Relevant bibliographies by topics / Experienced Nurses

Academic literature on the topic 'Experienced Nurses'

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Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Experienced Nurses"

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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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Hasnah, Hasnah, Hapsah Hapsah, Silvia Malasari, Ariyanti Saleh, and Akbar Harisa. "NURSES’ EXPERIENCE OF DEALING WITH PATIENTS’ AGGRESSIVE BEHAVIOUR IN PSYCHIATRIC EMERGENCY WARD OF HOSPITAL IN SOUTH SULAWESI." Indonesian Contemporary Nursing Journal (ICON Journal) 3, no. 1 (August 30, 2018): 39. http://dx.doi.org/10.20956/icon.v3i1.3982.

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Introduction: The high level of risk emergency psychiatry nurse becomes the target of aggressive behavior in patients both physically and psychologically, providing a special experience for nurses. Positive and negative impacts felt more likely a psychological effect on the nurse. Objective: Identifying the experiences of nurses dealing with patient of aggressive behavior in Emergency Psychiatric of Rumah Sakit Khusus Daerah Provinsi Sulawesi Selatan. Methods: The phenomenological approach to decision informants using purposive sampling with the informant as much as 9 informants who have experienced aggressive behavior from patients. Results: There were 7 themes obtained by the feelings of nurses with aggressive behavior patients, nurses experienced different kinds of aggressive behavior, nurses identified about the causes of the patient's aggressive behavior, nurse found some signs of the patient while being aggressive, nurses perceived impact of agresive behavior after getting the incident of it, the way nurses treated patients aggressive behavior, and nurses found obstacle to overcome aggressive behavior's patient. The positive experience of nurses in dealing with patient of aggressive behavior was nurse know the proper ways, causes and signs of the patient while being aggressive so the nurse was able to anticipate the action will be carried out. On the other hand the negative experience felt by the nurse due to the impacts of the aggressive behavior patients. Conclusions and: The experience felt by nurses in dealing with patients in Psychiatric Emergency Unit of Rumah Sakit Khusus Daerah Provinsi Sulawesi Selatan there were positive and negative. Therefore, we need a way to reduce aggressive behavior and provide management training for nurses in dealing with aggressive behavior in order to keep patients safely.
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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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Afoko, Vivian, Alistair Hewison, Susan Neilson, and Roger Newham. "Moral distress experienced by neonatal intensive and paediatric care nurses in Northern Ghana: a qualitative study." Journal of Research in Nursing 27, no. 6 (November 2022): 519–29. http://dx.doi.org/10.1177/17449871221122022.

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Background: Moral distress has been studied widely in nursing but not in developing economies. Aim: To investigate how moral distress is experienced by nurses working in neonatal intensive care and paediatric wards in Northern Ghana and to determine support measures offered by nurse managers. Method: Qualitative descriptive method. Forty nurses and fourteen nurse managers working with children in four hospitals in Northern Ghana were interviewed. Thematic data analysis was carried out. Results: Six themes were identified: nurses experience morally distressing situations due to a variety of causes; the impact of morally distressing situations on nurses; coping mechanisms of nurses who experienced morally distressing situations; recommendations made by the nurses to reduce the incidence of moral distress; inadequate support measures available to nurse managers and nurse managers experience moral distress too. Conclusion: The causes of moral distress in developed and developing economies are similar. The frequency and intensity of moral distress is high in Northern Ghana. Consistent with other studies conducted in Africa, nurses and nurse managers relied on their religious faith as a form of resilience. No support measures are available to nurse managers to support nurses who experience moral distress.
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Gray-Toft, Pamela A., and James G. Anderson. "Sources of Stress in Nursing Terminal Patients in a Hospice." OMEGA - Journal of Death and Dying 17, no. 1 (August 1987): 27–39. http://dx.doi.org/10.2190/t7f3-07bl-1qnr-8br4.

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A study was undertaken in the hospice unit at a large, midwestern community hospital to investigate the sources of stress experienced by hospice nurses. The case material reported in this article is based on observations, interviews with nurses, written stressful incident reports completed by nurses, and support group discussions. A number of sources of stress experienced by hospice nurses are identified. Physical characteristics of the unit as well as staffing policies designed to improve the quality of care resulted in conflict and feelings of alienation from other hospital personnel. Procedures followed in admitting patients to the hospice created stress when they were not fully supported by hospital administrators and physicians. Other policies related to the preparation of meals and open visitation increased the nurse's work load. At the same time, greater involvement with the patient and family during the dying process resulted in increased emotional demands on the nurse. Nurses experienced a sense of loss when a patient they had grown attached to died or was discharged to another institution. Stress also resulted from the nurse's exclusive involvement with terminally ill patients. Continual involvement with dying patients precipitated anxiety and superstitions concerning the nurse's own vulnerability and was particularly stressful when the nurse had experienced the death of someone close to her outside of the hospital.
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Góis, Rebecca Maria Oliveira de, Fernanda Costa Martins Gallotti, Ises Adriana Reis dos Santos, Ingredy Nayara Chiacchio Silva, Jainara Santos Freitas, Manuela de Carvalho Vieira Martins, Rodrigo Gallotti Lima, Virgínia Ramos dos Santos Souza, and Gilberto Tadeu Reis da Silva. "Nurses in the front line of the combat to Covid-19 in the hospital environment: related experience." International Journal for Innovation Education and Research 9, no. 3 (March 1, 2021): 448–55. http://dx.doi.org/10.31686/ijier.vol9.iss3.3011.

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Objective: to report nurses experiences at reference hospital in the care of patients diagnosed with COVID-19 in the state of Sergipe, Brazil. Method: descriptive study, of the experience report type, about nurses' experience in assisting patients diagnosed with COVID-19 in the hospital environment. Results: The nurses' experiences were structured into three categories: Structural and organizational changes in the hospital service; Nurse's work routine on the front line in the respiratory area; Main difficulties for nurses in caring for patients in the respiratory area and experienced opportunities. The positive aspects identified were participation in training and support for newly hired professionals. Conclusion: the COVID-19 pandemic changed economic, political, social and health care behavior. In addition, changes in the hospital environment demanded a reorientation of workflows, impacting nurses' mental health and suffering.
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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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Miller, Joan F. "Opportunities and Obstacles for Good Work in Nursing." Nursing Ethics 13, no. 5 (September 2006): 471–87. http://dx.doi.org/10.1191/0969733006nej894oa.

