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Journal articles on the topic 'Nursing'

Author: Grafiati

Published: 4 June 2021

Last updated: 24 September 2024

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1

Fowler, Marsha D. "Why the history of nursing ethics matters." Nursing Ethics 24, no. 3 (May 2017): 292–304. http://dx.doi.org/10.1177/0969733016684581.

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Modern American nursing has an extensive ethical heritage literature that extends from the 1870s to 1965 when the American Nurses Association issued a policy paper that called for moving nursing education out of hospital diploma programs and into colleges and universities. One consequence of this move was the dispersion of nursing libraries and the loss of nursing ethics textbooks, as they were largely not brought over into the college libraries. In addition to approximately 100 nursing ethics textbooks, the nursing ethics heritage literature also includes hundreds of journal articles that are often made less accessible in modern databases that concentrate on the past 20 or 30 years. A second consequence of nursing’s movement into colleges and universities is that ethics was no longer taught by nursing faculty, but becomes separated and placed as a discrete ethics (later bioethics) course in departments of philosophy or theology. These courses were medically identified and rarely incorporated authentic nursing content. This shift in nursing education occurs contemporaneously with the rise of the field of bioethics. Bioethics is rapidly embraced by nursing, and as it develops within nursing, it fails to incorporate the rich ethical heritage, history, and literature of nursing prior to the development of the field of bioethics. This creates a radical disjunction in nursing’s ethics; a failure to more adequately explore the moral identity of nursing; the development of an ethics with a lack of fit with nursing’s ethical history, literature, and theory; a neglect of nursing’s ideal of service; a diminution of the scope and richness of nursing ethics as social ethics; and a loss of nursing ethical heritage of social justice activism and education. We must reclaim nursing’s rich and capacious ethics heritage literature; the history of nursing ethics matters profoundly.

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Jones, Dorothy, Margaret Lunney, Gail Keenan, and Sue Moorhead. "Standardized Nursing Languages Essential for the Nursing Workforce." Annual Review of Nursing Research 28, no. 1 (December 2010): 253–94. http://dx.doi.org/10.1891/0739-6686.28.253.

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The evolution of standardized nursing languages (SNLs) has been occurring for more than four decades. The importance of this work continues to be acknowledged as an effective strategy to delineate professional nursing practice. In today's health care environment, the demand to deliver cost-effective, safe, quality patient care is an essential mandate embedded in all health reform policies. Communicating the contributions of professional nursing practice to other nurses, health providers, and other members of the health care team requires the articulation of nursing's focus of concern and responses to these concerns to improve patient outcomes. The visibility of the electronic health record (EHR) in practice settings has accelerated the need for nursing to communicate its practice within the structure of the electronic format. The integration of SNLs into the patient record offers nurses an opportunity to describe the focus of their practice through the identification of nursing diagnosis, interventions and outcomes (IOM, 2010). Continued development, testing, and refinement of SNLs offers nursing an accurate and reliable way to use data elements across populations and settings to communicate nursing practice, enable nursing administrators and leaders in health care to delineate needed resources, cost out nursing care with greater precision, and design new models of care that reflect nursepatient ratios and patient acuity that are data driven (Pesut & Herman, 1998). The continued use of nursing languages and acceleration of nursing research using this data can provide the needed evidence to help link nursing knowledge to evidence-driven, cost-effective, quality outcomes that more accurately reflect nursing's impact on patient care as well as the health care system of which they are a part. The evaluation of research to support the development, use, and continued refinement of nursing language is critical to research and the transformation of patient care by nurses on a global level.

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Sousa, Valmi, and Laura Hayman. "Nursing theory development." Online Brazilian Journal of Nursing 1, no. 2 (August 2, 2002): 2–9. http://dx.doi.org/10.17665/1676-4285.20024786.

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This paper analyzes knowledge and theory development in the discipline of nursing. Nursing theory development is characterized by nursing’s unique perspective: a distinct focus of the discipline of nursing. In a recognized nursing theory, the nursing metaparadigm’s concepts of person, environment, health, and nursing are defined, and the interrelationships among those concepts are described. Knowledge development in the discipline of nursing has generated and continues to generate philosophical, theoretical, and scientific knowledge, which serve as a basis for further reflections, investigations, and refinement, and as a source of new knowledge. In addition, nursing theory development has been related to borrowed or shared theories from or with other disciplines such as anthropology, education, sociology, and psychology.

