Статті в журналах: "Expert nurse"

1

Stein, Nancy L. "NURSE SEX EXPERT." AJN, American Journal of Nursing 103, no. 8 (August 2003): 13. http://dx.doi.org/10.1097/00000446-200308000-00005.

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Gawthorpe, Paula. "Nurse to Nurse Palliative Care – Expert InterventionsNurse to Nurse Palliative Care – Expert Interventions." Nursing Standard 24, no. 18 (January 6, 2010): 31. http://dx.doi.org/10.7748/ns2010.01.24.18.31.b1002.

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Jackson, Mike. "Nurse to Nurse Wound Care – Expert InterventionsNurse to Nurse Wound Care – Expert Interventions." Nursing Standard 24, no. 21 (January 27, 2010): 30. http://dx.doi.org/10.7748/ns2010.01.24.21.30.b1010.

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Weeks, Stephen. "Nurse to Nurse Dementia Care – Expert InterventionsNurse to Nurse Dementia Care – Expert Interventions." Nursing Standard 25, no. 19 (January 12, 2011): 31. http://dx.doi.org/10.7748/ns2011.01.25.19.31.b1154.

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Gormley-Fleming, Liz. "Nurse to Nurse Evidence-Based Practice – Expert InterventionsNurse to Nurse Evidence-Based Practice – Expert Interventions." Nursing Standard 23, no. 51 (August 26, 2009): 30. http://dx.doi.org/10.7748/ns2009.08.23.51.30.b951.

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Benner, Patricia, Christine A. Tanner, and Catherine A. Chesla. "Becoming an Expert Nurse." American Journal of Nursing 97, no. 6 (June 1997): 16BBB. http://dx.doi.org/10.2307/3465347.

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Benner, Patricia, Christine A. Tanner, and Catherine A. Chesla. "Becoming an Expert Nurse." American Journal of Nursing 97, no. 6 (June 1997): 16BBB. http://dx.doi.org/10.1097/00000446-199706000-00024.

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8

Lott, Judy Wright, and Gail Brown. "The nurse expert witness." Newborn and Infant Nursing Reviews 1, no. 3 (September 2001): 181–91. http://dx.doi.org/10.1053/nbin.2001.25583.

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Murphy, Ellen K. "The expert nurse witness." AORN Journal 82, no. 5 (November 2005): 853–56. http://dx.doi.org/10.1016/s0001-2092(06)60278-0.

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Murphy, Ellen K. "The expert nurse witness." AORN Journal 43, no. 1 (January 1986): 14–16. http://dx.doi.org/10.1016/s0001-2092(07)65562-8.

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Lawton, Sandra. "The specialist dermatology nurse: providing expert care to patients." British Journal of Nursing 29, no. 3 (February 13, 2020): 136–38. http://dx.doi.org/10.12968/bjon.2020.29.3.136.

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12

Schmidt Bunkers, Sandra. "The Expert Nurse: Part 1." Nursing Science Quarterly 17, no. 4 (September 2, 2004): 312. http://dx.doi.org/10.1177/0894318404268814.

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&NA;. "IS THIS NURSE AN EXPERT?" Nursing 26, no. 8 (August 1996): 22. http://dx.doi.org/10.1097/00152193-199608000-00009.

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14

Christensen, Martin, and Jaqui Hewitt-Taylor. "Defining the expert ICU nurse." Intensive and Critical Care Nursing 22, no. 5 (October 2006): 301–7. http://dx.doi.org/10.1016/j.iccn.2005.07.003.

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15

Kawaguchi, Teruko. "Certified diabetes expert nurse and nurse educators in Japan." Diabetes Research and Clinical Practice 77, no. 3 (September 2007): S205—S207. http://dx.doi.org/10.1016/j.diabres.2007.01.058.

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Perkins, Rebekah, Elizabeth Cashdan, and Katherine Supiano. "A PILOT STUDY TO TEST METHODS FOR DATA COLLECTION ON NURSES CARING FOR RESIDENTS WITH DEMENTIA IN THE NURSING HOME." Innovation in Aging 3, Supplement_1 (November 2019): S451. http://dx.doi.org/10.1093/geroni/igz038.1691.

