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Sample records for psychiatric nurse education

  1. Psychiatric nursing education in Nebraska: 1989-1990.

    Science.gov (United States)

    Moller, M D; Pierce, A; Roach, R; Shanahan, C; Loch, E

    1991-01-01

    The academic and clinical content of psychiatric nursing curricula in the registered nurse basic educational programs in Nebraska for academic year 1989-1990 was explored by the Nebraska Sub-group of the Nursing Curriculum and Training Task Force of the National Alliance for the Mentally Ill. The review includes literature regarding the history, development, and future trends of psychiatric nursing; factors affecting nursing student attitudes toward psychiatric patients; basic content included in psychiatric and psychosocial nursing curricula; and concepts essential in working with the seriously, persistently mentally ill. Contrary to current trends in the United States, all Nebraska schools of nursing have a generic psychiatric nursing course taught by clinical specialists in psychiatric-mental health nursing. Hands-on clinical time spent with patients with psychiatric diagnoses as well as those with psychosocial needs varies from 84 to 200 hr per semester. Not all students are exposed to patients with severe and persistent mental illness. Fewer than 5% of Nebraska graduates choose psychiatric nursing as their area of practice. The authors express grave concern for the future of psychiatric nursing education. Implications for curriculum revision and replication studies are suggested.

  2. Clinical Education In psychiatric mental health nursing: Overcoming current challenges.

    Science.gov (United States)

    Choi, Heeseung; Hwang, Boyoung; Kim, Sungjae; Ko, Heesung; Kim, Sumi; Kim, Chanhee

    2016-04-01

    In response to current challenges in psychiatric mental health nursing education, nursing schools have implemented new strategies in teaching undergraduate nursing students. The objectives of the study were to evaluate learning outcomes of a mental health nursing clinical practicum and to explore students' perceptions of the clinical practicum. This was a mixed-method study. Sixty-three undergraduate nursing students, who were undertaking their first mental health clinical practicum, completed a set of structured questionnaires and answered open-ended questions about the clinical practicum. Answers to open-ended questions were analyzed qualitatively, and learning outcomes (i.e., empathy, mental illness prejudice, simulation-related efficacy, and satisfaction) were measured at three time points: pre-clinical, post-simulation, and post-clinical. Students reported improvement in empathy and simulation-related self-efficacy after the clinical practicum, but no change was found in mental illness prejudice. Students' expectations for and evaluation of the clinical practicum are summarized. The observed improvement in learning outcomes of the clinical practicum may be attributed to the unique contribution of each component of the clinical practicum and the synergic effect of these diverse components. To manage emerging challenges in clinical settings and nursing education, it is critical to develop systematic and comprehensive mental health nursing clinical practicums for undergraduate nursing students. Copyright © 2016 Elsevier Ltd. All rights reserved.

  3. Empathy toward Patients with Mental Illness among Baccalaureate Nursing Students: Impact of a Psychiatric Nursing and Mental Health Educational Experience

    Science.gov (United States)

    Mousa, Marwa Abd El-Gawad Ahmed

    2015-01-01

    Empathy is an ability and skill that can be learned and developed through appropriate education and practice. While the importance of nurses' empathy is widely acknowledged, little is known about the impact of passing through the psychiatric nursing and mental health educational experience at the Faculty of Nursing, Alexandria University on…

  4. A model to facilitate collaboration between institutions of higher education and psychiatric health care services to promote psychiatric clinical nursing education

    OpenAIRE

    2010-01-01

    D.Cur. The purpose of this research study was to describe a model to facilitate collaboration between the institutions of higher education and psychiatric health care services in order to promote psychiatric clinical nursing education, with guidelines to operationalise the model. In spite of the calls by statutory bodies and contemporary legislation for collaboration between institutions of higher education and psychiatric health care services, there are few instances where formalised coll...

  5. Psychiatric/Mental health nursing education in Victoria, Australia: barriers to specialization.

    Science.gov (United States)

    Happell, Brenda

    2006-04-01

    The introduction of undergraduate comprehensive nursing education in Victoria, Australia, during the 1990s has resulted in significant changes in undergraduate preparation for psychiatric/mental health nursing. Comprehensive programs became charged with the responsibility of preparing graduates to provide care for people experiencing a mental illness across a broad range of health-care settings, as well as providing a pathway for graduates with an interest in specialist practice in this field. The aim of this article is to clearly articulate the issues associated with psychiatric/mental health nursing education at the undergraduate level, including prevalence of mental illness, the inadequacy of psychiatric/mental health nursing theory and practice at undergraduate level, the negative attitudes of students toward this field of practice, and the subsequent failure of nursing education and practice initiatives to provide a clear mechanism for specialization in this important area of nursing practice. Throughout the article, the distinction between generalist and specialist preparation is argued and accompanied by a call for nursing education to recognize and address the issues associated with both domains.

  6. Constructivism applied to psychiatric-mental health nursing: an alternative to supplement traditional clinical education.

    Science.gov (United States)

    DeCoux Hampton, Michelle

    2012-02-01

    With the popularity of accelerated pre-licensure nursing programmes and the growth in nursing student enrolments, traditional clinical education continues to be a challenge to deliver. Nursing faculty members are required to develop and implement educational innovations that achieve effective learning outcomes, while using fewer resources. The purpose of this qualitative study was to explore the effectiveness of a constructivism-based learning project to achieve specific learning outcomes and to supplement approximately 30 clinical hours in a psychiatric-mental health nursing course. Students participated in a 10-week, multistage project that examined life histories, treatment resources, and evidence-based practice, as applied to a single individual with a mental illness. Students reported increased understanding of mental health and illness, developed personal relevance associated with the knowledge gained, and learned to problem solve with regard to nursing care of individuals diagnosed with mental illness. For many students, there also appeared to be a reduction in stigmatized attitudes towards mental illness. Constructivism-based learning is a promising alternative to supplement clinical hours, while effectively achieving learning outcomes. Future research is needed to further validate the use of this method for the learning of course content, as well as the reduction of stigma. © 2011 The Author. International Journal of Mental Health Nursing © 2011 Australian College of Mental Health Nurses Inc.

  7. Developing a reflection-centered curriculum for graduate psychiatric nursing education.

    Science.gov (United States)

    Horton-Deutsch, Sara; McNelis, Angela M; Day, Pamela O'Haver

    2012-10-01

    This article discusses theoretical underpinnings, teaching strategies, and preliminary evaluation relative to the development of a reflective curriculum used in our distance-accessible graduate psychiatric nursing program. Influenced by the collective ideas of J. Dewey (1993), J. Reed and S. Proctor (1993), D. A. Kolbe (1984), J. Mezirow (1981), C. Johns (2006), D. Schön (1983), D. Freshwater (2008), and others who have promoted reflection as a transformative teaching and learning process, we sought to develop a curriculum that balanced knowledge and skill acquisition with critical reflective practices that would instill habits of lifelong learning. We began with traditional approaches to psychiatric nursing education, including case study analysis and modified lectures that we call mini lectures. We then added principles and practices of reflection to allow for merging these traditional approaches with contemporary reflection-focused approaches. Specific ways to use reflection in a graduate psychiatric nursing curriculum are described to demonstrate how we have taken our curriculum beyond traditional ways of teaching and learning toward one that emphasizes building knowledge and skill through reflective practice. Copyright © 2012 Elsevier Inc. All rights reserved.

  8. Balancing technology with face-to-face interaction: navigating the path to psychiatric nursing education at a distance.

    Science.gov (United States)

    Horton-Deutsch, Sara; McNelis, Angela M; Day, Pamela O'Haver

    2012-01-01

    In 2008, we created a program that incorporated pedagogical approaches to support distance education for graduate psychiatric mental health nursing students in Indiana and adjacent states. This narrative provides a brief description of the five initiatives we originally proposed, our experiences with them, and future plans as our program continues to evolve.

  9. Cyberbullying: implications for the psychiatric nurse practitioner.

    Science.gov (United States)

    Carpenter, Lindsey M; Hubbard, Grace B

    2014-08-01

    The purpose of this article is to inform and educate psychiatric nurse practitioners about the pervasiveness of the rapidly increasing problem of cyberbullying. As more children and adolescents obtain access to the Internet, mobile devices, and social networking sites, the exposure to bullying in the virtual format increases. Cyberbullying is a growing public health concern and can affect mental health and school performance. Cyberbullying often results in a range of psychiatric symptoms and has been linked to suicide attempts and completions. The psychiatric nurse practitioner is uniquely prepared to provide a range of interventions for patients, families, and communities who have experienced cyberbullying. © 2014 Wiley Periodicals, Inc.

  10. An Analysis of Canadian Psychiatric Mental Health Nursing through the Junctures of History, Gender, Nursing Education, and Quality of Work Life in Ontario, Manitoba, Alberta, and Saskatchewan

    Science.gov (United States)

    2013-01-01

    A society that values mental health and helps people live enjoyable and meaningful lives is a clear aspiration echoed throughout our Canadian health care system. The Mental Health Commission of Canada has put forth a framework for a mental health strategy with goals that reflect the virtue of optimal mental health for all Canadians (Mental Health Commission Canada, 2009). Canadian nurses, the largest group of health care workers, have a vital role in achieving these goals. In Canada, two-thirds of those who experience mental health problems do not receive mental health services (Statistics Canada, 2003). Through a gendered, critical, and sociological perspective the goal of this paper is to further understand how the past has shaped the present state of psychiatric mental health nursing (PMHN). This integrative literature review offers a depiction of Canadian PMHN in light of the intersections of history, gender, education, and quality of nursing work life. Fourteen articles were selected, which provide a partial reflection of contemporary Canadian PMHN. Findings include the association between gender and professional status, inconsistencies in psychiatric nursing education, and the limitations for Canadian nurse practitioners to advance the role of the psychiatric mental health nurse practitioner. PMID:23710367

  11. An Analysis of Canadian Psychiatric Mental Health Nursing through the Junctures of History, Gender, Nursing Education, and Quality of Work Life in Ontario, Manitoba, Alberta, and Saskatchewan.

    Science.gov (United States)

    Smith, Mary; Khanlou, Nazilla

    2013-01-01

    A society that values mental health and helps people live enjoyable and meaningful lives is a clear aspiration echoed throughout our Canadian health care system. The Mental Health Commission of Canada has put forth a framework for a mental health strategy with goals that reflect the virtue of optimal mental health for all Canadians (Mental Health Commission Canada, 2009). Canadian nurses, the largest group of health care workers, have a vital role in achieving these goals. In Canada, two-thirds of those who experience mental health problems do not receive mental health services (Statistics Canada, 2003). Through a gendered, critical, and sociological perspective the goal of this paper is to further understand how the past has shaped the present state of psychiatric mental health nursing (PMHN). This integrative literature review offers a depiction of Canadian PMHN in light of the intersections of history, gender, education, and quality of nursing work life. Fourteen articles were selected, which provide a partial reflection of contemporary Canadian PMHN. Findings include the association between gender and professional status, inconsistencies in psychiatric nursing education, and the limitations for Canadian nurse practitioners to advance the role of the psychiatric mental health nurse practitioner.

  12. Child psychiatric nursing. Moving into the 21st century.

    Science.gov (United States)

    Finke, L M

    1994-03-01

    Changes in health care policy must be made to pave the way for the appropriate treatment and prevention of child and adolescent mental health problems. Nurses can provide the leadership needed to make the changes. Organizations such as the Association for Child and Adolescent Psychiatric Nurses and the Society for Education and Research in Psychiatric/Mental Health Nursing are already making important contributions. Challenges in the arenas of treatment, education, and research are before us in child psychiatric nursing. We are facing these demands, however, and are moving forward into the twenty-first century.

  13. Nurses' attitudes toward ethical issues in psychiatric inpatient settings.

    Science.gov (United States)

    Eren, Nurhan

    2014-05-01

    Nursing is an occupation that deals with humans and relies upon human relationships. Nursing care, which is an important component of these relationships, involves protection, forbearance, attention, and worry. The aim of this study is to evaluate the ethical beliefs of psychiatric nurses and ethical problems encountered. The study design was descriptive and cross-sectional. RESEARCH CONTEXT: Methods comprised of a questionnaire administered to psychiatric nurses (n=202) from five psychiatric hospitals in Istanbul, Turkey, instruction in psychiatric nursing ethics, discussion of reported ethical problems by nursing focus groups, and analysis of questionnaires and reports by academicians with clinical experience. PARTICIPANTS consist of the nurses who volunteered to take part in the study from the five psychiatric hospitals (n=202), which were selected with cluster sampling method. Ethical considerations: Written informed consent of each participant was taken prior to the study. The results indicated that nurses needed additional education in psychiatric ethics. Insufficient personnel, excessive workload, working conditions, lack of supervision, and in-service training were identified as leading to unethical behaviors. Ethical code or nursing care -related problems included (a) neglect, (b) rude/careless behavior, (c) disrespect of patient rights and human dignity, (d) bystander apathy, (e) lack of proper communication, (f) stigmatization, (g) authoritarian attitude/intimidation, (h) physical interventions during restraint, (i) manipulation by reactive emotions, (j) not asking for permission, (k) disrespect of privacy, (l) dishonesty or lack of clarity, (m) exposure to unhealthy physical conditions, and (n) violation of confidence. The results indicate that ethical codes of nursing in psychiatric inpatient units are inadequate and standards of care are poor. In order to address those issues, large-scale research needs to be conducted in psychiatric nursing with a

  14. Psychiatric Nurses' Attitude and Practice toward Physical Restraint.

    Science.gov (United States)

    Mahmoud, Amal Sobhy

    2017-02-01

    This study was to assess psychiatric nurses' attitude and practice toward physical restraint among mentally ill patients. A descriptive research design was used to achieve the study objective. The present study was carried out in three specialized governmental mental hospitals and two psychiatric wards in general hospital. A convenient purposive sample of 96 nurses who were working in the previously mentioned setting was included. The tool used for data collection was the Self-Administered Structured Questionnaire; it included three parts: The first comprised items concerned with demographic characteristics of the nurses, the second comprised 10 item measuring nurses' attitudes toward physical restraint, and the third was used to assess nurses' practices regarding use of physical restraint. There were insignificant differences between attitudes and practices in relation to nurses' sex, level of education, years of experience and work place. Moreover, a positive significant correlation was found between nurses' total attitude scores, and practices regarding use of physical restraint. Psychiatric nurses have positive attitude and adequate practice toward using physical restraints as an alternative management for psychiatric patients. It is important for psychiatric nurses to acknowledge that physical restraints should be implemented as the last resort. The study recommended that it is important for psychiatric nurses to acknowledge that physical restraints should be implemented as the last resort. Copyright © 2016 Elsevier Inc. All rights reserved.

  15. Stress levels of psychiatric nursing staff

    NARCIS (Netherlands)

    Looff, P.C. de; Kuijpers, E.; Nijman, H.L.I.

    2014-01-01

    During a total of 30 shifts, the arousal levels of 10 psychiatric nurses were assessed while working on a (forensic) psychiatric admissions ward. Arousal was assessed by means of a small device (wristband) by which the Skin Conductance Level (SCL) of the participating nurses was monitored. Each

  16. Achieving Full Scope of Practice Readiness Using Evidence for Psychotherapy Teaching in Web and Hybrid Approaches in Psychiatric Mental Health Advanced Practice Nursing Education.

    Science.gov (United States)

    McCoy, Kathleen T

    2018-01-01

    Radical changes in role, education, and practice have affected how education of advance practice nurses and practice deliverables occur. This article examines the effects of distance education upon the teaching/learning of psychotherapy in integrating Web-based technology and platforms. With the advent and proliferation of online programs of study, the question begs: How do distance-linked programs successfully introduce, practice, and supervise one-to-one and group psychotherapy training? By employing evidence-based education strategies, technology, and strong interpersonal skills and evidence-based therapies, a charter Psychiatric Mental Health Nurse Practitioner Doctor of Nursing Practice program paved an innovative and successful path. In that program, they prepared their students for full scope of practice, upon graduation, inclusive of psychotherapy as well as the other highly demanding and compressed requirements of the 3-year program. This article explores that journey and its recommendations for application derived from this 2010 cohort. © 2017 Wiley Periodicals, Inc.

  17. Workroles of staff nurses in psychiatric settings.

    Science.gov (United States)

    Morrison, E G; Shealy, A H; Kowalski, C; LaMont, J; Range, B A

    1996-01-01

    The purpose of this research was to operationalize Peplau's workroles of the psychiatric staff nurse. Thirty registered nurses audiotaped one-to-one interactions with 62 adult, child, and adolescent psychiatric patients. Content analysis was used to identify role behaviors and to identify roles that were different from those outlined by Peplau. The counselor role was the most frequently occurring primary workrole. Overlap was found between behaviors indicative of autocratic leader versus surrogate and those of resource person versus teacher. The findings supported Peplau's contention that the counselor role is central to the practice of psychiatric nursing.

  18. [A staff development model in psychiatric nursing].

    Science.gov (United States)

    Koen, D; Muller, M; Poggenpoel, M

    1995-03-01

    The nursing service manager is accountable for the quality of nursing care delivered in the nursing service. It is therefore important that the nursing service manager facilitates staff development in the nursing service. It is not only the nursing service manager's responsibility to make provision for staff development--the nurse also has a responsibility in this regard. He/she should purposefully make an effort to keep up to date with the latest developments. This article focuses on the co-responsibility of the psychiatric nurse and nursing service manager regarding staff development. A model for staff development is described, in accordance with the guidelines of Dickoff, James & Wiedenbach for theory development. An inductive approach was primarily followed to describe the provisional model, after which a literature study was employed to refine and purify the model. This model was exposed to expert evaluation, after which the final model for staff development of psychiatric nurses was described. Recommendations include the testing of certain hypotheses and utilisation of this model in psychiatric nursing practice.

  19. Effects of two different psychiatric nursing courses on nursing students' attitudes towards mental illness, perceptions of psychiatric nursing, and career choices.

    Science.gov (United States)

    Duman, Zekiye Çetinkaya; Günüşen, Neslihan Partlak; İnan, Figen Şengün; Ince, Sevecen Çelik; Sari, Ayşe

    This quasi-experimental study was carried out to compare the attitudes towards psychiatry patients of students educated with problem-based learning and students educated with a traditional method in western Turkey. The students' perceptions of psychiatric nursing and their career choices were also evaluated. The sample consisted of 202 students; 130 were educated with a problem-based learning model and 72 were educated with a traditional method. Students educated with the problem-based learning method developed more positive attitudes towards mental illness after the psychiatric nursing course in comparison with students educated with the traditional method. Students educated with the traditional method preferred psychiatric nursing in comparison with nursing students educated with problem-based learning. It is important that the psychiatric nursing curriculum includes topics and programs that will create awareness in students regarding stigmatization of mental illness and its effects. In addition, we suggest that studies are performed to determine the perceptions of students towards psychiatric nursing and the factors that affect their career choices. Copyright © 2017 Elsevier Inc. All rights reserved.

  20. Technological Advances in Psychiatric Nursing: An update.

    Science.gov (United States)

    Bostrom, Andrea C

    2016-06-01

    Understanding and treating mental illness has improved in many ways as a result of the fast pace of technological advances. The technologies that have the greatest potential impact are those that (1) increase the knowledge of how the brain functions and changes based on interventions, (2) have the potential to personalize interventions based on understanding genetic factors of drug metabolism and pharmacodynamics, and (3) use information technology to provide treatment in the absence of an adequate mental health workforce. Technologies are explored for psychiatric nurses to consider. Psychiatric nurses are encouraged to consider the experiences of psychiatric patients, including poor health, stigmatization, and suffering. Copyright © 2016 Elsevier Inc. All rights reserved.

  1. Ideology of nursing care in child psychiatric inpatient treatment.

    Science.gov (United States)

    Ellilä, Heikki; Välimäki, Maritta; Warne, Tony; Sourander, Andre

    2007-09-01

    Research on nursing ideology and the ethics of child and adolescent psychiatric nursing care is limited. The aim of this study was to describe and explore the ideological approaches guiding psychiatric nursing in child and adolescent psychiatric inpatient wards in Finland, and discuss the ethical, theoretical and practical concerns related to nursing ideologies. Data were collected by means of a national questionnaire survey, which included one open-ended question seeking managers' opinions on the nursing ideology used in their area of practice. Questionnaires were sent to all child and adolescent psychiatric inpatient wards (n = 69) in Finland; 61 ward managers responded. Data were analysed by qualitative and quantitative content analysis. Six categories -- family centred care, individual care, milieu centred care, integrated care, educational care and psychodynamic care -- were formed to specify ideological approaches used in inpatient nursing. The majority of the wards were guided by two or more approaches. Nursing models, theories and codes of ethics were almost totally ignored in the ward managers' ideological descriptions.

  2. Using evidence-integrated e-learning to enhance case management continuing education for psychiatric nurses: a randomised controlled trial with follow-up.

    Science.gov (United States)

    Liu, Wen-I; Rong, Jiin-Ru; Liu, Chieh-Yu

    2014-11-01

    E-learning is a flexible strategy to improve nurses' knowledge of case management, but there are methodological limitations in previous research into the effectiveness of such programs. To describe the development and effectiveness of an evidence-integrated e-learning program in case management continuing education for Taiwanese psychiatric nurses. Multiple methods were adopted to develop the program and a randomised controlled trial with repeated measures was employed to evaluate it. The e-learning program was developed in four stages: (1) systematic review of literature; (2) needs assessment through a national survey and focus group; (3) development of learning materials; and (4) pilot test. Following program development, psychiatric nurses were recruited and randomly allocated into an experimental or comparison group. The experimental group participated in an e-learning continuing education program. The case management knowledge index with sufficient reliability and validity and a satisfaction survey were used to determine the outcomes. A generalised estimating equation was used to assess the difference between the 2 groups before, after, and at 3 months follow-up. The learning material comprised 5 simulated learning modules, self-assessment questions, learning cases, sharing experiences, and learning resources. A total of 200 participants completed the 3 measurements. Knowledge scores in the experimental group significantly exceeded those in the comparison group after the program and at the 3-month follow-up. Participants reported positive learning perceptions. The program provides an evidence-based educational resource for nursing continuing education in case management. Copyright © 2014 Elsevier Ltd. All rights reserved.

  3. A Historical Overview of Psychiatric/Mental Health Nursing Education in the United Kingdom: Going around in Circles or on the Straight and Narrow?

    Science.gov (United States)

    Cutcliffe, John

    2003-01-01

    Addresses historical issues in psychiatric/mental health nursing in the United Kingdom including attempts to integrate it with general nursing, the balance of theory/research and practice, and tensions over the recent shift to university-level nurse preparation. Discusses needs for the future. (Contains 42 references and commentary by Sheri…

  4. Psychiatric nurses' experiences with inpatient aggression

    NARCIS (Netherlands)

    Nijman, H.; Bowers, L.; Oud, N.; Jansen, G.

    2005-01-01

    Using a survey instrument, the experiences of psychiatric nurses with inpatient aggression were investigated in East London, U.K. On this "Perceptions of Prevalence Of Aggression Scale" (POPAS), annual experiences with 15 types of disruptive and aggressive behavior were rated anonymously. Staff

  5. Psychiatric nurses' experiences with inpatient aggression

    NARCIS (Netherlands)

    Nijman, H.L.I.; Bowers, L.; Oud, N.E.; Jansen, G.J.

    2005-01-01

    Using a survey instrument, the experiences of psychiatric nurses with inpatienaggression were investigated in East London, U.K. On this Perceptions of Prevalence Of Aggression Scale (POPAS), annual experiences with 15 types of disruptive and aggressive behavior were rated anonymously. Staff members

  6. Career Choice and Longevity in U.S. Psychiatric-Mental Health Nurses.

    Science.gov (United States)

    Alexander, Robbi K; Diefenbeck, Cynthia A; Brown, Carlton G

    2015-06-01

    The demand for mental health services in the United States taxes the existing care continuum and is projected to increase as federal initiatives such as the Affordable Care Act and mental health parity improve access to, and coverage for, mental health services. Quality health care providers, such as psychiatric-mental health nurses, are needed to bolster the mental health system. Prior research has focused on the unpopularity of psychiatric nursing as a career choice for nursing students. The purpose of this study is to understand how seasoned psychiatric nurses came to choose and remain in the specialty; descriptive phenomenology is used. In a face-to-face interview, eight registered nurses described their experiences with psychiatric nursing as a student, their entry into psychiatric nursing, and factors related to their longevity in the specialty. Giorgi's Existential Phenomenological Research Method was employed to analyze the interview data. Three themes emerged related to career choice: Interest Developed Prior to or While in Nursing School, Personal Relevance, and Validation of Potential. Three themes emerged related to retention: Overcoming Stereotypes to Develop Career Pride, Positive Team Dynamics, and Remaining Hopeful. Nurse educators play an important role in identifying talent, validating capability, enhancing interest, and increasing students' confidence to pursue a psychiatric nursing career, while nursing administrators and clinical specialists play a key role in retention. Findings also stimulate pertinent questions surrounding the long-term viability of the psychiatric-mental health nursing specialty.

  7. The professional paradigm of qualified psychiatric nurses.

    Science.gov (United States)

    Lindström, U A

    1995-10-01

    The main purpose of this research was to determine the professional paradigm of the qualified psychiatric nurse and the factors influencing the formation of this paradigm. The research was both explorative and descriptive, and both qualitative and quantitative methods were used. The research approach was deductive and based on the theory of paradigm of Törnebohm. The test persons comprised three groups: Swedish-speaking Finns, Swedes and Finns. In each group there were eight students in the final stages of their psychiatric nursing training. A total of 40 questionnaires were distributed to each group. The research revealed four different characteristic types of qualified psychiatric nurses: caring science oriented, partly caring science oriented, general humanist and finally the personality- and experience-oriented. The results also indicate that there is a discrepancy between will and ability within caring. This can partly be interpreted as an expression of the discrepancy between philosophical and ideological impressions and real acts but it may partly indicate a lack of information. Many informants had difficulty naming a theoretical frame of reference for their work and stating aspects of psychiatric caring that would be important to know but on which no information so far exists. Many informants expressed the need for more research and development but did not indicate the subjects.

  8. Design and evaluation of an online teaching strategy in an undergraduate psychiatric nursing course.

    Science.gov (United States)

    Mahoney, Jane S; Marfurt, Stephanie; daCunha, Miguel; Engebretson, Joan

    2005-12-01

    Psychiatric nurse educators are challenged to prepare graduates in meeting the needs of individuals with a mental illness within an increasingly technology-based environment. This requires the development and evaluation of educational strategies that immerse students in web-based learning. This article presents an overview of a hybrid teaching design that includes classroom teaching and asynchronous threaded discussion in a teaching module in an undergraduate psychiatric nursing course. Evaluation of student preferences, advantages and disadvantages, and learning, as well as qualitative evaluation of students' description of critical thinking, supports the value of online teaching in psychiatric nursing education.

  9. Why is psychiatric nursing not the preferred option for nursing students: A cross-sectional study examining pre-nursing and nursing school factors.

    Science.gov (United States)

    Ong, Hui Lin; Seow, Esmond; Chua, Boon Yiang; Xie, Huiting; Wang, Jia; Lau, Ying Wen; Chong, Siow Ann; Subramaniam, Mythily

    2017-05-01

    There is a shortage of nurses working in the mental health field globally. The aim of the present study was to examine Singapore nursing students' attitudes towards specializing in psychiatric nursing by examining the pre-nursing and nursing school factors as well as attitudes towards psychiatry and personality traits. A cross-sectional online survey was conducted with 500 nursing students from four nursing institutions in Singapore. Students' attitudes towards psychiatry (ATP-18), perception of psychiatric nursing career aspects relative to other fields, and personality traits (mini-IPIP) were assessed. The main outcome measure was likelihood of specializing in psychiatric nursing. Logistic regression was used to examine the combined effect of factors upon the outcome. Twenty-six students (5.2%) rated "definitely decided to do" psychiatric nursing. Pre-nursing school factors associated with choosing psychiatry included ethnicity, current education, parents' wishes, having personal/family experience of mental illness, prior work experience, interest in psychiatric nursing and psychology module taken prior to current school admission. Nursing school factors such as teaching methods and clinical exposure were not associated with choosing psychiatric nursing. Positive attitudes towards psychiatry, perception of better career aspects in psychiatric nursing relative to other fields, and the personality traits of extraversion and intellect/imagination were associated with likelihood of choosing psychiatric nursing. Logistic regression revealed Malay (OR: 1.90, 1.14-3.16, p=0.013) and Indian ethnicity (OR: 2.56, 1.32-4.96, p=0.005), interest in psychiatry (OR: 22.56, 8.22-61.92, pnursing than other fields (OR: 1.91, 1.21-3.04, p=0.006), extraversion (OR: 1.09, 1.02-1.17, p=0.012) and positive attitude towards psychiatry (OR: 2.72, 1.75-4.23, pstudents choosing psychiatric nursing. The selection of psychiatry as a specialty by nursing students was affected by pre-nursing

  10. The Competencies, Roles and Scope of Practice of Advanced Psychiatric Nursing in Indonesia

    Directory of Open Access Journals (Sweden)

    Yulia Wardani

    2014-01-01

    Full Text Available The graduate advanced psychiatric nursing (psychiatric nursing specialist from master degree in Indonesia are about 70 nurses, 67 nurses were graduated from University of Indonesia. They are working at mental health services and educational setting around Indonesia and yet seem not ready to perform some specific advanced competencies in clinical area. The mastery on mental health assessment, neurochemical perspectives, medical management and psychotherapy have not yet performed by the psychiatric nurse specialist in the clinical area or community.To have those competencies and its performances, therefore the curriculum in a psychiatric nursing graduate program must include advanced courses in physiopsychology, psychopathology, advanced psychopharmacology, neurobehavioral science, advanced mental health assessment, and advanced treatment interventions such as psychotherapy and prescription and management of psychotropic medications as their core and major courses in the curriculum. Those courses should be performed in their clinical practice courses or other related learning experiences. When those qualifications are met, then they are competent to be called advanced psychiatric nurse.As advanced practice registered nurses, the advanced psychiatric nurses should be able to demonstrate their direct expertise and roles in advanced mental health assessment, diagnostic evaluation, psychopharmacology management, psychotherapy with individuals, group and families, case management, millieu management, liason and counselling from prevention, promotion until psychiatric rehabilitation. Meanwhile the skill such as psycho-education, teaching, unit management, research and staff development can be added as their indirect roles.

  11. Psychiatric Nursing Care for Adult Survivors of Child

    NARCIS (Netherlands)

    Thóra van der Hafsteinsdóttir; Cokky van der Venne; Yvonne van der Zalm; Nienke Kool; Willem Nugteren; prof Berno van Meijel

    2014-01-01

    PURPOSE: To determine what is known from the literature about nursing care of psychiatric patients with a history of child maltreatment. CONCLUSIONS: Psychiatric nurses underline the importance of a routine inquiry of child abuse on admission of patients to psychiatric care, but are reluctant to

  12. The competencies of newly qualified psychiatric nurses

    Directory of Open Access Journals (Sweden)

    Lunice B Khoza

    2000-03-01

    Full Text Available This research report comprises part of a larger study, which endeavoured to identified the competencies of newly qualified nurses (NQNs as viewed by senior professional nurses (SPNs in the clinical units. This report concentrates only on the competencies of the NQNs working in the psychiatric nursing units. SPNs (N=29 from certain health services in the Northern Province (NP of the RSA, constituted the population for this research. A descriptive survey was used as a research approach to conduct this research. The fieldwork, entailing the distrib~ltiona nd collection of the questionnaires by a researcher, was done during a period of political and labour unrest in this area. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.

  13. Experiences by student nurses during clinical placement in psychiatric units in a hospital

    Directory of Open Access Journals (Sweden)

    W.J.C. Van Rhyn

    2004-09-01

    Full Text Available An exploratory study was conducted with the aim of discovering and describing experiences of psychiatric nursing students during clinical placement in a psychiatric unit. For the purpose of the study an unstructured interview was conducted with each participant during their first placement in a psychiatric unit to identify the factors experienced as stressful. The results indicated that all eight participants experienced average to high stress. Sources of stress identified included, among others, ineffective teaching and learning programmes, poor managerial governance of the service, detachment of professional nurses from their teaching role, poor relationships among staff, overreliance on the medical model of care and patient neglect. Psychiatric nursing students sampled indicated universal support for in-service education and training for professional nurses, attitude change of professional nurses towards students, support for student initiatives, student involvement in patient care and adequate allocation of resources for patient care and nurse training. The exploration and description of experiences of the psychiatric nursing students will help nurse educators plan clinical learning opportunities in such a way that they are less stressful, thus ensuring that psychiatric nursing students are equipped to utilise themselves as therapeutic instruments.

  14. Development of the Psychiatric Nurse Job Stressor Scale (PNJSS).

    Science.gov (United States)

    Yada, Hironori; Abe, Hiroshi; Funakoshi, Yayoi; Omori, Hisamitsu; Matsuo, Hisae; Ishida, Yasushi; Katoh, Takahiko

    2011-10-01

    The aim of the present study was to develop a tool, the Psychiatric Nurse Job Stressor Scale (PNJSS), for measuring the stress of psychiatric nurses, and to evaluate the reliability and validity of the PNJSS. A total of 302 psychiatric nurses completed all the questions in an early version of the PNJSS, which was composed of 63 items and is based on past literature of psychiatric nurses' stress. A total of 22 items from four factors, 'Psychiatric Nursing Ability', 'Attitude of Patients', 'Attitude Toward Nursing' and 'Communication', were extracted in exploratory factor analysis. With regard to scale reliability, the item-scale correlation coefficient was r = 0.265-0.570 (P job stressor' scale was r = 0.172-0.420 (P job reaction' scale was r = 0.201-0.453 (P job stressors. © 2011 The Authors. Psychiatry and Clinical Neurosciences © 2011 Japanese Society of Psychiatry and Neurology.

  15. The journey between ideal and real: Experiences of beginners psychiatric nurses.

    Science.gov (United States)

    Khankeh, Hamidreza; Khorasani-Zavareh, Davoud; Hoseini, Seyaid-Ali; Khodai-Ardekandi, Mohammad-Reza; Ekman, Sirkka-Liisa; Bohm, Katarina; Nakhaie, Maryam; Ranjbar, Maryam; Castrén, Maaret

    2014-07-01

    Understanding how novice nurses perceive their career in the psychiatric ward can be helpful for nurse educators and managers to gain insight into psychiatric nursing care and adding applicable knowledge to the development of support strategies for this group. The aim of this study was to describe and illuminate experiences of new graduated nurses working at a psychiatric ward in an Iranian context. A descriptive phenomenology has been chosen. Participants with baccalaureate degrees in nursing were selected purposefully and they all had less than 6 months of work experience in psychiatric wards beforehand. The study was conducted at the Razi Hospital in Iran. Data were collected through unstructured individual in-depth interviews and analyzed according to the Colaizzi method by means of Husserlian phenomenology. Three main themes were found in this study, of which six sub-themes were constructed as follows: Being in the world of fear and complaint, which has been abstracted by having mixed feelings of conflict and compliant on entry to the psychiatric ward, doubt about adequacy of being a psychiatric nurse and working in psychiatric ward and a frightening and non-supportive environment; A sense of imprisoned and confined, which has been constructed by different experience with different environmental milieu in psychiatric ward, as a lock sense; Becoming a psychiatric nurse, which has been constructed as a sense of usefulness, a sense of sympathy and compassion for patients and a sense of professional identity. This study identified areas that require modification by providing insight into lived experiences of beginners' nurses as the value in psychiatric ward. New graduated nurses may face negative perceptions and feelings due to confrontation with a new environment, patients and colleagues as well as shortcomings in the preparation.

  16. Different Places, Different Ideas: Reimagining Practice in American Psychiatric Nursing After World War II.

    Science.gov (United States)

    Smith, Kylie M

    2018-01-01

    In 1952, Hildegard Peplau published her textbook Interpersonal Relations in Nursing: A Conceptual Frame of Reference for Psychodynamic Nursing. This was the same year the American Psychiatric Association (APA) published the first edition of the Diagnostic and Statistical Manual of Mental Disorders (1st ed.; DSM-I; APA). These events occurred in the context of a rapidly changing policy and practice environment in the United States after World War II, where the passing of the National Mental Health Act in 1946 released vast amounts of funding for the establishment of the National Institute of Mental Health and the development of advanced educational programs for the mental health professions including nursing. This article explores the work of two nurse leaders, Hildegard Peplau and Dorothy Mereness, as they developed their respective graduate psychiatric nursing programs and sought to create new knowledge for psychiatric nursing that would facilitate the development of advanced nursing practice. Both nurses had strong ideas about what they felt this practice should look like and developed distinct and particular approaches to their respective programs. This reflected a common belief that it was only through nurse-led education that psychiatric nursing could shape its own practice and control its own future. At the same time, there are similarities in the thinking of Peplau and Mereness that demonstrate the link between the specific social context of mental health immediately after World War II and the development of modern psychiatric nursing. Psychiatric nurses were able to gain significant control of their own education and practice after the war, but this was not without a struggle and some limitations, which continue to impact on the profession today.

  17. Psychiatric nursing as 'different' care: experience of Iranian mental health nurses in inpatient psychiatric wards.

    Science.gov (United States)

    Zarea, K; Nikbakht-Nasrabadi, A; Abbaszadeh, A; Mohammadpour, A

    2013-03-01

    Patients with mental illness require unique and specific care. The purpose of this study was to explore the experiences of nurses, who provide such care for mentally ill people, within the context of Iranian culture. This hermeneutic phenomenological study was carried out in a university-affiliated hospital in an urban area of Iran. We interviewed 10 mental health nurses to capture in detail their experiences in psychiatric units, and the approach developed by Diekelmann et al. was employed to analyse the data. Four themes and five sub-themes were identified: 'being engaged with patients' (sub-themes: 'struggle for monitor/control', 'safety/security concerns', 'supporting physiological and emotional needs'), 'being competent', 'altruistic care' and 'facing difficulties and challenges' (sub-themes: 'socio-cultural' and 'organizational challenges'). The results provide valuable insights and greater understanding of the professional experiences of psychiatric nurses in Iran, and indicate the need for a stable and responsible organizational structure for those nurses who are expected to manage patient care in psychiatric wards. © 2012 Blackwell Publishing.

  18. Patient Aggression and the Wellbeing of Nurses: A Cross-Sectional Survey Study in Psychiatric and Non-Psychiatric Settings

    OpenAIRE

    Virve Pekurinen; Laura Willman; Marianna Virtanen; Mika Kivimäki; Jussi Vahtera; Maritta Välimäki

    2017-01-01

    Wellbeing of nurses is associated with patient aggression. Little is known about the differences in these associations between nurses working in different specialties. We aimed to estimate and compare the prevalence of patient aggression and the associations between patient aggression and the wellbeing of nurses in psychiatric and non-psychiatric specialties (medical and surgical, and emergency medicine). A sample of 5288 nurses (923 psychiatric nurses, 4070 medical and surgical nurses, 295 e...

  19. Metasynthesis of research on the role of psychiatric inpatient nurses: what is important to staff?

    Science.gov (United States)

    Delaney, Kathleen R; Johnson, Mary E

    2014-01-01

    Inpatient psychiatric nurses are a large workforce, but their work is poorly articulated and thus poorly understood outside of the professional inpatient community. To learn how inpatient psychiatric nurses depict their work, define important aspects of their role, and view the impact of the unit environment on their clinical practice. Metasynthesis of research that has focused on the ideas and perceptions of inpatient psychiatric nurses around their role and practice on inpatient psychiatric units. Three themes emerged from the analysis; the first was an umbrella for three important aspects of nursing work: the nurses' efforts to forge engagement with patients; their activities which maintained the safety of the unit and interventions nurses viewed as educating/empowering patients. The second theme captures the conditions that enabled nurses to do this work such as a cohesive nursing team and their sense of self-direction in their role. The final theme centers on difficulties nurses encountered in enacting their role which included multiple responsibilities for patient care and management of the milieu; intense work often with low visibility and scant support within the organization. Nurses need to articulate their practice so they can assert for the staffing and resources needed to keep units safe and promote patients' well-being, strive toward quality, and promote the development of the specialty.

  20. A modern history of psychiatric-mental health nursing.

    Science.gov (United States)

    Hein, Laura C; Scharer, Kathleen M

    2015-02-01

    This paper discusses the progression of developments in psychiatric-mental health nursing from the 1960s to the present. The 1960s were a time of shortage of psychiatric APRNs, with legislation expanding the availability of mental health services. We find ourselves in a similar time with 7 million new health insurance enrollees, because of the Affordable Care Act (ACA). The expansion of health insurance coverage comes at a time when some colleges of nursing are closing master's programs in psychiatric-mental health, in lieu of the DNP mandate from the American Association of Colleges of Nursing. Is history repeating itself? Copyright © 2014 Elsevier Inc. All rights reserved.

  1. Depression: a psychiatric nursing theory of connectivity.

    Science.gov (United States)

    Feely, M; Long, A

    2009-10-01

    This paper presents a theory of connectivity, which was formulated from the findings of a Classical Grounded Theory study that was designed to capture a sample of people's perceptions of living with depression or caring for individuals with depression. Data were collected from: (1) a focus group consisting of people with depression (n = 7), of which five were patients in the community and two were nurses; (2) one-to-one interviews with patients in the community (n = 5) and nurses (n = 5), three of whom had experienced depression from both sides of the caring process; and (3) two 'happy accident' focus groups (n = 25; n = 18) comprising of healthcare workers with a shared understanding of depression. Purposeful sampling was used initially. Thereafter, in keeping with one of the key tenets of grounded theory, theoretical sampling was used until theoretical saturation occurred. Data were analysed using the constant comparative approach together with the NVivo qualitative analysis software package. The core category that emerged was 'connectivity' relating to the connections and disconnections, which people make in their lives. Six key categories emerged all of which were integrated with the core category. Hence, connectivity provided a significant platform for understanding and responding to the life experience of depression. They were: (1) life encounters on the journey to naming; (2) depression: What's in a name? The silent thief; (3) tentative steps to health care; (4) connective encounters and challenges; (5) connecting with self; and (6) self-connection maintenance. Subsequently, a theory, 'Depression: a psychiatric nursing theory of connectivity', surfaced from the overall findings. We argue that this theory of connectivity provides a framework that people working in the field of holistic treatment and care could use to better understand and respond to the life experience of people living with depression.

  2. Patient Aggression and the Wellbeing of Nurses: A Cross-Sectional Survey Study in Psychiatric and Non-Psychiatric Settings

    Directory of Open Access Journals (Sweden)

    Virve Pekurinen

    2017-10-01

    Full Text Available Wellbeing of nurses is associated with patient aggression. Little is known about the differences in these associations between nurses working in different specialties. We aimed to estimate and compare the prevalence of patient aggression and the associations between patient aggression and the wellbeing of nurses in psychiatric and non-psychiatric specialties (medical and surgical, and emergency medicine. A sample of 5288 nurses (923 psychiatric nurses, 4070 medical and surgical nurses, 295 emergency nurses participated in the study. Subjective measures were used to assess both the occurrence of patient aggression and the wellbeing of nurses (self-rated health, sleep disturbances, psychological distress and perceived work ability. Binary logistic regression with interaction terms was used to compare the associations between patient aggression and the wellbeing of nurses. Psychiatric nurses reported all types of patient aggression more frequently than medical and surgical nurses, whereas nurses working in emergency settings reported physical violence and verbal aggression more frequently than psychiatric nurses. Psychiatric nurses reported poor self-rated health and reduced work ability more frequently than both of the non-psychiatric nursing groups, whereas medical and surgical nurses reported psychological distress and sleep disturbances more often. Psychiatric nurses who had experienced at least one type of patient aggression or mental abuse in the previous year, were less likely to suffer from psychological distress and sleep disturbances compared to medical and surgical nurses. Psychiatric nurses who had experienced physical assaults and armed threats were less likely to suffer from sleep disturbances compared to nurses working in emergency settings. Compared to medical and surgical nurses, psychiatric nurses face patient aggression more often, but certain types of aggression are more common in emergency settings. Psychiatric nurses have

  3. Attitudes of psychiatric nurses to treatment and patients.

    Science.gov (United States)

    Scott, D J; Philip, A E

    1985-06-01

    A sample of 208 psychiatric nurses and nursing assistants completed a questionnaire assessing attitudes to treatment and patients. Significant attitudinal differences between groups were found in relation to professional grade, age and sex. Staff with more professional training were less authoritarian and impersonal than staff more junior in the hierarchy. Younger males with Registered Mental Nurse training were found to be significantly less inclined towards physical methods of nursing and treatment. Male nurses tended to favour therapeutic techniques which emphasized independent nurse action and psychological proximity to patients. Female nurses were more favourably inclined to physical methods of treatment and were significantly more authoritarian and formal towards patients in line with the traditional stereotype of the general hospital nurse. Results are discussed in relation to the setting up of new treatment regimes within psychiatric hospitals and the influence that staff attitudes have on their functioning.

  4. Recovery-Oriented Psychiatric Nursing in South Korea: A Hybrid Concept Analysis.

    Science.gov (United States)

    Baek, Suyon; Kim, Sunah

    2017-03-01

    The purpose of this study is to examine the attributes and verify the definition of the recovery-oriented psychiatric nursing concept using the hybrid model suggested by Schwartz-Barcott and Kim ( 2000 ). In the theoretical analysis phase, a literature search was conducted and data were collected using the Pubmed, CINAHL, and Google Scholar databases. This study considered of 7 empirical studies, 21 guidelines, 12 instruments, 2 related theories, 3 practical models, and 2 intervention programs. In the fieldwork phase, this study performed in-depth interviews with nine psychiatric nurses. After comprehensively analyzing the attributes of recovery-oriented psychiatric nursing through a literature review and the fieldwork phase, this study rearranged the final attributes and definition of recovery-oriented psychiatric nursing in the final analytic phase as follows: "Placing consumers in the center of nursing as human beings"; "Expecting with hope"; "Encouraging them to lead a satisfactory life"; "Guiding them to live along with their peers, family and the community"; "Becoming a companion"; "Growing together"; and "Establishing a nursing organizational culture and system." The results of this study will be used as the basic data for developing educational contents and practice guidelines for the quick resolution and activation of recovery-oriented psychiatric nursing.

  5. Nurse-led medication reviews in psychiatric patients

    DEFF Research Database (Denmark)

    Sørensen, Ann Lykkegaard; Mainz, Jan; Nielsen, Lars Peter

    Background : Potential inappropiate prescribing (IP) is associated with higher mortality, morbidity and risk of hospitalization. Potential IP has only been investigated in elderly populations and never in a psychiatric setting or a general population. Registered nurses are the healthprofessionals...

  6. Epigenetics: An Emerging Framework for Advanced Practice Psychiatric Nursing.

    Science.gov (United States)

    DeSocio, Janiece E

    2016-07-01

    The aims of this paper are to synthesize and report research findings from neuroscience and epigenetics that contribute to an emerging explanatory framework for advanced practice psychiatric nursing. Discoveries in neuroscience and epigenetics reveal synergistic mechanisms that support the integration of psychotherapy, psychopharmacology, and psychoeducation in practice. Advanced practice psychiatric nurses will benefit from an expanded knowledge base in neuroscience and epigenetics that informs and explains the scientific rationale for our integrated practice. © 2015 Wiley Periodicals, Inc.

  7. A qualitative study of factors influencing psychiatric nursing practice in Australian prisons.

    Science.gov (United States)

    Doyle, J

    1999-01-01

    Factors influencing the practice of psychiatric nursing in Australian prisons. A qualitative study of psychiatric nurses (N = 30) working in a prison. The psychiatric nurses identified the following factors as influencing their work: challenging patients, threats to personal survival of patients, the technology and artifice of confinement, conflicting values of nurses and corrections staff, stigma by association, and prisoner identification of the nurses with prison administration. Psychiatric nurses who work in forensic settings must adapt to less than optimal practice conditions.

  8. [Nursing perspective on psychiatric care in Ivory Coast].

    Science.gov (United States)

    Lecocq, Dan

    2017-05-01

    Michaël Bilson is a nurse at the psychiatric hospital of Bingerville, in Ivory Coast. Here, he describes his mission supporting the National Health Worker Training Institute. It is the only nurse training school in Ivory Coast. Copyright © 2017 Elsevier Masson SAS. All rights reserved.

  9. Understanding the domestic rupture in forensic psychiatric nursing practice.

    Science.gov (United States)

    Jacob, Jean Daniel

    2014-01-01

    The objective of this article is to examine the tensions that exist between care and custody in correctional environments by presenting the (im)possibilities of psychiatric nursing practice within this context. The analysis will be guided by empirical data obtained from a qualitative research conducted in a correctional setting. Semistructured interviews with nurses were conducted and used as the primary source of data for analysis. This article will explore the contextual characteristics of psychiatric nursing practice in correctional settings, describe the alienating effects of this context on nursing practice, theorize nurses' experience using Festinger's theory on cognitive dissonance, and, finally, explore how some nurses engage in the reconstruction of their care to counter the effects of working in correctional settings.

  10. The Psychiatric Family Nurse Practitioner: A Collaborator in Family Practice

    OpenAIRE

    Cunningham, Patricia D.

    1999-01-01

    The potential of the psychiatric family nurse practitioner (Psych.F.N.P.) to contribute to family practice through physical care and mental health care exists in the here and now. This role is a synthesis of 2 advanced practice roles, the psychiatric clinical nurse specialist (Psych.C.N.S.) and family nurse practitioner (F.N.P.), both of which continue to have great utility independently. This synthesis is a practical application of concepts that have evolved to meet the changing patterns of ...

  11. Is it possible to strengthen psychiatric nursing staff's clinical supervision?

    DEFF Research Database (Denmark)

    Gonge, Henrik; Buus, Niels

    2015-01-01

    AIM: To test the effects of a meta-supervision intervention in terms of participation, effectiveness and benefits of clinical supervision of psychiatric nursing staff. BACKGROUND: Clinical supervision is regarded as a central component in developing mental health nursing practices, but the evidence...... supporting positive outcomes of clinical supervision in psychiatric nursing is not convincing. DESIGN: The study was designed as a randomized controlled trial. All permanently employed nursing staff members at three general psychiatric wards at a Danish university hospital (n = 83) were allocated to either...... on individuals or wards already actively engaged in clinical supervision, which suggested that individuals and wards without well-established supervision practices may require more comprehensive interventions targeting individual and organizational barriers to clinical supervision....

  12. [An exploratory study of psychiatric patients' needs and nurses' current practices related to sexual counseling].

    Science.gov (United States)

    Sung, Su-Ching; Lin, Yen-Chin; Hong, Chi-Mei; Cho, Pei-Pei

    2007-02-01

    The purpose of this study was to explore psychiatric patient needs and current nursing practice with regard to sexual counseling and to understand differences in individual patient characteristics. A total of 182 psychiatric patients and 44 psychiatric nurses were purposively selected from a mental hospital in northern Taiwan. Results revealed that 63.2% of subjects had not been given sexuality information and 81.9% had not been approached by nurses to discuss such issues. While 35.2% of study patients treated sexual issues as psychological or private issues that should only be discussed with psychologists, 33.5% expressed a desire to discuss issues related to sexuality with nurses. Even so, most subjects preferred to discuss sexual issues in a private way, and asked for assistance from same-gender professionals. Also, patients with higher education levels placed greater attention on the counseling topics of how to express sexual needs and the impacts of mental illness on sexuality. With regard to nurses participating in the study, female nurses had a generally more conservative attitude toward sexual values than males. Those who were married, older, or had received continuing sexuality education were more comfortable with conducting sexual counseling. Those with clinical experience and continuing sexuality education were able to take more responsibility and a more professional role in sexual counseling. Data collected on the specific subject groups in order to provide effective comparisons can be employed to refine current sexual counseling training programs for nurses in order to improve patient care.

  13. A Conceptual Model for Nurses' Decision-making with the Aggressive Psychiatric Patient.

    Science.gov (United States)

    Moylan, Lois Biggin

    2015-08-01

    Violence in the acute care psychiatric setting is an ongoing serious problem. Maintenance of a safe therapeutic environment is a paramount responsibility of nurses practicing in this area. Ethical and legal standards demand that the nurse intervenes in aggressive situations in a manner that employs the least intrusive and restrictive measures necessary to provide safety. Therefore, accurate and effective decision-making in aggressive situations, which can escalate rapidly, is of great importance. This paper discusses a theoretical model for decision-making in selecting interventions with aggressive psychiatric patients. This model may provide a basis for the development of training and education programs for effective decision-making in this area.

  14. Nursing diagnoses related to psychiatric adult inpatient care.

    Science.gov (United States)

    Frauenfelder, Fritz; van Achterberg, Theo; Müller Staub, Maria

    2018-02-01

    To detect the prevalence of NANDA-I diagnoses and possible relationships between those and patient characteristics such as gender, age, medical diagnoses and psychiatric specialty/setting. There is a lack on studies about psychiatric inpatient characteristics and possible relationships among these characteristics with nursing diagnoses. A quantitative-descriptive, cross-sectional, completed data sampling study was performed. The data were collected from the electronic patient record system. Frequencies for the social-demographic data, the prevalence of the NANDA-I diagnoses and the explanatory variables were calculated. In total, 410 nursing phenomena were found representing 85 different NANDA-I diagnoses in 312 patients. The NANDA-I diagnosis "Ineffective Coping" was the most frequently stated diagnosis followed by "Ineffective Health Maintenance," "Hopelessness" and "Risk for Other-Directed Violence". Men were more frequently affected by the diagnoses "Ineffective Coping," "Hopelessness," "Risk for Self-Directed Violence," "Defensive Coping" and "Risk for Suicide," whereas the diagnoses "Insomnia," "Chronic Confusion," "Chronic Low Self-Esteem" and "Anxiety" were more common in women. Patients under the age of 45 years were more frequently affected by "Chronic Low Self-Esteem" and "Anxiety" than older patients. "Ineffective Coping" was the most prevalent diagnosis by patients with mental disorders due to psychoactive substance use. Patients with schizophrenia were primarily affected by the diagnoses "Ineffective Coping," "Impaired Social Interaction" and "Chronic Low Self-Esteem." This study demonstrates the complexity and diversity of nursing care in inpatient psychiatric settings. Patients' gender, age and psychiatric diagnoses and settings are a key factor for specific nursing diagnosis. There are tendencies for relationships between certain nursing diagnosis and patient characteristics in psychiatric adult inpatients. This enhances the specific, extended

  15. Assessment of knowledge about childhood autism among paediatric and psychiatric nurses in Ebonyi state, Nigeria

    Directory of Open Access Journals (Sweden)

    Achor Justin U

    2011-01-01

    the nurses (t = -2.23, df = 78, p = 0.03 and there was also significant relationship between previous involvement in managing children with childhood autism as a specialist paediatric or psychiatric nurse and the total mean score on the KCAHW questionnaire (t = 6.90, df = 78, p = 0.00. Conclusion The scores reflect deficits in knowledge about childhood autism among the study cohorts. Paediatric and psychiatric nurses as members of multidisciplinary teams that care for children with childhood autism are expected to provide holistic care and adequate counselling to the families of these children. Unfortunately in this environment, they are not fully equipped with enough knowledge about childhood autism. Education on childhood autism is therefore needed and can be provided through continuing medical education and emphasizing childhood autism in their training curriculum. This will enhance early identification and diagnosis of childhood autism with early interventions that are known to improve prognosis.

  16. Tangled ruptures: discursive changes in Danish psychiatric nursing 1965-75

    DEFF Research Database (Denmark)

    Buus, N

    2001-01-01

    Psychiatric nursing and psychiatric nurses have been referred to in various ways over the course of history. These articulations reflect and constitute the ways in which nursing is comprehended during specific periods. A rupture in these descriptions and conceptions of Danish psychiatric nursing...... over the period 1965--75 is identified using a discourse analytical framework, inspired primarily by Foucault. This rupture influenced all aspects of psychiatric nursing: the perception of the psychiatric patient, the expertise and knowledge of the nurse and the care given by the nurse. The study...

