Dissertations / Theses: 'Nurses Supervision of Victoria'

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Miller, Leng Chan. "Mentoring Project 2000 student nurses : community nurses' experience and perceptions of their roles." Thesis, University of Bristol, 1999. http://hdl.handle.net/1983/a7ffac92-cb56-4d84-a95a-c3750d530759.

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This study explores and analyses the experiences and perceptions of community nurses (District Nurses, Health Visitors and School Nurses) involved in mentoring Project 2000/Diploma in Higher Education student nurses within one site of a College of Nursing. It addresses the significance of mentorship in nursing education and in particular, the mentoring role of community nurses from their own perspective. Conceptual frameworks derived from the literature review on mentorship in nursing education are adopted in operationalising the research aims and the formulation of questions for data collection. The exploratory and descriptive nature of the study lends itself to utilising two methods of gathering data: postal survey questionnaires and semi-structured interviews. One hundred (100) respondents participated in the former, while twenty (20) informants took part in seventeen (17) interviews carried out by the researcher over a period of four months. The findings of the study indicate that mentoring Project 2000 student nurses is a complex, time consuming and skilled activity, and that there are positive as well as constraining factors which affect the effectiveness of the mentoring process and the quality of the mentors. It also suggests that mentors require educational and managerial support, continuing professional development, and recognition for their role. Recommendations are made for improving the mentoring process and the quality of mentors. It is hoped that the information will improve the quality and utility of nurse education, and enhance the quality of interpersonal relationships between mentors, students, and clients or patients in the community.

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Deegan, Johanna Christine, and j. deegan@latrobe edu au. "NON-ENGLISH SPEAKING NURSES MOVING TOWARDS CONTEXTUAL COMPETENCE IN VICTORIA." La Trobe University. School of Educational Studies, 2007. http://www.lib.latrobe.edu.au./thesis/public/adt-LTU20091123.101606.

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The purpose of this study was to obtain an in-depth understanding of the perceptions of overseas-qualified nurses from non-English speaking backgrounds (NESB) in relation to their educational and socialisation experience whilst enrolled in a Competency Based Assessment Program (CBAP). The study was conducted using a modified grounded theory approach. There were a total of seventeen participants; fourteen NESB nurses, and three teachers who were directly involved with their education in the CBAP. The NESB nurses who participated fell into three main groups in terms of their previous professional experience. These were: � Specialist � Experienced generalist � Inexperienced generalist However, the level of skill and experience that the nurses brought to the educational and practice encounter made no difference to their experience of prejudice and lack of support, particularly in the clinical environment. The education and clinical experience they received challenged feelings of competency as much as they expanded feelings of competency. The NESB nurses� experiences of diversity also challenged their feelings of competence. In addition, the level of previous experience did not reduce the concern expressed by NESB nurses regarding the possibility of finding appropriate employment following registration. The implications of this for the profession and the health care system are that even the most experienced specialist and generalist nurses are not having their level of skill appropriately recognised and utilised in a timely way despite the current shortage of generalist and specialist nurses in Victoria. The outcome of the study led to the development of a model that has the potential to lead to a culture change in the clinical environment with a view to improving educational opportunities and experiences for NESB nurses who are enrolled in CBAP. In addition, the model has the potential to be useful in terms of providing local nurses with an opportunity to express their own thoughts and ideas in relation to the education of NESB nurses in the clinical environment. The model is based upon the theoretical perspectives of �productive diversity� and �clinical governance and organisational learning�.

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Dixon, Elizabeth May. "Examining clinical supervison with palliative care nurses." Thesis, University of Hertfordshire, 2009. http://hdl.handle.net/2299/3029.

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This study focuses on the current issues regarding the provision of clinical supervision for palliative care nurses. NICE (2004) recommendations stated that the task of supervision should be undertaken by „Level 4‟ practitioners such as clinical psychologists or psychiatrists. Palliative care nurses are recognised to experience high levels of stress due to the emotionality of their role. However there appears to be little understanding of how they cope with this aspect of their role. Self care is promoted as a useful strategy; however this is thought to have limitations due to the questionable ability for an individual to objectively and accurately assess their own mental and emotional state. Clinical supervision has been attempted with palliative care nurses but this appears to focus on the internal world of the nurse rather than the interaction between nurse and patient. This study employed a staff survey, including a demographic questionnaire, the Copenhagen Burnout Inventory and the General Health Questionnaire, followed by individual interviews and focus groups analysed using thematic content analysis. Participants were recruited from two teams within one cancer network. Results showed that there was an incidence of both high stress and psychiatric morbidity within the sample. Provision of clinical supervision was shown to be inconsistent across the two teams. Although there was recognition that clinical supervision would be beneficial, there was a certain amount of confusion regarding the concept as well as suspicion about the „real‟ agenda. These factors appeared to work together to produce a situation in which clinical supervision was not being provided or accepted in a way that would maximise its efficacy as its application was inconsistent with the theoretical basis. In conclusion, in order to better support palliative care nurses with the difficult aspects of their role, it was suggested that a more structured and consistent picture of clinical supervision was provided. This would enhance their practice, support their emotional needs and protect the patients under their care.

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MacLaren, Jessica Margaret. "Making sense of supervision : a narrative study of the supervision experiences of mental health nurses and midwives." Thesis, University of Edinburgh, 2014. http://hdl.handle.net/1842/9826.

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This thesis explores mental health nurses’ and midwives’ experiences of supervision. The thesis aims to create a partial and situated understanding of the numerous factors which contribute to practitioners’ experiences of supervision. In particular the thesis investigates the disciplinary context within which supervision takes place, moving from the experiences of individual practitioners to compare and contrast supervision within two distinct professional disciplines which have common areas of interest. Existing research on the topic of supervision in mental health nursing and midwifery tends to reify the concept of supervision. Supervision is assumed to be beneficial, and there is a focus on investigating the effects of supervision without an accompanying understanding of why, how, where and by whom supervision is done. In this thesis, ‘supervision’ is critically conceptualised as indicating a cluster of context-specific practices, and the investigation of supervision is located with the practitioner’s understandings and experiences. The theoretical perspective of the thesis is informed by social constructionism, and ‘experience’ is conceptualised as communicated through meaning-making narratives. The experiences of the study participants were accessed through the collection of data in the form of narratives. Sixteen participants were recruited, comprising eight mental health nurses and eight midwives. Each participant was interviewed once, using a semi-structured interview format. The analysis was influenced by the theories of Gee (1991), Bruner (1986) and Ricoeur (1983/1984), and employed a narrative approach in which the unique meaning-making qualities of narrative were used to interpret the data. The analysis paid close attention to the process of fragmentation and configuration of the data, and produced four composite stories which presented the findings in a holistic and contextualised form. Two themes were identified from the findings: Supervision and Emotions, and Supervision and The Profession, and these were discussed in the light of the two professional contexts explored, and with reference to supervision as an exercise of power. The theme of Emotions recognises the integral role played by emotions in both clinical practice and supervision, and conceptualises supervision and the organisational context as emotional ecologies. Supervision can be constructed as a special emotional ecology with its own feeling rules, and this can both benefit and harm the practitioner. The theme of The Profession responds to the importance of the professional context of supervision practices, and the role of discourses about professional identity and status in determining how supervision is done and with what aim. Comparing supervision practices within two different disciplinary contexts enabled this thesis to challenge tropes about supervision. Supervision cannot be assumed to be either ‘good’ or ‘punitive’, and practices are constructed in the light of particular aims and expectations. This thesis also makes the methodological argument that research into supervision must be politicised and theorised and accommodate contextualised complexity. To simplify or decontextualise the exploration of supervision is to lose the details of practice which make supervision what it is. Supervision is a complex process, enmeshed in its context, and may be constructed to serve different purposes.

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Duncan-Grant, Alec. "Clinical supervision activity among mental health nurses : a critical organizational ethnography." Thesis, University of Brighton, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299192.

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This qualitative study IS underpinned by interpretive-constructionist methodological governing principles, and took shape around a developing research focus and aim rather than in relation to pre-existing research questions. The focus of the research is on clinical supervision activity. This refers to formal and informal research encounters with participants and significant others in the organization in which the study was carried out, about: the experience of the practice of clinical supervision; attempts to translate textual prescription and description of clinical supervision into organizational reality; finally, the meaning endowment placed on both of the above by myself, my participants, and significant others associated with my research. In order to address an important gap in the literature, the aim of the research developed as the need to unpack and clarify the meaning, and the affective and organizational theoretical implications of clinical supervision activity. Part one of the ethnographic report is constructed around three overlapping categories: owning, resisting and feeling. These categories are developed around the proposition that the bureaucratic rationality inscribed within both the literature on clinical supervision, and in organizational attempts to implement it, fails to take account of both the emotional underlife of the organization and otherorganizational factors. Specifically, I argue that clinical supervision activity, and my inscription within it as 'insider' researcher', was influenced, shaped and constrained by the pre-existing interpersonal rules and norms of the organization in which my research was conducted. Those governed what could and could not be done or said in or about clinical supervision activity, arguably undermining organizational goals to implement it. Part two of the ethnography explores the maIn theoretical and conceptual implications an sIng from the preceding ethnographic construction, around structural organizational power and politics. This addresses a significant gap in the contemporary literature in clinical supervision in nursing and mental health nursing. I conclude with a critical auto-critique of the study itself, around a discussion of its strengths and limitations and possible future research directions

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Merodoulaki, Gesthimani. "An exploration of stroke care nurses' meanings and experiences of clinical supervision." Thesis, University of Sheffield, 2017. http://etheses.whiterose.ac.uk/19941/.

