Relevant bibliographies by topics / Conceptions of nursing

Academic literature on the topic 'Conceptions of nursing'

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Published: 4 June 2021
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Journal articles on the topic "Conceptions of nursing"

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Forbes, Helen. "Clinical Teachers’ Conceptions of Nursing." Journal of Nursing Education 50, no. 3 (September 30, 2010): 152–57. http://dx.doi.org/10.3928/01484834-20100930-06.

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DREESSEN KINNEY, CAROLYN K. "A Reexamination of Nursing Role Conceptions." Nursing Research 34, no. 3 (May 1985): 170???176. http://dx.doi.org/10.1097/00006199-198505000-00009.

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Sendall, Marguerite C., MaryLou Fleming, and John Lidstone. "Conceptions of school-based youth health nursing." British Journal of School Nursing 6, no. 6 (July 2011): 294–303. http://dx.doi.org/10.12968/bjsn.2011.6.6.294.

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Souza, Geisa Colebrusco de, Marina Peduzzi, Jaqueline Alcântara Marcelino da Silva, and Brígida Gimenez Carvalho. "Teamwork in nursing: restricted to nursing professionals or an interprofessional collaboration?" Revista da Escola de Enfermagem da USP 50, no. 4 (August 2016): 642–49. http://dx.doi.org/10.1590/s0080-623420160000500015.

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Abstract OBJECTIVE To understand the nursing professionals' conceptions of teamwork and their elements. METHOD A qualitative study conducted in an oncological hospital using a semi-structured interview with 21 nursing professionals. RESULTS Two conceptions emerged from the accounts: teamwork restricted to nursing professionals and teamwork with interprofessional collaboration with particular importance for interactive dimensions: communication, trust and professional bonds, mutual respect and recognition of the other's work, collaboration, and conflict, with this last subcategory considered as an obstacle to teamwork. CONCLUSION Nursing conceives teamwork as an interprofessional practice, which is a result of the quality of interaction among professionals from different areas and involves the recognition and handling of conflicts.
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Macedo, Isabela Fornerolli de, Tania Vignuda de Souza, Isabel Cristina dos Santos Oliveira, Sylvia Alves Cibreiros, Rita de Cássia Melão de Morais, and Rosana Fidelis Coelho Vieira. "Nursing team’s conceptions about the families of hospitalized children." Revista Brasileira de Enfermagem 70, no. 5 (October 2017): 904–11. http://dx.doi.org/10.1590/0034-7167-2016-0233.

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ABSTRACT Objectives: to describe nursing team care and discuss the nursing team’s conception of companion families of hospitalized children. The study was based on the theoretical framework of Collière’s theory of nursing care identity. Method: this was a qualitative study with 14 members of a nursing team, conducted through an unstructured group interview. Thematic data analysis was employed. Results: habitual and repair care was delegated to families, regardless of the child’s clinical condition. Final considerations: the team’s official discourse about the families of hospitalized children, as recommended by the literature, refers to the family’s alterity and participation in care provision, with sights on discharge and defending family participation as beneficial to children. In practice, however, the nursing staff makes concessions about the presence of chaperoning families and delegates care.
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Kikuchi, June F. "Nursing Knowledge and the Problem of Worldviews." Research and Theory for Nursing Practice 17, no. 1 (January 2003): 7–17. http://dx.doi.org/10.1891/rtnp.17.1.7.53167.

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Over the past few decades, nurse scholars have widely embraced the idea of worldviews and of worldviews serving as the bases of conceptions of nursing. Today, worldviews are so much taken for granted as the starting point of nursing inquiry that nurse scholars are continually seeking solutions to epistemological problems within the idea of worldviews. This article argues that, as long as we persist in doing so, the nursing discipline’s aim to develop an organized body of nursing knowledge for nursing practice will remain unrealized. I propose that conceptions of nursing and of nursing inquiry be grounded in the philosophy of moderate realism, which eschews the idea of worldviews.
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Lee, Sang Mi. "Korean Nurses' Nursing Role Conceptions and Professional Commitment." Journal of Nurses Academic Society 21, no. 3 (1991): 307. http://dx.doi.org/10.4040/jnas.1991.21.3.307.