  17. A Professional Containment Method in Acute Psychiatric Care: Nursing Observations

    Directory of Open Access Journals (Sweden)

    Selma Sabancigullari

    2014-02-01

    Full Text Available Observation is a method that is used in place of other control methods such as chemical and physical detention, isolation. Observation is used especially as an interference method to ensure the safety of the patients with suicidal and aggressive behaviors in acute psychiatric care in many countries. Especially in acute psychiatric wards using observations of nursing as a professional control method is an important issue. This article aims to draw attention to the importance of the subject in our country about using nursing observations as a control method in acute psychiatric care from the view of the literature. In this article several studies related to risk assessment, decision making, the levels of observation, the application of observation and the ethical aspects of observation on acute psychiatric care have been discussed. [Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 2014; 6(1.000: 79-91

  18. The 2014 Scope and Standards of Practice for Psychiatric Mental Health Nursing: Key Updates.

    Science.gov (United States)

    Kane, Catherine F

    2015-01-31

    The 2014 Psychiatric-Mental Health Nursing: Scope and Standards of Practice is the specialty's description of competent nursing practice. The scope portion of this document identifies the focus of the specialty by defining nursing practice extents and limits. Standards are statements that identify the duties and obligations for which specialty nurses are held accountable, including general registered nurses and advanced practice nurses. This article begins with a brief overview of the revision process. The author describes key factors that influenced the revision, such as external documents and current priorities in healthcare, and synthesizes significant changes to the document, including commentary and comparisons to the generalist Scope and Standards of Practice. Implications for nursing education and a companion resource are discussed.

  19. Irish psychiatric nurses' self-reported sources of knowledge for practice.

    LENUS (Irish Health Repository)

    Yadav, B L

    2012-02-01

    Evidence-based practice (EBP) is an approach to health care in which health professionals use the best evidence available to guide their clinical decisions and practice. Evidence is drawn from a range of sources, including published research, educational content and practical experience. This paper reports the findings of a study that investigated the sources of knowledge or evidence for practice used by psychiatric nurses in Ireland. The paper is part of a larger study, which also investigated barriers, facilitators and level of skills in achieving EBP among Irish psychiatric nurses. Data were collected in a postal survey of a random sample of Irish psychiatric nurses using the Development of Evidence-Based Practice Questionnaire. The findings revealed that the majority of survey respondents based their practice on information which was derived from interactions with patients, from their personal experience and from information shared by colleagues and members of the multidisciplinary team, in preference to published sources of empirically derived evidence. These findings are consistent with those of the previous similar studies among general nurses and suggest that Irish psychiatric nurses face similar challenges to their general nursing counterparts in attaining of EBP.

  20. A profile of students who followed a course in the didactics of psychiatric nursing at Unisa during 1994.

    Science.gov (United States)

    Ehlers, V J

    1996-03-01

    Students who followed the above course did so as part of the Nursing Education III course offered at UNISA. This research aims at establishing a profile of these students. Aspects covered include age, sex, marital status, professional and academic qualifications, professional posts held and current fields of occupation. Such knowledge will clarify who the psychiatric nurse educators of the future might be, and also what the target population for the above course could be. Students' personal perceptions of the above course are sought in the second part of the questionnaire. Such information should be valuable in improving future courses for educators of psychiatric nurses.

  1. Implementation of information technology in nursing practice - challenge for management in psychiatric nursing.

    Science.gov (United States)

    Koivunen, Marita; Hätönen, Heli; Välimäki, Maritta

    2009-01-01

    The implementation of information technology (IT) applications in nursing practice requires systematic investments and guidance. A collaborative organisational culture, and systematic and close clinical and administrative cooperation during the implementation process support the acceptance of IT among users in organisation. Although knowledge of IT projects management exists, there is a lack of knowledge about nursing management in IT implementation processes in psychiatric nursing.

  2. Psychiatric nursing liaison in a combat zone: an autoethnography.

    Science.gov (United States)

    Whybrow, D

    2013-12-01

    Military mental health nurses are tasked with providing psychiatric liaison to British forces deployed to combat zones. This forms part of a wider effort to maintain the combat effectiveness of the fighting force. During a recent deployment, I maintained a reflexive journal of my experience of liaising with the British Chain of Command. I then used line by line coding via the NVIVO 9 software package to formulate the core themes that became a framework for this autoethnography. My personality and social anxieties shaped how I performed the psychiatric liaison role. I was able to develop a template for liaison that accounted for both 'me' and my need to feel authentic or credible as a nurse, yet still enabled me to communicate effectively with the Chain of Command. One template for psychiatric nursing liaison with British combat forces is to focus upon key stakeholders within the Chain of Command, specifically, the Officer Commanding, the Sergeant Major, the Trauma Risk Management co-ordinator (usually the Sergeant Major) and the embedded medical asset. Further research is needed to establish how other nurses approach psychiatric nursing liaison. © 2012 John Wiley & Sons Ltd.

  3. Cross-cultural differences in psychiatric nurses' attitudes to inpatient aggression

    NARCIS (Netherlands)

    Jansen, Gerard J.; Middel, Berry; Dassen, Theodoor; Reijneveld, Menno S A

    Little is currently known about the attitudes of psychiatric nurses toward patient aggression, particularly from an international perspective. Attitudes toward patient aggression of psychiatric nurses from five European countries were investigated using a recently developed and tested attitude

  4. Psychiatric Nurses' Views on Caring: Patients and Canine Companions.

    Science.gov (United States)

    King, Camille

    2017-03-01

    Psychiatric nurses are expert care providers for individuals with mental health needs. The art of caring spans across multiple species, is important to understand, and is universal whether intentions are toward individuals or animals. Pets are often cared for and viewed as family members. The current research examined psychiatric nurses' views on the similarities and differences of caring for patients and their pet dogs. Twenty-five nurses were interviewed. Similarities of caring for patients and canines included trusting relationships, companionship, daily basic needs, and improved communication through monitored body language. Differences in caring included personal expectations, unconditional love, and professional boundaries. Understanding the concepts of caring for patients and pet dogs will provide the opportunity for insight into familial versus professional relationships, improve communication with others, and strengthen the human-animal bond. [Journal of Psychosocial Nursing and Mental Health Services, 55(3), 46-52.]. Copyright 2017, SLACK Incorporated.

  5. Motivational Factors that Help in Coping with Barriers to Provision of Psychiatric Nursing Care: Perspective of Psychiatric Nurses in a Hospital Setting in Nigeria.

    Science.gov (United States)

    Gimba, Solomon Musa; Duma, Sinegugu

    2015-07-01

    This qualitative case study explored barriers to provision of psychiatric nursing care in a hospital in Plateau State, Nigeria, and revealed motivational factors that helped the nurses to cope with these barriers. Data collection methods included grand tour and in-depth interviews and participant observation. Motivational factors were related to the psychiatric nurse's individual intrinsic belief system, as well as to their intrinsic belief system as influenced by the environment. These motivational factors highlight how psychiatric nurses continue to cope with the barriers they face in provision of care. The findings indicate the need for hospital management to create and sustain an environment to complement the existing intrinsic motivation of psychiatric nurses to provide psychiatric nursing care, and to provide prompt and appropriate emotional and psychological support to psychiatric nurses worldwide.

  6. Comprehensive nursing education in Victoria: rhetoric or reality?

    Science.gov (United States)

    Happell, B

    2001-12-01

    Significant and widespread changes to the education of the psychiatric nursing workforce in Victoria, Australia are resulting in serious problems in the recruitment of new nursing staff. In reviewing the available literature, it is evident that undergraduate nursing students do not commence their educational program with a strong interest in pursuing a career in psychiatric nursing. In light of this knowledge, the role of education in providing a comprehensive view of the nursing profession becomes paramount. Research investigating the impact of education on the attitudes of students to psychiatric nursing as a career option has produced mixed and often inconclusive results. A longitudinal study was undertaken in Victoria, Australia. Students of the majority of universities in which undergraduate nursing programs were operating participated in this study. The participants were asked to rank nine areas of nursing specialty in order of preference at the commencement and immediately prior to the completion of the nursing program. Despite a significant improvement in the popularity of psychiatric nursing as a career choice, this area was ranked at number 8 at both pre- and post-program test. The analysis of open-ended questions demonstrated a marked change in the overall attitudes towards the mentally ill and psychiatric nursing.

  7. Correlation between Anger and Job Motivation among Psychiatric Nurses in Kashan Psychiatric Hospital

    Directory of Open Access Journals (Sweden)

    Kouchaki E.

    2016-12-01

    Full Text Available Abstract Aims: In general, nurses who work in department of psychiatric are in fact interacting with emotional disorders of patients once providing their care services. higher levels of job motivation and satisfaction can markedly foster service improvement. The aim of this study was to evaluate the correlation between anger and job motivation in nurses of a psychiatric hospital. Instrument & Methods: In this cross-sectional descriptive research in 2014, all 50 psychiatry nurses working at Kargarnejad Hospital of Kashan City, Iran, were entirely studied. A demographical questionnaire, the Anger Multiple Scale and the Job Motivation Scale were used for data gathering. Data were analyzed by SPSS 19 software using Pearson correlation coefficient. Findings: The mean score of anger was 3.01±0.36 and of job motivation was 1.70±0.86. There was a significant relationship between job motivation and the number of family members and conditions of employment of nurses (p=0.001. There was a significant inverse relationship between scores of anger and job motivation of psychiatry nurses of the hospital (r=-0.712; p=0.001. Conclusion: There is a relationship between anger and job motivation in nurses of Kashan Psychiatric hospital.

  8. The exploration of in-service training needs of psychiatric nurses

    African Journals Online (AJOL)

    2014-10-10

    Oct 10, 2014 ... to psychiatric nursing. This study aimed to increase the awareness of the needs and benefits of in-service training of psychiatric nurses and to formulate recommendations for in- service training for psychiatric nursing. Research method and design. Design. A qualitative research design with explorative, ...

  9. Providing structure. Unraveling and building a psychiatric nursing intervention

    NARCIS (Netherlands)

    Voogt, L.A.

    2016-01-01

    Psychiatric nurses commonly refer to ‘providing structure’ (PS) as a key intervention. But, no consensus exists about what PS entails. PS can be understood as a complex intervention. In five studies a definition, activities and context-variables were described. On the basis of results of a

  10. Millennial Students' Preferred Methods for Learning Concepts in Psychiatric Nursing.

    Science.gov (United States)

    Garwood, Janet K

    2015-09-01

    The current longitudinal, descriptive, and correlational study explored which traditional teaching strategies can engage Millennial students and adequately prepare them for the ultimate test of nursing competence: the National Council Licensure Examination. The study comprised a convenience sample of 40 baccalaureate nursing students enrolled in a psychiatric nursing course. The students were exposed to a variety of traditional (e.g., PowerPoint(®)-guided lectures) and nontraditional (e.g., concept maps, group activities) teaching and learning strategies, and rated their effectiveness. The students' scores on the final examination demonstrated that student learning outcomes met or exceeded national benchmarks. Copyright 2015, SLACK Incorporated.

  11. Internal predictors of burnout in psychiatric nurses: An Indian study

    Directory of Open Access Journals (Sweden)

    Rudraprosad Chakraborty

    2012-01-01

    Full Text Available Background: Research has not adequately focused on the issue of burnout in Psychiatric nurses, despite the fact that they suffer considerable stress in their work. Till date no study has been conducted on burnout among psychiatric nurses in India. Further, there is a particular lack of research in internal variables predicting burnout in them. Aims: To determine whether there are any internal psychological factors relevant to burnout in psychiatric nurses in India. Materials and Methods: We recruited 101 psychiatric nurses scoring less than two in General Health Questionnaire, version 12 (GHQ-12 from two psychiatric hospitals after obtaining informed consent. All subjects filled up a sociodemographic data sheet along with global adjustment scale, emotional maturity scale, PGI general well-being scale, locus of control scale, and Copenhagen burnout inventory (CBI. Correlations between burnout and sociodemographic/clinical variables were done by Pearson′s r or Spearman′s rho. Signi ficant variables were entered in a stepwise multiple linear regression analysis with total burnout score as dependent variable. Results: Age, duration of total period of nursing, prior military training, locus of control, sense of general well-being, adjustment capabilities, and emotional maturity had significant relation with burnout. Of them, emotional maturity was the most significant protective factors against burnout along with adjustment capabilities, sense of physical well-being, and military training in decreasing significance. Together they explained 41% variation in total burnout score which is significant at <0.001 level. An internal locus of control was inversely correlated with burnout, but failed to predict it in regression analysis. Conclusion: Emotional maturity, adjustability, sense of general physical well-being as well as prior military training significantly predicted lower burnout. Of them, emotional maturity was the most important predictor

  12. Nurses of the psychiatric service as the specific occupational group

    Directory of Open Access Journals (Sweden)

    Klimentova I.V.

    2016-06-01

    Full Text Available The demand for psychiatric services in modern health care system will increase due to the growth in number of mental diseases. The role of nurses in prevention, treatment and rehabilitation of mental illness has a number of features. These features are related to care of patients with high level of aggressiveness, behavioral deviations, and problems in self-service. Differences in procedure practice and communicative space specialize and make narrower the nurses' professional practice in psychiatry and determine appearance of specific mechanisms and norms bound up with the necessity of supervision of patients while respecting their rights. Personnel's oversight functions, deviant behavior of patients, high degree of closure of psychiatric medical institutions — are the reasons for specialization of nurses' professional group in psychiatry, forming special mechanisms of maintaining tolerance to patients in professional sphere of this community.

  13. Virtually Nursing: Emerging Technologies in Nursing Education.

    Science.gov (United States)

    Foronda, Cynthia L; Alfes, Celeste M; Dev, Parvati; Kleinheksel, A J; Nelson, Douglas A; OʼDonnell, John M; Samosky, Joseph T

    Augmented reality and virtual simulation technologies in nursing education are burgeoning. Preliminary evidence suggests that these innovative pedagogical approaches are effective. The aim of this article is to present 6 newly emerged products and systems that may improve nursing education. Technologies may present opportunities to improve teaching efforts, better engage students, and transform nursing education.

  14. The relationships among work stress, resourcefulness, and depression level in psychiatric nurses.

    Science.gov (United States)

    Wang, Shu Mi; Lai, Chien Yu; Chang, Yong-Yuan; Huang, Chiung-Yu; Zauszniewski, Jaclene A; Yu, Ching-Yun

    2015-02-01

    Psychiatric nurses are exposed to highly stressful work environments that can lead to depression over time. This study aimed to explore the relationships among work stress, resourcefulness, and depression levels of psychiatric nurses. A cross-sectional design with randomized sampling was used; 154 psychiatric nurses were recruited from six medical centers in Taiwan. Psychiatric nurses' work stress was found positively correlated with their depression level, and negatively related to resourcefulness. Work stress significantly predicted depression level. These results suggest that the hospital administrative units may develop training courses about resourcefulness skills to reduce psychiatric nurses' work stress, and improve their mental health. Copyright © 2014 Elsevier Inc. All rights reserved.

  15. The impact of inpatient suicide on psychiatric nurses and their need for support

    Directory of Open Access Journals (Sweden)

    Takusari Eri

    2011-03-01

    Full Text Available Abstract Background The nurses working in psychiatric hospitals and wards are prone to encounter completed suicides. The research was conducted to examine post-suicide stress in nurses and the availability of suicide-related mental health care services and education. Methods Experiences with inpatient suicide were investigated using an anonymous, self-reported questionnaire, which was, along with the Impact of Event Scale-Revised, administered to 531 psychiatric nurses. Results The rate of nurses who had encountered patient suicide was 55.0%. The mean Impact of Event Scale-Revised (IES-R score was 11.4. The proportion of respondents at a high risk (≥ 25 on the 88-point IES-R score for post-traumatic stress disorder (PTSD was 13.7%. However, only 15.8% of respondents indicated that they had access to post-suicide mental health care programmes. The survey also revealed a low rate of nurses who reported attending in-hospital seminars on suicide prevention or mental health care for nurses (26.4% and 12.8%, respectively. Conclusions These results indicated that nurses exposed to inpatient suicide suffer significant mental distress. However, the low availability of systematic post-suicide mental health care programmes for such nurses and the lack of suicide-related education initiatives and mental health care for nurses are problematic. The situation is likely related to the fact that there are no formal systems in place for identifying and evaluating the psychological effects of patient suicide in nurses and to the pressures stemming from the public perception of nurses as suppliers rather than recipients of health care.

  16. The impact of inpatient suicide on psychiatric nurses and their need for support.

    Science.gov (United States)

    Takahashi, Chizuko; Chida, Fuminori; Nakamura, Hikaru; Akasaka, Hiroshi; Yagi, Junko; Koeda, Atsuhiko; Takusari, Eri; Otsuka, Kotaro; Sakai, Akio

    2011-03-08

    The nurses working in psychiatric hospitals and wards are prone to encounter completed suicides. The research was conducted to examine post-suicide stress in nurses and the availability of suicide-related mental health care services and education. Experiences with inpatient suicide were investigated using an anonymous, self-reported questionnaire, which was, along with the Impact of Event Scale-Revised, administered to 531 psychiatric nurses. The rate of nurses who had encountered patient suicide was 55.0%. The mean Impact of Event Scale-Revised (IES-R) score was 11.4. The proportion of respondents at a high risk (≥ 25 on the 88-point IES-R score) for post-traumatic stress disorder (PTSD) was 13.7%. However, only 15.8% of respondents indicated that they had access to post-suicide mental health care programmes. The survey also revealed a low rate of nurses who reported attending in-hospital seminars on suicide prevention or mental health care for nurses (26.4% and 12.8%, respectively). These results indicated that nurses exposed to inpatient suicide suffer significant mental distress. However, the low availability of systematic post-suicide mental health care programmes for such nurses and the lack of suicide-related education initiatives and mental health care for nurses are problematic. The situation is likely related to the fact that there are no formal systems in place for identifying and evaluating the psychological effects of patient suicide in nurses and to the pressures stemming from the public perception of nurses as suppliers rather than recipients of health care.

  17. Rules of Thumb: Hints for the psychiatric nursing student.

    Science.gov (United States)

    Karshmer, J F

    1982-03-01

    The eight "rules of thumb" offered here are representative of numerous more that have been helpful stimulators for psychiatric nursing students. The suggest to the students a consistent approach based upon a rationale and do not encourage rote memorization of techniques. Students are encouraged to critically analyze the reasons and conceptual underpinnings for each encounter they have with patients. The "rules of thumb" encourage this self-exploration and attention to "What is it I'm really asking, or feeling, or thinking?" Only with this sort of continuous evaluation and reassessment can even the most novice of students begin to establish a therapeutic treatment approach with psychiatric patients.

  18. Nursing, Nursing Education, and Anxiety.

    Science.gov (United States)

    Biggers, Thompson; And Others

    In response to the current crisis in the field of nursing, a study examined nursing students' perceived work-related stress and differences among associate degree, diploma, and baccalaureate nursing programs in their preparation of nursing students. The 171 subjects, representing the three different nursing programs, completed a questionnaire…

  19. Nursing education and learning

    DEFF Research Database (Denmark)

    Sangild Stølen, Karen Marie

    Background: Learning professional skills in the clinic is central to the acquisition of professional competences for future nurses. There are no clear vision of how learning takes place in the clinic and the question is how education in the clinic may lead to the professional skills that enable...... future nurses to take care for patients. Design and setting: The project Learning in Practice was accomplished from 2011 to early 2013, in collaboration between educations of nursing and educational theory educations at UCC North Zealand. The results in this paper is related to the examination...... of the nurse education only. The examination is based on four non-participating observations, four participating observations and three focus group interviews, respectively, four students, four clinical supervisors and four teachers . The clinical context was local hospitals. The data were analyzed...

  20. Patient participation: causing moral stress in psychiatric nursing?

    Science.gov (United States)

    Jansen, Trine-Lise; Hanssen, Ingrid

    2017-06-01

    The aim of this study was to explore psychiatric nurses' experiences and perspectives regarding patient participation. Patient participation is an ambiguous, complex and poorly defined concept with practical/clinical, organisational, legal and ethical aspects, some of which in psychiatric units may cause ethical predicaments and moral stress in nurses, for instance when moral caring acts are thwarted by constraints. An explorative quantitative pilot study was conducted at a psychiatric subacute unit through three focus group interviews with a total of nine participants. A thematic analytic approach was chosen. Preliminary empirical findings were discussed with participants before the final data analysis. Ethical research guidelines were followed. Patient participation is a difficult ideal to realise because of vagueness of aim and content. What was regarded as patient participation differed. Some interviewees held that patients may have a say within the framework of restraints while others saw patient participation as superficial. The interviewees describe themselves as patient's spokespersons and contributing to patients participating in their treatment as a great responsibility. They felt squeezed between their ethical values and the 'system'. They found themselves in a negotiator role trying to collaborate with both the doctors and the patients. Privatisation of a political ideal makes nurses vulnerable to burn out and moral distress. Nurses have a particular ethical responsibility towards vulnerable patients, and may themselves be vulnerable when caught in situations where their professional and moral values are threatened. Unclear concepts make for unclear division of responsibility. Patient participation is often a neglected value in current psychiatric treatment philosophy. When healthcare workers' ethical sensibilities are compromised, this may result in moral stress. © 2016 Nordic College of Caring Science.

  1. Psychiatric nursing care for adult survivors of child maltreatment: a systematic review of the literature

    NARCIS (Netherlands)

    van der Zalm, Y.C.; Nugteren, W.A.; Hafsteinsdottir, T.B.; van der Venne, C.G.J.M.; Kool, N.; van Meijel, B.

    2015-01-01

    Purpose: To determine what is known from the literature about nursing care of psychiatric patients with a history of child maltreatment. Conclusions: Psychiatric nurses underline the importance of a routine inquiry of child abuse on admission of patients to psychiatric care, but are reluctant to ask

  2. Films and nursing education

    Directory of Open Access Journals (Sweden)

    María GABRIELA FELIPPA

    2016-01-01

    Full Text Available The purpose of this paper is to provide some ideas about the importance of film, with it’s audiovisual narrative, in the nursing education. The use of films during teaching gives the posibility to increase the construction of a professional view.The nursing carreer of Isalud University of Argentina is founded a sistematic work with cinematographic support. In this case are presented different ways of work with cinematographic support in a curricular space of Fundamentals of Nursing of the career of a professional Nurse of the Isalud University.

  3. Attitudes of Psychiatric Nurses about the Request for Euthanasia on the Basis of Unbearable Mental Suffering(UMS.

    Directory of Open Access Journals (Sweden)

    Marc De Hert

    Full Text Available When psychiatric patients express a wish for euthanasia, this should first and foremost be interpreted as a cry for help. Due to their close day-to-day relationship, psychiatric nurses may play an important and central role in responding to such requests. However, little is known about nurses' attitudes towards euthanasia motivated by unbearable mental suffering.The aim of this study was to provide insight into the attitudes and actions taken by psychiatric nurses when confronted with a patient's euthanasia request based on unbearable mental suffering (UMS.A questionnaire was sent to 11 psychiatric hospitals in the Flemish part of Belgium.The overall response rate was 70% (N = 627. Psychiatric nurses were frequently confronted with a request for euthanasia, either directly (N = 329, 53% or through a colleague (N = 427, 69%. A majority (N = 536, 84% did not object to euthanasia in a psychiatrically ill population with UMS. Confounding factors were the psychiatric diagnosis and the type of ward where the nurses were working. Most participants acknowledged a lack of knowledge and skills to adequately address the euthanasia request (N = 434, 71%. Nearly unanimously (N = 618, 99%, study participants indicated that dealing with euthanasia requests and other end-of-life issues should be part of the formal training of nurses.The results highlight the need for ethically sound and comprehensive provision of care. Psychiatric nurses play an important role in dealing with the complex issue of requests for euthanasia. There is also a need for education, training and clear guidelines on the level of health care organizations.

  4. Attitudes of Psychiatric Nurses about the Request for Euthanasia on the Basis of Unbearable Mental Suffering(UMS).

    Science.gov (United States)

    De Hert, Marc; Van Bos, Liesbet; Sweers, Kim; Wampers, Martien; De Lepeleire, Jan; Correll, Christophe U

    2015-01-01

    When psychiatric patients express a wish for euthanasia, this should first and foremost be interpreted as a cry for help. Due to their close day-to-day relationship, psychiatric nurses may play an important and central role in responding to such requests. However, little is known about nurses' attitudes towards euthanasia motivated by unbearable mental suffering. The aim of this study was to provide insight into the attitudes and actions taken by psychiatric nurses when confronted with a patient's euthanasia request based on unbearable mental suffering (UMS). A questionnaire was sent to 11 psychiatric hospitals in the Flemish part of Belgium. The overall response rate was 70% (N = 627). Psychiatric nurses were frequently confronted with a request for euthanasia, either directly (N = 329, 53%) or through a colleague (N = 427, 69%). A majority (N = 536, 84%) did not object to euthanasia in a psychiatrically ill population with UMS. Confounding factors were the psychiatric diagnosis and the type of ward where the nurses were working. Most participants acknowledged a lack of knowledge and skills to adequately address the euthanasia request (N = 434, 71%). Nearly unanimously (N = 618, 99%), study participants indicated that dealing with euthanasia requests and other end-of-life issues should be part of the formal training of nurses. The results highlight the need for ethically sound and comprehensive provision of care. Psychiatric nurses play an important role in dealing with the complex issue of requests for euthanasia. There is also a need for education, training and clear guidelines on the level of health care organizations.

  5. Men student nurses: the nursing education experience.

    Science.gov (United States)

    Meadus, Robert J; Twomey, J Creina

    2011-01-01

    This study explored the phenomenon of being a male in a predominately female-concentrated undergraduate baccalaureate nursing program. Men remain a minority within the nursing profession. Nursing scholars have recommended that the profile of nursing needs to change to meet the diversity of the changing population, and the shortfall of the worldwide nursing shortage. However, efforts by nursing schools and other stakeholders have been conservative toward recruitment of men. Using Giorgi's method, 27 students from a collaborative nursing program took part in this qualitative, phenomenological study. Focus groups were undertaken to gather data and to develop descriptions of the experience. Five themes highlighted men students' experience of being in a university nursing program: choosing nursing, becoming a nurse, caring within the nursing role, gender-based stereotypes, and visible/invisible. The experiences of the students revealed issues related to gender bias in nursing education, practice areas, and societal perceptions that nursing is not a suitable career choice for men. Implications for nurse educators and strategies for the recruitment and retention of men nursing students are discussed. © 2011 Wiley Periodicals, Inc.

  6. Mental health nurses' perceptions of patient safety culture in psychiatric settings.

    Science.gov (United States)

    Hamaideh, S H

    2017-12-01

    Mental health nurses have a crucial role in preventing medical incidents and in promoting safety culture because they provide and coordinate most of patients' care. Therefore, they are able to enhance patients' outcomes and reduce nurses' injuries. The aims of this study were to assess the perception of mental health nurses about patients' safety culture and to detect the factors which may affect patients' safety culture at psychiatric hospitals. A predictive correlational design was employed to collect data about patient safety culture and safety outcomes from 224 mental health nurses working in psychiatric hospitals using Hospital Survey on Patient Safety Culture. Positive scores to patients' safety culture dimensions ranged between 13.4% and 81.2%. Two-thirds of mental health nurses perceived safety as excellent/very good, 20.5% perceived it as acceptable and 10.8% perceived it as poor/failing. Overall perception of safety correlated significantly with four dimensions and explained 32.6% of the variance. Frequency of events reported correlated significantly with six dimensions and explained 23.1% of the variance. Of the 12 dimensions of patients' safety culture, only one was strong, six within acceptable range and five were weak and need improvement. Healthcare managers and policy-makers should encourage educational interventions and help to establish a reporting system that focus on improving systems, not on blaming individuals and encourage open communication among mental healthcare workers. © 2016 International Council of Nurses.

  7. The lived experience by psychiatric nurses of aggression and violence from patients in a Gauteng psychiatric institution.

    Science.gov (United States)

    Bimenyimana, E; Poggenpoel, M; Myburgh, C; van Niekerk, V

    2009-09-01

    Caring for good people is difficult enough; to care for people who are either aggressive or violent is even more difficult. This is what psychiatric nurses working in the psychiatric institution in which research was done are exposed to on a daily basis. The aim of the research was to explore and describe the lived experience by psychiatric nurses of aggression and violence from patients in a Gauteng psychiatric institution. A qualitative, explorative, descriptive, and contextual study design was utilised. Data was collected by means of semi-structured interviews and naïve sketches. Tesch 's (Creswell, 2004: 256) method of open coding and an independent coder were utilised for data analysis. This study shed some light on the lived experience by psychiatric nurses of aggression and violence from patients in a Gauteng psychiatric institution. The findings show that the level of violence and aggression to which psychiatric nurses are exposed is overwhelming and the consequences are alarming. The contributing factors to this violence and aggression are: the mental status and the conditions in which patients are admitted; the staff shortage; the lack of support among the members of the multidisciplinary team (MDT); and the lack of structured and comprehensive orientation among newly appointed staff members. As a result, psychiatric nurses are emotionally, psychologically, and physically affected. They then respond with the following emotions and behaviour: fear, anger, frustration, despair, hopelessness and helplessness, substance abuse, absenteeism, retaliation and the development of an "I don't care" attitude.

  8. Nurses' perceptions of nursing interventions supporting quality of life in acute psychiatric wards.

    Science.gov (United States)

    Pitkänen, Anneli; Hätönen, Heli; Kollanen, Marjo; Kuosmanen, Lauri; Välimäki, Maritta

    2011-10-01

    This study aimed to examine nurses' (N=29) perceptions of nursing interventions in supporting patients' quality of life (QoL) in acute psychiatric inpatient settings. An explorative descriptive study design was applied. The data were generated through seven focus group interviews and analyzed with qualitative content analysis. Five main categories of nursing interventions to support patients' QoL were identified. Interventions were related to care planning, empowering interventions, social interventions, activating interventions, and security interventions. Emphasis should be placed on nurses' opportunities to improve patients' QoL according to patients' individual needs. © 2010 Wiley Periodicals, Inc.

  9. Effect of nurse-led medication reviews in psychiatric patients - an interventional study

    DEFF Research Database (Denmark)

    Sørensen, Ann Lykkegaard; Nielsen, Lars Peter; Poulsen, Birgitte Klindt

    2013-01-01

    nurses are the health professionals spending most time directly with the patient and very few studies investigate nurses’ role and potential in improving the appropriateness of medication. Therefore, the main objective of this study is to investigate the effect of educating nurses in general pharmacology...... and conducting systematic medication reviews using computer based screening. The effect is evaluated in a controlled interventional study. METHODS: An interventional study including 2 acute psychiatric wards. In one ward nurses’ will receive pharmacological training and the other ward will function as a control....... The nurses will perform approximately 250 medication reviews followed by medication reviews performed by pharmacologists. Primary outcomes are the respective frequencies, types and severity of potential inappropriate prescriptions identified by the nurses and pharmacologists and an estimation...

  10. Student nurses' learning processes in interaction with psychiatric patients

    DEFF Research Database (Denmark)

    Kragelund, Linda

    2011-01-01

    When the Danish government converted the national practice-oriented nursing qualification from a vocational course to a bachelor’s degree in 2002, the clinical training component was scaled back. Accordingly, mentors needed to optimise students’ learning from this curtailed clinical practice....... A fuller understanding of how student nurses function and learn during clinical training is vital. This article presents the findings of a qualitative investigation of student nurses’ learning processes during their clinical placement in psychiatric nursing practice. An explorative and qualitative...... to understanding and analysing the content of student nurses’ learning processes. Data was generated from qualitative, semi-structured interviews with, observations of, and obser-views with, eleven students. The obser-view process is my development. It is a common reflection between researcher and research...

  11. Effect of nurse-led medication reviews in psychiatric patients - an interventional study

    DEFF Research Database (Denmark)

    Sørensen, Ann Lykkegaard; Mainz, Jan; Poulsen, Birgitte Klindt

    nurses are the health professionals spending most time directly with the patient and very few studies investigate nurses’ role and potential in improving the appropriateness of medication. Therefore, the main objective of this study is to investigate the effect of educating nurses in general pharmacology......OBJECTIVES: There is an increasing demand for medication reviews to improve the quality of prescribing for patients with chronic illness such as psychiatric patients. Traditionally, this has been undertaken by physicians. Pharmacists have also proven to be a resource in this field but registered...... and conducting systematic medication reviews using computer based screening. The effect is evaluated in a controlled interventional study. METHODS: An interventional study including 2 acute psychiatric wards. In one ward nurses’ will receive pharmacological training and the other ward will function as a control...

  12. Psychiatric Mental Health Nursing Workforce Agenda: Optimizing Capabilities and Capacity to Address Workforce Demands.

    Science.gov (United States)

    Delaney, Kathleen R

    2016-01-01

    The mental health service delivery transformation has created models of care that generate demand for a workforce with particular competencies. This article develops a psychiatric mental health (PMH) nursing workforce agenda in light of demand generated by new models of care and the capacity/capabilities of the PMH RN and advanced practice nurse (APN) workforce. Examine the current capacity of the PMH nursing workforce and how health care reform and related service delivery models create demand for a particular set of behavioral health workforce competencies. PMH RNs and APNs have an educational background that facilitates development of competencies in screening, care coordination, leveling care, and wellness education. PMH RNs are a large workforce but the size of the PMH APN group is inadequate to meet demand. The specialty must strategize on how to build requisite PMH RN and APN competencies for the evolving service landscape. © The Author(s) 2016.

  13. Efficacy of purposeful educational workshop on nursing care.

    Science.gov (United States)

    Aminoroaia, Mahin; Mashhadi, Mortaza; Maracy, Mohammad Reza; Attari, Abbas

    2014-01-01

    This study aimed to define the efficacy of a nursing care educational workshop on nurses' knowledge and attitude until 3 months after holding the workshop in psychiatric wards of educational hospitals in Isfahan. This is a quasi-experimental study. The study population comprised all nurses working in psychiatric wards of Nour and Farabi hospitals in Isfahan in 2012. An educational workshop was held through educational sessions in the form of lectures and group discussion in the two above-mentioned hospitals. Nurses' level of knowledge and attitude were investigated by a researcher-made questionnaire before, immediately after, and 3 months after intervention. Data were analyzed by descriptive statistical tests of repeated measures ANOVA and Bonferroni. A significant increase was observed in mean scores of nurses' knowledge immediately after and 3 months after education compared to before education. Nurses' knowledge mean scores increased from 59.2 ± 14.8 before education to 88.6 ± 8.4 immediately after and to 71 ± 9.8 3 months after (P ≤ 0.016). There was no significant difference in mean scores of nurses' attitude in the three above-mentioned time points. Educational sessions notably affected the promotion of nurses' knowledge. With regard to nurses' satisfaction with the workshop that was held, designing and organizing educational workshops based on constant needs assessment is suggested for promotion of nursing cares.

  14. The Development and Psychometric Testing on Psychiatric Nurses of a Nurse Case Management Competence Scale in Taiwan.

    Science.gov (United States)

    Chen, Shing-Chia; Lee, Shih-Kai; Rong, Jiin-Ru; Wu, Chien-Chang; Liu, Wen-I

    2017-10-10

    study provide evidence to support the reliability and validity of the developed case management competence scale among Taiwanese psychiatric nurses. It is a reliable and valid assessment instrument that may help identify educational needs and improve the case management competencies of nurses.

  15. Job satisfaction among psychiatric registered nurses in New England.

    Science.gov (United States)

    Sharp, T P

    2008-06-01

    This research used Herzberg et al.'s two-factor theory as a framework with which to examine job satisfaction in a sample of 161 registered psychiatric nurses in the states of Connecticut, Maine and Massachusetts (USA). Weiss et al.'s Minnesota Satisfaction Questionnaire short form was used to measure possible relationships between ability utilization, compensation, co-workers, achievement and job satisfaction. Findings support Herzberg et al.'s theory, showing moderate correlations among nurses' ability utilization, achievement and job satisfaction. Mean general satisfaction of respondents was closer to satisfied than neutral; respondents indicated greatest satisfaction with ability utilization (86%) and achievement (83%); 67% were satisfied with co-workers, and 52% with compensation. Respondents were least satisfied with compensation, with 14% indicating that they were very dissatisfied. Although compensation was an issue, it is possible that other factors, such as safety, management conflict, and balancing the needs of job and family, if addressed, may help increase job satisfaction and retention of psychiatric nursing staff.

  16. Community psychiatric nurses and the care co-ordinator role: squeezed to provide 'limited nursing'.

    Science.gov (United States)

    Simpson, Alan

    2005-12-01

    This paper reports a study illuminating the factors that either facilitate or constrain the ability of community psychiatric nurses, in their role as care co-ordinators, to meet service users' and carers' needs. The Care Programme Approach is the key policy underpinning community-focused mental health services in England, but has been unevenly implemented and is associated with increased inpatient bed use. The care co-ordinator role is central to the Care Programme Approach and is most often held by community psychiatric nurses, but there has been little research into how this role is performed or how it affects the work of community psychiatric nurses and their ability to meet the needs of service users. A multiple case study of seven sectorised community mental health teams was employed over 2 years using predominantly qualitative methods including participant observation, semi-structured interviews and document review. The data were collected in one National Health Service trust in south England between 1999 and 2001. Additional duties and responsibilities specifically associated with the care co-ordinator role and multidisciplinary working, combined with heavy workloads, produced 'limited nursing', whereby community psychiatric nurses were unable to provide evidence-based psychosocial interventions that are recognized to reduce relapse amongst people with severe mental illness. The role of the Care Programme Approach care co-ordinator was not designed to support the provision of psychosocial interventions. Consequently, community psychiatric nurses in the co-ordinator role are faced with competing demands and are unable to provide the range of structured, evidence-based interventions required. This may partially account for the increased inpatient bed use associated with the Care Programme Approach.

  17. Psychiatric hospital nursing staff's experiences of participating in group-based clinical supervision:

    DEFF Research Database (Denmark)

    Buus, Niels; Angel, Sanne; Traynor, Michael

    2010-01-01

    Group-based clinical supervision is commonly offered as a stress-reducing intervention in psychiatric settings, but nurses often feel ambivalent about participating. This study aimed at exploring psychiatric nurses' experiences of participating in groupbased supervision and identifying psychosocial...... reasons for their ambivalence. Semi-structured interviews were conducted with 22 psychiatric nurses at a Danish university hospital. The results indicated that participation in clinical supervision was difficult for the nurses because of an uncomfortable exposure to the professional community. The sense...... of exposure was caused by the particular interactional organisation during the sessions, which brought to light pre-existing but covert conflicts among the nurses....

  18. Differences between Irish and Australian psychiatric nurses' family-focused practice in adult mental health services

    LENUS (Irish Health Repository)

    Grant, Anne

    2016-04-01

    Psychiatric nurses\\' practice with parents who have mental illness, their children and families is an important issue internationally. This study provides a comparison of Irish and Australian psychiatric nurses\\' family-focused practices in adult mental health services. Three hundred and forty three nurses across Ireland and 155 from Australia completed the Family Focused Mental Health Practice Questionnaire. Cross-country comparisons revealed significant differences, in terms of family-focused skill, knowledge, confidence and practice. Australian psychiatric nurses engaged in higher family-focused practice compared to Irish nurses. The comparative differences between countries may be attributable to differences in training, workplace support and policy.

  19. Efficacy of integrated interventions combining psychiatric care and nursing home care for nursing home residents: a review of the literature.

    Science.gov (United States)

    Collet, Janine; de Vugt, Marjolein E; Verhey, Frans R J; Schols, Jos M G A

    2010-01-01

    Nursing home residents needing both psychiatric care and nursing home care for either somatic illness or dementia combined with psychiatric disorders or severe behavioural problems are referred to as Double Care Demanding patients, or DCD patients. Integrated models of care seem to be necessary in order to improve the well-being of these residents. Two research questions were addressed. First, which integrated interventions combining both psychiatric care and nursing home care in DCD nursing home residents are described in the research literature? And second, which outcomes of integrated interventions combining both psychiatric care and nursing home care in DCD nursing home residents are reported in the literature? A critical review of studies was done that involved integrated interventions combining both psychiatric care and nursing home care on psychiatric disorders and severe behavioural problems in nursing home patients. A systematic literature search was performed in a number of international databases. Eight intervention trials, including four RCTs (2b level of evidence), were identified as relevant studies for the purpose of this review. Seven studies, three of which were RCTs, showed beneficial effects of a comprehensive, integrated multidisciplinary approach combining medical, psychiatric and nursing interventions on severe behavioural problems in DCD nursing home patients. Important elements of a successful treatment strategy for DCD nursing home patients include a thorough assessment of psychiatric, medical and environmental causes as well as programmes for teaching behavioural management skills to nurses. DCD nursing home patients were found to benefit from short-term mental hospital admission.This review underlines the need for more rigorously designed studies to assess the effects of a comprehensive, integrated multidisciplinary approach towards DCD nursing home residents. (c) 2009 John Wiley & Sons, Ltd.

  20. Recovery-oriented practices of psychiatric-mental health nursing staff in an acute hospital setting.

    Science.gov (United States)

    McLoughlin, Kris A; Du Wick, Amanda; Collazzi, Charlene M; Puntil, Cheryl

    2013-01-01

    There is a national initiative to integrate recovery-oriented practices into the delivery of mental health services. Few empirical studies have been conducted to measure these practices in psychiatric-mental health (PMH) nursing, particularly in short-term acute hospital settings. This study examined the reliability of the Recovery Self Assessment-Registered Nurse Version (RSA-RN) and explored recovery practices of PMH nurses and nursing staff in an acute treatment setting. A descriptive one-group design with convenience sampling was employed. One hundred and five participants completed the RSA-RN and the demographic data form. The RSA-RN full-scale instrument demonstrated excellent internal consistency, and the five subscales demonstrated acceptable internal consistency. Significant, favorable relationships were found between RSA-RN scores and nursing staff who (a) had formal education in mental health recovery, (b) considered themselves knowledgeable about recovery, and (c) considered their place of work to be "recovery-oriented." The RSA-RN is a useful tool in measuring recovery-oriented practice. Formal education should be considered as an intervention to increase recovery-oriented practices in PMH nursing.

  1. 'She's manipulative and he's right off': a critical analysis of psychiatric nurses' oral and written language in the acute inpatient setting.

    Science.gov (United States)

    Hamilton, Bridget; Manias, Elizabeth

    2006-06-01

    Remarks such as 'she's manipulative' and 'he's right off' are familiar to psychiatric nurses. This paper critiques the language nurses use in acute inpatient psychiatry services, highlighting the diverse discourses implicated in nurses' writing and speaking about patients. Based on a review of the literature, this paper examines ethnographic studies and discourse analyses of psychiatric nurses' oral and written language. A prominent debate in the literature surrounds nurses' use of standardized language, which is the use of set terms for symptoms and nursing activities. This review of spoken descriptions of patients highlights nurses' use of informal and local descriptions, incorporating elements of moral judgement, common sense language and empathy. Research into written accounts in patient files and records show nurses' use of objectifying language, the dominance of medicine and the emergence of the language of bureaucracy in health services. Challenges to the language of psychiatry and psychiatric nursing arise from fields as diverse as bioscience, humanism and social theory. Authors who focus on the relationship between language, power and the discipline of nursing disagree in regard to their analysis of particular language as a constructive exercise of power by nurses. Thus, particular language is in some instances endorsed and in other instances censured, by nurses in research and practice. In this paper, a Foucauldian analysis provides further critique of taken-for-granted practices of speech and writing. Rather than censoring language, we recommend that nurses, researchers and educators attend to nurses' everyday language and explore what it produces for nurses, patients and society.

  2. Comparing Mental Illness Stigma among Nurses in Psychiatric and Non-Psychiatric Wards in Tabriz University of Medical Sciences

    Directory of Open Access Journals (Sweden)

    Ebrahimi Hossein

    2017-03-01

    Full Text Available Stigma can complicate people’s mental health problems by affecting different sides of personal life, increasing negative attitudes, causing discriminatory behavior towards them, and reducing the chances of recovery and returning to normal life. This research aims to compare the stigma of mental illness among nurses working in psychiatric and non-psychiatric wards in Tabriz University of Medical Sciences. A total of 240 nurses participated in this descriptive and analytic study. The data were collected using a demographic questionnaire and the Community Attitudes towards the Mentally Ill (CAMI Scale, which is a 40-item self-report questionnaire. All data were analyzed using SPSS 13. The majority of nurses have a medium level of stigma toward people with mental illness, and there is no significant relation between the type of wards and mean stigma scores. After eliminating factors such as mental illness in nurses and their families, it seems that only working with people with mental illness in psychiatric wards is not enough to create a positive attitude toward them. Additionally, the less physical activity and taking advantage of legal benefits of work hardship for psychiatric nurses, low income, and stigma toward psychiatric nursing, probably may make a difference in inclining to work in psychiatry ward between the two groups in spite of relatively equal stigma scores.

  3. Exploring registered Psychiatric Nurses' responses towards Service Users with a diagnosis of borderline personality disorder.

    LENUS (Irish Health Repository)

    McGrath, Bridget

    2012-01-01

    This study explored registered psychiatric nurses\\' (RPNs\\') interactions and level of empathy towards service users with a diagnosis of borderline personality disorder (BPD). A qualitative approach was used, and 17 RPNs were interviewed using a semistructured interview schedule incorporating the "staff-patient interaction response scale" (SPIRS). Four themes emerged following data analysis: "challenging and difficult," "manipulative, destructive and threatening behaviour," "preying on the vulnerable resulting in splitting staff and other service users," and "boundaries and structure." Additionally, low levels of empathy were evident in the majority of participants\\' responses to the SPIRS. The findings provide further insight on nurses\\' empathy responses and views on caring for service users with BPD and further evidence for the need for training and education for nurses in the care of service users diagnosed with BPD.

  4. Exploring Registered Psychiatric Nurses' Responses towards Service Users with a Diagnosis of Borderline Personality Disorder

    Directory of Open Access Journals (Sweden)

    Bridget McGrath

    2012-01-01

    Full Text Available This study explored registered psychiatric nurses' (RPNs' interactions and level of empathy towards service users with a diagnosis of borderline personality disorder (BPD. A qualitative approach was used, and 17 RPNs were interviewed using a semistructured interview schedule incorporating the “staff-patient interaction response scale” (SPIRS. Four themes emerged following data analysis: “challenging and difficult,” “manipulative, destructive and threatening behaviour,” “preying on the vulnerable resulting in splitting staff and other service users,” and “boundaries and structure.” Additionally, low levels of empathy were evident in the majority of participants' responses to the SPIRS. The findings provide further insight on nurses' empathy responses and views on caring for service users with BPD and further evidence for the need for training and education for nurses in the care of service users diagnosed with BPD.

  5. From medicalization to hybridization: a postcolonial discourse for psychiatric nurses.

    Science.gov (United States)

    Wilkin, P E

    2001-04-01

    I begin with an Orwellian dilemma [Orwell G. (1968) The Collected Essays, Journalism and Letters of George Orwell, Vol. 1, p. 239. Harcourt Brace Jovanovich, New York]: do I 'shoot the elephant' (by writing the abstract) to impress the editor? Or, with the courage of my postmodern convictions, do I lay down my rifle and disregard such suppressive editorial instructions? Bang! My words strafe the paper and the elephant is dead. How difficult it is to stay standing against the powerful currents of the dominant tradition. How easy it is to disavow the inequalities and injustices of that tradition when your livelihood (and your ego) depends upon it. So goes the theme of my paper, that, despite the clarion calls of the illustrious minority to reject the patriarchal model of medical psychiatry, psychiatric nurses continue to be propelled by the twin engines of illness and diagnosis. Yet as soon as psychiatry encounters the 'other' it becomes, in Homi K. Bhabha's words, 'hybridized': a pregnant pause created from the seeds of two different cultures. In this sense, every psychiatric moment becomes a golden opportunity for the psychiatric nurse to abdicate her role as medical factotum. Freed from these contractual obligations, she can join the 'other' and share in his experiences, sustaining rather than negating him within a truly therapeutic alliance. In similar fashion, this article has become a mixture of rhetorical fluidity and structured reality: a hybridized compromise which acknowledges the journal's publication boundaries yet still revels, at times, in the freedom of an open and lyrical text.

  6. Community psychiatric nursing in the Netherlands: a survey of a thriving but threatened profession

    NARCIS (Netherlands)

    Koekkoek, B.W.; Meijel, B.K.G. van; Schene, A.; Hutschemaekers, G.J.M.

    2009-01-01

    The aim of this paper is to describe and analyse the Dutch community psychiatric nursing profession. In spite of their large numbers, estimated at 2900, Dutch community psychiatric nurses (CPNs) have contributed little to the international literature. The history of the profession reveals a

  7. Power and leadership in psychiatric nursing. Directions for the next century: Part I.

    Science.gov (United States)

    Lanza, M L

    1997-01-01

    Power and leadership in psychiatric nursing. To describe power, leadership, and their relationship to psychiatric nursing, with suggestions for the future of the discipline. Review of literature and author's observations of the discipline. The relationship of power and leadership focuses on leader qualities, a model for the interrelationship of leaders and colleagues, and the leader's achievement of a power position.

  8. Exploring the perceptions of psychiatric patients regarding ...

    African Journals Online (AJOL)

    2012-03-13

    Mar 13, 2012 ... recommendations for nursing education, nursing research and nursing practice, with the aim of reducing the readmission of ... impairment of memory, concentration, motivation, self- esteem, relationships with others and ..... at increasing nursing students' and psychiatric nurses' insight about psychiatric ...

  9. Mental illness stigma among nurses in psychiatric wards of teaching hospitals in the north-west of Iran.

    Science.gov (United States)

    Ebrahimi, Hossein; Namdar, Hossein; Vahidi, Maryam

    2012-11-01

    Stigma is one of the obstacles in the treatment and regaining the mental health of people with mental illness. The aim was determination of mental illness stigma among nurses in psychiatric wards. This study was conducted in psychiatric wards of teaching hospitals in Tabriz, Urmia, and Ardabil in the north-west of Iran. This research is a descriptive analysis study in which 80 nurses participated. A researcher-made questionnaire was used, which measured demographic characteristics and mental illness stigma in the three components of cognitive, emotional, and behavioral. All data were analyzed using SPSS13 software and descriptive and analytical statistics. Majority of nurses (72.5%) had medium level of stigma toward people with mental illness. About half of them (48.8%) had great inclination toward the social isolation of patients. The majority of them (62.5%) had positive emotional responses and 27.5% had stereotypical views. There was a significant correlation between experience of living with and kinship of nurses to person with mental illness, with prejudice toward and discrimination of patients. There was also a significant correlation between interest in the continuation of work in the psychiatric ward and prejudice, and also between educational degree and stereotypical views. The data suggest there is a close correlation between the personal experience of nurses and existence of mental illness stigma among them. Therefore, the implementation of constant educational programs on mental illness for nurses and opportunities for them to have direct contact with treated patients is suggested.

  10. The lived experience by psychiatric nurses of aggression and violence from patients in a Gauteng psychiatric institution

    Directory of Open Access Journals (Sweden)

    E. Bimenyimana

    2009-09-01

    Full Text Available Caring for good people is difficult enough; to care for people who are either aggressive or violent is even more difficult. This is what psychiatric nurses working in the psychiatric institution in which research was done are exposed to on a daily basis. The aim of the research was to explore and describe the lived experience by psychiatric nurses of aggression and violence from patients in a Gauteng psychiatric institution. A qualitative, explorative, descriptive, and contextual study design was utilised. Data was collected by means of semi-structured interviews and naïve sketches. Tesch’s (Creswell, 2004:256 method of open coding and an independent coder were utilised for data analysis. This study shed some light on the lived experience by psychiatric nurses of aggression and violence from patients in a Gauteng psychiatric institution. The findings show that the level of violence and aggression to which psychiatric nurses are exposed is overwhelming and the consequences are alarming. The contributing factors to this violence and aggression are: the mental status and the conditions in which patients are admitted; the staff shortage; the lack of support among the members of the multidisciplinary team (MDT; and the lack of structured and comprehensive orientation among newly appointed staff members. As a result, psychiatric nurses are emotionally, psychologically, and physically affected. They then respond with the following emotions and behaviour: fear, anger, frustration, despair, hopelessness and helplessness, substance abuse, absenteeism, retaliation and the development of an “I don’t care” attitude.

  11. Respect in forensic psychiatric nurse-patient relationships: a practical compromise.

    Science.gov (United States)

    Rose, Donald N; Peter, Elizabeth; Gallop, Ruth; Angus, Jan E; Liaschenko, Joan

    2011-03-01

    The context of forensic psychiatric nursing is distinct from other psychiatric settings as, it involves placement of patients in secure environments with restrictions determined by the courts. Previous literature has identified that nurses morally struggle with respecting patients who have committed heinous offences, which can lead to the patient being depersonalized and dehumanized. Although respect is fundamental to ethical nursing practice, it has not been adequately explored conceptually or empirically. As a result, little knowledge exists that identifies how nurses develop, maintain, and express respect for patients. The purpose of this study is to analyze the concept of respect systematically, from a forensic psychiatric nurse's perspective using the qualitative methodology of focused ethnography. Forensic psychiatric nurses were recruited from two medium secure forensic rehabilitation units. In the first interview, 13 registered nurses (RNs) and two registered practical nurses (RPNs) participated, and although all informants were invited to the second interview, six RNs were lost to follow-up. Despite this loss, saturation was achieved and the data were interpreted through a feminist philosophical lens. Respect was influenced by factors categorized into four themes: (1) emotive-cognitive reactions, (2) nonjudgmental approach, (3) social identity and power, and (4) context. The data from the themes indicate that forensic psychiatric nurses strike a practical compromise, in their understanding and enactment of respect in therapeutic relationships with forensic psychiatric patients. © 2011 International Association of Forensic Nurses.

  12. Facing the challenges and building solutions in clinical psychiatric nursing in Iran: a qualitative study.

    Science.gov (United States)

    Zarea, Kourosh; Nikbakht-Nasrabadi, Alireza; Abbaszadeh, Abbas; Mohammadpour, Ali

    2012-10-01

    Psychiatric nurses play an important role in the process of caring for mentally ill patients and are continually faced with the numerous challenges and complex issues related to this field. This study aimed to understand the perspectives of psychiatric nurses regarding the issues they face while providing care and examine the possible solutions for improvement of inpatient care in clinical settings. The study adopted a qualitative approach that utilized a content analysis of audio taped, semi-structured interviews that had been conducted with 24 nurses. Two main themes emerged from the data. The first, Challenges in Providing Care within Psychiatric Wards, had the following subthemes: Politics and Rules of Organization, Safety and Security Issues, Uncertainty about the Role, Lack of Trained Staff, and Sociocultural Issues. The second theme, Solutions for Improving Psychiatric Care, had the subthemes of Empowerment across four domains: Psychiatric Nurses, Mentally Ill Patients and their Families, The Psychiatric Mental Health System, and the Cultural Context. The results indicated that if nurses are expected to provide optimal nursing care within a psychiatric ward, then there is a need for a stable and responsible organizational structure, skilled psychiatric nurses, and community-based care along with an anti-stigma program.

  13. Psychiatric wards with locked doors--advantages and disadvantages according to nurses and mental health nurse assistants.

    Science.gov (United States)

    Haglund, K; von Knorring, L; von Essen, L

    2006-04-01

    To describe nurses' and mental health nurse assistants' perceptions of advantages and disadvantages about working on a psychiatric ward with a locked entrance door. Psychiatric staff sometimes needs to protect patients from harming themselves or others. To keep the entrance door locked may help staff to achieve this goal. How locked entrance doors at psychiatric wards are experienced by staff, working on these wards, has been investigated to a very limited extent. The study was explorative and descriptive. Audio taped, semi-structured interviews with open-ended questions about advantages and disadvantages about working on a psychiatric ward with a locked entrance door, were conducted with 20 nurses and 20 mental health nurse assistants. Data were analyzed with content analysis. A content analysis revealed eight categories of advantages and 18 categories of disadvantages. Most advantages mentioned by nurses and mental health nurse assistants were categorized as providing staff with control over patients, providing patients with a secure and efficient care and protecting patients and staff against 'the outside'. Most disadvantages mentioned by nurses were categorized as causing extra work for staff, making patients feel confined, making patients feel dependent and creating a non-caring environment. Most disadvantages mentioned by mental health nurse assistants were categorized as causing extra work for staff, making patients feel confined, causing emotional problems for patients, making staff's power obvious and forcing patients to adapt to other patients' needs. Nurses and mental health nurse assistants mentioned more disadvantages than advantages and nurses mentioned more disadvantages than mental health nurse assistants. Nurses and mental health nurse assistants perceive a number of advantages and disadvantages for themselves, patients and significant others with a locked door at a psychiatric ward. Most of these concern patients' experiences. It is important for

  14. Homophobia and attitudes toward gay men and lesbians by psychiatric nurses.

    Science.gov (United States)

    Smith, G B

    1993-12-01

    Stereotypic and stigmatic attitudes toward homosexuality may interfere both directly and indirectly with the care provided to gay and lesbian patients. The purpose of this study was to measure attitudes toward gays and lesbians and assess homophobia among psychiatric nurses. The demographic characteristics of education, religious identification, and knowledge of gays and lesbians had positive affects on attitudes and homophobia. The Attitudes Towards Gays and Lesbians Scale (ATGLS) developed by the researcher specifically for this study assessed cognitive attitudes and the Index of Homophobia (IHP), developed by Hudson and Ricketts (1980), measured homophobia, the affective response to gays and lesbians.