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Klerk, Kate. "Clinical supervision in selected hospitals, Cape Town: reflections on registered nurses lived experiences." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7190_1320405189.

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The purpose of this qualitative explorative study is to explain individualized lived experiences of registered nurses working and participating in clinical supervision for nursing students within the clinical environment at selected hospitals. The study explores the challenges faced by registered nurses on a daily basis on how to structure clinical activities for the nursing students and provide high quality care to patients.

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Vos, Porsha. "Learner nurses experiences regarding clinical supervision at private hospitals in East London in the Eastern Cape." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006824.

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The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external The purpose of this study was to explore and to describe experiences of learner nurses regarding clinical supervision at private hospitals in East London in the Eastern Cape. These were Life Healthcare hospitals. A qualitative, contextual approach was used and the exploratory, descriptive design was seen as most appropriate in this study. The subjects were the learner nurses in the Bridging Course Programme leading to registration as a General Nurse. The research questions were: How did you as a learner nurse, doing the Bridging Course, experience clinical supervision at Life Healthcare hospitals? A pilot study was conducted in a clinical setting involving respondents with similar characteristics to the study population. Fourteen participants were selected for this study by using a purposive, non-probability sampling method. Data were collected by means of individual interviews during which participants were able to describe their experiences during clinical supervision; data were collected until data saturation was reached.During data analysis, the researcher used the process of bracketing and remained neutral, setting aside previous knowledge and beliefs about the phenomenon under investigation. The researcher listened to the audiotapes used for data collection several times until she was completely satisfied with the interpretation of the verbatim data. Transcriptions were made within three days of the interview. The research was done in an ethically reflective manner and the researcher ensured the trustworthiness of the study at all times. The researcher allowed the participants freedom to conduct their lives as autonomous agents, without external control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.control, coercion or exploitation. The following findings were evident: Three main themes emerged from data analyses. These comprised inadequate clinical supervision, satisfactory clinical supervision and suggestions and inputs regarding clinical supervision. Detailed discussions about the findings in relation to earlier studies were conducted. Recommendations to improve clinical supervision were made in order to improve the experiences of learner nurses during training. The findings of the research will be made available through the University of Fort Hare library and the Life College of Learning. Furthermore the information of this study will be shared with colleagues and will be published in an accredited nursing journal such as Curationis as well as other journals.

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John, Suja Merin. "Assessing Knowledge of Evidence-BasedPractice among Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2090.

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Evidence-based practice (EBP) is used worldwide to improve the quality of patient care to provide cost-effective care. EBP is a mandate for nursing practice combining individual clinical judgment with available expertise to generate a positive outcome for the patient. Investigators have documented that nurses have varying degrees of confidence and knowledge about EBP. The purpose of this project was to improve knowledge of EBP among registered nurses (RNs). The ACE Star Model of Knowledge transformation was used as the conceptual model. The key project question was to assess the level of knowledge and confidence about EBP among RNs in a cardio-thoracic (CT) intensive care unit (ICU) before and after viewing a computer-based EBP educational module. The quasi-experimental project used a 1 group pretest-posttest design. In the pretest, a convenience sample (n = 29) completed ACE-ERI competencies to self-assess confidence in EBP and an EBP Knowledge Test. The participants then viewed an EBP educational module based on major steps in EBP practice. Afterward, they repeated both tests. As a group, the paired t test showed a significant increase in scores for the ACE-ERI competencies between pretest and posttest scores. Using the Wilcoxon Signed Rank Test, knowledge scores increased but were not statistically significant. These findings suggested that there was improvement in both confidence and knowledge supporting the use of the educational module. In order to effectively implement EBP, nurses require knowledge to assess the quality and evidence for improved patient outcome. These results can guide administrators and educators to enhance RN EBP by the use of educational modules to improve the quality of patient care creating positive social change.

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Rawlinson, Mark Roland. "Improving access to clinical supervision through action research with community nurses : what are the build and design criteria for an online virtual environment for clinical supervision?" Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/341113/.

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Access to clinical supervision is an enduring enigma to many nurses and other healthcare professionals. The aim of this action research study was to bring about the potential for a change in the practice of clinical supervision (CS) by developing a solution to the problem of access. This was achieved in collaboration with community nurses and a range of other staff from one NHS Primary Care Trust. The solution proposed was the development of a new mode of delivery: online clinical supervision. Holter and Schwartz-Barcott’s (1993) Technical Collaborative Approach was used to identify potential user (Supervisee, Supervisors and Management) requirements for an online environment for CS. The research was conducted in three stages. The first stage ‘Conceptualisation’ involved the identification and exploration of the problem as well as the initial steps in discovering how the problem could be addressed. Central to this was the engagement with the stakeholders. The second stage ‘Designing the Solution’ was a synthesis of activities undertaken by focus groups in order to determine what a potential online environment might look and feel like, as well as how it might function. Analysis was through a continuous, iterative, cyclical process of member checking. Schach’s (1999) Life Cycle Model (adapted) and Lengel’s (2001) Website Design Principles were used as a theoretical frame to guide the solicitation of the required design and build criteria. The final stage was ‘Evaluation’, participants evaluated the design and build criteria they had developed using a SWOT analysis, and finally the experience of undertaking action research was captured through a self completion questionnaire. In conclusion, this research has identified what an online environment for CS could look like, as well as how it might function, thus opening up the possibility of improving access to CS. The research also highlighted a potential tension between the users’ desire for privacy and the employers’ desire for access to information. Future negotiations are required to determine how this tension could be managed. The likely impact of this development, if implemented, will be more community nurses and others undertaking CS at a time and place that is convenient to them, potentially making CS available (via a user-centred design) 24 hours-a-day, seven days-a-week a reality.

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Borrageiro, Filomena. "Clinical learning environment and supervision : student Nurses experiences within private health care settings in the Western Cape." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86616.

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Thesis (MPhil)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Background - Student nurses indicated that the clinical environment was not conducive to learning because they were part of the ward staff ratio and clinical supervision was inadequate. Upon observations by the researcher and feedback from student nurses’ a study was planned to identify the clinical experiences and supervision. The study itself was conducted within private health care settings in the Western Cape Province of South Africa. Objectives - The objective of this study was to determine the experiences of student nurses of the clinical learning environment. To also identify the support and clinical supervision that the student nurses received from ward staff, clinical facilitators and lecturers. Methods and analysis - The CLES+T is a reliable and valid evaluation scale for the gathering of information on the clinical learning environment and supervision of student nurses. The CLES+T evaluation scale was completed by 234 student nurses within the selected sites. A quantitative, descriptive cross-sectional survey was conducted by making use of the CLES+T evaluation scale. The CLES+T evaluation scale is subdivided into three main sections with additional sub-sections: (1) the Learning environment, (2) the Supervisory relationship and (3) the Role of the nurse teacher (lecturer). Results - The clinical learning environment was experienced as mostly positive by the student nurses; however the format and type of clinical accompaniment and supervision students received varied. Conclusion - This study gave valuable insights into the status of the clinical learning environment, the clinical accompaniment and supervision of student nurses which can be useful to the nursing school in order to enhance existing nursing programmes.

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Ray, Dr Tiney Elizabeth. "Education Program for Nurses Working in an Immigration Detention Facility." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3000.

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Nursing response to medical emergencies has been an ongoing issue in immigration detention centers. Lack of teamwork and poor communication with medical and security staff have resulted in detainees sustaining injuries during medical emergencies. This project was developed to persuade Immigration and Customs Enforcement Health Service Corps (IHSC) leaders to consider piloting the TeamSTEPPS emergency response curriculum for nurses working in the immigration detention center. Tuckman and Jensen's model of group development will provide guidance to IHSC leaders in understanding the transformational stages of forming a successful team. TeamSTEPPS will address gaps in emergency health care competency by improving collaboration, communication, and detainee outcomes. Evaluation questionnaires will be offered after each training module and several months after the conclusion of the program. Questionnaires will be distributed, analyzed, and interpreted by IHSC leadership or their designee. Implementation of the Team STEPPS curriculum may result in increased staff morale, decreased staff turnover, and improved detainee outcomes.

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Carman-Tobin, Mary B. "Organizational commitment among licensed practical nurses: exploring associations with empowerment, conflict and trust." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/2678.