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Goodwin, Laura D. "Changing Conceptions of Measurement Validity." Journal of Nursing Education 36, no. 3 (March 1997): 102–7. http://dx.doi.org/10.3928/0148-4834-19970301-04.

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Gnatta, Juliana Rizzo, Leonice Fumiko Sato Kurebayashi, Ruth Natalia Teresa Turrini, and Maria Júlia Paes da Silva. "Aromatherapy and nursing: historical and theoretical conception." Revista da Escola de Enfermagem da USP 50, no. 1 (February 2016): 127–33. http://dx.doi.org/10.1590/s0080-623420160000100017.

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Abstract Aromatherapy is a Practical or Complementary Health Therapy that uses volatile concentrates extracted from plants called essential oils, in order to improve physical, mental and emotional well-being. Aromatherapy has been practiced historically and worldwide by nurses and, as in Brazil is supported by the Federal Nursing Council, it is relevant to discuss this practice in the context of Nursing through Theories of Nursing. This study of theoretical reflection, exploratory and descriptive, aims to discuss the pharmacognosy of essential oils, the historical trajectory of Aromatherapy in Nursing and the conceptions to support Aromatherapy in light of eight Nursing Theorists (Florence Nightingale, Myra Levine, Hildegard Peplau, Martha Rogers, Callista Roy, Wanda Horta, Jean Watson and Katharine Kolcaba), contributing to its inclusion as a nursing care practice.
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Finnstrom, Berit, and Olle Soderhamn. "Conceptions of pain among Somali women." Journal of Advanced Nursing 54, no. 4 (May 2006): 418–25. http://dx.doi.org/10.1111/j.1365-2648.2006.03838.x.

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Dissertations / Theses on the topic "Conceptions of nursing"

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Sendall, Marguerite Claire. "Conceptions of school based youth health nursing : a phenomenographic study." Queensland University of Technology, 2009. http://eprints.qut.edu.au/29653/.

