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Academic literature on the topic 'Nurse experiences'

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Published: 4 June 2021
Last updated: 20 February 2023

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Journal articles on the topic "Nurse experiences"

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Ziegler, Erin, Sarah Kalvoda, Elyse Ancrum-Lee, and Erin Charnish. "I Have Never Felt so Novice: Using Narrative Reflection to Explore the Transition from Expert RN to Novice NP Student." Nurse Practitioner Open Journal 1, no. 1 (May 7, 2021): 1–8. http://dx.doi.org/10.28984/npoj.v1i1.342.

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Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students. Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student. Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience. From this exercise common themes were identified. Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.
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Vasset, Frøydis, Lisbeth Fagerstrøm, and Marianne Louise Frilund. "Nurse leaders' changing roles over 25 years: a qualitative study." Leadership in Health Services 36, no. 1 (August 3, 2022): 125–39. http://dx.doi.org/10.1108/lhs-03-2022-0025.

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Purpose The purpose of this study is to emphasise nurses’ experiences of nurse leaders' changing roles over 25 years. Design/methodology/approach A qualitative study was performed with individual interviews of eight nurse managers. From Norway and Finland, all nurse managers with more than 25 years of experience and working in specialist health care and primary health care were included in the study. Findings These nurse managers have a lot of knowledge and resolved conflicts using improved methods and have experienced continuous change. The role of nurse manager ranges from bedside to exclusive administrative work. The organisations have become more extensive, and the staff has grown. These changes have led to many challenges and more complex organisations. Research limitations/implications Nurse managers who have worked for over a 25-year period had useful experience and could handle many new challenges. They can change themselves and their organisation tasks over time and follow the development of society. Originality/value Based on their experiences as novices at the beginning of their career, the informants demonstrate their development to the level of expert manager.
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Damrosch, Shirley, and Alwilda Scholler-Jaquish. "Nurses' experiences with impaired nurse coworkers." Applied Nursing Research 6, no. 4 (November 1993): 154–60. http://dx.doi.org/10.1016/s0897-1897(05)80113-2.

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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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Refrande, Sueli Maria, Rose Mary Costa Rosa Andrade Silva, Eliane Ramos Pereira, Renata Carla Nencetti Pereira Rocha, Sérgio Henrique da Silva Melo, Neusa Aparecida Refrande, and Ricardo Raimundo dos Santos. "Nurses’ experiences in the care of high-risk newborns: a phenomenological study." Revista Brasileira de Enfermagem 72, suppl 3 (December 2019): 111–17. http://dx.doi.org/10.1590/0034-7167-2018-0221.

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ABSTRACT Objective: To describe nurses’ experience in the care of high-risk newborns. Method: This is a descriptive study with a qualitative approach, based on Merleau-Ponty’s phenomenology and performed at the Fernando Magalhães Maternity Hospital in the state of Rio de Janeiro, through interviews with 30 nurses who work in neonatal care, according to the phenomenological thinking of Maurice Merleau- Ponty. Results: Three categories emerged: “experienced body of the nurse practitioner on the high-risk newborn”; “experienced world of the nurse practitioner on the high-risk newborn”; and “time spent by the nurse practitioner with the high-risk newborn”. Final considerations: The study allowed us to describe, through the participants’ speeches, that the care of the high-risk newborn is broad, that is, objective, subjective and carried out with advanced technologies, their experiences and scientific improvement are composed of shared practice and theory with the family, professionals and beginners in the neonatal universe, favoring a differentiated and humanized care.
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Amin, Muhammad, Susilawati Susilawati, and Wulan Angraini. "Pengalaman Perawat yang Mengalami Tindak Kekerasan oleh Klien Skizofrenia." Jurnal Keperawatan Silampari 5, no. 1 (August 20, 2021): 1–10. http://dx.doi.org/10.31539/jks.v5i1.2344.