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Healthcare organizational stability rests on organizational commitment. This study adds to the literature that demonstrates the mediating effects of empowerment on organizational commitment in a long understudied population of Licensed Practical Nurses (LPNs) employed full time. Organizational commitment encourages extra role behaviors, paramount in times of decreasing resources such as that facing all sectors of national health care. A 45-item work environment survey was distributed to all registered LPNs employed full time in one state (N = 5486) and 1164 (21%) responded. Data revealed that empowerment is associated with LPN organizational commitment and mediates effects of organizational conflict and trust on commitment to the organization. Further empowerment and organizational climate, especially organizational conflict and trust, matter to full-time LPNs. Results contribute to initial knowledge about linkages to organizational commitment among lower educated and less skilled nurses and have implications for managers in healthcare settings who employ full-time LPNs. LPNs may be more highly valued by scholars in nursing if LPN-sensitive research shows their continued value and cost effectiveness for specific and important organizational outcomes, especially in light of the growing geriatric population that will require increasingly chronic and routine care. As bedside RNs become more highly educated, they may increasingly disdain employment that involves the repetitive, low-risk patient care that LPNs currently provide. There is a real need to better understand the current work environment of those employees responsible for delivering low-risk repetitive healthcare to chronically ill and elderly patients. LPNs are key among those.

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Farrell, Elizabeth. "A lamp to light the way public health nurses' perceptions and experiences of professional/clinical supervision : a dissertaion [thesis] submitted to the Auckland University of Technology in partial fulfilment of the requirements for the degree of Master of Health Science, 2003." Full thesis. Abstract, 2003.

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Lea, Dorothy University of Ballarat. "Spiritual awareness of professional nurses in the western region of Victoria: Investigation of a significant component of holistic heath care." University of Ballarat, 2005. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/12789.

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A desire to more fully understand the impact of altered states of spiritual health on the general health of patients has been a focus of recent research activity. Studies have explored the meaning of spirituality held by patients and nurses, the spiritual needs of patients, and methods of providing spiritual care in nursing. However, few studies have investigated nurses’ own spiritual health and the significance this may have on the provision of holistic nursing care. The aim of this study, therefore, was to inform nursing regarding the spiritual health of nurses and the influence that nurses’ own spiritual health has on their ability to provide holistic nursing care to their patients. The study was conducted in two phases using both quantitative and qualitative methodologies. Phase one consisted of a survey of Division 1 nurses currently employed in the Grampians region of Victoria to describe key dimensions of their spiritual health. This survey provided biographical data and, through the use of the “Shalom Measure of Spiritual Health”, discovered the ideal of spiritual health held by nurses as well as the nurses’ perception of patient needs pertaining to the achievement of spiritual health. Phase two utilised Naturalistic Inquiry to further explore the meaning of spirituality and spiritual health held by nurses, and the methods of achieving these for nurses and patients. The findings revealed that although nurses perceive the spiritual dimension of patient care to be important, they feel ill-equipped to provide this aspect of care. In addition, the major support for nurses, who themselves experience spiritual distress whilst at work, comes from colleagues. Further, prevailing health care systems in place do not always lend themselves to holistic approaches to care. This study identifies the need for nurse education to redress the clearly inadequate preparation nurses are given for this aspect of their role. Health care policy-makers and administrators also have a responsibility to consider all dimensions of care when designing and implementing health care guidelines and systems.
Master of Nursing

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Lea, Dorothy. "Spiritual awareness of professional nurses in the western region of Victoria: Investigation of a significant component of holistic heath care." University of Ballarat, 2005. http://archimedes.ballarat.edu.au:8080/vital/access/HandleResolver/1959.17/14624.

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A desire to more fully understand the impact of altered states of spiritual health on the general health of patients has been a focus of recent research activity. Studies have explored the meaning of spirituality held by patients and nurses, the spiritual needs of patients, and methods of providing spiritual care in nursing. However, few studies have investigated nurses’ own spiritual health and the significance this may have on the provision of holistic nursing care. The aim of this study, therefore, was to inform nursing regarding the spiritual health of nurses and the influence that nurses’ own spiritual health has on their ability to provide holistic nursing care to their patients. The study was conducted in two phases using both quantitative and qualitative methodologies. Phase one consisted of a survey of Division 1 nurses currently employed in the Grampians region of Victoria to describe key dimensions of their spiritual health. This survey provided biographical data and, through the use of the “Shalom Measure of Spiritual Health”, discovered the ideal of spiritual health held by nurses as well as the nurses’ perception of patient needs pertaining to the achievement of spiritual health. Phase two utilised Naturalistic Inquiry to further explore the meaning of spirituality and spiritual health held by nurses, and the methods of achieving these for nurses and patients. The findings revealed that although nurses perceive the spiritual dimension of patient care to be important, they feel ill-equipped to provide this aspect of care. In addition, the major support for nurses, who themselves experience spiritual distress whilst at work, comes from colleagues. Further, prevailing health care systems in place do not always lend themselves to holistic approaches to care. This study identifies the need for nurse education to redress the clearly inadequate preparation nurses are given for this aspect of their role. Health care policy-makers and administrators also have a responsibility to consider all dimensions of care when designing and implementing health care guidelines and systems.
Master of Nursing

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Goldammer, Diana. "Challenges of Experienced Nurses in a Full-Time Online RN-BS Nursing Program." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/60.

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Practicing nurses need to be qualified at the baccalaureate level at a rate of 80% by 2020 to meet the needs of the increasingly demanding healthcare industry. Designed to meet this need, the online RN-BS (registered nurses earning a Bachelor of Science) nursing program at a local university has a declining completion rate that needs to be addressed and increased. The conceptual framework for this project was a qualitative program evaluation with a case study design; the project was designed to determine if the structure of the program was limiting student success or if factors experienced by full-time working RNs in the program were impacting success. E-mail interviews were conducted with 29 students in the online RN-BS nursing program who were selected through purposeful sampling. Research questions for this study examined the barriers faced by experienced nurses when they studied in the online RN-BS nursing program while maintaining their work schedule as RNs. Predetermined, open-ended, semistructured questions produced data that were analyzed through coding and theme identification. Themes were validated through member checking and use of an external auditor. Data revealed that students preferred the online format of the program to a face-to-face program, and they felt the local university nursing faculty was responsive and supportive. Challenges the students faced were primarily time management, cost of the program, information technology issues including learning the learning management system, group projects, and study skills. Based on the findings, an orientation program was developed that will affect social change by helping the local university nursing students complete the baccalaureate preparation they need to comply with the increasing industry demands.

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Sheppard, Fiona. "How clinical supervision is accomplished in groups of pre-registration student nurses when they are facilitated by nurse educators." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51577/.

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The literature suggests many positive benefits of Group Clinical Supervision (GCS) with pre-registration students facilitated by lecturer supervisors. It helps students hone their reflective and critical decision-making skills, and engagement demonstrates working with peers is strongly linked with developing self-awareness and empathic understanding of others. It normalises shared practice experiences and is experienced as supportive and restorative. However, positive findings of GCS are enhanced when the learning environment feels safe and sensitively facilitated and reduced when this is diminished. In addition, several issues are identified as problematic, intriguing or unexplored. These include; methodological approaches, group and supervisory relationships, perceived coercion versus engagement, perceived value of challenge, lack of clarity around the operationalisation of functional and reflective models, differing experiences of men and women. It is argued that the analytic method known as conversation analysis (CA) addresses some of the methodological concerns in the literature and uncovers how social action in GCS is played out through talk-interaction. Nine two-hour sessions of GCS were filmed with a convenience sample recruited from one post graduate entry cohort, of pre-registration student nurses over a twelve-month period, encompassing sessions including four different lecturer supervisors. Talk was selected, transcribed and analysed to reveal how participants orient to each other’s conduct. Three clear themes emerged from the findings; power, challenge and empathy. Power; supervisors were apt to remind student participants of inferential frameworks and the multiplicity of roles influencing their relationships. As these reminders were embedded within the talk-interaction, there was frequently an accountability for participants to respond in an expected way potentially compounding disempowerment and oppression already experienced as a subordinate group in the practice setting. A Foucauldian perspective recognised concern raised in the data about surveillance through the supervision process and through filming itself. Challenge, is conceptualised as a facet of reflective learning. However, the findings in this study note that aspects of challenge and confronting were conducted in a tentative way, and participants were wary of making what is private, public. Mezirow’s theory of perspective transformation and Freire’s work on emancipatory education are used to theorise how a more critical approach to reflection can be developed empowering nurse’s own emancipation. Further findings underpinned by Rogers’ core conditions for a conducive learning environment suggests that whilst supervisors play a critical role in facilitation of GCS, it is the unmediated empathy of peers that provides the restorative support so valued by student participants. The experience of men in this study did not emerge as of local procedural relevance in the CA however, it is posited this may have been associated with the membership bias of the researcher as a woman and suggests this topic needs focused attention in future research. This study responds to the call for renewed expansion in clinical supervision research agendas. The value in employing a new way of exploring the experiences of participants in GCS has led to providing a more detailed picture of interactional practice and added new dimensions to understanding. The potential for using a similar methodology in other facilitated small group settings where person centred approaches are central to their process, has been presented. The impact of co-constructed narratives towards either increasing or distancing shared empathy may be illuminating in a range of settings where such relationships are critical.

