulted in nearly as many IBD CNM’s as CNS’s which is causing variation in the title of the IBD nurse. There is a need for the development of a postgraduate programme in gastroenterology to include IBD and more IBD nurse specialists to deliver a quality, evidence-based service.
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Garces-Cabanas, Charade Therese, and Julius Colonia Dano. "THE EXPERIENCES OF NURSE’S FRUSTRATIONS IN CLINICAL SETTINGS." Malaysian Journal of Nursing 13, no. 03 (2022): 77–84. http://dx.doi.org/10.31674/mjn.2022.v13i03.012.
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Frustrations is a deep chronic sense or state of insecurity and dissatisfaction arising from unresolved problems or unfulfilled needs. This study delved on the lived experiences of nurses’ frustrations particularly in the clinical settings. The research design utilized a qualitative descriptive phenomenological study in the public and private tertiary hospitals in Cebu City, Philippines employing millennial nurses. Thus, purposive sampling and an in-depth semi-structured method was utilized. Data were analyzed using Colaizzi’s process for phenomenological data analysis. The results of the study emerged five major themes from the extracted statements specifically: (1) challenging experience, (2) controlling experience, (3) cold-shouldering experience, (4) censuring experience and (5) unvalued experience. The lived experiences of the millennia nurses significantly revealed their thoughts and feelings as a result of frustrations encounters in the workplace. To address the findings, it is best for the clinical nurse managers and leaders to be vigilant on the situations that may cause frustrations and find a way on how to deal without putting stigma to the millennial nurses in the clinical setting and continually redesigning the system to adapt to ongoing and future challenges. It is recommended that the nurse managers and administration may explore tailor-fit approaches and programs in the workplace to address reducing, preventing and eliminating frustrations of nurses, to improve policies in the workplace particularly in addressing related educational development, participation in professional trainings, autonomy in nursing practice, and workloads, the academician may enhance the policy improvement by conducting research related to conflict and frustrations, and lastly the future researchers may use the findings for further studies in order to deepen the understanding of frustrations among nurses.
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Shorey, Shefaly, Mien Li Goh, Shin Yuh Ang, Lina Ang, M. Kamala Devi, and Emily Ang. "The Progression and Future of Nursing in Singapore: A Descriptive Qualitative Study." Journal of Transcultural Nursing 30, no. 5 (January 28, 2019): 512–20. http://dx.doi.org/10.1177/1043659618823909.
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Introduction: Nursing professionalism and nursing identity are important for retention of nurses. Despite of much attention on nurses in Singapore, there is still a shortage of nurses. This study aims to understand the perceptions of the progression and future of the nursing profession in Singapore. Methodology: A descriptive qualitative study design was used. The participants were 20 nurse educators, clinical nurses, and student nurses. Data were collected through focus group and online interviews and analyzed thematically. Results: Nurses felt a need to bridge the theory–practice gap and various factors to the underlying cause of the shortage of nurses were highlighted. Nurses shared their desires to see greater autonomy among nurses and a greater focus on community nursing in the future. Discussion: Collaboration between nurse academics and clinical nurses may bridge the theory–practice gap. To reduce the issue of the shortage of nurses, efforts to promote nursing professionalism are required.