Artykuły w czasopismach: „Nurse education”

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Ekosiswoyo, Rasdi, Mardliyah Mardliyah, Sugiyo Sugiyo i Titi Prihatin. "Development Model Management Education Soft Skill Nurses Hospital Education". Journal of Business and Social Review in Emerging Economies 4, nr 1 (30.06.2018): 73–80. http://dx.doi.org/10.26710/jbsee.v4i1.369.

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This research intent for management model development education soft skill nurse at education hospital, and has influence increase nurse’s soft skill on nurses unit. This model development utilizes method with approaching Research & Development from Borg & Gall (2007). Since time and cost limitation, therefore, is utilized a portion step of 10 Borg's steps and Gall, which is: (1 ) research & information as introduction step forward, (2 ) planning & develop preliminary form of product as step of makings designs start model, (3) preliminary field testing & revision as step of early model checking, (4 ) main field testing & revision as step of product feasibility test-driving and product revision, (5) analyze and studies to establish final products (final product), and (6) dissemination. Management model development education soft skill nurse at indispensable Education Hospital whereas nurse candidate or nurse college’s students that of its upstream of nurse service, and nurse candidate constitutes one of primal component in education management process in meets the need development soft skill nurse, therefore management model development education soft skill indispensable nurse, so is expected that can also minimalize complain of customer.

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Reynolds, A., SG Wood i ML Gamero. "Critical care concepts in baccalaureate nursing education". Critical Care Nurse 11, nr 7 (1.06.1991): 12–14. http://dx.doi.org/10.4037/ccn1991.11.7.12.

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The high response rate of 65.1 percent to this survey suggests nurse educators across the country are interested and involved with the incorporation of critical care concepts in baccalaureate nursing education. Nurse educators are conscientiously working to provide an educational basis for graduate nurses to adequately address the complex healthcare needs of our society. Cooperative efforts between nurse educators and practicing critical care nurses can make a difference in the future delivery of healthcare.

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Roscoe, Lori E., Sue Smith i Deborah Shelton. "Translating the Essentials for Correctional Nursing Practice and Professional Development". Journal of Continuing Education in Nursing 54, nr 9 (wrzesień 2023): 399–404. http://dx.doi.org/10.3928/00220124-20230816-14.

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This article reports the results of aligning the new Essentials: Core Competencies for Professional Nursing Education ( American Association of Colleges of Nursing, 2021 ) with the continuing education needs of nurses who work in justice settings and with justice-involved populations. Much progress in considering the development of the “future” nurse is generated by and intended for academic institutions. Although the readiness of health care agencies (employers) is being discussed, continued professional development of currently employed nurses to help them transition smoothly to work with this “future” nurse has received less attention. To that end, during its latest review, the Nurse Advisory Council to the National Commission on Correctional Health Care aligned its educational plan for correctional nurses with the Essentials document. [ J Contin Educ Nurs. 2023;54(9):399–404.]

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Meerabeau, Liz. "Nurse education". Nursing Standard 19, nr 5 (13.10.2004): 15. http://dx.doi.org/10.7748/ns.19.5.15.s35.

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Gonzalez, Rose, i Stephanie Reed. "NURSE EDUCATION". American Journal of Nursing 97, nr 11 (listopad 1997): 16. http://dx.doi.org/10.1097/00000446-199711000-00008.

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Gonzalez, Rose. "NURSE EDUCATION". American Journal of Nursing 98, nr 8 (sierpień 1998): 16. http://dx.doi.org/10.1097/00000446-199808000-00008.

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Smith, Kathleen. "Nurse Education". Orthopaedic Nursing 13, nr 4 (lipiec 1994): 75. http://dx.doi.org/10.1097/00006416-199407000-00031.

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Barrett, David. "Nurse education". Evidence Based Nursing 21, nr 3 (24.05.2018): 65–66. http://dx.doi.org/10.1136/eb-2018-102940.

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Mattina, Kimberly, Beverly W. Dabney i Mary Linton. "The Impact of Nurse Education on Heart Failure Readmissions and Patient Education". Journal of Doctoral Nursing Practice 14, nr 1 (19.01.2021): 56–63. http://dx.doi.org/10.1891/jdnp-d-19-00076.

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BackgroundHeart failure (HF) has become a national concern, with approximately 5.7 million adults in the United States suffering from this life-altering disease. Improved education of these patients prior to discharge helps patients manage their disease adequately and reduce symptom exacerbations.ObjectiveThis quality improvement initiative aimed to determine the effectiveness of an educational intervention in improving nurses’ knowledge of HF discharge teaching and documentation of this education in patient charts.MethodsThis project was conducted at a Magnet-recognized acute care hospital with 39 critical care step-down beds. Twenty-nine nurses employed on the step-down unit participated in the educational intervention. Pre/post nurse knowledge and chart review data were analyzed.ResultsThere was a statistically significant increase in the percentage of patients receiving HF education from unit nurses from preintervention 77.0% (n = 81) to postintervention 96.4% (n = 138) (p < .001). There was also a statistically significant increase in the mean number of days patients were educated from 1.64 to 2.58 days (p < .001). Nurse knowledge also increased from pretest (69.7%) to posttest scores (100%) (p < .001).ConclusionsProviding HF educational opportunities enhanced nurse knowledge and increased their documentation of HF education in patient charts.Implications for NursingNurse educators may use the study results to improve nurse education and practices aimed at reducing HF readmissions.