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This study aims to determine how the experience of nurses who experience acts of violence by schizophrenic clients. The type of research used in this research is qualitative, which intends to explain and provide understanding and interpretation of various behaviors and experiences of humans (individuals) in multiple forms. The study results produced several themes, namely the form of violence, the condition of the patient, preventive measures, the state of the nurse when receiving violence, the health condition of the nurse, and the time the patient was angry. In conclusion, the violence experienced by nurses was being hit, pulled, thrown using a food holder, and spat on. The patient's condition who commits acts of violence is that the patient's hallucinations are occurring, the patient is unstable, and the medicine is not taken. Keywords: Nurse Experience, Schizophrenia, Violence
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Wittenberg, Elaine, Sandra L. Ragan, and Betty Ferrell. "Exploring Nurse Communication About Spirituality." American Journal of Hospice and Palliative Medicine® 34, no. 6 (March 31, 2016): 566–71. http://dx.doi.org/10.1177/1049909116641630.

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Objective: Although spiritual care is considered one of the pillars of palliative care, many health-care providers never receive formal training on how to communicate about spirituality with patients and families. The aim of this study was to explore the spiritual care experiences of oncology nurses in order to learn more about patient needs and nurse responses. Methods: A survey was circulated at a communication training course for oncology nurses in June 2015. Nurses recalled a care experience that included the initiation of a spiritual care topic and their response to the patient/family. Data were analyzed using thematic analysis. Results: Nurses reported that communication about spirituality was primarily initiated by patients, rather than family members, and spiritual topics commonly emerged during the end of life or when patients experienced spiritual distress. Nurses’ experiences highlighted the positive impact spiritual conversations had on the quality of patient care and its benefit to families. Spiritual communication was described as an important nursing role at the end of patients’ lives, and nonverbal communication, listening, and discussing patients’ emotions were emphasized as important and effective nurse communication skills during spiritual care conversations. Approximately one-third of nurses in the sample reported sharing their own personal spiritual or religious backgrounds with patients, and they reported that these sharing experiences strengthened their own faith. Conclusion: It is evident that patients want to discuss spiritual topics during care. Study findings illustrate the need to develop a spiritual communication curriculum and provide spiritual care communication training to clinicians.
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Chen, Shu-Yueh, and Hui-Chen Hsu. "Nurses’ reflections on good nurse traits." Nursing Ethics 22, no. 7 (September 22, 2014): 790–802. http://dx.doi.org/10.1177/0969733014547973.

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Background: Good nurses show concern for patients by caring for them effectively and attentively to foster their well-being. However, nurses cannot be taught didactically to be “good” or any trait that characterizes a good nurse. Nurses’ self-awareness of their role traits warrants further study. Objectives: This study aimed (a) to develop a strategy to elicit nurses’ self-exploration of the importance of good nurse traits and (b) to explore any discrepancies between such role traits perceived by nurses as ideally and actually important. Research design: For this mixed-method study, we used good nurse trait card play to trigger nurses’ reflections based on clinical practice. Nurse participants appraised the ideal and actual importance of each trait using a Q-sort grid. The gap between the perceived ideal and actual importance of each trait was examined quantitatively, while trait-related clinical experiences were analyzed qualitatively. Participants and research context: Participants were 35 in-service nurses (mean age = 31.6 years (range = 23–49 years); 10.1 years of nursing experience (range = 1.5–20 years)) recruited from a teaching hospital in Taiwan. Ethical considerations: The study was approved by the Institutional Review Board of the study site. Findings: Good nurse trait card play with a Q-sort grid served as an icebreaker to help nurse participants talk about their experiences as embodied in good quality nursing care. Nurses’ perceived role–trait discrepancies were divided into three categories: over-performed, least discrepant, and under-performed. The top over-performed trait was “obedience.” Discussion: Patients’ most valued traits (“patient,” “responsible,” “cautious,” and “considerate”) were perceived by participants as ideally important but were under-performed, perhaps due to experienced nurses’ loss of idealism. Conclusion: Good nurse trait card play with Q-sort grid elicited nurses’ self-dialogue and revealed evidence of the incongruity between nurses’ perceived ideal and actual importance of traits. The top over-performed trait, “obedience,” deserves more study.
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Khatib, Wadad El, Mirna Fawaz, Mohammad N. Al-Shloul, Ahmad Rayan, Mohammed ALBashtawy, Rasmieh M. Al-Amer, Asem Abdalrahim, and Moawiah Khatatbeh. "Critical Care Nurses’ Experiences During the Illness of Family Members: A Qualitative Study." SAGE Open Nursing 8 (January 2022): 237796082211321. http://dx.doi.org/10.1177/23779608221132169.