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4

Potter, Teddie. "The Way of Nursing." Creative Nursing 28, no. 3 (August 1, 2022): 149–53. http://dx.doi.org/10.1891/cn-2022-0013.

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Conceptual frameworks in nursing help shape the thinking and behavior of nursing practice. They also facilitate understanding about nursing’s unique contributions that complement the way of medicine. Current health crises illuminate the need for disruptive change, and consequently the need for new conceptual frameworks to guide disruptive practice. The Way of Nursing conceptual framework moves nursing beyond the nursing metaparadigm and the nursing process toward the necessary thinking to address the complex health challenges of individual patients, families, communities, and the planet. The Way of Nursing affirms nurses’ capacity to lead change and disrupt systems for the benefit of all.

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McClendon, Pat. "“Discovery of Connections — Societal Needs, Nursing Practice, and Caring-Healing Theory: My Story”." International Journal of Human Caring 9, no. 4 (June 2005): 8–13. http://dx.doi.org/10.20467/1091-5710.9.4.8.

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My story reflects not an uncommon journey through nursing education and practice. It reflects the hope inspired by the theory of caring and the healing of a wounded healer. Nursing practice is caught between the science of nursing and the overarching medicalization of healthcare creating tensions within nursing’s discipline, science, and practice. Society’s current health needs and demands are rapidly changing. Understanding these contextual forces brings nursing to a new territory for the sake of society’s health and for the preservation of nursing’s domain. Watson’s caring-healing theory responds to society’s healing needs, reflects nursing’s core simplicity, and gives us hope.

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6

Fisette, K., J. P. Laforest, S. Robert, and C. Farmer. "Use of recorded nursing grunts during lactation in two breeds of sows. I. Effects on nursing behaviour and litter performance." Canadian Journal of Animal Science 84, no. 4 (December 1, 2004): 573–79. http://dx.doi.org/10.4141/a03-124.

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The impact of exposing lactating sows and their litters to recorded sow nursing grunts played at different intervals during lactation was studied. Yorkshire × Landrace (YL) and 25% Meishan (MH) primiparous sows were divided into three groups (n = 14): (1) no playback, (2) playbacks at 35-min intervals (GR35), and (3) playbacks at 40-min intervals (GR40). Recordings were played from day 110 of gestation to day 27 of lactation. Nursing behaviours, incidence of nursings without milk ejection (NPN), nursing interval and proportion of nursings induced by playbacks were measured on days 6, 18 and 26 of lactation. Litter size was standardized to 10 ± 1 piglets within 48 h of birth and piglets were weighed weekly. Mean nursing intervals, excluding NPN, were shorter for MH than for YL sows (P < 0.001). The increase in mean nursing interval between days 6 and 18 was greater in GR40 than in GR35 or controls (P < 0.01) and, when excluding NPN, the mean nursing interval decreased in GR35 on day 18 (P = 0.01). The occurrence of NPN decreased as lactation advanced (P < 0.001) and was lower for MH than YL sows on day 26 (P < 0.001). Between days 6 and 18, the proportion of nursings initiated by playbacks increased (P < 0.05) and the duration of milk ejection decreased (P < 0.001). In MH sows, controls had longer milk ejections than GR35 (P < 0.05) whereas, in YL sows, controls had shorter milk ejections than GR40 (P < 0.05) and GR35 (P = 0.06). Piglet growth was not affected by treatments or breed (P > 0.1). In conclusion, exposing sows and their litters to recorded sow nursing grunts played at 35-min intervals reduced nursing intervals on day 18 of lactation only, without affecting piglet performance. Key words: Auditory stimulus, behaviour, lactation, litter performance, Meishan, sows

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7

Carroll, Karen. "Wisdom in Nursing Practice." Nursing Science Quarterly 36, no. 2 (March 30, 2023): 132–33. http://dx.doi.org/10.1177/08943184221150252.

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This column on practice applications focuses on wisdom and the critical nature wisdom serves within the nursing discipline. Wisdom conveys an awareness, judgement, and a diligent engagement with important persons, ideas, and others; therefore, wisdom has implications for nursing in the areas of practice, education, leadership, and research. Even broader and more importantly, wisdom connects to nursing’s theoretical conceptualizations and informs the why and value of the nursing discipline.