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Abstract Nurses draw from their experiences and intuition to detect changes in patient condition, patterns of patient behaviors, and evidence of distress. In the nursing home setting, nurses care for residents with dementia and manage challenging behavioral and psychological symptoms of dementia (BPSD), and may rely on informed intuition to assess and capably respond to such behaviors. To date, no observational method has been developed to discern nurse-resident interactions that identify expert nurses who effectively address BPSD. It is not known if or how nurses in this setting use intuition to make clinical judgments and decisions to manage BPSD events. Using an ethogram approach, we developed an observational tool and spot interview method to discern BPSD events, background and proximal factors and nurse responses to BPSD. Pilot observations took place over three nursing shifts to identify nurse-resident interactions during BPSD events using the observation tool. Nurse-resident interactions were followed by spot interviews with each nurse to clarify their responses to BPSD. Semi-structured interviews were conducted with nurse participants to further develop an interview guide and identify elements of nurse intuition. The pilot study affirmed the feasibility of gaining access to facilities with residents with BPSD, of nurse comfort with field observation and interviews, and established preliminary construct validity of the “expert nurse.” Verification of the utility of this observation and interview method permit further examination of effective nurse engagement with nursing home residents with BPSD, informs our understanding of nurse intuition and permits further exploration of the broader context of BPSD.

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17

Mee, Cheryl L. "Developing expert nurses." Nursing 37, no. 7 (July 2007): 6. http://dx.doi.org/10.1097/01.nurse.0000279394.75965.73.

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18

Jackson, Mike. "Nurse to nurse wound care: expert interventions Donna Scemons Nurse to nurse wound care: expert interventions Denise Elston McGraw Hill Medical£16.99369pp97800714939700071493972." Nursing Management 16, no. 10 (March 3, 2010): 9. http://dx.doi.org/10.7748/nm.16.10.9.s17.

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19

Adawi, Mudhar Al, Ibtisam Al Siyabi, Nasra Al Hashmi, Fatma Mahmood AbdulRasool, Asma Al Harrasi, Khalid Al Busaidi, and Warda Al Amri. "Developing nurse preceptor competency domain guide tool: A Delphi study." Journal of Nursing Education and Practice 12, no. 5 (December 23, 2021): 33. http://dx.doi.org/10.5430/jnep.v12n5p33.

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Background and objective: One of the strategies used to prepare novice nurses for their professional journeys in clinical practice is by implementing the preceptorship teaching and learning model. Competencies such as knowledge, experience, abilities, and attributes need to be measured to ensure the desired outcomes of the preceptorship are achieved and consistent. This study aimed to develop a nurse preceptor competency domain guide tool at a tertiary hospital in Oman.Methods: Three-round Delphi iterative design with experts was used to develop the nurse preceptor competency domain guide tool. Following standard measures, eight expert opinions were combined until a group consensus was achieved. The level of consensus within the expert panel was defined as ≥ 75% scoring of items were selected as an essential required competency/item.Results: Eight experts from a main tertiary hospital were included in the panel. Five core competency domains and five subdomains were identified and considered to be relevant for nurse preceptors at the hospital with consensus levels varying from 75% to 100%. A total of 83 descriptive items were identified for the competency guide tool.Conclusions: This study found that the main core competency domains of the tool that nurse preceptors should acquire to be competent preceptors are inter-professional communication skills, appropriate teaching strategies, time management skills, building a learning atmosphere, and coaching critical thinking. This tool would improve nurse preceptors’ performance and equip them with the required prerequisite competencies to professionally start their journey in clinical practices. Follow-up research on tool implementation is highly recommended to evaluate its effectiveness.

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20

Nakamura, Yoriko. "Expert Visiting Nurse Station Managers Expectations of Visiting Nurses Performance." Journal of Japan Academy of Nursing Science 33, no. 4 (2013): 4_33–4_42. http://dx.doi.org/10.5630/jans.33.4_33.