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Good work in nursing is work that is scientifically effective as well as morally and socially responsible. The purpose of this study was to examine variables that sustain good work among entering nurses (with one to five years of experience) and experienced professional nurses despite the obstacles they encounter. In addition to role models and mentors, entering and experienced nurses identified team work, cohesiveness and shared values as levers for good work. These nurses used prioritization, team building and contemplative practices to overcome obstacles. Entering professional nurses tended to avoid conflict in the work setting. Experienced nurses reported forming teams of decision makers who share similar values to resolve conflict. These findings have implications for nurse education and nursing practice. Reflection on the importance of values and virtue in sustaining good work is important. Entering professional nurses should be encouraged to seek positive role models and reflect on the lessons that can be learned from experienced exemplary nurses.
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Ji, Eun-Joo, and Young-Hee Lee. "New Nurses’ Experience of Caring for COVID-19 Patients in South Korea." International Journal of Environmental Research and Public Health 18, no. 18 (September 8, 2021): 9471. http://dx.doi.org/10.3390/ijerph18189471.

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The purpose of this study was to explore the experiences of new nurses who took care of COVID-19 patients. For this study, study subjects were conducted with a total of nine new nurses, and data were collected through individual in-depth interviews from September to November 2020. The data were analyzed using the phenomenological analysis method suggested by Colaizzi. New nurses’ experience of caring for COVID-19 patients consisted of three categories. The three categories are “The fear as a new nurse about infectious diseases that they have not experienced”, “Physical and psychological burden in an isolated environment”’, and “Building professional values”. Findings from this study presented vivid experiences of new nurses who took care of COVID-19 patients. This study is meaningful in that it grasped the physical and psychological difficulties of nurses nursing COVID-19 patients, especially the difficulties as a new nurse, and the implications for developing and growing within them. It is expected that it will serve as basic data for the establishment of strategies for infectious education programs for new nurses.
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Woods, Martin. "A Nursing Ethic: the moral voice of experienced nurses." Nursing Ethics 6, no. 5 (September 1999): 423–33. http://dx.doi.org/10.1177/096973309900600508.

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Nursing acts occur in thousands of instances daily, being a major component of professional health care delivery in institutions, communities and homes. It follows that the ethical practice of most nurses is put to the test on an everyday rather than an occasional basis. Hence, within nursing practice there must be a rich and deep seam of reflective interpretation and practical wisdom that is ‘embedded’ within the experiences of every experienced nurse. This article presents discussion on some of the main findings of a recently completed study on nursing ethics in New Zealand. An interpretation of a nurse’s story taken from the study is offered and suggestions are made for nursing ethics education.
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Dissertations / Theses on the topic "Experienced Nurses"

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Hollis, Kimberly M. "Improving Retention Strategies for Experienced Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7448.

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Experienced nurses depart the workforce in significant numbers; therefore, it is critical to understand how those departures affect patient care and safety. The focus of this systematic review included appraisal of recent research to provide an understanding of strategies used in acute care settings to retain experienced nurses. Guided by Benner's model of skill acquisition, the purpose of this systematic review was to identify factors that influence the decision of nurses with experience to leave or remain working in acute care work settings. The 19 articles selected for this review were limited to those pertaining to experienced registered nurses who have worked in the acute care setting for 2 years and longer. The review excluded articles pertaining to registered nurses with fewer than 2 years of experience, who were considered at the novice or proficient level of nursing. The results of this literature review showed that management conflicts, lack of support, work environments, work schedules, and disproportionate staffing levels were among the factors leading to morale distress and burnout in experienced nurses. These findings have the potential to contribute to positive social change by guiding administrative efforts to retain experienced nurses and improve mentoring of newer nurses and, ultimately, improve patient outcomes.
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Allen, Roma. "An Evidence-Based Mentorship Program for Experienced Nurses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4031.

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Turnover of experienced nurses is a component of the nursing shortage, which has created a lack of expert nurses administering bedside care. The project site is a Chicago suburban hospital with an average first year turnover of experienced nurses at 35%. This rate is above the 27% first year turnover reported by the Metropolitan Chicago Healthcare Council. This project focused on development and evaluation of an evidence-based mentorship program supported by theory that can contribute to an increase in experienced nurse retention. A detailed literature review references causative factors of turnover, such as an increasing workload, a multigenerational and aging workforce, and a lack of belonging as reasons for job dissatisfaction and separation of employment. These factors were also cited in exit interviews of nurses resigning from the project site. Synthesis of the literature suggests that an evidence-based, theory-supported, nurse mentorship program may decrease experienced nurse turnover and increase the longevity of the nurse providing bedside care. The social cognitive career theory and components of Zey's mutual benefits model were used in the design of the mentorship program to include the mentor, mentee, and culture of the organization. Program design and materials were evaluated by 10 experienced nurses. The program was approved by 100% of the formative panel and was recommended for summative review by the 4-member nurse executive council. The summative review resulted in a final approval to implement the program. Implementation of this project will create social change through empowerment of experienced nurses and by providing strong mentors for new nurses resulting in reduced turnover of both new and experienced nurses, increased job satisfaction, reduced replacement costs, and improved patient care.
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Grover, Vera Ligia. "Factors Contributing to Loss of Nursing Intellectual Capital." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/751.

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In a Level II trauma center, experienced nurses are retiring from nursing positions, which is causing an unstable workforce. According to the literature, there are not enough experienced nurses to mentor the new nurses. Evidence suggests that experienced nurses are associated with improved patient outcomes and that experienced nurse mentors can improve the work environment for less experienced nurses. Focusing on Watson's theoretical framework of caring and Covell's theoretical framework of intellectual capital, this phenomenological study explored the lived experiences of a small group of nurses. Five nurses with 15 years of experience and who had served as mentors were selected for in-depth individual interviews. Open coding and thematic analysis were used to analyze the data, and 5 themes emerged: lengthening work shifts and related effects, increasing workload and responsibilities due to higher patient acuity, learning new technologies, mentoring with a decreased patient ratio, and surveying customers as the main focus of patient care. The results of this study guided the development of a proposal for a computer-based learning module on nurse mentoring. The module explains what mentoring is, the importance of mentoring, and proper ways to mentor. Implications for positive social change include retaining intellectual capital in an organization through mentoring positions for experienced nurses.
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Reed, Lloyd Fisher. "An investigation of foot and ankle problems experienced by nurses." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/35779/1/Lloyd_Reed_Thesis.pdf.