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De Jonge, Francien, Marek Špinka, and Gudrun Illmann. "VOCALIZATIONS AROUND THE TIME OF MILK EJECTION IN DOMESTIC PIGLETS: A RELIABLE INDICATOR OF THEIR CONDITION?" Behaviour 138, no. 4 (2001): 431–51. http://dx.doi.org/10.1163/156853901750382098.

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AbstractIn some nursings, piglets initiate nose contacts with their mother and emit typical 'croaking' vocalizations. We examined whether the croaking vocalizations reflect the condition of the piglets and whether the sows increase their maternal investments in response to those vocalizations. The following predictions were tested: (i) Piglets with lower weight gain should vocalize more than piglets with higher weight gain; (ii) piglets' milk intake is lower in those nursings in which they vocalize after milk ejection; (iii) piglets make more croaking vocalization in nursings which were preceded by longer intervals since the last nursing with milk ejection; (iv) sows permit longer post-ejection massage in nursings in which piglets vocalized immediately after milk ejection; (v) sows decrease the interval until the succeeding nursing after those nursings in which the piglets have vocalized. Hypotheses (i) and (ii) were investigated by controlling the inter-nursing intervals in 14 sows and recording the milk intake of individual piglets' over 24 hours during days 7 or 8 post partum (Experiment 1). Hypotheses (iii) to (v) were examined through analysing video recordings of undisturbed six h nursing sequences in 29 sows (Experiments 2 and 3). The majority of our predictions were not confirmed: piglets did not vocalize more (either before or after milk ejection) after longer intervals since last milk ejection; they did not vocalize more in nursing in which they received less milk; and it was not the piglets or the litter with a lower milk intake or lower weightgain that emitted more vocalization. Neither of our predictions regarding the influence of croaking vocalizations on maternal investment was confirmed. The vocalizations were in no way associated with the length of the following inter-nursing interval or with the permission of longer udder massage. To conclude, piglet croaking vocalizations during nursings are not reliable indicators of piglet condition and are not used by sows to adjust their maternal investment.

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9

Allen, Davina. "Nursing, Knowledge and Practice." Journal of Health Services Research & Policy 2, no. 3 (July 1997): 190–93. http://dx.doi.org/10.1177/135581969700200311.

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Recent commentators have suggested that academic knowledge is irrelevant to nursing practice and may actually undermine nursing's traditional caring ethos. Furthermore, by making nursing more academic, it is claimed that ‘natural’ but non-academic carers are prevented from pursuing a career in nursing. Debates about the relationship between nursing, knowledge and practice have a long history and have to be understood in terms of wider political and economic issues relating to nursing, its status within society and the changing role of nurses within the health services division of labour. One crucial issue is nursing's status as women's work. Critics of developments in nurse education draw an ideological equation between nursing work and the traditional female role. From this perspective the qualities that make a good nurse cannot be taught, rather they are founded on ‘natural’ feminine skills. Irrespective of whether caring is ‘natural’ or not, it is questionable as to whether, for today's nurses, being caring is sufficient. The shape of nursing jurisdiction is a long way removed from its origins in the Victorian middle-class household. In addition to their traditional caring role, contemporary nurses may also have complex clinical, management and research responsibilities, as well as being crucial co-ordinators of service provision. It is suggested that these and future developments in health services make the need for an educated nursing workforce even more pressing. In order to adequately prepare nurses for practice, however, it is vital that nurse education reflects the reality of service provision.

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10

Hammer, Rita M., and Margaret A. Tufts. "Nursing's Self-Image - Nursing Education's Responsibility." Journal of Nursing Education 24, no. 7 (September 1985): 280–83. http://dx.doi.org/10.3928/0148-4834-19850901-06.

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11

Barrett, Elizabeth Ann Manhart. "Again, What Is Nursing Science?" Nursing Science Quarterly 30, no. 2 (March 24, 2017): 129–33. http://dx.doi.org/10.1177/0894318417693313.