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21

Benger, Jonathan R., and Rebecca Hoskins. "Nurse led care: Nurses are autonomous professionals delivering expert care." BMJ 330, no. 7499 (May 5, 2005): 1084.2. http://dx.doi.org/10.1136/bmj.330.7499.1084-a.

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22

Parris, Kaitrin, and Jacqueline Ann Moss. "From Clinical Practice to Nursing Education." International Journal for Innovation Education and Research 4, no. 5 (May 31, 2016): 146–50. http://dx.doi.org/10.31686/ijier.vol4.iss5.546.

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Transitioning from an expert clinical nurse to a novice nurse educator can be challenging. Skills used in both positions are not always apparent. Skills that were transferable were identified using Benner’s (1984) competency themes and seven domains of an expert clinical nurse. Identifying skills that the expert clinical nurse is already comfortable with assists in the ease of transitioning to the novice nursing educator role. Realizing that the skills that the expert nurse has been using and is confident with allows for the application of these skills to the new realm of teaching. This knowledge will foster confidence and lay the foundation for a successful transition into the novice educator role. Identifying ways to assist in this transition will promote retention of new educators as well as satisfaction with the role change. Finding ways to assist the expert clinical nurse will allow for a faster progression to expert nurse educator.

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23

Sumner,, Jane. "The Nurse in the Caring in Nurse Relationship: A Critical Social Theory Perspective." International Journal of Human Caring 8, no. 1 (February 2004): 38–46. http://dx.doi.org/10.20467/1091-5710.8.1.38.

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Acritical social theory interpretation of the “ideal” nurse in the caring in nursing relationship suggests the ideal is difficult but nurses strive for this. The ten expert nurses from an international study acknowledged the nurse’s vulnerability, frustration, and need for validation and fulfillment in the “special” role of the nurse. This interpretation was based on a framework developed from Habermas’ (1995) Theory of Moral Consciousness and Communicative Action in which the components of the personal and professional self of the nurse are described then interpreted. Critical social theory examines power and justice, which is relevant in today’s healthcare delivery system.

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Xu, Yue, Na Gao, Xiaoqian Li, Ping Wang, Haoyuan Ren, and Hongying Pi. "Construction of the Evaluation Index System for Nurse Deployment Pertaining to the Disaster Rescue." Contrast Media & Molecular Imaging 2022 (June 23, 2022): 1–10. http://dx.doi.org/10.1155/2022/2925689.

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Based on the Delphi method, the analytic hierarchy process, and the entropy method, this paper constructs the evaluation index system for nurse deployment pertaining to the disaster rescue in military hospitals to furnish the reference evidence for scientific deployment of nursing staff, thereby promoting the rescue supportability. This paper establishes the expert consultation form of the evaluation index system for nurse deployment pertaining to the disaster rescue in military hospitals through expert interviews, group discussions, and so on. The Delphi method is applied to enquire 20 military experts in different professional fields two times, and the evaluation index system is finally determined. The weights of evaluation indexes of disaster rescue nurses are determined by the analytic hierarchy process and entropy method. The construction of the evaluation index system for the deployment of disaster relief nurses in military hospitals through Delphi method, analytic hierarchy process, and entropy method provides a reference method for rational allocation of nurses and points out the key points of hospital training. In addition, this paper provides a reference for the assessment and selection of nurses related to disaster relief in military hospitals and lays a foundation for the construction of subsequent evaluation models, which is of great significance for improving the level of nursing teams.

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25

Dehghani, Hamideh, Khadijeh Nasiriani, and Masoud Negahdary. "Exploring Requirements of the ‘Would Be’ Expert Cardiac Care Nurse." Global Journal of Health Science 9, no. 5 (October 19, 2016): 206. http://dx.doi.org/10.5539/gjhs.v9n5p206.