  15. Psychiatric nursing menbers' reflections on participating in group-based clinical supervision

    DEFF Research Database (Denmark)

    Buus, Niels; Angel, Sanne; Traynor, Michael

    2011-01-01

    This paper is a report of an interview study exploring psychiatric hospital nursing staff members' reflections on participating in supervision. Clinical supervision is a pedagogical process designed to direct, develop, and support clinical nurses. Participation rates in clinical supervision...... they influence participation rates. Twenty-two psychiatric hospital nursing staff members were interviewed with a semistructured interview guide. Interview transcripts were interpreted by means of Ricoeur's hermeneutic method. The respondents understood clinical supervision to be beneficial, but with very...

  16. Rationalisation of nursing education in Limpopo province : nurse educators' perspectives.

    Science.gov (United States)

    Makhuvha, T R; Davhana-Maselesele, M; Netshandama, V O

    2007-12-01

    Nursing education institutions are facing a challenge of realigning its functioning according to the changes that are taking place within the country. The intention of the government post apartheid was to correct the imbalances which were brought about by the apartheid government and the following regulations and policies influenced the change in nursing education, that is, Reconstruction and Development Programme (RDP), White Paper on Higher Education (WPHE), and the National Qualification Framework (NQF) (South Africa, 1995:6). In 1996 the government introduced the first democratic constitution of the Republic of South Africa (RSA) according toAct 108 of 1996. In the light of those increasing changes in nursing education, led by political change, the experiences of nurse educators is a critical issue facing nursing campuses. The purpose of this study was two-fold; namely: to explore and describe the experiences of nurse educators with regard to the rationalisation of nursing education and to use information obtained to describe guidelines for the effective rationalisation of a nursing college in the Limpopo Province. A qualitative, exploratory, descriptive and contextual research design was used. Qualitative interviews were conducted with nurse educators who worked in nursing colleges before and after 1994. Measures to ensure trustworthiness were applied and ethical issues were adhered to throughout the research process. Data was analysed following Tesch's method (Creswell 1994:154-155). The research established that nurse educators experienced dissatisfaction in several areas relating to the rationalization of nursing education. Support was also expected from bureaucracy at higher level. This study developed guidelines to policy makers and nurse educators to ensure effective rationalisation process.

  17. Patient aggression in psychiatric services: the experience of a sample of nurses at two psychiatric facilities in Nigeria.

    Science.gov (United States)

    James, B O; Isa, E W; Oud, N

    2011-05-01

    Aggression is a common feature in psychiatric in-patient units in Africa. The attitudes of psychiatric nurses and their perceptions of the frequency of in-patient aggression have not been explored in the Nigerian context. Using a crosssectional study design, two self-report questionnaires (the Attitudes toward Aggression Scale (ATAS) and the Perception of the Prevalence of Aggression Scale (POPAS)) were administered to nursing staff (n=73) at two psychiatric facilities in Benin City, Nigeria. Overall, nurses viewed aggression as offensive, destructive and intrusive. They were less likely to view it as a means of communication or serving protective functions. Verbal aggression was the commonest type of aggression experienced while sexual intimidation and suicide attempts were least common. Male nurses were more likely to experience physical violence and aggressive 'splitting' behaviours, while nurses with over a decade of professional experience were more likely to experience verbal and humiliating aggressive behaviours. In contrast to previous studies, fewer nurses required days off work due to aggressive behaviour. Aggression is commonly experienced by nurses in in-patient units in Nigeria. Their views were predominantly negative. Training programmes are required to change staff attitudes as well as research on the cultural factors mediating these attitude dispositions.

  18. Nurses' caring and empathy in Jordanian psychiatric hospitals: A national survey.

    Science.gov (United States)

    Alhadidi, Majdi M B; Abdalrahim, Maysoon S; Al-Hussami, Mahmoud

    2016-08-01

    Nurses working in psychiatric hospitals need to acquire the skills of therapeutic communication and empathy, and have higher levels of caring. The present study aims to investigate the level of caring and empathy among nurses working in psychiatric hospitals. A cross-sectional survey was utilized to collect data from 205 nurses recruited from three psychiatric hospitals in Jordan. The Background Information Questionnaire, Modified Caring Dimensions Inventory, and Toronto Empathy Questionnaire were administered to the recruited participants. The findings revealed that the sampled nurses had a high level of caring and empathy. Significant correlations were found between caring and having a specialized training in mental health nursing, and having organizational and managerial support. However, no significant correlations were found between empathy and participants' characteristics. Specialized training in mental health nursing, having organizational and managerial support, and empathy were found predictors for caring. © 2016 Australian College of Mental Health Nurses Inc.

  19. A goal for nursing education.

    Science.gov (United States)

    Marcinkiw, Karen L

    2003-04-01

    Current trends of an increasingly multicultural society emphasize the need for nursing education programs that effectively address cultural issues. To understand the diverse cultural backgrounds of clients, nurses must strive to be culturally competent. Cultural competence requires the building of cultural awareness, knowledge, skill, encounters, and desire in the nurse. Clients will feel respected, valued, and have a greater desire to achieve mutually agreed upon health care goals if the nurse is culturally competent. Nurse educators can assist nursing students in acquiring cultural competence using a model created by Campinha-Bacote (1999) entitled "The Process of Cultural Competence in the Delivery of Healthcare Services: A Culturally Competent Model of Care". The model contributes to the development of cultural competence in the nursing profession by providing a concrete guide that is useful for teaching and implementing cultural competence in nursing education.

  20. Relationship between occupational stress and depression among psychiatric nurses in Japan.

    Science.gov (United States)

    Yoshizawa, Kaori; Sugawara, Norio; Yasui-Furukori, Norio; Danjo, Kazuma; Furukori, Hanako; Sato, Yasushi; Tomita, Tetsu; Fujii, Akira; Nakagam, Taku; Sasaki, Masahide; Nakamura, Kazuhiko

    2016-01-01

    Psychiatric nursing is a stressful area of nursing practice. The purpose of this study was to examine occupational stress among psychiatric nurses in Japan. In this cross-sectional study, 238 psychiatric nurses were recruited from 7 hospitals. Data regarding the Generic Job Stress Questionnaire (GJSQ), the Center for Epidemiologic Studies for Depression Scale (CES-D), and the Health Practice Index (HPI) were obtained via self-report questionnaires. After adjusting for all the variables, CES-D scores were associated with job stress, but social support reduced the effect of stress on depression among psychiatric nurses. However, the interpretation of these results was hampered by the lack of data concerning important occupational factors, such as working position, personal income, and working hours. Further longitudinal investigation into the factors associated with depression may yield useful information for administrative and psychological interventions.

  1. Qualitative study on the placement of Huntington disease patients in a psychiatric hospital: perceptions of Maltese nurses.

    Science.gov (United States)

    Scerri, Josianne; Cassar, Rebecca

    2013-12-01

    Individuals with adult or juvenile Huntington disease can be cared for within psychiatric hospitals. In this paper, nurses' perceptions about the appropriateness of a psychiatric setting for these patients were explored. Semistructured interviews were conducted with 10 Maltese nurses involved in the care of these individuals. Their responses were analyzed using thematic analysis. Three main themes were identified from this study: (i) Huntington disease is not a mental illness; (ii) the lack of specialized staff and equipment within a psychiatric setting; and (iii) a need for alternative care options. The findings provide an insight into the perceptions of nurses, as they play a key role in the care and management of individuals with Huntington disease in a psychiatric setting. The findings demonstrated the need to provide alternative residential options in the community, and to improve the care and support provided both within psychiatric hospitals and the community through staff education and the provision of necessary facilities and equipment. © 2013 Wiley Publishing Asia Pty Ltd.

  2. From the front lines to the home front: a history of the development of psychiatric nursing in the U.S. during the World War II era.

    Science.gov (United States)

    Silverstein, Christine M

    2008-07-01

    During World War II, psychiatric nurses learned valuable lessons on how to deal with the traumas of war. Using psychohistorical inquiry, this historian examined primary and secondary sources, beyond the facts and dates associated with historical events, to understand why and how psychiatric nurse pioneers developed therapeutic techniques to address the psychosocial and physical needs of combatants. Not only is the story told about the hardships endured as nurses ministered to soldiers, but their attitudes, beliefs, and emotions, that is, how they felt and what they thought about their circumstances, are explored. In this study the lived experiences of two psychiatric nurses, Votta and Peplau, are contrasted to explicate how knowledge development improved care and how this knowledge had an impact on the home front in nursing practice and education, as well as in mental institutions and society, long after the war was won.

  3. The customer is always right: patients' perceptions of psychiatric nursing actions.

    Science.gov (United States)

    Richmond, I; Roberson, E

    1995-01-01

    In this age of consumerism, consideration should be given to patients' perceptions of interactions with the health care provider as a factor in assessing the quality of care provided. This article describes a study of 100 psychiatric inpatients in a large urban medical center who evaluated 50 commonly used psychiatric nursing actions. Significant differences were found between the general psychiatric patient population and the substance abuse population in perception of helpfulness and frequency of performance with 7 of the 50 nursing actions. As the consumer's perception of the effectiveness of nursing actions is determined, emphasis can be given to those interventions when planning patient care.

  4. Psychiatric nurses' attitudes towards inpatient aggression : Preliminary report of the development of Attitude Towards Aggression Scale (ATAS)

    NARCIS (Netherlands)

    Jansen, GJ; Dassen, TWN; Burgerhof, JGM; Middel, B

    Professional skills to adequately manage patient aggression are a prerequisite for nurses working in psychiatric hospitals. These 'technical' skills, however, are necessary but not sufficient for effective nurse intervention. 'The attitude of nurses' towards client aggression also contributes to

  5. Advanced psychiatric nurse practitioners' ideas and needs for supervision in private practice in South Africa.

    Science.gov (United States)

    Temane, Annie M; Poggenpoel, Marie; Myburgh, Chris P H

    2014-04-07

    Supervision forms an integral part of psychiatric nursing. The value of clinicalsupervision has been demonstrated widely in research. Despite efforts made toward advancedpsychiatric nursing, supervision seems to be non-existent in this field. The aim of this study was to explore and describe advanced psychiatric nursepractitioners' ideas and needs with regard to supervision in private practice in order tocontribute to the new efforts made in advanced psychiatric nursing in South Africa. A qualitative, descriptive, exploratory, and contextual design using a phenomenological approach as research method was utilised in this study. A purposive sampling was used. Eight advanced psychiatric nurse practitioners in private practice described their ideas and needs for supervision during phenomenological interviews. Tesch's method of open coding was utilised to analyse data. After data analysis the findings were recontextualised within literature. The data analysis generated the following themes - that the supervisor should have or possess: (a) professional competencies, (b) personal competencies and (c) specificfacilitative communication skills. The findings indicated that there was a need for supervision of advanced psychiatric nurse practitioners in private practice in South Africa. This study indicates that there is need for supervision and competent supervisors in private practice. Supervision can be beneficial with regard to developing a culture of support for advanced psychiatric practitioners in private practice and also psychiatric nurse practitioners.

  6. Advanced psychiatric nurse practitioners’ ideas and needs for supervision in private practice in South Africa

    Directory of Open Access Journals (Sweden)

    Annie M. Temane

    2014-02-01

    Full Text Available Background: Supervision forms an integral part of psychiatric nursing. The value of clinicalsupervision has been demonstrated widely in research. Despite efforts made toward advancedpsychiatric nursing, supervision seems to be non-existent in this field.Objectives: The aim of this study was to explore and describe advanced psychiatric nursepractitioners’ ideas and needs with regard to supervision in private practice in order tocontribute to the new efforts made in advanced psychiatric nursing in South Africa.Method: A qualitative, descriptive, exploratory, and contextual design using a phenomenological approach as research method was utilised in this study. A purposive sampling was used. Eight advanced psychiatric nurse practitioners in private practice described their ideas and needs for supervision during phenomenological interviews. Tesch’s method of open coding was utilised to analyse data. After data analysis the findings were recontextualised within literature.Results: The data analysis generated the following themes – that the supervisor should have or possess: (a professional competencies, (b personal competencies and (c specificfacilitative communication skills. The findings indicated that there was a need for supervision of advanced psychiatric nurse practitioners in private practice in South Africa.Conclusion: This study indicates that there is need for supervision and competent supervisors in private practice. Supervision can be beneficial with regard to developing a culture of support for advanced psychiatric practitioners in private practice and also psychiatric nurse practitioners.

  7. Nurse Education Consultancy: A New Role.

    Science.gov (United States)

    Jenkins, David A.

    1996-01-01

    A nurse education consultant can help a college enhance the educational process and market effectively and ethically. Nurses considering consultancy should examine their personal qualities, skill and knowledge base, and personal values and beliefs about education and nursing. (SK)

  8. Experiences and Perceptions of Nursing Staff Working With Long-Stay Patients in a High Secure Psychiatric Hospital Setting.

    Science.gov (United States)

    Dutta, Snigdha; Majid, Shazmin; Völlm, Birgit

    2016-01-01

    Forensic psychiatric nursing is a demanding nursing specialty that deals with a highly complex group of patients who are detained in restrictive environments, often for lengthy periods. There is little information about the daily experiences of these nurses. This study sought to explore the roles and relationships of forensic psychiatric nurses with long-stay patients in a high secure hospital in England. The study obtained data via three focus groups, and thematic analysis was carried out using NVIVO 10 software. Five prominent themes emerged: First, nurses elaborated on their roles with patients and the kinds of interactions they had with them. The next two themes explored the reasons why some patients are long-stay patients and the challenges nurses face while working with this group. The fourth theme was the impact of external support, such as the patient's families, on length of stay. The final theme covered the changes that the nurses observed in these patients and in themselves over time. It was noticeable that those interviewed were committed professionals, eager to provide an optimistic and hopeful environment for the patients to help them progress through "the system". The study presents a number of pertinent issues regarding long-stay patients that provide a basis for further research and to inform policy, educational reforms, and clinical practice.

  9. We are different: the voices of psychiatric advanced practice nurses on the performance of their roles.

    Science.gov (United States)

    Fung, Yuen-Ling; Chan, Zenobia C Y; Chien, Wai-Tong

    2016-02-01

    Many studies have affirmed that psychiatric advanced practice nurses (APNs) perform multifaceted roles. However, only a limited amount of research has been conducted on their perceptions of the performance of their roles. To explore the lived experiences of psychiatric APNs concerning the performance of their roles. Data were collected from individual semi-structured interviews and analysed using the interpretative phenomenological analysis method. The study was conducted in a hospital cluster in Hong Kong. Thirteen psychiatric APNs were purposively recruited. Three themes were discerned, namely, 'We are different', 'Who am I?', and 'I am who I am'. The findings can help psychiatric APNs and nurse administrators to better understand the needs of the role-bearers (APNs) and to develop strategies to support the development of advanced psychiatric nursing practices in Hong Kong and worldwide.

  10. The professional psychiatric/mental health nurse: skills, competencies and supports required to adopt recovery-orientated policy in practice.

    Science.gov (United States)

    Cusack, E; Killoury, F; Nugent, L E

    2017-03-01

    WHAT IS KNOWN ON THE SUBJECT?: Nationally and internationally there has been a movement away from the traditional medical model towards a more holistic recovery-oriented approach to mental health care delivery. At every level of service provision the emphasis is firmly on recovery and on facilitating active partnership working and involvement of service users, their carers and family members. WHAT THIS PAPER ADDS TO EXISTING KNOWLEDGE?: This is the first study to identify on a national level specific areas of care that are addressed most or least by psychiatric and mental health nurses in care planning for mental health service users in Ireland. In addition, this is the first study to identify nationally how the recovery approach is being implemented by psychiatric and mental health nurses in relation to current recovery-orientated policy. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: Mental healthcare staff require more education on the recovery concept and this needs to be multidisciplinary team wide. Further research is required to establish how best to develop a shared approach to working with service users and their families within the mental healthcare environment. Further investigation is required to help determine how funding could be allocated appropriately for education and training and service development nationally. Introduction The restructuring of national mental health policy to an integrated recovery ethos demands a clarification in the psychiatric/mental health nurse's role, skills and competencies. Aim/Question To explore the psychiatric/mental health nurse's role and identify skills, competencies and supports required to adopt recovery-orientated policy in practice. Method An exploratory mixed methods study in multiple health services in Ireland with N = 1249 psychiatric/mental health nurses. Data collection used a survey, focus groups and written submissions. Data analysis used descriptive statistics and thematic analysis. Results The medical

  11. Job satisfaction and resilience in psychiatric nurses: A study at the Institute of Mental Health, Singapore.

    Science.gov (United States)

    Zheng, Zhimin; Gangaram, Poornima; Xie, Huiting; Chua, Stephanie; Ong, Samantha Bee Cheng; Koh, Sioh Eng

    2017-12-01

    Job satisfaction ranks highly as one of the main factors influencing turnover rates among nurses. Mental health nursing has been reported to be a particularly stressful specialty, yet little is known about the level of job satisfaction among psychiatric nurses in Singapore. Resilience is defined as a means of adapting to stress at the workplace, and could serve as a factor influencing job satisfaction. The present study aimed to explore the current level of job satisfaction among psychiatric nurses working in the only tertiary psychiatric institution in Singapore, the influencing factors, and the relationship between resilience and job satisfaction. A survey questionnaire consisting of the following was administered to all eligible nurses working in the Institute of Mental Health between the period of 16-24 December 2014: (i) The McCloskey and Mueller Satisfaction Scale; (ii) The Resilience Scale; and (iii) sociodemographic data form. A total of 874 nurses were eligible for participation in the study, and a total of 748 nurses responded, totalling 85.6% response. A mean satisfaction score of 95.21 and mean resilience score of 125.74 were obtained. Mean satisfaction and resilience scores were the highest for nurses with longer working experience and those of older age. A positive and significant association between satisfaction and resilience scores (P = 0.001) was obtained. Psychiatric nurses in Singapore are generally satisfied with their job, but this can be further improved with the strengthening of personal resilience. © 2017 Australian College of Mental Health Nurses Inc.

  12. Peer education: the nursing experience.

    Science.gov (United States)

    Parkin, Vera

    2006-01-01

    The two-fold purpose of this study was to explore the peer education experiences of registered nurses and solutions for developing peer education as an effective method of adult learning. Eleven designated peer nurse teachers and 13 peer nurse learners were asked to complete a questionnaire. Three peer nurse teachers and three peer nurse learners were further interviewed in focus groups. The metathemes of peer role conflict, organizational stress, and the timing of new role integration were identified. The study found nurses believed that to have a successful peer education program, the scope of the peer education program and the peer roles should be clarified, peer time should be available and accessible, positive motivational techniques (including a just peer selection process) should be present, and other resources should be provided.

  13. Exploring Organizational Barriers to Strengthening Clinical Supervision of Psychiatric Nursing Staff

    DEFF Research Database (Denmark)

    Gonge, Henrik; Buus, Niels

    2016-01-01

    This article reports findings from a longitudinal controlled intervention study of 115 psychiatric nursing staff. The twofold objective of the study was: (a) To test whether the intervention could increase clinical supervision participation and effectiveness of existing supervision practices...

  14. Becoming a novice smoker: initial smoking behaviours among Jordanian psychiatric nurses

    National Research Council Canada - National Science Library

    Aldiabat, Khaldoun M; Clinton, Michael

    2013-01-01

      A better understanding of how male Jordanian psychiatric nurses become smokers and continue the habit mainly at work is necessary if smoking reduction and cessation programs are to help them better...

  15. Assessing Nursing Students’ Need to Improve Nursing Education

    OpenAIRE

    F Sharif; M Fooladi

    2009-01-01

    Background and purpose: Undergraduate education presents a period of transition and growth and requires the ability to adapt to many life changes. Many applicants admitted to a nursing program, but high rates of attrition have been experienced. This study is an attempt to assess the nursing students’ need on their nursing education.Methods: Focus groups were used to investigate nursing student’s perceptions and views on nursing education. The sample consisted of 120 nursing students selected ...

  16. Role performance of psychiatric nurses in advanced practice: a systematic review of the literature.

    Science.gov (United States)

    Fung, Y L; Chan, Z; Chien, W T

    2014-10-01

    This paper discusses findings from a systematic review of literature pertaining to the role performance of psychiatric nurses in advanced practice. A search of 11 electronic databases was conducted to identify research involving interventions by psychiatric (or mental health) nurses in advanced practice. A total of 14 studies were identified. In this review, the role performance of psychiatric nurses in advanced practice was categorized into three themes: (1) the provision of psychosocial interventions; (2) the provision of nurse-directed services in health-care contexts; and (3) the provision of psychiatric nursing consultation services. Our results document that psychiatric nurses in advanced practice perform multifaceted roles and provide mental health-care services in various contexts. This systematic review reveals that the nurses obtain significant results in managing clients with depression and psychological stress, and demonstrates their value when developing partnerships with non-mental health service providers. One study, however, showed that the nurses had insignificant results in performing transitional care for pre-discharged mental health service users. © 2013 John Wiley & Sons Ltd.

  17. Experiences by student nurses during clinical placement in psychiatric units in a hospital

    OpenAIRE

    W.J.C. Van Rhyn; M.R. Gontsana

    2004-01-01

    An exploratory study was conducted with the aim of discovering and describing experiences of psychiatric nursing students during clinical placement in a psychiatric unit. For the purpose of the study an unstructured interview was conducted with each participant during their first placement in a psychiatric unit to identify the factors experienced as stressful. The results indicated that all eight participants experienced average to high stress. Sources of stress identified included, among oth...

  18. Family focused nursing education

    Directory of Open Access Journals (Sweden)

    R. A. E. Thompson

    1993-05-01

    Full Text Available At the present time the majority of nurse education programmes are firmly tied to the perspectives of curative medicine within hospitals - they are disease and hospital oriented. This model, which indicates a 'sickness’ concept of nursing is entirely inappropriate if contemporary and future health care needs are to be met. The shift in education should be towards a health, family and whole person centered approach. The family is the most fundamental and dynamic unit in society with a profound influence upon its members. Besides performing a variety of other functions, the family has a central role in promoting and maintaining the health of its members. Because the family unit is the microcosm of society and accurately reflects the needs of society at large it is appropriate that this should be a key area of experience. Family attachments during training provide opportunities for close and committed contact with people in their everyday world and for learning what is really important to them.

  19. Microbiology Education in Nursing Practice.

    Science.gov (United States)

    Durrant, Robert J; Doig, Alexa K; Buxton, Rebecca L; Fenn, JoAnn P

    2017-01-01

    Nurses must have sufficient education and training in microbiology to perform many roles within clinical nursing practice (e.g., administering antibiotics, collecting specimens, preparing specimens for transport and delivery, educating patients and families, communicating results to the healthcare team, and developing care plans based on results of microbiology studies and patient immunological status). It is unclear whether the current microbiology courses required of nursing students in the United States focus on the topics that are most relevant to nursing practice. To gauge the relevance of current microbiology education to nursing practice, we created a confidential, web-based survey that asked nurses about their past microbiology education, the types of microbiology specimens they collect, their duties that require knowledge of microbiology, and how frequently they encounter infectious diseases in practice. We used the survey responses to develop data-driven recommendations for educators who teach microbiology to pre-nursing and nursing students. Two hundred ninety-six Registered Nurses (RNs) completed the survey. The topics they deemed most relevant to current practice were infection control, hospital-acquired infections, disease transmission, and collection and handling of patient specimens. Topics deemed least relevant were the Gram stain procedure and microscope use. In addition, RNs expressed little interest in molecular testing methods. This may reflect a gap in their understanding of the uses of these tests, which could be bridged in a microbiology course. We now have data in support of anecdotal evidence that nurses are most engaged when learning about microbiology topics that have the greatest impact on patient care. Information from this survey will be used to shift the focus of microbiology courses at our university to topics more relevant to nursing practice. Further, these findings may also support an effort to evolve national recommendations for

  20. Psychiatric advanced practice nurses contributions to supporting survivors and caregivers affected by the Boston marathon bombings.

    Science.gov (United States)

    Lakatos, Barbara E; Delisle, Leslie; Mitchell, Monique; Etheredge, Mary Lou

    2014-01-01

    The role of the psychiatric advanced practice nurse in promoting psychological health and resiliency for patients, their families and staff following the Boston Marathon bombings is reviewed. On April 15, 2013, 2 bombs exploded near the finish line at the Boston Marathon. Within minutes, 39 patients suffering from multiple injuries presented at a level I trauma center. The magnitude of this event and its effect on our hospital required a comprehensive response that would promote resiliency and healing. Lessons shared from responders to other tragedies were helpful in guiding our interprofessional efforts. The multiple layers of our response are reviewed to offer learnings that may inform others as they work to promote resiliency and healing following traumatic events. In response to this event, we utilized a trauma-informed care framework emphasizing physical, psychological, and emotional safety to assist staff, survivors, and families on their journey of healing. Emotional reactions were dramatic but were eased by the psychological care and education that our patients, their families, and staff received in the first days to weeks after the bombings. The psychiatric advanced practice nurse can influence positive outcomes by utilizing a trauma-informed care framework.

  1. Nurse educators establishing new venues in global nursing education.

    Science.gov (United States)

    Shishani, Kawkab; Allen, Carol; Shubnikov, Eugene; Salman, Khlood; Laporte, Ronald E; Linkov, Faina

    2012-01-01

    Nurses represent the largest number of health care workers worldwide, but they are currently underutilized for global health practices. This may be due to the fact that global health programs are not incorporated in nursing education in many countries. The World Health organization (WHO) recognized the importance of building capacity and having well-prepared nurses who are able to exchange knowledge and expertise worldwide, but did not offer practical solutions. A nursing Super course recognizes the gap between what WHO advocates for and what needs to be done in nursing education to achieve well prepared nurses. A solution suggested is to develop well-structured contents that are applicable and can be shared among nursing programs worldwide. A nursing Supercourse is proposed to provide lectures prepared by expert nursing educators and researchers in global health. The nursing Supercourse has emerged from the parent Supercourse that is a virtual library of lectures developed by world experts in public health and medicine. It represents a global library of over 4,300 public health and medical lectures and a network of over 56,000 public health professionals in 174 countries of the world. These lectures are written in different languages, prepared in easy format, and can be accessed through the internet. In other words does not require the usage of any advanced technology. The Supercourse educational technology has been used successfully in Epidemiology education focusing on multiple topics in public health such as non- communicable disease prevention (NCD), chronic diseases, disaster preparedness, environmental health, and others. Training of nursing students in global health while there are attending nursing programs needs to be a part of the national and international health efforts for disease prevention and health promotion. Copyright © 2012 Elsevier Inc. All rights reserved.

  2. Nursing interventions in crisis-oriented and long-term psychiatric home care

    NARCIS (Netherlands)

    Boomsma, J.; Dassen, T.WN; Dingemans, T.; van den Heuvel, W.J.A.

    1999-01-01

    Psychiatric nurses in The Netherlands are moving out of residential mental health institutions and are pioneering home care for the acutely and chronically mentally ill. The purpose of this study was to identify the interventions nurses currently use and to describe the differences between

  3. An observational study of providing structure as a psychiatric nursing intervention

    NARCIS (Netherlands)

    Voogt, L.A.; Goossens, P.J.J.; Nugter, A.; Achterberg, T. van

    2014-01-01

    PURPOSE: To observe the actions of psychiatric nurses when providing structure and identify results in order to better understand providing structure as a complex nursing intervention. DESIGN AND METHOD: Participant observation data were collected on a dual diagnosis ward and a crisis intervention

  4. Psychiatric and Mental Health Nursing in China: Past, Present and Future.

    Science.gov (United States)

    Xu, Xiuying; Li, Xin-Min; Xu, Dongmei; Wang, Wenqiang

    2017-10-01

    The mental health service model and policy have undergone dramatic changes and are moving toward the establishment of integrated service network-based community mental health services in China. But there are still some issues, such as shortage of resources, a relatively low rate of psychiatric treatment, lack of the knowledge about mental health in the general population, and stigma associated with mental disorders. This paper summarizes the history of psychiatric and mental health nursing in China and analyzes the characteristics of the current situation. There are healthcare challenges for psychiatric and mental health nurses with the mental health services reform by government, and in this paper we discuss future trends and provide suggestions for development of the psychiatric nursing profession, and mental health services reform. Copyright © 2017 Elsevier Inc. All rights reserved.

  5. Occupational stressors, burnout and coping strategies between hospital and community psychiatric nurses in a Dublin region.

    Science.gov (United States)

    McTiernan, K; McDonald, N

    2015-04-01

    Burnout negatively impacts the delivery of mental health services. Psychiatric nurses face stressors that are distinct from other nursing specialities. The research was conducted in Ireland and captured a relatively large sample of respondents. The results compared the stressors, coping strategies and burnout levels between hospital and community-based psychiatric nurses. Occupational stress can negatively impact on the well-being of psychiatric nurses, which in turn can lead to poor client care. There is a dearth of published research conducted in Ireland that examines stress within the discipline. A between-groups study, undertaken in February 2011, investigated stressors, burnout and coping strategies between hospital and community-based psychiatric nurses in a Dublin region. Sixty-nine participants (8 males and 61 females), aged between 18 to 60 years voluntarily completed the Mental Health Professional Stress Scale, the Maslach Burnout Inventory and the PsychNurse Methods of Coping Scale. The findings revealed that nurses were operating in a moderately stressful environment. Stressors focused on organizational issues as opposed to client issues. The main stressors identified were lack of resources, workload and organizational structures/processes. Both groups reported average levels of emotional exhaustion, low levels of depersonalization and average levels of personal accomplishment. A Mann-Whitney U-test and Independent Samples t-test found significant differences between hospital and community-based nurses regarding depersonalization and personal accomplishment, respectively. Hospital nurses reported higher depersonalization scores, and community nurses had a greater sense of personal accomplishment. The personal accomplishment scores of hospital nurses were below mental health professional norms. No significant differences emerged regarding coping strategies. Avoidant coping strategies were favoured by both groups. It is recommended that interventions

  6. Hospital staff nurse perceptions of competency to care for patients with psychiatric or behavioral health concerns.

    Science.gov (United States)

    Rutledge, Dana N; Wickman, Mary E; Cacciata, Marysol; Winokur, Elizabeth J; Loucks, Jeannine; Drake, Diane

    2013-01-01

    Disruptive behaviors are common among hospitalized patients with psychiatric and substance abuse behaviors. Nurses working on nonpsychiatric units, however, may lack competencies to care for patients with such behaviors. A survey was developed and administered to 844 nurses across three hospital settings that revealed a lack of nurse confidence to intervene in situations that require de-escalation techniques and crisis communication. This study provides direction for further research and interventions in hospital settings with similar professional development needs.

  7. Interaction in Distance Nursing Education

    Science.gov (United States)

    Boz Yuksekdag, Belgin

    2012-01-01

    The purpose of this study is to determine psychiatry nurses' attitudes toward the interactions in distance nursing education, and also scrunize their attitudes based on demographics and computer/Internet usage. The comparative relational scanning model is the method of this study. The research data were collected through "The Scale of Attitudes of…

  8. Virtual leadership in nursing education.

    Science.gov (United States)

    Levesque, Pamela

    2012-01-01

    The transition to online education with faculty teaching at a distance has created "virtual departments" of nursing that necessitates a new way of leading. The author discusses leadership theory and team-building methods to support leaders engaged in virtual departments of nursing.

  9. Ego States of nurses working in psychiatric clinics according to transactional analysis theory

    Science.gov (United States)

    Ertem, Melike Yonder; Kececi, Ayla

    2016-01-01

    Objective: An effective interpersonal communication is an essential nursing skill required to help provide quality health care and meet the treatment objectives. The aim of this study was to investigate the communication between the psychiatric nurses and the patients in terms of Transactional Analysis Theory ego states. Methods: The quantitative and qualitative research methods were used. The descriptive statistics (frequency, percentage, mean, standard deviation) were used in the data analysis and Kendall’s Tau-c coefficient was used to assess the agreement among the observers. Results: Of the psychiatric nurses, 66.7% (n = 14) had served as a psychiatric nurse for 1-10 years. Among the nurses, 52.4% (n=11) had received training about communication from any institution/organization. The agreement among the opinions of the nurses, the researcher and the charge nurses about the psychiatric nurses’ ego states showed that there was a significant relationship between the researcher’s opinion of the nurses’ ego states and the charge nurses’ opinion of the nurses’ ego states in terms of Critical Parent, Nurturing Parent, Adult, Adapted Child and Natural Child ego states. Conclusion: It is suggested that training be offered in regards to raising awareness about ulterior transactions that can affect communication negatively, patient autonomy and therapeutic communication in particular, and patients requiring the use of special communication methods. PMID:27182267

  10. Patients' descriptions of nursing interventions supporting quality of life in acute psychiatric wards: a qualitative study.

    Science.gov (United States)

    Pitkänen, Anneli; Hätönen, Heli; Kuosmanen, Lauri; Välimäki, Maritta

    2008-11-01

    People with mental disorders suffer from impaired quality of life (QoL). In psychiatric hospital wards nurses are in a close relationship with patients and have good opportunities to support patients' QoL. Still, relatively little is known about patients' perceptions related to nursing interventions by which nurses can support the QoL of patients with severe mental illness. To explore patients' perceptions of nursing interventions in supporting patients' QoL in acute psychiatric inpatient settings. Explorative descriptive study design. The study was conducted in seven acute 24-h psychiatric wards of general hospitals in Southern Finland. Thirty-five inpatients diagnosed with schizophrenia, schizotypal disorder or delusional disorder. The data were generated through semi-structured interviews and processed by means of qualitative content analysis. Five main categories of patients' perceptions of nursing interventions were identified to support QoL from patients' descriptions: empowering interventions, social interventions, activating interventions, security interventions and interventions to support physical health. Impaired QoL of patients with severe mental illness can be supported in acute psychiatric wards through nursing interventions. However, we are not sure how effective these interventions are. Thus, research on the effectiveness of nursing interventions to support patients' QoL is needed.

  11. What is cyberbullying & how can psychiatric-mental health nurses recognize it?

    Science.gov (United States)

    Williams, Susan G; Godfrey, Alice J

    2011-10-01

    Cyberbullying is an emerging issue within our society, particularly among adolescents. The phenomenon is similar to traditional bullying in that it is hurtful, repetitive behavior involving a power imbalance, often causing psychosocial issues. With the availability of cell phones, Internet, and video gaming systems, adolescents are constantly plugged into technology and therefore at risk of being a victim or a perpetrator of cyberbullying. Both physical and mental health problems can result from cyberbullying, which, in turn, can affect an adolescent's performance in school and other crucial areas of life. Legal action is an option, but many times the law is not clear. Psychiatric-mental health nurses are in a position to help educate children about resources to prevent or cope with cyberbullying in a way that will help not only the patients themselves but also parents, teachers, school administrators, and the community. Copyright 2011, SLACK Incorporated.

  12. Motivation to lifelong education of nurses

    OpenAIRE

    Lavičková, Ivana

    2008-01-01

    This paper discusses problem of nurse{\\crq}s lifelong learning. It describes current nurses education system, individual forms of lifelong learning and the current legislation in health service. Furthermore, it deals with motivation of nurses for education and surveys the motivation factors, which influence nurses in the access to education. It determinates forms of lifelong learning, which nurses prefer. At the same time it shows deficits in motivations of nurses for further learning.

  13. Addressing psychiatric education in Latin America: challenges and opportunities.

    Science.gov (United States)

    Fahrer, Rodolfo; Jorge, Miguel R; Ruiz, Pedro

    2010-01-01

    This article is about the psychiatric educational components in the field of psychiatry. Currently the training and educational objectives focus on five major areas: undergraduate education (medical students); graduate education (psychiatric residents); psychiatric education for primary care physicians, as well as physicians in other medical specializations (psychosomatic training); public health and public education at large, and patient and family education, and the promotion of 'mental health' at a community level. Given the strong globalization process observed in all regions of the world in the past two or three decades, it is very important for Latin America to constantly review and update its psychiatric and behavioural sciences curriculum across all medical institutions and universities of the continent. New methods of teaching and novel approaches to education in the field of psychiatry are currently based on models that are also in use in other parts of the world, especially in the USA. Boards of certification for psychiatrists are being implemented all over the continent. Sound certification guarantees that the professional has followed and passed an educational training plan to make him/her qualified to start practising the profession. The future of psychiatric training will be closely bound to the future of the practice of psychiatry, and will have to get ahead of the challenges the specialism will face during the next decades.

  14. The essence of psychiatric nursing: redefining nurses' identity through moral dialogue about reducing the use of coercion and restraint.

    Science.gov (United States)

    Landeweer, Elleke G M; Abma, Tineke A; Widdershoven, Guy A M

    2010-01-01

    In this article, we focus on core values of psychiatric nurses in relation to coercion and constraint. We analyze changes that took place in a project aiming at reducing coercion at a closed inpatient ward of a psychiatric hospital. Using the philosophy of Hans-Georg Gadamer and Margaret Urban Walker, we analyze both the process of moral changes through dialogue and the outcome in terms of new identities and moral responsibilities. We conclude that the project stimulated nurses to redefine their roles and develop a deeper intersubjective understanding of core values of their profession.

  15. Achieving equilibrium within a culture of stability? Cultural knowing in nursing care on psychiatric intensive care units.

    Science.gov (United States)

    Salzmann-Erikson, Martin; L Tz N, Kim; Ivarsson, Ann-Britt; Eriksson, Henrik

    2011-01-01

    This article presents intensive psychiatric nurses' work and nursing care. The aim of the study was to describe expressions of cultural knowing in nursing care in psychiatric intensive care units (PICU). Spradley's ethnographic methodology was applied. Six themes emerged as frames for nursing care in psychiatric intensive care: providing surveillance, soothing, being present, trading information, maintaining security and reducing. These themes are used to strike a balance between turbulence and stability and to achieve equilibrium. As the nursing care intervenes when turbulence emerges, the PICU becomes a sanctuary that offers tranquility, peace and rest.

  16. Standards for Continuing Education in Nursing.

    Science.gov (United States)

    American Nurses' Association, New York, NY.

    The quality of health care depends to a large degree on the knowledge, skills, and attitudes of practicing nurses. Continuing education is one way nurses can maintain competence and meet the standards of their profession. Continuing education in nursing consists of planned learning experiences beyond a basic nursing educational program. Providers…

  17. Knowledge of Psychiatric Nurses About the Potentially Lethal Side-Effects of Clozapine.

    Science.gov (United States)

    De Hert, Marc; De Beugher, Annelien; Sweers, Kim; Wampers, Martien; Correll, Christoph U; Cohen, Dan

    2016-02-01

    Clozapine is an antipsychotic with superior efficacy in treatment refractory patients, and has unique anti-suicidal properties and a low propensity to cause extrapyramidal side-effects. Despite these advantages, clozapine utilization is low. This can in part be explained by a number of potentially lethal side effects of clozapine. Next to psychiatrists nurses play a crucial role in the long-term management of patients with schizophrenia. It is therefore important that nurses know, inform and monitor patients about the specific side-effects of clozapine. A recent study of psychiatrists published in 2011 has shown that there was a gap in the knowledge about side-effects of clozapine. The knowledge about side-effects of clozapine in nurses has never been studied. This cross-sectional study evaluated the knowledge base regarding the safety of clozapine, and its potential mediators, of psychiatric nurses in 3 psychiatric hospitals in Belgium with a specifically developed questionnaire based on the literature and expert opinion (3 clozapine experts). A total of 85 nurses completed the questionnaire. The mean total score was 6.1 of a potential maximum score of 18. Only 3 of the 18 multiple choice knowledge questions were answered correctly by more than 50% of nurses. Only 24.9% of participants passed the test (>50% correct answers). Nurses working on psychosis units were more likely to pass the test (xx.y% vs yy.z%, p=0.0124). There was a trend that nurses with a lower nursing diploma were more likely to fail the test (p=0.0561). Our study clearly identifies a large gap in the basic knowledge of psychiatric nurses about clozapine and its side-effects. Knowledge could be increased by more emphasis on the topic in nurse's training curricula as well as targeted onsite training. Only 23.5% of participants indicate that there was sufficient information in their basic nursing training. Copyright © 2015 Elsevier Inc. All rights reserved.

  18. Psychiatric nurse practitioners’ experiences of working with mental health care users presenting with acute symptoms

    Directory of Open Access Journals (Sweden)

    Kgalabi J. Ngako

    2012-05-01

    Full Text Available Psychiatric nurse practitioners (PNPs working with mental health care users presenting with acute symptoms work in a complex environment. This environment is characterised by mental health care users who may present with a history of violence, sexual assault and substance misuse.The objectives of this study were twofold: firstly, to explore and describe the experiences of PNPs working with mental health care users (MHCUs presenting with acute symptoms; and secondly, to make recommendations for the advanced PNPs to facilitate promotion of the mental health of PNPs with reference to nursing practice, research and education.A qualitative, explorative, descriptive and contextual design was used. The target population was PNPs working with MHCUs presenting with acute symptoms in a public mental health care institution in Gauteng. Data were collected by means of four focus group interviews involving 21 PNPs. The researcher made use of drawings, naïve sketches and field notes for the purpose of data triangulation. Data were analysed in accordance with Tesch’s method of open coding.The three themes that emerged were: PNPs experienced working with these MHCUs as entering an unsafe world where care became a burden; they experienced negative emotional reactions and attitudes towards these MHCUs that compromised quality nursing care; and they made a plea for a nurturing environment that would enhance quality nursing care.The PNPs suggest skills and competency development, organisational support, and a need for external resources. Creation of a positive environment and mobilisation of resources as well as the identification and bridging of obstacles are essential in the promotion of the overall wellbeing and mental health of PNPs. 

  19. Exploring the perceptions of psychiatric patients regarding ...

    African Journals Online (AJOL)

    The purpose of this study was to explore and describe the perceptions of psychiatric patients with regard to marijuana use in Potchefstroom, North West Province, as well as to formulate recommendations for nursing education, nursing research and nursing practice, with the aim of reducing the readmission of psychiatric ...

  20. Fusion of psychiatric and medical high fidelity patient simulation scenarios: effect on nursing student knowledge, retention of knowledge, and perception.

    Science.gov (United States)

    Kameg, Kirstyn M; Englert, Nadine Cozzo; Howard, Valerie M; Perozzi, Katherine J

    2013-12-01

    High fidelity patient simulation (HFPS) has become an increasingly popular teaching methodology in nursing education. To date, there have not been any published studies investigating HFPS scenarios incorporating medical and psychiatric nursing content. This study utilized a quasi-experimental design to assess if HFPS improved student knowledge and retention of knowledge utilizing three parallel 30-item Elsevier HESI(TM) Custom Exams. A convenience sample of 37 senior level nursing students participated in the study. The results of the study revealed the mean HESI test scores decreased following the simulation intervention although an analysis of variance (ANOVA) determined the difference was not statistically significant (p = .297). Although this study did not reveal improved student knowledge following the HFPS experiences, the findings did provide preliminary evidence that HFPS may improve knowledge in students who are identified as "at-risk." Additionally, students responded favorably to the simulations and viewed them as a positive learning experience.

  1. Inquiry-based learning and critical thinking in an advanced practice psychiatric nursing program.

    Science.gov (United States)

    Flannelly, L; Inouye, J

    1998-06-01

    The advanced practice psychiatric nurse must be prepared to meet the changing demands being placed on the nursing profession. Some changes are the product of health care reforms, especially managed care. Others are more fundamental, because continuing scientific advances drive rapid changes in the knowledge base required of mental health nurses. Curricular reforms initiated earlier this decade were intended to equip nurses with the problem-solving and critical-thinking skills required to deal with novel and complex situations in a rapidly changing healthcare system. This article describes how the Inquiry-Based Learning tutorial method attends to the mental processes of graduate students and fosters critical-thinking skills.

  2. Negotiating clinical knowledge: a field study of psychiatric nurses' everyday communication

    DEFF Research Database (Denmark)

    Buus, Niels

    2008-01-01

    was highly dependent on the individual nurses' practical ability to participate in the game. Furthermore, the nurses colluded in their mutual communication to enable the collective display and sense of knowing that protected them against explicit signs of uncertainty about the clinic. The game of clinical...... knowledge influenced processes of clinical decision-making among the nurses as the game added to a distorted widening of a 'fictional distance' between patients and the representations produced by the nurses.......Nursing practices at psychiatric hospitals have changed significantly over the last decades. In this paper, everyday nursing practices were interpreted in light of these institutional changes. The objective was to examine how mental health nurses' production of clinical knowledge was influenced...

  3. Oral hygiene and oral flora evaluation in psychiatric patients in nursing homes in Turkey.

    Science.gov (United States)

    Zengin, A Z; Yanik, K; Celenk, P; Unal-Erzurumlu, Z; Yilmaz, H; Bulut, N

    2015-01-01

    The World Health Organization has stated that psychiatric patients are a group of people who have oral and dental illnesses. The aims of this study were to document the oral hygiene of individuals with chronic psychiatric illness, to determine the extraoral and intraoral findings, to detect the dominant microorganisms in oral flora, and to inform clinicians of these findings. The study included 100 patients (69 men and 31 women) with different psychiatric illnesses living in a nursing home. They were 19-96 years old (median, 48 years). The participants completed a questionnaire about patients' oral health. They underwent extraoral and intraoral examinations. Two swab samples were obtained from the oral mucosa of these patients. Gram preparations were analyzed for leukocytes, bacteria, and yeast. Chi-square test and z-test were used. All patients (100%) had the necessary equipment for oral hygiene; however, many (43%) patients had poor oral hygiene. There was a high prevalence of xerostomia (56%) and fissured tongue (61.4%) (among other tongue anomalies). The most commonly isolated microorganisms were coagulase-negative Staphylococcus0 (35.9%), Streptococcus spp. (30.3%), nondiphtheroid Bacilli (16.9%), Staphylococcus aureus (2.3%), Candida spp. (11.8%), and Gram-negative Bacilli (2.8%). The oral hygiene of most patients was insufficient. The presence of Gram-negative Bacilli growth in the oral flora can be explained by poor hand hygiene. These findings suggest that it is useful to educate individuals about oral hygiene and hand hygiene and to inform the staff and families about this issue.

  4. Nurse education in Jordan: history and development.

    Science.gov (United States)

    Zahran, Z

    2012-09-01

    This paper provides a comprehensive analysis of the development of nurse education and practice in Jordan. Several types and levels of nurse education have been established influenced, in particular, by Northern American and British models of nurse education and practice. New colleges with new programmes are being introduced at all levels, with a continuing growth in the number of students graduating from nursing programmes, demonstrating the extent to which the status of nursing is changing in Jordan. However, the development of nurse education in Jordan is not wholly congruent with the development of nursing practice. The majority of nursing activities are embedded within a medical model of care or relate to carrying out medical orders, giving rise to task-oriented care delivery. Jordanian nurses are faced with many challenges in terms of their education and practice. There are few published papers that provide a description of this development. The extant literature on nursing history in Jordan comprises descriptions by university academics, official websites of nursing's regularity body, in addition to anecdotal accounts and conference presentations. Nurse education in Jordan has evolved over a relatively short period of time. Collaboration between academics and healthcare providers is vital in order to shape the role of nurses and nursing in the future. Insights gained from this development may benefit nurses globally who are working towards restructuring their nurse education and practice. © 2011 The Author. International Nursing Review © 2011 International Council of Nurses.

  5. Work engagement supports nurse workforce stability and quality of care: nursing team-level analysis in psychiatric hospitals.

    Science.gov (United States)

    Van Bogaert, P; Wouters, K; Willems, R; Mondelaers, M; Clarke, S

    2013-10-01

    Research in healthcare settings reveals important links between work environment factors, burnout and organizational outcomes. Recently, research focuses on work engagement, the opposite (positive) pole from burnout. The current study investigated the relationship of nurse practice environment aspects and work engagement (vigour, dedication and absorption) to job outcomes and nurse-reported quality of care variables within teams using a multilevel design in psychiatric inpatient settings. Validated survey instruments were used in a cross-sectional design. Team-level analyses were performed with staff members (n = 357) from 32 clinical units in two psychiatric hospitals in Belgium. Favourable nurse practice environment aspects were associated with work engagement dimensions, and in turn work engagement was associated with job satisfaction, intention to stay in the profession and favourable nurse-reported quality of care variables. The strongest multivariate models suggested that dedication predicted positive job outcomes whereas nurse management predicted perceptions of quality of care. In addition, reports of quality of care by the interdisciplinary team were predicted by dedication, absorption, nurse-physician relations and nurse management. The study findings suggest that differences in vigour, dedication and absorption across teams associated with practice environment characteristics impact nurse job satisfaction, intention to stay and perceptions of quality of care. © 2012 John Wiley & Sons Ltd.

  6. Burnout in psychiatric nursing: examining the interplay of autonomy, leadership style, and depressive symptoms.

    Science.gov (United States)

    Madathil, Renee; Heck, Nicholas C; Schuldberg, David

    2014-06-01

    It is important to consider ways in which nurses can be protected from experiencing the effects of burnout. This study examined the relationships between leadership style of psychiatric nurse supervisors, work role autonomy, and psychological distress in relation to psychiatric nurse burnout. Eighty-nine psychiatric nurses from Montana and New York hospitals completed an online survey that assessed their work-related experiences. Overall, results of this study indicate that the participants were experiencing high levels of emotional exhaustion and depersonalization when compared to a normative sample of mental health workers. Results also showed that leadership style and work role autonomy are likely to be environmental factors that protect against burnout in nurses. Finally, it was shown that the relationship between depressive symptoms and the burnout component of personal accomplishment may be influenced by nurses' perceptions of the leadership style in their work environment. These findings are important because nurse supervisor leadership styles and amount of autonomy are characteristics of the work environment that may be amenable to change through training and intervention. Copyright © 2014 Elsevier Inc. All rights reserved.

  7. Safety in psychiatric inpatient care: The impact of risk management culture on mental health nursing practice.

    Science.gov (United States)

    Slemon, Allie; Jenkins, Emily; Bungay, Vicky

    2017-10-01

    The discourse of safety has informed the care of individuals with mental illness through institutionalization and into modern psychiatric nursing practices. Confinement arose from safety: out of both societal stigma and fear for public safety, as well as benevolently paternalistic aims to protect individuals from self-harm. In this paper, we argue that within current psychiatric inpatient environments, safety is maintained as the predominant value, and risk management is the cornerstone of nursing care. Practices that accord with this value are legitimized and perpetuated through the safety discourse, despite evidence refuting their efficacy, and patient perspectives demonstrating harm. To illustrate this growing concern in mental health nursing care, we provide four exemplars of risk management strategies utilized in psychiatric inpatient settings: close observations, seclusion, door locking and defensive nursing practice. The use of these strategies demonstrates the necessity to shift perspectives on safety and risk in nursing care. We suggest that to re-centre meaningful support and treatment of clients, nurses should provide individualized, flexible care that incorporates safety measures while also fundamentally re-evaluating the risk management culture that gives rise to and legitimizes harmful practices. © 2017 The Authors Nursing Inquiry published by John Wiley & Sons Ltd.

  8. [The nursing field in education].

    Science.gov (United States)

    Miró Bonet, Margalida; Gallego Caminero, Gloria; Miró Bonet, Rosa

    2004-05-01

    "Campus Extens" is a new correspondence course/open university educational project which makes use of new technologies in communication such as the Internet or videoconferences for the diffusion of its course content. This program commenced in 1997 as a provisional experimental program at the University of the Balearic Islands; at present, after six years up and running, this program is an established program. Classes in nursing were introduced as part of this program, due to a request by the Nursing Department, in an experimental provisional format since the academic year 2001-02 hoping to integrate new educational technologies and bring these closer to students in the Balearic Isles who find it difficult to attend traditional classes which are taught on the Palma campus and at the same time to make future correspondence courses possible. Taking the pedagogical materials which correspond to the Nursing Fundamentals course as an example, the authors describe the characteristics of this system, the educational model implemented, the didactic strategies which are used in this virtual classroom environment, as well as the methodological arrangement and the didactic materials which have been developed for this program. Finally, the authors want to point out that the participation of Nursing in this program has enabled the Nursing Department to respond to the educational and professional demands of the University of the Balearic Islands, to reflect critically about teaching methodology, to bring the School of Nursing and Physiotherapy closer to our university community and to design new projects for future correspondence/open university courses.

  9. Integrating nursing science in the education process.

    Science.gov (United States)

    Felicilda, Rhea Faye

    2011-01-01

    With the present shortage of nursing faculty and the imminent retirement of current faculty, clinical nurses are encouraged to step into academia, bringing their enthusiasm, knowledge, and clinical experience. As nurses enter the world of nursing education, they will face two challenges: the paradigm shift from clinical nursing to learning process, and the vast diversity of students. Turning to the foundations of nursing, a young nurse educator generated teaching-learning strategies through integration of nursing sciences as a guide to becoming an effective educator.

  10. Bullying in undergraduate clinical nursing education.

    Science.gov (United States)

    Clarke, Colette M; Kane, Deborah J; Rajacich, Dale L; Lafreniere, Kathryn D

    2012-05-01

    Although a limited number of studies have focused on bullying in nursing education to date, all of those studies demonstrate the existence of bullying in clinical settings, where nursing students undertake a significant amount of their nursing education. The purpose of this study was to examine the state of bullying in clinical nursing education among Canadian undergraduate nursing students (N = 674) in all 4 years of their nursing program. Results suggest that nursing students experience and witness bullying behaviors at various frequencies, most notably by clinical instructors and staff nurses. Third-year and fourth-year students experience more bullying behaviors than first-year and second-year students. Implications for practice include ensuring that clinical instructors are well prepared for their role as educators. Policies must be developed that address the issue of bullying within nursing programs and within health care facilities where nursing students undertake their clinical nursing education. Copyright 2012, SLACK Incorporated.

  11. Clinical outcomes and satisfaction of patients of clinical nurse specialists in psychiatric-mental health nursing.

    Science.gov (United States)

    Baradell, J G

    1995-10-01

    Survey research was conducted to examine clinical outcomes and satisfaction of patients of psychiatric mental health clinical nurse specialists (CNSs). Patients who had terminated from outpatient psychotherapy with 6 CNSs in 1993 were mailed a questionnaire (N = 223). Follow-ups by mail yielded a response rate of 45% (n = 100). The questionnaires included the Profile of Mood States-Short Form ([POMS-SF]; McNair, Lorr, & Droppleman, 1992). Quality of Life Function ([QOL]; Lehman, 1991), and Patient Satisfaction Scale (Baradell, 1994). Paired difference t-tests were used to evaluate clinical outcomes. Percentages were used to report satisfaction, and Pearson correlations were used to examine the relationship between clinical outcomes and patient satisfaction. The mean age for respondents was 37 years; 82% were female. Diagnoses included depression (46%), adjustment disorders (34%), anxiety (10%), and other (10%). Patients reported significant improvement in all clinical symptoms: anxiety, depression, anger, confusion, fatigue and vigor. Patients reported significant improvement in all domains of QOL: family, social, and job. Patients reported a very high level of satisfaction with the care provided. The more clinical improvement the patients reported, the more satisfied they were with the care provided. If nurses are to be included in a reformed health care delivery system in the future, additional research is essential.

  12. THE IMPORTANCE OF DISTANCE EDUCATION IN NURSING

    OpenAIRE

    YUKSEKDAG, Belgin BOZ

    2015-01-01

    Nursing that the reason of its essence arises from social requirements is a practical discipline. It requires knowledge and skills. This knowledge and skills must be updated with developments in the health field. However, because of their living conditions, nurses cannot continue the formal education. Distance nursing programs provide flexibility to them. In this study will be handed the importance of distance education for nursing and the attitudes of nurses towards distance nursing programs.