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This article again asks, What is nursing science? Who knows? Who cares? The author describes the threat to the survival of nursing science grounded in nursing frameworks and theories. This threat is magnified by the proposal of the Council for the Advancement of Nursing Science (CANS) to change the curricula of PhD education. The aim of CANS is to prepare nurse scientists for lifelong competitive careers in interdisciplinary research, often focused on funding priorities of the National Institute of Nursing Research (NINR). Curricula would include preparation for conducting research in topics such as omics, e-science, translation science, biobehavioral science, symptom science, and team science. How can this be nursing science? It is argued that this focus might obliterate nursing’s discipline-specific phenomenon of concern, the human-universe-health process.

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Adams, Lisa Y. "Peplau’s Contributions to Psychiatric and Nursing Knowledge." Journal of Mental Health and Addiction Nursing 1, no. 1 (March 1, 2017): e10-e18. http://dx.doi.org/10.22374/jmhan.v1i1.3.

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Hildegard Peplau’s work formally began the development, basis and revolution of nursing knowledge for general nursing as well as for psychiatric mental health nursing. Her underlying philosophical assumptions and interpersonal relations theory not only emphasized the science of nursing that was empirically rooted and dominant from the time, but she illustrated how nursing as an art could equally contribute to the nursing knowledge, practice, and research that is so evident in nursing today. As a pioneer of nursing, Peplau helped to bridge the gap between theory and practice that continues to build on nursing’s knowledge base today. On the Canadian front, nurse leader, Cheryl Forchuk, continues to put it to the test.

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13

Adams, Phyllis. "Bits, Bytes, Nibbles, and Clusters—An Interprofessional Practicum Experience: An Innovative Application of a Doctor of Nursing Practice Essential IV." Journal of Doctoral Nursing Practice 12, no. 1 (April 1, 2019): 10–15. http://dx.doi.org/10.1891/2380-9418.12.1.10.

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BackgroundThe Doctor of Nursing Practice (DNP) practicum should reflect the application of the American Association of Colleges of Nursing's Eight Essentials. This student's personal practicum experience combined her interest in interprofessional collaboration and the relationships with the Sexual Assault Response Team.ObjectiveAn innovative practicum was developed to assist in fulfilling the Fourth Essential: Information Systems/Technology and Patient Care Technology for the Improvement and Transformation of Health Care, as it pertained to the student's scholarly project.MethodsClinical Practicum.ResultsA criminal investigator, specializing in digital forensics, offered his expertise toward this educational opportunity as related to the student's scholarly project.ConclusionsThis experience provided a practicum that was considered “outside the box” for this Fourth Essential.Implication for NursingIt may be necessary for the Doctor of Nursing Practice student to consider a variety of opportunities to meet the Fourth Essential competency.

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Arslanian-Engoren, Cynthia, Frank D. Hicks, Ann L. Whall, and Donna L. Algase. "An Ontological View of Advanced Practice Nursing." Research and Theory for Nursing Practice 19, no. 4 (December 2005): 315–22. http://dx.doi.org/10.1891/rtnp.2005.19.4.315.

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Identifying, developing, and incorporating nursing’s unique ontological and epistemological perspective into advanced practice nursing practice places priority on delivering care based on research-derived knowledge. Without a clear distinction of our metatheoretical space, we risk blindly adopting the practice values of other disciplines, which may not necessarily reflect those of nursing. A lack of focus may lead current advanced practice nursing curricula and emerging doctorate of nursing practice programs to mirror the logical positivist paradigm and perspective of medicine. This article presents an ontological perspective for advanced practice nursing education, practice, and research.

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BRUNK, QUINCEALEA. "Nursing at War: Catalyst for Change." Annual Review of Nursing Research 15, no. 1 (January 1997): 217–36. http://dx.doi.org/10.1891/0739-6686.15.1.217.

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From the first development of nursing research agendas, scholars have called for historical inquiries into nursing’s heritage and the influences that have affected the development of the profession. Because war leaves an indelible and distinct mark on the era in which it occurs, periods of significant development and change in nursing’s heritage can be linked to involvement in war. This review explores the published scholarship about American nurses in wartime, from the War for Independence through the Persian Gulf War and notes the most significant changes that have come as a result of this involvement. Although particular wars and wartime nursing is a popular topic for historical inquiry, there are still eras that need to be further explored for contributions to the profession of nursing as it is today.

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Ortiz, Mario R. "Health and Nursing Policies: Word Choice and Crafting Policies With Unique Nursing Knowledge." Nursing Science Quarterly 36, no. 1 (December 26, 2022): 85–88. http://dx.doi.org/10.1177/08943184221131961.