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Relatively little information has been reported about foot and ankle problems experienced by nurses, despite anecdotal evidence which suggests they are common ailments. The purpose of this study was to improve knowledge about the prevalence of foot and ankle musculoskeletal disorders (MSDs) and to explore relationships between these MSDs and proposed risk factors. A review of the literature relating to work-related MSDs, MSDs in nursing, foot and lower-limb MSDs, screening for work-related MSDs, foot discomfort, footwear and the prevalence of foot problems in the community was undertaken. Based on the review, theoretical risk factors were proposed that pertained to the individual characteristics of the nurses, their work activity or their work environment. Three studies were then undertaken. A cross-sectional survey of 304 nurses, working in a large tertiary paediatric hospital, established the prevalence of foot and ankle MSDs. The survey collected information about self-reported risk factors of interest. The second study involved the clinical examination of a subgroup of 40 nurses, to examine changes in body discomfort, foot discomfort and postural sway over the course of a single work shift. Objective measurements of additional risk factors, such as individual foot posture (arch index) and the hardness of shoe midsoles, were performed. A final study was used to confirm the test-retest reliability of important aspects of the survey and key clinical measurements. Foot and ankle problems were the most common MSDs experienced by nurses in the preceding seven days (42.7% of nurses). They were the second most common MSDs to cause disability in the last 12 months (17.4% of nurses), and the third most common MSDs experienced by nurses in the last 12 months (54% of nurses). Substantial foot discomfort (Visual Analogue Scale (VAS) score of 50mm or more) was experienced by 48.5% of nurses at sometime in the last 12 months. Individual risk factors, such as obesity and the number of self-reported foot conditions (e.g., callouses, curled toes, flat feet) were strongly associated with the likelihood of experiencing foot problems in the last seven days or during the last 12 months. These risk factors showed consistent associations with disabling foot conditions and substantial foot discomfort. Some of these associations were dependent upon work-related risk factors, such as the location within the hospital and the average hours worked per week. Working in the intensive care unit was associated with higher odds of experiencing foot problems within the last seven days, foot problems in the last 12 months and foot problems that impaired activity in the last 12 months. Changes in foot discomfort experienced within a day, showed large individual variability. Fifteen of the forty nurses experienced moderate/substantial foot discomfort at the end of their shift (VAS 25+mm). Analysis of the association between risk factors and moderate/substantial foot discomfort revealed that foot discomfort was less likely for nurses who were older, had greater BMI or had lower foot arches, as indicated by higher arch index scores. The nurses’ postural sway decreased over the course of the work shift, suggesting improved body balance by the end of the day. These findings were unexpected. Further clinical studies examining individual nurses on several work shifts are needed to confirm these results, particularly due to the small sample size and the single measurement occasion. There are more than 280,000 nurses registered to practice in Australia. The nursing workforce is ageing and the prevalence of foot problems will increase. If the prevalence estimates from this study are extrapolated to the profession generally, more than 70,000 hospital nurses have experienced substantial foot discomfort and 25-30,000 hospital nurses have been limited in their activity due to foot problems during the last 12 months. Nurses with underlying foot conditions were more likely to report having foot problems at work. Strategies to prevent or manage foot conditions exist and they should be disseminated to nurses. Obesity is a significant risk factor for foot and ankle MSDs and these nurses may need particular assistance to manage foot problems. The risk of foot problems for particular groups of nurses, e.g. obese nurses, may vary depending upon the location within the hospital. Further research is needed to confirm the findings of this study. Similar studies should be conducted in other occupational groups that require workers to stand for prolonged periods.
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Rungapadiachy, Dev Mardaymootoo. "The role of the mental health nurse : a comparison of the perceptions of mental health nurses at three levels of experience (pre-post registration, and experienced mental health nurses)." Thesis, University of Leeds, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.400864.

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Beattie, Heather, and res cand@acu edu au. "The Theory Practice Interface: A case study of experienced nurses' perception of their role as clinical teachers." Australian Catholic University. School of Educational Leadership, 2001. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp3.14072005.

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This research explores how experienced nurses perceive their role as clinical teachers in an environment that is challenged not only with on-going changes in healthcare delivery, but also by the expectation that it will continue to provide positive clinical learning opportunities for undergraduate student nurses. Schools of nursing in Australia have undergone rapid and far-reaching change as a consequence of the legislated transfer of nursing eduction to the tertiary sector. Expectations that nurse academics will possess higher degrees and be actively involved in research mean that faculty members have less time to be directly involved in their students’ learning during clinical practice placements. The literature indicates that the responsibility for moment to moment teaching and learning thus appears to have been implicitly given to clinical staff who may not possess any formal qualifications for teaching, yet are largely responsible for students’ learning through clinical placements. Indeed some clinicians report a worrying lack of knowledge of clinical supervision models giving cause for further concern about the nature of the clinical learning environment. Schools of nursing expect that clinical practica will provide opportunities for students to learn how to be a nurse through guided questioning, analysis and critical thinking. It is evident that in some settings, this represents an ideal situation and not the reality. Critical reflection on these issues has informed the purpose of this research and helped to shape the following questions that focus the conduct of the study: Research Question One. How do experienced nurses create positive clinical learning environments for student nurses? Research Question Two. How do experienced nurses resolve the often-contradictory demands of nursing students and those of the practice setting? Research Question Three. How do changes in the healthcare environment impact on the experienced nurse's role as a clinical teacher? The theoretical framework for this study was underpinned by the interpretive philosophies of hermeneutic phenomenology and symbolic interactionism, because they acknowledge the personal experiences and meanings of the participants. A case study approach was utilised because it acknowledges the given context of the participants. Data were collected from six experienced nurses through a series of semi-structured interviews, informal interviews and periods of participant observation supported by field notes and the researcher’s diary. Participants identified that their perception of their role as clinical teachers was constructed of three intersecting roles: that of facilitator of learning, assessor and socialiser. This study concludes that several factors influence these nurses’ perception of their role as clinical teachers. In particular, the positivist work culture of the clinical setting and nurses’ own past experiences and world view of nursing combine to shape these nurses’ perception of their role as clinical teachers. The research concludes that the expectations that students will be supported in their endeavours to be critically thinking, problem solving and reflective practitioners may, in fact, be unrealistic in the current, economically constrained, clinical environment. It is evident that experienced nurses, despite being willing to be involved with clinical teaching, have to function in rapidly changing environments that do not always offer opportunities for nurses to reflect on their practice. However, the creation of positive clinical learning environments in these circumstances requires an increased understanding and appreciation by both schools of nursing and their students of the impact of change on these nurses and their clinical environment. This appreciation may result in more effective collaboration between nursing education and nursing service to assist student nurses to learn not merely through repetitive practice and busywork, but also through opportunities to observe, question and understand their nursing practice.
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Vogelpohl, Darla A. "New Graduate Nurses Perception of the Workplace: Have They Experienced Hostility?" University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301938365.