  13. Videotaped recording as a method of participant observation in psychiatric nursing research.

    Science.gov (United States)

    Latvala, E; Vuokila-Oikkonen, P; Janhonen, S

    2000-05-01

    This paper describes videotaped recording as a data collection method when conducting participant observation in a psychiatric nursing study. The videotaped episodes were part of the daily life of psychiatric nursing in a hospital environment. The advantages and limitations of using videotaped recording in nursing research will be discussed. This paper is based on two studies. The data consisted of 21 videotaped episodes of nursing report sessions or interdisciplinary team meetings in the psychiatric clinic of a university hospital. The participants consisted of patients, their significant others, nurses, doctors, social workers and physiotherapists. All videotaped material was transcribed verbatim. An essential advantage of videotaping is that most potentially useful interaction and behaviour can be captured. The advantage in terms of the credibility of videotaping was that the investigator was able to review the same videotaped situations again and again. Videotaped material is rich and provides several possibilities for analysing the data. In these studies data and source triangulation enabled the researchers to reduce personal influence on the results. The investigator must also be aware of the limitations concerning this method. The most essential limitations are mechanical problems and the influence of videotaping on behaviour. Careful ethical considerations are important concerning personal privacy, informed consent and respect for the self-determination of psychiatric patients.

  14. Educational innovation: nursing's leadership challenge.

    Science.gov (United States)

    Coonan, Patrick R

    2008-01-01

    Hospitals are increasingly looking for the best graduates, but as this competitive environment increases, little focus is on collaboration and innovation in changing the education system so there will be more "best nurses." In universities today we find numerous barriers to investment in innovation and risk, which hampers the ability to address national workforce needs and compete in a global marketplace. Academic institutions need to become more creative, and begin to look at nursing as a partnership between those who essentially purchase our product and those who develop the product. Nursing leadership needs to collaborate quickly with integration and innovation in developing, improving, and maintaining the skill set of the nursing workforce and assuring competent practitioners from our educational system going forward. We need to share our valuable resources and move out of our silos and begin to look at the big picture, and we need to reach inside and find that creative child that works within us.

  15. General and professional values of student nurses and nurse educators.

    Science.gov (United States)

    Riklikiene, Olga; Karosas, Laima; Kaseliene, Snieguole

    2018-03-01

    The aim of this study was to explore and compare the self-reported general and professional values in undergraduate student nurses and nurse educators in Lithuania. Contemporary nursing requires strong moral motivation and clear values as nurses confront many ethical dilemas in their practice. Students acquire essential values of the nursing profession through the appropriate role modelling of their educators. Nursing students seek to become capable in providing ethical and professional patient care while their educators attempt to model desired behaviours. A national cross-sectional comparative study was carried out in March 2011. Four-hundred eight respondents participated: 316 undergraduate nursing students and 92 nurse educators. A 57-item questionnaire was delivered to nursing programs at three universities and six colleges. Permission to conduct the study was granted by The Center on Bioethics. Student nurses and their educators rated the general value of altruism equally. Educators, in comparison with students, ranked honesty and intellectualism significantly higher and more often admired truth-telling in any circumstance. Students were more likely to avoid intellectual challenges in reading and placed lower importance on academic qualifications for career advancement. The professional nursing values of honesty, intellectualism and authority were ranked significantly higher by nurse educators than student nurses. The study revealed differences in self-reported general and professional values in undergraduate student nurses and nurse educators. The values of nurse educators were not always stronger than those of students. Positive relationships between particular general and professional values in both students and educators confirmed the link between professional and personal values. © 2017 John Wiley & Sons Ltd.

  16. Nurse Educators' Leadership Styles and Nurse Graduates' Licensure Passage Rates

    Science.gov (United States)

    Miller, Dianna Bailey

    2009-01-01

    The purpose of this quantitative correlational research study was to examine the relationship between leadership styles of community college nurse educators in Texas and licensure passage rates of nursing community college graduates in Texas. Surveys were conducted to obtain the nurse educators' demographic data. The Multifactor Leadership…

  17. School Nurse Intention to Pursue Higher Education

    Science.gov (United States)

    Broussard, Lisa; White, Debra

    2014-01-01

    In 2011, the Institute of Medicine recommended that 80% of the nurses possess a minimum of a bachelor of science in nursing by 2020 and double the number of doctorally prepared nurses. This has prompted a significant number of registered nurses to advance their educational level. School nurses in Louisiana are not required to have a bachelor's…

  18. Knowledge creation in nursing education.

    Science.gov (United States)

    Hassanian, Zahra Marzieh; Ahanchian, Mohammad Reza; Ahmadi, Suleiman; Hossein Gholizadeh, Rezvan; Karimi-Moonaghi, Hossein

    2014-09-28

    In today's society, knowledge is recognized as a valuable social asset and the educational system is in search of a new strategy that allows them to construct their knowledge and experience. The purpose of this study was to explore the process of knowledge creation in nursing education. In the present study, the grounded theory approach was used. This method provides a comprehensive approach to collecting, organizing, and analyzing data. Data were obtained through 17 semi-structured interviews with nursing faculties and nursing students. Purposeful and theoretical sampling was conducted. Based on the method of Strauss and Corbin, the data were analyzed using fragmented, deep, and constant-comparative methods. The main categories included striving for growth and reduction of ambiguity, use of knowledge resources, dynamism of mind and social factors, converting knowledge, and creating knowledge. Knowledge was converted through mind processes, individual and group reflection, praxis and research, and resulted in the creation of nursing knowledge. Discrete nursing knowledge is gained through disconformity research in order to gain more individual advantages. The consequence of this analysis was gaining new knowledge. Knowledge management must be included in the mission and strategic planning of nursing education, and it should be planned through operational planning in order to create applicable knowledge.

  19. Perceived stress and coping strategies among Jordanian nursing students during clinical practice in psychiatric/mental health courses.

    Science.gov (United States)

    Al-Zayyat, Abdulkarim Subhi; Al-Gamal, Ekhlas

    2014-08-01

    Clinical practice in the psychiatric/mental health nursing (PMHN) field is considered a highly-stressful experience for nursing students. The purpose of the present study was to identify the degrees of stress, the types of stressors, and coping strategies perceived by undergraduate nursing students during their clinical practice in PMHN courses. A descriptive, longitudinal design was used. Sixty-five students registered in PMHN clinical courses were recruited from five Jordanian universities using a systematic random-sampling method. Data collection was conducted in the second semester of the 2012-2013 academic year at two points of time: pre-PMHN clinical training and post-PMHN training. The Basic Information Questionnaire, Perceived Stress Scale, and Coping Behavior Inventory were administered. Students' ages ranged from 20 to 25 years. The findings illustrate that the highest reported types of stressors at both data-collection times were taking care of patients, stress related to teachers and nursing staff, and from assignments and workloads. The most utilized coping strategy at both data-collection times was problem solving. The findings of the present study are useful for clinical educators in identifying nursing students' stressors, easing their learning in the clinical setting, and establishing an efficient PMHN course programme. © 2013 Australian College of Mental Health Nurses Inc.

  20. [Nursing education: integrating gender equity consciousness].

    Science.gov (United States)

    Tzeng, Ya-Ling; Shih, Hsin-Hsin; Yang, Ya-Ling

    2011-12-01

    Gender sensitivity influences the way a nurse handles the nursing process and can influence both patient care and public perception of the nursing profession. Nurses unaware of the influences of gender are unable to perform holistic nursing, the practice of which centers on patient-centered care. Education is essential to promote gender consciousness. Providing scenario-based education to apply gender consciousness can help nursing students integrate gender and nursing care concepts and improve nursing care quality. In addition to raising attention to this important issue, this article makes comprehensive suggestions on how to apply gender concepts in nursing education. These suggestions include requiring instructors to consider and assess their own gender consciousness in order to enhance positive gender consciousness; reviewing teaching materials to identify and remove content tainted by sexual discrimination, and emphasizing gender education in the nursing education curriculum.

  1. The role of nurse educators in grooming future nurse leaders.

    Science.gov (United States)

    Sherman, Rose O; Bishop, Mary

    2007-07-01

    The authors have found in their research that too often our current nurse leaders have "fallen into" their positions, rather than choosing nursing leadership as a career path. With the impending retirements of so many nurse leaders, there is a need for a more proactive approach to ensure the next generation of nurse leaders is ready to assume the leadership of our profession. Guiding the development of a leadership mindset and promoting nursing leadership as a career choice are two important strategies. Nurse educators are in a key position to influence students and start grooming our future nurse leaders. There is no time to waste.

  2. Assessing Nursing Students’ Need to Improve Nursing Education

    Directory of Open Access Journals (Sweden)

    Sharif F

    2007-07-01

    Full Text Available Background and purpose: Undergraduate education presents a period of transition and growth and requires the ability to adapt to many life changes. Many applicants admitted to a nursing program, but high rates of attrition have been experienced. This study is an attempt to assess the nursing students’ need on their nursing education. Methods: Focus groups were used to investigate nursing student’s perceptions and views on nursing education. The sample consisted of 120 nursing students selected randomly. They were arranged in 12 groups of 10 students. The data analysis of recorded and observed data reached five major themes. Results: Five major themes emerged from data. The quality of clinical nursing instruction, confidence development in nursing practice and training, Iranian social perception of nursing profession, professional socialization through role development and improved clinical expectation and improved study skills. Conclusion: The result of this study helped to identify nursing students’ perception and determined their educational needs. Key words: NURSING EDUCATION, CLINICAL NURSING, NURSING PROFESSION, SOCIAL PERCEPTION

  3. Moral suffering among nurse educators of technical courses in nursing

    Directory of Open Access Journals (Sweden)

    Carla Godinho Duarte

    Full Text Available ABSTRACT Objective: to understand situations of moral suffering experienced at work by nurse educators of technical courses in nursing. Method: a qualitative study with discursive textual analysis by means of semi-structured interviews with ten nurse educators at two professional educational institutions in southern Brazil. Results: two categories were established: lack of commitment on the part of students to the future profession, expressed through disrespect and disregard for the work of nurse educators, with inappropriate behaviors and attitudes; and lack of commitment to the learning-teaching process, expressed by indifference to the professional profile and lack of interest in lessons and care practices associated with learning gaps. Conclusion: these situations have an impact on experiences of moral suffering by nurse educators, and show a need for rethinking their practice, relationships, and educational spaces, and implementing strategies to favor the confrontation of dilemmas and conflicts experienced in educational practice in technical courses in nursing.

  4. Moral suffering among nurse educators of technical courses in nursing.

    Science.gov (United States)

    Duarte, Carla Godinho; Lunardi, Valéria Lerch; Silveira, Rosemary Silva da; Barlem, Edson Luiz Devos; Dalmolin, Graziele de Lima

    2017-04-01

    to understand situations of moral suffering experienced at work by nurse educators of technical courses in nursing. a qualitative study with discursive textual analysis by means of semi-structured interviews with ten nurse educators at two professional educational institutions in southern Brazil. two categories were established: lack of commitment on the part of students to the future profession, expressed through disrespect and disregard for the work of nurse educators, with inappropriate behaviors and attitudes; and lack of commitment to the learning-teaching process, expressed by indifference to the professional profile and lack of interest in lessons and care practices associated with learning gaps. these situations have an impact on experiences of moral suffering by nurse educators, and show a need for rethinking their practice, relationships, and educational spaces, and implementing strategies to favor the confrontation of dilemmas and conflicts experienced in educational practice in technical courses in nursing.

  5. Preventing the 'professional cleansing' of nurse educators.

    Science.gov (United States)

    Calpin-Davies, P J

    2001-09-01

    The purpose of this paper is to argue that contrary to perceived wisdom nursing education ought to abandon the lecturer practitioner role on the grounds that it is a flawed concept predicated on a false assumption. In addition, and more seriously, it is in effect a significant hidden subsidy to service at the expense of education. It is suggested that by restructuring the nurse educator's role using the concepts of primary nursing as a method of organizing nurse educator's core activities, the perception and reality of teaching practice could be transformed. Calpin-Davies suggests that such a strategy enables nurse educators to be considered as practising nurses. It also has the added advantage that it is consistent with the form of organizing nursing expected of clinical colleagues. In addition it provides a basis for partnership with clinical nurses and with students, it responds to the imagined theory--practice gap, and affords nurse educators the means of becoming a credible role model.

  6. Future-Proofing Nursing Education

    Directory of Open Access Journals (Sweden)

    Nicholas Ralph

    2014-11-01

    Full Text Available The relevance of pre-registration programs of nursing education to current and emerging trends in healthcare and society could have a significant future impact on the nursing profession. In this article, we use a PESTEL (politics, economics, society, technology, environment, and law framework to identify significant current and future priorities in Australian healthcare. Following the PESTEL analysis, we conduct a review of the curriculum content of current Australian undergraduate pre-registration nursing curricula. The data were analyzed to determine how nursing curricula were aligned with the priorities identified in the PESTEL analysis. Findings suggest that preparation–practice gaps are evident in nursing curricula as the broad priorities identified were poorly reflected in undergraduate pre-registration programs. The study recommended (a the establishment of a nationally consistent mechanism to identify current and emerging trends in healthcare and higher education, and (b an evidence-based framework that enhances forward planning in the design of undergraduate pre-registration nursing curricula.

  7. Nursing students' views of nursing education quality: a qualitative study.

    Science.gov (United States)

    Kermansaravi, Fatihe; Navidian, Ali; Yaghoubinia, Fariba

    2015-01-13

    Nursing education is currently facing challenges related to the application of nursing knowledge in clinical environments and inability of students in application of nursing procedures in clinical settings. Nursing students themselves represent the best means of identifying these challenges. This study was conducted aimed to understand the nursing students' viewpoints and experiences concerning the challenges and deficiencies of the nursing education system. This qualitative study that has been carried out adopting conventional qualitative content analysis approach, 40 senior nursing students with sufficient experience of educational situations participated through purposive sampling. Eight focus group discussions were done with volunteer nursing students from School of Nursing and Midwifery in Zahedan (Iran). All of the interviews and discussions were recorded and then analyzed using the conventional content analysis approach. Three themes were emerged from data analysis including theoretical education, clinical skills, and the gap between theoretical education and clinical skills. The students' views and experiences of nursing education quality (theoretical, clinical, and the gap between theoretical education and clinical skills) demonstrated a need to pay careful attention to the selection and recruitment of clinical teachers, and the assessment and control of their educational performance and clinical skills, as well as to determination of standards and validation of education quality.

  8. Development of the Psychiatric Nursing Intervention Providing Structure: An International Delphi Study

    NARCIS (Netherlands)

    Voogt, L.A.; Nugter, A.; Achterberg, T. van; Goossens, P.J.J.

    2016-01-01

    BACKGROUND: Psychiatric nurses commonly refer to "providing structure" (PS) as a key intervention. But no consensus exists about what PS entails. PS can be understood as a complex intervention. In four previous studies, a definition, activities, and context variables were described that were

  9. Nurses' attitudes towards professional containment methods used in psychiatric wards and perceptions of aggression in Turkey.

    Science.gov (United States)

    Özcan, Neslihan Keser; Bilgin, Hülya; Akın, Münevver; Badırgalı Boyacıoğlu, Nur Elçin

    2015-10-01

    The aim of this study was to determine nurses' attitudes towards professional containment methods and to explore the relationship between those attitudes and nurses' perception of aggression. Different containment methods are used in psychiatric wards when patients behave aggressively towards others or exhibit self-harm. It is known that in addition to patient-specific and environmental influences, many factors related to the staff influence the choice of containment method. One of these factors is the perception of aggression. A cross-sectional descriptive design was used and the sample consisted of 144 nurses who are employed in a psychiatric hospital in Istanbul and who volunteered to participate in the study. Data were collected using a questionnaire addressing the socio-demographic and professional features of nurses and using the attitudes to professional containment methods and Perception of Aggression Scale. While pro re nata medication was used commonly, time-out was infrequently used in the wards. Intermittent observation, pro re nata medication and containment in the psychiatric intensive care unit were the most approved methods. The use of net beds was the least approved method. Nurses who perceive aggression as dysfunctional/undesirable are more likely to approve compulsory intramuscular medication and mechanical restraint. These results showed that nurses' perception of aggression is an important factor influencing the choice of a professional containment method. This study might lead to closer critiquing of psychiatric ward nurses' attitudes towards professional containment methods, leading to a decrease in the usage of these methods. © 2015 John Wiley & Sons Ltd.

  10. [Community health nursing: essential education elements].

    Science.gov (United States)

    Chen, Ching-Min

    2013-06-01

    Community health nursing has undergone significant reform over recent decades in response to ongoing advances in medical technology and increasing national living standards. Taiwan's nursing manpower projections indicate a strong and growing demand for nurses working in primary and tertiary settings. Can our nurses address social trends and face the new challenges of the 21st century? The baccalaureate nursing degree is the minimum preparation for entry-level professionals working in community health nursing in most advanced countries. Significant improvements are necessary in this degree track to improve the quality and quantity of community health nurses. This article introduces the Essentials of Baccalaureate Nursing Education for Entry Level Community / Public Health Nursing proposed by the Association of Community Health Nursing Educators (ACHNE). It is hoped that nursing schools and community health nurses responsible for professional training in Taiwan will reference the ACHNE proposal and develop appropriate domestic curricula that will form an effective professional development consensus and further advance community care.

  11. Prevalence of psychiatric disorders among nurses of a Nigerian ...

    African Journals Online (AJOL)

    SCID), 57% of the 100 study sample of female nurses of the University of Benin Teaching Hospital, Nigeria met definitive diagnoses for Anxiety Disorder, Dysthymia, Major Depressive Disorder, and Major Depression with probable Panic Disorder.

  12. Rationalisation of Nursing Education in Limpopo province: Nurse educators’ perspectives

    Directory of Open Access Journals (Sweden)

    T.R. Makhuvha

    2007-09-01

    Full Text Available Nursing education institutions are facing a challenge of realigning its functioning according to the changes that are taking place within the country. The intention of the government post apartheid was to correct the imbalances which were brought about by the apartheid government and the following regulations and policies influenced the change in nursing education, that is, Reconstruction and Development Programme (RDP, White Paper on Higher Education (WPHE, and the National Qualification Framework (NQF (South Africa, 1995:6. In 1996 the government introduced the first democratic constitution of the Republic of South Africa (RS A according to Act 108 of 1996. In the light of those increasing changes in nursing education, led by political change, the experiences of nurse educators is a critical issue facing nursing campuses. The purpose of this study was two-fold; namely: to explore and describe the experiences of nurse educators with regard to the rationalisation of nursing education and to use information obtained to describe guidelines for the effective rationalisation of a nursing college in the Limpopo Province. A qualitative, exploratory, descriptive and contextual research design was used. Qualitative interviews were conducted with nurse educators who worked in nursing colleges before and after 1994. Measures to ensure trustworthiness were applied and ethical issues were adhered to throughout the research process. Data was analysed following Tesch’s method (Creswell 1994:154-155. The research established that nurse educators experienced dissatisfaction in several areas relating to the rationalization of nursing education. Support was also expected from bureaucracy at higher level. This study developed guidelines to policy makers and nurse educators to ensure effective rationalisation process.

  13. Geography: research and teaching in nurse education.

    Science.gov (United States)

    Andrews, Gavin J

    2006-10-01

    This paper outlines how geography might be integrated into nurse education. At one level, researching nurse education geographically could add to the current academic understanding of the many transitional places that make educational experiences and influence outcomes. At another level, as part of a nursing curriculum, teaching geographical concepts and issues to students might provide them with unique insights into core subjects.

  14. Cognitive impairment, psychiatric disorders, and problematic behaviors in a tribal nursing home.

    Science.gov (United States)

    Jervis, Lori L; Manson, Spero M

    2007-04-01

    Residents' cognitive, psychiatric, and behavioral statuses were examined as part of a larger study of care in a nursing home (NH) owned and operated by a Northern Plains American Indian tribe. Reviews of 45 medical records and semistructured interviews with 36 staff were completed. Creekside residents had considerable psychiatric and behavioral morbidity. High prevalences of non-Alzheimer's disease dementia, cognitive impairment, anxious symptomatology, and resistance to care were met with psychopharmacotherapy, reorientation, and informal techniques for behavior management. Significant depressive, anxious, psychotic, and behavioral symptoms remained. Staff interpretations of resident problems consisted of an ethnopsychological schema emphasizing resident loneliness, grumpiness, and propensity to "fight" rather than formal psychiatric nosology. Tribal NH residents were likely underdiagnosed for dementia and anxiety. Residual behavioral and psychiatric symptomatology suggest room for improvement in the NH's behavioral management regimen. Need for greater attention to conceptual, diagnostic, clinical, and documentation processes in the NH setting is noted.

  15. Psychiatric clinical course strengthens the student-patient relationships of baccalaureate nursing students.

    Science.gov (United States)

    Ketola, J; Stein, J V

    2013-02-01

    Psychiatric nursing teaches students how to engage and communicate with patients who have severe emotional distress. Nurses need this knowledge as the majority of patients encountered in hospitals are distressed. This study explores the impact of a psychiatric clinical course in helping students learn to relate to distressed patients. The study used a mixed research methodology to survey 67 baccalaureate students about their experiences in the placement portion of the psychiatric nursing course. The pre-clinical questions focused on students' anticipation regarding individuals with mental illness and how the clinical experience would affect them as nurses and as individuals. The post-clinical questions asked how the clinical experience affected them. The students stated that their time with patients had changed them. Ninety-nine per cent were no longer frightened of the patients. Students realized the patients were distressed and were glad to help them. This work sensitized them to the individual rather than the generic patient. It initiated a process in self-awareness, in sensitivity to the feelings of another person and in communication skills. These are steps in the development of an empathetic presence. The students recognized the need for these skills in all nursing. The authors recommend strategies to assist students in developing an empathetic presence. © 2012 Blackwell Publishing.

  16. Exploring the influence of gestalt therapy training on psychiatric nursing practice: stories from the field.

    Science.gov (United States)

    Kelly, Teresa; Howie, Linsey

    2011-08-01

    Psychiatric nurses interested in extending their interpersonal and psychotherapeutic skills sometimes undertake postgraduate training in gestalt therapy. Little is known about how this new knowledge and psychotherapeutic skill base informs their practice. This paper presents the findings of a qualitative study that aimed to explore the influence of gestalt therapy training on psychiatric nursing practice. Within a framework of narrative inquiry, four psychiatric nurses trained in gestalt therapy were invited to tell their stories of training in a gestalt approach to therapy, and recount their experiences of how it influenced their practice. In keeping with narrative analysis methods, the research findings were presented as a collection of four stories. Eight themes were derived from a thematic analysis conducted within and across the four stories. The discussion of the themes encapsulates the similarities and differences across the storied collection, providing a community and cultural context for understanding the individual stories. © 2011 The Authors. International Journal of Mental Health Nursing © 2011 Australian College of Mental Health Nurses Inc.

  17. Examination of the effect of education about electroconvulsive therapy on nursing practice and patient satisfaction.

    Science.gov (United States)

    Arkan, Burcu; Ustün, Besti

    2008-12-01

    Electroconvulsive therapy (ECT) procedures require the work of a multidisciplinary team that includes an anesthesiologist, a psychiatrist, and a treatment nurse. Electroconvulsive therapy is treated like a minor surgical procedure that requires preoperative preparation and postoperative care. This research was conducted as a quasi-experimental study for the purpose of evaluating the effect of education about ECT given to nurses who work on a psychiatric ward. The research pretest sample was composed of 52 ECT procedures in which nurses participated in managing that were conducted between April and October 2006 on the psychiatric ward of Dokuz Eylül University Hospital. The posttest sample was composed of 52 ECT procedures in which nurses participated in managing that were conducted between January and March 2007 on the same psychiatric ward. DATA COLLECTION TOOL: The observation form for the determination of nursing care in ECT and satisfaction form, which were developed by the researcher from expert opinion, were used for data collection. Data obtained were analyzed using the test for significance between 2 means. The nurses included in the research received a total score of 4 for nursing care in ECT procedure before education and X = 11.5 after education. The difference in the mean scores for nursing care in ECT procedure before and after education was found to be statistically significant (P < 0.05). The mean score for patient satisfaction with nursing care in ECT procedure before education was X = 2.5 and that after education was X = 4.1. The difference between the 2 means was found to be statistically significant. Education given to nurses about ECT improved nursing practice and increased patient satisfaction. For this reason, it is recommended that nursing care in ECT continuing education be planned and given at regular intervals.

  18. Care in psychiatric hospital under the perspective of a nursing team

    Directory of Open Access Journals (Sweden)

    Claudia Mara de Melo Tavares

    2014-06-01

    Full Text Available The present study is aimed at describing the perception of the nursing team concerning the care in a psychiatric hospital. The research used a qualitative approach, exploratory type, using focus group technique, with five participants, in August 2011, in Niteroi, RJ, Brazil. From the data analysis five categories emerged, covering: sensitive listening; personal availability; therapeutic projects; human issues of the team; Traditional Psychiatry vs. Psychosocial Paradigm tension. It was concluded that despite the research, the subjects were still working at the hospital model. It was possible to bring awareness in a human, comprehensive and complete manner. But this perception of care has frailties once it does not bring any evidence of scientific basis of nursing. It is recommended that the professional nursing team invest in their role of caring in the context of the Psychiatric Reform, in the pursuit of an approach centered on the subject and in his way of living.

  19. Family nursing education and family nursing practice in Nigeria.

    Science.gov (United States)

    Irinoye, Omolola; Ogunfowokan, Adesola; Olaogun, Adenike

    2006-11-01

    A survey of six Nigerian nursing program curricula was conducted to determine the extent to which family nursing theory was used as a reference for conceptualizing nursing care in Nigeria. In addition, 25 nurse clinicians were purposely selected from three levels of primary, secondary, and tertiary health care units in Ile-Ife, Nigeria, and were interviewed to determine the extent to which nurses in practice reported using family assessment tools in their practice. The survey of the postgraduate curricula showed that master's and doctorally prepared nurses specializing in community health nursing have a theoretical base in family nursing theory. The limited focus on family nursing theory in basic, postbasic, and first-degree nursing curricula was deemed inadequate to develop the knowledge and skills necessary for all practicing nurses to embrace family-focused care in Nigeria. In nursing practice, families were seen to be involved in nursing care only to the extent of meeting financial and physical care needs of their family members. Findings from this study point to the need for a reorientation of the nursing curricula in Nigeria to include more family nursing theory. Specialized education of family nurse practitioners who would function at all levels of care also is a desirable goal to provide holistic health care to Nigerian families.

  20. DISTANCE NURSE EDUCATION (UZAKTAN HEMSIRELIK EGITIMI

    Directory of Open Access Journals (Sweden)

    Gulsun KURUBACAK

    2011-10-01

    Full Text Available Distance Nurse Education is the first book in the Turkish literature. The main purpose of this book is to introduce and discuss the dimensions, components and characteristics of Distance Nurse Education. The unique approach of this publication brings together 1 Distance Education, 2 Nurse Education, and 3 ALINE (Active Learning in Nursing Education Model (Fay, Selz, and Johnson, 2005 together at the same time. This book focuses on the learning activities, learner-centered approach, interactions, nursing competency oriented skills and feedback of distance nurse education and its applications. Besides, this book considers on how planning, designing, delivering and managing distance resources to bring about the successful completion of the goals and objectives of distance nurse education; and also discusses the design and its models from a progressive and transformative viewpoint in the area. Thus, the publication attempts to build a better understanding on how distance educators, designers, tutors and learners in nurse education can talk about the methodical approaches to planning and guiding processes to design distance nurse education from start to finish. This is also important to scrutinize the distance nurse education model how to bring a global and multicultural partnership of faculty, administrators, professionals, teachers, community activists and researchers in distance education as well as nurse education.

  1. [Care and nursing education].

    Science.gov (United States)

    Favetta, Véronique; Feuillebois-Martinez, Brigitte

    2011-12-01

    The notion of care is the main thread of the nurses' initial training. What are the theoretical references on which these teachings on care and caring are based in order to guide the learning and its implementation during the interview with the patient? Each professional exercises his profession with a personal vision, but the history of the profession reflects the evolution of the society to which it belongs. Thus the care theories shed a new light on the framework of thinking related to caring and care today. For the implementation of the training engineering related to the new curriculum, the trainers at ISFI (Institution for the nursing care training) of Pontoise wanted to question the concepts and theories on which the teaching of clinical reasoning can be based and thus work on the links existing between their own experiences of caring and their missions of accompaniment and transmission based on the respect of the potentialities presented by the students.

  2. Marketing Continuing Education for Nurses.

    Science.gov (United States)

    Southern Regional Education Board, Atlanta, GA.

    This guide presents an overview of marketing and its potential value in continuing education programs for nurses. The first portion of the guide briefly discusses the concept of marketing. It contains definitions of key marketing concepts (product, place, price, and promotion), discussion of the basic tenets of marketing (consumer needs…

  3. Nurse educators and student nurse neophytes' perceptions of good ...

    African Journals Online (AJOL)

    Nurse educators and student nurse neophytes' perceptions of good interaction in the classroom setting. ... The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female ...

  4. Job Stress and Self-Efficacy among Psychiatric Nursing Working in Mental Health Hospitals at Cairo, Egypt

    Science.gov (United States)

    Zaki, Rania. A.

    2016-01-01

    Nursing stress is considered a problem that affects the practice worldwide. Job stress is a harmful response physically and emotionally when the nurses' skills, resources, and needs could not fulfill the requirement of the job. This study was aimed to assess job stress and self-efficacy among psychiatric nursing working in mental health hospitals…

  5. Education for entrepreneurship in nursing.

    Science.gov (United States)

    Boore, Jennifer; Porter, Sharon

    2011-02-01

    The different types of entrepreneurship, including social entrepreneurship and intrapreneurship, and the importance of social entrepreneurship skills in the changing world of health care are discussed. The term social intrapreneurship is introduced to characterise the many nurses introducing change and enhancing care working within the NHS. The strategy for development of entrepreneurship education within one region of the UK is presented and its integration into a pre-registration nursing programme is the main focus of this paper. The process of integration of skills in the changing world of health care is discussed. The strategy for development of entrepreneurship is presented under the headings of the NICENT (Northern Ireland Centre for Entrepreneurship) @ Ulster Integration Model: Awareness and Understanding; Interpretation; Contextualisation; Integration (Theoretical Content); Integration (Assessment); Validation/Revalidation; Implementation; and Review and Reflection. The most important stages were the first two in which nursing academic staff came to realise the relevance of the topic to nursing and the interpretation and translation into 'nurse-speak' of the business terminology to alleviate the initial rejection of entrepreneurship as of no relevance to nursing. Copyright © 2010 Elsevier Ltd. All rights reserved.

  6. [Nursing education in Latin America].

    Science.gov (United States)

    Manfredi, M; Souza, A

    1986-01-01

    The article identifies health trends that must be taken into account in nursing and nursing education in Latin America if the goal of health for all by the year 2000 is to be achieved: population growth, the aging of the population, the rise of chronic diseases in groups at risk, the emergence of new pathological entities, the higher awareness of users of health services, and changes in the composition of the family and in the urban-rural composition of the population. The influence of these tendencies on nursing practice and training is examined. In the examination of practice, critical areas stand out: the numbers, distribution and use of nursing personnel; the quality of practice; the definition of functions for personnel categories; participation in decision-making; and preparation to assume new functions. On the education side, the article examines the situation, envisages the needed activities, and outlines a model study plan guided by the following principles: a comprehensive view of man in society; an epidemiologic and "dialectic" conception of the health/disease process; adherence to the scientific method; attention to priority health problems; a scientific understanding of the object of study; integration of theory and practice; and a multisector and multiprofession approach to nursing.

  7. Psychiatric nursing teaching at the Ana Nery School in the first half of the 20th century

    Directory of Open Access Journals (Sweden)

    Monique da Silva Carvalho

    2015-03-01

    Full Text Available The aim of this study was to describe the teaching of psychiatric nursing at Ana Néri Nursing School (EAN, between 1925 and 1954. Methodology: Socio-historical research whose sources were written documents and the oral statement of an ex-professor. The documentary analysis technique was used for data treatment. Results: For 27 years, the EAN did not introduce students into the psychiatric field due to the mental illness stigma, offering only theoretical disciplines, which were taught by physicians. Later there were theoretical disciplines with practical training in the classroom, and then theoretical disciplines with practice in psychiatric hospitals, taught by nurses. In conclusion, the law 775/49 lead the EAN to qualify a professor and initiate the reformulation of the nursing care provided at the Institute of Psychiatry of the University of Brazil, so as to adjust it to serve as a practical field and a model for teaching psychiatric nursing in Brazil.

  8. School nurse intention to pursue higher education.

    Science.gov (United States)

    Broussard, Lisa; White, Debra

    2014-10-01

    In 2011, the Institute of Medicine recommended that 80% of the nurses possess a minimum of a bachelor of science in nursing by 2020 and double the number of doctorally prepared nurses. This has prompted a significant number of registered nurses to advance their educational level. School nurses in Louisiana are not required to have a bachelor's degree. In many states, the bachelor's degree is required for all school nurses, and many school nurses are prepared at the masters' and doctoral levels. The purpose of this study was to examine the intention of Louisiana school nurses to pursue higher education in nursing. A survey was distributed to all members of the Louisiana School Nurses Organization, and results indicated that 65% of the participants were motivated to return to school. Incentives and barriers to pursuing higher education were identified, and strategies for overcoming these barriers were proposed. © The Author(s) 2013.

  9. Nursing Education and the Black Nurse ... An Overview

    Directory of Open Access Journals (Sweden)

    J.P. Samson

    1978-09-01

    Full Text Available In 1907, Cecilia Makiwane passed the final examination for general nurses of the Cape Colonial Medical Council, and on 7 January 1908 became the first Black registered professional nurse in South Africa (1:269. On 31 December 1977 there were 18 362 Black nurses on the registers of the South African Nursing Council3. At the time when a new Health Act (63/1977 and a new Nursing Act (50/1978 have been promulgated, and “Curationis” makes its début, it is well to look at the highlights of the development of nursing education for Blacks during the past 70 years.

  10. Bachelor of nursing student' attitude towards people with mental illness and career choices in psychiatric nursing. An Indian perspective

    Directory of Open Access Journals (Sweden)

    Poreddi Vijayalakshmi

    2015-04-01

    Full Text Available Objective. To examine undergraduate nursing student' attitudes toward people with mental illness and mental health nursing. Methodology. This was a cross sectional descriptive study carried out among conveniently selected nursing students (N=116. Data was collected through self- reported questionnaires. Results: Majority of the participants agreed that the theoretical (81.1% and cpnical placement (85.4% was adequate. Similarly, 62.9% would pke to apply for a post-basic program in Psychiatric nursing and 69.8% of the students intend to pursue their career as mental health nurses. However, a majority expressed that people with mental illness are unpredictable (80.2%, cannot handle too much responsibipty (71.5%, more pkely to commit offences or crimes (84.5% and more pkely to be violent (44%. Negative stereotype domain had significant relationships with future career (r=-0.2, p= 0.003, course effectiveness (r=-0.4, p<0.001, valuable contribution (r=-0.3, p<0.001 and readiness of the students (r=-.3, p<.000 domains. Conclusion. There is an urgent need to address these negative perceptions among nursing students towards people with mental illness. Innovative teaching strategies and appropriate changes in the nursing curriculum is required to prepare future nurses to deal mental health problems effectively.

  11. Outsiders in nursing education: cultural sensitivity in clinical education.

    Science.gov (United States)

    Debrew, Jacqueline Kayler; Lewallen, Lynne Porter; Chun, Edna

    2014-01-01

    Cultural competence is a stated value of nursing and nursing education. However, some institutional and traditional practices in nursing education can unintentionally impede nurses from achieving cultural competence. Both the literature and interviews with nurse educators show that despite educators' intentions to treat all students the same, nontraditional students may feel singled out and may in fact be singled out for closer scrutiny because of their difference from the demographic norms of nursing students. To ensure that the nursing profession reflects the composition of the patient population it serves, nurse educators must first acknowledge the Eurocentric culture of nursing education and, then, work to change the environment in which students are recruited, learn, and take on the role of beginning practicing nurses. © 2014.

  12. Nurse Educators' Lived Experiences with Values Changes in Baccalaureate Nursing Education

    Science.gov (United States)

    Wenda, Skip

    2012-01-01

    Values education in nursing can be a highly emotional topic. Values in nursing education can be linked to general societal values at any given point in time. Values are transmitted by nursing educators and institutions not only consciously in the nursing curriculum, but also unconsciously in the hidden curriculum. Each year many registered nurses…

  13. Juvenile mental health courts for adjudicated youth: role implications for child and adolescent psychiatric mental health nurses.

    Science.gov (United States)

    Burriss, F Antoinette; Breland-Noble, Alfiee M; Webster, Joe L; Soto, Jose A

    2011-05-01

    Juvenile mental health courts for adjudicated youth. To describe the role of psychiatric nurses in reducing mental health disparities for adjudicated youth via juvenile mental health courts. ISI Web of Knowledge; Sage Journals Online; HighWire; PubMed; Google Scholar and Wiley Online Library and websites for psychiatric nursing organizations. Years included: 2000-2010. Juvenile mental health courts may provide a positive and effective alternative to incarceration for youth with mental health problems with psychiatric nurses playing a key role in program implementation. © 2011 Wiley Periodicals, Inc.

  14. Integrating Systems Thinking Into Nursing Education.

    Science.gov (United States)

    Phillips, Janet M; Stalter, Ann M

    2016-09-01

    A critical need exists for nursing leadership in current complex health care settings. Systems thinking can be incorporated into nursing education at all levels by using evidence-based principles in education. Teaching tips are provided using a systems awareness model to guide nurse educators in the assessment and integration of systems thinking and engaging learners in interprofessional education and practice. J Contin Educ Nurs. 2016;47(9):395-397. Copyright 2016, SLACK Incorporated.

  15. The bulldozer and the ballet dancer: aspects of nurses' caring approaches in acute psychiatric intensive care.

    Science.gov (United States)

    Björkdahl, A; Palmstierna, T; Hansebo, G

    2010-08-01

    Demanding conditions in acute psychiatric wards inhibit provision of safe, therapeutic care and leave nurses torn between humanistic ideals and the harsh reality of their daily work. The aim of this study was to describe nurses' caring approaches within this context. Data were collected from interviews with nurses working in acute psychiatric intensive care. Data were analysed using qualitative analysis, based on interpretive description. Results revealed a caring-approach continuum on which two approaches formed the main themes: the bulldozer and the ballet dancer. The bulldozer approach functioned as a shield of power that protected the ward from chaos. The ballet dancer approach functioned as a means of initiating relationships with patients. When examining the data from a theoretical perspective of caring and uncaring encounters in nursing, the ballet dancer approach was consistent with a caring approach, while the bulldozer approach was more complex and somewhat aligned with uncaring approaches. Conclusions drawn from the study are that although the bulldozer approach involves a risk for uncaring and harming actions, it also brings a potential for caring. This potential needs to be further explored and nurses should be encouraged to reflect on how they integrate paternalistic nursing styles with person-centred care.

  16. Developing nurse educators' computer skills towards proficiency in nursing informatics.

    Science.gov (United States)

    Rajalahti, Elina; Heinonen, Jarmo; Saranto, Kaija

    2014-01-01

    The purpose of this paper is to assess nurse educators' competence development in nursing informatics (NI) and to compare their competence to the NI competence of other healthcare professionals. Electronic health records (EHR) have been in use for many years. However, the adoption of the nursing care plan finally made it possible for nurses in Finland to develop a model for structured documentation with nursing terminology. A total of n = 124 (n = 85 pre-test and n = 39 post-test) participants from Universities of Applied Sciences (UAS), hospitals, hospitals' information management and health centres were surveyed with a e-questionnaire designed to assess the development of their NI competences during the nursing documentation development project. The questionnaire included 145 structured questions and 6 open questions. Data analysis focused on classification and comparison of NI competences through data description and statistical parameters using figures and tables. The basic NI competences of the nurse educators were good at the end of project and the nurse educators had better information literacy and information management competences than other participants. The information retrieval skills varied greatly, but they improved evenly towards the end. The nurse educators mastered better evidence-based nursing and use of nursing process models in their work.

  17. Nursing Educational Programs

    Science.gov (United States)

    California Community Colleges, Chancellor's Office, 2014

    2014-01-01

    The California Community Colleges serve more than 2.1 million students each year and is the largest system of higher education in the nation. The state's 112 community colleges are charged with providing workforce training, basic skills education, and preparing students to transfer to four-year universities. Seventy-six California community…

  18. Cluster A personality disorders: considering the 'odd-eccentric' in psychiatric nursing.

    Science.gov (United States)

    Hayward, Brent A

    2007-02-01

    Psychiatric nurses are familiar with the concept of personality disorder because of their contact with persons with the most common personality disorder in clinical settings - borderline type, who frequently engage mental health services. Perhaps it is this familiarity that has focused research and clinical attention on borderline personality disorder compared with the other personality disorders. The significance of cluster A personality disorders for nursing is multifaceted because of their severity, prevalence, inaccurate diagnosis, poor response to treatment, and similarities to axis I diagnoses. Despite this, literature reviews have established that relatively few studies have focused on the treatment of the cluster A personality disorders - paranoid, schizotypal, and schizoid - resulting in a dearth of evidence-based interventions for this group of clients. A discussion of these disorders in the context of personality disorder and their individual characteristics demonstrates the distinctive and challenging engagement techniques required by psychiatric nurses to provide effective treatment and care. It is also strongly indicated that the discipline of psychiatric nursing has not yet begun to address the care of persons with cluster A personality disorders.

  19. Pedagogical Posters in Nurse Education

    DEFF Research Database (Denmark)

    Kelly, Hélène; Bagger, Bettan

    2009-01-01

    education away from focusing upon formal qualifications towards the concept of developing nurse competences. These recommendations have resulted in challenges to traditional pedagogical approaches away from the teacher’s role as the disseminator of knowledge towards the role of facilitator of learning....... The posters are produced on computers and as such the students learn to employ the computer as a creative tool. Students evaluate the use of posters as a concrete and useful tool of value to their forthcoming professional work as purveyors of health promotion knowledge. The poster as a pedagogical tool......Experiences from teaching nursing students at bachelor level with respect to prevention and health promotion have resulted in the introduction of poster presentations as a pedagogical tool. Poster presentations were introduced as a result of Bologna recommendations shifting the goal of nurse...

  20. Group Empowerment in Nursing Education.

    Science.gov (United States)

    Friend, Mary Louanne

    2015-12-01

    Nursing education is experiencing rapid changes, as nurses are expected to transform and lead health care delivery within the United States. The ability to produce exceptional graduates requires faculty who are empowered to achieve goals. The Sieloff-King Assessment of Group Empowerment Within Organizations (SKAGEO) was adapted and administered online to a stratified sample of administrators and faculty in American Association of Colleges of Nursing-member schools. Participants' scores were within high ranges in both empowerment capacity and capability; however, administrator group scores were higher. Data analyses indicated that administrator leadership competencies were associated with group empowerment. This study suggests that empowered faculty and administrator groups anticipate changing health care trends and effect student outcomes and competencies by their interventions. Also, it can be inferred that as a result of administrators' competencies, participants teach in empowered work environments where they can model ideal behaviors. Copyright 2015, SLACK Incorporated.

  1. Working With Arts in Danish Nurse Education

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2011-01-01

    The article outlines ideas and a number of results of a design-for-learning experiment, involving nurse students working with arts in the nurse education in Denmark. The findings show that learning in practice in nurse education can involve creativity as a dimension of building personal knowledge...

  2. Educação continuada em enfermagem psiquiátrica: reflexão sobre conceitos Educación continua en enfermería psiquiátrica: reflexión sobre conceptos Continuing education in psychiatric nursing: a reflection on concepts

    Directory of Open Access Journals (Sweden)

    Maria da Graça Girade

    2006-03-01

    continuing education programs that prepare nurses to work in psychiatric nursing led us to conduct this study, the first one on the "development of psychiatric and mental health nursing personnel" research line. Its objective is to make a reflection on the concepts of continuing education, in-service and permanent, found in recent nursing education literature. To carry out the literature review of the concepts we reviewed the MEDLINE and LILACS data bases, theses and dissertations and a number of classical titles on the theme. After the analysis of the concepts and discussions with experts, we concluded that the continuing in-service education denomination is the one that presents more consonance with the authors and experts that were consulted, as well as the one that better meets the demands of knowledge in the area of psychiatric nursing towards the quality of assistance.

  3. Compassion Fatigue in Psychiatric Nursing: A Systematic Review

    Directory of Open Access Journals (Sweden)

    Esra Uslu

    2017-12-01

    Full Text Available This is a systematic compilation study which aimed to determine whether psychiatry nurses were fatigue of compassion, or not. The screening of several databases revealed four articles fulfilling inclusion criteria of the study. While three of the articles examined were descriptive; one was in cross-sectional pattern. Along the inclusion criterions, no any Turkish article was determined regarding the subject. In these articles, compassion fatigue concept has usually been considered with “compassion satisfaction and burnout” concepts. According to the findings of aforesaid articles, it was determined that compassion satisfaction of psychiatry nurses was at low level; that their compassion fatigue and burnout levels were high; and as well that they showed post-traumatic stress symptoms. [Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 2017; 9(4.000: 421-420

  4. Incivility in the hospital environment: the nurse educator-staff nurse relationship.

    Science.gov (United States)

    Danque, Cynthia T; Serafica, Reimund; Lane, Susan Hayes; Hodge, Mary Alice

    2014-01-01

    Occurrences of incivility in nurse educator-staff nurse relationship studies are limited. A qualitative methodology (n = 6) was used to investigate nurse educators' perceptions of the main stressors for nurses during educational experiences. Identification of uncivil traits as seen by nurse educators and perceived role of nursing leaders in addressing incivility in the workplace were also identified.

  5. Bachelor of nursing student' attitude towards people with mental illness and career choices in psychiatric nursing. An Indian perspective.

    Science.gov (United States)

    Vijayalakshmi, Poreddi; Thimmaiah, Rohini; Chandra, Rama; BadaMath, Suresh

    2015-01-01

    To examine undergraduate nursing student' attitudes toward people with mental illness and mental health nursing. This was a cross sectional descriptive study carried out among conveniently selected nursing students (N=116). Data was collected through self- reported questionnaires. Majority of the participants agreed that the theoretical (81.1%) and clinical placement (85.4%) was adequate. Similarly, 62.9% would like to apply for a post-basic program in Psychiatric nursing and 69.8% of the students intend to pursue their career as mental health nurses. However, a majority expressed that people with mental illness are unpredictable (80.2%), cannot handle too much responsibility(71.5%), more likely to commit offences or crimes (84.5%) and more likely to be violent (44%). Negative stereotype domain had significant relationships with future career (r=-0.2, p= 0.003), course effectiveness (r=-0.4, pstudents (r=-.3, pstudents towards people with mental illness. Innovative teaching strategies and appropriate changes in the nursing curriculum is required to prepare future nurses to deal mental health problems effectively.

  6. The effectiveness of a nursing discharge programme to improve medication adherence and patient satisfaction in the psychiatric intensive care unit.

    Science.gov (United States)

    Virgolesi, Michele; Pucciarelli, Gianluca; Colantoni, Anna Maria; D'Andrea, Fabio; Di Donato, Barbara; Giorgi, Fabio; Landi, Lidia; Salustri, Eleonora; Turci, Carlo; Proietti, Maria Grazia

    2017-12-01

    To observe the extent to which a nursing discharge plan is effective in promoting therapeutic adherence and improving patient satisfaction with their treatment based on information interventions provided by nursing staff, direct hospital medication distribution and follow-up telephone calls. Patient adherence is a fundamental requirement for the treatment of chronic diseases. Among psychiatric patients, adherence to the prescribed course of treatment allows patients to keep the symptoms of their disease under control, allowing for improvements in the management of their condition, minimising the risks of relapse and reducing the number of hospitalisations. This study uses a prospective correlational design. The Morisky Medication Adherence Scale, the Satisfaction with Information about Medicine Scale and the General Satisfaction Questionnaire were used. Of the 135 patients enrolled in the study, 57% of the sample was female, and, on average, patients were aged 33 years. About 72.9% were unmarried, and 88.1% were educated at less than high school level. This study showed that patients who received more information on their health status and on what would be done for them after their hospitalisation had a higher adherence to treatment. In addition, patients who were more satisfied with the nursing care provided had a higher rate of adherence to their treatment plan. The interpersonal and educational nursing intervention improves adherence to a treatment plan by allowing patients to express themselves not only as individuals who rely on health care but also as protagonists able to effectively manage their disease and to empower themselves by acquiring disease management skills. A patient-nurse communication programme could help to analyse the individual patient circumstances that might become barriers to adherence and to apply nursing interventions that promote better patient adherence. © 2017 John Wiley & Sons Ltd.

  7. Education of advanced practice nurses in Canada.

    Science.gov (United States)

    Martin-Misener, Ruth; Bryant-Lukosius, Denise; Harbman, Patricia; Donald, Faith; Kaasalainen, Sharon; Carter, Nancy; Kilpatrick, Kelley; DiCenso, Alba

    2010-12-01

    In Canada, education programs for the clinical nurse specialist (CNS) and nurse practitioner (NP) roles began 40 years ago. NP programs are offered in almost all provinces. Education for the CNS role has occurred through graduate nursing programs generically defined as providing preparation for advanced nursing practice. For this paper, we drew on pertinent sections of a scoping review of the literature and key informant interviews conducted for a decision support synthesis on advanced practice nursing to describe the following: (1) history of advanced practice nursing education in Canada, (2) current status of advanced practice nursing education in Canada, (3) curriculum issues, (4) interprofessional education, (5) resources for education and (6) continuing education. Although national frameworks defining advanced nursing practice and NP competencies provide some direction for education programs, Canada does not have countrywide standards of education for either the NP or CNS role. Inconsistency in the educational requirements for primary healthcare NPs continues to cause significant problems and interferes with inter-jurisdictional licensing portability. For both CNSs and NPs, there can be a mismatch between a generalized education and specialized practice. The value of interprofessional education in facilitating effective teamwork is emphasized. Recommendations for future directions for advanced practice nursing education are offered.

  8. Does Faculty Incivility in Nursing Education Affect Emergency Nursing Practice?

    Science.gov (United States)

    Stokes, Pamela

    Incivility in nursing education is a complicated problem which causes disruptions in the learning process and negatively affects future nursing practice. This mixed method research study described incivility as well as incivility's effects through extensive literature review and application of a modified Incivility in Nursing Education (INE) survey. The INE included six demographic items, four quantitative sections, and five open-ended questions. The survey examined emergency nurses' perceptions of incivility and how the experience affected their personal nursing practice. The INE was initially tested in a 2004 pilot study by Dr. Cynthia Clark. For this research study, modifications were made to examine specifically emergency nurse's perceptions of incivility and the effects on their practice. The population was a group of nurses who were members of the emergency nurses association in a Midwestern state. In the quantitative component of the Incivility in Nursing Education (INE) survey, the Likert scale questions indicated that the majority of the participants reported witnessing or experiencing the uncivil behaviors. In the qualitative section of the INE survey, the participants reported that although they have not seen incivility within their own academic career, they had observed faculty incivility with nursing students when the participants were assigned as preceptors as part of their emergency nursing practice.

  9. Ideologies and Research in Nursing Care. Nursing Education. Swedish Research on Higher Education.

    Science.gov (United States)

    Wallen, Goran

    Trends in nursing research in Sweden are first discussed in relation to nursing education. Beyond the university, two "roots" of nursing research are investigated: (1) The first studies included analysis of the working conditions of nursing care; and (2) Later research topics covered nurse-patient relations and patients' needs. The…

  10. Burnout of caregivers: a comparison between partners of psychiatric patients and nurses.

    Science.gov (United States)

    Angermeyer, Matthias C; Bull, Nadine; Bernert, Sebastian; Dietrich, Sandra; Kopf, Andrea

    2006-08-01

    Care of a person with mental illness involves multiple burdens, possibly leading to burnout. This study compares partners of persons with schizophrenia and depression with nursing staff based on dimensions of burnout. Nursing staff and partners of patients with schizophrenia or depression were consecutively recruited from psychiatric hospitals and interviewed with the Maslach Burnout Inventory. No significant differences were found in the three dimensions of burnout (emotional exhaustion, depersonalization, and personal accomplishment) for the two groups of caregivers. About one fourth of the respondents in both groups showed a high degree of burnout. Professional and nonprofessional caregivers face a similar degree of burden and need support to perform their caretaking tasks.

  11. Graduate education in oncology nursing for minorities.

    Science.gov (United States)

    Houldin, Arlene D; Reville, Barbara; Boland, Barbara A; Jacobs, Linda A; Hayes, Sandra L

    2002-01-01

    Cancer statistics reveal disturbing morbidity and mortality rates among minorities, especially African Americans. A program to recruit and train minority nurses as Oncology Advanced Practice Nurses was developed at the University of Pennsylvania School of Nursing. Since 1992, 30 African American, five Asian/Pacific Islander, and five Hispanic nurses have been supported during advanced oncology nursing study. Graduates have assumed positions of clinical and academic leadership in oncology nursing. This project strengthened the ability of a graduate program in oncology nursing to respond to needs related to the education of minority students and to the care of minority populations with cancer.

  12. Salutogenic Model in Mental Health and Psychiatric Nursing

    Directory of Open Access Journals (Sweden)

    Beyhan Bag

    2017-09-01

    Full Text Available Increasing number of people who live with mental health problems for many years in the community brings into focus the need for recovery within a coping and mental health promotion perspective. The value of the salutogenic theory is that it emphasizes promoting coping and health. This article aims to illustrate how Antonovsky’s salutogenic theory and its central concept of sense of coherence and discusses how mental health nurses can use the theories in their praxis. [Psikiyatride Guncel Yaklasimlar - Current Approaches in Psychiatry 2017; 9(3.000: 284-300

  13. Trends In Coloured Nursing Education

    Directory of Open Access Journals (Sweden)

    A.M. Venter

    1978-09-01

    Full Text Available Education as a selfgrowth process implies the potential successful adaptation to the world in which one lives; the latter becoming increasingly demanding through the expansion and growth of society as a whole. The Coloured nursing student of today, like all other students, lives in a fantastic era of technological advancement, industrialization, a continual struggle for academic achievement and above all the drive to achieve adjustment within the changing framework of society. The student must therefore be prepared to learn — which is a mental activity by means of which knowledge, skills, attitudes, and ideals are acquired, resulting in the modification of behaviour. The present-day nurse educator, therefore, not only has to be professionally and academically prepared for the educational task in nursing science but has to constantly update knowledge so as to keep abreast of the total interrelated picture of basic human science development. The success or failure of the student when she enters the professional world is an irrevocable reflection of the effectiveness of her teachers.

  14. Implementation Science: New Approaches to Integrating Quality and Safety Education for Nurses Competencies in Nursing Education.

    Science.gov (United States)

    Dolansky, Mary A; Schexnayder, Julie; Patrician, Patricia A; Sales, Anne

    Although quality and safety competencies were developed and disseminated nearly a decade ago by the Quality and Safety Education for Nurses (QSEN) project, the uptake in schools of nursing has been slow. The use of implementation science methods may be useful to accelerate quality and safety competency integration in nursing education. The article includes a definition and description of implementation science methods and practical implementation strategies for nurse educators to consider when integrating the QSEN competencies into nursing curriculum.

  15. Human trafficking: what psychiatric nurses should know to help children and adolescents.

    Science.gov (United States)

    Newby, Amy; McGuinness, Teena M

    2012-04-01

    Psychiatric nurses are in key positions to identify and stop human trafficking, as well as aid its survivors. The combination of emotional trauma, sexual violence, and physical injuries experienced by these victims leads to high rates of posttraumatic stress disorder, depression, and anxiety. To detect human trafficking, it is important to identify the salient risk factors of homelessness and runaway history. This article offers key questions to help identify victims, as well as web-based resources. Copyright 2012, SLACK Incorporated.

  16. Nurse Education and the Assessment of Nurse Competence

    Directory of Open Access Journals (Sweden)

    Olga Takahashi

    2006-04-01

    Full Text Available The issue in which I am interested is the assessment of nurse knowledge, skills and competence, and ways in which formative assessment can promote more effective learning. In this critical review of the relevant literature I consider some of the changes in nurse education, first in the UK in general, and then in the particular context of the University of Londrina, Parana, Brazil. I will then relate these changes to broader issues of professional education, and in particular developments in assessment in higher education. Finally, I will consider some of the challenges faced by nurses in the current time and how the new curriculum for nurse education and models of assessment within it can enhance the learning and development of newly qualified nurses.