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BACKGROUND: Cardiovascular interventions have experienced extraordinary progress in the past decades. But it seems that preparation of cardiovascular nurses has not been in pace with the changes. This is while these nurses have a prominent role in the care and management of life-threatening diseases in these wards which can lead to reduced mortality. The present study aimed to explore the effective factors on training a cardiac care nurse.METHODS: This research is qualitative and applies inductive content analysis. Participants included 7 matrons and 50 nurses selected through purposive sampling method. Data was collected using semi-structured interviews and open questionnaires. Also, conventional approach to content analysis was used to analyze data.RESULTS: To have a qualified CCU nurse, the findings cover four main themes including specialist nurses (having appropriate personal and professional characteristics), acquiring comprehensive educational content (acquiring specialized cardiac, basic nursing, and general educational content), integrated educational approach (group education, individual education and special education methods), and administrative and organizational requirements (the necessity of recognizing the position of CCU nurses, allocation of material and intellectual benefits, educational and managerial monitoring of supervisors).CONCLUSION: Since cardiac care nurses play an important role in ensuring nursing care quality in cardiovascular wards and can improve the care delivered to the patients, it is necessary for nurses to have appropriate professional and personal qualities. Therefore, nurses should have training on general, basic nursing, and specialist cardiac content through integrated educational approach. At the same time, managerial and organizational requirements should be established to maintain and improve their competencies and capabilities.

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Shapiro, J. S., N. Genes, M. V. Aguilar, D. Mohrer, K. Baumlin, J. L. Belden, and M. S. Kim. "A Pilot Study on Usability Analysis of Emergency Department Information System by Nurses." Applied Clinical Informatics 03, no. 01 (2012): 135–53. http://dx.doi.org/10.4338/aci-2011-11-ra-0065.

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SummaryObjectives: Employing new health information technologies while concurrently providing quality patient care and reducing risk is a major challenge in all health care sectors. In this study, we investigated the usability gaps in the Emergency Department Information System (EDIS) as ten nurses differentiated by two experience levels, namely six expert nurses and four novice nurses, completed two lists of nine scenario-based tasks.Methods: Standard usability tests using video analysis, including four sets of performance measures, a task completion survey, the system usability scale (SUS), and sub-task analysis were conducted in order to analyze usability gaps between the two nurse groups.Results: A varying degree of usability gaps were observed between the expert and novice nurse groups, as novice nurses completed the tasks both less efficiently, and expressed less satisfaction with the EDIS. The most interesting finding in this study was the result of ‘percent task success rate,’ the clearest performance measure, with no substantial difference observed between the two nurse groups. Geometric mean values between expert and novice nurse groups for this measure were 60% vs. 62% in scenario 1 and 66% vs. 55% in scenario 2 respectively, while there were some marginal to substantial gaps observed in other performance measures. In addition to performance measures and the SUS, sub-task analysis highlighted navigation pattern differences between users, regardless of experience level.Conclusion: This study will serve as a baseline study for a future comparative usability evaluation of EDIS in other institutions with similar clinical settings.

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Altounji, Diane, Sonya Williams, and Rita Secola. "Inspire Certification Among Pediatric Hematology Oncology Nurses." Journal of Pediatric Oncology Nursing 36, no. 5 (May 3, 2019): 337–42. http://dx.doi.org/10.1177/1043454219845892.

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Professional certification validates nurses’ knowledge and expertise in their specialty. In support of professional development, nursing excellence as a Magnet® designated hospital, and commitment to improve patient outcomes, increasing the number of certified pediatric hematology oncology nurses at Children’s Hospital Los Angeles is a priority. Expert certified nurses and educators assessed current staff nurse perceptions of and motivations for becoming certified. A nurse survey was completed, and the results identified barriers to certification and the need for an onsite review course to encourage more nurses to take the Certified Pediatric Hematology Oncology Nurse (CPHON®) exam. The Oncology Nursing Certification Corporation (ONCC) CPHON® test blueprint guided the development of the Children’s Hospital Los Angeles review course curriculum. Certified nurse experts volunteered as course instructors to present an overview of pediatric cancer, pediatric hematology, psychosocial review, chemotherapy and related medications, and long-term effects. In addition to course didactics, interactive learning sessions were included to allow participants to question, discuss, and apply new knowledge. Sample test questions were provided to each participant for independent study post–course attendance. Each participant completed course evaluations to measure the usefulness of the content, environment, and teaching methods. Since the implementation of this course, the overall number of certified hematology oncology nurses has increased by 15.3%.