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Rose, Anna-Karin. "Newly Graduated Nurses’ Experiences Of The Intervention Practitioner Training Nurse. : A Qualitative Interview Study." Thesis, Malmö universitet, Institutionen för vårdvetenskap (VV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42164.

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Aims and objectives: To describe newly graduated nurses’ experiences of the intervention practitioner training nurse.  Background: Newly graduated nurses need support to establish the profession. Several studies have shown that the first years in the profession, is the most challenging time. Method: The intervention practitioner training nurse was initiated to empower, and support newly graduates nurses in their professional role. Data were collected through semi-structured interviews with ten newly graduate nurses having experience of the intervention. The data were analysed using qualitative content analysis. Results: The analysis results in the overarching theme; “Organizational prerequisites” The theme consisted of three categories, "Activator" comprised the subcategories compiliating and attractive workplace. This involved that the practitioner training nurse were the activator creating a clear structure and the wards became more attractive workplaces. “Supportive nursing" comprised the subcategories present assistance, emotional support, and patient safety. This involved that practitioner training nurse constituted an important support function and helped to ensure patient safety. “Professional development” comprised the subcategories nurse's competence, feeling of security, and learning. This created the opportunity for professional development. Conclusion: The newly graduate nurses' experience of the intervention shows that the creation of an organisational structure enabled the practitioner training nurse to be an important support and to contribute to professional development. This was accomplished by strategic decision of the hospital management. Relevance to practice: The results of the current study can be transferred to other similar healthcare organizations and can be a support for managers who plan to initiate interventions to empower and support newly graduated nurses.
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Nilsson, Agnes, and Risa Larsen. "INTERPERSONAL COMMUNICATION AS EXPERIENCED BY NURSES WORKING IN CULTURALLY DIVERSE INDIAN HOSPITALS." Thesis, Malmö universitet, Fakulteten för hälsa och samhälle (HS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-26973.

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Syfte: Syftet med studien var att skapa djupare förståelse kring sjuksköterskors upplevelse av mellanmänsklig kommunikation med patienter med annan kulturell bakgrund. Bakgrund: Kommunikation spelar en viktig roll i kulturen och är en stor del av relationen mellan individer. Kommmunikation är en grundbult i sjuksköterskans arbete och är av högsta vikt för att kunna erbjuda en patientcentrerad och säker vård. Transkulturell medvetenhet är essentiellt för god vård, speciellt som världen blir alltmer mångkulturell. Såväl sjukvårdsturism som utökade globala samarbeten inom Hälso- och sjukvården ökar kraven på kulturell kompetens bland sjuksköterskor. Indien är ett föregångarland inom sjukvårdsturism och människor från olika kulturell bakgrund reser dit för sjukvård. Metod: Semistrukturerade intervjuer genomfördes med 12 sjuksköterskor mellan 23 och 53 år från två indiska sjukhus. Sjuksköterskorna möter ofta patienter med olika kulturell bakgrund. En tematisk innehållsanalys utfördes på det insamlade materialet. Resultat: Två tematiska inriktningar framkom från materialet; ett tema med fokus på praktiska verktyg och tekniker för att arbeta med patienter med annan kulturell bakgrund och det andra temat handlar om att bibehålla vårdkvaliteten. Utökade språkkunskaper och kommunikationsverktyg skulle underlätta sjuksköterskans arbete. Kulturell medvetenhet leder till ett ökat självförtroende hos sjuksköterskan och hjälper denna förutse eventuella behov hos patienten. Slutsats: Transkulturell medvetenhet och kommunikationsverktyg bidrar till en säkrare och mer effektiv vård. Sjuksköterskeutbildningen behöver lägga mer fokus på kulturell mångfald inom hälso- och sjukvård. Mer forskning krävs inom detta område då vården globaliseras allt mer.
Aim: The aim of the study was to gain a deeper understanding of interpersonal communication as experienced by nurses working in culturally diverse hospitals in India. Background: Communication is an important part of culture and a base in any interpersonal relationship. Communication is a foundation in the nursing occupation in order to give patient centered care which is safe and effective. Transcultural awareness in nursing is an important factor in order to give good care, especially as the world is becoming more multicultural. Medical tourism along with the expanding network of global interactions in healthcare ads to the necessity of developing culturally competent nursing care. India in one of the forerunners in medical tourism and cares for patients from many different cultural backgrounds. Method: Semi-structured interviews were conducted on a sample of 12 nurses between the age of 23 and 53, working with diverse patients at two different hospitals in India. A thematic content analysis was performed. Results: The developed themes focus on specific tools and techniques for working with culturally diverse patients and how to sustain the quality of care in diverse hospital settings. Language resources and tool which aid in communication would alleviate the nurses work. Cultural knowledge helps the nurses gain confidence and foresee possible needs of the patient. Conclusion: Highlighting transcultural interpersonal communication techniques within nursing leads to a safer and more productive practice of nursing care. Nursing education needs to prioritize cultural diversity in health care. More research needs to be conducted on the subject of interpersonal communication in culturally diverse hospital settings since healthcare is a continuously growing globalized organization.
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Hayward, Dana Alyson Marie. "Perceptions of experienced nurses to what influenced their decision to leave clinical practice." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/48446.