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Introduction A loved one's hospitalization in a critical care unit is a traumatic experience for families. However, because of their status and professional competence, a family member who is also a critical care nurse has additional obstacles and often long-term consequences. Objectives To describe the experiences of critical care nurse-family members when a loved one is admitted to a critical care unit at the Hotel-Dieu de France hospital. Methods A qualitative path based on van Manen's hermeneutic phenomenology combining both descriptive and interpretive models were adopted. Results The lived experience of critical care nurses in providing care for their family members admitted into the same critical care were summarized in five themes. Nurses were torn between roles, consisting of confounding roles, their registered nurse status, and watchfulness. The lived experience of critical care nurses in providing care for their family members admitted into the same critical care was summarized into specialized knowledge that included a double-edged sword of seeking information and difficulty delivering the information. Critical nurses compete for expectations, including those placed on self and family members, resulting in emotional and personal sacrifice while gaining insight into the experiences. Conclusions Critical care nurse-family members have a unique experience compared to the rest of the family, necessitating specialized care and attention. Increased awareness among healthcare providers could be a start in the right direction.
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Reynolds, Stephanie. "Community nurse lecturers’ experiences of pre-registration nurse education: a phenomenological study." British Journal of Community Nursing 28, no. 1 (January 2, 2023): 38–43. http://dx.doi.org/10.12968/bjcn.2023.28.1.38.

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The aim of this study was to explore the lived experiences of community nurse lecturers in pre-registration nurse education and to gain insight into the nature of community nursing and its profile within pre-registration nursing. A qualitative phenomenological approach explored pre-registration, adult field nurse lecturers’ experiences of being community nurses and subsequently their experiences of being community nurse lecturers. Three participants audio recorded answers prompted by three questions that allowed for storytelling and prompted memory recall. The results were analysed, and the themes identified were: community nursing is vastly different to hospital nursing, with a notable heightened sense of accountability, lone working and a recognition of experience needed to be a community nurse. When reflecting on their role as lecturers, research participants recalled responses that informed the second theme: the pre-registration adult nursing curriculum was acute care focused and this was also the expectation of students. Results identified tensions between community nursing and critical care nursing, and a loss of identity to which each of them embraced in different ways.
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Dissertations / Theses on the topic "Nurse experiences"

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Barreca, Rebecca J. "Lived Experiences of Nurses: Nurse Characteristics by Clinical Specialty." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303941706.

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Taylor, Ian. "Registered mental nurses' experiences of nurse-patient relationships in acute care." Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42306.

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The changing context of mental health care provision in the United Kingdom in the last three decades has seen significant change in acute inpatient services. Service users have expressed dissatisfaction about current service provision and care. Nurses continue to represent the largest professional group providing care in these services. Comparatively little is known from nurses' perspectives about the present nature of the nurse-patient relationship in acute mental health inpatient settings. The purpose of this research study was to explore with a sample of 14 registered mental nurses, their experiences about the nature of the nurse-patient relationship. An interpretive, phenomenological approach was adopted. The principal research question asked 'What are registered mental nurses' experiences of the nature of the nurse-patient relationship in working age acute inpatient mental health care settings?' Following ethical approval, unstructured, individual interviews were used as the primary method of data collection. Transcribed interview texts were analysed hermeneutically, supplemented with the researcher's field notes and reflective journal. Key findings included the impact of poor ward environments, increased patients' acuity of illness, and multiple, competing demands placed on nursing time. Although nurses valued human interpersonal relationships with patients, they struggled to achieve their aspirations for the nurse-patient relationship, owing to a range of factors including organisational constraints, inexperience, and limited post-registration professional development. Nurses could experience stress and emotional fatigue, and their needs for support were not always met. These factors may challenge possibilities for the development of therapeutic nurse-patient relationships. Whilst nurses appear to acknowledge the benefits of therapeutic nurse-patient relationships, they may be insufficiently prepared to achieve their ideals, given the challenges of working within an area of practice which provides for short term admissions focussed on acute risk management and containment.
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Jackman, House Colleen. "Nurse educators' experiences of information technology." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape11/PQDD_0002/MQ42399.pdf.

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Buffenbarger, Jennifer Sylvia. "Nurses' Experiences Transitioning from Staff Nurse to Management in a Community Hospital." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2346.