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Utina, Fitriani, Lailany Yahya i Nurwan Nurwan. "Nonpreemptive Goal Programing Method in Optimization Nurse Scheduling by Considering Education Level". Jurnal ILMU DASAR 22, nr 2 (8.07.2021): 85. http://dx.doi.org/10.19184/jid.v22i2.16939.

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Nurse scheduling is one of the problems that often arise in hospital management systems. Head of ICU room and nurse to cooperate in making good nurse scheduling for the creation of optimal service. In this paper, we study a hospital nurse schedule design by considering the level of nurse education and the provision of holidays. Nurses with undergraduate education (S1) Nurses become leaders on every shift and are accompanied by nurses with diploma education (D3). The scheduling model in this study using the nonpreemptive goal programming method and LINGO 11.0 software. The preparation of the schedule of nurses assigned to this method can optimize the need for efficient nurses per shift based on education level. The data in the research was obtained by collecting administrative data at Aloei Saboe Gorontalo hospital. The data used are the published schedule by the head of the ICU room. In making a nurse schedule, there are limitations to consider such ashospital regulation. The results of the study obtained an optimal solution in the form of meeting all the desired obstacles. Computational results shows that nurse scheduling using the nonpreemptive goal programming method and LINGO 11.0 software better than the schedule created manually. Every shift is a maximum of one leader with an undergraduate education (S1) background and accompanied by a nurse with a diploma education (D3) background. Keywords: scheduling, goal programming, nonpreemptive goal programming.

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Oja, Kenneth John. "Incivility and Professional Comportment in Critical Care Nurses". AACN Advanced Critical Care 28, nr 4 (15.12.2017): 345–50. http://dx.doi.org/10.4037/aacnacc2017106.

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Background: Civility among critical care nurses is important for achieving positive patient outcomes. Professional comportment refers to nurse behaviors that are respectful, knowledgeable, deliberate, and compassionate. Objective: To examine the relationship between perceptions of nurse-to-nurse incivility and professional comportment among critical care nurses, and the extent to which nurse characteristics influence their perceptions. Methods: Data were collected from nurses in 14 critical care units. Correlational analysis examined the relationship between nurses’ perceptions of nurse-to-nurse incivility and professional comportment. Regression analysis was used to identify predictors of nurse-to-nurse incivility. Results: Decreased perceptions of nurse-to-nurse incivility were associated with increased perceptions of professional comportment. Nurses’ reports of receiving education about professional comportment was a significant predictor of increased nurse perceptions of professional comportment. Conclusion: Professional comportment education for critical care nurses is important and may provide an option to decrease incivility and promote healthy work environments for nurses.

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Istomina, Natalja, Tarja Suominen, Artūras Razbadauskas, Arvydas Martinkėnas, Riitta Meretoja i Helena Leino-Kilpi. "Competence of Nurses and Factors Associated With It". Medicina 47, nr 4 (19.04.2011): 33. http://dx.doi.org/10.3390/medicina47040033.

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Objective. Nurse competence became a relevant topic for discussion among nurse practitioners and nurse researchers. However, the factors connected with nurse competence need deeper exploring. The aim of this study was to explore nurse competence and factors associated with it from the perspective of nurses for predicting the possible ways for upgrading the nursing practice. Materials and Methods. A multicenter, descriptive study was performed in 11 surgical wards of 7 Lithuanian hospitals. Data were collected from November 2007 to January 2008. Lithuanian nurses (n=218) who were working with patients after abdominal surgery participated in this study. The response rate was 91%. Two instruments, both originally developed in Finland, were used: the Nurse Competence Scale and the Good Nursing Care Scale for Nurses. Results. The overall level of nurse competence and the frequency of using the competencies in practice as perceived by nurses were high. Nurses assessed the competencies in managing situations and work role the highest and in teaching-coaching and ensuring quality the lowest. Sociodemographic factors such as nurse education, experience, professional development, independence, and work satisfaction as well as the evaluation of quality of nursing care were identified as factors associated with nurse competence. Conclusions. The findings of study allow us to make the assumption that nurse education, nurse experience, and nurse professional development play a significant role in the evaluation of nurse competence as well as the evaluation of quality of nursing care. It is necessary to upgrade nursing education programs at all levels of nursing education in Lithuania: university, non-university, and professional development courses. The qualities of preconditions for nursing care, cooperation with relatives, caring and supporting initiative are related to nurse competence.

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Laze, I. "Continuous nurse education: improving cancer care through education for nurses". European Journal of Cancer 35 (wrzesień 1999): S10—S11. http://dx.doi.org/10.1016/s0959-8049(99)80458-4.

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Borders, Joshua. "Implementation of a hospice pain-education programme". International Journal of Palliative Nursing 26, nr 5 (2.06.2020): 214–20. http://dx.doi.org/10.12968/ijpn.2020.26.5.214.