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Nursing turnover (the loss of experienced nurses from a clinical setting) remains a pressing problem for healthcare delivery in acute care inpatient settings. Turnover contributes to increased recruitment and orientation cost, reduced quality patient care, and the loss of mentorship for new nurses. The purpose of this research was to critically examine the factors that contribute to turnover of experienced nurses’ including their decision to leave clinical practice settings and seek new employment in another nursing position. The study objectives were to explore experienced nurses’ decision-making processes in leaving current clinical practice settings and to examine the personal and environmental factors experienced nurses’ perceive that influenced their decision to leave. An interpretive descriptive approach was used to guide the study. Interviews were conducted with 12 nurses, averaging 16 years in clinical practice. Participants were equally represented from clinical units, which included critical care and medical-surgical areas. The sample drew on perspectives from point-of-care nurses and nurses in leadership roles, primarily charge nurses and clinical nurse educators. The findings indicated that nurses’ decisions to leave clinical practice were influenced by several interrelated environmental and personal factors such as higher patient acuity, increased workload demands, ineffective working relationships among nurses and with physicians, gaps in leadership support, and significant impact to nurses’ health and personal well-being. When participants experienced ineffective working relationships with other nurses and a lack of leadership support, they described being ill equipped to perform their job and reported a loss of job satisfaction. The impact of high stress was evident on the health and emotional well-being for those who stayed, and family relationships and lifestyles were adversely affected. It is vital that healthcare organizations learn to minimize turnover and retain the wealth of experienced nurses in acute care settings to maintain quality patient care and contain costs. The study highlights the need of healthcare leaders to reexamine how they promote collaborative practice, enhance supportive leadership behaviours, and reduce nurses’ workplace stressors in order to retain the wealth of skills and knowledge offered by experienced clinical practice nurses.
Applied Science, Faculty of
Nursing, School of
Graduate
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Books on the topic "Experienced Nurses"

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Cahill, Margaret. Effective nursing: An exploration by experienced nurses. Kidlington, Oxfordshire: Ashdale Press, 1993.

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MacLeod, Martha L. P. Practising nursing--becoming experienced. New York: Churchill Livingstone, 1996.

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Lloyd, Hilary. In the name of the nurse: An exploration of nurses' and patients' experiences of the 'named nurse' system of care. Sunderland: University of Sunderland, 2003.

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Porter, Edgar, and Ran Ying Porter. Japanese Reflections on World War II and the American Occupation. NL Amsterdam: Amsterdam University Press, 2018. http://dx.doi.org/10.5117/9789462989733.

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This book presents an unforgettable up-close account of the effects of World War II and the subsequent American occupation on Oita prefecture, through firsthand accounts from more than forty Japanese men and women who lived there. The interviewees include students, housewives, nurses, midwives, teachers, journalists, soldiers, sailors, Kamikaze pilots, and munitions factory workers. Their stories range from early, spirited support for the war through the devastating losses of friends and family members to air raids and into periods of hunger and fear of the American occupiers. The personal accounts are buttressed by archival materials; the result is an unprecedented picture of the war as experienced in a single region of Japan.
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Nurses' medication errors: An interpretative study of experiences. Frankfurt am Main: P. Lang, 1994.

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McGee, Arlee. Preserving nurses' experiences: Guidelines for collecting oral histories. Fredericton, N.B: Nurses Association of New Brunswick, Nursing History Resource Centre, 1997.

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Warne, Tony, and Sue McAndrew, eds. Using Patient Experience in Nurse Education. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3.

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Copp, Gina. Facing impending death: Experiences of patients and their nurses. London: Nursing Times Books, 1999.

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Depression - a nurse's experience: Shadows of life. Oxford: Radcliffe Publishing, 2010.

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Breast cancer survivors' club: A nurse's experience. Salt Lake City, Utah: Windsor House Pub. Group, 1996.

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Book chapters on the topic "Experienced Nurses"

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Nozaki, Manami, Norihito Taniguchi, Miyoko Okamoto, Yui Matsuda, Shunji Morita, and Reiko Mitsuya. "Characteristics of Problem Consciousness of Indonesian Returnee Nurses Who Experienced Intercultural Exchange in Foreign Countries." In Advances in Intelligent Systems and Computing, 597–602. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94709-9_58.

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Tartaglia, Riccardo. "Brief Story of a Clinical Risk Manager." In Textbook of Patient Safety and Clinical Risk Management, 19–28. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59403-9_2.

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AbstractThis chapter briefly describes the experience of a doctor who worked for over 15 years as a clinical risk manager in a regional health service. The chapter describes the phases of a project that started with the establishment and organization of a structure dedicated to patient safety and the creation of a network of doctors and nurses with the function of managing clinical risk. The project was therefore developed through the training of health workers and the creation of a reporting system for adverse events. The first results obtained and the criticalities experienced in the relationship with the political-administrative apparatus are reported. In Italy, this experience has contributed to the enactment in 2017 of an important law on the patient safety that has established centers for the management of health risk and the patient safety in every Italian region and has laid the foundations to further improve the quality of care in the Italian health service.
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Akselbo, Iben, and Ingvild Aune. "How to Use Simulation as a Learning Method in Bachelor and Postgraduate/Master Education of Nurses and Teachers in Healthcare." In How Can we Use Simulation to Improve Competencies in Nursing?, 13–23. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_2.

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AbstractIn this chapter, results from three different studies about simulation as a learning method are presented and discussed alongside relevant pedagogical theory and other research. These studies were conducted at a university in Norway from 2018 to 2020. The studies used a qualitative approach, and reflection notes and focus group interviews were used to collect data. The participants (81 students in total) were bachelor of nursing students 2nd year public health nursing students, and students in teacher training (healthcare). The interviews were conducted shortly after the students had performed the simulation activity. The students expressed that the simulation provided a higher degree of realism and seriousness than skill training did. They felt that the simulation was an educational method in which they experienced realistic feelings and stress in a serious situation. The students learned that in an emergency, good communication is important to make the right decision. The simulation was perceived as one of the most effective ways to prepare themselves for the profession of nursing. They experienced learning through describing the course of events during the debriefing process and obtaining feedback from other students to reveal the gaps in their knowledge.
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Kenyon, Michelle, John Murray, Rose Ellard, and Daphna Hutt. "Education Needs for Nurses in Adult and Paediatric Units." In The EBMT/EHA CAR-T Cell Handbook, 207–13. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94353-0_40.