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This project study addressed the problem of frequent turnover of nurse managers at a Northeastern community hospital. The lack of retention of nurse managers has led to attenuated support for the nursing staff who continued to hold the front line in patient care. The purpose of this qualitative bounded case study was to explore nurse managers' experiences with turnover in order to identify strategies for enhancing retention. Work empowerment and servant leadership theories served as the frameworks for the study. Research questions focused on nurse managers' perceptions of empowerment and servant leadership characteristics that were important in decisions to assume and remain in a management/leadership role. Data collection included audio-recorded interviews with seven current or past full-time nurse managers, and observation of three of the participants at a leadership meeting. Interview transcripts were open coded and thematically analyzed. Observation data were categorized according to empowerment and servant leadership characteristics. Five themes were identified that related to research questions: struggling in management transition, seeking opportunity for transformation, being committed but powerless, embarking unprepared on an unplanned journey, and having the presence to lead others by serving. The findings of this study guided development of a 12-month program for new nurse managers that integrated characteristics of servant leadership to empower leaders and others. These contributions may promote positive social change by preparing new nurse managers for their role and developing their skills to become successful nurse managers.
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De, Villiers Tania. "Violence among nurse learners : a descriptive study examining nurse learners' experiences of violence." Master's thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/2944.

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Lee, Nancy-Jane. "International experiences and student nurses." Thesis, University of Salford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248908.

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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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Simmonds, Katherine Elisabeth. "Nurse Practitioners' and Certified Nurse Midwives' Experiences Providing Comprehensive Early Abortion Care in New England." Thesis, University of Rhode Island, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792692.

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Access to safe abortion care has been linked to better maternal and child health outcomes (Sedgh et al., 2012) and identified as essential for advancing women’s economic and social equality (Lang, 2013; Bengsch, 2015). Around the world, nurses, including nurse practitioners (NPs) and certified nurse midwives (CNMs), are integral members of the health care teams that provide care to women considering or electing to have an abortion. Evidence supports NPs and CNMs as safe and effective providers of comprehensive early abortion care, and acceptable to patients (Barnard, Kim, Park, & Ngo, 2015; Kallner et al., 2015; Weitz et al., 2013).

Currently in the United States (US), almost one million women have an induced abortion each year (Jones & Jerman, 2017). National abortion data reveal significant disparities in rates, and inequities in access (Jerman, Jones, & Onda, 2016). An inconsistent legal and regulatory landscape precludes NPs and CNMs from providing comprehensive abortion care in many states, including some where there are few providers. Vermont and New Hampshire comprise two of the four states where laws and practice regulations allow NPs and CNMs to perform aspiration abortion, and across New England. These advanced practice nurses (APRNs) are extensively involved in providing and managing the care of women undergoing medication abortion.

Little literature describes nurses’ experiences providing comprehensive early abortion care around the world, including in the US. The aim of this qualitative, exploratory, descriptive research study was to explore the experiences of NPs and CNMs who provide comprehensive early abortion care in New England. Data were collected through in-person individual interviews with seven NPs and one NP/CNM. Providing comprehensive early abortion care was generally a positive experience for most participants, though it did include challenges. Critical influences to becoming an NP or CNM who provided comprehensive early abortion care included the era in which participants came of age, values of their family of origin, exposure to feminism, reproductive rights and social justice during emerging adulthood, having a role model or mentor, and a personal experience of having an abortion were. Support at every level from interpersonal to societal was found to be a key enabling or constraining factor. Laws and regulations at the societal level were also noted to facilitate or impede abortion care provision by NPs and CNMs in the study. Finally, participants offered words of wisdom to others considering providing comprehensive early abortion care that ranged from clinical pearls to inspirational statements. They were universally encouraging in recommending this as a service to incorporate into clinical practice. This study has a number of implications for the future including the need for further research on NPs and CNMs experiences providing early abortion care in other regions of the US, and to remove state legislative and regulations that constrain practice for clinicians in this area of reproductive health care.

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Humphreys, Melanie. "Exploring student nurses' and nurse educators' experiences of simulation-based pedagogy using case-study research." Thesis, University of Wolverhampton, 2016. http://hdl.handle.net/2436/621924.