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Background: No studies have explored the pain resource nurse curriculum in the hospice setting. This curriculum offers a structured method to teach pain management to nurses. Aims: The purpose of this study was to examine the effect of implementing a modified pain resource nurse curriculum on nursing knowledge in a community hospice agency. Methods: A modified and condensed version of the pain resources nurse curriculum was presented to community hospice nurses during two educational sessions. A pre-test–post-test assessment was conducted using a modified version of the Nursing Knowledge and Attitudes Survey Regarding Pain tool to assess knowledge growth from the educational sessions. Findings: For educational session 1, average correct responses rose slightly from the pre-test to the post-test. However, this increase was not found to be statistically significant. For educational session 2, average correct responses rose an average of 2.6 points. This increase was found to be statistically significant. Conclusions: Based on this pre-experimental study, there is evidence that the pain resources nurse curriculum can provide an instructional framework for teaching hospice nurses. However, further study is needed, including a more rigorous design.

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Shim, Joohee, i Da-In Park. "The Influence of Gender Equity in Nursing Education Programs on Nurse Job Satisfaction". Healthcare 11, nr 9 (4.05.2023): 1318. http://dx.doi.org/10.3390/healthcare11091318.

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(1) Background: One of the strategies to overcome the shortage of nurses is to minimize gender inequity in nursing culture, starting from the undergraduate education program. Although the number of men entering the nursing profession has increased over the years, the portion of male nurses remains low, particularly in Asian countries. Only a few studies have been conducted to identify gender inequity in nursing, and most of these studies used qualitative study design. Therefore, it is necessary to quantitatively identify gender equity in nursing education and the influence it has on nurse job satisfaction. (2) Methods: A total of 165 male nurses participated in this study. Validated questionnaires were used to assess gender equity in nursing education programs, nurse job satisfaction, nurse job esteem, and nursing professional pride. (3) Results: The mean score of gender equity in nursing programs was 62.6, showing a positive correlation with nurse job satisfaction, nurse job esteem, and nursing professional pride. Gender equity positively predicted nurse job esteem. (4) Conclusions: The gender equity in nursing education programs has positive predictive effects on the factors that influence male nurse job satisfaction. In order to increase nurse job retention, educators should incorporate strategies to minimize gender inequity.

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Alleyne, Jergen, Ann Bonner i Patricia B. Strasser. "Occupational Health Nurses' Roles, Credentials, and Continuing Education in Ontario, Canada". AAOHN Journal 57, nr 9 (wrzesień 2009): 389–95. http://dx.doi.org/10.1177/216507990905700906.

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The role of the occupational health nurse is broad and includes health care provider, manager/coordinator, educator/advisor, and case manager and consultant, depending on the type of industry and the country in which the nurse practices. Regardless of the type of role, the occupational health nurse must participate in continuing nursing education (CNE) activities. This study describes the roles, credentials, and number of CNE activities undertaken by occupational health nurses working in Ontario, Canada. Using a nonexperimental descriptive design, a questionnaire was mailed to all practicing occupational health nurses who are members ( n = 900) of a local nursing association. Three hundred fifty-four questionnaires were returned. Nurses reported a variety of roles in the following categories: case management, health promotion, policy development, infection control/travel health, ergonomics, education, research, health and safety, direct care, consultation, disaster preparedness, and industrial hygiene. Sixty-five percent of nurses held an occupational health nurse credential, and 19% of nurses attended more than 100 hours of CNE annually. Occupational health nurses have multiple workplace roles. Many attend CNE activities and they often prepare for credentialing.

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Embree, Jennifer L., i Debra Liebig. "Nurse as Leader, A Pillar of Professional Identity". Journal of Continuing Education in Nursing 54, nr 11 (listopad 2023): 497–500. http://dx.doi.org/10.3928/00220124-20231011-04.

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The nurse as leader is a critical pillar of nursing professional identity to support ongoing development of nurses in a safe, effective, and healthy work environment. Defined as “inspiring self and others to transform a shared vision into reality” ( University of Kansas School of Nursing, 2023 ), the Nurse as Leader Pillar is developed throughout a nurse's career. Starting with nursing school, students must learn nursing leadership skills and develop and integrate leadership characteristics into their practice. Professional development specialists must embed these characteristics into nursing education, as all nurses are leaders. Current nurses in practice must set the stage and model leadership in their environment as new nurses are introduced into the profession. [ J Contin Educ Nurs. 2023;54(11):497–500.]

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Francis, Becky, i John Humphries. "Commissioning nurse education". Nursing Standard 12, nr 23 (25.02.1998): 45–47. http://dx.doi.org/10.7748/ns.12.23.45.s48.

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ANDREWS, CLAIRE M., i CAROL E. DAVIS. "Nurse-Midwifery Education". Annual Review of Nursing Research 11, nr 1 (styczeń 1993): 185–202. http://dx.doi.org/10.1891/0739-6686.11.1.185.

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Helmlinger, Connie. "NURSE EDUCATION ACT". American Journal of Nursing 98, nr 12 (grudzień 1998): 22. http://dx.doi.org/10.1097/00000446-199812000-00024.