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AbstractComplex nursing care for patients on the CAR-T cell therapy pathway involves many different nursing roles that have important functions at different stages in the pathway. Within the multiprofessional team, nurse education is critical to safe and competent care and to the patient’s treatment experience. As we consider the education needs of the nursing workforce throughout the entire patient pathway, including the supply chain, chain of custody, and clinical care delivery, we recognize the important roles of expert nurses, practice educators, and the wider multiprofessional team in sharing their knowledge and experience. Nurse education strategies should include referring nursing teams to facilitate seamless patient care throughout referral, treatment, and follow-up to optimize communication and appropriately meet patient and caregiver information needs.
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Bridges, Jackie, Caroline Nicholson, Jill Maben, Catherine Pope, Mary Flatley, Charlotte Wilkinson, Julienne Meyer, and Maria Tziggili. "Capacity for Care: Meta-Ethnography of Acute Care Nurses’ Experiences of the Nurse-Patient Relationship." In Patient-Centred Health Care, 65–77. London: Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137308931_6.

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Erdal, Marta Bivand, Lubomiła Korzeniewska, and Davide Bertelli. "Becoming Destination(s)? Complex Migration Trajectories, Transnational Lifeworlds and Migration Decisions." In IMISCOE Research Series, 23–43. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-12503-4_2.

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AbstractWe depart from a paradox: migrants’ complex migration trajectories challenge dominant, often destination-oriented, conceptualisations of migration decision-making. This prompted us to raise the issue, in the questions pursued in our 30 semi-structured interviews with nurse migrants, of why Norway was chosen as a destination or a base for onward movement. We draw on this dataset, with specific analytical emphasis on eight of these interviews, in which the nurses shared their experiences of complex migration trajectories between Poland, the Philippines and Norway; others included Belgium, Denmark, the Netherlands, Saudi Arabia, Sweden and the UK. Our contribution builds on the case of professional, predominantly female, often South-North migrants, whose experiences to date have not been formative in migration theory, despite the volume of interdisciplinary research on nurse migration. We argue that a fresh and critical perspective may contribute to the adjustment of prevailing theorisations. We trace the geographical patterns of our interviewees’ complex migration trajectories and analyse the dynamics of onward migration decision-making in the context of transnational lifeworlds. We find actual and potential onward migration is a significant feature of nurse migrants’ trajectories, where the notion of ‘a destination’ is illusive, changes over time and is shaped by multi-sited transnational ties.
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Hurlburt, Russell T. "A Bulimic Operating-Room Nurse." In Sampling Inner Experience in Disturbed Affect, 123–38. Boston, MA: Springer US, 1993. http://dx.doi.org/10.1007/978-1-4899-1222-0_8.

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Harmon, Keeley C., Joe Ann Clark, Jeffery M. Dyck, and Vicki Moran. "Clinical Experiences." In Nurse Educator's Guide to Best Teaching Practice, 49–67. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-42539-9_4.

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Edwards, Nicole. "What about the Nurse's Emotional Experience." In Oncology for Veterinary Technicians and Nurses, 148–54. Ames, Iowa, USA: John Wiley & Sons, Inc., 2016. http://dx.doi.org/10.1002/9781119264903.ch16.

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Bachnick, Stefanie, and Michael Simon. "Client and Family Outcomes: Experiences of Care." In Nurses Contributions to Quality Health Outcomes, 207–20. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69063-2_12.

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Conference papers on the topic "Experienced Nurses"

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Şatır, Nida Nur, and İlknur Aydın Avcı. "The Cultural Sensitivity and Nurses Experienced by Nurses Care of Immigrants." In 4th International Symposium on Innovative Approaches in Health and Sports Sciences. SETSCI, 2019. http://dx.doi.org/10.36287/setsci.4.9.015.

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Holmes, Abigail, Jessie Opella, Aimee Cloutier, James Yang, and Patricia R. DeLucia. "Lifting Motions During Patient Repositioning in Novice and Experienced Nurses: A Pilot Study." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59675.

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According to the Bureau of Labor Statistics, in 2014, nursing and residential care facilities had the highest incidence rate of total nonfatal occupational injury cases in the U.S. Manual patient handling tasks result in high lumbar load (Jager et al., 2013), and most of work-related back disorders in nurses are related to patient transfers. The present pilot study seeks to determine if there are significant differences in the motion of experienced nurses and novice nurses while performing the same patient repositioning tasks. A motion capture experiment was conducted in a laboratory setting on 14 female nurses performing two patient repositioning tasks (moving patient toward the head of the bed; transferring patient from bed to a wheelchair). Of the nurses selected, 7 were experienced nurses (greater than 5 years of nursing experience), and 7 were novice nurses (between 0 and 2 years of nursing experience). The motion capture data were post processed using Cortex and Visual3D software. Average and maximum joint angles for the spine, knees, elbows, and shoulders for each task were compared between the novice and experienced nurses using a Wilcoxon Rank Sum test to determine whether there were significant differences in motion for the same patient repositioning tasks. Although significant differences were not found for average or maximum joint angles between the novice and experienced groups, there was a significant difference in variances between the novice and experienced groups for some angles for the wheelchair task.
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Kim, Hye-Won, and Mi-Ran Kim. "The Nature and Meaning of Nursing Competency as Experienced by Hospital Nurses." In Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.47.70.

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Hannigan, Bradley Robert John, and Gunjan Choken. "Managing Professional Learning in Aged Residential Care Settings." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205010.

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This research focuses on the management of professional learning and development (PLD) for nursing staff in aged residential care settings from the perspective of clinical managers. The research question was: What strategies and barriers are present in the professional development of nurses in aged healthcare in Whakatū Nelson? This study uses an inductive constructivist strategy to explore this question. Semi-structured interviews were conducted from five participating organisations. All organisations were medium-sized aged-care services in the Nelson Tasman region. Inductive thematic analysis was used to organise and interpret the data to construct findings that provide insight into the experiences of the participating professional leaders. The strategies adopted by clinical managers were found to be PLD and performance management alongside the use of diverse tools to engage nurses in PLD. Shortage of time for managing PLD processes and lack of funding were found to be key barriers experienced by clinical managers in managing PLD for nurses. This paper contributes to the literature on leadership and management in aged-care settings by highlighting the experiences of a group of clinical managers in a small Aotearoa New Zealand city.
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Aprianti, Rina, Susilo Wulan, and Elza Wulandari. "Relationship of Work Load and Interpersonal Interactions with Work Fatigue in Inpatient Nurses at Dr M Yunus Hospital, Bengkulu." In The 7th International Conference on Public Health 2020. Masters Program in Public Health, Universitas Sebelas Maret, 2020. http://dx.doi.org/10.26911/the7thicph.04.14.

