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Добірка наукової літератури з теми "Nurses Supervision of Victoria"

Автор: Grafiati

Опубліковано: 10 грудня 2022

Оновлено: 29 січня 2023

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Статті в журналах з теми "Nurses Supervision of Victoria"

Helmstadter, Carol. "Building a New Nursing Service: Respectability and Efficiency in Victorian England." Albion 35, no. 4 (2004): 590–621. http://dx.doi.org/10.2307/4054296.

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The main problem in staffing military hospitals with female nurses, Florence Nightingale explained in 1857, was to find “respectable and efficient women” who would be willing to undertake such work. Many women would apply for the positions but few would be acceptable. “Many a woman who will make a respectable and efficient Assistant-Nurse [the equivalent of our modern staff nurse] under the eye of a vigilant Head-Nurse, will not do at all when put in a military ward,” Nightingale said, because, “As a body, the mass of Assistant-Nurses are too low in moral principle, and too flighty in manner, to make any use of.” Nightingale thought that efficient and respectable assistant nurses had “in a great degree, to be created.” Developing respectability and efficiency in hospital nurses were the two major goals of nineteenth-century nursing reformers, and vigilant supervision was to be the major method for achieving them.

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Donnelly, Glenn, and Paulette Brooks. "Developmental Supervision for Nurses." Nursing Leadership 14, no. 3 (September 15, 2001): 8–14. http://dx.doi.org/10.12927/cjnl.2001.19125.

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Scott, Tracy, and Marie Lindsey. "Collaboration and Supervision in Advanced Practice Nursing." Clinical Scholars Review 7, no. 1 (2014): 57–62. http://dx.doi.org/10.1891/1939-2095.7.1.57.

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Mandated collaborative or supervisory agreements are a restriction to practice for nurse practitioners (NPs) in the United States. According to the Pearson Report (Pearson, 2012), 18 states and the District of Columbia allow NPs to practice without mandated agreements. Progress toward autonomy is being made as many states remove collaborative agreement requirements. These victories are significant but many NPs continue to work in restrictive practice environments. Stiff opposition from the American Medical Association (AMA) is one obstacle to removing these restrictions. Opponents to the removal of mandated agreements cite a concern for patient safety and the educational preparation NPs receive. The evidence regarding safety is not supported by current data and a comparison of the educational requirements for NPs to other providers reveals NPs have a strong background in science and clinical training. This article explores the issues surrounding mandatory practice agreements.

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Platt-Koch, Lois M. "CLINICAL SUPERVISION for Psychiatric Nurses." Journal of Psychosocial Nursing and Mental Health Services 24, no. 1 (January 1986): 6–9. http://dx.doi.org/10.3928/0279-3695-19860101-03.

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Williams, Brandon, Beverley French, and Jane Higgs. "Clinical supervision: community nurses’ experience." Primary Health Care 15, no. 6 (July 2005): 35–39. http://dx.doi.org/10.7748/phc2005.07.15.6.35.c544.

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Henry, Susan, Dona Roberts, Vicki Taliaferro, and Cathy Young-Jones. "Supervision of School Health Nurses." NASNewsletter 22, no. 5 (September 2007): 11. http://dx.doi.org/10.1177/104747570702200504.

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Neshuku, Hanna, and Amukugo Hans Justus. "Description of an educational programme developed to support registered nurses during clinical supervision of student nurses in medical and surgical wards in a training health facility: Namibia." International Journal of Advanced Nursing Studies 5, no. 1 (December 10, 2015): 14. http://dx.doi.org/10.14419/ijans.v5i1.5343.