  17. Exploratory Study of Factors Influencing Job-Related Stress in Japanese Psychiatric Nurses

    Directory of Open Access Journals (Sweden)

    Hironori Yada

    2015-01-01

    Full Text Available This study explored the factor structure of psychiatric nurses’ job-related stress and examined the specificity of the related stressors using the job stressor scale of the Brief Job Stress Questionnaire (BJSQ. The stressor scale of the BJSQ was administered to 296 nurses and assistant nurses. Answers were examined statistically. Exploratory factor analysis was performed to identify factor structures; two factors (overload and job environment were valid. Confirmatory factor analysis was conducted to examine the two-factor structure and found 11 items with factor loadings of >0.40 (model 1, 13 items with factor loadings from 0.30 to <0.40 (model 2, and 17 items with factor loadings from 0.20 to <0.30 (model 3 for one factor; model 1 demonstrated the highest goodness of fit. Then, we observed that the two-factor structure (model 1 showed a higher goodness of fit than the original six-factor structure. This differed from subscales based on general workers’ job-related stressors, suggesting that the factor structure of psychiatric nurses’ job-related stressors is specific. Further steps may be necessary to reduce job-related stress specifically related to overload including attention to many needs of patients and job environment including complex ethical dilemmas in psychiatric nursing.

  18. Efficacy of purposeful educational workshop of medical and nonmedical interventions based on needs assessments in nurses.

    Science.gov (United States)

    Attari, Abbas; Aminoroaia, Mahin; Maracy, Mohammd Reza

    2017-01-01

    The medical and nonmedical care of patients is the necessary skills in nursing profession. That it needs proper knowledge and attitude. Hence, it is important to promote nurses' knowledge and attitude by education based on need assessment. This study aimed to define the efficacy of a medical and nonmedical intervention educational workshop on nurses' knowledge and attitude until 3 months after holding the workshop in psychiatric wards of educational hospitals in Isfahan. This is a quasi-experimental study. The study population comprised all nurses working in psychiatric wards of Nour and Farabi Hospitals (64) in Isfahan in 2012. An educational workshop was held through educational sessions in the form of lectures and group discussion in two above-mentioned hospitals. Nurses' level of knowledge and attitude were investigated by a researcher made questionnaire before, immediately after and 3 months after intervention. Data were analyzed by descriptive statistical tests of repeated measure ANOVA and Bonferroni. A significant increase was observed in mean scores of nurses' knowledge immediately after and 3 months after education compared to before education ( P < 0.001). Also, the mean of attitude score in 3 phases have significant different ( P < 0.009). Nurses have the high satisfaction (86.3%) of need assessment based education workshop. Moreover, it is effective in the science information revival of nurses. Educational sessions notably affected the promotion of nurses' knowledge and attitude. With regard to nurses' satisfaction with the workshop which was held, designing and organizing educational workshops based on constant needs assessment is suggested for the promotion of nursing cares.

  19. Role Expectations for United States Air Force Psychiatric Clinical Nurse Specialists.

    Science.gov (United States)

    1986-01-01

    performing psychotherapy. They found a positive correlation between educational level and openness to PCNS psychotherapists . Further, nurse educators were most...as a professional colleague on the mental health multidisciplinary team, setting standards for inpatient mental healtn nursing care, and educating...one behavior not identified to be characteristic of the PCNS role was, "serves as subordinate member of the mental nealth multidisciplinary team." .°I j

  20. A Comparison of Psychiatric and Nonpsychiatric Nurse Practitioner Knowledge and Management Recommendations Regarding Adolescent Mild Traumatic Brain Injury.

    Science.gov (United States)

    Klein, Tracy A; Graves, Janessa M

    Nurse practitioners (NPs) are statutorily authorized to provide assessment and cognitive recommendations for concussion in most states. Their scope of practice includes assessment and management of concussion sequalae including anxiety, insomnia, and depression, as well as return to school and activity guidance. Analysis of symptom-based diagnosis of mild traumatic brain injury (TBI) in adolescents, including return to school and school workload recommendations comparing psychiatric and nonpsychiatric NPs. Cross-sectional Web-based survey with embedded videos using standardized actors and scripts randomized for patient sex and sport. A total of 4,849 NPs licensed in Oregon or Washington were invited by e-mail to view and respond to this study, with a response rate of 23%. Psychiatric mental health nurse practitioners (PMHNPs) were 44% less likely than family NPs to report using standardized concussion tools. 17% had completed continuing education on mild TBI compared to 54.5% of family NPs. Seven PMHNPs provided additional feedback related to discomfort in completing the survey due to lack of comfort or experience. Return to school recommendations and reduced workload advice did not significantly differ by NP type. PMHNPs may support individualized assessment through concussion evaluation, use of standardized tools, and differential consideration of TBI for mental health symptoms. More research is required related to the role and contribution of cognitive rest to full recovery.

  1. Incidence and Risk Factors of Workplace Violence on Nursing Staffs Caring for Chronic Psychiatric Patients in Taiwan

    Directory of Open Access Journals (Sweden)

    Hsien-Jane Chiu

    2009-11-01

    Full Text Available This one-year follow-up study determined the incidence and risk factors of workplace violence against nursing staff in a psychiatric hospital. The cohort members had a website to report events whenever they came across violence. A total of 971 events were reported. The incidence rates of physical violence, verbal abuse, bullying/mobbing, sexual harassment, and racial harassment were 1.7, 3.7, 0.2, 0.3, and 0 per staff-year, respectively. Young age, female sex, lower education, shorter duration of employment, and high level of anxiety of staff seemed to be the determinants of violence. Pre-placement education should focus on these staff to reduce workplace violence.

  2. The leadership role of nurse educators in mental health nursing.

    Science.gov (United States)

    Sayers, Jan; Lopez, Violeta; Howard, Patricia B; Escott, Phil; Cleary, Michelle

    2015-01-01

    Leadership behaviors and actions influence others to act, and leadership in clinical practice is an important mediator influencing patient outcomes and staff satisfaction. Indeed, positive clinical leadership has been positioned as a crucial element for transformation of health care services and has led to the development of the Practice Doctorate Movement in the United States. Nurse educators in health care have a vital leadership role as clinical experts, role models, mentors, change agents, and supporters of quality projects. By enacting these leadership attributes, nurse educators ensure a skilled and confident workforce that is focused on optimizing opportunities for students and graduates to integrate theory and practice in the workplace as well as developing more holistic models of care for the consumer. Nurse educators need to be active in supporting staff and students in health care environments and be visible leaders who can drive policy and practice changes and engage in professional forums, research, and scholarship. Although nurse educators have always been a feature of the nursing workplace, there is a paucity of literature on the role of nurse educators as clinical leaders. This discursive article describes the role and attributes of nurse educators with a focus on their role as leaders in mental health nursing. We argue that embracing the leadership role is fundamental to nurse educators and to influencing consumer-focused care in mental health. We also make recommendations for developing the leadership role of nurse educators and provide considerations for further research such as examining the impact of clinical leaders on client, staff, and organizational outcomes.

  3. Accounting for accountability: a discourse analysis of psychiatric nurses' experience of a patient suicide.

    Science.gov (United States)

    Robertson, Maggie; Paterson, Brodie; Lauder, Billy; Fenton, Rosemary; Gavin, John

    2010-01-27

    Whilst the experience of a patient suicide is likely to have a significant impact upon the nurses who had been providing care, little work has actually explored this experience in any depth. In this article we explore how two psychiatric nurses construct and orient to accountability when talking of their experiences of a patient suicide. Discourse analysis was used to explore particular phases that the nurses oriented to in their accounts: scene setting; risk assessment; attributing for the suicide. Findings highlight the different, sometimes contradictory, ways the nurses attended to interactional concerns relating to implicit accountability and potential inferences of blame. Analysis of the nurses' talk can make a valuable contribution to understanding the nature and the impact of 'accountability' in a mental health setting and so help nurses and other professionals gain an insight into their practice. The results from this study suggest that as a consequence of internalising fundamentally unrealisable expectations regarding suicide prevention, nurses can hold themselves to blame raising significant concerns around their needs in terms of support, which may not be recognised. This paper also makes a valuable contribution to our methodological understanding and the value of using discourse analysis in this setting.

  4. [Translation and validation in italian of the Moral Distress Scale for psychiatric nurses (MDS-P)].

    Science.gov (United States)

    Canciani, Eleonora; Spotti, Daniela; Bonetti, Loris

    2016-01-01

    Moral distress (MD) is a painful feeling and/or psychological disequilibrium, which may lead to negative consequences into the wellness of a nurse's working life. Nurses who work in psychiatry are more likely to experience a different type of MD compared with nurses of other contexts. In Italy a tool to evaluate MD in nurses who work in psychiatry doesn't exist. The aim of this study is to validate the Moral Distress Scale for Psychiatric Nurses (MDS-P) in Italian language. For translation the forward and back-translation has been used; the effectiveness regarding content and face validity of the translated scale has been analyzed through a focus group with experts of the field. In order to check the reliability of the scale the test-retest method has been used, by means of the determination of Spearman's correlation coefficient, Intraclass Correlation Coefficient (ICC) and Cronbach's alpha. The forward and back-translation process was successful. During the focus group analysis, 8 items were added to the 15 items of the original scale, due to experts suggestions. 32 nurses took part in the test-retest phase. Spearman's correlation coefficient resulted to be 0,91, ICC > 0,9, Cronbach's alpha calculated on test and retest, was always >0,9. The Italian version of the MDS-P proves to be an effective, appropriate and reliable instrument to measure the MD phenomenon within the population of nurses who work in the psychia- tric field in Italy.

  5. The internet and nurse education.

    Science.gov (United States)

    Aasbrenn, Martin; Raustøl, Anne; Bingen, Hanne Maria

    2017-09-01

    Participation in a community of practice through asynchronous writing is useful for learning in higher education. We argue that such computer-mediated communication via the internet is valuable in nurse education, but that it often should take place at sites protected from search with access restricted to a limited group to make the students confident and enable learning. We further argue why we think discussion of patient stories in educational settings often should be done without computers. Reflection around patient stories is a fundamental part of the education of a clinician, but should be done either with fictional cases or as face-to-face activities to protect patient confidentiality. Copyright © 2017 Elsevier Ltd. All rights reserved.

  6. Association between moral distress and job satisfaction of Japanese psychiatric nurses

    Directory of Open Access Journals (Sweden)

    Michiyo Ando

    2016-08-01

    Full Text Available Moral distress of psychiatric nurses may affect their job satisfaction or quality of nursing care, thus examination of their moral distress is a significant issue for practice. The purpose of this study was to investigate the level of moral distress and job satisfaction, and association between moral distress and job satisfaction. One hundred and thirty nurses who worked in psychiatric wards in a hospital in Japan completed the Moral Distress Scale for psychiatric nurses (MDS-P and the Job Satisfaction scale (JS. The MDS-P consisted of subdomains such as “unethical conduct by caregivers,” “low staffing,” and “acquiescence to violations of patients’ rights” in intensity and frequency; the JS consisted of seven subcategories. An institutional review board in the researcher’s college approved this study. Results showed that the “acquiescence to violations of patients’ rights” was the highest of the subdomains of MDS-P, and the “interactions among nurses” was the highest of the subdomains of the JS. The unethical conduct by caregivers (MDS-P score was negatively correlated with administration (JS for intensity (r = -.40, p < .001 and frequency (r = .37, p < .001. Moreover “acquiescence to violations of patients’ rights (MDS-P” was also negatively correlated with the “task requirement (JS” score for intensity (r = -0.49, p < .001 and for frequency (r = -0.50, p < .001. These results suggest that reduction of moral distress increases job satisfaction particularly for administration and task requirement in nursing care.

  7. Effective educator student relationships in nursing education to strengthen nursing students' resilience : original research

    National Research Council Canada - National Science Library

    Froneman, Kathleen; Du Plessis, Emmerentia; Koen, Magdalena P

    2016-01-01

    Background: Little research has been conducted in private nursing schools with regard to the educator student relationship to strengthen the resilience of nursing students and to improve the educator-student relationship...

  8. Ethical issues occurring within nursing education.

    Science.gov (United States)

    Fowler, Marsha D; Davis, Anne J

    2013-03-01

    The large body of literature labeled "ethics in nursing education" is entirely devoted to curricular matters of ethics education in nursing schools, that is, to what ought to be the ethics content that is taught and what theory or issues ought to be included in all nursing curricula. Where the nursing literature actually focuses on particular ethical issues, it addresses only single topics. Absent from the literature, however, is any systematic analysis and explication of ethical issues or dilemmas that occur within the context of nursing education. The objective of this article is to identify the spectrum of ethical issues in nursing education to the end of prompting a systematic and thorough study of such issues, and to lay the groundwork for research by identifying and provisionally typologizing the ethical issues that occur within the context of academic nursing.

  9. An understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China.

    Science.gov (United States)

    Xiao, Lily Dongxia

    2008-09-01

    Mandatory continuing nursing education is viewed as one way to develop registered nurses' continuing competencies. However, as has been argued internationally, it can also create a paradox in terms of learning to meet study requirements. Such paradox has been discussing in China since the implementation of mandatory continuing nursing education in 1996. Nurse educators, who develop continuing nursing education programs, appear to respond to the paradox differently associated with their leadership styles. This article reports a qualitative study aiming to gain an understanding of nurse educators' leadership behaviors in implementing mandatory continuing nursing education in China. Gadamer's philosophical hermeneutics underpins in-depth interviews with five nurse educators and data interpretation. Two categories of nurse educators, described as proactive educator and reactive educator, were identified and compared with two types of leadership styles described as transformational leader and transactional leader in the literature of educational leadership and continuing professional development. Proactive educators shared core attributors of transformational leaders and were able to relieve the paradox in mandatory continuing nursing education. Reactive educators however showed some attributors of transactional leaders and might escalate the paradox. Findings suggest further research in relation to the preparation of nurse educators.

  10. Power's Presence in Nurse Education.

    Science.gov (United States)

    Condon, Barbara Backer

    2016-07-01

    The notion of power has long been discussed in literature. There continues to exist a vast number of ideas as to what power really is and means. The author here discusses some early notions of power from the philosophical literature where there is debate as to whether power is innate or earned and bestowed upon persons. The potential for power as well as powers need for support from others is then examined in light of the nursing educational arena. Parse's humanbecoming school of thought also enlightens beliefs on power through the teaching-learning model as well as within the third principle of humanbecoming. These humanbecoming aspects are discussed regarding their presence or role in nursing academia. The column concludes with the notion that possibly the most important power possessed by all is the power to choose. © The Author(s) 2016.

  11. Factors influencing adherence to standard precautions among nursing professionals in psychiatric hospitals

    Directory of Open Access Journals (Sweden)

    Thaís Helena Piai-Morais

    2015-06-01

    Full Text Available OBJECTIVE Evaluate and correlate individual, work-related and organizational factors that influence adherence to standard precautions among nursing professionals of psychiatric hospitals in São Paulo. METHOD An exploratory cross-sectional study conducted with 35 nursing professionals, using the assessment tool for adherence to standard precautions through the Likert scale, ranging from 1 to 5. RESULTS Knowledge of the precautions received a high score (4.69; adherence received (3.86 and obstacles (3.78, while intermediaries and the scales of organizational factors received low scores (2.61. There was a strong correlation between the magnitude adherence scale and the personal protective equipment availability (r = 0.643; p = 0.000. The training scale for prevention of HIV exposure (p = 0.007 was statistically different between the nurses and nursing assistants. CONCLUSION The organizational factors negatively contributed to adherence to standard precautions, indicating that psychiatric institutions lack safe working conditions, ongoing training and management actions to control infections.

  12. Ending disruptive behavior: staff nurse recommendations to nurse educators.

    Science.gov (United States)

    Lux, Kathleen M; Hutcheson, Jane B; Peden, Ann R

    2014-01-01

    The purpose of this qualitative descriptive study was to identify educational strategies that can prepare new graduates to manage disruptive behavior (DB) in the workplace. DB is any inappropriate behavior, confrontation, or conflict - ranging from verbal abuse to sexual harassment - that harms or intimidates others to the extent that quality of care or patient safety could be compromised. Individual interviews were conducted with nine staff nurses currently in practice in acute care settings in the United States. Staff nurses recommended educational strategies that focused on communication skills for professional practice. These included learning how to communicate with hostile individuals, and giving and receiving constructive criticism. Descriptions that participants provided about their work culture were an unexpected finding that has relevance for nurse educators as they prepare students for transition to practice Nurses described lack of management support and intervention for DB situations, personality clashes with coworkers, and devaluation of nursing work as affecting professional practice. Copyright © 2013 Elsevier Ltd. All rights reserved.

  13. Advances in graduate nursing education: beyond the advanced practice nurse.

    Science.gov (United States)

    Radzyminski, Sharon

    2005-01-01

    Historically, graduate education in nursing has been primarily concerned with the clinical role. In recent years it has been suggested that graduate education needs to consider alternate programs of study that prepare nurses for clinical leadership that are distinct from management and advanced practice roles. Graduate education is needed that focuses on the skills required to coordinate care and implement outcome-based practice and quality improvement strategies. Two models are currently being proposed that meet these objectives. The first is the population health nurse expert that functions on the macrosystems approach and the second is the clinical nurse leader which is based on a microsystems framework. The two models are compared and a combined model where the clinical nurse leader is based on the population health framework is proposed.

  14. Healthcare employers' policies on nurse education.

    Science.gov (United States)

    Pittman, Patricia; Herrera, Carolina-Nicole S; Horton, Katherine; Thompson, Pamela A; Ware, Jamie M; Terry, Margaret

    2013-01-01

    The 2010 recommendation that the proportion of registered nurses with BSN (bachelor of science in nursing) degrees in the nursing workforce should increase from the current 40% to 80% by the year 2020 has shifted the focus on nurses educational progression from state legislatures-where changes in entry-level requirements were debated for decades-to the executive suites of large healthcare providers. The recommendation, contained in the report titled The Future of Nursing: Leading Change, Advancing Health, by the Robert Wood Johnson Foundation Initiative on the Future of Nursing at the Institute of Medicine, suggests that human resources policies for nurses have the potential to double the rates of college degree completions (IOM, 2010). We surveyed 447 nurse executives in hospitals, nurse-led clinics, and home and hospice companies to explore the current practices of healthcare employers with regard to this recommendation. Almost 80% of respondents reported that their institution either preferred or required newly hired nurses to have a bachelor's degree, and 94% of the facilities offered some level of tuition reimbursement. Only 25%, however, required their nurses to earn a BSN or offered salary differentials on the basis of educational attainment (9%). We conclude that if employers are serious about wanting a more highly educated nurse workforce, they need to adopt requirements for degree completion and wage differentials in the coming years. The likelihood that such policies will be widely adopted, however, is dramatically affected by the dynamics of nursing supply and demand.

  15. Effect of nurse-led medication reviews in psychiatric patients - an interventional study

    DEFF Research Database (Denmark)

    Sørensen, Ann Lykkegaard; Nielsen, Lars Peter; Poulsen, Birgitte Klindt

    nurses are the health professionals spending most time directly with the patient and very few studies investigate nurses’ role and potential in improving the appropriateness of medication. Therefore, the main objective of this study is to investigate the effect of educating nurses in general pharmacology...

  16. Service-Learning Initiatives in Nursing Education

    Science.gov (United States)

    O'Shea, Eileen; Planas, Jessica; Quan, Melissa; Greiner, Lydia; Kazer, Meredith; Babington, Lynn

    2013-01-01

    In response to the changing demands of the U.S. healthcare system and the needs of the nursing profession, the Institute of Medicine, in collaboration with the Robert Wood Johnson Foundation, spearheaded a two-year initiative to develop recommendations for the future of nursing. Discussions of these recommendations within nursing education led to…

  17. Educational preparation to strengthen nursing leadership.

    Science.gov (United States)

    Scott, Elaine S

    2011-01-01

    Two of the 8 recommendations in the Institute of Medicine of the National Academies report on the future of nursing call for increased leadership by nurses. While nurses alone cannot transform health care, they do need a stronger voice in health care systems, and they need better educational preparation as members of the health care leadership team.

  18. Fairness and respect in nurse educators' work- nursing students' perceptions.

    Science.gov (United States)

    Salminen, Leena; Rinne, Jenni; Stolt, Minna; Leino-Kilpi, Helena

    2017-03-01

    This study describes how the ethical principles of fairness and respect come true in the work of nurse educators from the perspective of nursing students. Nurse educators' competence of professional ethics is important in providing an ethical role model to nursing students and to professionals in the field of health care. The descriptive cross-sectional study design was used. The data were collected from graduating nursing students (n = 202) in Finland with an internet-based questionnaire consisting of 22 structured questions with 5-point Likert scale. The data were analyzed by descriptive and inferential statistics. The findings revealed that educators' fairness and respect towards others (colleagues, superiors, mentors, nursing leaders) was good but towards students their fairness did not achieve as good a level. Also, according to the students' assessment, the educators did not respect the students' individual opinions in all cases. Educators' fairness and respect towards their colleagues was satisfactory. The appreciation of educators in the society was reasonably good, but in the opinion of the students the views of educators were not respected very much. As a conclusion, can be said that educators need to put more emphasis on their action. Copyright © 2017. Published by Elsevier Ltd.

  19. Challenges facing internationalisation of nursing practice, nurse education and nursing workforce in Australia.

    Science.gov (United States)

    Parker, Vicki; McMillan, Margaret

    2007-04-01

    This paper examines factors that have lead to increasing internationalisation in nursing workforce and nursing education and contends that education and support for nurse managers and nurse academics is required in order to better prepare them for the challenges they will face. There are many benefits to be gained from internationalisation of nursing, the most significant being greater cross-cultural understanding and improved practices in workplaces across countries. However, the way in which nursing and nurses contribute to the international agenda is crucial to maintaining standards of education and nursing care in Australia and in countries with whom Australians collaborate. Internationalisation poses numerous challenges that need to be carefully thought through. This paper seeks to unravel and scrutinize some of the issues central to internationalisation in nursing, particularly in the Australian context.

  20. Gaming in Nursing Education: A Literature Review.

    Science.gov (United States)

    Pront, Leeanne; Müller, Amanda; Koschade, Adam; Hutton, Alison

    The aim of this research was to investigate videogame-based learning in nursing education and establish how videogames are currently employed and how they link to the development of decision-making, motivation, and other benefits. Although digital game-based learning potentially offers a safe and convenient environment that can support nursing students developing essential skills, nurse educators are typically slow to adopt such resources. A comprehensive search of electronic databases was conducted, followed by a thematic analysis of the literature. Evaluations of identified games found generally positive results regarding usability and effectiveness of videogames in nursing education. Analysis of advantages of videogames in nursing education identified potential benefits for decision-making, motivation, repeated exposure, logistical, and financial value. Despite the paucity of games available and the methodological limitations identified, findings provide evidence to support the potential effectiveness of videogames as a learning resource in nursing education.

  1. [Nursing care for psychiatric patients defined by NANDA-NIC-NOC terminology: a literature review].

    Science.gov (United States)

    Escalada Hernández, Paula; Muñoz Hermoso, Paula; Marro Larrañaga, Itxaso

    2013-03-01

    The purpose of this literature review is to provide a synthesis of the most relevant studies describing nursing work in mental health by means of NNN taxonomy. Literature from 1990 to September 2011 was reviewed using the "scoping review" methodology. Three independent reviewers examined the articles which were found and selected those fulfilling the inclusion criteria for subsequent analysis. From the 220 articles obtained, 14 studies were finally included and divided into two groups. The aim of the first ten papers was examining the most frequent NANDA nursing diagnosis or/and NIC nursing interventions in different mental health care settings. The remaining four articles describe health care plans for psychiatric patients developed with NNN taxonomy. Combining results from both groups, the most prevalent diagnostic labels are: disturbed thought processes and impaired social interaction. This review has illustrated the lack of evidence in relation to NNN taxonomy in the field of mental health and the need of further research in this area.

  2. Nurse educators and student nurse neophytes' perceptions of good ...

    African Journals Online (AJOL)

    2013-06-03

    Jun 3, 2013 ... Creative Commons. Attribution License. The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to.

  3. Nurse educators and student nurse neophytes' perceptions of good ...

    African Journals Online (AJOL)

    2013-06-03

    Jun 3, 2013 ... nurse educators responsible for teaching first-year student nurses in this programme. The study used .... relationships in the classroom are sources of stress between ... social stress experienced by college freshmen contributed to negative .... developed coping mechanisms with regard to the negative.

  4. Gender Roles in a Traditionally Female Occupation: A Study of Emergency, Operating, Intensive Care, and Psychiatric Nurses.

    Science.gov (United States)

    Kirchmeyer, Catherine; Bullin, Carol

    1997-01-01

    A study of 12 emergency, 27 operating, 25 intensive care, and 22 psychiatric nurses in Canada demonstrated that, although gender roles appeared androgynous, the masculine component of nursing was more valued and rewarded. High masculinity was associated with higher pay, high femininity with low experience. Gender roles represented complex…

  5. Correlates of attitudes toward homosexuality and intention to care for homosexual people among psychiatric nurses in southern Taiwan.

    Science.gov (United States)

    Hou, Shu-Ying; Pan, Shung-Mei; Ko, Nai-Ying; Liu, Hsiu-Chin; Wu, Shu-Jung; Yang, Wen-Chiung; Yang, Hsing-Hu; Shieh, Shiu-Fen; Chuang, Li-Yu; Yen, Cheng-Fang

    2006-08-01

    This study examined the association between attitudes toward homosexual individuals and intention to provide care and demographic and occupational factors, sexual orientation, knowledge about homosexuality, and experiences of contact with homosexual people among psychiatric nurses in southern Taiwan. In total, 133 psychiatric nurses from a medical center, three regional teaching hospitals, and one psychiatric hospital in southern Taiwan were recruited into this study. Their attitudes toward homosexual people as recorded on the Attitudes Toward Homosexuality Questionnaire, intention to provide care to homosexual individuals, and related factors were examined. The results revealed that psychiatric nurses who had a bachelor's or master's degree, higher level of knowledge about homosexuality, and friends or relatives with a homosexual orientation had a more positive attitude toward homosexuality. These psychiatric nurses, with more positive attitudes, and who worked in the medical center or regional teaching hospitals had a higher intention to care for homosexual people. The factors related to attitudes toward homosexuality and intention to care for homosexual people identified in this study should be taken into consideration when intervening in psychiatric nurses' attitudes toward homosexuality and intention to care for homosexual people.

  6. A Humanistic-Educative Approach to Evaluation in Nursing Education.

    Science.gov (United States)

    Goldenberg, Dolly; Dietrich, Pamela

    2002-01-01

    A humanistic-educative evaluation method for nursing education emphasizes collaboration, caring, creativity, critical thinking, and self-assessment. A teacher-student shared home visit in family nursing illustrates the use of the approach for developing self-directed and competent nurses. (Contains 34 references.) (SK)

  7. Nursing leadership education: an innovative executive solution.

    Science.gov (United States)

    Brooks, Beth A; Crawford, Lynda H; Nicklas, Gervaise E; Soldwisch, Sandie

    2014-12-01

    As nursing leaders retire from the nursing workforce, too few nurses are preparing to replace them. The barriers to obtaining the educational credentials necessary to take this important step in a leadership career can appear insurmountable because of cost and time restraints. The authors present an executive format master of science program whose delivery method and content align with the professional and personal needs of emerging nurse leaders.

  8. The Therapeutic Relationship in Inpatient Psychiatric Care: A Narrative Review of the Perspective of Nurses and Patients.

    Science.gov (United States)

    Moreno-Poyato, Antonio R; Montesó-Curto, Pilar; Delgado-Hito, Pilar; Suárez-Pérez, Raquel; Aceña-Domínguez, Rosa; Carreras-Salvador, Regina; Leyva-Moral, Juan M; Lluch-Canut, Teresa; Roldán-Merino, Juan F

    2016-12-01

    To study the significance of 'therapeutic relationship' between nurses and patients within the context of a psychiatric hospital. Narrative literature review. Content analysis. The significance of the therapeutic relationship is quite similar for both nurses and patients in psychiatric hospital units. Nevertheless, several factors may separate the two positions: the time available for the relationship, the negative perceptions on the part of both parties, and the insecurity of the setting. Increased knowledge and understanding of the significance of the therapeutic relationship from the perspective of nurses and patients would allow the strengthening of areas of mutual interest. Copyright © 2016 Elsevier Inc. All rights reserved.

  9. Academic Incivility in Nursing Education

    Science.gov (United States)

    Marlow, Sherri

    2013-01-01

    A well-documented and growing problem impacting the nursing shortage in the United States is the increasing shortage of qualified nursing faculty. Many factors contribute to the nursing faculty shortage such as retirement, dissatisfaction with the nursing faculty role and low salary compensation (American Association of Colleges of Nursing (AACN),…

  10. [Educational innovation on the practices for the subjects of community nursing, mental health nursing and geriatric nursing].

    Science.gov (United States)

    Heierle Valero, Cristina; Cano-Caballero Gálvez, María Dolores; Guillamet Lloveras, Ana; Celma Vicente, Matilde; Garach Mirasol, José Ignacio

    2010-11-01

    The new European space for higher education requires changes in education manners as well as execution. One of the main challenges is for the students to acquire competence in their professional life. For that purpose they require knowledge, but also skills and a proactive attitude towards learning. In this paper we tell the experience of the Virgen de las Nieves School of Nursing in Granada, with regards to the integration of the practices for the subjects of Community Nursing III, Psychiatric and Mental Health Nursing, and Geriatric Nursing, which are taken in the third year of the Diplomatura en Enfermería degree. Said practices, which were previously being offered separately within different contexts, will be merged in the same program whose scope will be Primary Care. We believe that the experience has been very positive by looking both at the results and the satisfaction of the students and the professional lecturers. It has been achieved an increase in the number of community care practice hours, and students have managed to acquire more autonomy in their learning and to incorporate critical reasoning in their education. In the methodology used, they have been the main evaluators and protagonists in their learning process, seeking the implication of professionals and teaching tutors in this change. The consensus on the objectives and methods, along with the obstacles which had to be overcome, constitutes one of the most interesting aspects of this experience.

  11. Transformational leadership model for nursing education leaders in nursing education institutions / Sipho Wellington Mkhize

    OpenAIRE

    Mkhize, Sipho Wellington

    2009-01-01

    The nursing education leader provides visionary leadership to his/her organisation, as well as to the profession of nursing, and must have t he authority and resources necessary to ensure nursing education and training standards are met. This link between professional practice and operational activity of the organisation leads to greater involvement in decision making and fosters collaboration within nursing education and training and interdisciplinary teams. A collabora...

  12. Gamification of Nursing Education With Digital Badges.

    Science.gov (United States)

    White, Meagan; Shellenbarger, Teresa

    2017-08-16

    Digital badges (DBs) serve as an innovative approach to gamifying nursing education by engaging socially connected, technologically savvy nursing students in learning. Because assessment and credentialing mechanisms are housed and managed online, DBs are designed as visible indicators of accomplishment and skill. This article describes important considerations for faculty when incorporating game-based pedagogies such as DB into nursing education and identifies potential pitfalls with DB use that faculty should consider.

  13. History of Higher Education: Educational Reform and the Emergence of the Nursing Professorate.

    Science.gov (United States)

    Ruby, Jane

    1999-01-01

    In the late 19th century, visionary leaders pursued liberal education for nurses, moving nursing education from hospitals to universities. The nursing professorate might never have developed had nursing education remained under the jurisdiction of hospitals. (SK)

  14. [Hospice palliative care education for nursing students, nurses, and advanced nursing practitioners].

    Science.gov (United States)

    Lai, Wei-Shu; Ying, Wan-Ping; Chao, Co-Shi Chantal

    2009-02-01

    The aim of hospice palliative education care is to train nurses in hospice philosophy, terminal care skills, nursing care competencies, and professional reliability. Student nurses, staff nurses, and advanced practice nurses must be taught through a proper sequence, from novice to expert. Working together with patients and their families, nurses can educate and care for the physical, social and spiritual needs of terminally ill patients. Currently, problems faced in hospice palliative care education include: 1. The lack of a systematic plan focusing on hospice palliative care and terminal care in nursing schools; 2. The absence of comfort care, communications, ethics, and other relevant issues in extant education and training; 3. The limited number of institutes that currently provide in-service training; 4. The shortage of teachers proficient in both hospice care knowledge and practice; and 5. The current overdependence on traditional nursing education models, which hinders student nurse originality and delays staff nurse growth. Faced with the present issues, self-reflection, localization, and multiple teaching strategies should be the critical developmental directions of hospice palliative education. In order to improve terminal care quality, it is also important to integrate practice, education, and research in order to train more hospice palliative nurses.

  15. Biogeography as critical nursing pedagogy: Breathing life into nurse education.

    Science.gov (United States)

    Kyle, Richard G; Atherton, Iain M

    2016-09-01

    Insights from the social sciences, including geography, sociology, and anthropology, have long been incorporated into pre-registration nursing programmes. However, scholars have suggested that their inclusion has been sporadic and lacks clear theoretical rationale. In this paper we argue anew that the social sciences - and particularly, human geography - could be central to nurse education. Specifically, we recast the concept of 'biogeography' drawn from human geography that emphasises the interplay between life (bio) and place (geo) to propose pedagogy that theoretically justifies and practically enables the inclusion of the social sciences in nurse education. Biogeography can breathe new life into nursing curricula by animating our students through the cultivation of three 'spirits of nursing'. First, a 'spirit of empathy' that can shatter patient-professional dualisms by facilitating person-centred and place-sensitive care. Second, a 'spirit of engagement' that situates practice in social structures awakening a desire to effect change by fomenting an acute sense of social justice. Third, a 'spirit of enquiry' that holds in critical tension the theory-practice gap by fostering continual questioning and pursuit of evidence. In so doing, biogeographical pedagogy releases the latent potential of the social sciences to revitalise nurse education, reinvigorate our students, and renew ourselves as nurse educators. Copyright © 2016 Elsevier Ltd. All rights reserved.

  16. Simulation Technology in Nursing Education: Student Perceptions

    Science.gov (United States)

    Panunto, Karen L.

    2009-01-01

    Nursing education programs are faced with the challenge of providing students with the necessary skills to function in a fast paced, high technological environment. To address this challenge, the current trend in nursing education is to integrate the use of high-fidelity simulation technology into the curricula although there has been limited…

  17. Somatic symptoms, perceived stress and perceived job satisfaction among nurses working in an Indian psychiatric hospital.

    Science.gov (United States)

    Gandhi, Sailaxmi; Sangeetha, G; Ahmed, Nurnahar; Chaturvedi, S K

    2014-12-01

    High stress perception by nurses caring for psychiatric patients can lead to somatic symptoms which impact on their job satisfaction perception. To assess and correlate the level of somatic symptoms, perceived stress and perceived job satisfaction among the subjects. The authors used a descriptive correlation design to invite 150 nurses of both genders working for more than one year with psychiatric patients. The Scale for Assessment of Somatic Symptoms (Chaturvedi et al., 1987) and a Visual Analogue Scale (VAS) for stress and job satisfaction perception were used to collect data. The nurses (128) reported mainly pain related (4.87±2.97) somatic symptoms. Somatic symptoms positively correlated (r=0.302) with stress perception and negatively correlated (r=-0.231) with perceived job satisfaction, while perceived stress and perceived job satisfaction were negatively correlated (r=-0.460, p=0.000). The results indicate a need for stress management interventions. Copyright © 2014 Elsevier B.V. All rights reserved.

  18. Irish psychiatric nurses' self-reported barriers, facilitators and skills for developing evidence-based practice.

    LENUS (Irish Health Repository)

    Yadav, B L

    2012-03-01

    Evidence-based practice places an emphasis on integration of clinical expertise with available best evidence, patient\\'s clinical information and preferences, and with local health resources. This paper reports the findings of a study that investigated the barriers, facilitators and skills in developing evidence-based practice among psychiatric nurses in Ireland. A postal survey was conducted among a random sample of Irish psychiatric nurses and survey data were collected using the Development of Evidence-Based Practice Questionnaire. Respondents reported that insufficient time to find and read research reports and insufficient resources to change practice were the greatest barriers to the development of evidence-based practice. Practice development coordinators were perceived as the most supportive resource for changing practice. Using the Internet to search for information was the highest-rated skill and using research evidence to change practice was the lowest-rated skill for developing evidence-based practice. Nurses\\' precursor skills for developing evidence-based practice, such as database searching and information retrieval, may be insufficient in themselves for promoting evidence-based practice if they cannot find evidence relating to their particular field of practice or if they do not have the time, resources and supports to develop their practice in response to evidence.

  19. Administration of medication to use when needed and the care of psychiatric nursing

    Directory of Open Access Journals (Sweden)

    Kelly da Silva Rocha Estrela

    2014-07-01

    Full Text Available This qualitative study aimed to analyze the clinical criteria used for the administration of prescribed medications for use when needed (SOS; and discuss the implication of the findings in this research to clinical psychiatric nursing. The records of female patients admitted to a psychiatric institution in the city of Rio de Janeiro, in the time frame from May to June 2009, were analyzed. In the 38 patient records, 16 prescriptions for medications SOS were found. The mean age of patients was around 45-55 years with a clinical diagnosis of Bipolar Mood Disorder. The medication category most prescribed as SOS was of benzodiazepines, followed by antipsychotics. It was noticed a tendency to not valuing the administration of medication in SOS notes. The study points out the importance to establish clinical criteria to indicate the need, or not, to administer prescribed SOS medications.

  20. Nursing instructors' and male nursing students' perceptions of undergraduate, classroom nursing education.

    Science.gov (United States)

    Dyck, Jeff M; Oliffe, John; Phinney, Alison; Garrett, Bernie

    2009-08-01

    Attrition rates of male nursing students exceed those of females yet the experiences of male students in nursing school are poorly understood. This interpretive ethnographic study explored the experiences of male nursing students and female nursing instructors in the context of classroom education. Data collection consisted of participant observation of classroom teaching sessions followed by interviews with six male nursing students who were participants in the classes and six female nursing instructors who taught the classes. Themes resulting from data analysis addressed men's roles in the nursing classroom and the culture of nursing education. The theme of "nursing like a real man" was characterized by men's reliance on roles and behaviours associated with traditional masculinities including leadership, assertiveness and risk-taking. The theme of "masculinities in a feminine place" captured the gendered culture of nursing education which manifested in stereotypes and a sexualized identity, where men saw themselves as accommodated but not integrated. "Diversity between masculine and feminine" communicated the incongruity between men's educational preferences and the techniques that predominate in nursing education. These findings suggest that nursing instructors need to consider gender in their teaching practice, avoid parody or stereotypes of masculinities, and reject assumptions that male students are homogeneous.

  1. Violence exposure and resulting psychological effects suffered by psychiatric visiting nurses in Japan.

    Science.gov (United States)

    Fujimoto, H; Hirota, M; Kodama, T; Greiner, C; Hashimoto, T

    2017-10-01

    WHAT IS KNOWN ON THE SUBJECT?: There is a developing body of research on violence in healthcare workplaces. Although psychiatric visiting nurses (PVNs) are an important group of professionals who provide medical services for people with mental disorders live in the community, little is known about the experiences and characteristics of violence exposure among PVNs, or the characteristics and work situations of PVNs related to violence exposure. WHAT THIS STUDY ADDS TO EXISTING KNOWLEDGE?: Approximately 40% of participants were exposed to violence during the previous 12 months; approximately 50% had been exposed during their PVN careers in PVN settings. The most frequent violence was verbal abuse. Longer career length as a PVN and greater number of visits per month were both positively associated with verbal abuse during the previous 12 months. Twenty-eight of the 34 participants (83%) who completed the IES-R-J survey had some residual psychological distress, and two (6%) had a potentially high risk of posttraumatic stress disorder. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: In devising policies and strategies against violence, PVN organizations and administrators should consider the characteristics of the violence, especially verbal abuse, as well as the characteristics and work situations of PVNs that are related to verbal abuse. Furthermore, they might provide relevant information on violence in PVN settings within their violence-prevention manuals or education. It would be important to provide support and to construct a safe workplace environment for PVNs who are experiencing residual psychological distress. Introduction Psychiatric visiting nurses (PVNs) play a crucial role by providing medical services for community-living individuals with mental disorders in Japan. However, little is known about violence towards PVNs. Aim This cross-sectional study investigated violence during visits and the resulting psychological effects for PVNs. Methods PVNs were assessed

  2. Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence

    OpenAIRE

    Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

    2014-01-01

    Objective This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice?theory gap. Design A cross-sectional, comparative design using the Nurse Competence Scale was applied. Subjects The sample comprised nurse educators (n?=?86) and...

  3. App Use in Psychiatric Education: A Medical Student Survey.

    Science.gov (United States)

    Lau, Cecilia; Kolli, Venkata

    2017-02-01

    The objective of the study is to understand and appraise app use by medical students during their clerkships. Following Creighton University IRB approval, a voluntary and anonymous paper-based, 15-question survey was distributed to third-year medical students. Data were analyzed using Microsoft Excel. Of 112 medical students available, 76.7% (86) participated in the survey. All participants owned a smartphone or tablet with 84.9% using Apple iOS, followed by 12.8% using Android platform. Students reported using the fewest number of apps during surgery, psychiatry, and obstetrics and gynecology clerkships. The largest number of apps were used during the internal medicine rotation (70.3%). The three most popular apps were Epocrates, UpToDate, and UWorld. The most common uses for these apps were as references during the clerkship, followed by improving knowledge, and test taking. Perceived major benefits included accessibility (96% of student respondents) and interactivity (39.5%). Common apps used during the psychiatry clerkship included UpToDate (71%), Epocrates (51%), and Medscape (43%). Despite less frequent app use during their psychiatry clerkship, 90% felt there was a utility for educational apps in psychiatric education. Consistent with the previous literature on medical students preferring educational apps, students suggest developers focus on question bank-type apps, followed by clinical support-focused and self-directed case-based learning apps for psychiatry clerkship learning. Educators should factor these modes of educational delivery into future educational app development. This survey shows a high degree of smartphone and tablet use among medical students, and they attest to mobile phone app utility in psychiatric education.

  4. The impact of using standardized patients in psychiatric cases on the levels of motivation and perceived learning of the nursing students.

    Science.gov (United States)

    Sarikoc, Gamze; Ozcan, Celale Tangul; Elcin, Melih

    2017-04-01

    The use of standardized patients is not very common in psychiatric nursing education and there has been no study conducted in Turkey. This study evaluated the impact of using standardized patients in psychiatric cases on the levels of motivation and perceived learning of the nursing students. This manuscript addressed the quantitative aspect of a doctoral thesis study in which both quantitative and qualitative methods were used. A pre-test and post-test were employed in the quantitative analysis in a randomized and controlled study design. The motivation scores, and interim and post-test scores for perceived learning were higher in the experimental group compared to pre-test scores and the scores of the control group. The students in the experimental group reported that they felt more competent about practical training in clinical psychiatry, as well as in performing interviews with patients having mental problems, and reported less anxiety about performing an interview when compared to students in the control group. It is considered that the inclusion of standardized patient methodology in the nursing education curriculum in order to improve the knowledge level and skills of students would be beneficial in the training of mental health nurses. Copyright © 2017 Elsevier Ltd. All rights reserved.

  5. What can virtual patient simulation offer mental health nursing education?

    Science.gov (United States)

    Guise, V; Chambers, M; Välimäki, M

    2012-06-01

    This paper discusses the use of simulation in nursing education and training, including potential benefits and barriers associated with its use. In particular, it addresses the hitherto scant application of diverse simulation devices and dedicated simulation scenarios in psychiatric and mental health nursing. It goes on to describe a low-cost, narrative-based virtual patient simulation technique which has the potential for wide application within health and social care education. An example of the implementation of this technology in a web-based pilot course for acute mental health nurses is given. This particular virtual patient technique is a simulation type ideally suited to promoting essential mental health nursing skills such as critical thinking, communication and decision making. Furthermore, it is argued that it is particularly amenable to e-learning and blended learning environments, as well as being an apt tool where multilingual simulations are required. The continued development, implementation and evaluation of narrative virtual patient simulations across a variety of health and social care programmes would help ascertain their success as an educational tool. © 2011 Blackwell Publishing.

  6. The relationships among personality, social support, and resilience of abused nurses at emergency rooms and psychiatric wards in Taiwan.

    Science.gov (United States)

    Hsieh, Hsiu-Fen; Chang, Shu-Chen; Wang, Hsiu-Hung

    2017-01-01

    The aim of the authors in this study was to identify factors associated with resilience that helped abused nurses face and cope with violent events. The data for this cross-sectional study were collected from June 2013 to December 2013; 272 participants were recruited from emergency rooms and psychiatric wards in four hospitals in central Taiwan. Among these participants, 230 (84.6%) met the inclusion criterion and completed all questionnaires; 69 (30%) of them reported having experienced only verbal violence; 46 (20%) reported having experienced only physical violence, and 115 (50%) reported having experienced a combination of verbal and physical violence. The following were positively associated with resilience score: having a college education or greater (exp((β)()) = 1.045, p = .018), extraversion (exp((β)()) = 1.012 per unit increase in the score, p support (exp((β)()) = 1.004 per unit increase in the score, p = .031), peer support (exp((β)()) = 1.008 per unit increase in the score, p = .006), and lower level of neuroticism (exp((β)()) = 0.983 per unit increase in the score, p resilience was explained by the variables assessed. Adequate support and advanced education are important for abused nurses to enhance their resilience.

  7. The future of Turkish nursing 2050: perceptions of nurses and nurse educators.

    Science.gov (United States)

    Bodur, G; Kaya, H

    2017-02-23

    To explore the perceptions of nurses and nurse educators regarding the future of nursing by the year 2050 in Turkey. Social changes, rapid population growth, globalization and worldwide environmental problems will cause greater changes in the field of health and health care in the near future than they have in the past. Undoubtedly, these changes will directly affect nursing. It is important that nurses and nurse educators forecast and direct the future and nursing to benefit from the effects of the changes that will occur in the future. A qualitative descriptive study which employed the use of individual in-depth interviews. The study's sample participants were 21 hospital nurses and 16 nurse educators from universities in Istanbul, Turkey. They undertook individual in-depth interviews during July 2013-July 2014. Thematic analysis was used to analyse the qualitative data. The study revealed that the participants' perceptions were based on the ideas that the future of nursing will be shaped in accordance with changes in humanity, environment and healthcare system, as well as worldwide future trends. Results indicated that participants were aware of the factors that will affect future of nursing and nursing education. Research showed that participants had focused on the near future; they were not forecasting distance future. Also research found that not only future scenarios are needed for nurses, but also three kinds of scenarios are required related to factor such as humanity, environment and healthcare system those effect nurses. Futurists, health policymakers and nurse educators should work collaboratively with each other. © 2017 International Council of Nurses.

  8. [Introduction; questionnaire survey on postgraduate psychiatric education in the eleven Asian countries].

    Science.gov (United States)

    Nishizono, Masahisa

    2003-01-01

    Postgraduate psychiatric education should be considered from the viewpoint of the interrelationship between the quality assurance of psychiatric services and postgraduate education of mental health worker, especially psychiatrist, and its constancy with undergraduate psychiatric education. Drs. N. Sartorius, N. Shinfuku, K. Maeda, A. Maruyama and M. Nishizono have conducted some questionnaire surveys on postgraduate psychiatric education in eleven Asian countries. In this symposium, some trends of postgraduate psychiatric education in Asian countries based on the survey were reported. And, actual situations and problem resolving strategies in three countries, Korea, China and Japan models were presented. This symposium was expected to join with another symposium "The Undergraduate Psychiatric Education in Asian Countries" proposed by Prof. E-H Kua.

  9. AACN White Paper: Distance Technology in Nursing Education.

    Science.gov (United States)

    American Association of Colleges of Nursing, Washington, DC.

    Technological advances have increased opportunities for nursing education, affording increased collaboration among nursing faculties in teaching, practice, and research. In an era when nurses are in demand, technology may help the profession educate nurses, prepare future educators, and advance the science of nursing. Several factors should be…

  10. Podcasting: An emerging technology in nursing education.

    Science.gov (United States)

    Maag, Margaret

    2006-01-01

    Appropriately used ubiquitous mobile technologies are becoming more important in nursing education because of the scarcity of educators and the increase in the number of first- and second-degree students enrolling in schools of nursing. Podcasting, based on MP3 audio file and Rich Site Summary/Extensible Markup Language technology, is an innovative educational tool that provides experiential learning and network-creation opportunities. Lecture podcasts provide students opportunities to access face-to-face or distance audio presentations/feedback in a convenient manner. Nursing students enrolled in a medical-surgical didactic theory course report high satisfaction with this up-and-coming mobile educational opportunity.

  11. The continuing quest for parity: HBCU nursing students' perspectives on nursing and nursing education.

    Science.gov (United States)

    Talley, Costellia; Talley, Henry; Collins-McNeil, Janice

    2016-08-01

    The benefits of a diverse nursing workforce are well-recognized, yet, the attainment of a sustainable, competent and diverse nursing workforce continues to be a global challenge. In this qualitative study, we describe nursing students' perceptions on nursing and nursing education at a Historically Black College/University (HBCU). Focus groups were conducted with 16 graduate and undergraduate nursing students. Four themes emerged: communication, lack of resources, support systems and professional socialization. Mentoring and civility were identified as factors important to enhance a diverse workforce. Copyright © 2016 Elsevier Ltd. All rights reserved.

  12. Development of psychiatric risk evaluation checklist and routine for nurses in a general hospital: ethnographic qualitative study.

    Science.gov (United States)

    Camargo, Ana Luiza Lourenço Simões; Maluf Neto, Alfredo; Colman, Fátima Tahira; Citero, Vanessa de Albuquerque

    2015-01-01

    There is high prevalence of mental and behavioral disorders in general hospitals, thus triggering psychiatric risk situations. This study aimed to develop a psychiatric risk assessment checklist and routine for nurses, the Psychiatric Risk Evaluation Check-List (PRE-CL), as an alternative model for early identification and management of these situations in general hospitals. Ethnographic qualitative study in a tertiary-level private hospital. Three hundred general-unit nurses participated in the study. Reports were gathered through open groups conducted by a trained nurse, at shift changes for two months. The questions used were: "Would you consider it helpful to discuss daily practice situations with a psychiatrist? Which situations?" The data were qualitatively analyzed through an ethnographic approach. The nurses considered it useful to discuss daily practice situations relating to mental and behavioral disorders with a psychiatrist. Their reports were used to develop PRE-CL, within the patient overall risk assessment routine for all inpatients within 24 hours after admission and every 48 hours thereafter. Whenever one item was present, the psychosomatic medicine team was notified. They went to the unit, gathered data from the nurses, patient files and, if necessary, attending doctors, and decided on the risk management: guidance, safety measures or mental health consultation. It is possible to develop a model for detecting and intervening in psychiatric and behavioral disorders at general hospitals based on nursing team observations, through a checklist that takes these observations into account and a routine inserted into daily practice.

  13. Nursing students' perspectives on clinical education.

    Science.gov (United States)

    Heidari, Mohammad Reza; Norouzadeh, Reza

    2015-01-01

    The importance of optimal clinical nursing education in professional skills development is undeniable. In clinical education, nursing students are often faced with problems. Recognizing nursing students' perception on clinical education is the first step to remove the barriers of this challenge. Methods This descriptive cross-sectional study was conducted to determine the nursing students' perspectives on clinical education. 150 nursing students were selected randomly from nursing and midwifery schools (Tehran). Data collection instrument was a researcher made questionnaire consisting of five domains: objective and curricula, instructor, feedback to student in clinical field, clinical environment, supervision and evaluation. Mean and standard deviation were calculated for each item, using SPSS, ver.14. Chi- square test was used to compare the nursing students' perspectives on clinical education based on age, sex and the work experience. The significance level was considered 0.05. Mean age of the students was 21.58±26.97 students (66%) were male. 44 students (30.1%) had work experience (3.58±6.48 month). Male and female students had different perceptions in domains of clinical education (pstudent had different perceptions as to objectives and curricula (p=0.039), how to deal with students in the clinical environment (p=0.032), supervision, and evaluation (pstudent practice should prioritized in schools of nursing and midwifery.

  14. Rural school nurses' asthma education needs.

    Science.gov (United States)

    Huss, K; Winkelstein, M; Calabrese, B; Nanda, J; Quartey, R; Butz, A; Resto, M; Huss, R; Rand, C S

    2001-05-01

    School nurses play an important role in identifying children with asthma and providing care during school hours. Educational programs designed to improve nurses' asthma knowledge and practices have concentrated on urban settings. The purpose of this investigation was to determine asthma-related practices and educational needs of rural school nurses. A survey about asthma was mailed to school nurses in all counties of the state of Maryland and in Washington, D.C. Responses were compared between rural Maryland counties and counties from the remainder of Maryland and Washington, D.C. The survey addressed attitudes and beliefs, function and roles, medication administration, and educational needs about asthma. We found that rural nurses used peak flow meters less often to assess and monitor asthma, requested fewer referrals for asthma, had fewer interactions with health room assistants, and had reduced access to asthma educational resources. Also, they provided less asthma education in the schools than other school nurses. These results suggest a need for comprehensive asthma educational programs in rural areas that are based on national guidelines, and that address the unique needs of rural school nurses. These programs should also emphasize the need for open communication between rural school nurses, health room assistants, primary care providers, and parents/caregivers.

  15. Attitudes among nurse educators toward homosexuality.

    Science.gov (United States)

    Sirota, Theodora

    2013-04-01

    Homosexual populations have unique and specific cultures, psychosocial characteristics, health issues, and health care disparities that are currently ignored or insufficiently addressed in nursing education. To understand the reasons for these omissions, this descriptive study explores the attitudes of nurse educators (N = 1,282) toward homosexuality and the extent to which demographic, educational, and occupational factors are related to their attitudes. Responding to a direct online survey solicitation, self-selected participants completed the Attitudes Toward Lesbians and Gay Men Scale (ATLG) and a supplementary data questionnaire. Results indicate that the majority of participants have positive attitudes toward homosexuality, which is consistent with prior findings. Most participants believe it is important to teach nursing students about homosexuality, but they consider themselves unprepared to teach this content. Effects of various demographic and occupational factors on participants' ATLG scores and implications of the findings for nursing education and nursing health care policy are discussed. Copyright 2013, SLACK Incorporated.

  16. Advanced Practice Nursing Education: Challenges and Strategies

    Directory of Open Access Journals (Sweden)

    Cynthia Fitzgerald

    2012-01-01

    Full Text Available Nursing education programs may face significant difficulty as they struggle to prepare sufficient numbers of advanced practice registered nurses to fulfill the vision of helping to design an improved US healthcare system as described in the Institute of Medicine's “Future of nursing” report. This paper describes specific challenges and provides strategies to improve advanced practice nursing clinical education in order to ensure that a sufficient number of APRNs are available to work in educational, practice, and research settings. Best practices are identified through a review of classic and current nursing literature. Strategies include intensive interprofessional collaborations and radical curriculum revisions such as increased use of simulation and domestic and international service work. Nurse educators must work with all stakeholders to create effective and lasting change.

  17. TRENDS TOWARDS DISTANCE EDUCATION OF NURSING EDUCATION IN TURKEY

    Directory of Open Access Journals (Sweden)

    Emine SENYUVA

    2011-10-01

    Full Text Available The contemporary world, developments, changes, transformations, globalization, information and communication technologies developments, diversification of the educational environment and life-long education to become compulsory in education, learning-teaching process efficiency and effectiveness in their discussion raises, while the educational technology, the concept was put forward. With the concept of educational technology and communication technologies bigi be used effectively in the field of education has become compulsory. Next to this case, the individual's formal education at any time and anywhere access to educational programs that allow participation distance education has led to the need to. In today’s world rapidly changing, evolving and increasingly complex area of a state health care services, nursing education from the issuing institution, advanced human and professional members of the advanced characteristics and has adopted the lifelong development of nurses are required to have graduated. Resources in this direction was examined, the distance education of nurses after graduation various vocational courses, certificate programs until completion and graduate degree (master and PhD education in maintaining the successful results to indicate. Therefore, distance education, nursing education to university level upgrade accelerated nursing education experienced in the quality-quantity to the solution of the problem, the continuity of nursing education and contribute to the professional will provide a large group of educational opportunities will be taken into consideration must be considered and appropriate studies, arrangements should be made.

  18. Art Images in Holistic Nursing Education

    Directory of Open Access Journals (Sweden)

    Cheryl V. Elhammoumi

    2017-05-01

    Full Text Available Background: Nursing research has concentrated on empirical knowing with little focus on aesthetic knowing. Evidence from the literature suggests that using visual art in nursing education enhances both clinical observation skills and interpersonal skills. The purpose of this review was to explore how visual art has been used in baccalaureate nursing education. Methods: Of 712 records, 13 studies met the criteria of art, nursing and education among baccalaureate nursing students published in English. Results: Three quantitative studies demonstrated statistical significance between nursing students who participated in arts-based learning compared to nursing students who received traditional learning. Findings included improved recall, increased critical thinking and enhanced emotional investment. Themes identified in 10 qualitative studies included spirituality as role enhancement, empathy, and creativity. Conclusion: Visual arts-based learning in pre-licensure curriculum complements traditional content. It supports spirituality as role enhancement in nurse training. Visual art has been successfully used to enhance both critical thinking and interpersonal relations. Nursing students may experience a greater intra-connectedness that results in better inter-connectedness with patients and colleagues. Incorporating visual arts into pre-licensure curriculums is necessary to nurture holistic nursing practice.