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ABSTRACT Background: Work fatigue experienced by nurses can hurt the service provided by the hospital. The workload was difference in the capacity or ability of worker with job demand that must be faced. Interpersonal interaction is a relationship, communication, and interaction with other people. The purpose of this study was to determine relationship between workload and interpersonal interactions with subjective work fatigue in inpatient nurses at dr. M Yunus hospital, Bengkulu, Indonesia. Subjects and Method: This was a cross sectional conducted at dr. M Yunus Bengkulu from August to September, 2020. A sample of 128 nurses in the inpatient room of Dr. Hospital. M Yunus Bengkulu selected by total sampling. The dependent variable was subjective work fatigue. The independent variables were workload and interpersonal interactions. The instrument used was a questionnaire. The data was analyzed by chi square. Results: There was a statistically significant relationship between workload (OR= 9.31; 95% CI= 3.86 to 22.85; p< o.001) and interpersonal interactions (OR= 7.11; 95% CI= 3.05 up to 16.76; p< 0.001) with subjective work fatigue. Conclusion: Workload and interpersonal interactions are factors that can cause subjective work fatigue in the inpatient nurses at RSUD Dr. M Yunus Bengkulu. Keywords: Workload, Interpersonal Interaction, Subjective Work Fatigue. Correspondance: Rina Aprianti. School Of Health Sciences Tri Mandiri Sakti, Bengkulu. Jl. Hibrida Raya No. 3, Sidomulyo Gading Cempaka district, Bengkulu, Indonesia. Email: rina.aprianti89@gmail.com. Mobile: 081373626277 DOI: https://doi.org/10.26911/the7thicph.04.14
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Paula, Larissa Ottoni Estevanin de, Lorenza Carvalho Caser, Iago Ferreira Pinto Almeida, Vinícius Cunha Lemos, Lisandra Alves Teixeira, and Fabíola Cristina Santos Tavares. "“EMtenda” University Extension Project: A Health Education Experience on the Experiences of Patients with Multiple Sclerosis." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.649.

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Introduction: Multiple sclerosis (MS) is a chronic demyelinating disease of the Central Nervous System (CNS). The clinical manifestations of the disease have a negative impact on the patients’ quality of life, and may affect its functionality due to physical and psychosocial losses. From there, it is understood the need to seek ways to guide health professionals, as well as raise awareness among the general population about the experiences of patients with MS. Objective: this work reports the experience of a tent set up in public spaces in the city of Divinópolis-MG, through the “EMtenda” Extension Project. The project discusses the importance of health education as an active learning tool for participants, through the dissemination of information about the limitations experienced by people with the diagnosis of MS. Experience report: The project took place from 2019 to 2020 and had the support of a multidisciplinary team formed by doctors, physiotherapists, nurses and psychologists. Actions were taken in public spaces in Divinópolis-MG, in which a tent was installed and divided into three stations. Each station simulates neurological symptoms such as paresthesia, diplopia, spasticity, loss of strength in the limbs and ataxia. The simulation is performed through the interaction of the participant with various objects, in which simple activities are tested, such as walking with weight on the lower limbs, palpating objects of different textures with closed eyes, wearing glasses that distort the vision, among others. Each station lasts two to three minutes, allowing the visitor to enter subsequent stations or leave the tent. At the end, the participant receives a brief verbal explanation of the disease by the facilitator and/or through banners installed next to the tent. Conclusion: The project enabled health education for students, professionals and for the general population of Divinópolis-MG, in order to improve the empathy of the participants towards the experiences and limitations of patients with MS regarding the neurological symptoms they experience in their daily life.
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Miljeteig, Ingrid, Ingeborg Forthun, Karl Ove Hufthammer, Inger Elise Engelund, Elisabeth Schanche, Margrethe Schaufel, and Kristine Husøy Onarheim. "68:oral Priority-setting dilemmas, moral distress and support experienced by nurses and physicians in the early phase of the COVID-19 pandemic in Norway." In Abstracts of the 13th International Society for Priorities in Health Conference, Bergen, Norway, 28–30 April 2022. BMJ Publishing Group Ltd, 2022. http://dx.doi.org/10.1136/bmjgh-2022-isph.48.

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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.

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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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Boss-Victoria, Rena, Tina L. Jordan, Bernardine M. Lacey, Hal L. Aubrey, Agnes Richardson, Quotasze Williams, and Jahmaine Smith. "A PIONEERING IMPLEMENTATION OF CLINICAL EXPERIENCES FOR STUDENT NURSES AT A NURSE MANAGED HOMELESS SHELTER HEALTH CLINIC." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.1734.

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Hertell, Henna. "THE EXPERIENCES OF NURSES AND PUBLIC HEALTH NURSES ON INTERNATIONAL STUDENT EXCHANGE." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.0124.

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Reports on the topic "Experienced Nurses"

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Zangaro, George A. Army Nurses' Experiences as Faculty and Students' Perceptions of Military Nursing. Fort Belvoir, VA: Defense Technical Information Center, May 2011. http://dx.doi.org/10.21236/ada627664.

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Rivers, Felecia. US Military Nurses: Experience of Coming Home after Iraq and Afghanistan. Fort Belvoir, VA: Defense Technical Information Center, November 2013. http://dx.doi.org/10.21236/ada608979.

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Rivers, Felecia. U.S. Military Nurses' Experience of Coming Home after Iraq & Afghanistan. Fort Belvoir, VA: Defense Technical Information Center, May 2015. http://dx.doi.org/10.21236/ada617393.

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Jauny, Ray, and John Parsons. Delirium Assessment and Management: A qualitative study on aged-care nurses’ experiences. Unitec ePress, November 2017. http://dx.doi.org/10.34074/ocds.72017.