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This paper describes an educational programme interventions developed to support registered nurses during the clinical supervision of student nurses in the medical and surgical wards of a training hospital in the Oshana region, Namibia.The programme developed contained the purpose and goals of the programme, programme objectives, programme structure, processes and approaches. The programme catered for the following themes: Managerial challenges, educational challenges and non-conducive environment as was experienced by registered nurses and student nurses in order to support them during clinical supervision. It includes the activities to address managerial challenges as identified to be affecting the clinical supervision of student nurses; this is to address educational challenges identified during clinical supervision of student nurses. Furthermore, the programme contains activities focused on providing registered nurses with knowledge and skills on clinical supervision, in order to increase their understanding and competence about the clinical supervision of student nurses. Another activity included interventions for enhancing positive interpersonal relationships and good communication skills to improve effective interactions between registered nurses and student nurses. This study made it possible for the development of an educational programme that enable the registered nurses to receive the much needed information pertaining to the clinical supervision of student nurses, and served as a guide and support tool when carrying out clinical supervision of student nurses.In conclusion the study was justified as an original contribution to the existing body of knowledge in general health nursing science.

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Basuki, Duwi, Ana Zakiyah, Windu Santoso, and Isbatuhul Khoirod. "INFLUENCE OF PEER GROUP SUPERVISION ON THE NURSE PERFORMANCE IN MEDICATION." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 6, no. 1 (April 25, 2022): 34–41. http://dx.doi.org/10.29082/ijnms/2022/vol6/iss1/379.

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The number of deaths and disabilities is one of them due to errors in medication. This can be prevented with optimal supervision. The purpose of the study was to determine the influence of Peer Group Supervision on the performance of nurses in medication The study sample numbered 23 implementing nurses and 23 nurse leaders. The results of observation of the performance of nurses before being given supervision training at the head of the nurse (70%) are sufficient and after being given good performance training (100%). The results of the analysis found a meaningful influence of peer group supervision on the performance of nurses (p = 0.00) by showing a positive pattern. The better the leadership supervises, the performance of nurses is also increasing. Efforts to improve nurse performance by improving peer group supervision in a planned and scheduled manner, continuous training on supervision, and socialization of Standard Operating Procedures to nurses.

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Melo, Rosa C. C. P., and Diogo S. Neves. "Leadership and nurses’ satisfaction with supervision." Journal of Hospital Administration 4, no. 4 (May 13, 2015): 57. http://dx.doi.org/10.5430/jha.v4n4p57.

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Objective: The main objectives of this study were to evaluate the performance of leadership roles and the nurses’ satisfaction with supervision and to examine the relationship between the performance of leadership roles and nurse satisfaction.Methods: A quantitative, descriptive, correlational and transversal study was conducted, with a sample made up of 79 nurses practicing in two public health institutions in the district of Coimbra in Portugal. Data collected included demographic characteristics, eight leadership roles and five levels of supervision satisfaction. The Munson’s Supervision Satisfaction Scale and the Quinn’s Leadership Scale were used. The instruments adaptation and validation study revealed adequate psychometric properties being considered as valid instruments for the quantitative study pursuance.Results: The results indicate an acknowledgement of all roles of leadership, having a tendency towards the roles of producer (4.73) and director (4.64) indicating leadership centered on the rational goals model, revealing a greater concern with efficiency and productivity. The role of innovator was the one least perceived (4.16). Most nurses (83.50%) were satisfied with the supervision. The relationships between all the leadership roles and nurse satisfaction were positive, with the roles of facilitator (r = .842; p < .001) and mentor (r = .871; p < .001) with the strongest correlation.Conclusions: The investigation revealed that the leader who plays all roles of leadership raises the level of supervision satisfaction of the nurses he/she leads. A poor performance of the facilitator role suggests the need for head nurses to acquire leadership skills which help them manage interpersonal conflicts and promote cohesion and teamwork within the current context of health care restructuring and decreased nurse staffing levels.

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Jones, Martin, and Joanna Bennett. "Clinical supervision: mental health nurses’ views." Mental Health Practice 2, no. 4 (December 1, 1998): 18–22. http://dx.doi.org/10.7748/mhp.2.4.18.s12.

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Дисертації з теми "Nurses Supervision of Victoria"

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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Книги з теми "Nurses Supervision of Victoria"

1973-, Lynch Lisa, ed. Clinical supervision for nurses. Chichester, West Sussex, U.K: Blackwell Pub., 2008.