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Discipline specific policies that utilize nursing’s unique knowledge base provide nurses with ways of seeing and comprehending policies in light of nursing theoretical concepts. Humanbecoming has been used to guide the development of health policies in a variety of settings. In this paper, the author explores the importance of words in crafting health and nursing policies grounded in discipline-specific knowledge, such as the humanbecoming paradigm.

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Vold, Lindsey, and Megan Meszaros. "Rhizomatic Assemblages: Connecting Climate Change to Nursing Action." Witness: The Canadian Journal of Critical Nursing Discourse 3, no. 2 (December 18, 2021): 18–35. http://dx.doi.org/10.25071/2291-5796.113.

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Calls for nursing action to address climate change are resounding throughout the nursing community, yet many nurses feel ill-prepared to engage in climate action. As a collective practice discipline, we argue that nursings’ internalized a rigid view of what nursing is and, through self-disciplining practices, actively police our knowledge and practice to conform within a bounded domain that fails to view global issues, such as climate change, as being within the scope of nursing. To build nurses’ climate action capacity, we draw on Deleuze and Guarttari’s (1987) concept of rhizomatic assemblages to make an explicit connection between health and climate change, but also how climate action is a moral imperative in the scope of nursing education and practice. Using examples in the four domains of nursing - education, practice, research, and policy, we present how nurses can engage in coordinated and collaborative efforts both within and outside of ‘traditional’ nursing practice to address the connecting and complicated pathways of a changing climate.

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Butts, Janie B., Karen L. Rich, and Jacqueline Fawcett. "The Future of Nursing." Nursing Science Quarterly 25, no. 2 (March 25, 2012): 151–54. http://dx.doi.org/10.1177/0894318412437955.

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Nurses have long attempted to secure a unique identity for the profession. Many scholars are now promoting an interdisciplinary framework for nursing practice. Fawcett is convinced that interdisciplinary practice poses a danger for nursing to lose its identity and that interdisciplinary practice cannot be successful if members of each discipline do not understand the conceptual models, practice, and research of their own discipline. Dr. Janie Butts and Dr. Karen Rich interviewed Dr. Jacqueline Fawcett about her views related to discipline-specific knowledge and nursing’s future. The authors conclude that Fawcett’s scientific foundation gives nursing the solidarity and power necessary to determine the unique internal goods of its practice.

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Dickenson-Hazard, Nancy A. "Leader Interview: Nursing’s Image with the Press." Creative Nursing 5, no. 4 (January 1999): 4–7. http://dx.doi.org/10.1891/1078-4535.5.4.4.

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Creative Nursing Journal Publisher Marie Manthey interviews Nancy A. Dickenson-Hazard, RN, MSN, FAAN, chief executive officer of Sigma Theta Tau International. The nursing honor society conducted research on nursing’s visibility in the media. For a summary of the Woodhull Study on Nursing and the Media, see the sidebar on the next page.

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Fawcett, Jacqueline. "Nursing qua nursing: the connection between nursing knowledge and nursing shortages." Journal of Advanced Nursing 59, no. 1 (July 2007): 97–99. http://dx.doi.org/10.1111/j.1365-2648.2007.04325.x.

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Wiechers, Dierck-Hinrich, Swetlana Herbrandt, Nicole Kemper, and Michaela Fels. "Does Nursing Behaviour of Sows in Loose-Housing Pens Differ from That of Sows in Farrowing Pens with Crates?" Animals 12, no. 2 (January 7, 2022): 137. http://dx.doi.org/10.3390/ani12020137.

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Sows confined to farrowing crates are restricted in performing natural behaviour such as maternal behaviour. Loose-housing farrowing pens (LH) and farrowing pens with crates (FC) were compared regarding sows’ nursing behaviour via video analyses over four weeks per batch (one day per week). Nursing frequency was similar in LH and FC pens (1.25 ± 0.82 vs. 1.19 ± 0.75 nursings/sow/hour; p > 0.05). However, nursing duration differed between the two systems (LH: 5.7 ± 4.6 min vs. FC: 7.0 ± 5.0 min; odds ratio (OR) 1.168, p = 0.011). In LH pens, more nursing bouts were sow-terminated than in FC pens (OR 0.427, p = 0.001). The probability of sow-terminated nursing occurring increased from week 1 to week 4 (OR 3.479, adjusted p (padj) < 0.001), while that of observing unnursed piglets decreased from week 1 to week 4 (OR 0.301, padj < 0.001) and rose with increasing litter size (OR 1.174, p = 0.010). We conclude that nursing behaviour was affected by the farrowing system, with shorter nursing duration and more nursing terminations by the sow in LH than in FC pens. Since this corresponds to the nursing behaviour of sows in semi-natural conditions, it can be assumed that sows in LH pens are more likely to exhibit natural nursing behaviour.