  19. Developing future nurse educators through peer mentoring

    Directory of Open Access Journals (Sweden)

    Rosenau PA

    2015-01-01

    Full Text Available Patricia A Rosenau, Rita F Lisella, Tracey L Clancy, Lorelli S NowellFaculty of Nursing, University of Calgary, Calgary, AB, CanadaBackground: The nursing workforce and nursing education demographic trends reinforce the urgency to cultivate future nursing leaders, educators, and mentors. The changing realities of health care environments, involving crowded student placements, overtaxed clinical mentors and preceptors, and inexperienced staff, hamper student learning and professional development. Peer mentoring has been used successfully in nursing education to enhance student engagement and the quality of the student learning experience. Although various terms like peer mentor have been used to describe the role of senior students facilitating junior student learning, the literature is silent about how peer mentoring fosters the development of future nursing education leaders.Objectives: The aim of this study was to understand how peer mentorship fosters the development of nursing education leadership in senior undergraduate nursing students enrolled in an elective undergraduate peer-mentoring credit course, Introductory Concepts in Nursing Education and Leadership Through Peer-Led Learning.Design and method: This phenomenological study explored the development of nursing education leadership in senior undergraduate students through the analysis of critical reflections of individual senior students and online discussions between triads of senior students teaching/learning across diverse junior-level theory and practice courses.Participants: Seventeen senior undergraduate nursing students enrolled in the elective course participated in the study.Results: From the critical reflections and online discussions, four themes emerged: "developing teaching philosophies and pedagogies", "learning teaching strategies", "supportive peer relationship", and "benefits of the peer mentorship program".Conclusion: The creation and promotion of peer leadership

  20. Postsecondary Students With Psychiatric Disabilities Identify Core Services and Key Ingredients to Supporting Education Goals.

    Science.gov (United States)

    Biebel, Kathleen; Mizrahi, Raphael; Ringeisen, Heather

    2017-10-26

    Accessing and successfully completing postsecondary educational opportunities may be challenging for those living with psychiatric disabilities. This exploratory study highlights the experiences of individuals with psychiatric disabilities participating in postsecondary educational support initiatives. Investigators conducted case studies with 3 education support initiatives across the United States. Focus groups revealed what concrete supported education services were helpful and key ingredients in delivering education supports. Access to specialists, mindfulness techniques, help with time management and procrastination, and facilitating classroom accommodations were identified as critical. Developing authentic relationships with supported education staff, flexibility in service delivery and access to student peers living with psychiatric disabilities were noted as key ingredients in service delivery. Incorporating the voice of students with psychiatric disabilities into supported education services can increase access, involvement, and retention, therein providing more supports to students with psychiatric disabilities achieving their postsecondary education goals. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

  1. Future-proofing nursing education.

    Science.gov (United States)

    Keighley, Tom

    2014-12-01

    The origin of future-proofing seems lost in the mists of recent history. Dictionaries date its use from about 1991, referring to the prevention of obsolescence in information technology manufacturing and occasionally in organizational systems. However, closer analysis in healthcare demonstrates it can be traced back to the Rand Corporation and the studies commissioned there in the 1960s. These aimed at identifying the predictive factors in planning healthcare, including development of the workforce. It is a managerial concept that helps to project a vision of change that is not simply reactive or short-term. It permits a focus on leadership and the maximising of learning opportunities and includes analysis of the policy horizon. It held within it an assumption about the importance of establishing the cognitive frameworks that would influence long-term behaviours and not focus simply on short-term gains. This paper utilises this approach to explore options for future-proofing of nurse education.

  2. The Effect of Spiritual Intelligence Training on Job Satisfaction of Psychiatric Nurses.

    Science.gov (United States)

    Heydari, Abbas; Meshkinyazd, Ali; Soudmand, Parvaneh

    2017-04-01

    Objective: Nurses are the most important staff in the health care system, thus, their job satisfaction is important in nursing management. The present study aimed at determining the impact of teaching spiritual intelligence on the job satisfaction of psychiatric nurses. Method: The participants were divided into 2 groups by random allocation. Data were collected in 3 stages of before intervention, 4 weeks, and 8 weeks post intervention using Brayfield & Rother Job Satisfaction Questionnaire. Results: The results of this study revealed that the mean score of job satisfaction in the experimental group was 65.5±9.9 in the pre intervention stage, which increased to 69.8±6.3 one month after the intervention and to 72.5±8.9 in 2 months after the intervention, and it was significantly more than that of the control group. Conclusion: The job satisfaction rate of the control group decreased admirably in both 1 month and 2 months after the intervention stage. Thus, spiritual intelligence training is an effective method to increase job satisfaction, and it is suggested that managers consider spiritual intelligence training to increase job satisfaction in nurses.

  3. Educating nursing students in clinical leadership.

    Science.gov (United States)

    Ailey, Sarah; Lamb, Karen; Friese, Tanya; Christopher, Beth-Anne

    2015-02-01

    One of the goals of nursing education is to develop caring and responsible nurses with clinical reasoning skills who are capable of improving outcomes in complex healthcare systems. Using the Model of Situated Learning in Nursing Leadership, generalist entry graduate nursing students at Rush University in Chicago, part of a large academic medical centre with Magnet recognition for excellence in nursing practice, are educated using a curriculum based on the clinical nurse leader (CNL) competencies. This article presents a case study that demonstrates how the model is used to provide experiences for learning the CNL role. The students learn leadership in practice through their involvement in ongoing efforts at the medical centre to improve the care of patients with intellectual and developmental disabilities. The case study provides lessons in teaching CNL leadership competencies through efforts to improve the quality of care for an at-risk group of patients.

  4. Nurses' knowledge and educational needs regarding genetics.

    Science.gov (United States)

    Seven, Memnun; Akyüz, Aygül; Elbüken, Burcu; Skirton, Heather; Öztürk, Hatice

    2015-03-01

    Nurses now require a basic knowledge of genetics to provide patient care in a range of settings. To determine Turkish registered nurses' current knowledge and educational needs in relation to genetics. A descriptive, cross-sectional study. Turkish registered nurses working in a university hospital in Turkey were recruited. All registered nurses were invited to participate and 175 completed the study. The survey instrument, basic knowledge of health genetics, confidence in knowledge and the nurses' need for genetics education were used to collect data. The majority (81.1%, n=142) of participants indicated that genetics was not taught during their degree program, although 53.1% to 96% of respondents felt confident in defining different genetic concepts. The average genetics knowledge score was 6.89±1.99 of a possible 11 (range 0-11). The majority (70.3%) expressed a strong wish to attend a continuing nursing education program in genetics. The study shows that although Turkish nurses are not sufficiently knowledgeable to apply genetics in practice, they are willing to have more education to support their care of patients. Nurses need to have more education related to genetics in accordance with advances in human genetics to optimize health care. Copyright © 2014 Elsevier Ltd. All rights reserved.

  5. Nursing leadership: interprofessional education and practice.

    Science.gov (United States)

    Clarke, Pamela N; Hassmiller, Susan

    2013-10-01

    The column presents a scholarly dialogue about nursing's role in interprofessional education, practice, and collaboration. Susan Hassmiller, PhD, RN, FAAN, is the Robert Wood Johnson Foundation (RWJF) senior adviser for nursing. In this role, she shapes and leads the foundation's strategies to address nurse and nurse faculty shortages and ensures that RWJF's commitments in nursing have a broad and lasting national impact. In partnership with AARP, Hassmiller directs the foundation's Future of Nursing: Campaign for Action. This effort, active in 50 states plus the District of Columbia, strives to implement the recommendations of the Institute of Medicine's 2011 report, The Future of Nursing: Leading Change, Advancing Health, for which Hassmiller served as the study director.

  6. Challenges for nursing education in Angola: the perception of nurse leaders affiliated with professional education institutions.

    Science.gov (United States)

    Marchi-Alves, Leila Maria; Ventura, Carla A Arena; Trevizan, Maria Auxiliadora; Mazzo, Alessandra; de Godoy, Simone; Mendes, Isabel Amélia Costa

    2013-07-17

    Angola is one of the African countries with the highest morbidity and mortality rates and a devastating lack of human resources for health, including nursing. The World Health Organization stimulates and takes technical cooperation initiatives for human resource education and training in health and education, with a view to the development of countries in the region. The aim in this study was to identify how nurses affiliated with nursing education institutions perceive the challenges nursing education is facing in Angola. After consulting the National Directory of Human Resources in Angola, the nurse leaders affiliated with professional nursing education institutions in Angola were invited to participate in the study by email. Data were collected in February 2009 through the focus group technique. The group of participants was focused on the central question: what are the challenges faced for nursing education in your country? To register and understand the information, besides the use of a recorder, the reporters elaborated an interpretative report. Data were coded using content analysis. Fourteen nurses participated in the meeting, most of whom were affiliated with technical nursing education institutions. It was verified that the nurse leaders at technical and higher nursing education institutions in Angola face many challenges, mainly related to the lack of infrastructure, absence of trained human resources,bureaucratic problems to regularize the schools and lack of material resources. On the opposite, the solutions they present are predominantly centered on the valuation of nursing professionals, which implies cultural and attitude changes. Public health education policies need to be established in Angola, including action guidelines that permit effective nursing activities. Professional education institutions need further regularizations and nurses need to be acknowledged as key elements for the qualitative enhancement of health services in the country.

  7. Human rights education for nursing students.

    Science.gov (United States)

    Chamberlain, M

    2001-05-01

    This article is based largely on a research study undertaken by the author into the teaching of human rights in nursing courses in the UK on behalf of the national section of the human rights organization Amnesty International. It attempts to provide a baseline estimate of human rights education in nursing curricula in the UK while making suggestions on how the teaching of human rights issues could be more clearly incorporated into nursing curricula, ending with some recommendations for further research.

  8. [Educational Mercosur in the Nursing career].

    Science.gov (United States)

    Schmoeller, Roseli; Schveitzer, Mariana Cabral; Arruda, Cecilia; Backes, Vânia Marli Schubert; Prado, Marta Lenise do; Martini, Jussara Gue

    2012-01-01

    The Mercosul, established with the objective of integrate economics, political, social and cultural differences among member countries, currently is highlighted by its strategies of educational framework. This article discusses the movement on the academic background of the Nursing career and the history of educational integration, presenting the accreditation system for university courses of Mercosul, the Arcu-Sul, and also the sectors responsible for this process and the prospects for Nursing in Mercosul. We believe that for the development of a critic, reflective and social-political committed professional is essential to invest in training and in the quality of education centers in Nursing.

  9. Exploring clinical wisdom in nursing education.

    Science.gov (United States)

    McKie, Andrew; Baguley, Fiona; Guthrie, Caitrian; Jackson, Carol; Kirkpatrick, Pamela; Laing, Adele; O'Brien, Stephen; Taylor, Ruth; Wimpenny, Peter

    2012-03-01

    The recent interest in wisdom in professional health care practice is explored in this article. Key features of wisdom are identified via consideration of certain classical, ancient and modern sources. Common themes are discussed in terms of their contribution to 'clinical wisdom' itself and this is reviewed against the nature of contemporary nursing education. The distinctive features of wisdom (recognition of contextual factors, the place of the person and timeliness) may enable their significance for practice to be promoted in more coherent ways in nursing education. Wisdom as practical knowledge (phronesis) is offered as a complementary perspective within the educational preparation and practice of students of nursing. Certain limitations within contemporary UK nursing education are identified that may inhibit development of clinical wisdom. These are: the modularization of programmes in higher education institutions, the division of pastoral and academic support and the relationship between theory and practice.

  10. [Panorama of nursing distance education in Brazil].

    Science.gov (United States)

    Rojo, Priscila Tagliaferro; Vieira, Sheila de Souza; Zem-Mascarenhas, Silvia Helena; Sandor, Elisane Regina; Vieira, Carla Roberta Sola de Paula

    2011-12-01

    The development of distance education is associated with the popularization and democratization of the accessibility to information and communication technologies. Nursing has been using this modality of education in both undergraduate and graduate courses, which has provided knowledge about other technologies, an easier accessibility, flexibility of time and space, and reduced costs. The objective of this study is map the national higher education distance nursing courses. This exploratory, descriptive study was developed by visiting governmental, non-governmental and institutional websites. Two undergraduate and nine graduate courses in nursing were found, which is considered to be a low number, considering that distance education is an appropriate pedagogical tool that permits to prepare a large number of nurses who are geographically dispersed and who do not have access to the conventional educational processes.

  11. Nursing and Midwifery Education in Rwanda: Telling our Story ...

    African Journals Online (AJOL)

    This article reviewed the development of the education of nurses and midwives in Rwanda. Nursing and midwifery education started with missionaries providing general nursing education and later evolved into the integration of nursing education in public and private schools. The establishment of the Kigali Health Institute ...

  12. Educating nurses for the knowledge economy.

    Science.gov (United States)

    Myrick, Florence

    2005-01-01

    When discussing the education of nurses for the knowledge economy it must be assumed that nursing is influenced by multiple factors reflective of the broader society in which it exists. These factors include civil society, social justice, and the public sector, all of which converge to shape nursing education and ultimately nursing practice. Over the past decade in particular, these factors have been greatly affected by what may be described as the hegemonic influences of the knowledge economy and the philosophical assumptions on which it is based, influences that are impacting directly on how the health system is evolving. The author posits, therefore, that it is incumbent on faculty to educate future nurses for the knowledge economy and to provide them with appropriate tools with which to meet the many challenges that confront them today and will invariably continue to confront them in the coming decades.

  13. A review of empathy education in nursing.

    Science.gov (United States)

    Brunero, Scott; Lamont, Scott; Coates, Melissa

    2010-03-01

    The ability for nurse educators to improve the empathy skill set of nurses has been the subject of several studies with varied outcomes. The aim of this paper is to review the evidence for empathy education programmes in nursing and make recommendations for future nurse education. A review of CINAHL, Medline, Psych Info and Google Scholar was undertaken using the keywords empathy, person centredness, patient centredness, client centredness, education and nursing. The studies included were required to have measured the effectiveness of empathy training in postgraduate and or undergraduate nurses. The included studies incorporated both qualitative and quantitative methods and were published in peer-reviewed journals. Studies were ranked for level of evidence according to The Joanna Briggs Institute criteria. Seventeen studies from the literature review were found that met the inclusion criteria. Of the 17 studies, 11 reported statistically significant improvements in empathy scores versus six studies that did not. Several variables may affect empathy education that need to be accounted in future studies such as; gender, cultural values and clinical speciality experience. Models of education that show most promise are those that use experiential styles of learning. The studies reviewed demonstrated that it is possible to increase nurses' empathic ability.

  14. Dental hygiene education for nursing staff.

    Science.gov (United States)

    Kullberg, Erika; Forsell, Marianne; Wedel, Peter; Sjögren, Petteri; Johansson, Olle; Herbst, Bertil; Hoogstraate, Janet

    2009-01-01

    The aim of this study was to describe a new dental hygiene education program for nursing staff and to report experiences from the program at a nursing home in Stockholm, Sweden (2006). This strategy comprises 3 steps. The first is individual instruction for nursing staff about oral care for patients and hands-on training in toothbrushing technique using an electric toothbrush. The second step was small discussion groups of 4 to 8 nursing staff, led by a dental hygienist and a psychologist. The third step was a theoretical lecture focusing on the associations among dental hygiene, oral health, and general health among the elderly. During the dental hygiene education program, a negative attitude toward oral care was noted among members of the nursing staff, although they did consider oral care important for their patients. Increased self-confidence of staff in providing oral care was noted after completing the dental hygiene education program. Nursing staff members stated that they had received more detailed knowledge about oral care during the program. This dental hygiene education program appears to result in increased knowledge and interest in oral hygiene tasks among the nursing staff and may lead to improved dental hygiene among nursing home residents.

  15. Conceptualization of responsiveness of nursing education ...

    African Journals Online (AJOL)

    The purpose of the study was to explore the concept of responsive nursing education programme by stakeholders at a Nursing College to the health needs of the Eastern Cape community. A qualitative approach and ethnography design, using purposive sampling methods guided the study. Focus group interviews were ...

  16. Recommendations for Educating Nurses in Genetics.

    Science.gov (United States)

    Jenkins, Jean F.; Prows, Cynthia; Dimond, Eileen; Monsen, Rita; Williams, Janet

    2001-01-01

    Themes identified by genetics professionals (n=162) and suggestions of 45 nursing faculty participating in a genetics summer institute formed the basis of recommendations for genetics education in nursing. Expected clinical outcomes, curriculum strategies, content, and resources were identified. (Contains 42 references.) (SK)

  17. Improving Academic Writing in Nursing Education

    Science.gov (United States)

    Mattsson, Janet

    2016-01-01

    Background: At a specialist nursing education in intensive care, located at a University college in Sweden, there was a desire among the faculty to develop their ability to support specialist nursing students in their academic development, as well as in their academic writing, to improve the overall quality of the master theses. A quality…

  18. Use of Action Research in Nursing Education.

    Science.gov (United States)

    Moch, Susan D; Vandenbark, R Todd; Pehler, Shelley-Rae; Stombaugh, Angela

    2016-01-01

    Purpose. The purpose of this article is to describe action research in nursing education and to propose a definition of action research for providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education. Methods. The first part of this project involved a search of the literature on action research in nursing higher education from 1994 to 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were reviewed. The second part of the project involved a literature review of action research methodology from several disciplines to assist in assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides processes and content related to four topic areas in nursing higher education. The descriptions assist researchers in learning more about the complexity of both the action research process and the varied outcomes. The literature review of action research in many disciplines along with the review of action research in higher education provided a framework for developing a nursing-education-centric definition of action research. Conclusions. Although guidelines for developing action research and criteria for publication are suggested, continued development of methods for synthesizing action research is recommended.

  19. Spiritual Nursing Care Education An Integrated Strategy for Teaching Students.

    Science.gov (United States)

    White, Donna M; Hand, Mikel

    The failure of nursing schools to integrate spiritual nursing care education into the curriculum has contributed to a lack in nurses' spiritual care ability. Developing, integrating, and testing a Spiritual Care Nursing Education strategy in an Associates of Science nursing program significantly increased the perceived spiritual care competence of student nurses. Utilizing a faculty team to develop learning activities to address critical spiritual care attributes offers a method to integrate spiritual nursing care content throughout the curriculum in ASN and BSN programs.

  20. Contested Practice: Political Activism in Nursing and Implications for Nursing Education.

    Science.gov (United States)

    Buck-McFadyen, Ellen; MacDonnell, Judith

    2017-07-27

    Canadian nurses have a social mandate to address health inequities for the populations they serve, as well as to speak out on professional and broader social issues. Although Canadian nursing education supports the role of nurses as advocates for social justice and leadership for health care reform, little is known about how nurse educators understand activism and how this translates in the classroom. A comparative life history study using purposeful sampling and a critical feminist lens was undertaken to explore political activism in nursing and how nurse educators foster political practice among their students. Findings from interviews and focus groups with 26 Ontario nurse educators and nursing students suggested that neoliberal dynamics in both the practice setting and in higher education have constrained nurses' activist practice and favour a technical rational approach to nursing education. Implications and strategies to inspire political action in nursing education are discussed.

  1. Continuing Education for Nurses that Incorporates Genetics.

    Science.gov (United States)

    Monsen, Rita Black; Anderson, Gwen

    1999-01-01

    Responses from 43 of 68 nursing specialty organizations surveyed showed only 30% intended to offer genetics programs in continuing-education offerings. None planned programming on consumer perspectives of genetic illnesses or gene mapping. (SK)

  2. Split Brain Theory: Implications for Nurse Educators.

    Science.gov (United States)

    de Meneses, Mary

    1980-01-01

    Discusses incorporating nontraditional concepts of learning in nursing education. Elements explored include the split brain theory, school design, teaching styles, teacher's role, teaching strategies, adding variety to the curriculum, and modular learning. (CT)

  3. Voluntary simulation workshops in nursing education

    DEFF Research Database (Denmark)

    Selberg, Hanne; Nielsen, Mette Elisabeth

    2012-01-01

    the students’ decision to drop out (Jensen et al. 2008). Within the past year our faculty has conducted several projects with the aim of integrating simulation into the curriculum. Furthermore, voluntary simulation workshop has been carried out as an additional offer in the nursing education. The purpose has...... were conducted with participation of 118 students in total from different levels of the nursing education. The workshops focused on both hands-on skills, communicative and teamwork skills and attention was continuously put on combining theory and practice. A questionnaire using a 10 point scale (1......Voluntary simulation workshops in nursing education Hanne Selberg1, Mette Elisabeth Nielsen1, Mette Wenzel Horsted2, Karen Bertelsen2, Marianne Linnet Rasmussen2,Rikke Lohmann Panton3, Copenhagen, Mette Kjeldal Jensen4 Background Changes in nursing education in Denmark towards an academic approach...

  4. Educating Advanced Practice Nurses for Practice Reality.

    Science.gov (United States)

    Hamric, Ann B.; Hanson, Charlene M.

    2003-01-01

    Explains why content related to role acquisition and transition is critical in preparing advanced practice nurses. Recommends teaching strategies and timing and placement options for role content in graduate education. (Contains 26 references.) (SK)

  5. "They are Us-We are Them": Transformative learning through nursing education leadership.

    Science.gov (United States)

    Knaak, Stephanie; Karpa, Jane; Robinson, Renee; Bradley, Louise

    2016-05-01

    Stigmatization towards persons with mental illnesses is a major quality of care concern. Unfortunately, nurses are no less implicated than other health professions. This article reports the results of an evaluation of a learning intervention for psychiatric nursing students in partnership between Brandon University and the Mental Health Commission of Canada. We describe this intervention as an example of transformational learning through nursing education leadership and suggest its use as a promising model for cultural change in healthcare practice. Leaders and managers are encouraged to explore how such a model may be adaptable or implementable for their own organizations and departments. © 2016 The Canadian College of Health Leaders.

  6. The ward atmosphere important for the psychosocial work environment of nursing staff in psychiatric in-patient care

    Directory of Open Access Journals (Sweden)

    Wann-Hansson Christine

    2011-06-01

    Full Text Available Abstract Background The nursing staff working in psychiatric care have a demanding work situation, which may be reflected in how they view their psychosocial work environment and the ward atmosphere. The aims of the present study were to investigate in what way different aspects of the ward atmosphere were related to the psychosocial work environment, as perceived by nursing staff working in psychiatric in-patient care, and possible differences between nurses and nurse assistants. Methods 93 nursing staff working at 12 general psychiatric in-patient wards in Sweden completed two questionnaires, the Ward Atmosphere Scale and the QPSNordic 34+. Data analyses included descriptive statistics, the Mann-Whitney U-test, Spearman rank correlations and forward stepwise conditional logistic regression analyses. Results The data revealed that there were no differences between nurses and nurse assistants concerning perceptions of the psychosocial work environment and the ward atmosphere. The ward atmosphere subscales Personal Problem Orientation and Program Clarity were associated with a psychosocial work environment characterized by Empowering Leadership. Program Clarity was related to the staff's perceived Role Clarity, and Practical Orientation and Order and Organization were positively related to staff perceptions of the Organizational Climate. Conclusions The results from the present study indicate that several ward atmosphere subscales were related to the nursing staff's perceptions of the psychosocial work environment in terms of Empowering Leadership, Role Clarity and Organizational Climate. Improvements in the ward atmosphere could be another way to accomplish improvements in the working conditions of the staff, and such improvements would affect nurses and nurse assistants in similar ways.

  7. Child and adolescent psychiatric nursing and the 'plastic man': reflections on the implementation of change drawing insights from Lewin's theory of planned change.

    Science.gov (United States)

    McGarry, Denise; Cashin, Andrew; Fowler, Cathrine

    2012-06-01

    Child and adolescent psychiatric nursing (CAPN) as a discipline has been remarkably slow in the uptake of high fidelity human patient simulation (HFHPS) as an education tool. Assuming HFHPS has potential use, and the issue is one of change management, this paper speculates about how Lewin's paradigm for Planned Change might provide guidance to the specialty discipline of CAPN in development of strategies to promote adoption of HFHPS to education of pre-registration nurses. Kurt Lewin (1890-1947) was a seminal theorist of change, whose pioneering work has had significant impact across many disciplines. His theory of Planned Change has four components - field theory, group dynamics, action research and the three-step model of change. Each component is considered briefly and then combined within an example of application.

  8. Integrating a professional apprenticeship model with psychiatric clinical simulation.

    Science.gov (United States)

    Crider, Mark C; McNiesh, Susan G

    2011-05-01

    In this article, we present a theory-based application of clinical simulation in psychiatric-mental health nursing education. As described by Benner, Sutphen, Leonard, and Day, a three-pronged apprenticeship that integrates intellectual, practical, and ethical aspects of the professional role is critical in the development of practical reasoning in nursing education and training. Clinical encounters are often fraught with ambiguity and uncertainty. Therefore, educating for a practice discipline requires experiential and situated learning. Using the three-pronged experiential model in simulated psychiatric-mental health nursing practice supports the development of critical nursing skills, ethics, and theoretical concepts. A clinical scenario is presented that demonstrates the application of this model of professional apprenticeship in psychiatric-mental health education. Applications of the concept presented may be used in training nurses new to the practice of psychiatric-mental health nursing. Copyright 2011, SLACK Incorporated.

  9. Providing Continuing Education for International Nurses.

    Science.gov (United States)

    Case, Debra L

    2015-10-01

    In an increasingly globalized world, providing continuing education (CE) for nurses is becoming a more common opportunity for U.S. educators. It is important for educators to provide CE programs in a culturally competent and sensitive environment. The challenges involved include effective communication, appropriate teaching methodologies, contextually appropriate content, and awareness of cultural-specific needs and customs. Copyright 2015, SLACK Incorporated.

  10. Nursing students’ perspectives on clinical education

    Directory of Open Access Journals (Sweden)

    MOHAMMAD REZA HEIDARI

    2015-01-01

    Full Text Available Introduction: The importance of optimal clinical nursing education in professional skills development is undeniable. In clinical education, nursing students are often faced with problems. Recognizing nursing students’ perception on clinical education is the first step to remove the barriers of this challenge. Methods: This descriptive cross-sectional study was conducted to determine the nursing students’ perspectives on clinical education. 150 nursing students were selected randomly from nursing and midwifery schools (Tehran. Data collection instrument was a researcher made questionnaire consisting of five domains: objective and curricula, instructor, feedback to student in clinical field, clinical environment, supervision and evaluation. Mean and standard deviation were calculated for each item, using SPSS, ver. 14. Chi-square test was used to compare the nursing students’ perspectives on clinical education based on age, sex and the work experience. The significance level was considered 0.05. Results: Mean age of the students was 21.58±26.97 students (66% were male. 44 students (30.1% had work experience (3.58±6.48 month. Male and female students had different perceptions in domains of clinical education (p<0.05. Nursing student had different perceptions as to objectives and curricula (p=0.039, how to deal with students in the clinical environment (p=0.032, supervision, and evaluation (p<0.001 with respect to their work experience duration. The most positive responses were in clinical instructor (81.5% and the most negative ones were the clinical environment (33.66%, respectively. Conclusion: Providing an optimal clinical environment and improving the supervision and evaluation of student practice should prioritized in schools of nursing and midwifery.

  11. Working with Arts in Nurse Education

    Directory of Open Access Journals (Sweden)

    Julie Borup Jensen

    2011-09-01

    Full Text Available This article outlines ideas and some results of a design-for-learning experiment, involving nurse students working with arts in the nurse education in Denmark. The original purpose of the experiment was to investigate new ways of supporting personal knowledge building and building of professional judgement skills for nurse students, according to a phenomenological and aesthetic approach to learning. However, the results and learning outcome for the students surprisingly showed that working with arts had the effect that the nurse students began acting creatively in their building of personal and professional knowledge. The experiment suggests that working with arts can contribute to building nurse students’ building of ‘relational creativity’ as a basis for professional judgement. Relational creativity is not an established theoretical concept, but the article argues that the term might have significance not only to nurse students, but also to new ways of thinking about knowledge, professional judgement and learning perspectives in relational professions in general.

  12. Mandate for the Nursing Profession to Address Climate Change Through Nursing Education.

    Science.gov (United States)

    Leffers, Jeanne; Levy, Ruth McDermott; Nicholas, Patrice K; Sweeney, Casey F

    2017-11-01

    The adverse health effects from climate change demand action from the nursing profession. This article examines the calls to action, the status of climate change in nursing education, and challenges and recommendations for nursing education related to climate change and human health. Discussion paper. The integration of climate change into nursing education is essential so that knowledge, skills, and insights critical for clinical practice in our climate-changing world are incorporated in curricula, practice, research, and policy. Our Ecological Planetary Health Model offers a framework for nursing to integrate relevant climate change education into nursing curricula and professional nursing education. Nursing education can offer a leadership role to address the mitigation, adaptation, and resilience strategies for climate change. An ecological framework is valuable for nursing education regarding climate change through its consideration of political, cultural, economic, and environmental interrelationships on human health and the health of the planet. Knowledge of climate change is important for integration into basic and advanced nursing education, as well as professional education for nurses to address adverse health impacts, climate change responses policy, and advocacy roles. For current and future nurses to provide care within a climate-changing environment, nursing education has a mandate to integrate knowledge about climate change issues across all levels of nursing education. Competence in nursing practice follows from knowledge and skill acquisition gained from integration of climate change content into nursing education. © 2017 Sigma Theta Tau International.

  13. Social media use in nursing education.

    Science.gov (United States)

    Schmitt, Terri L; Sims-Giddens, Susan S; Booth, Richard G

    2012-09-30

    As technological advances continue to expand connectivity and communication, the number of patients and nurses engaging in social media increases. Nurses play a significant role in identification, interpretation, and transmission of knowledge and information within healthcare. Social media is a platform that can assist nursing faculty in helping students to gain greater understanding of and/or skills in professional communication; health policy; patient privacy and ethics; and writing competencies. Although there are barriers to integration of social media within nursing education, there are quality resources available to assist faculty to integrate social media as a viable pedagogical method. This article discusses the background and significance of social media tools as pedagogy, and provides a brief review of literature. To assist nurse educators who may be using or considering social media tools, the article offers selected examples of sound and pedagogically functional use in course and program applications; consideration of privacy concerns and advantages and disadvantages; and tips for success.

  14. Transforming Nursing Education With Apple Technology.

    Science.gov (United States)

    Clark, Angela; Glazer, Greer; Edwards, Christopher; Pryse, Yvette

    The widespread adoption of technology has the potential to redefine nursing education. Currently, there is limited knowledge of how to implement technological advancements in nursing curricula. This article describes 1 college's journey to transform nursing education through leadership, professional development, and innovative learning and teaching. The iPad opens the classroom experience to resources and learning opportunities for students. Facilitating the culture change required to adopt the iPad as a teaching and learning tool required a supportive vision, strong leadership, commitment to provide adequate technological support, early adopters, and planning.

  15. Experimental Learning in Nursing Literature Education

    Directory of Open Access Journals (Sweden)

    Eskandar Fathiazar

    2015-08-01

    Full Text Available ​Experimental learning is a type of discovery learning. This method of learning appears to be suitable for nursing education, but there is not enough evidence about it. As a result, in this non-systematic review article, after explaining experimental learning, its application in nursing will be presented based on literature review and with functional examples. According to the results, in this kind of learning, students practice with experimental cases and learn by failure in. Participants should have the main role and teachers act as mentors or learning facilitators. According to the literature, it seems useful to use this new method in nursing education.

  16. Overweight and obesity in nurses, advanced practice nurses, and nurse educators.

    Science.gov (United States)

    Miller, Sally K; Alpert, Patricia T; Cross, Chad L

    2008-05-01

    To quantify the incidence of overweight and obesity in nursing professionals and assess nurses' knowledge of obesity and associated health risks. A mailed survey to 4980 randomly selected registered nurses from one state in each of six geographic regions. Response rate was 15.5% (n= 760). Descriptive statistics were calculated for continuous variables; categorical variables were summarized with frequency counts. The grand mean body mass index (BMI) of nurses surveyed was 27.2. Almost 54% were overweight or obese. Fifty-three percent of these nurses report that they are overweight but lack the motivation to make lifestyle changes. Forty percent are unable to lose weight despite healthy diet and exercise habits. Only 26% of respondents use BMI to make clinical judgments of overweight and obesity. Although 93% of nurses acknowledge that overweight and obesity are diagnoses requiring intervention, 76% do not pursue the topic with overweight and obese patients. Many nurses provide weight-related health information to the public. These data suggest that they may benefit from continuing education on obesity and its risks. Because 76% of nurses do not pursue the topic of obesity with patients, they may benefit from education on pursuing sensitive topics during a professional encounter. Nurse practitioners may play a key role in the education of both patients and registered nurses.

  17. Nursing education: in pursuit of cosmopolitanism.

    Science.gov (United States)

    Petit dit Dariel, Odessa

    2009-07-01

    Changing demographics, globalization, and an increasingly complex health care system demands progressive approaches to reaching our goals of competent transcultural care. Despite original contributions made by pioneers in cultural appreciation, nursing curricula are still falling short in addressing these issues in both education and practice. Many nurses enter their fields with little knowledge of the societal injustices and educational inequities that haunt the populations they care for. A cosmopolitan approach to nursing education is proposed to assist students in recognizing the complexity and uniqueness of individual experiences, rather than merely attempting to place them into categories based on gender, culture, race, or age. Being a global citizen and a cosmopolitan nurse requires participation in, and valuing of, the common good of society as a whole. Practicing the profession outside of comfort zones can lead to an appreciation for how all our choices are part of a complex global network. Nursing education should be responsible for developing in students the deepest knowledge base as well as the highest degree of critical independence. Cosmopolitan nurses could be the model for 21st century practitioners and future nurse leaders.

  18. Eradicating Barriers to Mental Health Care Through Integrated Service Models: Contemporary Perspectives for Psychiatric-Mental Health Nurses.

    Science.gov (United States)

    Ellis, Horace; Alexander, Vinette

    2016-06-01

    There has been renewed, global interest in developing new and transformative models of facilitating access to high-quality, cost-effective, and individually-centered health care for severe mentally-ill (SMI) persons of diverse racial/ethnic, cultural and socioeconomic backgrounds. However, in our present-day health-service delivery systems, scholars have identified layers of barriers to widespread dispersal of well-needed mental health care both nationally and internationally. It is crucial that contemporary models directed at eradicating barriers to mental health services are interdisciplinary in context, design, scope, sequence, and best-practice standards. Contextually, nurses are well-positioned to influence the incorporation and integration of new concepts into operationally interdisciplinary, evidence-based care models with measurable outcomes. The aim of this concept paper is to use the available evidence to contextually explicate how the blended roles of psychiatric mental health (PMH) nursing can be influential in eradicating barriers to care and services for SMI persons through the integrated principles of collaboration, integration and service expansion across health, socioeconomic, and community systems. A large body of literature proposes that any best-practice standards aimed at eliminating barriers to the health care needs of SMI persons require systematic, well-coordinated interdisciplinary partnerships through evidence-based, high-quality, person-centered, and outcome-driven processes. Transforming the conceptual models of collaboration, integration and service expansion could be revolutionary in how care and services are coordinated and dispersed to populations across disadvantaged communities. Building on their longstanding commitment to individual and community care approaches, and their pivotal roles in research, education, leadership, practice, and legislative processes; PMH nurses are well-positioned to be both influential and instrumental in

  19. Conceptual Elaboration Sequencing: An External Validation Study in Nursing Education

    Science.gov (United States)

    Kinderman, Kathy T.

    2012-01-01

    Nursing education is a knowledge domain that requires higher order thinking (critical thinking) for making decisions that impact outcomes of human health. The goal of nursing education is to develop novice experts in nursing knowledge and clinical practice. In order to achieve this goal, nursing education must employ instructional approaches that…

  20. Stress and job satisfaction among social workers, community nurses and community psychiatric nurses: implications for the care management model.

    Science.gov (United States)

    Parry-Jones, Beth; Grant, Gordon; McGrath, Morag; Caldock, Kerry; Ramcharan, Paul; Robinson, Catherine A.

    1998-07-01

    The introduction in April 1993 of new arrangements for assessment and care management following the NHS and Community Care Act 1990 (Department of Health 1990a) heralded a period of major transition for front-line workers in the health and social services. Policy expectations for the development of the purchaser/provider split and the 'new managerialism' have posed unprecedented ideological, organizational and professional challenges. Two years after the full implementation of the reforms a postal survey of the experiences of care managers about policy and practice changes was undertaken in Wales. This paper focuses on the stresses and satisfactions of care management practice among three distinct groups of front-line workers: social workers, community nurses and community psychiatric nurses. The results of multiple regression analyses, corroborated by qualitative data, implicate an increased workload in general and administrative work in particular, combined with reduced opportunities for client contact, as the main sources of stress. Being able to control or shape those factors impinging on the experience of stress and job satisfaction appears to lie at the heart of the dilemma. Practice and policy implications are considered.

  1. Voluntary simulation workshops in nursing education

    DEFF Research Database (Denmark)

    Selberg, Hanne; Nielsen, Mette Elisabeth

    with more theory and less practical training have resulted in discussions regarding the lack of practical skills amongst novice nurses. A Danish study of students’ drop-out from the nursing education indicates that difficulties in combining theory and practice are one of the motivating factors behind...... the students’ decision to drop out (Jensen et al. 2008). Within the past year our faculty has conducted several projects with the aim of integrating simulation into the curriculum. Furthermore, voluntary simulation workshop has been carried out as an additional offer in the nursing education. The purpose has...... were conducted with participation of 118 students in total from different levels of the nursing education. The workshops focused on both hands-on skills, communicative and teamwork skills and attention was continuously put on combining theory and practice. A questionnaire using a 10 point scale (1...

  2. Exploring nurse education in Canada, Finland and the United States.

    Science.gov (United States)

    Thobaben, Marshelle; Roberts, Deborah; French, Susan E; Tallberg, Marianne

    2005-12-01

    A global registered nursing (RN) shortage has caused an increase in migration and international recruitment of nurses. There is growing interest among some countries of having common standards and competencies for entry-level registered nurses to guide future registered nurse agreements between countries or multi-country licensure programs. Nursing education in one country may not be accepted as equivalent for a nurse to become licensed in another country. An exploratory study was conducted to gain a better understanding of how nurses are educated in various countries. Nurse researchers sent a nursing education questionnaire to nurse educators in eleven countries inviting them to participate in the study. Nurse educators from six countries agreed to participate in the study. They provided information about their country's nursing history, types of nursing programs, use of national nursing licensing examination, and political influences on nursing education. The People's Republic of China, Japan and Turkey nurse educators' responses were the first to be analyzed and the results were published in the July/August 2005 issue of Contemporary Nurse (volume 19/1-2). This second article (in Contemporary Nurse volume 20/2) provides information about and a comparison of nursing programs in Canada, Finland and the United States.

  3. Comparing the Obvious: Interactional characteristics of staff in acute mental health nursing and forensic psychiatric nursing

    DEFF Research Database (Denmark)

    Gildberg, Frederik Alkier; Bradley, Stephen K.; Hounsgaard, Lise

    2013-01-01

    interviews. Findings show that both acute and forensic mental health nursing practice is characterized by two overriding themes; ‘trust and relationship-enabling care’ and ‘behavior and perception-corrective care.’ The comparison of the two studies shows no major differences in the characteristics of staff......This article reports on and compares two separate studies of the interactional characteristics of forensic mental health staff and acute mental health staff as they interact with inpatients, respectively. Both studies were conducted using participant observation, along with informal and formal...

  4. Whither nursing education? Possibilities, panaceas, and problems.

    Science.gov (United States)

    Hall, Wendy A

    2009-04-01

    The paper examines some potential problems, possibilities, and panaceas in a period where education is undergoing significant change. There are increasing class sizes and demands on clinical placements by educational institutions, and academic institutions are embracing information technology (IT) as a solution for multiple educational challenges. The paper presents possibilities and problems associated with new cohorts of nursing students entering nursing education. It also explores possibilities and problems associated with IT. Difficulties with regarding IT as a panacea for problems are considered. IT contributions to learning outcomes and reducing other systemic problems, as well as costs incurred with emphasizing IT as a teaching approach, are critically examined. The paper suggests traditional approaches to teaching (lecturing and small seminar discussions) do not preclude engagement, innovation, openness and creativity and new cohorts of students value traditional approaches. Finally, the implications for retention and recruitment of nursing educators associated with student cohort-based problems and possibilities, and costs associated with IT are considered.

  5. Anti-racist innovation and nurse education.

    Science.gov (United States)

    Cortis, J; Law, I G

    2005-04-01

    The focus on institutional racism within the Higher Education (HE) sector in the United Kingdom and nurse education, in particular, has so far been seriously lacking in investigation and scrutiny. The Race Relations (Amendment) Act (RRAA2000) has pushed institutional racism to the forefront of debates in public services, including both education and health services. This paper seeks to operationalise some key aspects of the debate over institutional racism and relates it to both these sectors. Based on empirical work funded by the Higher Education Funding Council for England and Wales (HEFCE) Innovations Project, this paper offers nurse education a framework to not only comply with the legal requirement of 'promoting racial harmony' (RRAA 2000) and the expectations from nursing as enshrined in the Code of Professional Conduct (NMC, 2000. The Code of Professional Conduct: Protecting the Public Through Professional Standards. NMC, London), but goes further to consider some key questions for anti-racist interventions.

  6. Organizational culture of a psychiatric hospital and resilience of nursing workers.

    Science.gov (United States)

    Rocha, Fernanda Ludmilla Rossi; Gaioli, Cheila Cristina Leonardo de Oliveira; Camelo, Silvia Helena Henriques; Mininel, Vivian Aline; Vegro, Thamiris Cavazzani

    2016-01-01

    to analyze the organizational culture of a psychiatric hospital and identify the capacity of resilience of nursing workers. quantitative research. For data collection, were used the Brazilian Instrument for Evaluation of Organizational Culture (IBACO - Instrumento Brasileiro para Avaliação da Cultura Organizacional) and the Resilience Scale (RS). participants reported the existence of centralization of power and devaluation of workers, despite recognizing the existence of collaboration at work and practices for improving interpersonal relations. In relation to the capacity of resilience, 50% of workers showed high level, and 42.9% a medium level of resilience. The correlation tests revealed negative values between the IBACO and RS domains, indicating that the lower the appreciation of individuals in the institution, the greater their capacity of resilience. the organizational values reflect the work organization model in the institution that devalues the workers' needs and requires greater capacity of resilience.

  7. Social networking policies in nursing education.

    Science.gov (United States)

    Frazier, Blake; Culley, Joan M; Hein, Laura C; Williams, Amber; Tavakoli, Abbas S

    2014-03-01

    Social networking use has increased exponentially in the past few years. A literature review related to social networking and nursing revealed a research gap between nursing practice and education. Although there was information available on the appropriate use of social networking sites, there was limited research on the use of social networking policies within nursing education. The purpose of this study was to identify current use of social media by faculty and students and a need for policies within nursing education at one institution. A survey was developed and administered to nursing students (n = 273) and nursing faculty (n = 33). Inferential statistics included χ², Fisher exact test, t test, and General Linear Model. Cronbach's α was used to assess internal consistency of social media scales. The χ² result indicates that there were associations with the group and several social media items. t Test results indicate significant differences between student and faculty for average of policies are good (P = .0127), policies and discipline (P = .0315), and policy at the study school (P = .0013). General Linear Model analyses revealed significant differences for "friend" a patient with a bond, unprofessional posts, policy, and nursing with class level. Results showed that students and faculty supported the development of a social networking policy.

  8. Nurses Urged to Prepare for Sex Education.

    Science.gov (United States)

    2017-01-01

    Editors' note: From its first issue in 1900 through to the present day, AJN has unparalleled archives detailing nurses' work and lives over more than a century. These articles not only chronicle nursing's growth as a profession within the context of the events of the day, but they also reveal prevailing societal attitudes about women, health care, and human rights. Today's nursing school curricula rarely include nursing's history, but it's a history worth knowing. To this end, From the AJN Archives highlights articles selected to fit today's topics and times.This month we reprint a brief "Professional Practice" note from the June 1969 issue about what was described as the first family planning conference for nurse educators. Speakers emphasized the need to make this subject a routine part of nursing school curricula (despite debates over the nurse's role in family planning), "so that nurses can counsel out of wisdom and not from piety or ignorance." Speakers included James Lieberman, MD, who years later coauthored with his daughter a teen sex guide, and Alan Guttmacher, MD, then president of Planned Parenthood, whose Center for Family Planning Program Development within that organization was later renamed the Guttmacher Institute in his honor.Nurses today are deeply involved in sexual and reproductive health care. In this issue, public health specialist Diane Santa Maria and colleagues offer ways to advance sexual and reproductive health care for adolescents by devising more friendly, youth-oriented clinical settings.

  9. Envy in a nurse education community.

    Science.gov (United States)

    Heikkinen, Eija; Latvala, Eila; Isola, Arja

    2003-03-01

    The definition of envy is based on views of anthropology, sociology, psychology and nursing science. According to these definitions, a nurse education community consists of shared values, customs and beliefs common in the nursing community. The purpose of this paper was to describe envy in the reciprocal relations between student nurses in a polytechnic of health and welfare in Finland. The sample consisted of 110 student nurses in one faculty of health and welfare in a Finnish polytechnic. They were selected from among the available (attending classes) students, who had been studying in the same group for 1-3 years in 1996. The response percentage was 85.5 (n=94). The data were processed by various statistical methods. The findings of envy in a nurse education community were defined through the student nurses' views of their sense of self, their relations with their fellow students, the objects of envy and also the influence of the lecturers. The ways of coping with envy were also identified. The most common object of envy was a fellow student who worked part-time while studying. Another object of envy consisted of fellow students successful in examinations and skills, such as listening, friendships and good ideas. The students coped with their envy by sharing their own success and by denying envy. These results highlight some essential points of envy in a nurse education community and underline the need for open discussion, as emotions and envy are important to understand as part of nurse education. If envy is not identified, it may cause learning problems and even problems in patient care.

  10. Nurse Education and Training. Report of the Committee of Inquiry into Nurse Education and Training to the Tertiary Education Commission.

    Science.gov (United States)

    Australian Tertiary Education Commission, Canberra.

    A study of the education and training of nurses in Australia by the Tertiary Education Commission of Australia is presented. In September 1977 the Minister for Education appointed a committee to advise the Commission on possible developments and changes in nurse education and training. Data were collected from visits and consultations with…

  11. Nurses' attitudes towards sexual relationships between patients in high security psychiatric hospitals in England: an exploratory qualitative study.

    Science.gov (United States)

    Ruane, Jean; Hayter, Mark

    2008-12-01

    The issue of relationships between patients in long-term care settings can present nurses with numerous challenges. However, addressing this element of patient care is recognised as an important element of nursing in this sphere of practice. What nurses think about patient sexual relationships and the difficulties of incorporating these into care is closely linked to the care they provide. However, the issue of patients sexual relationships within high security psychiatric hospitals is a relatively poorly researched area of clinical practice. To explore the attitudes towards patients' sexual relationships held by nurses working in high security psychiatric hospitals in England. A qualitative methodology was employed with data collected from 10 in-depth interviews with nurses working within secure psychiatric hospitals in England. Interview data were subjected to thematic analysis. Practitioners reject permissive policy in relation to patients' sexual relationships on account of perceived perpetuation of abuse and exploitation. Practices and attitudes are dominated by personal (lay) values that seek to restrict patient experience and undermine professional mores whilst also seeming to uphold a professional duty of care. Lay understandings are constructed as moral rights and priorities that are of higher order concern than professional values or the rights of the individual. This constitutes a clash of values and the minimisation of professional mores within the clinical context raises questions about the role of professional teaching, knowledge and policy in relation to professional socialisation.

  12. Facebook: a tool for nursing education research.

    Science.gov (United States)

    Amerson, Roxanne

    2011-07-01

    Facebook is an online social networking Web site that allows users to connect with other users. Nurse educators can use this technology to advance nursing research. Social networks provide new opportunities for locating potential research participants and maintaining contact during the research process. The purpose of this article is to explain how the researcher used Facebook to locate previous nursing students to ask them to participate in a qualitative study. Between 2006 and 2008, 22 nursing students had participated in international trips over a 3-year period. Because the students had graduated and moved to other geographical areas, the researcher had little or no contact information to use to follow-up with them. The researcher used Facebook to locate 18 of the 22 nursing graduates and invite them to participate in a qualitative research study. A discussion of the process and the potential ethical issues are provided. Copyright 2011, SLACK Incorporated.

  13. Does ageism still exist in nurse education?

    Science.gov (United States)

    Coleman, Deborah

    2015-06-01

    Worldwide demographic changes mean that older people represent a significant group of patients for nurses everywhere. Ageism is increasingly recognised as an issue among healthcare professionals and evidence suggests that problems with quality of care remain. Nursing curricula have to address the needs of an ageing population in a variety of settings, reflect the importance of therapeutic care and explore nursing students' attitudes, in order to provide them with the appropriate skills to meet the needs of older people. This article debates the main factors influencing gerontological content in nursing curricula and suggests that ageism is still evident in nurse education. A variety of strategies are identified to assist in developing appropriate curriculum content.

  14. Development of psychiatric risk evaluation checklist and routine for nurses in a general hospital: ethnographic qualitative study

    Directory of Open Access Journals (Sweden)

    Ana Luiza Lourenço Simões Camargo

    Full Text Available CONTEXT AND OBJECTIVE:There is high prevalence of mental and behavioral disorders in general hospitals, thus triggering psychiatric risk situations. This study aimed to develop a psychiatric risk assessment checklist and routine for nurses, the Psychiatric Risk Evaluation Check-List (PRE-CL, as an alternative model for early identification and management of these situations in general hospitals.DESIGN AND SETTING:Ethnographic qualitative study in a tertiary-level private hospital.METHOD:Three hundred general-unit nurses participated in the study. Reports were gathered through open groups conducted by a trained nurse, at shift changes for two months. The questions used were: "Would you consider it helpful to discuss daily practice situations with a psychiatrist? Which situations?" The data were qualitatively analyzed through an ethnographic approach.RESULTS:The nurses considered it useful to discuss daily practice situations relating to mental and behavioral disorders with a psychiatrist. Their reports were used to develop PRE-CL, within the patient overall risk assessment routine for all inpatients within 24 hours after admission and every 48 hours thereafter. Whenever one item was present, the psychosomatic medicine team was notified. They went to the unit, gathered data from the nurses, patient files and, if necessary, attending doctors, and decided on the risk management: guidance, safety measures or mental health consultation.CONCLUSION:It is possible to develop a model for detecting and intervening in psychiatric and behavioral disorders at general hospitals based on nursing team observations, through a checklist that takes these observations into account and a routine inserted into daily practice.

  15. The Importance of Simulation in Nursing Education

    Science.gov (United States)

    Eyikara, Evrim; Baykara, Zehra Gocmen

    2017-01-01

    Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an…

  16. The Use of Phenomenology in Nursing Education: An Integrative Review.

    Science.gov (United States)

    Derico, Sherika P

    The purpose of this integrative review was to synthesize research to address two questions about phenomenology in nursing education: How has Husserlian phenomenology been used in nursing education? What is the importance of Husserlian phenomenology in nursing education? Phenomenology is utilized in nursing education to explore the experiences of faculty and students. Whittemore and Knafl's integrative method guided the analysis of the research. Nine articles meeting inclusion criteria were reviewed. Studies addressed faculty student experiences. The reviewed research revealed that phenomenology is used in nursing education to understand, identify, describe, and explore various phenomena. New knowledge gained from this integrative review about phenomenology is beneficial to nursing education.

  17. Plagiarism in nursing education: an integrative review.

    Science.gov (United States)

    Lynch, Joan; Everett, Bronwyn; Ramjan, Lucie M; Callins, Renee; Glew, Paul; Salamonson, Yenna

    2017-10-01

    To identify the prevalence and antecedents of plagiarism within nursing education and approaches to prevention and management. There has been growing media attention highlighting the prevalence of plagiarism in universities, including the academic integrity of undergraduate nursing students. A breach of academic integrity among nursing students also raises further concern with the potential transfer of this dishonest behaviour to the clinical setting. Integrative review. A systematic search of five electronic databases including CINAHL, MEDLINE, SCOPUS, ProQuest Nursing & Allied Health Source, and ERIC was undertaken. Only primary studies related to plagiarism and nursing students (undergraduate or postgraduate) studying at a tertiary education institution or nursing faculty were included. Both qualitative and quantitative study designs were included. Twenty studies were included in this review with six key themes identified: (1) prevalence; (2) knowledge, understanding and attitudes; (3) types of plagiarism; (4) antecedents to plagiarism; (5) interventions to reduce or prevent plagiarism; and (6) the relationship between academic honesty and professional integrity. Plagiarism is common among university nursing students, with a difference in perception of this behaviour between students and academics. The review also highlighted the importance of distinguishing between inadvertent and deliberate plagiarism, with differing strategies suggested to address this behaviour. Nevertheless, interventions to reduce plagiarism have not been shown to be effective. The current punitive approach to plagiarism within nursing faculties has not reduced its occurrence. There is a need to promote awareness, knowledge and provide students with the appropriate referencing skills, to reduce the significant amount of inadvertent plagiarism. The importance of promoting honesty and academic integrity in nursing education is highlighted. Cheating within the academic setting has been

  18. Ethnographic nexus analysis in clinical nursing education

    DEFF Research Database (Denmark)

    Kjær, Malene

    2016-01-01

    Purpose/aim(s): Internationally, student nurses' attrition after clinical practice is an increasing problem (Hamshire, Willgoss, & Wibberley, 2012; Pilegård Jensen, 2006). A better understanding of 'becoming a nurse' as situated practice in the hospital wards might help avoid pitfalls...... be improved after insights obtained through ethnographic research. Methods: Using nexus analysis (Scollon & Scollon, 2004, 2007) as an ethnographic framework in four Danish hospital wards, a study of the development of a professional identity among student nurses in Denmark was conducted. Scollon and Scollon...... in the clinical practice. Thus a thorough insight into the field is necessary in order to change it. The purpose of this paper is to show and discuss how it is possible methodologically to do ethnographic research in clinical education and how the field of clinical nursing education in the hospital wards might...

  19. The challenge of the medical setting for the clinical specialist in psychiatric nursing.

    Science.gov (United States)

    Fife, B

    1983-01-01

    The purpose of sharing these ideas about the role of the psychiatric clinical specialist in the medical setting has been threefold: first, to stimulate the interest of others by communicating the needs for and the value of such a role in improving health care; secondly, to convey the variety of potential opportunities available in the role; and third, to share some ideas about specific activities which can be pursued in such a role. The clinical specialist who chooses to work in the medical setting will discover opportunities to develop creativeness, to explore innovative ideas, and to utilize the variety of one's personal resources and past learning experiences. It affords one with opportunities to serve as a change agent, to influence the quality of patient care, and to stimulate the growth of other nurses. It allows for on-going contact and exchange with other professional groups comprising the health care team, and finally, it provides the nurses with a high level of autonomy and challenge in defining their own roles.