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Obregon, Ruth Ann. "New Graduate Nurses' Perceptions of Their Delay to Professional Practice." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3811.

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This project study addressed the problem of knowledge and skills lost by new graduate RNs while delayed in transitioning to professional nursing practice. There is a paucity of knowledge about how new RNs experience their delay and how a delay may affect their future clinical performance. Mezirow's transformation learning theory was the conceptual framework for this qualitative case study. Research questions addressed new RNs' understanding of their experiences during a delay to professional practice. A purposeful sample included 8 new RNs who had completed a New Graduate Residency Transition Program (NGRTP) after a delay to practice of 6 months to 3 years. Four managers of the RN participants were also included in the sample. Data were collected through audio-recorded semistructured interviews and manager questionnaires. Qualitative data were coded and analyzed to identify themes. Findings indicated that while waiting for a RN position, the delay to practice new RN (DTP-RN) passed through stages that reflected clinical and professional needs. The consequences of the new RNs' delay to practice may impact the required NGRTP process. Findings influenced the development of a white paper to educate hospital nurse educators and managers about the DTP-RNs' unique needs. Recommendations include a NGRTP designed to meet the transition needs of the DTP-RN. Implementation of recommendations for a NGRTP may enhance the DTP-RNs' successful transition into professional practice with a result of greater job satisfaction and decreased RN turnover.

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Smythe, Analisa. "The Impact of Training in Person-Centred Dementia Care and Supervision on Burnout in Nursing Home Nurses: A Mixed Methods Study." Thesis, University of Bradford, 2018. http://hdl.handle.net/10454/18413.

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Background: There is significant concern about nurse burnout in nursing homes. There has been little research to investigate whether training in person-centred care and supervision can reduce nursing home nurses’ burnout. Aims: To adapt training to be suitable for nursing home nurses and evaluate the impact of training and supervision on burnout and related outcomes. Study Design: Focus groups with nursing home nurses were used to inform adaptation of the training. Mixed methods were used to evaluate the impact of training and supervision employing a convergent parallel design, including a Randomised Controlled Trial with quantitative measures (primary outcome measure: the Maslach Burnout Inventory) to assess effectiveness and exploration of subjective experience using qualitative interviews. The findings of the RCT and qualitative interviews were then compared to determine the convergences and divergences. Findings: The training was adapted to include content on leadership and stress management. Hypotheses that the interventions would reduce burnout and impact on other quantitative outcomes were not supported. Qualitative interviews with nursing home nurses about training indicated that the nurses reported reduced burnout, enhanced self-efficacy, reduced isolation, better team working, more informed person centred dementia care and enhanced leadership. Nurses’ views on the impact of supervision included a range of benefits. There was convergence between quantitative measurement and subjective experience indicting significant levels of burnout, but divergence in terms of the impact of training in person-centred care and supervision. Conclusions: My study demonstrates that burnout is a significant issue for nursing home nurses in the UK. There was divergence in my findings in terms of the impact of training in person-centred care and supervision. The hypotheses about training and supervision having positive impact on burn-out were rejected. However, the qualitative findings suggest that nursing home nurses experienced positive benefits from the person-centred training and supervision, in particular on their sense of burnout, their approach to care and leadership skills. Recommendations are made regarding research, training and policy to address burnout in nursing home nurses.
Burdett Charitable Trust of Nursing

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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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Dumisani, Mathumbu. "Perceived organisational support (POS), Job engagement (JE) and their effect on organisational citizenship behaviour (OCB) among nurses at the Victoria Hospital, Alice, Nkonkobe Municipality." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/d1007032.

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Wendel (1994, p. 91) defined perceived organizational support (POS) as “organization support in terms of all things that relate to assistance and relationships amongst working peers and colleagues, which involve the feeling of need between superiors and subordinates . Rothbard (2001, p. 656) in defining job engagement (JE) listed two components which he thought were critical for its effectiveness on organizational functioning: (i) attention and (ii) absorption, with the former referring to “cognitive ability and the amount of time one spends thinking about the role”, while the latter “means being engrossed in a role and means the intensity of one’s focus on a role”. Organizational citizenship behavior (OCB) was first introduced by Organ in the 1980s and he defined the concept of organizational citizenship behavior “as discretionary behaviors by individuals (employees) that do not form part of formal requirements of a job, but are necessary and promote effective functioning of the organization (Organ, 1988)”. The objective of study was to explore the relationship between perceived organizational support and job engagement and their effect organizational citizenship behavior. Other relationships that were tested were first, the direct relationship between POS JE. Secondly, the combined effect of POS and JE on OCB. The study was conducted amongst nurses at Victoria hospital, in Alice within the Nkonkobe district municipality. The results showed a significant relationship between JE and OCB, whilst the relationship between POS and OCB was not accepted. The results for the other two hypotheses that were tested; (i) relationship between POS and JE, (ii) combined effect of POS and JE on OCB also showed that they were not accepted. The consistency scores for these variables were of international level (n=106). The Pearson correlation coefficients were used for hypothesis testing.

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Molin, Hanna, and Soile Tinglöf. "Handledning för skolsköterskor : En kvantitativ tvärsnittsstudie." Thesis, Högskolan i Skövde, Institutionen för hälsovetenskaper, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-18569.

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Bakgrund: Skolsköterskor är oftast ensamma i sin profession på skolan och det ställs höga krav på att en skolsköterska ska kunna arbeta självständigt, fatta egna beslut och vara trygg i sitt eget kunskapsområde. Psykisk och social ohälsa är ett ökande problem bland elever och skolsköterskor förväntas i större utsträckning identifiera och ge lämplig intervention till elever som riskerar psykisk ohälsa. Forskning inom omvårdnad där sjuksköterskor har fått reflektera över sitt arbete tillsammans med en handledare har påvisat positiva effekter som stressavlastning, ökad arbetstillfredsställelse och psykosocialt välbefinnande. Syftet: Att undersöka skolsköterskans psykosociala arbetsmiljö och arbetstillfredsställelse samt att undersöka i vilken utsträckning skolsköterskor erbjuds psykosocial handledning. Metod: En prospektiv tvärsnittsstudie med kvantitativ ansats. Resultat: Skolsköterskorna upplevde sitt arbete som meningsfullt samtidigt som det ställdes höga känslomässiga krav. Majoriteten av skolsköterskorna var tillfredsställda med sitt arbete. Skolsköterskorna ansåg att psykosocial handledning är viktigt för arbetet. De som inte fick handledning ansåg att det kunde bero på ekonomiska faktorer, okunskap hos ledning eller att de var en bortprioriterad arbetsgrupp. Konklusion: Vidare studier behövs för att undersöka skolsköterskans psykosociala arbetsmiljö, samt vilket stöd som erbjuds i ett arbete som är känslomässigt krävande. Det behövs fler studier som beskriver vilken effekt handledning har för skolsköterskor och hur handledningen utformas.
Background: School nurses are usually alone in their profession at school and high demands are placed on a school nurse to be able to work independently, make their own decisions and be safe in their own area of expertise. Mental and social illness is an increasing problem among students and school nurses are expected to identify and provide appropriate intervention to students at risk of mental illness. Research in nursing where nurses have had to reflect on their work together with a supervisor has shown positive effects such as stressrelief, increased job satisfaction and psychosocial well-being. Purpose: The purpose of the study was to investigate the school nurse's psychosocial work environment, job satisfaction, and investigate the extent to which school nurses are offered psychosocial guidance. Method: A prospective cross-sectional study with quantitative approach. Result: The result shows that the school nurses perceived their work as meaningful while at the same time setting high emotional demands. Most school nurses were satisfied with their work and they considered that psychosocial supervision was important for their work. Those who did not receive supervision felt that it could be due to economic factors, ignorance of management or that they weren’t a prioritized group. Conclusion: Further studies are needed to investigate the school nurse's psychosocial work environment, as well as what support is offered in a job that is emotionally demanding. More studies are needed that describe the effect supervision has on school nurses and how the supervision can be designed.

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Davies, Lesley. "Vicarious traumatization : the impact of nursing upon nurses : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Nursing (Clinical) /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/1227.

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Murtagh, Lynley. "The impacts of working with people experiencing suicidal ideation : mental health nurses describe their experience : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts (Applied) in Nursing /." Researcharchive @Victoria, 2008. http://hdl.handle.net/10063/881.