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The School Based Youth Health Nurse Program was established in 1999 by the Queensland Government to fund school nurse positions in Queensland state high schools. Schools were required to apply for a School Based Youth Health Nurse during a five-phase recruitment process, managed by the health districts, and rolled out over four years. The only mandatory selection criterion for the position of School Based Youth Health Nurse was registration as a General Nurse and most School Based Youth Health Nurses are allocated to two state high schools. Currently, there are approximately 115 Full Time Equivalent School Based Youth Health Nurse positions across all Queensland state high schools. The literature review revealed an abundance of information about school nursing. Most of the literature came from the United Kingdom and the United States, who have a different model of school nursing to school based youth health nursing. However, there is literature to suggest school nursing is gradually moving from a disease-focused approach to a social view of health. The noticeable number of articles about, for example, drug and alcohol, mental health, and contemporary sexual health issues, is evidence of this change. Additionally, there is a significant the volume of literature about partnerships and collaboration, much of which is about health education, team teaching and how school nurses and schools do health business together. The surfacing of this literature is a good indication that school nursing is aligning with the broader national health priority areas. More particularly, the literature exposed a small but relevant and current body of research, predominantly from Queensland, about school based youth health nursing. However, there remain significant gaps in the knowledge about school based youth health nursing. In particular, there is a deficit about how School Based Youth Heath Nurses understand the experience of school based youth health nursing. This research aimed to reveal the meaning of the experience of school based youth health nursing. The research question was How do School Based Youth Health Nurses’ understand the experience of school based youth health nursing? This enquiry was instigated because the researcher, who had a positive experience of school based youth health nursing, considered it important to validate other School Based Youth Health Nurses’ experiences. Consequently, a comprehensive use of qualitative research was considered the most appropriate manner to explore this research question. Within this qualitative paradigm, the research framework consists of the epistemology of social constructionism, the theoretical perspective of interpretivism and the approach of phenomenography. After ethical approval was gained, purposeful and snowball sampling was used to recruit a sample of 16 participants. In-depth interviews, which were voluntary, confidential and anonymous, were mostly conducted in public venues and lasted from 40-75 minutes. The researcher also kept a researchers journal as another form of data collection. Data analysis was guided by Dahlgren and Fallsbergs’ (1991, p. 152) seven phases of data analysis which includes familiarization, condensation, comparison, grouping, articulating, labelling and contrasting. The most important finding in this research is the outcome space, which represents the entirety of the experience of school based youth health nursing. The outcome space consists of two components: inside the school environment and outside the school environment. Metaphorically and considered as whole-in-themselves, these two components are not discreet but intertwined with each other. The outcome space consists of eight categories. Each category of description is comprised of several sub-categories of description but as a whole, is a conception of school based youth health nursing. The eight conceptions of school based youth health nursing are: 1. The conception of school based youth health nursing as out there all by yourself. 2. The conception of school based youth health nursing as no real backup. 3. The conception of school based youth health nursing as confronted by many barriers. 4. The conception of school based youth health nursing as hectic and full-on. 5. The conception of school based youth health nursing as working together. 6. The conception of school based youth health nursing as belonging to school. 7. The conception of school based youth health nursing as treated the same as others. 8. The conception of school based youth health nursing as the reason it’s all worthwhile. These eight conceptions of school based youth health nursing are logically related and form a staged hierarchical relationship because they are not equally dependent on each other. The conceptions of school based youth health nursing are grouped according to negative, negative and positive and positive conceptions of school based youth health nursing. The conceptions of school based youth health nursing build on each other, from the bottom upwards, to reach the authorized, or the most desired, conception of school based youth health nursing. This research adds to the knowledge about school nursing in general but especially about school based youth health nursing specifically. Furthermore, this research has operational and strategic implications, highlighted in the negative conceptions of school based youth health nursing, for the School Based Youth Health Nurse Program. The researcher suggests the School Based Youth Health Nurse Program, as a priority, address the operational issues The researcher recommends a range of actions to tackle issues and problems associated with accommodation and information, consultations and referral pathways, confidentiality, health promotion and education, professional development, line management and School Based Youth Health Nurse Program support and school management and community. Strategically, the researcher proposes a variety of actions to address strategic issues, such as the School Based Youth Health Nurse Program vision, model and policy and practice framework, recruitment and retention rates and evaluation. Additionally, the researcher believes the findings of this research have the capacity to spawn a myriad of future research projects. The researcher has identified the most important areas for future research as confidentiality, information, qualifications and health outcomes.
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Kelly, Claudette. "Students' conceptions of the effectiveness of clinical teachers in nursing." Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28246.

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The purpose of this descriptive study was to determine: a) similarities and differences between conceptions of second and third year college-based nursing students regarding effective clinical teachers; b) if either groups' opinion was affected by the instructor's contractual agreement; and c) if students' conceptions could provide a theoretical framework for further empirical research into clinical teacher effectiveness. Transcript analysis of the thirty interviews with second and third year students in a three year college based diploma nursing program revealed that students are capable of identifying factors which enhance their learning in the clinical area, although second and third year students differed somewhat in their perceptions of effective clinical teachers. Lastly, a significantly greater number of full-time faculty than part-time faculty were described as most effective [X²=8.66 (df=1) p.<.01].
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Von, Flue Steven C. "The Demographics, Motivations, and Role Conceptions of Student Nurses." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5142.

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This thesis investigates the following factors concerning student nurses: (1) demographic background and life experiences; (2) motivations to enter and commitment to nursing school; (3) students' conceptions of the role of a nurse; (4) comparison of students' expectations with their ideals and with the realities of nursing. A questionnaire was administered to first year nursing students at three institutions; a four-year baccalaureate degree program and two community college associate degree programs. The two types of institutions were chosen to allow comparison between students on two different career tracks. The findings indicate that contemporary student nurses are older than typical college students, have had a significant number of prior occupational experiences, and in contrast to the 1960's and earlier, are not exclusively female. They were most strongly motivated to be nurses by the desire to help others and conceive of the role of a nurse as challenging, rewarding, and relatively professional. In general, these students had a good understanding of the role of the average nurse, but they would construct the ideal nursing environment somewhat differently than the actual nursing environment. These findings relate to career exploration and motivational processes associated with occupational training. It can be inferred from survey data that initiates to training programs often are quite aware of what the discipline demands. In many cases they have sought out others who are working in the field. These data also reflect the increasing occupational mobility of American society whereby individuals change careers once or more during their lifetimes.
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Abbott, Karen Elizabeth. "Student nurses' conceptions of computers in hospitals." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28567.