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Nurse academics are constantly facing new challenges from governmental and professional groups calling for the preparation of students to be able to work with increasing complex patient cases at a time of reduction in clinical placements (NMC, 2010a and b). Simulation is a method that has been embraced, by some, for preparing for these challenges, with the potential to escalate student skills and knowledge in a meaningful way (Benner, 1984). The aim of this study was to explore and make explicit the characteristics that make simulation effective within nurse education. An explorative, qualitative case study was chosen to collect spoken data from twenty-four participants through focus groups. Participants included both students undertaking nurse training, and academics involved in the delivery of simulation. Content analysis facilitated exploration of each participant's contribution resulting in the emergence and construction of three themes (Creswell, 2007; Polit and Beck, 2014). 1. The approaches that academics use to integrate simulation into the curriculum; 2. The influences and decisions academics make to deliver simulationbased education, and their impact upon the student learning experience; 3. Evidence for the transference of skills to the realities of clinical practice. A conceptual framework has been developed and presented through the data analysis process (Saldana, 2012), which has culminated in the presentation of a unique model for 'Developing Simulation Practice in Nurse Education' (DSPiNE). The model relates to two key processes derived both during and following simulation activities (1) the preparedness for clinical practice, described as the process whereby the student gains insight into their current practice abilities; and (2) the transference to clinical practice, described as the process whereby the student gains insight into their readiness for future practice requirements. This study concludes that purposeful positive behavioural change could be achieved with the implementation of the DSPiNE model within nurse education.
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Weierbach, Florence M., and Jerrilyn S. Brehm. "Evaluating Nurse Managed Primary Care Clinic Experiences in Appalachia." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7395.

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Books on the topic "Nurse experiences"

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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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Ogbonna, Ngozi. The Nigerian Civil War: Personal experiences of a student nurse. Enugu, Enugu State, Nigeria: Chi-zo Press, 2008.

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Ogbonna, Ngozi. The Nigerian Civil War: Personal experiences of a student nurse. Enugu, Enugu State, Nigeria: Chi-zo Press, 2008.

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In my mothers footsteps: My life and experiences as a hospice nurse. Bloomington, IN: Inspiring Voices, 2013.

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Pilcher, T. A. An exploratory study examining nurse managers role experiences within the clinical directorate structure. Oxford: Oxford Brookes University, 1997.

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Santhya, K. G. Providing maternal and newborn health services: Experiences of auxiliary nurse midwives in Rajasthan. New Delhi: Population Council, 2011.

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Kieffer, Veronica. A qualitative study to explore perceptions and experiences of the link nurse role. Leicester: De Montfort University, 2001.

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Wilkiemeyer, Diana. Chronicles of a visiting nurse: The unique experiences of a young home care nurse as she visits clients in Chicago, New York, and San Francisco. San Francisco: McNaughton & Gunn, Inc., 2009.

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Way, R. The experiences of emergency nurse practioners in a major accident and emergency department: a grounded theory study. Oxford: Oxford Brookes University, 1997.

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Richard, J. Fraise. The Florence Nightingale of the Southern army: Experiences of Mrs. Ella K. Newsom, Confederate nurse in the great war of 1861-65. Murrieta, CA: New Library Press.net, 2008.

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Book chapters on the topic "Nurse experiences"

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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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Kilminster, Susan, Penny Morris, Emma Simpson, Jill Thistlethwaite, and Barry Ewart. "Using Patients Experiences in Medical Education: First Steps in Inter-Professional Training?" In Using Patient Experience in Nurse Education, 104–24. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3_6.

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Salminen, Leena, Sanna Koskinen, Asta Heikkilä, Camilla Strandell-Laine, Elina Haavisto, and Helena Leino-Kilpi. "Nursing Education and Nurse Education Research in Finland." In Leadership in Nursing: Experiences from the European Nordic Countries, 99–114. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10964-6_8.

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Meretoja, Riitta, Kirsi Lindfors, and Jaana Kotila. "Professional Practice Competence Framework for the Nurse Leader." In Leadership in Nursing: Experiences from the European Nordic Countries, 115–27. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10964-6_9.

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Scott, Steve, and Ron Simpson. "Case-bases incorporating scheduling constraint dimensions - Experiences in nurse rostering -." In Lecture Notes in Computer Science, 392–401. Berlin, Heidelberg: Springer Berlin Heidelberg, 1998. http://dx.doi.org/10.1007/bfb0056350.