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1966-, Cutcliffe John R., Butterworth Tony, and Proctor Brigid, eds. Fundamental themes in clinical supervision. London: Routledge, 2001.

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Driscoll, John. Practising clinical supervision: A reflective approach. Edinburgh: Baillière Tindall, in association with the Royal College of Nursing, 2000.

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National Board for Nursing, Midwifery and Health Visiting for Northern Ireland. Teaching and supervision of student nurses during practice placements. Belfast: National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 1991.

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Clinical Supervision Conference (1994 National Motorcycle Museum). Proceedings of the Clinical Supervision Conference, 29 November 1994, the National Motorcycle Museum, Birmingham, England. [Great Britain]: NHS Executive, 1995.

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Morrissey, Jean. Experiences of supervision from the perspective of community psychiatric nurses. London: UEL, 1996.

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Effective clinical supervision: The role of reflection. 2nd ed. London: Quay Books, 2007.

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Duncan-Grant, Alec. Clinical supervision activity among mental health nurses: A critical organizational ethnography. Portsmouth: Nursing Praxis International, 2001.

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Victoria, Committee of Enquiry into Nursing in. Report of the Committee of Enquiry into Nursing in Victoria. [Melbourne Victoria, Australia]: The Committee, 1985.

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Cushing, Angela A. A contextual perspective to female nursing in Victoria, 1850-1914. Geelong, Vic: Deakin University, 1993.

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Kagan, Carolyn, and Josie Evans. "Supervision and appraisal." In Professional Interpersonal Skills for Nurses, 190–206. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-4463-4_13.

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O’Toole, Anita Werner, and Sheila Rouslin Welt. "Clinical Supervision of Staff Nurses." In Hildegard E. Peplau, Selected Works, 164–67. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-13441-0_12.

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Freebody, Jane. "The Supervision of Patient Occupation." In Mental Health in Historical Perspective, 235–60. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-13105-9_7.

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AbstractMental nurses and attendants spent more time with patients than any other members of mental hospital staff. The professionalism, experience and skills of the mental nurses influenced the type of occupation that could be prescribed by psychiatrists and how patients responded to it. Through an analysis of the skill sets of those supervising patient occupation, Freebody highlights the disparity in levels of training and professionalisation between English and French mental nurses during the interwar period. Training schemes and opportunities to gain qualifications were more widely available in England than in France. French psychiatrists complained that their nurses were uneducated, lacked commitment to the role and were incapable of supervising occupation at more than a rudimentary level. In England, nurses were more likely to hold a nursing qualification and their efforts to supervise occupation were supplemented by a new group of professionals, the occupational therapists. Others involved in supervising the occupation of patients included the workshop managers, whose skills in dealing with the mentally disordered were questioned by some doctors.

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Butterworth, Anthony. "The Potential of Clinical Supervision for Nurses, Midwives and Health Visitors." In Clinical Supervision in Practice, 179–89. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14527-0_9.

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Hoare, Steve, and Stephen Ho. "Nursing Care." In Longer-Term Psychiatric Inpatient Care for Adolescents, 49–60. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-1950-3_6.

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AbstractOf all professional groups, the nurses at the Walker Unit have, undoubtedly, the greatest contact with patients. Much of this contact is informal, through supervision of activities of daily living and unstructured time. Nursing staff are the guardians for maintaining environmental safety and undertake searches of young people returning to the unit and regular environmental searches to ensure young people have no access to implements used for self-harming. Responding to duress alarms and the emergency administration of parenteral medication is also a common occurrence. Various ways of coordinating care have been trialled. In an effort to increase the likelihood patients will interact with a familiar nurse, the Walker Unit presently organises the nursing workforce into three teams that are allocated specific patients.