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The trend toward increased computerization in Canadian hospitals has profound implications for hospital employed nurses, the majority of whom are educated in community college nursing programs. Educators, in response to this trend, must be attentive to the quality of student learning when planning for computer content in nursing curricula. The purpose of this phenomenological study was to identify how student nurses, enrolled in a community college nursing program, conceptualize the impact of computer use on hospital employed nurses. Students' conceptions were analyzed in relation to their: (a) attitude toward computers, and (b) length of clinical experience. Thirty-five (11 first-year, 11 second-year and 13 third-year) students enrolled in the nursing program at Cariboo College in Kamloops, British Columbia, were interviewed. Three broad, and ten forced-response, questions generated both qualitative and quantitative data, which were reported as primary and secondary findings. Data analysis, through use of the constant comparative method, was carried out on a formative and summative basis. Findings indicated that subjects had little awareness of computer use by nurses today. Their knowledge of how computers may be used by nurses in the future was also limited, and appeared to center around three broad areas: nursing, communication, and administration. Subjects conceptions of the impact of computer use on hospital employed nurses fell into four categories: (a) nursing image, (b) professionalism, (c) patient care, and (d) workload. Their comments on these four categories were further classified into three: sub-categories, indicating whether they felt that the increased use of computers would: (a) enhance, (b) detract from or (c) both enhance and detract from, each category. It was found that subjects' conceptions differed in complexity in direct proportion to the year in which they were enrolled in the program and also the length of their clinical experience. The majority of subjects had positive attitudes toward computer use. In addition, it was found that there was a significant relationship between complexity of conception and attitude. Students enter nursing programs with established conceptions and attitudes. The goal in planning computer programs must be to sequence computer content through the use of a taxonomy of learning outcomes, so that quality of learning is a priority, and positive attitudes are fostered.
Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Ahlby, Josephin, and Ebba Hagbom. "Vietnamese nurses´ conceptions of patient safety. : An empirical study about Vietnamese nurses´ conceptions of patient safety." Thesis, Karlstads universitet, Institutionen för hälsovetenskaper, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42638.

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Introduction: Building a safety net, leadership and containing quality, are some of many responsibilities that comes with the profession nursing. To maintain health care of highest quality knowledge about patient safety is important. Patient safety means prevent medical errors that may cause the patient physical or psychological damage or in worst case scenario, death. Aim: To describe Vietnamese nurses’ conceptions of patient safety. Method: The study had a qualitative design. Data were collected from interviewing nurses at Hué University Hospital with open-ended questions. The collected data has been transcribed and condensed to categories through content analysis to find key sentences which explained Vietnamese nurses’ conception of patient safety. Result: Data analysis regarding Vietnamese nurse´s conception of patient safety resulted in seven categories which affect patient safety in Hue University Hospital, Equipment effecting the patient safety, Knowledge to provide safer care, Procedures used to increase patient safety, Infections in relation to poor patient safety, Nurses´ conception of communication, Documentation effecting patient safety and Inadequate number of nurses. Conclusion: This study shows that lack of good hygiene, insufficient equipment and the great number of patients are the most common factors to affect the patient safety in a negative way in Vietnam. The study shows that the nurses are well aware of what factors affecting the patient safety as well as how to improve patient safety.
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Forbes, Helen. "Clinical teachers’ experiences of nursing and teaching." University of Sydney, 2007. http://hdl.handle.net/2123/2060.