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Kaur, Amandeep, and Kishalay Datta. "Nursing Approach and Nursing Care Plan in Breastfeeding Mother." Indian Journal of Emergency Medicine 9, no. 3 (September 15, 2023): 141–44. http://dx.doi.org/10.21088/ijem.2395.311x.9323.18.

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Breastfeeding is a natural phenomenon which is showing a global decline in the last few years. Young, new generation mothers are more inclined towards the use of artificial milk for their newborn rather than breastfeeding. Exclusive breastfeeding is not practiced in the Indian sub continent. In this study, we will report 3 incidents of failure of breastfeeding and the role of healthcare providers, especially nurses, in imparting knowledge and education to the young mothers.

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Margaret Emmanuel, Nirmala, and Premila Lee. "Staffing in Nursing: A Key to Quality Nursing Care." International Journal of Science and Research (IJSR) 13, no. 5 (May 5, 2024): 1660–66. http://dx.doi.org/10.21275/sr24525093748.

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O’Mahony Paquin, Siobhan. "Social Justice Advocacy in Nursing: What Is It? How Do We Get There?" Creative Nursing 17, no. 2 (2011): 63–67. http://dx.doi.org/10.1891/1078-4535.17.2.63.

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Social justice advocacy is an expectation of all nurses as expressed in the professional codes that guide nursing practice. Nursing literature reflects this shift in the focus of nursing advocacy, providing insight into the potentials and challenges associated with nursing’s evolution toward a broader social justice advocacy model. This article describes the concept of social justice advocacy as currently reflected in professional codes and nursing literature and contrasts this with the individual patient–nurse advocacy model, which continues to dominate in nursing practice today. Challenges associated with movement toward a social justice advocacy model and options for addressing these hurdles are also discussed.

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Brewin, Adrienne. "Respiratory Nursing Respiratory Nursing." Nursing Standard 16, no. 30 (April 10, 2002): 26. http://dx.doi.org/10.7748/ns2002.04.16.30.26.b123.

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Chaloner, Chris. "Prison Nursing Prison Nursing." Nursing Standard 17, no. 18 (January 15, 2003): 28. http://dx.doi.org/10.7748/ns2003.01.17.18.28.b266.

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Masterson, Abigail. "Nursing Skills Nursing Skills." Nursing Standard 17, no. 34 (May 7, 2003): 28. http://dx.doi.org/10.7748/ns2003.05.17.34.28.b33.

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&NA;. "Nursing Shortage! Nursing Shortage!" American Journal of Nursing 100, no. 10 (October 2000): 33. http://dx.doi.org/10.1097/00000446-200010000-00036.

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Jennings, Enid, Shirley Costello, Patricia Durkin, and Rachel Rotkovitch. "Nursing Service ??? Nursing Education." Nursing Management (Springhouse) 18, no. 9 (September 1987): 104. http://dx.doi.org/10.1097/00006247-198709000-00021.

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Hunt, Jennifer M. "Nursing and nursing education." Health Policy 5, no. 2 (January 1985): 166. http://dx.doi.org/10.1016/0168-8510(85)90032-6.

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Jones, Linda Laskowski. "Nursing Resources: Emergency Nursing." American Journal of Nursing 99, no. 2 (February 1999): 2422. http://dx.doi.org/10.2307/3471985.

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Weber, Melinda. "Nursing Resources: Oncology Nursing." American Journal of Nursing 99, no. 2 (February 1999): 24AAA. http://dx.doi.org/10.2307/3471986.

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Dubin, Shelly. "Nursing Resources: Gerontological Nursing." American Journal of Nursing 99, no. 2 (February 1999): 24BBB. http://dx.doi.org/10.2307/3471987.

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Haynor, Patricia. "Nursing Resources: Nursing Management." American Journal of Nursing 99, no. 3 (March 1999): 24A. http://dx.doi.org/10.2307/3472091.