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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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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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Anderson, Beverley. "Urology Nursing: Accentuating my Experiences of the Principles of Practice." In A Uro-Oncology Nurse Specialist’s Reflection on her Practice Journey, 77–113. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94199-4_5.

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Jónasdóttir, Rannveig J., and Helga Jónsdóttir. "A Nurse-Managed Follow-Up Practice for Patients After Discharge from the Intensive Care Unit: Development, Testing and Implementation." In Leadership in Nursing: Experiences from the European Nordic Countries, 177–91. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10964-6_13.

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Haugdahl, Hege Selnes, Ingeborg Alexandersen, and Gørill Haugan. "Health Promotion Among Long-Term ICU Patients and Their Families." In Health Promotion in Health Care – Vital Theories and Research, 245–68. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_18.

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AbstractFew patients are as helpless and totally dependent on nursing as long-term intensive care (ICU) patients. How the ICU nurse relates to the patient is crucial, both concerning the patients’ mental and physical health and well-being. Even if nurses provide evidence-based care in the form of minimum sedation, early mobilization, and attempts at spontaneous breathing during weaning, the patient may not have the strength, courage, and willpower to comply. Interestingly, several elements of human connectedness have shown a positive influence on patient outcomes. Thus, a shift from technical nursing toward an increased focus on patient understanding and greater patient and family involvement in ICU treatment and care is suggested. Accordingly, a holistic view including the lived experiences of ICU care from the perspectives of patients, family members, and ICU nurses is required in ICU care as well as research.Considerable research has been devoted to long-term ICU patients’ experiences from their ICU stays. However, less attention has been paid to salutogenic resources which are essential in supporting long-term ICU patients’ inner strength and existential will to keep on living. A theory of salutogenic ICU nursing is highly welcome. Therefore, this chapter draws on empirical data from three large qualitative studies in the development of a tentative theory of salutogenic ICU nursing care. From the perspective of former long-term ICU patients, their family members, and ICU nurses, this chapter provides insights into how salutogenic ICU nursing care can support and facilitate ICU patients’ existential will to keep on living, and thus promoting their health, survival, and well-being. In a salutogenic perspective on health, the ICU patient pathway along the ease/dis-ease continuum reveals three stages; (1) The breaking point, (2) In between, and (3) Never in my mind to give up. The tentative theory of salutogenic long-term ICU nursing care includes five main concepts: (1) the long-term ICU patient pathway (along the salutogenic health continuum), (2) the patient’s inner strength and willpower, (3) salutogenic ICU nursing care (4), family care, and (5) pull and push. The salutogenic concepts of inner strength, meaning, connectedness, hope, willpower, and coping are of vital importance and form the essence of salutogenic long-term ICU nursing care.
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Conference papers on the topic "Nurse experiences"

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Espinosa, Maria Monica D. "Experiences of Military Nurse Manager: Implication to Clinical Leadership." In 2014 International Conference on Management Science and Management Innovation (MSMI 2014). Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/msmi-14.2014.5.

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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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Murray, B. "An exploration of the experiences of respiratory clinical nurse specialists (CNS) and advance nurse practitioners (ANP) in Irish healthcare settings." In ERS International Congress 2022 abstracts. European Respiratory Society, 2022. http://dx.doi.org/10.1183/13993003.congress-2022.1797.

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Bergsten, U., and A.-S. Sjö. "SAT0724-HPR Gothenburg nurse led tight control study – gotnet. patients' experiences of nurse-led care and tight control. a qualitative study of patients with rheumatoid arthritis." In Annual European Congress of Rheumatology, 14–17 June, 2017. BMJ Publishing Group Ltd and European League Against Rheumatism, 2017. http://dx.doi.org/10.1136/annrheumdis-2017-eular.4675.

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Riini, Denise, and Shirley Lyford. "The Emergence of Te Hihimā: A Bicultural Philospohical Framework for Nursing Education in Aotearoa New Zealand." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205007.