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Doctor of Philosophy (PhD)
Abstract Clinical teachers’ experiences of nursing and teaching Clinical nurse teachers’ experiences of nursing and teaching undergraduate nursing students on clinical placement are explored in this thesis because of concerns about the quality of nursing students’ learning outcomes. The aim was to identify variation in clinical teachers’ conceptions of nursing and their conceptions of, and approaches to teaching undergraduate nursing students. The study was significant because clinical teachers’ conceptions of nursing and approaches to clinical teaching have not been researched previously. Underpinning the study was a phenomenographic perspective on learning and teaching. This perspective views learning and teaching in terms of how they were experienced. Experience of nursing and clinical teaching, for example, can be understood in terms of related ‘what’ and ‘how’ aspects. The ‘what’ aspect concerns how nursing and clinical teaching were understood. The ‘how’ aspect is concerned the ways nursing and clinical teaching were approached. Experience of nursing and clinical teaching were described and analysed in terms of the separate ‘what’ and ‘how’ aspects and are understood in terms of the relationship between each of the aspects. Data from semi-structured interviews with twenty clinical teachers were analysed using phenomenographic research techniques (Marton & Booth, 1997) in order to identify variation in how nursing and clinical teaching were experienced. To extend the description, the research also sought to identify the empirical relationships between each of the aspects investigated. Key aspects of variation in clinical teacher experiences of nursing and clinical teaching and associated relationships have been identified. The results suggest that clinical teachers who adopted a student-centred approach to teaching conceived of nursing and clinical teaching in complex ways. The phenomenographic approach provides for an experiential and holistic account of clinical teaching: a perspective absent in nursing education research literature. The research findings extend knowledge that will assist with preparation and support of clinical teachers.
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Osborne, Antony. "The value of information literacy : conceptions of BSc nursing students at a UK university." Thesis, University of Huddersfield, 2011. http://eprints.hud.ac.uk/id/eprint/14577/.

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This study investigates the conceptions of information literacy held by student nurses on a BSc Nursing Studies course and asks whether the information skills sessions taught are successful from the students’ viewpoint. Additionally, it compares attitudes to, and use of information literacy within the artificial environment of the university and the ‘real world’ of the nurse as perceived by participants on their clinical and community placements. The inquiry introduces the concept of information literacy and charts its development before discussing it in relation to the changing context of nurse education and evidence-based practice. The research adopts the interpretive paradigm with phenomenography as its methodology. It uses focus groups and twenty-one individual interviews to obtain rich data from a purposive sample of students across the three years of the course. Such data were analysed to produce categories of description representing the collective experience of information literacy across the sample. The thesis questions whether learning to nurse effectively is best achieved through training along traditional lines, education, or a combination of both. For the latter it is imperative to find an appropriate balance between academic and clinical skills. The findings reveal a tension between the academic and clinical aspects of learning to be a nurse which some students struggle to resolve. The study concludes that while information literacy is perceived as part of a nurse’s professional role in supporting evidence-based practice, participant observations suggest that its use is context dependent and variable. The thesis recognizes that the adoption of evidence-based practice may depend on the presence or absence of particular personal and organisational barriers. Suggestions for further research include the relationship between academic and clinical learning, the importance and influence of informal learning, and the nature of the transition from student nurse to autonomous practitioner.
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Parkkonen, Armas. "Vietnamese Nurses’ and Nursing students’ conceptions about healthcare associated infections : An empirical research study in patient safety and quality of care." Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-70739.

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Introduction: Healthcare associated infections (HAIs) are a global problem and lead to a large burden for the patients, healthcare systems and society. In low and middle-income countries the burden and prevalence is higher than in high-income countries. It is possible with good prevention to reduce the prevalence and burden of healthcare associated infections. Aim: Investigate Vietnamese Nurses’ and Nursing students’ conceptions about healthcare associated infections and their role in prevention of healthcare associated infections. Method: Qualitative research with a cross-sectional design and the data was collected through eight semi-structured interviews and unstructured observations. The data was analyzed by content analysis. Results: Four categories were identified in the data analysis: Understanding and conceptions about HAI, Hinders for the prevention of HAI, How to work in a preventive way for HAI, Responsibility for patient safety. Conclusion: The study showed hinders for the nurses to perform their work correctly, limitations in the environment, lack of time, and equipment and supplies. The need for improvements are more nurses, make equipment and supplies more available and more rooms for patients. The participants acknowledge about responsibility and the importance of following guidelines at the hospitals are identified in the result.
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Harness, Susan. "Conceptions of being a lecturer in nursing : variation of identities and how these are negotiated during a tutorial." Thesis, Lancaster University, 2018. http://eprints.lancs.ac.uk/127550/.