  20. Wireless devices in nursing education

    Directory of Open Access Journals (Sweden)

    Ana Belén Sánchez-García

    2013-03-01

    Full Text Available Objective. This article sought to explore the adoption of wireless devices in university nursing teaching and address their repercussion on future professionals. Methodology. This is a bibliographical study conducted in 2011, which analyzed international publications on the use, review, application, opinion, and experimentation of wireless devices in university nursing teaching of wireless technology in nursing teaching. The following databases were used: Medline and Science@Direct. Results. A total of 503 articles were extracted and 77 were selected, of which 40 investigated the Personal Digital Assistant (PDA, 13 the clicker (Student Response Wireless System, and six the smart phone. The use of mobile devices has experienced strong growth during the last five years, especially PDAs. Conclusion. Use of mobile devices in university nursing teaching has grown in recent years, especially PDAs

  1. Ensino de enfermagempsiquiátrica / saúde mental na Faculdade de Enfermagem da Universidade Federal de Goiás Enseñanza de enfermería psiquiátrica y de salud mental en la Facultad de Enfermería de la Universidad Federal de Goiás - Brasil Psychiatric nursing and mental health education in nursing college of the Federal University of Goiás - Brazil

    Directory of Open Access Journals (Sweden)

    Denize Bouttelet Munari

    2006-12-01

    Full Text Available Este artigo descreve a experiência do ensino em Enfermagem Psiquiátrica/Saúde Mental na Faculdade de Enfermagem/Universidade Federal de Goiás, pontuando potencialidades e fragilidades na busca de novos caminhos para atenção em enfermagem de saúde mental e psiquiatria. Destacamos aspectos relevantes como facilidade de integração entre as disciplinas da área com outras áreas, a contribuição na formação geral do enfermeiro no desenvolvimento de competências relacionais, de gestão, de capacitação para compreender, planejar e desenvolver ações de resgate da humanização nos serviços de saúde, com destaque especial ao cuidado do cuidador. Como fator limitante, pontuamos a fragilidade da rede de serviços de atenção psicossocial que constitui um obstáculo e grande desafio a ser superado para a implementação de mudanças na assistência e ensino.Este artículo describe la experiencia de enseñanza en Enfermería Psiquiátrica/Salud Mental en la Escuela de Enfermería de la Universidad Federal de Goiás puntuando potencialidades y fragilidades en la búsqueda de nuevas maneras de atención en enfermería de salud mental y psiquiatría. Enfatizamos aspectos importantes como facilidad de integración entre varias disciplinas de áreas diferentes, la contribución en la formación general del enfermero en el desarrollo de habilidades de relacionar, la administración, de calificación para entender, planear y desarrollar acciones para rescatar ayuda humanística en servicios de salud, con destaque especial al cuidado de aquel que cuida. Como factor limitante puntuamos la fragilidad de la red de servicios de atención psicosocial que constituye un obstáculo y gran desafío de ser superados para la implementación de cambios en el cuidado y enseñanzaThis article describes the experience of education in Mental Health and Psychiatric Nursing in the Nursing College of Federal University of Goiás, marking potentialities and

  2. Incivility as bullying in nursing education.

    Science.gov (United States)

    Condon, Barbara Backer

    2015-01-01

    Incivility as bullying in the workplace remains an important issue in need of attention. Nursing teaching-learning environments are no different. Acts of bullying can be disruptive and harmful to individuals and institutions. The author in this column discusses the prevalence of incivility as bullying within nursing communities with a focus on those in education. The humanbecoming ethical tenets, shame and betrayal are discussed as they relate to bullying. Suggested means of putting an end to this incivility are presented with a call for all nursing faculty to honor living quality as humanbecoming professionals. © The Author(s) 2014.

  3. Legal issues in clinical nursing education.

    Science.gov (United States)

    Patton, Carla Wheeler; Lewallen, Lynne Porter

    2015-01-01

    Nurse educators are concerned about legal implications of teaching students in clinical settings. Although literature is available about legal issues in working with students in the classroom, there is little recent information on clinical nursing faculty's legal liability when working with students and ways to reduce the risk of becoming involved in a lawsuit. This article discusses the major issues in clinical settings that contribute to lawsuits against faculty and offers suggestions to reduce legal liability with students in clinical settings.

  4. Nursing and Midwifery Education in Rwanda: Telling our Story

    African Journals Online (AJOL)

    Abstract. This article reviewed the development of the education of nurses and midwives in Rwanda. Nurs- ing and midwifery education started with missionaries providing general nursing education and later evolved into the integration of nursing education in public and private schools. The establishment of the Kigali ...

  5. Spiritual care as perceived by Lithuanian student nurses and nurse educators: A national survey.

    Science.gov (United States)

    Riklikiene, Olga; Vozgirdiene, Inga; Karosas, Laima M; Lazenby, Mark

    2016-01-01

    Political restrictions during 50years of Soviet occupation discouraged expressions of spirituality among Lithuanians. The aim of this paper is to describe Lithuanian nursing educators' and students' perception of spiritual care in a post-Soviet context. This cross-sectional study was carried out among student nurses and nursing educators at three universities and six colleges in Lithuania. The questionnaire developed by Scott (1959) and supplemented by Martin Johnson (1983) was distributed to 316 nursing students in the 3rd and 4th years of studies and 92 nurse educators (N=408). Student nurses and their educators rated general and professional values of religiousness equally; although students tended to dislike atheistic behavior more than educators. Four main categories associated with perceptions of spirituality in nursing care emerged from the student nurses: attributes of spiritual care, advantages of spiritual care, religiousness in spiritual care, and nurse-patient collaboration and communication. Themes from nurse educators paralleled the same first three themes but not the last one. Student nurses and nurse educators acknowledged the importance of spiritual care for patients as well as for care providers - nurses. In many cases spiritual care was defined by nursing students and nurse educators as faith and religiousness. Being a religious person, both for students and educators, or having spiritual aspects in students' personal lives influenced the perception of religious reflection. Copyright © 2015 Elsevier Ltd. All rights reserved.

  6. Special Educational Strategies for Nursing Staff

    Directory of Open Access Journals (Sweden)

    Evangelia Loukidou, Vassiliki Ioannidi, Athena Kalokerinou

    2010-01-01

    Full Text Available Acting emotionally has been the explicit target for many service professions. However, in the case of nursing, the concept of emotional labour remains implicit and elaborated only when the adverse effects of emotional labour have already occurred. Since nursing work involves the effective management of emotions, it is an imperative to openly incorporate “emotional labour” in the nursing curricula. The rationale that underlies such proposition is that by preparing students for the emotional aspects of their future work, we equip them with techniques that will minimise the exhausting effects of emotional labour, we define more accurately their roles and hence teach them how to provide better services. Though the focus of this paper is on nursing education and practice, the concepts that are addressed can be applied in many professions, including sports management. The aim of the paper is to demonstrate the importance of education for the preparation of students for the emotional aspects of nursing work and to propose a special educational framework that places the emphasis on the emotional/ social skills that nursing students shoulddevelop during training and which will help them in managing their emotions and hence limit the effects of emotional labour.

  7. Academisation of Nursing Education in the Nordic Countries

    Science.gov (United States)

    Laiho, Anne

    2010-01-01

    Nursing Science represents a new academic discipline in the Nordic Countries. The article focuses on the academisation of nursing education and the development of nursing to a specific discipline in Denmark, Finland, Norway and Sweden. The education of nurses has developed within the national framework of each country, but not within a national…

  8. Issues Influencing Success: Comparing the Perspectives of Nurse Educators and Diverse Nursing Students.

    Science.gov (United States)

    Fuller, Bonnie L; Mott-Smith, Jennifer A

    2017-07-01

    Research has shown that diverse nursing students report experiencing numerous issues that affect their progression through nursing programs. At the same time, research has also shown that nurse educators find it challenging to meet the needs of these students. What is missing is an analysis of how these two perspectives intersect. A mixed-methods parallel study compared the perceptions of diverse nursing students (n =13) and nurse educators (n = 22) regarding the learning environment in a baccalaureate nursing program. Important differences existed between the students' and nurse educators' perspectives on hindrances to the students' success. Nurse educators saw the biggest hindrance as language proficiency, whereas students saw it as lack of relationships with faculty and classmates. Nursing programs should encourage faculty to build relationships with diverse nursing students not only because students appreciate them, but also because such relationships play a role in helping students overcome hindrances to success. [J Nurs Educ. 2017;56(7):389-396.]. Copyright 2017, SLACK Incorporated.

  9. Thinking creatively: from nursing education to practice.

    Science.gov (United States)

    Kalischuk, Ruth Grant; Thorpe, Karran

    2002-01-01

    Creative thinking is a critical link in the teaching-learning process, one that enhances problem solving in nursing practice. This article describes a conceptualization of creativity based on focus groups with 12 post-RN students and two nurse educators. Inherent within the major theme, striving for balance, were three subthemes-enhancing self-esteem, working within structure, and making time for reflection (i.e., process). When participants achieved balance, both personally and professionally, they experienced increased creative energy that resulted in creative expression, subsequently displayed in educational endeavors and clinical practice (i.e., product). Strategies for fostering creativity and criteria for evaluating creativity are offered, and implications for nurse educators, managers, and practitioners are examined.

  10. [New parenting education in maternal child nursing].

    Science.gov (United States)

    Chen, Jih-Yuan

    2009-12-01

    Taiwan society is today typified by low birth rates amongst Taiwanese and a rising number of children born to immigrant and trans-cultural marriage families. Unhealthy behavior and anxiety on the part of pregnant women increase postpartum depression and complications and negatively affect neonatal heath. Such may further negatively impact upon romantic feelings between the new parents and the nascent parent-child relationship. New parenting education is a proactive and innovative strategy that may be used to improve maternal and child health. Therefore, it is worthy to explore how best to achieve cost-effective education interventions. First, the importance of new parenting education and its influence factors must be understood. Factors of women's health and nursing responsibilities potentially addressed by new parenting education include pregnancy complications, fetal death and malformation, accidents and traumas during childhood and adolescence, childhood obesity, and pediatric health-care delivery systems. It is the responsibility of nursing professionals to collect and interpret information on health promotion, disease prevention and childcare in cooperation with other disciplines. Nurses are also responsible to participate in family education and services that target new parents. Therefore, nursing professionals participate in planning and intervention actions related to health promotion, develop support group and counseling centers, collect and organize relevant information, and develop family education and health promotion models. Achieving preventive health service goals while maintaining family competencies and empowerment is an essential aspect of the parenthood mission and vision.

  11. Nursing education development in China (1887-1949): influences on contemporary nursing.

    Science.gov (United States)

    Yan, Z; Li, J An; McDonald, T

    2014-09-01

    On 8 May 2013, the Chinese Nursing Association joined the International Council of Nurses. It is hoped that by sharing the history of nursing in China, scholars globally can incorporate into current thinking the challenges that Chinese nurses have faced in pursuing educational development and professional acknowledgement. To review the history of nurse education in China between 1887 and 1949 and summarize events marking its development; and to provide historical references for considering contemporary nurse education and discipline development in China. Content analysis using bibliometric and historical research methods on available documentation sources. Milestone events were listed and their historical significance analysed. Nurse education development during this period was affected by three major influences: (1) international nursing collaboration and involvement with Chinese nursing in China and abroad, (2) the determination of leaders to develop nursing as a unique and ethical profession, and (3) the pressure of war and civilian need on the focus of nursing development in China. The development of nurse education in China occurred within an environment of social change, war and international collaboration. Throughout the Modern China period (1887-1949), nursing leadership has guided the growth of nurse education to be responsive to individual and community needs as well as ensuring nurse accountability for conduct and nursing practice. Contemporary Chinese nursing and education owes much to those throughout the Modern China period, who laid the foundations that support the current position and status of nursing. The study displays the benefits and challenges of participation in policy and forums that help nurse scholars and practitioners understand the development of nurse education in China. © 2014 International Council of Nurses.

  12. A humanistic-educative approach to evaluation in nursing education.

    Science.gov (United States)

    Goldenberg, Dolly; Dietrich, Pamela

    2002-05-01

    A continuing challenge for nurse educators is to create a learning environment in which students receive fair and timely evaluations. Traditional or behavioural evaluation methods have been criticized as being too limited. A humanistic-educative evaluation method is offered with its emancipation of faculty and students and emphasis on collaboration, caring, creativity, critical thinking and self-assessment. A teacher-student shared home visit for a Family Nursing clinical assignment is provided to illustrate this approach. The potential benefit of the method for developing self-directed and competent professional nurses is proposed. Copyright 2002 Published by Elsevier Science Ltd.

  13. Efficacy of purposeful educational workshop of medical and nonmedical interventions based on needs assessments in nurses

    Science.gov (United States)

    Attari, Abbas; Aminoroaia, Mahin; Maracy, Mohammd Reza

    2017-01-01

    Background: The medical and nonmedical care of patients is the necessary skills in nursing profession. That it needs proper knowledge and attitude. Hence, it is important to promote nurses’ knowledge and attitude by education based on need assessment. This study aimed to define the efficacy of a medical and nonmedical intervention educational workshop on nurses’ knowledge and attitude until 3 months after holding the workshop in psychiatric wards of educational hospitals in Isfahan. Materials and Methods: This is a quasi-experimental study. The study population comprised all nurses working in psychiatric wards of Nour and Farabi Hospitals (64) in Isfahan in 2012. An educational workshop was held through educational sessions in the form of lectures and group discussion in two above-mentioned hospitals. Nurses’ level of knowledge and attitude were investigated by a researcher made questionnaire before, immediately after and 3 months after intervention. Data were analyzed by descriptive statistical tests of repeated measure ANOVA and Bonferroni. Results: A significant increase was observed in mean scores of nurses’ knowledge immediately after and 3 months after education compared to before education (P attitude score in 3 phases have significant different (P Nurses have the high satisfaction (86.3%) of need assessment based education workshop. Moreover, it is effective in the science information revival of nurses. Conclusion: Educational sessions notably affected the promotion of nurses’ knowledge and attitude. With regard to nurses’ satisfaction with the workshop which was held, designing and organizing educational workshops based on constant needs assessment is suggested for the promotion of nursing cares. PMID:28546983

  14. Enfermeiros assistenciais das instituições psiquiátricas de Ribeirão Preto: caracterização, formação e atuação Enfermeros asistenciales de las instituciones psiquiátricas de Ribeirão Preto: caracterización, formación y actuación Clinical nurses working in psychiatric institutions at the city of Ribeirão Preto: characteristics, education and performance

    Directory of Open Access Journals (Sweden)

    Maria Conceição B.Mello e Souza

    2000-10-01

    su formación/actualización.This is a quanti-qualitative study that had the purpose to characterize nurses who work in psychiatric institutions at the city of Ribeirão Preto, focussing on their education, identifying nursing actions that those professionals perform daily and finding out about practice and knowledge that they consider specific to their area. The discussions on the results were based on authors who study psychiatric nursing teaching and research. Data evidenced a sample mainly formed by adult women, with a reasonable period of service in the area. The majority of the professionals did not search for specialization or continuing education courses and did not participate in training courses and scientific events. Among the actions that nurses perform daily, the bureaucratic-administrative ones are emphasized. They mentioned some themes such as specific knowledge on psychiatric nursing, especially therapeutic relationship. They also pointed out some difficulties and facilities they found regarding their professional education and knowledge updating.

  15. Surgical patient education: Turkish nursing students experiences.

    Science.gov (United States)

    Kaymakçi, Senay; Yavuz, Meryem; Orgun, Fatma

    2007-01-01

    Patient education has been widely used by medical schools and schools of nursing as a method for evaluating clinical performance. Training of patients provides a viable method for teaching and evaluating nurse practitioner students as they progress through their educational programs toward clinical competency. Evaluation of patient education experience provided objective and valid information regarding the students' delivery of didactic information and ability to apply knowledge in the clinical setting. The purpose of this article is to describe the preparation of materials for preoperative patient education and to evaluate patient education carried out by second-year students of the University Of Ege School Of Nursing. In this study, students, patients and lecturers evaluated patient education carried out by the nursing students. Criteria including relationships between people (listening, talking and communication ability), and behavior before education (prepare topic content, develop appropriate material for the topic, communicate which topic will be explained, etc.) and during education (attract listeners' attention to the topic, give information about the target, present the content and material of the subject well, etc.) were appraised. According to the results of evaluation, the education carried out by the students achieved the highest score from patients; the students gave the second-highest score. The lecturers gave scores that were lower than those of students and patients. At the end of this study, it has been found that patients were pleased with the education prepared according to their individual requirements and the students were pleased with giving education with the material they have prepared employing their own creativity.

  16. [The Role of Nursing Education in the Advancement of the Nursing Profession].

    Science.gov (United States)

    Chang Yeh, Mei

    2017-02-01

    The present article discusses the role of nursing education in the advancement of the nursing profession in the context of the three facets of knowledge: generation, dissemination, and application. Nursing is an applied science and the application of knowledge in practice is the ultimate goal of the nursing profession. The reform of the healthcare delivery model requires that nurses acquire and utilize evidence-based clinical knowledge, critical thinking, effective communication, and team collaboration skills in order to ensure the quality of patient care and safety. Therefore, baccalaureate education has become the minimal requirement for pre-licensure nursing education. Schools of nursing are responsible to cultivate competent nurses to respond to the demands on the nursing workforce from the healthcare system. Attaining a master's education in nursing helps cultivate Advanced Practice Registered Nurses (APRNs) to further expand the roles and functions of the nursing profession in order to promote the quality of care in clinical practice. Nursing faculty and scholars of higher education institutions generate nursing knowledge and develop professional scholarship through research. Attaining a doctoral education in nursing cultivates faculties and scholars who will continually generate and disseminate nursing knowledge into the future.

  17. Student unrest: a challenge for nurse educators.

    Science.gov (United States)

    Wong, J; Wong, S; Mensah, L L

    1985-05-01

    Nursing students, like their college counterparts, are beginning to revolt against hierarchical authority and to claim a more active part in their educational planning. Nurse educators can no longer assume that their students will never revolt; they must face up to the challenge of developing strategies for proper management of student unrest. The authors propose some ways to deal with the complex issue of student unrest. These suggestions are made with emphasis on faculty-student relationship and the curriculum. Improved faculty-student relationships, proper utilization of student peer influence and student involvement in curriculum planning are some of the strategies proposed in this paper.

  18. Practice Nurse Education Needs Analysis survey results.

    OpenAIRE

    Procter, Susan; Loveday, H; Nakisa, Mel; Nasir, L; Berry, Z; Chaggar, G; Wilson, JA

    2015-01-01

    This report describes the outcomes from a questionnaire completed by practice nurses in the CWHHE CCG collaborative and the outer NWL CCGs. Data from the CWHHE CCGs were collected by Bucks New University. Data from the outer NWL CCGs were collected by the University of West London, using a survey based on that used by Bucks. The Aims of the study were to: • identify the key education priorities for practice nursing across the 8 NW London CCGs; • explore future practice and education requireme...

  19. Bioethics education of nursing curriculum in Korea: a national study.

    Science.gov (United States)

    Choe, Kwisoon; Kang, Youngmi; Lee, Woon-Yong

    2013-06-01

    The aim of this study is to examine the current profile of bioethics education in the nursing curriculum as perceived by nursing students and faculty in Korea. A convenience sampling method was used for recruiting 1223 undergraduate nursing students and 140 nursing faculty in Korea. Experience of Bioethics Education, Quality of Bioethics Education, and Demand for Bioethics Education Scales were developed. The Experience of Bioethics Education Scale showed that the nursing curriculum in Korea does not provide adequate bioethics education. The Quality of Bioethics Education Scale revealed that the topics of human nature and human rights were relatively well taught compared to other topics. The Demand for Bioethics Education Scale determined that the majority of the participants believed that bioethics education should be a major requirement in the nursing curriculum. The findings of this study suggest that bioethics should be systemically incorporated into nursing courses, clinical practice during the program, and during continuing education.

  20. Development of entrepreneurial activity in nurse education.

    Science.gov (United States)

    Roberts, Paula; Bridgwood, Bernadeta; Jester, Rebecca

    The provision of health care and healthcare education in the UK is undergoing rapid change and development, and is subject to intense market forces. A reduction in the amount of money being spent on nurses' education and training, together with changes in working practices in health care, are affecting the provision of healthcare education significantly. This article gives an overview of the changes influencing providers of pre and post-registration healthcare education, and describes how education providers are generating income through enterprise activity.

  1. Narrative Pedagogy: Transforming Nursing Education Through 15 Years of Research in Nursing Education.

    Science.gov (United States)

    Ironside, Pamela M

    This article provides a review of current disciplinary understanding of Narrative Pedagogy and describes the implications for ongoing transformation in nursing education. Narrative Pedagogy has been enacted and investigated by teachers around the world for more than 15 years. Few nursing educational innovations or pedagogies in nursing have been adopted in such an array of settings/levels. A review of the nursing literature was conducted to locate reports of research on and teaching innovations derived from Narrative Pedagogy. Narrative Pedagogy has an extensive and longitudinal body of research describing how the approach contributes to the educational transformation the discipline seeks. Narrative Pedagogy and the growing literature describing how it is enacted provides a way for teachers and students to persist in questioning their current understanding of nursing, the ways they think about the situations they encounter, and how their practice can best be learned.

  2. Arts Analysis in the Danish Nurse Education

    DEFF Research Database (Denmark)

    Jensen, Julie Borup

    2010-01-01

    This article outlines ideas and results of a design-for-learning experiment, involving arts analysis in the nurse education in Denmark. The original purpose of the experiment was to investigate new ways of supporting personal knowledge building and building of professional judgement skills...... for nurse students, according to a phenomenological approach to learning. The results and learning outcome for the students however surprisingly showed that arts analysis had a very clear impact on the nurse students being creative in their building of personal and professional knowledge. The experiment...... suggests that arts can be seen as a medium for training what could be termed ‘relational creativity’ as a basis for professional judgement. Relational creativity is not an established theoretical concept, but the article argues that the term might have significance not only to nurse students, but also...

  3. Developments in emergency nursing education in Ghana.

    Science.gov (United States)

    Bell, Sue Anne; Bam, Victoria; Acheampong, Emmanuel

    2015-12-01

    Providing effective emergency nursing is challenging in low- to middle-income countries because of limited resources and an inadequate infrastructure. The role of the emergency nurse is growing throughout sub-Saharan Africa and this will help decrease the burden of acute illness and trauma on both the people and the economies in the area. However, there is a gap in education for emergency nurses in this part of the world which needs to be addressed. This article describes an emergency nursing degree programme in Ghana which was developed in collaboration with a university in the United States and one in Ghana. It also outlines the development and content of the programme and discusses its success and challenges.

  4. Perceived Stress among Nursing Staff in Psychiatric Inpatient Care: The Influence of Perceptions of the Ward Atmosphere and the Psychosocial Work Environment.

    OpenAIRE

    Tuvesson, Hanna; Eklund, Mona; Wann-Hansson, Christine

    2011-01-01

    The aims of this study were to investigate (1) perceived stress as felt by the nursing staff working in psychiatric inpatient care, (2) possible differences between nurses and nurse assistants, and (3) associations among individual characteristics, the ward atmosphere, the psychosocial work environment, and perceived stress. Ninety-three members of the nursing staff completed three instruments-one each measuring perceived stress, the ward atmosphere, and the psychosocial work environment. The...

  5. Education of nursing students with special needs.

    Science.gov (United States)

    Magilvy, J K; Mitchell, A C

    1995-01-01

    Recent legislation such as the Americans with Disabilities Act will have a significant impact on higher education in nursing. A survey was conducted to describe the extent to which BSN and ADN nursing programs in the United States admit and graduate special needs and chronically ill students, and to identify the accommodations which have been successful in providing nursing education to these students. Responses received from 86 schools of nursing in 44 states indicated that most schools have had contact with students with special needs such as visual, hearing, or mobility impairments, learning disabilities, and mental or chronic illnesses. Learning disabilities and mental impairment were cited most frequently as having been present among the student population. Few programs have had experience with students with vision problems. While most programs responding had little experience with providing special accommodations to special needs students, most were aware of accessibility on their campuses. Recent legislation aimed at creating opportunities for disabled individuals to successfully enter the work force creates challenges for schools of nursing in education of students with special needs. Issues are raised that must be addressed to meet this important challenge.

  6. Nurses' perceptions of online continuing education

    Directory of Open Access Journals (Sweden)

    Karaman Selcuk

    2011-10-01

    Full Text Available Abstract Background There is increasing attention to online learning as a convenient way of getting professional training. The number and popularity of online nursing continuing education programs are increasing rapidly in many countries. Understanding these may contribute to designing these programs to maximize success. Also, knowing the perceptions and preferences in online learning aids development and orientation of online programs. The aims of this study are to show nurses' perceptions of online continuing education and to determine perceptions of various groups; area groups, working companies, frequency of computer usage and age. Methods The survey method was used in this quantitative study to reveal perception levels and relationship with related variables. Data were collected through an online instrument from a convenience sample of 1041 Registered Nurses (RNs at an online bachelor's degree program. Descriptive and inferential analysis techniques were performed. Results Nurses generally have positive perceptions about online learning (X = 3.86; SD = 0.48. A significant difference was seen between nurses who used computers least and those with the highest computer usage [F (3, 1033 = 3.040; P r = -.013; P > .05 and r = -.036; P > .05, respectively. Nurses' perceptions are significantly different depending on the settings where they work [F (3,989 = 3.193; P X = 3.82; SD = .51 and those living in rural areas (X = 3.88; SD = .47 was not significant [t (994 = -1.570, P > .05]. Conclusions We found that nurses regard online learning opportunities as suitable for their working conditions and needs. Nurses should be provided with continued training through online learning alternatives, regardless of age, working experience or area of residence.

  7. Preparing nursing students for education in the global village.

    Science.gov (United States)

    Nicholas, Patrice K; Corless, Inge B; Fulmer, Holly; Meedzan, Nancy

    2012-01-01

    Educating nurses for the 21st century requires a broad understanding of the health needs of local and global communities. With an increasingly diverse population, nursing students in the United States can gain a unique perspective on health disparities and challenges in providing healthcare for diverse populations. Nursing education has the opportunity to engage students in our global village by providing clinical and theory-based educational opportunities for undergraduate and graduate nursing students. Some nursing educational settings in schools of nursing provide global nursing opportunities to explore the social responsibility of nursing. This paper details a specific framework and opportunities for engaging undergraduate and graduate nursing students in caring for the underserved in our global village. Opportunities in the Fulbright Student Exchange Program and Fulbright Senior Scholar Award mechanisms are discussed, and partnerships with international nursing programs are explored.

  8. All this happened, more or less: thoughts on 'truth', the role of fiction and its potential application in mental health and psychiatric nursing research.

    Science.gov (United States)

    Biley, F C

    2009-12-01

    Fundamental differences in the philosophy of history as an academic discipline are briefly explored, primarily from two perspectives. The traditional psychiatric and mental health nursing historian objectively uses primary sources in order to be able to make 'truth' claims about the past. The post-modern psychiatric nursing historian, on the other hand, constructs truth claims, rather than discovers them, and in the process of doing so creates historical discourses that are different from the past. To the postmodern psychiatric nursing historian, all histories are fictions, created with the use of imagination, and have characteristics that are similar to the literary constructions that are more traditionally identified as fiction. A variety of literature is used in order to explore such claims, and the conclusion is drawn that, with caution and careful attention to the rigorous use of historical method, fiction can be used as a valid source for historical research in psychiatric and mental health nursing.

  9. Cross border mobility of nurse educators: Case studies from ...

    African Journals Online (AJOL)

    The purpose of the study was to raise awareness on cross border mobility of nurse educators and draw on Foucault's analysis to conceptualise the means by which cross border migration of nurse educators could be revisited. A case study design of seven nurse educators who had migrated and came back to their countries ...

  10. Teaching the ESL Nursing Student: The Relationship between Nurse Educator Background Attributes, Beliefs Concerning the ESL Nursing Student and Instructional Strategies Used by Nurse Educators

    Science.gov (United States)

    Fuller, Bonnie L.

    2012-01-01

    As the U.S. population quickly moves toward linguistic diversity, it is essential that sufficient numbers of linguistically diverse nurses be available to provide care, and nurse educators play a significant role in the preparation of these nurses. Little information was found in the literature about factors that influence the practices of the…

  11. [The application of creative thinking teaching in nursing education].

    Science.gov (United States)

    Ku, Ya-Lie; Chang, Ching-Feng; Kuo, Chien-Lin; Sheu, Sheila

    2010-04-01

    Nursing education is increasingly expected to cultivate nursing student creative abilities in line with general Ministry of Education promotion of greater creativity within education and the greater leeway for creativity won domestically for nurses by professional nursing organizations. Creative thinking has been named by education experts in the United States as the third most important goal of nursing education. However, nursing students in Taiwan have been shown to test lower in terms of creativity than students enrolled in business management. Leaders in nursing education should consider methods by which to improve the creative thinking capabilities of nursing students. Articles in the literature indicate that courses in creative studies are concentrated in the field of education, with few designed specifically for nursing. The teaching of constructing creative thinking is particularly weak in the nursing field. The purpose of this article was to review literature on education and nursing in order to explore current definitions, teaching strategies, and evaluation approaches related to creativity, and to develop a foundation for teaching creativity in nursing. The authors hope that an appropriate creative thinking course for nursing students may be constructed by referencing guidance provided in this in order to further cultivate creative thinking abilities in nursing students that will facilitate their application of creative thinking in their future clinical practicum.

  12. A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa.

    Science.gov (United States)

    Seekoe, Eunice

    2014-04-24

    South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997). The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa.  To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa.  A qualitative and theory-generating design was used (following empirical findings regarding needs analysis) in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied.  The structure of the model is multidimensional and complex in nature (macro, mesoand micro) based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation.  The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

  13. A model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa

    Directory of Open Access Journals (Sweden)

    Eunice Seekoe

    2014-02-01

    Full Text Available Background: South Africa transformed higher education through the enactment of the Higher Education Act (No. 101 of 1997. The researcher identified the need to develop a model for the mentoring of newly-appointed nurse educators in nursing education institutions in South Africa. Objectives: To develop and describe the model for mentoring newly-appointed nurse educators in nursing education institutions in South Africa. Method: A qualitative and theory-generating design was used (following empirical findings regarding needs analysis in order to develop the model. The conceptualisation of the framework focused on the context, content, process and the theoretical domains that influenced the model. Ideas from different theories were borrowed from and integrated with the literature and deductive and inductive strategies were applied. Results: The structure of the model is multidimensional and complex in nature (macro, mesoand micro based on the philosophy of reflective practice, competency-based practice andcritical learning theories. The assumptions are in relation to stakeholders, context, mentoring, outcome, process and dynamic. The stakeholders are the mentor and mentee within an interactive participatory relationship. The mentoring takes place within the process with a sequence of activities such as relationship building, development, engagement, reflective process and assessment. Capacity building and empowerment are outcomes of mentoring driven by motivation. Conclusion: The implication for nurse managers is that the model can be used to develop mentoring programmes for newly-appointed nurse educators.

  14. [Personnel resources for psychiatric institutions. Needs assessment exemplified by the nursing profession in Germany].

    Science.gov (United States)

    Löhr, M; Sauter, D; Nienaber, A; Heuft, G; Ahrens, R; Oppermann, G; Heinz, A; Schulz, M

    2015-07-01

    The Psychiatry Personnel Act (Psych-PV) as the basis for personnel assessment in psychiatry becomes invalid on 1 January 2019. Because the Psych-PV previously coupled the personnel quota with the intensity of services provided, current efforts are required to develop an instrument to adapt the extent of financed personnel resources to the manifold new legal requirements and advances in treatment in terms of guideline-based care. Based on a literature search and the additional use of a databank of routine data, an example of a calculation was made to estimate the additional personnel resources which would be necessary for psychoeducation and fulfill the legal requirements from 2019 onwards. An investigation was also carried out to identify which psychiatry guidelines contain time values which can be used for calculation of personnel requirements. A three-step approach was used: (1) screening of the current guidelines and determination of the average intervention times with respect to nursing staff, (2) exemplary comparison between the times for guideline-based psychoeducation for patients in the diagnosis groups F32-F33 with the times allocated by the Psych-PV and (3) determination of times between education measures prescribed by law and necessary training for which no (sufficient) time contingents are provided in the Psych-PV. Times for individual activities (e.g. psychoeducation), which are also appropriate for nursing personnel can be found in the primary literature on guidelines; however, these include only a small proportion of tasks undertaken by nursing personnel. For psychoeducation it could be shown that additional time contingents would be necessary in the Psych-PV. Furthermore, there are new mandatory but disregarded schooling measures and instructions for nursing staff, the duration of which can be conservatively calculated as 21 min per case per hospital stay. The empirical approach presented in this study shows the possibility to identify time

  15. Nursing Education Leaders' Perceived Leadership Practices

    Science.gov (United States)

    DeLong, Dianne

    2010-01-01

    The purpose of this study was to examine the leadership practices perceived by nursing education leaders as measured by the Leadership Practices Inventory (LPI). The framework used was a contemporary transformational leadership model described in "The Leadership Challenge" ("4th ed.") by Dr. James Kouzes and Dr. Barry Posner,…

  16. Abstract: Identifying Nurse Education Needs with Documentation ...

    African Journals Online (AJOL)

    The decrease in March has re-motivated the staff to continue to improve. Project limitations include that documentation audits only reflect what was written, and does not validate nursing actions. Cultural differences have led to the development and implementation of educational topics not reflected in the documentation ...

  17. Critical Thinking Dispositions in Online Nursing Education

    Science.gov (United States)

    Carter, Lorraine Mary

    2008-01-01

    As part of a doctoral study, the critical thinking dispositions of post-RN (post-diploma) nurses continuing their education at a mid-sized university were measured before and after the intervention of a three-credit online course. The tool used to measure the changes in critical thinking disposition was the California Critical Thinking…

  18. Evaluation of a Nurse-Led Fall Prevention Education Program in Turkish Nursing Home Residents

    Science.gov (United States)

    Uymaz, Pelin E.; Nahcivan, Nursen O.

    2016-01-01

    Falls are a major cause of morbidity and mortality among the elderly living in nursing homes. There is a need to implement and evaluate fall prevention programs in nursing homes to reduce the number of falls. The purpose of this research was to examine the effect of a nurse-led fall prevention education program in a sample of nursing home…

  19. Second Year Associate Degree Nursing Students and Nursing Faculty Attitudes towards Clinical Educational Experiences

    Science.gov (United States)

    LaFauci, Frances F.

    2009-01-01

    Professional registered nursing is an essential part of the health care system and student nurses need experimental learning with actual patients to learn to practice as a nurse. The health care system has changed dramatically and nursing schools have decreasing access to the health care agencies. The clinical educational experience develops…

  20. [The Mechanism of Free-Floating Discussion in a Psychiatric/Mental Health Nursing Supervisory Group].

    Science.gov (United States)

    Chiang, Hsien-Hsien

    2015-06-01

    Although the free-floating discussion format is widely used in group therapy, the application of this format in the context of supervisory groups has yet to be clarified. The purpose of this study was to explore the mechanisms involved in facilitating and learning the free-floating discussion format in a supervisory group. A phenomenological approach was used to investigate the group content and personal feedback of a psychiatric-nurse supervisory group. The group held on 12 sessions. Each session was conducted once weekly and lasting 150 minutes. The findings identified the functions of free-floating discussions in the context of supervisory groups as: embodied interaction and initiation by handling. Embodied interaction included: reflection on the experience of the other, sense of body, and present action. Initiation by handling included: facilitating the self-narrative, following the lead of the group, and reflecting in accordance with the group. The role of the facilitator is to parallel process rather than to lead in order to produce practical wisdom. Free-floating discussion and self-evidence from initiation by handling has the potential to promote spontaneity, creativity, and self-confidence in clinical practice and to promote deep learning.

  1. A challenge for community psychiatric nursing: is there a future in primary health care?

    Science.gov (United States)

    Hannigan, B

    1997-10-01

    The growing debate surrounding the role of the community psychiatric nurse (CPN) in the United Kingdom is reviewed. Issues which have attracted significant interest and which form the focus of this paper are the prioritization of CPN services, CPN attachment to primary health care (PHC), and the effectiveness of clinical interventions. The requirement for CPNs is now to concentrate services on people experiencing severe and enduring mental health problems. Innovative and effective clinical and social interventions for this client group are beginning to disseminate into everyday CPN practice. Problem-solving family interventions, cognitive therapies and case management are three such examples. The past, present and possible future role for CPNs working in primary health care settings with people experiencing nonpsychotic mental health problems is a particular focus in this paper. Drawing on the relevant literature, central issues addressed are the process and outcome of CPN work with nonpsychotic service users, reasons for the growth of CPN involvement in PHC, and the overall expansion of interest in mental health interventions within the primary health care environment. The literature suggests that this expansion has been strategically unplanned, but that mental health need amongst primary health care service users is significant. The concluding contention of this paper is that a future role for CPNs in primary care does exist.

  2. [The Development of Psychiatric and Mental Health Nursing in Taiwan: Reflection From the Perspective of Recovery].

    Science.gov (United States)

    Li, Jin-Biau; Tsai, Sing-Ling

    2017-06-01

    Evidence-based nursing science has identified psychological recovery, partnership, and medication adherence as factors that have influenced the development of mental health care. This article discusses the process by which mental health care has developed from a medical / rehabilitation-focused model to a model that focuses on patient empowerment. The current model aims to assist patients to achieve self-awareness and to develop coping skills that enhance their motivation to transform. Medical advances have improved the control of psychiatric symptoms. Following the introduction of 2nd generation antipsychotics, patients were invited to establish decisions related to these prescription medications. Under the principles of patient-centered service, Taiwanese mental health professionals have changed their relationship with patients from a therapeutic model to a mutual-partnership model. Furthermore, investigations of the therapeutic care of patients with mental illness have used the needs of patients as their starting point and emphasized various aspects of patient and caregiver needs. Taiwanese mental health professionals are searching for a model of mental health care that is superior to the traditional operative framework of medical authority.

  3. The suitcase simulation: an effective and inexpensive psychiatric nursing teaching activity.

    Science.gov (United States)

    Masters, Joan C; Kane, Mary Frances; Pike, Mary Ellen

    2014-08-01

    A tabletop simulation was developed as a patient safety activity that involved checking in a patient admitted to a psychiatric care unit. Students were second-degree (n = 79) and traditional (n = 53) BSN students. They were given suitcases or backpacks containing various items, and following a fictional hospital policy, they had to decide whether to give the items to the patient, place them in a secured area, or send them to the pharmacy or security personnel. The activity was evaluated using the Simulation Effectiveness Tool (SET) and two open-ended questions. Students reported that they found the simulation to be enjoyable and a good learning experience. Checking in a patient's belongings is not an activity students typically perform, but the simulation can help prepare them for situations they will experience in the workplace. This inexpensive activity can easily be adapted for staff orientation and competencies. [Journal of Psychosocial Nursing and Mental Health Services, 52(8), 39-44.]. Copyright 2014, SLACK Incorporated.

  4. Nursing informatics education and use: challenges and prospects in ...

    African Journals Online (AJOL)

    Faculty members & Nurse/Midwife educators should acquire informatics training and advocate for curricular changes that incorporate informatics and collaborate with colleagues in the clinical settings to provide opportunities for nursing students to utilize informatics tools. KEY WORDS: Nursing informatics, Nursing ...

  5. The Attitude Scale towards Distance Nursing Education (AstDNE)

    Science.gov (United States)

    Boz Yuksekdag, Belgian; Unsal Barlas, Gul

    2015-01-01

    In this study, a measurement is seen as an instrument to measure the attitudes of the nurses towards the distance nursing education was developed. The study population consist of nurses who working in two hospitals of the ministry of health and two special hospitals in Istanbul. The sample of the study consisted of 194 nurses who agreed to…

  6. Governmentality, student autonomy and nurse education.

    Science.gov (United States)

    Darbyshire, Chris; Fleming, Valerie E M

    2008-04-01

    This paper is a report of a study to explore how governmental practices operated in nurse education. Background. Since the 1980s nurse education internationally has been strongly influenced by educational theories that aim to promote student autonomy by encouraging self-direction and critical thinking. Newer curriculum models advocate transformative approaches leading to greater emancipation, social equity and inclusion. Although these changes have been positively evaluated there had been limited critical research on how student behaviour is governed. A discourse analytic study was conducted from 2000 to 2004 using interviews (n = 30) with a purposive sample students and teachers in one United Kingdom university. Data were also collated from the course curriculum and student handbook for the students' programme. Data were analysed to identify how student behaviour is governed. Two governing practices are described: control and technologies of the self. These practices contribute to an overall system of governing student behaviour that creates tension between the avowed progressive empowerment discourse and taken for granted everyday educational practices. Students are subjected to a range of governmental and disciplinary strategies and, through a process of normalization, ultimately become their own supervisors within the system. The tensions between the demands of a professional outcome-based nursing programme and notions of empowerment and student autonomy have not been resolved. Instead, present educational practice is characterized by normalizing discursive practices that aim to produce a specific version of a student subject as autonomous learner. Thus, discourses of both empowerment and professional behaviour govern students.

  7. The importance of simulation in nursing education

    Directory of Open Access Journals (Sweden)

    Evrim Eyikara

    2017-01-01

    Full Text Available Nursing education involves a practice-oriented curriculum in which emphasis is placed on both theoretical knowledge and psychomotor skills. In skill-based education, where learning through practice occupies a central role, it is important to ensure the integration of theoretical knowledge into practice. In this context, simulations represent an innovative teaching method that stimulates a number of senses at the same time among learners. Simulation is a method which can be designed to reflect real-life conditions, and which provides the opportunity to work in contexts that are closer and more representative of real settings. Depending on the clinical situation or scenario; the simulation method will involve a student or a group of students performing a number of patient care activities on a manikin, player or standardized patient. The simulation method allows students to repeatedly practice their clinical skills until they develop a sense of proficiency; to learn at their own pace; and to freely make mistakes. Simulations is an educational process that can replicate clinical practices in a safe environment. Nursing students who take part in education programs involving simulations perform less medical mistakes in clinical settings, and are able to better develop their critical thinking and clinical decision-making skills. For these reasons, we recommend that simulations, which represent an interactive learning method, are rendered more common in institutions providing nursing education.

  8. Comparison between heads of nursing and Nursing Administration students in the Sultanate of Oman regarding education for nurse administrators.

    Science.gov (United States)

    White, Gillian

    2012-08-01

    To explore the future of nursing administration in preparation for a major review of the current curriculum in the one-year diploma in nursing administration at the Oman Specialized Nursing Institute (OSNI). A two-part study explored 1) requisite roles, skills and competencies of the nurse administrator, 2) a leadership profile with two convenience samples: heads of nursing and nursing administration students. Each part was analysed separately; the two groups were then compared with the latter revealing similarities and differences. Heads of nursing were more likely to describe roles and be task-oriented, emphasising problem solving, whereas students focused on functions and processes. Both groups wanted nursing to be known for its code of professional conduct, and have an empowered nursing association. Leadership profile comparisons indicated heads of nursing were mature and practical whereas students were idealistic, with risk-taking tendencies. There was overall agreement that preparation for the nursing administration specialty should be at master's level; however, all nurses should undertake a leadership and management course during their progression to senior positions. The vision of those preparing to enter and those already in leadership positions is for empowerment of the nursing profession in Oman. Thus there is a need for highly educated nurse leaders and managers in nursing administration to provide the driving force for change and sustained motivation. The current Nursing Administration Programme (NAP) needs to be upgraded and delivered at the master's level for nurses specialising in nursing administration.

  9. Ethical values in nurse education perceived by students and educators.

    Science.gov (United States)

    Boozaripour, Mahsa; Abbaszadeh, Abbas; Shahriari, Mohsen; Borhani, Fariba

    2017-01-01

    Education is considered the first function and mission of the university, and observing educational ethics guarantees the health of the teaching-learning process in the university. The aim of this study was to explore ethical values in nursing education from the perspective of Iranian nursing students and educators. This qualitative study was conducted using the Thematic Content Analyses method. The data were collected from seven semi-structured individual interviews and three focus group discussions from July to November 2015. Participants and research context: The participants were faculty educators of nursing and nursing students in Tehran, capital of Iran, who were selected through purposive sampling. They were recruited gradually. Sampling was continued until data saturation when no new codes were extracted. Ethical committee: This study was conducted after obtaining the approval of Shahid Beheshti University of Medical Sciences Ethics Committee, and informed consent were ensured before conducting the research. The principles of voluntariness, confidentiality, and anonymity were respected during the research process. Seven major themes emerged: human dignity, constructive human relations, educational justice, competency enhancement, excellence view, wisdom, and commitment and accountability. The results of this study indicated that although many of the values, as universal values, were similar to those of other countries-which can be a reflection of the globalization process in the nursing profession and the presence of humanistic and spiritual approaches at the roots of the discipline, some differences could be found in the content of values due to factors such as the people's beliefs, culture, and religion. Iranian nursing students and educators revealed a unique and culture-based set of ethical values.

  10. Intersection of Re-Designated National League for Nursing Centers of Excellence(TM) and Quality in Nursing Education

    Science.gov (United States)

    Merriam, Deborah

    2013-01-01

    Nursing education is challenged to meet a growing demand for nurses, while substantiating the quality of the educational experience as well as the achievement of desired student outcomes. The National League for Nursing (NLN) Centers of Excellence (COE) in Nursing Education(TM) program represents high performing nursing schools which utilize…

  11. Perioperative nursing and education: what the IOM future of nursing report tells us.

    Science.gov (United States)

    Battié, Renae N

    2013-09-01

    Changes in the current health care system have rendered the system unprepared to support new demands. Similarly, nursing education both before and after licensure is no longer adequate. Four of the eight recommendations in the Institute of Medicine's Future of Nursing report involve changes to nursing education and pose significant goals to achieve. This makes creating innovative ways to meet the demand for educating RNs a necessity. This article discusses the Institute of Medicine's recommendations, how they relate to perioperative nursing, and ways in which nurses and educators can help promote expectations. Copyright © 2013 AORN, Inc. Published by Elsevier Inc. All rights reserved.

  12. Cultural competency among nurses with undergraduate and graduate degrees: implications for nursing education.

    Science.gov (United States)

    Mareno, Nicole; Hart, Patricia L

    2014-01-01

    To compare the level of cultural awareness, knowledge, skills, and comfort of nurses with undergraduate and graduate degrees when encountering patients from diverse populations. Cultural competency is a core curriculum standard in undergraduate and graduate nursing programs. Assessing cultural awareness, knowledge, skills, and comfort among nurses can help identify areas to strengthen in nursing curricula. A prospective, cross-sectional, descriptive study design was used. Two thousand surveys were sent to nurses in a southeastern state; 365 nurses participated. Undergraduate-degree nurses scored lower than graduate-degree nurses on cultural knowledge. Scores on cultural awareness, skills, and comfort with patient encounters did not vary between groups. Both groups of nurses reported little cultural diversity training in the workplace or in professional continuing education. The findings of this study indicate areas of need for undergraduate and graduate nursing education.

  13. Technological competencies in cardiovascular nursing education

    Directory of Open Access Journals (Sweden)

    Rika Miyahara Kobayashi

    2015-12-01

    Full Text Available Abstract OBJECTIVE To identify the perception of the coordinators of the Specialization Courses in Cardiovascular Nursing about inserting content from Information and Communication Technology (ICT and analyze them in relation to the technological competencies and regarding its applicability, relevance and importance in assisting, teaching and management. METHOD Descriptive study with 10 coordinators of the Specialization course in Cardiologic Nursing, who replied to the questionnaire for the development of technological competency adapted from the Technology Initiative Guidelines Education Reforms (TIGER, and analyzed using the Delphi technique for obtaining consensus and scored according to the relevance, pertinence and applicability using Likert scale according to degree of agreement. RESULTS Six courses developed ICT content. The contents of the TIGER were considered relevant, pertinent and applicable. CONCLUSION The coordinators recognize the need for technological competencies of the Cardiovascular Nurse for healthcare applicability.

  14. Twitter, Millennials, and Nursing Education Research.

    Science.gov (United States)

    Stephens, Teresa M; Gunther, Mary E

    2016-01-01

    This article reports the use of Twitter as an intervention delivery method in a multisite experimental nursing research study. A form of social networking, Twitter is considered a useful means of communication, particularly with millennials. This method was chosen based on current literature exploring the characteristics of millennial students. Ahern's Model of Adolescent Resilience served as the theoretical framework. Participants were 70 junior-level baccalaureate nursing students, ages 19-23, at two state-supported universities. Twitter was found to be a convenient, cost-effective, and enjoyable means of intervention delivery for the researcher. Participants in the experimental and control groups expressed positive feelings about the use of Twitter. The findings contribute to future efforts to use social media in nursing research and education to increase faculty-student engagement, promote critical reflection, provide social support, reinforce course content, and increase the sense of community.

  15. Living with grey: role understandings between clinical nurse educators and advanced practice nurses.

    Science.gov (United States)

    Wall, Sarah

    2006-12-01

    Professionalization efforts in nursing have opened up new opportunities for nurses to develop the roles in which they work. One of these roles is advanced nursing practice. However, the development of the advanced roles, with their aims of making an advanced contribution in education, administration, research and practice, results in role overlap and confusion. This paper presents the findings of a qualitative study that explored the ways in which nursing educators understand, value, utilize and interact with nurses in the advanced practice role. Data were collected among nurse educators and advanced nurse practitioners in an urban, acute care setting. The findings demonstrate how nurses in potentially conflicting roles differentiate themselves and define their job duties. Organizational supports for implementing clear advanced roles are suggested, adding to the knowledge upon which nursing administrators can base their strategic human resources decisions.

  16. Personality traits of nurses and organizational climate in relation to the use of coercion in psychiatric wards.

    Science.gov (United States)

    Pawlowski, Tomasz; Baranowski, Piotr

    2017-09-08

    The aim of this study was to analyze the personality traits of nurses and the organizational climate in psychiatric wards affecting the frequency of the use of coercion. The study applied a descriptive, longitudinal design based on a 1-year prospective observation. The best predictor for the initiation of coercion by nursing personnel was a low score on the Creative Personality Factor Scale in Adjective Check List and the low score in the area of Leadership in Kolb's Organizing Climate Questionnaire (KOQC). The best predictor for decisions to use coercion was the low score in the area Requirements in the KOQC, whereas the best predictors for the participation in coercion were a high value for Leadership area and a low value for Requirements area in KOQC. The nursing personnel should be given frequent practical and theoretical training regarding the use of coercion. © 2017 Wiley Periodicals, Inc.

  17. The relations between violence exposure, posttraumatic stress symptoms, secondary traumatization, vicarious post traumatic growth and illness attribution among psychiatric nurses.

    Science.gov (United States)

    Zerach, Gad; Shalev, Tal Ben-Itzchak

    2015-06-01

    This study examined posttraumatic stress disorder symptoms (PTSD), secondary traumatization (ST) and vicarious posttraumatic growth (VG) among Israeli psychiatric nurses (PN) who were compared to community nurses (CN). Furthermore, we examined the contribution of PN perceptions of the etiology of their patients' mental illness to their PTSD, ST and VG. Results show that PN reported higher levels of both PTSD and ST symptoms, but lower levels of VG, as compare to CN. While ST symptoms were positively related to VG among CN, PTSD and ST symptoms were negatively associated among PN. Finally, exposure to patients' violence, PTSD or ST symptoms, and illness attribution dimensions of 'powerful others', predicted nurses' VG. PN are an at-risk population for work-related stress residues. Copyright © 2015 Elsevier Inc. All rights reserved.

  18. "We Have to Be Satisfied with the Scraps": South African Nurses' Experiences of Care on Adult Psychiatric Intellectual Disability Inpatient Wards

    Science.gov (United States)

    Capri, Charlotte; Buckle, Chanellé

    2015-01-01

    Background: Migrating nursing labour inadvertently reinforces South Africa's care drain, contributes to a global care crisis and forces us to reconsider migration motivation. This paper highlights issues that complicate psychiatric intellectual disability nursing care and identifies loci for change in an attempt to redress this care challenge.…

  19. Critical Thinking and the Standards of Nursing Education

    Directory of Open Access Journals (Sweden)

    Yang Heui Ahn

    2004-01-01

    Full Text Available Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because of a lack of consensus on a definition of critical thinking and the measurement of critical thinking utilizing critical thinking instruments non-specific for nursing. However, a variety of teaching-learning strategies in nursing education were effective in the development of critical thinking dispositions and skills among nursing students. The author provides insight and ideas for nursing faculty as follows: 1 nursing programs must define critical thinking operationally in relation to their curricula; 2nursing faculty must be knowledgeable concerning evaluation of critical thinking disposition and skills and construct a standardized critical-thinking instrument that is specific to the discipline of nursing; 3 nursing faculty must develop teaching-learning strategy in nursing education for improving students' critical thinking abilities. These are prerequisite for critical thinking which should be considered as a criterion in The Standards of Nursing Education in Korea.

  20. Terms of Endurance: The Future of Nursing Education.

    Science.gov (United States)

    Maraldo, Pamela

    1984-01-01

    The demand for nurses in the years ahead, what kind of educational preparation will be required of them, and how such factors will affect schools of nursing are discussed. Trends toward higher education for nurses and the evolution of a true health care marketplace are examined. (Author/MLW)

  1. The Future of Nursing Education: 10 Trends To Watch.

    Science.gov (United States)

    Heller, Barbara R.; Oros, Marla T.; Durney-Crowley, Jane

    2000-01-01

    Ten trends affecting nursing are as follows: changing demographics, technology, globalization, educated consumers, population-based care, health care costs/managed care, health policy and regulation, need for interdisciplinary education and collaboration, nursing shortage, and advances in nursing science and research. (SK)

  2. Critical care nursing practice and education in Rwanda | Munyiginya ...

    African Journals Online (AJOL)

    Critical care nursing practice and education in Rwanda is a young specialty. There are very few critical care nurses practising in either hospital or academic settings, and typically nurses taking care of critically ill patients receive only a brief period of informal education prior to practising. Intensive care units are found ...

  3. The Essentials of Master's Education for Advanced Practice Nursing.

    Science.gov (United States)

    American Association of Colleges of Nursing, Washington, DC.

    The report describes the work of an American Association of Colleges of Nursing task force charged with defining the central elements of master's education for advanced practice nursing. The task force formed a consensus for two separate but related components: a statement of the essential core curriculum content for master's-educated nurses and a…

  4. Analysis of a government policy to address nursing shortage and nursing education quality.

    Science.gov (United States)

    Abhicharttibutra, K; Kunaviktikul, W; Turale, S; Wichaikhum, O-A; Srisuphan, W

    2017-03-01

    A well-educated, sufficient nursing workforce improves population health and standards of nursing care. Analysing workforce policies assists nurses to learn from the past and develop better future policies. Describe policy-making processes in the first Thai government plan to increase nursing capacity and improve nursing education quality. A qualitative study employing Longest's model to examine policy-making processes. Data were obtained from 28 in-depth interviews with key informants, who had been committee members and former deans of nursing involved with the policy processes in the 1990s. Both qualitative and quantitative data were extracted from relevant documents, and content analysis employed with all data. Three policy phases were identified. Policy formulation, where three streams of problems, politics and policy resulted in identification of nursing shortage, changes of government incumbents and needing to increase nurse production; Policy implementation included creating methods of implementation, appointing responsible people and committees, creating operational plans, producing more nurses and faculty development projects and Policy modification which incorporated implementing the first Thai international doctoral degree in English, a collaborative programme between universities. Not all key informants could be accessed due to the passage of time. Findings are unique to Thailand but inform internationally of nurses' abilities and need to be involved in policy. Nurses were involved in all policy phases. While the policy produced positive developments in growing nursing capacity and education in the past, nursing shortages remained and are now acute in Thailand. Lessons learned from this policy analysis help explain why the nursing education and nursing shortage policy was legislated through the government agenda, and the active involvement of Thai nurses in this process. Nurses globally need to be at the policy-making table to try to reduce nursing

  5. Nursing educators' recognition of ethical issues and its relationship to ethical education

    OpenAIRE

    中尾, 久子

    2007-01-01

    Enrichment of ethical education is a current issue for nursing educators. However, many of nursing educators in charge of such education received relevant training after ethical education ceased to be an independent course due to the revision of the specified regulations. Thus a study was conducted on the recognition of ethical issues, the current situation of ethical education, and previous ethical education of the nursing educators who participated in an educational seminar. The results ind...