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"‘I’ve not done this before, I want to be told exactly what to do’: Victoria and Harriet’s story." In Experiencing Master's Supervision, 89–107. Abingdon, Oxon ; New York, NY : Routledge, 2017. |: Routledge, 2016. http://dx.doi.org/10.4324/9781315680934-9.

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"Introduction to the 2018 NMC Standards for Nurses and Midwives." In Understanding Supervision and Assessment in Nursing, 1–9. 2455 Teller Road, Thousand Oaks California 91320: SAGE Publications Ltd, 2020. http://dx.doi.org/10.4135/9781526489524.n1.

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Holloway, Debra. "Nurses’ impact on care, role, training, and career pathway." In Oxford Handbook of Women's Health Nursing, 7–20. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780198842248.003.0002.

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This chapter outlines the key roles of nurses in primary care and the community in the context of women’s health. This includes practice nurses, sexual and reproductive health nurses, and school nurses, alongside healthcare assistants and associates. Hospital nurses (both clinic and ward) and specialist nurses have their roles defined, and aspects of relevant training and accreditation are covered. The chapter also discusses the evolution of specialist role in the context of prescribing. Finally, mentorship, supervision, and career development is covered.

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Coats, Nancy P., and Lisa A. Oaks. "Supervision of Stress Testing by Nonphysicians." In Ellestad's Stress Testing, edited by Gregory S. Thomas, L. Samuel Wann, and Myrvin H. Ellestad, 268–77. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780190225483.003.0012.

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The chapter Supervision of Stress Testing by Nonphysicians reviews the opportunity and competency requirements of advanced practice nurses supervising exercise and vasodilator stress tests. The multisociety Task Force Statement on Clinical Competency is reviewed detailing the cognitive and skill competencies necessary for non-physician and physician supervision of stress testing. The impact of regulations of the US Centers for Medicare and Medicaid Services on nonphysician supervision is analyzed. Step-by-step recommendations for test performance by nonphysicians is reviewed including preparation, review of patient history and past diagnostic testing, test supervision, and reporting. Guidelines for exercise physiologist supervision of exercise testing are discussed. Opportunities to maximize patient safety and manage adverse events are discussed. A comprehensive review of the impact of drug interactions with exercise and pharmacologic testing is included.

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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.

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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

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Тези доповідей конференцій з теми "Nurses Supervision of Victoria"

Julita, Delvina, Ardia Putra, Budi Satria, Hajjul Kamil, and Yuswardi. "Head Nurses’ Supervision and Its Correlation with Patient Safety in Aceh Hospital Setting, Indonesia." In Aceh International Nursing Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008395401290135.

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Doloh, Nureesa, Didik Tamtomo, and Endang Sutisna Sulaeman. "The Association between Motivation, Supervision, and Work Performance among Nurses in Dr. Moewardi Hospital, Surakarta." In The 4th International Conference on Public Health 2018. Masters Program in Public Health, Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/theicph.2018.04.48.

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Puffett, Nick, and Paul Perkins. "P-285 What influences palliative care nurses in their choice to engage in or decline clinical supervision?" In Leading, Learning and Innovating, Hospice UK 2017 National Conference, 22–24 November 2017, Liverpool. British Medical Journal Publishing Group, 2017. http://dx.doi.org/10.1136/bmjspcare-2017-hospice.310.

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Ozer, S., I. Takon, M. Atherton, and R. Beets. "G655 Development of a formal clinical supervision policy for ADHD specialist nurses working in a child development centre." In Royal College of Paediatrics and Child Health, Abstracts of the RCPCH Conference and exhibition, 13–15 May 2019, ICC, Birmingham, Paediatrics: pathways to a brighter future. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-rcpch.634.

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Nurhandini, Astri, and Taufik Ashar. "Effect of Supervision on Compliance with the Standard Precautionary Rules among Nurses at Madani General Hospital, Medan, North Sumatera." In The 4th International Conference on Public Health 2018. Masters Program in Public Health, Universitas Sebelas Maret, 2018. http://dx.doi.org/10.26911/theicph.2018.04.22.

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