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Ujvarine, Adrienn Siket, i Jozsef Betlehem. "Hungarian nurse education". Nurse Education Today 28, nr 7 (październik 2008): 880. http://dx.doi.org/10.1016/j.nedt.2008.05.003.

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Sino, Carolien. "Nurse Education Today". Onderwijs en gezondheidszorg 31, nr 5 (maj 2007): 191. http://dx.doi.org/10.1007/bf03071712.

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Sino, Carolien. "Nurse Education Today". Onderwijs en gezondheidszorg 31, nr 7 (lipiec 2007): 265. http://dx.doi.org/10.1007/bf03071745.

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Smith, Kathleen. "Graduate Nurse Education". Orthopaedic Nursing 13, nr 4 (lipiec 1994): 75. http://dx.doi.org/10.1097/00006416-199407000-00024.

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Williams, Brandon. "Buying nurse education". Nursing Management 2, nr 10 (marzec 1996): 14–15. http://dx.doi.org/10.7748/nm.2.10.14.s13.

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Derrick, Lisa M., i Kara Mangold. "Education Resource Nurse". Nursing Administration Quarterly 44, nr 2 (2020): 159–67. http://dx.doi.org/10.1097/naq.0000000000000415.

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Sino, Carolien. "Nurse Education Today". Onderwijs en gezondheidszorg 32, nr 2 (luty 2008): 18. http://dx.doi.org/10.1007/bf03077266.

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Sino, Carolien. "Nurse Education Today". Onderwijs en gezondheidszorg 32, nr 5 (maj 2008): 12. http://dx.doi.org/10.1007/bf03077319.

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Shin, Sujin, Eunmin Hong, Jiyoung Do i Miji Lee. "An analysis of the educational needs priorities for clinical nurse educators: Utilizing the Borich needs assessment and the locus for focus model". Journal of Korean Academic Society of Nursing Education 29, nr 4 (30.11.2023): 405–14. http://dx.doi.org/10.5977/jkasne.2023.29.4.405.

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Purpose: This study used a descriptive investigative design to compare the educational needs and priorities of education-dedicated nurses and preceptors regarding clinical nurse educator competency.Methods: A survey was conducted from March to April 2023 with 308 participants, including 140 education-dedicated nurses and 168 preceptors. The collected data were analyzed using descriptive statistics and a paired t-test with the IBM SPSS 26.0 program. For the purpose of analyzing educational needs, we further analyzed data through the Borich needs assessment and the locus for focus model.Results: Among the clinical nurse educator competency, both education-dedicated nurses and preceptors identified “new theory and practice” as the highest priority educational need. Additionally, education-dedicated nurses prioritized “teaching design ability,” “teaching evaluation ability,” and “evidence-based nursing/practice and research,” while preceptors prioritized “clinical nursing knowledge” and “professional development ability” as their educational needs.Conclusion: While both education-dedicated nurses and preceptors responded that education is necessary for all the competency areas required of clinical nurse educators, variations were observed in their reported educational needs and priorities. Thus, it is imperative to develop and implement a differentiated education program for enhancing the competency of clinical nurse educators that considers the distinct requirements of education-dedicated nurses and preceptors.

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Shin, Eun Mi, i Young Sook Roh. "A School Nurse Competency Framework for Continuing Education". Healthcare 8, nr 3 (30.07.2020): 246. http://dx.doi.org/10.3390/healthcare8030246.

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Background: This study develops a school nurse competency framework for continuing education based on focus group interviews and a literature review. Methods: This study uses a qualitative content analysis with 12 school nurses. Six school nurses verify the content validity for the competency framework for continuing education using the content validity index. Results: School nurse competencies are defined as the knowledge, skills, and attitudes required of school nurses to provide safe school nursing. Six core competencies are identified. These include the ability to (1) provide patient-centered care; (2) communicate and collaborate with students, teaching staff, and community resources; (3) think critically for evidence-based practice; (4) implement school health services and programs; (5) integrate legal and ethical nursing practice, and (6) conduct health education. Conclusion: It is necessary to develop and implement continuing education programs for school nurses based on the training needs and competency indicators identified in this study.

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Shatto, Bobbi, i Lauren M. Lutz. "Transition From Education to Practice for New Nursing Graduates: A Literature Review". Creative Nursing 23, nr 4 (2017): 248–54. http://dx.doi.org/10.1891/1078-4535.23.4.248.

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New nurse turnover costs organizations in the United States an estimated $1.4 billion to $2.9 billion per year (Meyer, Shatto, Delicath, & von der Lancken, 2017; Ulrich et al., 2010). Retention of graduate nurses can decrease costs, combat nursing shortages, and improve patient outcomes. Despite the increase in prevalence of nurse residency programs, new nurses are leaving their first positions at alarming rates. The purpose of this literature review is to examine the factors that affect graduate nurse transition to practice. Findings indicate that a supportive environment free from bullying, a positive preceptor experience, and self-confidence were keys to retaining new graduate nurses.

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Carter, Major Chris, i Alan P. Finnegan. "Nurse education in the British armed forces". Journal of Perioperative Practice 28, nr 11 (30.10.2018): 304–8. http://dx.doi.org/10.1177/1750458918804788.