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The crafting of Te Hihimā (woven flax cloak) o Te Tohu Paetahi Tapuhi (Bachelor of Nursing) at Toi Ohomai Institute of Technology was developed from the connectivity of the collaborative learning relationships and experiences that student nurses encounter during their educational journey. The weaving of a student’s individual Hihimā is a metaphorical representation of the development of knowledge, skills and attitudes, and protection as the student-nurse weaver integrates theory with practice, and fuses the art and science implicit within the nursing profession. The concept of Te Hihimā emerged during the journey to develop a bicultural Bachelor of Nursing curriculum within a mainstream educational institution in the Waiariki rohe, Aotearoa New Zealand. Te Tohu Paetahi Tapuhi was accredited by the New Zealand Qualifications Authority (NZQA) and the Nursing Council of New Zealand (NCNZ) for teaching delivery commencing in 2015. This article will deliberate the development of the philosophy, and analyse the weaving analogy, in the development of nursing graduates who carry the professionally protective mantle of Te Hihimā to sustain them during the journey into professional practice, and beyond.
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Prigmore, Samantha, Ann Caress, June Warden, and Janelle Yorke. "Respiratory nurse specialists prioritise experiences of living with COPD differently from patients with COPD and their carers." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa1617.

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Ally, Hafisa, W. E. Nel, and Wanda Jacobs. "Experiences of Operational Managers regarding the Management of Nurse Related Adverse Events in a Specific Hospital in South Africa." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.54.

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Marcean, Crin, and Mihaela Alexandru. "PROFESSIONAL IDENTITY AND PROFESSION VALUES TRANSPOSED INTO NURSING EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end030.

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"Professional identity is the concept that describes how we perceive ourselves in our occupational context and how we communicate it to others. Professional identity is not static, but fluid. It is strongly influenced by how we see ourselves, how we perceive others and how we are viewed by society. Professional values are inherent characteristics of every profession and are part of the professional identity. Personal values are a powerful tool that influences our lives. They are the standards that each of us defines in order to live according to them and often influence our attitude and behavior. The profession of nurse/ midwives is defined by the values that each practitioner experiences every day in relation to his profession and each patient with whom he interacts. The professionalism of nursing profession requires that the nurses, midwifes to be able to provide quality health care services adapted to the society healthy needs, no matter age, social position, gender, political and sexual orientation or other differentiation criteria. In this way they will be able to increase the population’s health level. The Order of Nurses and Midwives of Romania implemented POLMED project which objective was to develop a set of fundamental professional values for nurses and midwives, for the benefit of the medical-patient staff relationship. The project aimed at developing an analysis of European public policies on the values of nursing and midwifery, conducting a survey of the current situation in Romania on the values of nursing and midwifery by involvement of 200 nationally selected nurses and midwives, as well as the training of 45 nurses and midwives in the design and evaluation of public policies. As a result, the ability of medical personnel to meet the citizen’s need to have quality health system is directly linked first and foremost to the reform of the educational system of professional training, which internalizes a values system centered on professionalism, empathy towards the patient and cooperation with patients and other categories of professionals in the medical system. The paper work is divide in two parts, the first part presents a survey in order to develop a set of fundamental professional values for nurses and midwives, and the second part presents the way these values were transposed in the nursing education. The paper presents a study on the ways of transposing the professional identity and profession values into the nursing education."
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B.D. Magobe, Nomasonto, Prof M. Poggenpoel, and Prof C. P. H. Myburgh. "The experiences of primary clinical nurse practitioners in educating patients with hypertension on health-promoting lifestyle measures at primary health care clinics in Soweto." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.24.

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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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Reports on the topic "Nurse experiences"

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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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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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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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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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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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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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Rapid appraisal of IPP-VI training of ANMs in Uttar Pradesh. Population Council, 1996. http://dx.doi.org/10.31899/rh1996.1005.

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This report provides findings of a rapid appraisal of the Auxiliary Nurse Midwife (ANM) training program in Uttar Pradesh, India. The appraisal was undertaken by the Population Council and State Innovations in Family Planning Agency (SIFPSA). As SIFPSA is in the process of planning a training program to strengthen the technical skills and competence of ANMs and update their contraceptive knowledge, it was felt that a rapid appraisal of the training program would help in understanding the strengths and weaknesses of previous training efforts. The ANM training initiatives of SIFPSA would then build upon the experiences gained from earlier training programs and the existing training needs of ANMs. The emphasis was on improving ANMs' technical and counseling skills by providing on-the-job practical training. The program was a three-week skill-based training, during which ANMs were attached to a CHC/PPC or a district hospital. This was followed by one week of training at an ANM Training Centre in IEC and counseling. The objective was to review how the training program was organized and how it helped improve the technical skills and competence of ANMs.
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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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