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Hinck, Susan M. "Becoming an Expert Home Health Nurse." Home Healthcare Now 39, no. 5 (September 2021): 271–77. http://dx.doi.org/10.1097/nhh.0000000000000990.

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Hinderer, Katherine A., Judith M. Jarosinski, Lisa A. Seldomridge, and Tina P. Reid. "From Expert Clinician to Nurse Educator." Nurse Educator 41, no. 4 (2016): 194–98. http://dx.doi.org/10.1097/nne.0000000000000243.

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Steele, Shirley, and Mary V. Fenton. "Expert Practice of Clinical Nurse Specialists." Clinical Nurse Specialist 2, no. 1 (1988): 45–52. http://dx.doi.org/10.1097/00002800-198800210-00024.

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CREIGHTON, HELEN. "The Nurse as an Expert Witness." Nursing Management (Springhouse) 19, Sup 6 (August 1988): 22???23. http://dx.doi.org/10.1097/00006247-198808000-00005.

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

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Aim: To explore the experiences of nurse practitioner students moving from expert registered nurses to novice nurse practitioner program students. Background: Moving from registered nurse to nurse practitioner can be a time filled with mixed emotions, lack of confidence, adaptation, and competency development. Learning about and navigating the advanced practice nursing role can be challenging. Students in the nurse practitioner program are encouraged to engage in regular reflective writing to foster role development and learning. This paper aims to reflectively explore the experiences of transition from registered nurse to nurse practitioner student. Methods: Inspired by Benner’s Novice to Expert Theory and Carper’s ways of knowing, the authors personally reflected on their transition experiences during NP schooling and then collectively developed a composite reflection of the shared experience. From this exercise common themes were identified. Conclusion: This unique reflective paper identified common themes in the experience of transitioning to the student role. Potential areas for future research-based exploration of the nurse practitioner student experience were identified. By understanding these experiences, students can be better prepared in advance and faculty can design both formal and informal support measures to better support the student experience.

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Conway, Jane E. "Evolution of the species 'expert nurse'. An examination of the practical knowledge held by expert nurses." Journal of Clinical Nursing 7, no. 1 (January 1998): 75–82. http://dx.doi.org/10.1046/j.1365-2702.1998.00127.x.

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Monique, Karlstrom, Andersen Elizabeth, Olsen Lise, and Moralejo Lisa. "Unsafe student nurse behaviours: The perspectives of expert clinical nurse educators." Nurse Education in Practice 41 (November 2019): 102628. http://dx.doi.org/10.1016/j.nepr.2019.102628.

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Jackson, Mike. "Nurse to Nurse Wound Care – Expert Interventions Donna Scemons Nurse to Nurse Wound Care – Expert Interventions and DeniseElston McGraw Hill Medical369pp£16.99978 0 07 149397 00071493972." Nursing Standard 24, no. 21 (January 27, 2010): 30. http://dx.doi.org/10.7748/ns.24.21.30.s41.

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Song, Zhaohui, Yuanhua Qin, Bei Huang, and Zhihong Zhang. "Construction of Training Program for Specialized Nurses in the Central Sterile Supply Department (CSSD) Based on Post Competency." Computational Intelligence and Neuroscience 2022 (June 14, 2022): 1–6. http://dx.doi.org/10.1155/2022/3282245.