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Dorofaeff, Michael John. "Shared status and advocating practices : nurses who work with clients who have a co-existing intellectual disability and mental health problem a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts Applied in Nursing /." ResearchArchive@Victoria e-Thesis, 2007. http://hdl.handle.net/10063/141.

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Pålsson, Maj-Britt. "Support for women with breast cancer, and for the district and hospital nurses involved : an intervention study." Doctoral thesis, Umeå universitet, Institutionen för omvårdnad, 1995. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100566.

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The purpose of this study was to investigate breast cancer patients’ experiences of their illness and of traditional nursing care (TNC) or supportive nursing care (SNC) respectively, as well as nurses' experiences of support and of caring for cancer patients. An intervention including extended co-operation between the surgical ward and primary health care, shorter waiting times, and changed routines concerning the information about the diagnosis, as well as training and systematic clinical supervision for the nurses, was implemented. Newly diagnosed breast cancer patients (n=47) from two county councils in the south-east of Sweden were interviewed (IV, V). Thirty-four of them completed scales about well-being, burnout, hopelessness, anxiety and depression (VII). The women who had TNC reported lack of professional support during the initial phase of the disease and suggested changes in the care similar to those implemented in the SNC. In the SNC group the women expressed feelings of safety and security after the professional support and the organizational changes in the care. There were significantly more single women and women who had had breast conserving surgery in the SNC group than in the TNC (VII). The hopelessness scores in the SNC group were significantly higher than in the TNC group. Thirty-nine district nurses (DNs) were interviewed at baseline (I), and thirty-three of them completed scales about burnout, empathy, and sense of coherence (SOC) before and after systematic clinical supervision (VI). Twenty-three of the 39 DNs, as well as 9 hospital nurses (HNs) who participated in the clinical supervision, were interviewed about their experiences of this intervention (III). Twenty-nine tape-recorded supervision sessions in three groups of DNs (n=23) were analysed (II). Baseline interviews and analyses of the content of the supervisory sessions strongly emphasized that DNs experienced problems in the home care of seriously ill cancer patients. Deep human contacts were a source of both strain and enrichment. The clinical supervision was said to provide relief from undesirable thoughts and feelings, confirmation of themselves both as individuals and in their professional role, a broader and deeper knowledge and increased self-confidence. There were no significant differences in the burnout, empathy, and SOC scores between the supervisory group (n=21) and a comparison group (n=12) at the first and second measures, nor over time within the groups. There were some correlations between these phenomena and the Karolinska scales of personality, as well as correlations between burnout, empathy and SOC. The groups of women were not entirely similar as regards demographic and medical characteristics, and the sample size of patients and nurses was small. It is obvious that patients in the TNC missed those factors that were implemented in the SNC, at the same time the latter women expressed hopelessness more often than those who had received TNC. This result may be due to the fact that support from nurses had made the women more prepared to express their feelings, that support had not been provided to an adequate extent or in the right way, or that the applied scales were not appropriate. The finding that the nurses experienced the clinical supervision as very positive but that, despite this, there were no significant differences in attitudes measured by scales within or between the groups, can be interpreted in a similar way. Consequently, further research is needed to judge the effects of intervention. The study has, above all, produced qualitative descriptions of patients' experiences of the nursing care after discharge from hospital, and of DNs’ experiences of the care of cancer patients in their homes, and of systematic clinical supervision.

Diss. (sammanfattning) Umeå : Umeå universitet, 1995, härtill 7 uppsatser.

digitalisering@umu

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Prince, Anne Patricia. "Practice nurses educational needs in mental health : a descriptive exploratory survey : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts (Applied) in Nursing /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/1029.

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Coffey, Anne M. "A comparative study of controversy in the education systems of Western Australia, Victoria and New Zealand: Community participation in government schools 1985-1993." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1001.

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The release of Better Schools in Western Australia: A Programme for Improvement (1987), in line with other public sector agency reforms; contained a prescription for the restructuring of the Education Department of Western Australia from 11 bureaucratic to a corporate management system of school administration. These changes were intended to render the education system, and especially schools more flexible, responsive and accountable. Among the proposals for educational restructuring was a new opportunity for community participation through ''school based decision making groups." Contemporaneously, the education systems in Victoria and New Zealand were undergoing similar reforms. The research agenda for this thesis is based on two questions. The first research question is: In what ways did the reforms conducted by the governments in Western Australia, Victoria and New Zealand change the participation of the school community in school decision making in state schools during the period 1985-1993? The extent to which the new organisational structures, based upon corporate management, facilitated the admission of the school community into the school decision making process is investigated. In order to facilitate the analysis of policy, this thesis develops a conceptualisation of the notion of controversy. The controversy framework involves the investigation of a number of elements of a controversy - stimulus, context, events, issues, arguments, protagonists, constraints, consequences and closure. The use of this framework is intended to assist in educational policy analysis by highlighting and elaborating upon the interdependent elements, including power relationships, involved in educational policy formulation and implementation. The second research question is: How effective is controversy as a framing device for educational policy analysis? The adequacy of “controversy” as a framing device is evaluated at the conclusion of the thesis. In order to investigate the research problems a variety of data was gathered and analysed. Scrutiny of the major Government and Education Department policy documents us well as a review of literature such as journals, books, newspapers, and documents produced by organisations such as teacher unions, was undertaken. In the case of Western Australia face-to-face interviews were conducted. A series of video-taped interviews with major actors in the controversy in Western Australia was also used in the data gathering process. The data was then systematically ordered using the controversy framework which enabled comparison of the controversies in Western Australia, Victoria and New Zealand. The conclusions drawn focus upon the manner in which corporate management and genuine democratic community participation are antipathetic. Despite rhetoric to the contrary, the school community was unable to exert meaningful influence upon the direction being charted for government schools. As a framing device for educational policy analysis it is concluded that controversy, at this preliminary stage, appears to have merit end further use and refinement of this framework is recommended.

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Senti, Nomandithini Innocent. "Reasons for failure of students nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern cape province." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006828.

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The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The focus of this study was to explore reasons for the failure of student nurses to present themselves for assessment of clinical skills at a public nursing college in the Eastern Cape. The objectives were to explore and describe reasons why these student nurses were not presenting themselves for such assessment of clinical skills; to develop strategies to motivate them to present themselves for clinical skills assessment; and to make recommendations for assessment of clinical skills. The population of the study was the second and the third-year student nurses undergoing a four-year comprehensive diploma course at a public college of nursing in the Eastern Cape. Non-probability convenience sampling was used. The research questions were, firstly, why the student nurses were not presenting themselves for assessment of clinical skills? Secondly, what recommendations could be made to motivate the student nurses to present themselves for clinical skills assessment? A qualitative, explorative, descriptive and contextual research design was used. Focus group interviews with six participants per group were used to collect data. The total number of participants five focus groups was 30 by the time data saturation was reached. Data were collected following the research question, “Why are you not presenting yourselves for clinical skill assessment?” Their responses were recorded using audiotape and notes with the help of an experienced colleague. Data was analysed following Teschʼs method. Findings presented one theme, being the reason for students not presenting themselves for feedback or delaying to do so. Categories indicated that students were afraid and overwhelmed with anxiety; had too much work to do; unpreparedness for learnt skills; equipment and resources; lack of confidence; and busy ward schedules. Subcategories included lecturersʼ attitude; unfamiliarity to lecturers accompanying them; having to study to master a lot of theory; having to prepare for many tests; unavailability of lecturers to mentor them; unavailability of unit professional nurses to guide them; reluctance of patients to be used for practising skills; a tendency not to practise skills; too many students; being used as work force; placement objectives; use of dolls for demonstration; tools used to support learning making reference to obsolete equipment; all skills demonstrated at the same time; lecturers improvising when they are demonstrating some skills, and not being released for practising of skills. The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio form feed-back on skills is also suggested.The researcher concluded that students had valid reasons for not presenting themselves for assessment of clinical skills but this could be rectified through the involvement of lectures, ward staff as well as students themselves. The researcher recommended that effective communication between the staff in clinical areas and the college is needed. Clinical laboratories needed laboratory managers and had to be well equipped. A revision of the student-lecturer ratio for feed-back on skills is also suggested.

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Whitaker, Lisa. "Employee Satisfaction with Supervisor Support: The Case of Direct Care Workers in Nursing Homes." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc1062874/.

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The nursing home industry has been saturated for decades with culture change initiatives in an effort to improve resident quality of care. The direct care worker (DCW) is considered a critical position to achieving nursing facility quality improvements. Understanding what leads to job satisfaction for DCWs could result in improved resident care. The relationship DCWs have with their direct supervisor or upper-level manager can impact employee satisfaction. The purpose of this research is to identify factors that are associated with DCWs satisfaction with supervisor and management support. Data was obtained from 307 DCWs who were employed at 11 North Texas nursing homes. It was expected that factors affecting satisfaction with direct supervision and upper-level management would differ. In fact, the study found that the antecedents for employee satisfaction with supervisor support were participative decision-making/empowerment, age, information exchange and feedback. Furthermore, participative decision-making/empowerment, perceived competence, staffing, information exchange and feedback were found to affect direct care workers' satisfaction with manager support. In conclusion, this research provides a starting point towards a more holistic view of employee satisfaction with supervisor support by considering the preceding factors and its subsequent effects.