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Poster, Elizabeth. "Nursing Resources: Psychiatric Nursing." American Journal of Nursing 99, no. 4 (April 1999): 24C. http://dx.doi.org/10.2307/3472223.

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Morton, Patricia Gonce, and Mary Patricia Wall. "Nursing Resources: Nursing Education." American Journal of Nursing 99, no. 5 (May 1999): 24012. http://dx.doi.org/10.2307/3472265.

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37

Aggleton, Peter. "Nursing research, nursing theory and the nursing process." Journal of Advanced Nursing 11, no. 2 (March 1986): 197–202. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01237.x.

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38

Haldane, Graham. "Nursing. Libraries for nursing: promoting informed nursing care." Health Libraries Review 10, no. 2 (June 1993): 95. http://dx.doi.org/10.1046/j.1365-2532.1993.10200951.x.

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Scherb, Cindy A., and Alice P. Weydt. "Work Complexity Assessment, Nursing Interventions Classification, and Nursing Outcomes Classification: Making Connections." Creative Nursing 15, no. 1 (February 2009): 16–22. http://dx.doi.org/10.1891/1078-4535.15.1.16.

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When nurses understand what interventions are needed to achieve desired patient outcomes, they can more easily define their practice. Work Complexity Assessment (WCA) is a process that helps nurses to identify interventions performed on a routine basis for their specific patient population. This article describes the WCA process and links it to the Nursing Interventions Classification (NIC) and the Nursing Outcomes Classification (NOC). WCA, NIC, and NOC are all tools that help nurses understand the work they do and the outcomes they achieve, and that thereby acknowledge and validate nursing’s contribution to patient care.

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Dolce, Maria C., Judith Haber, and Donna Shelley. "Oral Health Nursing Education and Practice Program." Nursing Research and Practice 2012 (2012): 1–5. http://dx.doi.org/10.1155/2012/149673.

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Millions of Americans have unmet oral healthcare needs and profound oral health disparities persist in vulnerable and underserved populations, especially poor children, older adults, and racial and ethnic minorities. Nurses can play a significant role in improving the quality of oral health including access to care with appropriate education and training. The purpose of this paper is to describe New York University College of Nursing’s response to this challenge. TheOral Health Nursing Education and Practice(OHNEP) program is a national initiative aimed at preparing a nursing workforce with the competencies to prioritize oral disease prevention and health promotion, provide evidence-based oral healthcare in a variety of practice settings, and collaborate in interprofessional teams across the healthcare system. The overarching goal of this national initiative is to create an educational infrastructure for the nursing profession that advances nursing’s contribution to reducing oral health disparities across the lifespan.

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Polancich, Shea, Connie White-Williams, Laura Steadman, Kaitrin Parris, Gwen Childs, Terri Poe, and Linda Moneyham. "Evaluating intentional quality rounding for undergraduate student nurse training during COVID-19." Journal of Nursing Education and Practice 12, no. 5 (January 5, 2022): 47. http://dx.doi.org/10.5430/jnep.v12n5p47.

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Nursing’s body of knowledge is ever expanding, incorporating new theoretical constructs such as quality and safety and care transitions we now consider central to the domain of nursing, and to nursing clinical education. The purpose of this article is to describe an educational quality improvement project, an alternative clinical learning experience during COVID-19 that enabled the implementation and evaluation of Bachelor of Science in Nursing (BSN) students in an intentional quality rounding process. We designed and implemented a retrospective, observational quality improvement educational project. Programmatic evaluation was used to obtain feedback from 273 pre-licensure students using a 10-item Likert scale evaluation tool in June 2020. Students averaged a 4.33 rating on the evaluation of the intentional quality rounding clinical experience as something they should incorporate into future nursing practice. A critical role for nursing education is the development of innovative teaching strategies and learning experiences that facilitate the student in the translation and application of complex constructs from nursing’s expanding body of knowledge, a task made more difficult by the COVID-19 pandemic.

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Love, Katie. "A Midrange Theory of Empowered Holistic Nursing Education: A Pedagogy for a Student-Centered Classroom." Creative Nursing 20, no. 1 (2014): 47–58. http://dx.doi.org/10.1891/1078-4535.20.1.47.