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Defence nurses form the largest registered specialty in the UK defence medical services. Once qualified, defence nurses maintain and develop their nursing and clinical skills in appropriate healthcare settings, and can be deployed in operational environments such as Afghanistan. Workforce planning and staffing establishment levels are defined to meet the needs of British armed forces, allies and, potentially, local populations. Since the workforce is geographically dispersed, deployed or undertaking non-clinical duties, there are constraints on nurses' attempts to maintain basic skills and access continuing professional development. This article explores the concept and the developing role of defence nurse lecturers in improving educational support for defence nurses.

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Acord, Lea G. "Education: A nurse is a nurse is…". Journal of Professional Nursing 16, nr 5 (wrzesień 2000): 255. http://dx.doi.org/10.1053/jpnu.2000.16760.

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Avent, Susan, i B. Beggerly. "Head Nurse Education vs. Staff Nurse Turnover". Nursing Management (Springhouse) 19, nr 3 (marzec 1988): 116???117. http://dx.doi.org/10.1097/00006247-198803000-00025.

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Best, Nakia C., Sonda Oppewal i Debbie Travers. "Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review". Journal of School Nursing 34, nr 1 (5.12.2017): 14–27. http://dx.doi.org/10.1177/1059840517745359.

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School nurses intervene with students, parents, and school staff to advance the health and academic success of students. We conducted an integrative literature review of published research to describe the types of school nurse interventions and health and education outcome measures and to examine how school nurse interventions were linked to student outcomes. Sixty-five studies met the inclusion criteria. We used the National Association of School Nurses’ Framework for 21st Century School Nursing Practice to categorize school nurse interventions and health and education outcome measures. The majority of interventions were categorized under the care coordination principle, most commonly, motivational interviewing and counseling. In 17 studies, school nurse interventions were linked to improved student outcomes. Most studies (80%) were descriptive. To advance school nursing science, researchers can build on this foundation with more rigorous research methods to evaluate the impact of school nurse interventions and activities on student health and education outcomes.

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Salam, Munwar Us, Hussan Bano Channar, Rehana Khatoon, Rubina Parveen, Muhammad Rahimon i Saad Raza. "The Relationship Between Years of Education on Nurse Related Barriers of Patient Education". Journal of Health and Rehabilitation Research 3, nr 2 (31.12.2023): 1085–88. http://dx.doi.org/10.61919/jhrr.v3i2.287.

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Background: Patient education is a vital aspect of nursing practice, aimed at improving healthcare outcomes through interactive teaching. Despite its importance, various barriers hinder effective patient education, including time constraints, staff shortages, and organizational challenges. Understanding the factors influencing nurses' attitudes towards patient education is essential, as it directly impacts the quality of care. This study explores the relationship between years of education and nurse-related barriers to patient education, utilizing the PRECEDE model as a framework. Objective: To highlight the relationship between years of education on nurse-related barriers to patient health education. Methods: A descriptive cross-sectional design was used. A study was conducted at the nursing institute of the Peoples University of Medical and Health Sciences, Nawabshah. All bachelor’s science nursing students (Generic) were study subjects. The sample size was 110 student nurses. The questionnaire was developed using the PRECEDE-PROCEED model for health promotion planning and evaluation—data collected and analyzed through the SPSS version 25 software (Statistical Packages for Social Sciences). Results: 100% of the study subjects were female. 84% of students were enrolled in the BSN Generic program. 75% of nurses documented their patient education in their nursing records. The most significant student nurse-related barriers to patient education, were poor knowledge about illness, reluctance to patient education, a lack of perceived responsibility that it is not their responsibility to provide patient education, negative attitude towards patient education, poor or inappropriate knowledge regarding patient education, inadequate attention towards educational, cultural and habitual needs of the patients and their families and lack of communication skills. Conclusion: It is concluded that years of education enhance patient education. Patient education is the prime responsibility of nurses. Since the student years, this practice has perceived the responsibility of nurses and developed a positive attitude towards education.

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Spears, Lee A. "Nurses as Technical Writers: What They Need to Know". Journal of Technical Writing and Communication 25, nr 4 (październik 1995): 401–14. http://dx.doi.org/10.2190/du36-hjmk-vfwr-vtly.

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Acquaintance with the writing of nurses would help instructors design assignments for nursing students who enroll in basic technical writing courses. Based on secondary research, samples of nursing documentation, and interviews with seventy-six bedside nurses, thirty nurse managers, and five nurse consultants, this study discusses the importance of writing tasks for nurses and describes the most common documents nurses generate. Good writing skills for nurses improve healthcare delivery and promote empowerment in a predominantly female profession. However, most of the bedside nurses and all the nurse managers and consultants believe nurses have significant writing problems. This article suggests instruction in six communication principles and several types of assignments that would help prepare nursing students in technical writing courses for future writing activities.

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Cadmus, Edna, Nancy Bohnarczyk i Pamela B. de Cordova. "Transition Into Practice: Beyond Hospital Walls". Journal of Continuing Education in Nursing 54, nr 7 (lipiec 2023): 327–36. http://dx.doi.org/10.3928/00220124-20230620-01.