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Noluvuyo, Leonelle Gosangaye. "Evalution of the knowledge and skills of the professional nurses regarding IMCI service delivery, including HIV/AIDS case management in primary health care facilities in Buffalo City Sub-District, Eastern Cape Province, South Africa." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006782.

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An increase in diarrhoea and upper respiratory tract infection has been noted for the past five years and this is associated with the prevalence of Human Immune-deficiency Virus and Acquired Immune Deficiency Syndrome. HIV infection is an increasingly common cause of childhood morbidity and mortality in South Africa. In some areas of the country, like the Eastern Cape, more than 30 percent of the women attending antenatal clinics are HIV infected. Without intervention, approximately one third of the babies born to these HIV infected mothers will get infection from their mothers (WHO, 2003). Aim and Objectives of the study: The study was meant to assess the specific knowledge and skills of professional nurses at the primary health facilities regarding management and integration of childhood illnesses, evaluate the quality of training of professional nurses on aspects of IMCI including integration of HIV within IMCI programme for children under five years in Primary Health Care facilities in Mdantsane Township. Methods: A quantitative descriptive method was used for this study. The questionnaire developed by the researcher was used for data collection. The items on the questionnaire were divided into four (4) subsections. The questionnaire was administered to all professional nurses on duty and those available at the time of data collection. A checklist for IMCI was used to collect data from Road to Health files of children who were HIV positive admitted in the pediatric ward at Cecilia Makhiwane Hospital. Results: The results of this study for all the variables examined showed that the highest score was 56 percent and the lowest was18 percent.These results indicated that the knowledge and skills of professional nurses were inadequate.

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Griffiths, Debra. "Agreeing on a way forward: management of patient refusal of treatment decisions in Victorian hospitals." Thesis, full-text, 2008. https://vuir.vu.edu.au/2036/.

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The purpose of this study is to investigate and develop a substantive theory, of the processes adopted by nurses and medical practitioners when patients with serious illness refuse medical treatment. The study seeks to identify the main constraints confronting nurses and medical practitioners and to explain the key factors that moderate the processes of dealing with refusal decisions. Using a grounded theory method, a sample of 18 nurses and 6 medical practitioners from two public hospitals in Melbourne were interviewed. In addition, observations and documentary evidence were utilised. The basic social psychological problem shared by nurses and medical practitioners is conceptualized as Competing Perspectives: Encountering Refusal of Treatment, which reflects the diverse perceptions and beliefs that confront participants when patients decide to forgo therapy. In utilizing the grounded theory method of analysis, it is recognised that participants deal with this problem through a basic social psychological process conceptualized as Endeavouring to Understand Refusal: Agreeing on a Way Forward. This core variable represents the manner in which participants, to varying extents, deal with the situations they face and it incorporates the various influences which moderate their activities. Endeavouring to Understand Refusal: Agreeing on a Way Forward comprises a series of three transitions. The first involves a struggle for participants to come to terms with, or even recognize that patients are rejecting treatment. The second transition illustrates the varied responses of participants as they interact with patients, relatives and each other, in order to clarify and validate decisions made during episodes of care. The third transition reflects the degree to which patients and family members are incorporated into treatment decisions, and highlights a shift in emphasis, from a focus on the disease state, to the patient as a person with individualistic thoughts and wishes. The remaining social processes evident in the study consist of four categories. The first, Seeking Clarification, embodies exploration undertaken by participants and their recognition that treatment is actually being refused. The second category, Responding to Patients and Families, demonstrates the level of expertise of participants communicating, and their ability to encourage reciprocity in the professional-patient relationship. The third category, Advocating, highlights the extent and manner in which patient and family wishes are promoted to members of the treating team. The fourth category, Influencing, reveals the ability of participants to utilize a degree of authority or power in order to shape particular outcomes. The findings also indicate that over arching the core variable and categories are various contextual determinants that moderate the way nurses and medical practitioners deal with patient refusal of treatment. These determinants are categorized into three main influences: The Context of Work, describes the of the environment and organisational factors pertinent to public hospitals; Beliefs and Behaviours, illustrates the perceptions of, and values held, by four key groups involved in decisions, namely, nurses, medical practitioners, patients, and family members; and Legal and Ethical Frameworks, examines the existing principles that support or guide professional practice in situations where patients with serious illness refuse medical treatment.

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Mathevula, Rirhandzu Friddah. "Professional nurses' and student nurses' perceptions of clinical supervision in training hospitals of Limpopo Province: South Africa." Thesis, 2019. http://hdl.handle.net/11602/1413.

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PhDH
Department of Advanced Nursing Science
Introduction and background Professional nurses are responsible to supervise student nurses in the clinical areas in order to assist them in achieving the learning outcomes, develop clinical skills and competence; however, this role is overlooked as pinned to different factors influencing clinical supervision, including the related challenges regarding supervision. This study aimed to explore and describe professional nurses’ and student nurses’ perceptions of clinical supervision in training hospitals of Limpopo Province, South Africa. Research methodology The study used convergent parallel mixed methods design. The population in this study was professional nurses and student nurses working in seven training hospitals of Mopani and Vhembe district of Limpopo Province. Purposive sampling was used to sample districts, hospitals and student nurses whereas, convenience sampling was used to sample professional nurses. Self-administered questionnaires and focus group interviews were used in data collection. Quantitative data was v analysed using Statistical Package of Social Science (SPSS), version 22.0 and Tesch’s’ method was used to analyse qualitative data. Findings Perceptions of professional nurses and student nurses revealed several factors influencing supervision and challenges such as staff shortages, high number of student nurses allocated in clinical areas, heavy workload, inadequate material resources, poor communication and inadequate support. The findings were used in formulation of clinical supervision guidelines. Recommendations The recommendations of this study were based on the study findings. Intervention on the challenges of clinical supervision is recommended by utilisation of the formulated guidelines. This will assist in closing the existing gap regarding clinical supervision.
NRF

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Kachiwala, Annie Yanjanani. "Student nurses' opinions regarding the clinical learning environment and supervision at Malamulo Hospital, Malawi." Thesis, 2007. http://hdl.handle.net/10539/2153.

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Student Number : 0317159E - MSc(Nursing) research report - School of Therapeutics - Faculty of Health Sciences
The learning environment and supervision in clinical placement play an important role in nursing education. The purpose of this study was to describe the opinions of student nurses with regard to the clinical learning environment and supervision at Malamulo Hospital, Malawi. A quantitative descriptive design was used. Data were collected from nursing students at Malamulo College of Health Science using the Clinical Learning Environment Scale (CLES) comprising structured questions. The questionnaire was administered to the total population of students (N=84) and the response rate was 87% (n=73). Descriptive statistics were used to analyze data. Relationships between variables were determined by using Fisher’s exact test and the t-test. The findings revealed that the majority of the participants were satisfied with their clinical learning environment and supervision in their latest clinical placement. Particularly, they were satisfied with the relationship that prevailed between students and members of nursing staff, feedback they received from their supervisors, the nursing care given to patients and the quality of learning opportunities. However, it was determined that nurse teachers did not regularly supervise students and also that some students were not clear about the nursing philosophy of their wards. Ward familiarization processes were not well planned as indicated by about a third of the participants. More than one third also indicated that the learning situations were not sufficient and not meaningful. While 73.98 % indicated that they received constructive feedback from their supervisors, about half of the participants indicated that the feedback was not given continuously.The majority (67.76%) of the participants experienced team supervision as opposed to individual supervision. Therefore it is recommended that nurse teachers increase the number of visits to the wards when students are in clinical placement to improve quality of clinical learning. The nursing college may need to have specific clinical instructors who are trained in clinical supervision and who will be available for students in the clinical placements regularly. The ward managers and the nursing staff need to clarify and display their ward nursing philosophy so that both nurses and students can have a common understanding and common goal in the provision of nursing care. It is also recommended that feedback be given to students continuously to enhance learning.

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Shezi, Busisiwe Eunice. "The needs of community service nurses with regard to supervision and clinical accompaniment / Busisiwe Eunice Shezi." Thesis, 2014. http://hdl.handle.net/10394/11979.