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The purpose of this article is to propose Empowered Holistic Nursing Education (EHNE) as a midrange theory—developed through induction, explication, deduction, and retroduction—to help nurse educators teach holistically and create a student-centered classroom, to establish a theoretical basis for a nursing pedagogy reflecting nursing’s foundational principles, and to guide future research. The model’s 5 core concepts, how to use the model as a pedagogy for practice, and its application to research will be presented. Holistic nursing will be defined, and traditional holistic nursing, holistic pedagogy, and emancipatory pedagogy will each be described.

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Cruz, Laurie D. "Nursing organizations discuss nursing's role in health care reform, nursing practice standards and guidelines." AORN Journal 53, no. 2 (February 1991): 334–44. http://dx.doi.org/10.1016/s0001-2092(07)69921-9.

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Castledine, George. "New nursing roles must retain nursing's principles." British Journal of Nursing 12, no. 21 (November 2003): 1291. http://dx.doi.org/10.12968/bjon.2003.12.21.11887.

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Ortiz, Mario R. "Health Policy: Nursing Theory as Inspiration for Policy Development." Nursing Science Quarterly 36, no. 3 (June 13, 2023): 299–302. http://dx.doi.org/10.1177/08943184231169743.

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The theoretical knowledge base of nurse policy-makers enhances their thoughts with inspiring opportunities with communities and healthcare agencies. Nursing theory and frameworks can serve as a motivating, inspirational force for nurses to be imaginative and view situations in innovative ways. In this paper, the author explores some ways in which health and nursing policy-makers may be inspired by unique nursing knowledge to craft policies that are consistent with nursing’s theories and models.

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Bhagyalakshmi, Prof U. "Nursing Opportunities Unleashed - A View Point." International Journal of Research and Review 8, no. 11 (November 11, 2021): 17–22. http://dx.doi.org/10.52403/ijrr.20211103.

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The nursing profession has the widest range of opportunities, but the unawareness and ignorance of nurses are making them be at a dependent level only rather than independent. In most of the scenarios, administrative nurses, health care policymakers, and administrators of institutions and agencies, make and implement roles and activities for nurses to fulfill the aims of medicine and institutional bureaucracy. This problem 'forces' nursing to travel a dependent path. A view is set forth that the problem stems from the collective failure of nursing to articulate and implement a function and product distinct from that of medicine and other professions. Making this distinction is critical to the charting of an independent path. Nursing's past and present are examined in terms of the service nursing does provide for society. This paper deals with the various emerging job opportunities for nurses and ways to choose the best working environment for career advancement. Keywords: Teaching Role, Clinical Role, Research Role, Entrepreneur Role, Indian Nursing Council, Migration.

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Van Bewer, Vanessa, Roberta L. Woodgate, Donna Martin, and Frank Deer. "The importance and promise of integrating Indigenous knowledges in nursing education." Witness: The Canadian Journal of Critical Nursing Discourse 2, no. 1 (June 6, 2020): 11–24. http://dx.doi.org/10.25071/2291-5796.46.

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This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

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Sakalys, Jurate A. "Bringing Bodies Back In: Embodiment and Caring Science." International Journal of Human Caring 10, no. 3 (April 2006): 17–21. http://dx.doi.org/10.20467/1091-5710.10.3.17.

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Despite the centrality of the body in patients’ experiences and in nursing practice, the constructs of the body and embodiment are underdeveloped in nursing science. If the accepted focus of nursing is the person and embodiment is a fundamental condition of personhood, then embodiment merits nursing’s theoretical attention. Developing knowledge of health-illness experiences as encompassing both subject body and object body, and the dialectic between them is a fitting endeavor for caring science. This article surveys “the problem of the body” in nursing, meanings of embodiment, embodiment in illness, and associated implications for caring practice and caring science.

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Kane, Irene, and Barbara J. Fickley. "Correlating Nursing Care, Nursing Practice, and Nursing Performance Standards." Perspectives in Psychiatric Care 28, no. 3 (January 16, 2009): 27–31. http://dx.doi.org/10.1111/j.1744-6163.1992.tb00378.x.

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MacLeod, Les. "Three Keys to Patient Satisfaction: Nursing, Nursing, and Nursing." Nurse Leader 10, no. 5 (October 2012): 40–43. http://dx.doi.org/10.1016/j.mnl.2012.03.012.

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