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Background: Historically, evidence has shown the importance of nurse residency programs, yet few organizations have implemented them outside of hospital settings. This article shares nurses' experiences and outcomes in an out-of-hospital nurse residency program that transitioned bachelor of science in nursing graduates through an academic-practice partnership. Method: A mixed methods design was used that consisted of qualitative interviews (pre- and postresidency) and quantitative surveys (Casey-Fink Graduate Nurse Experience Survey, a job satisfaction survey, and a preceptee evaluation survey). Results: Forty-four nurses participated. Qualitative findings were supported by the quantitative data. Results showed that confidence, competence, job satisfaction, and retention improved with an out-of-hospital residency program. Conclusion: Ensuring that every new graduate is afforded a nurse residency should be the goal, regardless of setting, to reduce turnover, ensure workforce stability, and ultimately improve patient outcomes. Academic-practice partnerships can help build resource capacity, especially in these settings, to achieve this goal. [ J Contin Educ Nurs. 2023;54(7):327–336.]

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Procter, Susan, Lauren Griffiths, Agnes Fanning, Lizzie Wallman i Heather P. Loveday. "Scoping the role and education needs of practice nurses in London". Primary Health Care Research & Development 18, nr 04 (27.03.2017): 316–32. http://dx.doi.org/10.1017/s1463423617000093.

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Aims To identify education priorities for practice nursing across eight London Clinical Commissioning Groups (CCGs); to identify the education, training, development and support needs of practice nurses in undertaking current and future roles. Background The education needs of practice nurses have long been recognised but their employment status means that accessing education requires the support of their GP employer. This study scopes the educational requirements of the practice nurse workforce and working with educational providers and commissioners describes a coherent educational pathway for practice nurses. Method A survey of practice nurses to scope their educational attainment needs was undertaken. Focus groups were carried out which identified the education, training, development and support needs of practice nurses to fulfil current and future roles. Findings A total of 272 respondents completed the survey. Practice nurses took part in three focus groups (n=34) and one workshop (n=39). Findings from this research indicate a practice nurse workforce which lacked career progression, role autonomy or a coherent educational framework. Practice nurses recognised the strength of their role in building relationship-centred care with patients over an extended period of time. They valued this aspect of their role and would welcome opportunities to develop this to benefit patients. Conclusion This paper demonstrates an appetite for more advanced education among practice nurses, a leadership role by the CCGs in working across the whole system to address the education needs of practice nurses, and a willingness on the part of National Health Service education commissioners to commission education which meets the education needs of the practice nurse workforce. Evidence is still required, however, to inform the scope of the practice nurse role within an integrated system of care and to identify the impact of practice nursing on improving health outcomes and care of local populations.

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Silva, Simone Campos, Leena Salminen, Imane Elonen, Pilar Fuster Linares, Maria Cassar, Elaine Haycock-Stuart, Terhi Saaranen, Dana Zrubcová i Michael Ewers. "Nurse educator education in six European countries: a descriptive study / Ausbildung von Pflegepädagog/-innen in sechs europäischen Ländern – eine deskriptive Studie". International Journal of Health Professions 9, nr 1 (1.01.2022): 67–77. http://dx.doi.org/10.2478/ijhp-2022-0006.

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Abstract Objectives Information on nurse educator education is scarce. The present study thus aims to provide an overview of the requirements for and standards of nurse educator education in six European countries in order to enable further reflection and promote discourse on the topic. Methods: A descriptive international cross-sectional comparative study was conducted across six European countries. Data were collected via an online questionnaire completed by experts in nurse educator education or in organisations with specialist knowledge about nurse educator preparation (n = 11). The data were analysed, compared, and condensed. Results The participating countries differ in terms of their educational requirements and the working environments they provide for nurse educators. Formal nurse educator education is available in three of the six countries. Furthermore, in the countries with formal education for nurse educators, differences exist in terms of the regulation and implementation of the education. The educational requirements of nurse educators in higher education are mostly not specific to nursing and are instead general requirements for professional (tertiary) or higher education. Conclusions The analysis reveals heterogeneous regulations, standards, and pathways in the education of nurse educators in the six different counties included in the study. Despite some formal and content-related similarities, no uniform picture of the educational requirements, programmes, or standards was identified. The results of this international comparative research confirm the need for further research that examines whether the education of nurse educators meets the global need both for skilled nurses and for more Europe-wide collaboration in nurse educator education.

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Kim, Myoung Soo, Hyun Kyeong Jung, Sung Min Kim i Myoung Hee Kim. "Perceptions and Intention to Use of Smart-based Continuing Nurse Education among Nurse Education Managers and Staff Nurses". Journal of Health Informatics and Statistics 41, nr 3 (31.08.2016): 307–17. http://dx.doi.org/10.21032/jhis.2016.41.3.307.

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Setiyawati, Yuyun, Rr Tutik Sri Hariyati i Siti Anisah. "Optimalisasi Pemberian Edukasi pada Pasien dan Keluarga Melalui Terbentuknya Tim Perawat Edukator di Rumah Sakit: A Pilot Study". Journal of Telenursing (JOTING) 4, nr 1 (24.05.2022): 297–310. http://dx.doi.org/10.31539/joting.v4i1.3235.