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A new category of community-service nursing practitioner who was the equivalent of a newly qualified nurse emerged in the years 1998–2007. Community service was introduced by the national Department of Health in an attempt to retain professional nurses. The community service nurse is registered with the South African Nursing Council in the category “community service”. Community service nurses need to obtain clinical experience under the supervision of experienced professional nurses in a public health facility for a period of one year. Globally, health-care systems have been affected by an increase in conditions such as maternal and child morbidity and mortality, an ever-increasing vulnerability to communicable diseases (tuberculosis and Acquired Immune Deficiency Syndrome) and violence in under-developed and developing countries. These challenges have resulted in the escalation of health-care costs and a shortage of human resources in the health-care system. The escalation of these conditions has put further strain on the effectiveness of an already struggling health-care system, and the delivery of health-care services to those who are most in need. This necessitated the implementation of community service. The provincial Department of Health usually identifies where the critical need for the placement of community service nurses is, and the diplomate or the graduate can select one of three placements. However, the final decision for placement remains that of the provincial Department of Health. This community service strategy, which aims to empower community service nurses, is a contentious matter, as these community service nurses are often placed in an area where they have to work independently within the first year after qualifying as a diplomate or graduate without being supervised and supported in the public health facility. The community service nurses experience a lack of confidence and competence due to limited clinical exposure resulting from full and compacted nursing education programmes. The need for an experienced professional nurse as supervisor with a clearly defined job description by the provincial Department of Health is mandatory to prevent role conflict and confusion. However, the provision of such supervision has not yet materialised because of the shortage of experienced registered nurses in the health-care system. Research design: A qualitative design using exploratory, descriptive and contextual strategies ensured access to tangible information regarding the supervision and clinical accompaniment needs of community service nurses. Data collection: Data was collected using semi-structured interviews, field notes and digital voice recordings. The participants were community service nurses who had completed six months of their community service year. A total of n = 12 participants out of N = 38 were interviewed in the three hospitals of the Amajuba District in KwaZulu-Natal until no new data emerged and data saturation was reached. Data analysis: Content analysis assisted the researcher in scrutinising the data by coding, categorising into themes and sub-themes to clarify the data. Literature control was used to underpin the research findings. Research findings: The community service nurses appeared to be in desperate need of clinical supervisors to guide, coach, support, and be a role model to them. Community service nurses needed to develop confidence, competence, independence and critical thinking skills during community service practice. In reality, not all community service nurses were fully competent and independent to practise autonomously during their community service, though some had acquired all the above mentioned skills. However, it stood to reason that competence developed in the period of community service and was influenced by clinical supervision from experienced registered nurses, who assisted with continued development of skills in clinical practice.
MCur, North-West University, Potchefstroom Campus, 2014

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Mnkandla, Annah. "Why Zimbabwean state certified nurses converting to registered general nurses score higher on medical-related assessments than nursing assessments in clinical areas." Diss., 1999. http://hdl.handle.net/10500/17469.

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The purpose of study is to investigate why state certified nurses on a conversion programme to become registered general nurses score higher marks on medical - related than on nursing assessments during their fourth practical assessments. The universal sample is made up of state certified nurses on a one year conversion programme. A purposive sample consisting of 20 student nurses, 10 nurse- assessors and 5 doctor assessors was recruited into the exploratory quantitative study which was done at Kwekwe Hospital. A questionnaire for each of the three sample groups was used to collect data to meet the study's objectives. Data analysis yielded the main finding that students scored higher marks on nursing - related areas than on medical- related practical assessments contrary to the study's assumption. The implication is that the student nurses were able to acquire nursing care focused skills and knowledge in spite of their former medical care biased training and nursing experience.
Health Studies
M.A. (Nursing Science)

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Faulkner-Gibson, Lorelei. "Paediatric mental health nurses' perceptions of aggression in five to ten year old children." Thesis, 2012. http://hdl.handle.net/1828/4439.

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Pediatric mental health nurses, working in an agency in the midst of introducing Trauma Informed Care, were interviewed to examine the factors influencing perceptions of aggression. Relational Inquiry (Hartrick Doane & Varcoe, 2005; 2007) framed the research and Kvale’s (1996) Interpretive Methodology informed the interview and analysis. The complexity of relationships impacted the participants’ perceptions. Two constructs interwoven throughout the findings: time to develop relationships and knowledge about the individuals with whom the relationships were to be formed. Five themes were identified however the Participant-Colleague relationship was critical to perceptions of aggression. The Participant-Child relationship and the functioning of the system of care were important. The participants recognized reflexivity as critical to the understanding of their perceptions. The participant’s created a common understanding of aggression. Recommendations include: 1) clinical supervision to explore issues of moral distress and burnout 2) create capacity for nursing research 3) expand research exploring ‘safety’, ‘support’ and observational studies.
Graduate

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Raliphaswa, Munyadziwa Reginah. "Challenges encountered by professional nurses during supervision of care in Vhembe District hospitals in Limpopo Province, South Africa." Diss., 2020. http://hdl.handle.net/11602/1631.

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MCur
Department of Advanced Nursing Science
Professional nurses have the responsibility of supervising the care that is rendered, the nursing personnel and patients throughout 24 hours of the day, for the purpose of ensuring quality patient care and patient safety. However, it seems that this is not happening as expected because there are continuous complaints from the patients about the poor quality of care. This study was aimed at exploring the challenges that are encountered by professional nurses during supervision of care in the district hospitals of Vhembe. A qualitative study was conducted which was explorative, descriptive, contextual and guided by an Appreciative inquiry approach. A purposive sample was used where thirty-six (36) participants were recruited and consent was obtained. Individual semi structured interviews were conducted. Data was analysed according to Tesch‟s eight steps. Trustworthiness was ensured through following the principles which are credibility, dependability, confirmability, transferability and authenticity. The findings revealed multiple challenges that professional nurses encountered during supervision of care. The main themes found were lack of resources, challenges related to the supervisees, cultural changes in nursing affecting supervision, and challenges related to education and training. Apart from challenges, there were positive aspects verbalised that enhance supervision The researcher recommended that nursing practice through the Department of Health should address issues such as shortage of staff, shortage of equipment and inadequate and/or poor infrastructure. Professional nurses should be trained on diversity management and emotional intelligence in order address the ever changing culture in nursing. Students‟ accompaniment and clinical exposure should be addressed. Future research should be conducted to outline what causes these challenges in supervision in other districts so that the findings could be representable.
NRF

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Selebi, Ogorogile Clement. "Nurse's satisfaction with their working environment in a public sector hospital." Thesis, 2006. http://hdl.handle.net/10539/1567.

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Student Number : 9802242A - MSc research report - School of Therapeutic Sciences - Faculty of Health Sciences
Introduction: The nursing profession in South Africa has lost skilled nurses due to intense international recruitment drives. This hospital in the West Rand has also failed to recruit and retain skilled nurses. The shortage of skilled nurses has led to a deterioration in the quality of patient care. The aims of this study: The aim of this study was to investigate nurses’ perceptions about their working environment and conditions, and their intention to stay in the workplace in this regional hospital. The methodology: A quantitative, descriptive survey was used. The data were collected using the Minnesota satisfaction questionnaire. The sample included professional and sub professional (staff and auxiliary) nurses. A stratified (random) sampling method was used. Respondents were one hundred and seventeen (117), namely, sixty two (62) professionals and fifty five (55) sub professionals. Results: Generally all the nurses were moderately satisfied with the intrinsic aspects of their job, such as motivation, responsibility, opportunity for creativity and innovation, independence, and recognition. Alarmingly nurses were to a greater extent dissatisfied with the extrinsic aspects of their job, namely, relationships in the workplace, supervisors’ decision-making skills, supervision, working conditions, policies, job security, and compensation. Conclusions: This study indicated that the important extrinsic aspects were not in place. The employer (Department of Health) needs to make major efforts in improving nurses’ salaries, promotion and advancement opportunities, and to empower all unit and area managers in the areas of supervisory skills, decision-making, communication, and mentoring of nurses.

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Harrington, Marisa. "Examination of healthcare workers’ response to rotating shift work during the COVID-19 pandemic in Greater Victoria care sites." Thesis, 2021. http://hdl.handle.net/1828/13257.