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In the UK, lecturers in nursing normally have an extensive clinical background accumulated in the National Health Service. They arrive in the Higher Education sector with little experience of university cultures and practices. The transition into this new world can be traumatic as experienced nurses strive to develop their educational capabilities. This thesis focuses on conceptions of being a lecturer in nursing within higher education. Data was collected for the study through video recorded interviews for each of ten lecturers in nursing based at universities across England and Scotland. For each, a semi-structured interview, a tutorial with a student, and a video stimulated recall and reflect interview took place. The data collection design aimed to get beyond espoused identities by collecting rich data including observation and reflection on practice. A phenomenographic approach was used to analyse semi-structured interview data to identify different ways of being a lecturer in nursing. This resulted in five categories of description of identities in the outcome space: nurse; teacher; academic scholar; researcher; and academic leader. Bourdieusian analysis of how identities are negotiated during tutorials indicated that lecturers in nursing had developed new identities within the field of higher education whilst maintaining their core identity as a nurse. Currently, it appears that there is little provision to support lecturers in nursing during the journey from transition to experienced lecturer in nursing. It is proposed that conceptions of identity are discussed through induction, mentorship and in formal development structures. As lecturers of nursing, the participants in this study occupy boundary-crossing roles on the margins of higher education. The super-complex identities of the lecturers revealed in this study provide useful insight into the life of a contemporary academic. In addition to lecturers in nursing, this study and its findings may be relevant to those in other health professions who move between the NHS and Higher Education. The findings may also transfer to other professions where individuals move sectors, such as between public and private, where further research would be required.
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Hultberg, Tobias. "Patienters uppfattningar av att leva med torra ögon : En fenomenografisk studie." Thesis, Linnéuniversitetet, Institutionen för hälso- och vårdvetenskap (HV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105388.

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Torra ögon beror på en obalans i ögats tårfilm och påverkar patientens livskvalité, eftersom tillståndet ger symtom i form av ögonsmärta, rinnande ögon och synnedsättning. Tillståndet är kroniskt, progressivt och kräver regelbunden behandling.  Syftet med denna studie var att undersöka patienters uppfattningar av att leva med torra ögon.  Metoden var en kvalitativ design med en fenomenografisk forskningsansats. Patienter från en ögonmottagning i Sydsverige blev enskilt intervjuade.  Resultatet visar på tre beskrivningskategorier: En förändrad tillvaro, Oro kring vad omgivningen tänker samt Att leva på hoppet. Informanterna uppfattar fysiska besvär i form av ögonsmärta och rinnande ögon, och upplever att besvären är obehagliga. Tillståndet uppfattas inverka negativt på livet och upplevs utgöra hinder för ett välfungerande vardagsliv. Informanterna uppfattar en oro kring vad omgivningen tänker om dem när besvären är synliga. De lever på hoppet om att hitta en lösning på besvären och vidtar olika åtgärder för att hantera tillståndets utmaningar.   Slutsatsen är att en ökad kunskap om patienters uppfattningar av att leva med torra ögon, kan leda till bättre stöd och omvårdnad i form av god information och personcentrerad omvårdnad. Det rekommenderas att torra ögon uppmärksammas mer inom omvårdnadsutbildning, och ytterligare forskning inom området rekommenderas.
Dry eyes are due to an imbalance in the tear film of the eye and affect the patient's quality of life, as the condition causes symptoms in form of eye pain, watery eyes and visual impairment. The condition is chronic, progressive and requires regular treatment.   The purpose of this phenomenographic study was to examine patient´s conceptions of living with dry eyes.   The method was a qualitative design with a phenomenographic research approach. Patients from an eye clinic in southern Sweden were individually interviewed.   The result shows three descriptive categories: A changed existence, Concern about what the environment thinks and Living on the hope. The informants perceive physical inconveniences such as eye pain and watery eyes, and experience that the inconveniences are unpleasant. The condition is perceived to have a negative impact on life and is perceived as a hindrance to a well-functioning everyday life. The informants perceive concerns about what the environment thinks of them when the problems are visible. They live on the hope of finding a solution to the problems and take various measures to deal with the challenges of the condition.  The conclusion is that an increased knowledge of patient´s conceptions of living with dry eyes, can lead to better support and nursing in form of good information and person-centered care. It is recommended that dry eyes be given more attention in nursing education, and further research in this area is recommended.
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Books on the topic "Conceptions of nursing"