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Objective. The aim of this study is to analyze the construction of a training program for specialized nurses in disinfection supply center (CSSD) based on post competency. Methods. Based on the theory of post competency, literature analysis, investigation, and expert consultation are used to establish training contents and methods. Results. Two rounds of expert consultation were conducted in this study. In the first round of expert consultation, 22 questionnaires were sent out and 21 valid questionnaires were received with an effective recovery of 95.45%. Seven experts (31.82%) proposed 53 suggestions for modification. A total of 21 questionnaires were sent out in the second round of expert consultation and 21 were effectively received with an effective recovery rate of 100.00%. In the first round of expert consultation, the mean importance score of 63 third-level indicators was 4.00–5.00 points, the standard deviation was 0.00–1.00, and the full score rate was 46.54%–100.00%. In the second round of expert consultation, the mean importance score of 67 third-level indicators was 4.05∼5.00 points, the standard deviation was 0.00–0.88, and the full score rate was 20.00%∼100.00%. In the first round of expert consultation, the Kendall coordination coefficient was 0.187. In the second round of expert consultation, the Kendall coordination coefficient was 0.2196, and the differences were statistically significant after χ 2 test P < 0.05 . The coefficient of variation of each index in the second round of expert consultation ranged from 0.00 to 0.21. Conclusion. The CSSD-specialized nurse training program based on job competency constructed in this study takes job competency as the theoretical basis and uses a literature analysis method, survey research method, and expert consultation method to establish the content and method of training, the above methods are scientific and reasonable, and experts are motivated. It is highly authoritative, and the consultation opinions of experts at all levels of indicators tend to be consistent, which can provide reference for the training of CSSD specialized nurses.

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Batšinskaja, D., K. Korve, and K. Rannus. "AB1557-HPR DEVELOPING THE GUIDELINE FOR OUTPATIENT APPOINTMENT OF A CLINICAL NURSE SPECIALIST AT THE EAST-TALLINN CENTRAL HOSPITAL RHEUMATOLOGY CENTER. DEVELOPMENT PROJECT." Annals of the Rheumatic Diseases 81, Suppl 1 (May 23, 2022): 1878.2–1879. http://dx.doi.org/10.1136/annrheumdis-2022-eular.1321.

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BackgroundRheumatic diseases can increase the economic and social burden on the individual and their relatives’ ones, as well as on the health care system and society. Based on international empirical experience, it can be stated that in an exemplary Rheumatology center, both the outpatient appointment of a (general) nurse and the outpatient appointment of a clinical nurse specialist work as a team. The Rheumatology Center of East Tallinn Central Hospital is the only center in Estonia that specializes in rheumatic patients, where (general) nurses are proceed, but the extent to which the current health care service meets the needs of rheumatic patients has not yet been assessed. In addition, the health insurance fund launched a pilot project to clarify the difference between outpatient appointment of a clinical nurse specialist and independent appointment of a (general) nurse. However, there is no evidence-based guideline for outpatient appointments for rheumatic patients.ObjectivesThe aim of the development project was to develop the guideline for outpatient appointment of a clinical nurse specialist for rheumatology based on evidence-based literature and expert opinions at the Rheumatology Center of East-Tallinn Central Hospital.MethodsThe development project process took place as a plan-do-study-act cycle, using the method of systematic review of the literature to develop the guideline and the method of written survey to obtain an expert opinion on it. Verbal responses from experts for organizational diagnostics and the guideline feedback was analyzed using content analysis. Quantitative or numerical responses were analyzed using descriptive statistics to calculate the frequency distributions (n and %) for each response.ResultsThe guideline developed as part of the development project supports the implementation of a new clinical nurse specialist care service for rheumatic patients.ConclusionBased on previous research analyzed and surveys conducted by experts at the Rheumatology Center, it can be argued that the clinical nurse specialist service differs significantly from the (general) nurse outpatient appointment and is more responsive to the needs of rheumatic patients. There are potential benefits for the clinical nurse specialist of the outpatient appointment to the organization and to society, as this service increases the level of reliability, efficiency, and availability of all nursing care.References[1]Batšinskaja, D. Developing the guideline for outpatient appointment of a clinical nurse specialist at the East-Tallinn Central Hospital Rheumatology Center. Development project. Tallinn: Tallinn Healthcare College, 2022[2]Schober, M., Lehwaldt, D., Rogers, M., Steinke, M., Turale, S., Pulcini, J., Roussel, J., Stewart, D. (2020). Guidelines on advanced practice nursing ICN APN report https://www.icn.ch/system/files/documents/2020-04/ICN_APN%20Report_EN_WEB.pdfAcknowledgementsThank you experts for their opinion.Disclosure of InterestsNone declared

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Ryszard, Szozda. "Nurse as a court expert in Poland." Clinical Journal of Nursing Care and Practice 4, no. 1 (December 14, 2020): 045–46. http://dx.doi.org/10.29328/journal.cjncp.1001027.