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Nurses are already exposed to plenty of stressors while at work, one of which being the unavoidable nature of rotating shift work scheduling which can have profound physiological effects carrying heightened long-term health risks. Working on the frontlines of the COVID-19 pandemic has introduced new stressors while further exacerbating the effects of pre-existing ones in this already understudied group of essential workers. The purpose of this research was to examine physiological markers of stress and health in nurses during the COVID-19 pandemic. Nine subjects (mean age 32.11 ± 7.25 years) from two hospitals in the Greater Victoria region collected data over an eight-day shift roster consisting of two 12-hour day shifts, two 12-hour night shifts, and four days off in two separate collection periods; remote data collection was used to adhere to COVID-19 safety guidelines. Salimetrics ELISA kits were used to conduct analyses for salivary cortisol, melatonin, and interleukin-6 (IL-6) content. Frequency domain heart rate variability (HRV) was collected with a Polar H10 Chest Strap and Polar Ignite Activity Tracker. A salivary sample and 5-minute HRV recording were obtained upon waking or shortly thereafter on each day; a second saliva sample was obtained after work for the four working days. The Expanded Nursing Stress Scale (ENSS) was completed at the end of the last night shift in each period. There were no significant differences between IL-6 concentrations across the eight days within each period; the same was observed for cortisol. Additionally, no difference was apparent between the morning and evening salivary cortisol concentrations, thus demonstrating a blunting of the diurnal release pattern. Evening salivary cortisol concentrations remained elevated near the level of morning samples and were consistently above reference values for the population age group. Morning salivary melatonin concentrations significantly differed by day (F(5, 25) = 6.626, p < 0.001) but not period; melatonin concentrations were lowest following night shifts, showing a suppression in release due to participants being exposed to light at night with shift work. No statistically significant differences were apparent between any frequency domain HRV parameters in either Period 1 or Period 2. Perceived occupational stress was heightened in comparison to previously published pre-pandemic research using the ENSS. The results of this research reveal alterations to the circadian nature of cortisol and melatonin alongside elevated perceived occupational stress; these physiological and psychological effects can compound the risk for adverse health outcomes. While it is difficult to discern the root cause of these responses, it nevertheless reveals insight into the effects of nurses working during the COVID-19 pandemic and raises concern for potentially related disease risk.
Graduate

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Mabuda, Bernard Tendani. "Student nurses' experiences during clinical practice in the Limpopo Province." Diss., 2006. http://hdl.handle.net/10500/1961.

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Clinical learning experiences form an integral part of the student nurse's training, for it is in the clinical setting that students acquire the knowledge, skills and values necessary for professional practice. The purpose of this research was to explore student nurses experiences during clinical practice. A qualitative, exploratory, descriptive and contextual design was utilised, employing the phenomenological method. Unstructured interviews were conducted with student nurses in their final year of the four year nursing programme at a nursing college campus in the Limpopo Province. Tesch's method of data analysis was used. The findings indicate that there are aspects which impact negatively on student nurses' clinical learning experiences, such as lack of teaching and learning support, lack of opportunities for learning, poor theory-practice integration, and poor interpersonal relationships between the students, college tutors and ward staff. Recommendations to enhance the clinical learning experiences of student nurses were made.
Health Studies
M.A. (Health Studies)

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Mntambo, Selina Ntombizodwa. "Student nurses' experience of clinical accompaniment in a public hospital in Gauteng Province." Thesis, 2009. http://hdl.handle.net/10500/3897.

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Clinical practice is the core of nursing education during which the student is socialized into the nursing profession. During this period, there is transfer of knowledge and skill from qualified nurses and other members of the multidisciplinary team to student nurses. The purpose of this study is to describe and explore student nurse’s experiences of clinical accompaniment in a public hospital in Gauteng Province by means of a qualitative approach that included the exploratory, descriptive and contextual study. Three focus group interviews were conducted with students and one with clinical accompanists. Qualitative methods included categorizing and coding. The major findings of the research revealed that participants regarded relationships and communication as important for clinical accompaniment. Both student nurses and unit supervisors expected nurse facilitators to accompany students in clinical settings; but some hospital staff members did not perceive clinical accompaniment to be their task.
Health Studies
M.A. (Public Health)

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Mafumo, Julia Langanani. "Experiences of bridging course learners regarding clinical supervision at the selected hospitals in Vhembe District, Limpopo Province, South Africa." Diss., 2016. http://hdl.handle.net/11602/846.

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Funnell, Rita. "Opinions of registered nurses about quality of working life in Victoria’s public hospitals." Thesis, 2010. https://vuir.vu.edu.au/16010/.

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High quality of working life is vital for maintaining an adequate workforce, and given the current global nursing workforce shortage, the quality of nurses’ working lives is of particular importance. The literature suggests that ensuring working conditions are attractive enough to retain nurses in the workforce is the most cost-effective and sustainable strategy for addressing the nursing shortage. Drawing upon the Theory of Work Adjustment as a theoretical framework, this cross-sectional, mixed-method study sought to explore the opinions about quality of working life held by nurses working in public hospitals in Victoria. Differences in opinion about key aspects of working life between nurses who planned to continue a career in nursing and those who planned to make a career change were also sought. Data were collected using a Likert-style survey and semi-structured interviews and were analysed by means of the SPSS computer program and qualitative content analysis.

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Finn, Joanne. "The Rhetoric and Reality of Continuing Professional Development for Critical Care Nurses: A Critical Ethnographic Perspective." Thesis, 2018. https://vuir.vu.edu.au/38653/.

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Current research and evidence into Continuing Professional Development (CPD) has mostly centred on effective delivery formats to engage consumers. The perceptions and approaches that influence an individual engaging in CPD have yet to be explored, particularly in nursing. This qualitative research grounded in critical social constructionism and critical ethnography explores the perceptions and influences for regional intensive care nurses from Victoria, Australia as they engage in CPD. Participants from three field sites participated in semi-structured interviews. Through interviews the major themes of fear and vulnerability, isolation, professional inconsistencies and a myriad of concern for the nursing profession were identified. Threaded throughout each theme was the social influence of workplace upon nurses’ perceptions and their approaches toward CPD and the sharing of acquired knowledge amongst colleagues. The theoretical perspective of Pierre Bourdieu have been used to explore and discuss the findings of the research through the positions of orthodoxy and heterodoxy. These two positions allow the reality and the rhetoric of mandatory CPD for Australian nurses to be revealed, as shared by the participants. Orthodoxy and heterodoxy bring to light a disconnect between the regulatory body of the Australian Nursing and Midwifery Board (NMBA), and the nurses it registers. Nurses engage in CPD influenced by peers and often as a means of protection or a strategic tool to acquire and hold capital and power. The NMBA mandates CPD for knowledge growth and practice change. The findings reveal that nurses’ and the NMBA appear to be playing a game creating a state of illusio, with many nurses looking to mandatory CPD to maintain their employability rather than, public protection. This research highlights the symbolic power of CPD exposing the influences of social culture, habitus and the field in which nurses’ practice. Recommendations of this research suggest that the current model of CPD is fundamentally flawed. Significant changes need to be undertaken to achieve the goal of public protection through a contemporary and knowledgeable workforce.

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Louw, Franny. "The percpetions of the supervision that generation-Y nurses experience working in either an emergency or intensive care unit of an academic hospital in Johannesburg." Thesis, 2016. http://hdl.handle.net/10539/20072.

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This research is submitted to the Faculty of Health Science, University of Witwatersrand, Johannesburg, in partial fulfilment for the requirements for the degree of Masters in Nursing. March 2015
According to the Generational Theory, each generation has different values, beliefs and attitudes, ultimately leading to challenges in the work place and contributes significantly to multigenerational workplace cohesion or discord. Born between 1982 and 2003, Generation-Y is the latest group of adults to enter the work place and are said to be tech-savvy, team players and constantly seeking new opportunities. This generation of workers might be a good fit for the nursing profession, because they are team players who want to make a difference in the world. The on-going nursing shortage is a concern for nurse leaders and methods to recruit nurses and retain newly qualified registered nurses need to be explored. Mentoring and supportive supervision are complementary activities which can enhance the clinical environment through on-going support of the newly qualified (Generation-Y) registered nurses. The benefits of supervision include increased confidence, a decrease in stress at work, increased job satisfaction and staff retention. The aim of the study was to explore the perceptions of Generation-Y registered nurses working in either an Emergency Departments or Intensive Care Units, in a purposively selected academic hospital, about the supervision they experience in these clinical environments by older generation nurses, known as Generation-X, Baby Boomers and Veteran nurses. The research design used for data collection is qualitative. Semi-structured interviews were conducted with Generation-Y nurses and data was recorded and transcribed. Two themes and six sub themes were formulated. Generation-Y registered nurses perceptions were that they were not being adequately supervised, but understood that the environment, high patient acuity and resistance from the older generations made supervision challenging.

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Baloyi, Nomsa Florence. "Experiences of auxiliary nurses who trained through the poverty alleviation programme regarding nursing profession in Vhembe District, Limpopo Province." Diss., 2016. http://hdl.handle.net/11602/351.

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Mthombeni, Courage Salvah. "A model to enhance training for male student nurses in midwifery nursing science in the Limpopo Province." Thesis, 2018. http://hdl.handle.net/11602/971.

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Elderkin, Tania. "Retention of graduates of critical care nursing courses undertaken in Victorian regional centres between 1995 and 1997." Thesis, 2002. https://vuir.vu.edu.au/33013/.

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Nursing recruitment and turnover is a significant issue for the health care system, as high turnover rates can contribute significantly to negative outcomes in terms of cost and quality of care. Both critical care and regional nursing have been highlighted as areas of specific concern in the literature (Department of Human Services, 2001), but no studies have focussed on the retention of regional, critical care nurses. This research is an exploratory, descriptive study to. investigate the outcomes of tertiary critical care nursing courses based in Victorian regional hospitals in terms of employment and retention of graduates and the factors which influence this.

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Dissertations / Theses on the topic 'Nurses Supervision of Victoria'

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