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This study aims to determine the role of nurse educators in optimizing the provision of education in order to increase patient and family knowledge about health so as to improve quality of life. The method used is a pilot study design using a problem solving approach. The innovation program was implemented on 32 nurse educators who were recruited by purposive sampling. The evaluation stage of the FGD implementation and analysis was carried out descriptively. The results showed that the role of nurse educator is needed in an effort to improve the quality of providing education to patients and families. The innovation program carried out is the creation of a nurse educator team guide. The results of the FGD evaluation on nurse educators are the need for uniform documentation of providing individual and group education, nurse educators completing educational points according to competence, the need for competent nurse educators, mentoring and mentoring for junior nurses. In conclusion, the quality of nursing services can be increased by having a team of nurse educators. Keywords: Patient and Family Education, Nursing Services, Nurse Educator

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GREEN, D. "Integrating nurse education with higher education". Journal of Nursing Management 1, nr 6 (listopad 1993): 279–81. http://dx.doi.org/10.1111/j.1365-2834.1993.tb00227.x.

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Tetuan, Theresa M., i Cynthia G. Akagi. "The Effects of Budget, Delegation, and Other Variables on the Future of School Nursing". Journal of School Nursing 20, nr 6 (grudzień 2004): 352–58. http://dx.doi.org/10.1177/10598405040200061001.

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The purpose of this exploratory research study was to survey Kansas school nurses to determine the impact of budget, delegation, and other variables on the future of school nursing. Issues of education and certification status, educational budget, delegation, school nurse-to-student ratio, number of school buildings assigned, Metropolitan Statistical Area, and years of school nursing experience were also investigated. The Budget Impact School Nurse Questionnaire online survey was used to gather data. Findings revealed that school nurses were well prepared academically, but that many school nurses lacked certification. The use of UAPs and the future of school nursing were significantly affected by budget constraints, delegation, number of buildings assigned, legislative contact, and Metropolitan Statistical Area (urban location). Education in delegation and years of experience as a school nurse significantly affected opportunities for health education. The findings depicted budget, school nurse staffing, delegation, and geographic areas as the main variables that have an impact on school nursing.

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Graves, Barbara A., Stephen Tomlinson, Marilyn Handley, JoAnn S. Oliver, Heather Carter-Templeton, Susan Gaskins, Marsha H. Adams i Felecia Wood. "The Emerging Doctor of Education (EdD) in Instructional Leadership for Nurse Educators". International Journal of Nursing Education Scholarship 10, nr 1 (31.08.2013): 195–201. http://dx.doi.org/10.1515/ijnes-2012-0024.

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AbstractThe nursing faculty shortage is directly related to the ongoing shortage of nurses. As a result of many nursing faculty retiring, the discipline of nursing is losing its most experienced educators. The need is great for programs that will increase access and prepare nurse educators. Doctorate degrees for nurses have evolved in myriad ways. Discussions over the nature of doctoral education for the preparation of nurse educators are at the forefront of debates in nursing education. In response to National League for Nursing (2007; Core competencies of nurse educators, http://www.nln.org/profdev/corecompletter.htm) and Institute of Medicine (2010; The future of nursing: Leading change, advancing health. Washington, DC: National Academies Press, http://thefutureofnursing.org/IOM-Report) calls to increase the number of nursing faculty, the colleges of nursing and education at a major university have combined to establish a collaborative doctoral program. This article describes the historical evolution of the nursing doctorate degrees and the development and implementation of the EdD in Instructional Leadership for Nurse Educators.

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Ausanee Wanchai, Benchamaphorn Nakamadee i Benyapa Prompuk. "Perspectives of Thai Nurses About Nurse Educators’ Competencies for Teaching Graduate Education: A Qualitative Descriptive Study". Pacific Rim International Journal of Nursing Research 27, nr 1 (14.12.2022): 65–74. http://dx.doi.org/10.60099/prijnr.2023.260333.

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Nurse educators’ competencies are essential for teaching at the graduate level. However, previous studies report educators lacking some competency aspects, such as pedagogical or research competencies. Developing nurse educators’ competencies is necessary to design and shape high-quality education for future nurses working in healthcare settings. The aim of this qualitative study was to explore Thai nurse educators’ viewpoints on improving new nurse educators’ competencies in educating graduate students. A qualitative descriptive research approach was used. Researchers interviewed 15 nurse educators in Phitsanulok, Thailand, with expertise in graduate education. Data were analyzed using content analysis. The study revealed that developing new nurse educators to educate graduate students involved changing mindsets regarding such education and continuous learning. For example, there were two themes focusing on 1) changing perspectives of nurse educators, such as teaching at the graduate education level as teaching adult learners, and the goal of teaching was enhancing students to be systematic thinkers, and 2) ongoing education for faculty, such as attending a meeting or conducting research and learning from other faculty members. Based on the study findings, educational institution administrators should identify strategies to improve the mindsets of nurse educators and enhance continuous learning through mentorship, study trips, and conducting knowledge management forums for graduate nurse educators. Nurse educators should also use these strategies to improve their com- petencies and be prompt in teaching quality graduate education

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Reynolds, Stephanie. "Community nurse lecturers’ experiences of pre-registration nurse education: a phenomenological study". British Journal of Community Nursing 28, nr 1 (2.01.2023): 38–43. http://dx.doi.org/10.12968/bjcn.2023.28.1.38.