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Bäck, Monica Andersson. Conceptions, conflicts and contradictions in the introduction of a Swedish health call centre. Göteborg: Göteborgs universitet, 2008.

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Nursing fathers: American colonists' conception of English Protestant kingship, 1688-1776. Lanham, Md: Lexington Books, 1999.

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Absorption and drug development: Solutility, permeability, and charge state. Hoboken, N.J: J. Wiley, 2003.

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Adler, Richard. Economic Foundations for Creative Ageing Policy, Volume II: Putting Theory into Practice. New York: Palgrave Macmillan, 2017.

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Thurkettle, Mary Ann. HEALTH CONCEPTIONS AMONG LAY PERSONS: A DESCRIPTIVE STRUCTURE. 1987.

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Lee, Young Ja. TRADITIONAL CONCEPTIONS OF HEALTH AND NURSING IN KOREA. 1992.

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Mitchell, Ronald. PROFESSIONAL CONCEPTIONS, COMMITMENTS, AND PERCEIVED DISSONANCE AMONG BACCALAUREATE NURSES. 1988.

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Alternate Conceptions of Work & Society: Implications for Professional Nursing. American Association of Colleges of Nursing, 1988.

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Dettmore, Diane Felice. NURSES' CONCEPTIONS OF AND PRACTICES IN THE SPIRITUAL DIMENSION OF NURSING. 1986.

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Fitch, Mary L. NURSES' ROLE CONCEPTIONS FOR THE 1990'S: UPDATING THE CORWIN SCALE. 1989.

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Book chapters on the topic "Conceptions of nursing"

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Ellis, Helen. "Conceptions of care." In Themes and Perspectives in Nursing, 196–213. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4435-1_12.

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Pashley, Glen. "Professional conceptions of mental illness and related issues." In Themes and Perspectives in Nursing, 138–54. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4435-1_9.

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Henry, Christine. "Conceptions of the nature of persons by doctors, nurses and teachers." In Themes and Perspectives in Nursing, 75–88. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4899-4435-1_5.

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Kirsh, Kenneth L., Peggy Compton, Kathy Egan-City, and Steven D. Passik. "Caring for the patient with substance use disorder at the end of life." In Oxford Textbook of Palliative Nursing, 650–60. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199332342.003.0042.

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Identifying addiction in patients with advanced disease is not an easy task, and old conceptions of addiction such as tolerance and dependence need to be reexamined. Patients with advanced disease and comorbid addiction are difficult to manage but can be successfully treated with careful documentation and planning. The patient with advanced disease and comorbid addiction has two diseases that need treatment: one of drug addiction and one of chronic pain.
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Compton, Peggy, Yu-Ping Chang, and Salimah Meghani. "Caring for the Patient with Substance Use Disorder at the End of Life." In Oxford Textbook of Palliative Nursing, edited by Betty Rolling Ferrell and Judith A. Paice, 521–29. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190862374.003.0042.

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With the changing face of treatments for cancer and other advanced diseases, patients are living for longer periods of time, which creates new challenges in treating pain and potential addiction issues on a longer term basis. Identifying substance use disorder in patients with advanced disease can be challenging, and old conceptions of addiction such as tolerance and physical dependence, need to be reexamined. Patients with advanced disease and comorbid substance use disorder can be difficult to manage but can be successfully treated with careful documentation, planning, and a therapeutic approach. The patient with advanced disease and comorbid substance use disorder may have two conditions in need of concurrent treatment: one of drug addiction and one of pain.
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Boon, Kathy, Leigh Oliphant, and Elizabeth Fleming. "Good nursing practice in assisted conception." In Good Clinical Practice in Assisted Reproduction, 277–88. Cambridge University Press, 2004. http://dx.doi.org/10.1017/cbo9780511550768.018.