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39

Perry, Shannon E. "The Clinical Nurse Specialist as Expert Witness." Clinical Nurse Specialist 6, no. 1 (1992): 53–56. http://dx.doi.org/10.1097/00002800-199200610-00015.

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Perry, Shannon E. "The Clinical Nurse Specialist as Expert Witness." Clinical Nurse Specialist 6, no. 2 (1992): 122. http://dx.doi.org/10.1097/00002800-199200620-00021.

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41

Gift, Audrey G. "The Advanced Practice Nurse as Clinical Expert." Clinical Nurse Specialist 12, no. 2 (March 1998): 85. http://dx.doi.org/10.1097/00002800-199803000-00013.

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42

Parks, Kamie, Amy Moore, and Donna Paris. "Transitioning from expert nurse to novice educator." Nursing Made Incredibly Easy! 18, no. 3 (2020): 51–55. http://dx.doi.org/10.1097/01.nme.0000658208.27931.dc.

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Perry, Shannon E. "The Neuroscience Nurse as an Expert Witness." Journal of Neuroscience Nursing 24, no. 5 (October 1992): 290–95. http://dx.doi.org/10.1097/01376517-199210000-00011.

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44

Prior, Margeret. "The case for the orthopaedic nurse expert." Journal of Orthopaedic Nursing 1, no. 2 (May 1997): 67–70. http://dx.doi.org/10.1016/s1361-3111(97)80004-0.

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Brown, Sarah Jo. "Communication Strategies Used by an Expert Nurse." Clinical Nursing Research 3, no. 1 (February 1994): 43–56. http://dx.doi.org/10.1177/105477389400300105.

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Carol. "ED nurse expert witness…For the plaintiff." Journal of Emergency Nursing 28, no. 1 (February 2002): 82–85. http://dx.doi.org/10.1067/men.2002.119406.

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Cradock, S. "Diabetes specialist nurse: Expert, educator or evangelist?" Practical Diabetes International 11, no. 6 (November 1994): 232–35. http://dx.doi.org/10.1002/pdi.1960110605.

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Salmore, Rochelle. "Suddenly losing our expert." Nursing 42, no. 1 (January 2012): 50–53. http://dx.doi.org/10.1097/01.nurse.0000398642.00750.cb.

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Phillips, Emily, and Sharon W. Stark. "Stepping up to be a nurse expert witness." Nursing 43, no. 8 (August 2013): 55–59. http://dx.doi.org/10.1097/01.nurse.0000432076.72763.62.

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Pashar, Imran, and Luky Dwiantoro. "Pengaruh Empowerment Terhadap Pengambilan Keputusan Perawat: Kajian Literature Review." Journal of Holistic Nursing Science 7, no. 2 (July 23, 2020): 124–32. http://dx.doi.org/10.31603/nursing.v7i2.3097.

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Анотація:

The ability to make ethical problem decisions is a requirement for nurses to carry out the professional nursing practice. Decision making is a systematic approach to resolve a problem. World Health Institution in 2017 identified 98.000 patients died every year because of bad decision making. One strategy in the transformation of organizations in health services today is empowerment. Empowerment is a leadership design that can influence a nurse in decision making. The study aims to know the influence of empowerment leadership on the nurse’s decision making. The method in this paper is a literature review. Search for research articles using a database of sciences from Google Scholar, Science Directs, Clinical Key and the final results found 10 articles to be reviewed. Results: 5 empowerment resources can be used by nurses in improving decision making. The empowerment that contains reward, coercive, expert, referent, and legitimate can be used by nurses in improving decision making Result: 5 sources of empowerment can be used by nurses in improving decision making. The empowerment that contains reward, coercive, expert, referent, and legitimate can be used by nurses in improving decision making. Empowerment leadership style can be an alternative way to improve the quality of nurse decision making. Reward and coercive can influence experience, an expert can influence facts and rational, a referent can affect intuition, and legitimate can affect authority.

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