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

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Poikkeus, Tarja, Riitta Suhonen, Jouko Katajisto i Helena Leino-Kilpi. "Organisational and individual support for nurses’ ethical competence: A cross-sectional survey". Nursing Ethics 25, nr 3 (10.05.2016): 376–92. http://dx.doi.org/10.1177/0969733016642627.

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Background: Nurses’ ethical competence has been identified as a significant factor governing high quality of care. However, nurses lack support in dealing with ethical problems, and therefore managerial support for nurses’ ethical competence is needed. Research questions: This study aimed to analyse, from the perspective of nurse and nurse leaders, the level of nurses’ and nurse leaders’ ethical competence, perceptions of support for nurses’ ethical competence at the organisational and individual levels and background factors associated with this support. Research design: A descriptive, cross-sectional study design was employed. The Ethical Competence and Ethical Competence Support questionnaires were used to measure the main components. Descriptive statistics and multifactor analysis of variance were used for data analysis. Participants: The participants were 298 nurses and 193 nurse leaders working in specialised (48%/52%), primary (43%/36%) or private healthcare (5%/7%) in Finland. Ethical considerations: Ethical approval was obtained from the university ethics committee. Results: Nurses estimated their own ethical competence to be at an average level, whereas nurse leaders estimated their own competence at a high level. Nurses’ and nurse leaders’ perceptions of provided support for nurses’ ethical competence was not at a high level. The positive agreement percentage related to organisational support was 44% among nurses and 51% among nurse leaders. The positive agreement percentage related to individual support was lower, that is, 38% among nurses and 61% among nurse leaders. University education had a positive association with some items of individual support. Conclusion: Despite the findings that ethical competence was estimated at a high level among nurse leaders, perceptions of support for nurses’ ethical competence were not at a satisfactory level. At the organisational level, nurse leaders need to inform of ethical procedures and practices in orientation; encourage multidisciplinary ethics discussions and collaboration; and support nurses at an individual level to participate in ethics education, multidisciplinary ethics discussions and in solving ethical problems.

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Brown, Sara S., Deborah F. Lindell, Mary A. Dolansky i Jeannie S. Garber. "Nurses’ professional values and attitudes toward collaboration with physicians". Nursing Ethics 22, nr 2 (30.05.2014): 205–16. http://dx.doi.org/10.1177/0969733014533233.

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Background: Growing evidence suggests that collaborative practice improves healthcare outcomes, but the precursors to collaborative behavior between nurses and physicians have not been fully explored. Research question: The purpose of this descriptive correlational study was to describe the professional values held by nurses and their attitudes toward physician–nurse collaboration and to explore the relationships between nurses’ characteristics (e.g. education, type of work) and professional values and their attitudes toward nurse–physician collaboration. Research design: This descriptive correlational study examines the relationship between nurses’ professional values (Nurses Professional Values Scale–Revised) and their attitudes toward nurse–physician collaboration (Jefferson Scale of Attitudes toward Physician–Nurse Collaboration). Ethical considerations: Permission to conduct the study was received from the hospital, and the Institutional Review Boards of the healthcare system and the participating university. Participants/context: A convenience sample of 231 registered nurses from a tertiary hospital in the United States was surveyed. Findings: A significant positive relationship was found between nurses’ professional values and better attitudes toward collaboration with physicians ( r = .26, p < .01). Attitude toward collaboration with physicians was also positively associated with master’s or higher levels of education ( F(3, 224) = 4.379, p = .005). Discussion: The results of this study can be helpful to nurse administrators who are responsible for developing highly collaborative healthcare teams and for nurse educators who are focused on developing professional values in future nurses.

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Kyle, Richard G., Michelle Beattie i Annetta Smith. "Transition into remote and rural nurse education and careers: a qualitative study of student nurses". Journal of Research in Nursing 25, nr 6-7 (23.06.2020): 509–20. http://dx.doi.org/10.1177/1744987120908911.

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Background Global nurse shortages present a threat to the sustainability of remote and rural healthcare. Interventions have been developed to support recruitment and retention of nurses that focus on providing pre-nursing experience for school pupils who intend to pursue nursing careers. However, there is a lack of evidence around how pre-nursing experience supports transition into nurse education. Aims This study aims to explore the impact of a pre-nursing scholarship for school pupils in remote and rural areas of Scotland on experiences of transition into nurse education. Methods This was a qualitative study involving semi-structured telephone and face-to-face interviews with pre-nursing scholarship participants. Results An authentic pre-nursing experience supported school pupils’ transition to nurse education. First, it increased students’ self-efficacy, both in their decision to choose nursing as a career and their ability to nurse. Second, it helped students to realise that the opportunity to study closer to home was available to them. Third, it supported students’ educational and social integration, helping them feel prepared for university teaching and learning approaches and the social experience of being a student. Conclusions Pre-nursing experience can support transition into nurse education and contribute to career pathways that support recruitment and retention of nurses in remote and rural areas.

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