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Muirhead, Margaret, and Janet Kirkland. "Nursing care in an assisted conception unit." In A Textbook of In Vitro Fertilization and Assisted Reproduction, 557–69. CRC Press, 2005. http://dx.doi.org/10.1201/b14680-36.

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"Fertility, pregnancy, and relationships." In Oxford Handbook of Musculoskeletal Nursing, edited by Susan M. Oliver and Susan M. Oliver, 415–26. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198831426.003.0014.

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Fertility, contraception, and ongoing management of those who are pregnant and have a long-term musculoskeletal condition (MSC) are discussed in this chapter. Many of the challenges facing health professionals caring for those with a MSC involve ensuring the patient and the unborn child remain safe and yet the disease is effectively controlled using various treatment options. This chapter provides an approach that considers counselling and preparing the patients before conception, particularly for issues such as timing of a pregnancy, drug management to achieve safe disease control, and fertility issues that may challenge opportunities for conception. Once a safe birth is achieved, the ongoing management, particularly considering medications and breastfeeding, is outlined. There is a specific focus on those MSCs that are long-term conditions and have additional risks related to fertility and pregnancy, e.g. systemic lupus erythematosus and primary systemic vasculitis. Finally, there is a section focused on how self-esteem, relationships, and sexuality can be affected by a long-term MSC and which offers guidance on ways to help patients.
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Bonura, Sandra E. "Outside the School Gates." In Light in the Queen's Garden. University of Hawai'i Press, 2017. http://dx.doi.org/10.21313/hawaii/9780824866440.003.0013.

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In addition to her educational duties, she moved into roles that maximized the natural born leader she was. This chapter covers Pope’s conception and creation of a social settlement in the downtrodden Palama neighborhood of Honolulu. Pope collaborated with Chicago social worker Jane Addams and clearly saw how the settlement model could be replicated as a solution to the dire health conditions of Palama. A mission-centered community complex named Palama Chapel was created under the auspices of Central Union Church. Pope worked tirelessly to organize a library, Bible studies, medical care, childcare, kindergarten and social clubs for the community. The social center became a “laboratory” for her pupils to learn both teaching and nursing skills. In 1906, Palama Settlement became a chartered, independent, nonsectarian organization.
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Conference papers on the topic "Conceptions of nursing"

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Souza Pereira Sales, Amanda, Cecília Souza França, Larissa Miranda dos Santos, Poliana G. V. Oliveira dos Santos, Murialdo Gasparet, and Paula Márcia Seabra de Sousa. "Spirituality as psychological support in the care of patients undergoing paleative care." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212361.

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The current literature has pointed out the existence of positive influences of spiritual and religious beliefs in cancer treatment. The study, promoted by the Centre for Multidisciplinary Research in Culture, Faith and Reason (NUCFER), sought to understand the conception of cancer patients and health professionals about the inclusion of spirituality in the treatment of people with cancer. Thus, the general objective of this project was to understand the meaning of spirituality for cancer patients during their treatment and how this experience can contribute to support human care and relationships between patients and the healthcare team. The research was qualitative, using the semi-structured interview technique. 06 (six) health professionals were interviewed, one Nursing Assistant, three Registered Nurses and two Doctors; and 05 (five) people who have already gone through cancer treatment or are going through it. In a total of eleven people interviewed, all stated that it is important to take into account the spirituality of patients undergoing cancer treatment, as it significantly contributes to the treatment and coping with the difficulties arising from this painful process, in addition to valuing the human person byseeing them beyond their disease. Thus, the research revealed that the spirituality of patients undergoing cancer treatment must be taken into account, respected and encouraged when they wish. Subsequently, ithelps to maintain the emotional health of these individuals in high suffering, to recognize themselves in their integrity as humans, to respect all their expressions of living beings in the world. This representsa humanized treatment and promotes dignity of the human person
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