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Aged residential care (ARC) residents with morbid health conditions frequently experience delirium. This condition is associated with diminished quality of life, preventable morbidity and untimely death. It is challenging and costly to manage delirium because of the complex interplay of physical and psychiatric symptoms associated with this condition in both primary and secondary services. With awareness of risk factors and knowledge about delirium, ARC nurses can play a vital role in early identification, assessment and treatment, but most importantly in preventing delirium in aged-care residents as well as improving health outcomes. Focus groups were carried out with ARC nurses to ascertain their opinions on how they assess and manage delirium in ARC facilities in South Auckland, New Zealand. Findings identified that there were strengths and weaknesses, as well as gaps in assessment and management of delirium. Nurses would benefit from delirium education, appropriate tools and adequate resources to help them manage delirium. Issues with diagnosing delirium, anxiety about challenging behaviours, family dynamics, lack of training and absence of IV treatment were noticeable features in this study.
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Tooman, Tricia, Waraf Al-Yaseen, Damon Herd, Clio Ding, Maria Corrales, and Jaina Teo Lewen. THE COVID ROLLERCOASTER: Multiple and Multi-dimensional Transitions of Healthcare Graduates. Edited by Divya Jindal-Snape, Chris Murray, and Nicola Innes. UniVerse, May 2022. http://dx.doi.org/10.20933/100001247.

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In this study, we explored the ongoing multiple and multi-dimensional transitions experienced by medicine, nursing and dentistry students due to graduate in summer 2020. Some graduated early to join the NHS workforce and others had their graduation deferred for a year due to lack of clinical experience. We explored the expectations and realities of their transition experiences; their perceptions of the impact of their transitions on them, their wellbeing, and on their significant others. This longitudinal study helped understand each individual’s adaptations to multiple concurrent changes over time. The cross-sectional data revealed trends and patterns for each group of graduates. This comic anthology presents the interpretations of interview data from doctor, nurse, and dentist graduates. The five comics present both individual and composite narratives of different participants. The visualisation of the data through comics was valuable to portray the wider context of COVID-19, and participants’ related transition experiences and emotions.
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Cruchinho, Paulo, Gisela Teixeira, Pedro Lucas, and Filomena Gaspar. Influencing Factors of Nurses’ Practice during the Bedside Handover: A Qualitative Evidence Synthesis Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0013.

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Review question / Objective: Nurses could have inconsistent practice during the Nursing Bedside Handover (NBH) implementation (Clari et al., 2021; Malfait et al., 2019; Whitty et al., 2017). During almost two decades, this inconsistency in nurses' practices has been explained by the strategy of implementation followed at the wards and the resistance behaviors of nurses (Burston et al., 2015; Evans et al., 2012; Kassean & Jagoo, 2005; Malfait et al., 2020; Sand-Jecklin & Sherman, 2013, 2014). Recently, this explanation has come to consider the possibility of nurses' practices be a practice individualized, flexible, and adaptive (McCloskey et al., 2019; Schirm et al., 2018; Tobiano et al., 2018). Based on these supplementary explanations, we formulated the following review question: - What are the factors perceived by nurses that influence inconsistency of practice during NBH? The purpose of this synthesis of the qualitative evidence is to review and synthesize nurses’ perceptions and experiences about the factors that, in their perspective, influence the practice of NBH.
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Santhya, K. G., and Santhya Jejeebhoy. Providing maternal and newborn health services: Experiences of auxiliary nurse midwives in Rajasthan. Population Council, 2012. http://dx.doi.org/10.31899/pgy2.1062.

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Ostermeyer, Beverly D. Clinical Experiences Nurse Anesthesia Students Find Most and Least Beneficial at Three Stages of Clinical Education. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ad1012166.

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Orning, Tanja. Professional identities in progress – developing personal artistic trajectories. Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.544616.

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We have seen drastic changes in the music profession during the last 20 years, and consequently an increase of new professional opportunities, roles and identities. We can see elements of a collective identity in classically trained musicians who from childhood have been introduced to centuries old, institutionalized traditions around the performers’ role and the work-concept. Respect for the composer and his work can lead to a fear of failure and a perfectionist value system that permeates the classical music. We have to question whether music education has become a ready-made prototype of certain trajectories, with a predictable outcome represented by more or less generic types of musicians who interchangeably are able play the same, limited canonized repertoire, in more or less the same way. Where is the resistance and obstacles, the detours and the unique and fearless individual choices? It is a paradox that within the traditional master-student model, the student is told how to think, play and relate to established truths, while a sustainable musical career is based upon questioning the very same things. A fundamental principle of an independent musical career is to develop a capacity for critical reflection and a healthy opposition towards uncontested truths. However, the unison demands for modernization of institutions and their role cannot be solved with a quick fix, we must look at who we are and who we have been to look at who we can become. Central here is the question of how the music students perceive their own identity and role. To make the leap from a traditional instrumentalist role to an artist /curator role requires commitment in an entirely different way. In this article, I will examine question of identity - how identity may be constituted through musical and educational experiences. The article will discuss why identity work is a key area in the development of a sustainable music career and it will investigate how we can approach this and suggest some possible ways in this work. We shall see how identity work can be about unfolding possible future selves (Marcus & Nurius, 1986), develop and evolve one’s own personal journey and narrative. Central is how identity develops linguistically by seeing other possibilities: "identity is formed out of the discourses - in the broadest sense - that are available to us ..." (Ruud, 2013). The question is: How can higher music education (HME) facilitate students in their identity work in the process of constructing their professional identities? I draw on my own experience as a classically educated musician in the discussion.
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Improving the counseling and medical care of postabortion patients in Egypt. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1026.

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This pilot study conducted in Cairo and Minya examined the effects of improving the medical care and counseling of post-abortion patients in Egypt. A pre-test/post-test, no control group study design was used to measure the effects of an intervention that upgraded physicians' clinical and interpersonal communication skills for the care of post-abortion patients, including counseling and family planning (FP). The study's surveys utilized direct interviews with staff working in the OB/GYN wards, structured observations of treatment procedures and counseling of post-abortion patients, and interviews with patients prior to discharge. Changes in the clinical management of post-abortion patients were introduced through a five-day training program in each hospital for senior staff, who then trained junior colleagues individually. Training for nurses and other paramedical personnel was also provided. Results demonstrate that the use of vacuum aspiration for treating post-abortion patients offers significant potential benefits for women, service providers, and the health care system. As this report states, the challenge now is to consolidate the experience gained from this study and develop a larger-scale introduction program in Egypt for the use of vacuum aspiration, combined with minimal pain-control medication and improved counseling.
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