  6. Strengthening healthcare delivery in Haiti through nursing continuing education.

    Science.gov (United States)

    Clark, M; Julmisse, M; Marcelin, N; Merry, L; Tuck, J; Gagnon, A J

    2015-03-01

    The aim of this paper was to (1) highlight nursing continuing education as a key initiative for strengthening healthcare delivery in low-resource settings, and (2) provide an example of a nursing continuing education programme in Haiti. Haiti and other low-resource settings face extreme challenges including severe shortages of healthcare workers, high rates of nurse out-migration and variations in nurse competency at entry-to-practice. Nursing continuing education has the potential to address these challenges and improve healthcare delivery through enhanced nurse performance and retention; however, it is underutilized in low-resource settings. A case study is presented from the Hôpital Universitaire de Mirebalais in Mirebalais, Haiti of a new nursing continuing education programme called the Beyond Expert Program. The case study highlights eight key dimensions of nursing continuing education in low-resource settings: (1) involving local stakeholders in planning process, (2) targeting programme to nurse participant level and area of care, (3) basing course content on local context, (4) including diverse range of nursing topics, (5) using participatory teaching methods, (6) addressing resource constraints in time and scheduling, (7) evaluating and monitoring outcomes, and (8) establishing partnerships. The case study provides guidance for others wishing to develop programmes in similar settings. Creating a nursing continuing education programme in a low-resource setting is possible when there is commitment and engagement for nursing continuing education at all levels of the organization. Our report suggests a need for policy-makers in resource-limited settings to make greater investments in nursing continuing education as a focus of human resources for health, as it is an important strategy for promoting nurse retention, building the knowledge and skill of the existing nursing workforce, and raising the image of nursing in low-resource settings. © 2015

  7. Formação de Enfermeiros na perspectiva da Reforma Psiquiátrica Formación de enfermeros en la perspectiva de la Reforma Psiquiátrica Education of Nurses in the perspective of the Psychiatric Reform

    Directory of Open Access Journals (Sweden)

    Ana Tereza Medeiros da Silva

    2004-12-01

    Full Text Available Este estudo é resultado de uma pesquisa com alunos concluintes do Curso de Enfermagem, sobre as concepções do processo saúde-doença mental na perspectiva da Reforma Psiquiátrica proposta no país. Foi orientado pelo referencial teórico-metodológico do Materialismo Histórico e Dialético e tem o Trabalho, como categoria de análise. O material empírico foi analisado pela técnica de Análise do Discurso. Os temas depreendidos dos discursos convergiram para a formação de uma categoria empírica que se refere à reprodução do saber da psiquiatria tradicional no ensino de enfermagem, indicando uma formação profissional ancorada nessa posição social conservadora.Este estudio es el producto de una investigación con los estudiantes concluyentes de la carrera de Enfermería, sobre las concepciones del proceso de la salud-enfermedad mental en la perspectiva de la Reforma Psiquiátrica propuesta en el país. Se orientó por el referencial teórico-metodológico del Materialismo Dialéctico e Histórico y tiene el Trabajo como la categoría de análisis. Se analizó el material empírico por la técnica del Análisis del Discurso. Los temas provenientes de los discursos convergieron para la formación de una categoría empírica identificada a una reproducción del conocimiento tradicional en la enseñanza de enfermería, que se refiere a la reproducción del saber de la psiquiatría tradicional en la enseñanza de enfermería, indicando una formación profesional anclada en esa posición social conservadora.This study is the result of research conducted by senior students of the Nursing Course on the conceptions of the mental health/disease process in the perspective of the Psychiatric Reform proposed countrywide. It was based on the theoretical-methodological system of the Historical and Dialectical Materialism and it has Work as its category of analysis. The empirical material was analyzed through the Speech Analysis technique. The

  8. The Concept of Socialization in Nursing Education

    Directory of Open Access Journals (Sweden)

    Alexandra Dimitriadou

    2013-01-01

    Full Text Available Introduction: Education is a specialized form of socialization. The concept of socialization indicates the systemic effects of the old to the new generation, in order to develop those characteristics that society deems necessary for the integration of young people in this.The professional socialization is a developmental process in adult socialization and is of central importanceAim: the aim of the present study is the presentation of professional socialization in nursing educationResults: The socialization into the profession is a process of transforming a beginner to a professional and the newcomers adopt ethical standards and even lifestyle team who seek to become members. The socialization the individual adopts social group's mission, organizational goals and underpin knowledge, learning technology and language of the profession, and finally integrates the professional role in identity. The educational system is the official institution in which society disseminates-instills-perpetuates the prevailing values and conceptions, creating citizens and professionals neededfor maintenance operations and meeting its needs.Conclusions: The existence of both factors, without taking drastic measures in education and the organizational characteristics of the exercise areas of nursing, will feedback the crisis in the nursing profession and mainly will undermine any effort to change and improve the quality of the supplied project.

  9. The pivotal role of nurse managers, leaders and educators in enabling excellence in nursing care.

    Science.gov (United States)

    McSherry, Robert; Pearce, Paddy; Grimwood, Karen; McSherry, Wilfred

    2012-01-01

    The aims of this paper are to present the findings from a discursive analysis of key issues associated with providing excellence in nursing care; and to provide an exemplar framework to support excellence in nursing care and describe the potential benefits when excellence in nursing care occurs. The challenge facing the nursing profession is in ensuring that the core principles of dignity, respect, compassion and person (people) centered care become central to all aspects of nursing practice. To regain the public and professional confidence in nursing, nurse leaders, managers and educators play a pivotal role in improving the image of nursing. Excellence in nursing care will only happen by ensuring that nurse managers, leaders and educators are able to respond to the complexity of reform and change by leading, managing, enabling, empowering, encouraging and resourcing staff to be innovative and entrepreneurial in practice. Creating healthcare environments that enable excellence in nursing care will not occur without the development of genuine shared working partnerships and collaborations between nurse managers, leaders and educators and their associated organizations. The importance of adopting an authentic sustainable leadership approach to facilitating and supporting frontline staff to innovate and change is imperative in restoring and evidencing that nurses do care and are excellent at what they do. By focusing attention on what resources are required to create a healthcare environment that enables compassion, safety and excellence in nursing care and what this means would be a reasonable start on the journey to excellence in nursing. © 2012 Blackwell Publishing Ltd.

  10. Application of nursing core competency standard education in the training of nursing undergraduates

    OpenAIRE

    Wu, Fang-qin; Wang, Yan-Ling; Wu, Ying; Guo, Ming

    2014-01-01

    Purpose: To evaluate the effectiveness of nursing core competency standard education in undergraduate nursing training. Methods: Forty-two nursing undergraduates from the class of 2007 were recruited as the control group receiving conventional teaching methods, while 31 students from the class of 2008 were recruited as the experimental group receiving nursing core competency standard education. Teaching outcomes were evaluated using comprehensive theoretical knowledge examination and objec...

  11. Critical Thinking and the Standards of Nursing Education

    OpenAIRE

    Yang Heui Ahn

    2004-01-01

    Critical thinking is the basis of professional nursing practice and is essential in the current complex health care delivery system. A major goal of baccalaureate nursing education is the development and promotion of students' ability to think critically. In America, the National League for nursing outcome-oriented accreditation process challenged nursing faculty to think about teaching and evaluating critical thinking. Based on nursing literature, the findings were inconsistent because ...

  12. Explaining the experiences of nurses about post-registration nursing education context: A qualitative study

    Directory of Open Access Journals (Sweden)

    A. A Vaezi

    2012-11-01

    Full Text Available Introduction: One of the ways that can improve scientifically the nursing care behaviors is Post-Registration Nursing Education and sttaf development process. To achieve this objective appropriate context Post-Registration Education must be provided for nurses. Currently, despite the legal requirement for continuing education for nurses, this goal has not been achieved as desired. To achieve this goal, the underlying cause should be investigated. Therefore, the aim of this study was to explore nurses' experiences of nursing continuing education context by a qualitative study.  Methods: The study with a qualitative approach was conducted in 2011, 23 people from the Educational Supervisors, nurse managers and nurses with a purposeful sampling participated in the study . The data collected by unstructured interviews and field notes and were analyzed using conventional content analysis .  Results: During the process of content analysis, participants explained three themes includeing: 1 insufficient attitude to the required training 2 inadequate support 3 Passive training monitoring and the main theme of the study was inadequate perception of their legal education.  Conclusion: Currently, due to lack of motivation, support and effective supervision of Post-Registration Nursing Education nurses involved inactively in the learning process and continuing education is limited to the statutory approvals and business benefits of training for nurses and their organizations. So To improve this situation is required attention and good infrastructure Includeing adequate support and effective supervision.

  13. History of Continuing Nursing Education in the United States.

    Science.gov (United States)

    Stein, Alice M.

    1998-01-01

    Nursing history since 1853 is presented to identify issues in continuing nursing education, such as the influence of feminism and professionalism, changing constituencies, and philosophies in health care. (SK)

  14. Occupational health nursing education for the 21st century.

    Science.gov (United States)

    McCullagh, Marjorie C

    2012-04-01

    Occupational health nurses are the largest group of occupational health professionals, and are critical to the delivery of quality health care services to the nation's work force. Educational preparation of occupational health nurses has advanced in recent years, and the need for occupational health nurses with advanced degrees is expected to increase. Occupational health nurses use licensure, continuing education, certification, supervisor and peer assessment of job performance, formal education, and practice to maintain their professional competence and protect the public's health. New strategies must be developed to prepare nurses to promote a safe and healthful work force. Funding for programs to prepare occupational health nurses will be essential for meeting this demand. Continuing education programs for occupational health nurses must be developed that demonstrate effectiveness in developing occupational health nurses' skills while minimizing their time away from the workplace. Copyright 2012, SLACK Incorporated.

  15. Effective educator-student relationships in nursing education to strengthen nursing students' resilience.

    Science.gov (United States)

    Froneman, Kathleen; Du Plessis, Emmerentia; Koen, Magdelene P

    2016-06-10

    Little research has been conducted in private nursing schools with regard to the educator-student relationship to strengthen the resilience of nursing students and to improve the educator-student relationship. An effective educator-student relationship is a key factor to ensure a positive learning climate where learning can take place and resilience can be strengthened. The purpose was to explore and describe nursing students' view on the basic elements required for an effective educator-student relationship to strengthen their resilience and the educator-student relationship. This study followed an explorative, descriptive and contextual qualitative design in a private nursing education institution in the North West Province. Purposive sampling was used. The sample consisted of 40 enrolled nursing auxiliary students. The World Café Method was used to collect data, which were analysed by means of content analysis. The following five main themes were identified and included: (1) teaching-learning environment, (2) educator-student interaction, (3) educator qualities, (4) staying resilient and (5) strategies to strengthen resilience. Students need a caring and supportive environment; interaction that is constructive, acknowledges human rights and makes use of appropriate non-verbal communication. The educator must display qualities such as love and care, respect, responsibility, morality, patience, being open to new ideas, motivation, willingness to 'go the extra mile' and punctuality. Students reported on various ways how they manage to stay resilient. It thus seems that basic elements required in an effective educator-student relationship to strengthen the resilience of students include the environment, interaction, educator and student's qualities and resilience.

  16. Correlates of Stress and Coping among Jordanian Nursing Students during Clinical Practice in Psychiatric/Mental Health Course.

    Science.gov (United States)

    Alzayyat, Abdulkarim; Al-Gamal, Ekhlas

    2016-10-01

    Training in psychiatric settings is stressful for nursing students. The purpose of this study was to examine the correlations between the students' characteristics, their stress degrees, stressors and types of coping strategies they experience during training in psychiatric course. A descriptive, correlational, longitudinal design was used. Sixty-five undergraduate nursing students were recruited randomly from five Jordanian universities. Self-report questionnaires were administered at the second semester of the 2012-2013 academic year. The findings showed that students who utilized avoidance or transference strategies reported high stress degrees. Moreover, the results showed that those students who were in the fourth year, with a low family income, who avoid extracurricular activities, with a low academic grade or who registered in other clinical course(s) reported high stress degrees. These findings present a worthy data for the clinical instructors that facilitate students training in psychiatric settings and promote their psychosocial well-being. Copyright © 2014 John Wiley & Sons, Ltd. Copyright © 2014 John Wiley & Sons, Ltd.

  17. Integrating quality and safety education into clinical nursing education through a dedicated education unit.

    Science.gov (United States)

    Masters, Kelli

    2016-03-01

    The Institute of Medicine and American Association of Colleges of Nursing are calling for curriculum redesign that prepares nursing students with the requisite knowledge and skills to provide safe, high quality care. The purpose of this project was to improve nursing students' knowledge of quality and safety by integrating Quality and Safety Education for Nurses into clinical nursing education through development of a dedicated education unit. This model, which pairs nursing students with front-line nursing staff for clinical experiences, was implemented on a medical floor in an acute care hospital. Prior to implementation, nurses and students were educated about the dedicated education unit and quality and safety competencies. During each clinical rotation, students collaborated with their nurses on projects related to these competencies. Students' knowledge was assessed using questions related to quality and safety. Students who participated in the dedicated education unit had higher scores than those with traditional clinical rotations. Focus groups were held mid-semester to assess nurses' perceptions of the experience. Five themes emerged from the qualitative data including thirsting for knowledge, building teamwork and collaboration, establishing trust and decreasing anxiety, mirroring organization and time management skills, and evolving confidence in the nursing role. Copyright © 2015 Elsevier Ltd. All rights reserved.

  18. Flipping the statistics classroom in nursing education.

    Science.gov (United States)

    Schwartz, Todd A

    2014-04-01

    Flipped classrooms are so named because they substitute the traditional lecture that commonly encompasses the entire class period with active learning techniques, such as small-group work. The lectures are delivered instead by using an alternative mode--video recordings--that are made available for viewing online outside the class period. Due to this inverted approach, students are engaged with the course material during the class period, rather than participating only passively. This flipped approach is gaining popularity in many areas of education due to its enhancement of student learning and represents an opportunity for utilization by instructors of statistics courses in nursing education. This article presents the author's recent experiences with flipping a statistics course for nursing students in a PhD program, including practical considerations and student outcomes and reaction. This transformative experience deepened the level of student learning in a way that may not have occurred using a traditional format. Copyright 2014, SLACK Incorporated.

  19. Nurse educators and student nurse neophytes’ perceptions of good interaction in the classroom setting

    Directory of Open Access Journals (Sweden)

    Friddah R. Mathevula

    2013-06-01

    Full Text Available The first session of interaction in the classroom often sets an atmosphere for the entire period of learning. In terms of nurse educator and student nurse neophyte relations, good interaction is essential in helping students to recognise their own responsibilities and to respond positively during the learning process. The purpose of this study was to determine the nurse educators’ and student nurse neophytes’ perceptions of good interaction in the classroom setting. The study attempted to answer the following specific question: ‘What do nurse educators and student nurse neophytes regard as examples of good interaction in the classroom setting?’ The accessible population in this study were all student nurse neophytes registered with the University of Venda for the Baccalaureus Curationis, and nurse educators responsible for teaching first-year student nurses in this programme. The study used probability stratified random sampling to obtain two heterogeneous groups of student participants. Forty first-year student nurses were divided into homogenous subsets of 15 male and 25 female students. A random sampling was conducted to arrive at 10 male and 15 female students. The sampling method relating to nurse educators was purposive sampling. Focus groups were used to interview students using individual in-depth interviews to gather data from nurse educators. Coding was used to organise the data collected during the interviews. The study revealed that nurse educators and student nurse neophytes concur that the ethical behaviours influencing good interaction are respect and support, good communication, honesty and openness. Age, gender and cultural background were also factors. The participants further indicated that good interaction has benefits such as improved co-operation levels, the enhancement of learning, the improvement of pass rates, and a reduction in dropout rates. In conclusion, there is a need for nurse educators and student nurses

  20. A family nursing educational intervention supports nurses and families in an adult intensive care unit.

    Science.gov (United States)

    Eggenberger, Sandra K; Sanders, Marita

    2016-11-01

    The family experience of critical illness is filled with distress that may have a lasting impact on family coping and family health. A nurse can become a source of comfort that helps the family endure. Yet, nurses often report a lack of confidence in communicating with families and families report troubling relationships with nurses. In spite of strong evidence supporting nursing practice focused on the family, family nursing interventions often not implemented in the critical care setting. This pilot study examined the influence of an educational intervention on nurses' attitudes towards and confidence in providing family care, as well as families' perceptions of support from nurses in an adult critical care setting. An academic-clinical practice partnership used digital storytelling as an educational strategy. A Knowledge to Action Process Framework guided this study. Results of pre-intervention data collection from families and nurses were used to inform the educational intervention. A convenience sample of family members completed the Iceland Family Perceived Support Questionnaire (ICE-FPSQ) to measure perception of support provided by nurses. Video, voice, and narrative stories of nurses describing their experiences caring for family members during a critical illness and family members' experiences with a critically ill family member also guided education plans. When comparing the pre and post results of the Family Nurse Practice Scale (FNPS), nurses reported increased confidence, knowledge, and skill following the educational intervention. Qualitative data from nurses reported satisfaction with the educational intervention. Findings suggest that engaging nurses in educational opportunities focused on families while using storytelling methods encourages empathic understandings. Academic-clinician teams that drive directions show promise in supporting families and nurses in critical care settings. Plans are moving forward to use this study design and methods in

  1. Information technologies and the transformation of nursing education.

    Science.gov (United States)

    Skiba, Diane J; Connors, Helen R; Jeffries, Pamela R

    2008-01-01

    Higher education is facing new challenges with the emergence of the Internet and other information and communication technologies. The call for the transformation of higher education is imperative. This article describes the transformation of higher education and its impact on nursing education. Nursing education, considered by many a pioneer in the use of educational technologies, still faces 3 major challenges. The first challenge is incorporation of the Institute of Medicine's recommendation of 5 core competencies for all health professionals. The second challenge focuses on the preparation of nurses to practice in informatics-intensive healthcare environments. The last challenge is the use of emerging technologies, such as Web 2.0 tools, that will help to bridge the gap between the next generation and faculty in nursing schools. Nurse educators need to understand and use the power of technologies to prepare the next generation of nurses.

  2. The Student-Run Clinic: A New Opportunity for Psychiatric Education

    Science.gov (United States)

    Schweitzer, Pernilla J.; Rice, Timothy R.

    2012-01-01

    Objective: Student-run clinics are increasingly common in medical schools across the United States and may provide new opportunities for psychiatric education. This study investigates the educational impact of a novel behavioral health program focused on depressive disorders at a student-run clinic. Method: The program was assessed through chart…

  3. The nurses' power to detain informal psychiatric patients: a review of the statutory and common law provisions in England and Wales.

    Science.gov (United States)

    Houlihan, G D

    2000-10-01

    This paper explores the extent to which nurses can use statutory and common law provisions as lawful authority to detain informal psychiatric patients. The power of a nurse to detain informal psychiatric patients received statutory recognition for the first time in the Mental Health Act (1983). Section 5(4) of this Act, the 'Nurses Holding Power', provides for nurses of the 'prescribed class' to detain informal psychiatric patients for up to 6 hours. Further statutory authority that may be invoked with respect to the detention of patients is laid out in the Criminal Law Act (1967) and the Police and Criminal Evidence Act (1984). These statutes set out the circumstances whereby a nurse can use reasonable force to detain a patient. One of the most confusing areas in law is the extent to which common law powers can be used by nurses to detain or restrain informal psychiatric patients, including those who lack mental capacity. The detention of those patients who lack the mental capacity to express an informed desire to leave hospital has caused uncertainty and difficulties for nurses caring for them. These difficulties relate to whether it is lawful to detain and give treatment to informal patients who lack the capacity to express a choice. The principles derived from the case law are discussed in relation to detention, clinical practice and patients rights.

  4. [Nursing competences and basic education: descriptive study on new-graduate nurses].

    Science.gov (United States)

    Mecugni, Daniela; Sforacchi, Federica; Amaducci, Giovanna; Iemmi, Marina; Finotto, Stefano

    2013-01-01

    The pressing need by the health organizations of new-graduate nurses immediately able to take full charge of the ward, together with the radical changes of nursing education, led the professional community to discuss the education of new-graduate nurses. To describe if new-graduate nurses at the Nursing Degree Course in Reggio Emilia, have the competences adequate to the demands of the health care organizations. Fifty ward Nursing Manager of a National health Service, where new-graduate nurses of the 2009-2010 academic year were emploied by at least one month were interviewed by phone. A list of 34 competences were identified and grouped into six skill areas (taking care, technical, managerial, communication, professional ethics, education and professional updating); for each, respondents had to rank the level of compentence on a Likert scale from 1 not able to 5 fully able. According to Nursing Managers new-graduate nurses are able to identify the patient care problems (mean score 4.1+0.8), to perform nursing techniques (mean score 4.4+0.7) and to meet the deadlines of the organizations (mean score 4.2+0.8). All Nursing Managers agree that new-graduate nurses have required skills and knowledge to work in their units. The level of expertise of by new-graduates in the areas investigated appears adequate to fulfill the role of nurse in health care organizations after a short period of coaching by a senior nurse.

  5. Psychosocial Work Environment, Stress Factors and Individual Characteristics among Nursing Staff in Psychiatric In-Patient Care

    Directory of Open Access Journals (Sweden)

    Tuvesson Hanna

    2014-01-01

    Full Text Available The psychosocial work environment is an important factor in psychiatric in-patient care, and knowing more of its correlates might open up new paths for future workplace interventions. Thus, the aims of the present study were to investigate perceptions of the psychosocial work environment among nursing staff in psychiatric in-patient care and how individual characteristics—Mastery, Moral Sensitivity, Perceived Stress, and Stress of Conscience—are related to different aspects of the psychosocial work environment. A total of 93 nursing staff members filled out five questionnaires: the QPSNordic 34+, Perceived Stress Scale, Stress of Conscience Questionnaire, Moral Sensitivity Questionnaire, and Mastery scale. Multivariate analysis showed that Perceived Stress was important for Organisational Climate perceptions. The Stress of Conscience subscale Internal Demands and Experience in current units were indicators of Role Clarity. The other Stress of Conscience subscale, External Demands and Restrictions, was related to Control at Work. Two types of stress, Perceived Stress and Stress of Conscience, were particularly important for the nursing staff’s perception of the psychosocial work environment. Efforts to prevent stress may also contribute to improvements in the psychosocial work environment.

  6. Net Generation's Learning Styles in Nursing Education.

    Science.gov (United States)

    Christodoulou, Eleni; Kalokairinou, Athina

    2015-01-01

    Numerous surveys have confirmed that emerging technologies and Web 2.0 tools have been a defining feature in the lives of current students, estimating that there is a fundamental shift in the way young people communicate, socialize and learn. Nursing students in higher education are characterized as digital literate with distinct traits which influence their learning styles. Millennials exhibit distinct learning preferences such as teamwork, experiential activities, structure, instant feedback and technology integration. Higher education institutions should be aware of the implications of the Net Generation coming to university and be prepared to meet their expectations and learning needs.

  7. Educating Nurses in the United States about Pressure Injuries.

    Science.gov (United States)

    Ayello, Elizabeth A; Zulkowski, Karen; Capezuti, Elizabeth; Jicman, Wendy Harris; Sibbald, R Gary

    2017-02-01

    To provide information about the current state of educating nurses about wound care and pressure injuries with recommendations for the future. This continuing education activity is intended for physicians, physician assistants, nurse practitioners, and nurses with an interest in skin and wound care. After participating in this educational activity, the participant should be better able to:1. Discuss the importance of pressure injury education and wound care for nurses and identify the current state of nursing education on the subject. 2. Identify strategies that can be used to put improved wound care and pressure injury education into practice. Wound care nursing requires knowledge and skill to operationalize clinical guidelines. Recent surveys and studies have revealed gaps in nurses' knowledge of wound care and pressure injuries and their desire for more education, both in their undergraduate programs and throughout their careers. Data from baccalaureate programs in the United States can pinpoint areas for improvement in nursing curriculum content. Lifelong learning about wound care and pressure injuries starts with undergraduate nursing education but continues through the novice-to-expert Benner categories that are facilitated by continuing professional development. This article introduces a pressure injury competency skills checklist and educational strategies based on Adult Learning principles to support knowledge acquisition (in school) and translation (into clinical settings). The responsibility for lifelong learning is part of every nurse's professional practice.

  8. IFNA approved Chinese Anaesthesia Nurse Education Program: A Delphi method.

    Science.gov (United States)

    Hu, Jiale; Fallacaro, Michael D; Jiang, Lili; Wu, Junyan; Jiang, Hong; Shi, Zhen; Ruan, Hong

    2017-09-01

    Numerous nurses work in operating rooms and recovery rooms or participate in the performance of anaesthesia in China. However, the scope of practice and the education for Chinese Anaesthesia Nurses is not standardized, varying from one geographic location to another. Furthermore, most nurses are not trained sufficiently to provide anaesthesia care. This study aimed to develop the first Anaesthesia Nurse Education Program in Mainland China based on the Educational Standards of the International Federation of Nurse Anaesthetists. The Delphi technique was applied to develop the scope of practice, competencies for Chinese Anaesthesia Nurses and education program. In 2014 the Anaesthesia Nurse Education Program established by the hospital applied for recognition by the International Federation of Nurse Anaesthetists. The Program's curriculum was evaluated against the IFNA Standards and recognition was awarded in 2015. The four-category, 50-item practice scope, and the three-domain, 45-item competency list were identified for Chinese Anaesthesia Nurses. The education program, which was established based on the International Federation of Nurse Anaesthetists educational standards and Chinese context, included nine curriculum modules. In March 2015, 13 candidates received and passed the 21-month education program. The Anaesthesia Nurse Education Program became the first program approved by the International Federation of Nurse Anaesthetists in China. Policy makers and hospital leaders can be confident that anaesthesia nurses graduating from this Chinese program will be prepared to demonstrate high level patient care as reflected in the recognition by IFNA of their adoption of international nurse anaesthesia education standards. Copyright © 2017 Elsevier Ltd. All rights reserved.

  9. Transformational Leadership in Nursing Education: Making the Case.

    Science.gov (United States)

    Fischer, Shelly Ann

    2017-04-01

    Transformational leadership is a trending style and competency that has been embraced by many industries and nursing practice settings. Similar positive influence on follower engagement, teamwork, and solidarity might be experienced if transformational leadership is employed by administration and faculty as a guiding framework for nursing education. The impact of embedding a teamwork culture in basic nursing education could be significant on students and ultimately on the nursing profession. Further research is needed to develop and test application of the transformational leadership framework in nursing education.

  10. Problem based learning: an opportunity for theatre nurse education.

    Science.gov (United States)

    Tanner, J

    1999-11-01

    In my experience theatre nurses are always saying that student nurses just don't know enough anatomy, even with compulsory regular teaching of the subject in pre-registration nurse education. Boud and Feletti (1997) say anatomy and other subjects are forgotten because when they are taught students do not perceive their relevance. Problem based learning (PBL) seeks to overcome this difficulty by integrating theory and practice. This article will describe problem based learning and give an example of a scenario used in this educational process. The benefits of a PBL theatre nursing course and the implications for theatre nurse education will be discussed.

  11. Nostalgic constructions of nurse education in British national newspapers.

    Science.gov (United States)

    Gillett, Karen

    2014-11-01

    To explore nostalgic constructions of nurse education in British National newspapers. British newspaper discourse relating to the increased academic level of nurse education in the UK is negative, evoking comparisons between negative constructions of nurse education in the present and an idealized nostalgic view of the past. Discussion paper. This study used a critical discourse analysis approach to analyse 11 British Newspaper articles, which exemplify nostalgic constructions of nurse education. This was a purposive sample from a database search (LexisNexis) of British national newspaper articles relating to the increasing academic level of nurse education in the period from 1999-2012. A dominant nostalgic discourse constructs a 'golden era' of nurse education, which idealizes the past, making the present flawed in comparison. Nostalgic constructions create group identities creating contrasting 'caring' nurses educated in the idealized past with those educated now, who are perceived as too educated to care. An inherent characteristic of the nostalgic discourse is the notion that the solution to current problems with nurse education is a return to an idealized version of the past. Another less common newspaper discourse views nostalgia as a problematic construct. Nostalgic discourse with a focus on the past potentially acts as a barrier to creating an effective nurse education system for the 21(st) Century. This focus on an idealized past also has potential consequences in terms of public opinion and legitimization of government policy, which might otherwise be viewed as retrograde. © 2014 John Wiley & Sons Ltd.

  12. An Educational Panopticon? New Technology, Nurse Education and Surveillance.

    Science.gov (United States)

    Epling, Michael; Timmons, Stephen; Wharrad, Heather

    2003-01-01

    Web-based learning can be liberating and enhance autonomy and reflection. However, new forms of computer-based learning also have the potential for panoptic surveillance and control of students, practices that are inimical to the values and philosophy of nursing education. (Contains 37 references.) (SK)

  13. [Transdisciplinarity in distance education: a new paradigm in Nursing education].

    Science.gov (United States)

    Martins, Thaís Yamasaki de Campos; Ribeiro, Rita de Cássia; Prado, Cláudia

    2011-01-01

    This article aimed to reflect on the need of applying transdisciplinarity in distance education, since it presumes a new model, transition, change, and transformation. The goal of distance education is the supportive use in virtual and interactive learning environments, allowing the integration of multiple media tools, in an organized manner, to the production, interaction and knowledge socialization elaboration. In Brazil, nursing education has several experiences in using distance education with promising results, demonstrating good acceptance on the part of students and improvements on teaching-learning process.

  14. Teaching excellence in nursing education: a caring framework.

    Science.gov (United States)

    Sawatzky, Jo-Ann V; Enns, Carol L; Ashcroft, Terri J; Davis, Penny L; Harder, B Nicole

    2009-01-01

    Nursing education plays a central role in the ability to practice effectively. It follows that an optimally educated nursing workforce begets optimal patient care. A framework for excellence in nursing education could guide the development of novice educators, establish the basis for evaluating teaching excellence, and provide the impetus for research in this area. However, a review of the social sciences and nursing literature as well as a search for existing models for teaching excellence revealed an apparent dearth of evidence specific to excellence in nursing education. Therefore, we developed the Caring Framework for Excellence in Nursing Education. This framework evolved from a review of the generic constructs that exemplify teaching excellence: excellence in teaching practice, teaching scholarship, and teaching leadership. Nursing is grounded in the ethic of caring. Hence, caring establishes the foundation for this uniquely nursing framework. Because a teaching philosophy is intimately intertwined with one's nursing philosophy and the ethic of caring, it is also fundamental to the caring framework. Ideally, this framework will contribute to excellence in nursing education and as a consequence excellence in nursing practice and optimal patient care.

  15. A United States perspective on the challenges in nursing education.

    Science.gov (United States)

    Rich, Karen L; Nugent, Katherine E

    2010-04-01

    Nursing education in the US today is at crossroads. The profession has made great strides in gaining public respect and recognition for the work that nurses do. Nurses' voices are being heard in important political debates about revolutionary changes in the problematic US health care system. Advanced practice nurses are becoming valued providers of primary care to US citizens. It is innovative educational programs and educators that have provided the foundation to help nursing use its voice and to propel the profession forward. However, nurse educators are finding that they face major challenges in keeping nursing on track to be in the forefront of health care in the future. Some of these challenges include confronting nursing and faculty shortages, eliminating inconsistent and confusing educational choices, taking responsibility for mandates to stay on the cutting edge of quality initiatives, providing excellent clinical experiences for students and being willing to step out of old comfort zones to engage in designing imaginative and innovative ways to educate nurses in the future. Nurse educators must be successful in turning these challenges into opportunities if nursing is to command a key role in an evolving US health care system.

  16. Educating Nurses at The College of The Bahamas

    Directory of Open Access Journals (Sweden)

    Virginia C. Ballance

    2015-02-01

    Full Text Available In the first decade following Bahamian Independence in 1973, registered nurse education transformed from a professional training programme offered by the Ministry of Health’s Department of Nursing Education into an academic discipline offered at The College of The Bahamas. The College of The Bahamas began offering an Associate of Arts degree in Nursing in the early 80s, with its first class graduating at the 1986/87 commencement. The diploma and degree programmes operated in tandem, sharing a campus until the Ministry of Health nursing diploma programme was phased out. Its last graduation ceremony was held in 1993. The nursing programme offered by COB evolved from an Associate of Arts to an Associate of Science in Nursing degree and later, in the 2000s, to a Bachelor of Science in Nursing degree. This paper will trace the development of nurse education programmes in the Bahamas from their beginnings to date, highlighting the milestones and achievements.

  17. Integrating genomics into undergraduate nursing education.

    Science.gov (United States)

    Daack-Hirsch, Sandra; Dieter, Carla; Quinn Griffin, Mary T

    2011-09-01

    To prepare the next generation of nurses, faculty are now faced with the challenge of incorporating genomics into curricula. Here we discuss how to meet this challenge. Steps to initiate curricular changes to include genomics are presented along with a discussion on creating a genomic curriculum thread versus a standalone course. Ideas for use of print material and technology on genomic topics are also presented. Information is based on review of the literature and curriculum change efforts by the authors. In recognition of advances in genomics, the nursing profession is increasing an emphasis on the integration of genomics into professional practice and educational standards. Incorporating genomics into nurses' practices begins with changes in our undergraduate curricula. Information given in didactic courses should be reinforced in clinical practica, and Internet-based tools such as WebQuest, Second Life, and wikis offer attractive, up-to-date platforms to deliver this now crucial content. To provide information that may assist faculty to prepare the next generation of nurses to practice using genomics. © 2011 Sigma Theta Tau International.

  18. Learning transitions-a descriptive study of nurses' experiences during advanced level nursing education.

    Science.gov (United States)

    Graue, Marit; Rasmussen, Bodil; Iversen, Anne S; Dunning, Trisha

    2015-01-01

    Building capacity in a changing health care system is a challenge for advanced nursing education programs. Master-level nursing education is increasingly becoming the required education level for specialist nurses, and additional studies are needed to learn more about students' experiences and learning transitions while undertaking such education. This study aimed to explore nursing students' experience of their learning transitions while undertaking advanced nursing education and to describe how they translated the new knowledge and competence they gained into clinical practice. We used a qualitative research design with narrative self-reported reflections. 34 nurses (95 % women) from both urban and rural areas working with children, with adults in outpatient and inpatient endocrinology clinics in hospitals or with adults, including older people, attending primary health care services participated in the study. We collected data at two time points 15 months apart. Time one was the first week of the advanced nursing education, and time two was the completion of the education program. We used Malterud's modification of Giorgi's phenomenological analysis, otherwise known as systematic text condensation, to analyze the data. Two core themes captured the participants' experiences. The first theme was "assessing the situation of people with diabetes from a different perspective", with the subthemes "an expanded perspective of practice and higher level of reflection", "applying critical thinking in practice" and "changing patient-nurse relationships in diabetes care". The second core theme was "a change in participants' perception of their professional position", with the subthemes "a greater knowledge base enhancing professional confidence" and "a more equal position within the professional team". The study provides in-depth information about transition into advanced nursing education and can inform curriculum developers, nurse educators, policy-makers and nursing

  19. Family nursing practice and education: what is happening in Japan?

    Science.gov (United States)

    Moriyama, Michiko

    2008-11-01

    Significant developments in family nursing in Japan are described and analyzed beginning with the political and health care legislation in the country that stimulated a need for family nursing and the early adoption of family nursing theories and models by visionary leaders in nursing education. In 1994, Japan was the first country in the world to establish a national family nursing association, the Japanese Association for Research in Family Nursing, that provided the necessary infrastructure and leadership for family nursing in Japan to flourish. The strengths and challenges of family nursing in Japan are identified and a call is made for innovations in nursing curricula as well as global networking of family nurses around the world.

  20. Higher education in nursing: nursing's perfect storm or perfect opportunity?

    Science.gov (United States)

    Brown, Sylvia T

    2012-01-01

    Many new nursing leaders who assume deanships, or assistant or interim deanships, have limited education, experience, and/or background to prepare them for the job. To assist new deans and those aspiring to be deans, the authors of this department, 2 deans, offer survival tips based on their personal experiences and insights. They address common issues, challenges, and opportunities that face academic executive teams, such as negotiating an executive contract, obtaining faculty lines, building effective work teams, managing difficult employees, and creating nimble organizational structure to respond to changing consumer, healthcare delivery, and community needs. The authors welcome counterpoint discussions with readers. This issue's article is by guest author Dr Sylvia Brown, dean, East Carolina University.

  1. Changing Challenges and Evolving Opportunities in Nursing Education.

    Science.gov (United States)

    Gennaro, Susan

    With more people having access to health care in the United States as a result of the Affordable Care Act, there is a greater need for nurses now than ever before. Generalist nurses will need to be educated, not just to care for people in hospitals, but also to promote health and help manage chronic conditions in a wide variety of health care settings. More advanced-practice nurses will be needed to provide primary care. Although the need for nurses educated at both the undergraduate and graduate levels in emerging health care systems is increasing, the number of nursing educators is decreasing. Nursing educators in the future will need to be nimble in addressing emerging health care needs while ensuring succession planning. © 2016 AWHONN, the Association of Women’s Health, Obstetric and Neonatal Nurses.

  2. [The truth value in nursing education: a phenomenological study].

    Science.gov (United States)

    Guimarães, Gilberto de Lima; Viana, Ligia de Oliveira; de Matos, Selme Silqueira; Carvalho, Daclé Vilma; Baroni, Fabíola Carvalho de Almeida Lima

    2013-03-01

    This article is based on the value theory. Nursing possesses a set of values that are used to develop a scale that directs and justifies professional action. To understand the act of educating of the nurse-professor, the truth value and discuss it in light of Max Scheler's assumptions. The methodology is qualitative,focusing on phenomenological approach. Study participants were seven nurses-teachers from three institutions of higher nursing education, located in the city of Rio de Janeiro. The study was conducted from May to June 2008. Data were collected through interviews and analyzed comprehensively. Truth emerged in the speech of the nurse-professor in the act of educating. FINAL THOUGHTS: It was through the act of educating that nurses presented the truth value to the student, ratifying it as the establishment of nursing assistance praxis.

  3. Beyond Needs Assessment to Marketing Continuing Education in Nursing.

    Science.gov (United States)

    Bond, Susan B.; Waltz, Carolyn F.

    The prevalence of the need for marketing in continuing education in nursing is justifiable considering the growing pressures for efficiency and economies of scale in this field of higher education. This paper critically analyzes the current utilization of needs assessment in continuing education programs in nursing. It is argued that the cost…

  4. Nursing students’ experiences of clinical education setting

    Directory of Open Access Journals (Sweden)

    Rahnama M

    2015-08-01

    Full Text Available Background and Objective: Appropriate clinical environment has an important role in preparing students to use learned knowledge in practice through providing learning opportunities. Since the students’ experiences in the clinical setting affect on quality of their learning, the current study aimed to explain the experiences of nursing students concerning clinical education setting. Materials and Method: The current study was conducted based on conventional content analysis. Sampling was done purposively and the participants were 13 last year nursing students in Zabol Nursing and Midwifery School in 2013-2014. Data collection was done through in-depth semi-structured interviews. Data analysis was conducted through qualitative content analysis approach. Results: Based on the results, five major categories including threats, vision, dual forces, mindset and students’ action to clinical education and also10 subcategorie were identified. Conclusion: Since the formation of students’ experiences in these environments is one of the predictive factors in achieving their learning and in facilitating the professionalization process, thus the attention of managers in clinical settings is very important for decreasing the threats and concerns for students. In this way, the marred prospects of profession can be recovered through the meeting students’ expectations, attractiveness of the profession can be increased and the positive belief, actions and feelings can be created in students.

  5. Social networking in nursing education: integrative literature review

    OpenAIRE

    Luciana Emi Kakushi; Yolanda Dora Martinez Évora

    2016-01-01

    Abstract Objective: to identify the use of social networking in nursing education. Method: integrative literature review in the databases: LILACS, IBECS, Cochrane, BDENF, SciELO, CINAHL, Scopus, PubMed, CAPES Periodicals Portal and Web of Science, using the descriptors: social networking and nursing education and the keywords: social networking sites and nursing education, carried out in April 2015. Results: of the 489 articles found, only 14 met the inclusion and exclusion criteria. Mo...

  6. Do educational outcomes correspond with the requirements of nursing practice: educators' and managers' assessments of novice nurses' professional competence.

    Science.gov (United States)

    Numminen, Olivia; Laine, Tuija; Isoaho, Hannu; Hupli, Maija; Leino-Kilpi, Helena; Meretoja, Riitta

    2014-12-01

    This study evaluated weather educational outcomes of nurse education meet the requirements of nursing practice by exploring the correspondence between nurse educators' and nurse managers' assessments of novice nurses' professional competence. The purpose was to find competence areas contributing to the acknowledged practice-theory gap. A cross-sectional, comparative design using the Nurse Competence Scale was applied. The sample comprised nurse educators (n = 86) and nurse managers (n = 141). Descriptive and inferential statistics were used in the data analysis. Educators assessed novice nurses' competence to a significantly higher level than managers in all competence areas (p competencies related to immediate patient care, commitment to ethical values, maintaining professional skills and nurses' care of the self. The biggest differences were in competencies related to developmental and evaluation tasks, coaching activities, use of evidence-based knowledge and in activities which required mastering a comprehensive view of care situations. However, differences between educators' and managers' assessments were strongly associated with their age and work experience. Active and improved collaboration should be focused on areas in which the differences between educators' and managers' assessments greatly differ in ensuring novice nurses' fitness for practice. © 2014 The Authors. Scandinavian Journal of Caring Sciences published by John Wiley & Sons Ltd on behalf of Nordic College of Caring Science.

  7. Educational Preparation for the Role of the School Nurse: Perceptions of School Nurses in Washington State

    Science.gov (United States)

    Newell, Mary E.

    2013-01-01

    The purpose of this quantitative research study was to identify the perceptions of currently practicing school nurses regarding their baccalaureate nursing education and determine if they felt adequately prepared to effectively practice in the role of a school nurse. A descriptive, quantitative on-line survey was conducted of Washington State…

  8. Illuminating the Experiences of African-American Nursing Faculty Seeking Employment in Higher Education in Nursing

    Science.gov (United States)

    Loyd, Vanessa

    2015-01-01

    This study explored and described the experience of female African-American nursing faculty seeking employment in higher education in nursing. The lack of diversity in the nursing workforce has been attributed as a major underlying cause of disparity in healthcare in the United States. The importance of increasing the number of minority nursing…

  9. [The perspectives on palliative nursing education].

    Science.gov (United States)

    Hu, Wen-Yu; Yeh, Mei Chang

    2015-04-01

    The numbers of people who suffer from age-related and chronic diseases have been increased worldwide. This has lead to an increased emphasis in the medical community on end of life care. This paper references the processes followed overseas in developing palliative care education programs as well as the domestic experiences promoting the hospitalization, home care, and "share care" models of palliative care. Particular emphasis is given to considerations of cultural diversity in palliative care. The aim of this paper is to elaborate on the prevalent clinical end-of-life care issues that are faced in Taiwan, to cultivate core capabilities in end-of-life care, to elicit the current status and development of formal nursing education, and to promote continuing education in palliative care. Kern formulated a six-step approach to curriculum development in education and the details has been discussed . Finally, this paper reflects on the current bottlenecks, challenges, and expectations related to palliative care curriculum development in order to help medical professionals further put humanistic and social care into practice, increase ethical reflection in end of life care and nursing competency, and encourage the creation of localized textbooks / multimedia e-teaching materials. The fostering of "patient-centered, family unit and the social-cultural contexture" for palliative care professionals and the ability to respond to the needs of terminal patients and patients with chronic diseases are critical to increasing the quality of Taiwan healthcare.

  10. The emerging Doctor of Education (EdD) in instructional leadership for nurse educators.

    Science.gov (United States)

    Graves, Barbara A; Tomlinson, Stephen; Handley, Marilyn; Oliver, JoAnn S; Carter-Templeton, Heather; Gaskins, Susan; Adams, Marsha H; Wood, Felecia

    2013-08-31

    The 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.

  11. Current Status of Nursing Informatics Education in Korea.

    Science.gov (United States)

    Jeon, Eunjoo; Kim, Jeongeun; Park, Hyeoun-Ae; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran

    2016-04-01

    This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses.

  12. Current Status of Nursing Informatics Education in Korea

    Science.gov (United States)

    Jeon, Eunjoo; Kim, Jeongeun; Lee, Ji-Hyun; Kim, Jungha; Jin, Meiling; Ahn, Shinae; Jun, Jooyeon; Song, Healim; On, Jeongah; Jung, Hyesil; Hong, Yeong Joo; Yim, Suran

    2016-01-01

    Objectives This study presents the current status of nursing informatics education, the content covered in nursing informatics courses, the faculty efficacy, and the barriers to and additional supports for teaching nursing informatics in Korea. Methods A set of questionnaires consisting of an 18-item questionnaire for nursing informatics education, a 6-item questionnaire for faculty efficacy, and 2 open-ended questions for barriers and additional supports were sent to 204 nursing schools via email and the postal service. Nursing schools offering nursing informatics were further asked to send their syllabuses. The subjects taught were analyzed using nursing informatics competency categories and other responses were tailed using descriptive statistics. Results A total of 72 schools (35.3%) responded to the survey, of which 38 reported that they offered nursing informatics courses in their undergraduate nursing programs. Nursing informatics courses at 11 schools were taught by a professor with a degree majoring in nursing informatics. Computer technology was the most frequently taught subject (27 schools), followed by information systems used for practice (25 schools). The faculty efficacy was 3.76 ± 0.86 (out of 5). The most frequently reported barrier to teaching nursing informatics (n = 9) was lack of awareness of the importance of nursing informatics. Training and educational opportunities was the most requested additional support. Conclusions Nursing informatics education has increased during the last decade in Korea. However, the proportions of faculty with degrees in nursing informatics and number of schools offering nursing informatics courses have not increased much. Thus, a greater focus is needed on training faculty and developing the courses. PMID:27200224

  13. Empathy: the effects of undergraduate nursing education in Turkey.

    Science.gov (United States)

    Ozcan, C T; Oflaz, F; Sutcu Cicek, H

    2010-12-01

    To evaluate the empathic skills and the empathetic tendency of nursing students throughout their years of undergraduate education. Empathy is a major component of the relationships between patients and nurses, and is an observable and teachable skill that nurses are claimed to possess. A cross-sectional study was designed to determine the differences in the empathic skills and tendency of nursing students in the successive years of undergraduate nursing education. A longitudinal study was also designed to evaluate the changes between the beginning and the end of the nursing education in the same group. All the registered students were asked to participate in the study. The total population was 466 nursing students of whom 438 participated (94%) in the cross-sectional study and 81 in the longitudinal study. The Empathic Communication Skills Scale (ECSS) and the Empathic Tendency Scale (ETS) were used to collect data. An increase in the ECSS and a decrease in the ETS were observed in both the cross-sectional and longitudinal studies. Comparing the years, fourth-year students have higher empathic skills level, whereas newly registered students have a higher empathic tendency score (Pskills developed during undergraduate nursing education. However, empathetic tendency has shown a decline during these educational years. The decrease in empathetic tendency during undergraduate education should be taken into account, and educators and researchers should consider possible reasons for this outcome. Further research is indicated. © 2010 The Authors. International Nursing Review © 2010 International Council of Nurses.

  14. Evaluating teaching effectiveness in nursing education:An Iranian perspective

    Science.gov (United States)

    Salsali, Mahvash

    2005-01-01

    Background The main objective of this study was to determine the perceptions of Iranian nurse educators and students regarding the evaluation of teaching effectiveness in university-based programs. Methods An exploratory descriptive design was employed. 143 nurse educators in nursing faculties from the three universities in Tehran, 40 undergraduate, and 30 graduate students from Tehran University composed the study sample. In addition, deans from the three nursing faculties were interviewed. A researcher-developed questionnaire was used to determine the perceptions of both faculty and students about evaluating the teaching effectiveness of nurse educators, and an interview guide was employed to elicit the views of deans of faculties of nursing regarding evaluation policies and procedures. Data were analyzed using parametric and nonparametric statistics to identify similarities and differences in perceptions within the Iranian nurse educator group and the student group, and between these two groups of respondents. Results While faculty evaluation has always been a major part of university based nursing programs, faculty evaluation must be approached more analytically, objectively, and comprehensively to ensure that all nursing educators receive the fairest treatment possible and that the teaching-learning process is enhanced. Conclusion Educators and students stressed that systematic and continuous evaluation as well as staff development should be the primary goals for the faculty evaluation process. The ultimate goals is the improvement of teaching by nurse educators. PMID:16045808

  15. Baccalaureate-linked oncology nursing education: McMaster University's Paediatric and Adult Oncology Nursing Program.

    Science.gov (United States)

    Love, Barbara

    2005-01-01

    For new nursing graduates prepared as generalists, the transition from student to graduate and from new generalist graduate to experienced specialized nurse can be very anxiety-provoking. This paper discusses one program, the Oncology Nursing Program, McMaster University, designed for nurses working along the cancer continuum. Proposed by oncology nurses seeking baccalaureate-linked specialty education, the year-long program has now been in existence for 10 years. A cadre of nearly 200 graduates affirm that specialized education influences direct patient care, health care team membership, professional and personal development.

  16. Behind Closed Doors: School Nurses and Sexual Education

    Science.gov (United States)

    Brewin, Dorothy; Koren, Ainat; Morgan, Betty; Shipley, Sara; Hardy, Rachel L.

    2014-01-01

    School nurses can play a key role in providing sexual education in schools. However, they often face barriers from the school administration and concerned parents. Additionally, school nurses may have limited formal preparation in managing sexual health issues. This study used a descriptive qualitative method to explore the school nurses'…

  17. nursing informatics education and use: challenges and prospects in ...

    African Journals Online (AJOL)

    PROF. BARTH EKWEME

    highly technological environment. This calls for integration of Information Communication Technology. (ICT) into nursing education curricula at all levels. In line with this the Nursing and Midwifery Council of Nigeria revised the curriculum for General Nursing and. Midwifery in 2013. Information Communication. Technology ...

  18. Nurses' Occupational Trauma Exposure, Resilience, and Coping Education

    Science.gov (United States)

    Jones, Sherry Lynn

    2016-01-01

    Nursing education courses and professional development (PD) do not include coping and resilience training for registered nurses (RNs) who work in emergency departments (EDs). Exposure to traumatic events, death, and dying may lead to health issues, substance abuse, stress symptoms, nursing staff turnover, and compassion fatigue among ED RNs.…

  19. Cancer Nursing Education: Literature Review and Documentary Analysis.

    Science.gov (United States)

    Langton, Helen; Blunden, Gillian; Hek, Gill

    The knowledge and skills needed by cancer nurses and the content and strategies of England's existing cancer nursing education programs were examined. The study included a comprehensive literature review and an analysis of course documents from selected English National Board-approved post-qualifying cancer nursing and palliative care courses…

  20. Ways of seeing: using the visual arts in nursing education.

    Science.gov (United States)

    Frei, Judith; Alvarez, Sarah E; Alexander, Michelle B

    2010-12-01

    Professional nursing defines its foundation of practice as embedded in the sciences and humanities of a liberal education. This liberal education is commonly alluded to with the phrase "the art and science of nursing." Yet how do we as nursing educators integrate these two concepts? This article describes a method of integrating the humanities as part of an innovative clinical experience. A defined visual art experience was used to improve professional nursing students' observational and communication skills, narrative sequencing abilities, and empathy. The nursing and medical literature describing the use of visual art encounters in health care education is reviewed. The incorporation of an art education program into the curriculum of a cohort of accelerated baccalaureate nursing students is described. Qualitative evaluation measures from the students suggest this was an experience that broadened their understanding of patient encounters. Copyright 2010, SLACK Incorporated.

  1. Humanistic Approach to Nursing Education: Lived Experiences of Iranian Nursing Students

    Science.gov (United States)

    Ghiyasvandian, Shahrzad; Bolourchifard, Fariba; Yekta, Zohreh Parsa

    2015-01-01

    The nurse teachers tried to have a complete understanding of the educational contents, to transfer knowledge to nursing students better, and to facilitate the process of education. The purpose of this study was to explore the lived experiences of Iranian nursing students regarding the characteristics of academic nurse teachers. In this hermeneutic phenomenological study, data were collected via in-depth, semi-structured interviews with 12 Iranian nursing students and the audio-taped and transcribed interviews analyzed according to Van Manen´s method. The main theme emerged during data analysis, was “humanistic approach to nursing education”. The theme was extracted from 2 sub-themes including ‘ethical necessities’ and ‘effective interaction’. The findings present greater understanding of humanistic approach to nursing education. PMID:25716394

  2. Internationalization of higher education: potentials and pitfalls for nursing education.

    Science.gov (United States)

    Allen, M; Ogilvie, L

    2004-06-01

    Internationalization, an integral part of strategic planning initiatives in universities around the world, is occurring within the context of globalization. As we move toward greater internationalization in nursing education, we must understand the ideologies that currently underpin globalization and their fit with the vision and mission of nursing. To outline the current debates surrounding internationalization and globalization and their potential consequences for universities. The historical and current interest in internationalization and globalization are reviewed briefly in order to set the context for this discussion. What emerges from an analysis of current internationalization directions is the complexity of the relationship between internationalization and the conflicting ideologies underpinning globalization. Nursing can play a key role within universities to ensure that varying viewpoints are debated and the implications of varying internationalization decisions are understood.

  3. Nurses' attitudes toward continuing formal education: a comparison by level of education and geography.

    Science.gov (United States)

    Altmann, Tanya K

    2012-01-01

    The education of nurses has an influence on patient safety and outcomes, the nursing shortage, the faculty shortage, and nurses' attitudes and actions. This article reports on a dissertation study designed to examine the attitudes of nurses, initially registered with an associate degree or diploma in nursing, toward continuing formal education. Actively licensed registered nurses in the eastern and western United States (n=535) participated. The main finding of this study was that, although nurses held positive attitudes overall, attitudes ranked barely above neutral. The findings suggest that work needs to be done to improve nurses' attitudes toward continuing formal education and research needs to be undertaken to understand what would entice nurses back to school. Implications for nursing practice and education are discussed along with suggestions for future research.

  4. Developing leadership in nursing: the impact of education and training.

    Science.gov (United States)

    Curtis, Elizabeth A; Sheerin, Fintan K; Vries, Jan de

    This is the second of two articles on developing leadership in nursing; this article explores the role and impact of training and education on nursing leadership. Nursing leadership education has been identified as much needed, and can be provided by universities (at Masters, diploma and certificate levels), healthcare organizations or hospitals. Research demonstrates that where leadership has been effectively taught and integrated into nursing, it has a positive impact on nurses' leadership skills and practice. It is suggested that healthcare organizations continue to develop and support leadership training, while also seeking ways of maintaining and promoting leadership development in practice.

  5. The state of sexuality education in baccalaureate nursing programs.

    Science.gov (United States)

    Aaberg, Vicki

    2016-09-01

    There is a great deal of consensus about the need for sexuality education in nursing education programs, however the current state of sexuality education in the United States in terms of the content and amount of time dedicated to sexuality content has not been examined since 1976. The purpose of this study is to describe the amount and focus of sexuality content currently taught and to identify the barriers to the inclusion of sexuality education in baccalaureate nursing programs in the United States. This is an exploratory, descriptive study. Data was gathered from nurse educators across the United States. Nurse educators who teach in baccalaureate nursing programs in the United States. Online email survey with closed and open questions. Open responses were categorized and counted. The current state of sexuality education in nursing programs in the United States was examined and found to be lacking consistent and adequate information. Only 16% of nurse educator participants believe their students are prepared to deal with sexuality issues in the clients they work with and 27% report that sexuality content is not part of their curriculum. Some programs do not cover content such as LGBT sexual health, normal sexual function, and taking a sexual history. Barriers to sexuality education include lack of time, higher priority given to other content, and lack of comfort with the topic. Sexuality education in nursing programs is lacking and this oversight prevents the adequate education of nursing students. This lack of adequate sexuality content highlights the need for standardization of sexuality education in nursing curricula so that nursing students can learn to provide truly holistic care of clients. Copyright © 2016 Elsevier Ltd. All rights reserved.

  6. Understanding Clinical Expertise: Nurse Education, Experience, and the Hospital Context

    Science.gov (United States)

    McHugh, Matthew D.; Lake, Eileen T.

    2010-01-01

    Clinical nursing expertise is central to quality patient care. Research on factors that contribute to expertise has focused largely on individual nurse characteristics to the exclusion of contextual factors. To address this, we examined effects of hospital contextual factors and individual nurse education and experience on clinical nursing expertise in a cross-sectional analysis of data from 8,611 registered nurses. In a generalized ordered logistic regression analysis, the composition of the hospital staff, particularly the proportion of nurses with at least a bachelor of science in nursing degree, was associated with significantly greater odds of a nurse reporting a more advanced expertise level. Our findings suggest that, controlling for individual characteristics, the hospital context significantly influences clinical nursing expertise. PMID:20645420

  7. Dental hygiene education for nursing staff in a nursing home for older people.

    Science.gov (United States)

    Kullberg, Erika; Sjögren, Petteri; Forsell, Marianne; Hoogstraate, Janet; Herbst, Bertil; Johansson, Olle

    2010-06-01

    This paper is a report of a study evaluating the effect of a repeated education programme for nursing staff in a home for older people. A strong relationship exists between oral infections and general health complications (especially aspiration pneumonia) among nursing home residents and hospitalized older people. Thus, nursing staff need to be educated in oral hygiene measures. Forty-three nursing home resident older people (12 men, 31 women, age range 69-99 years) were included in a dental hygiene and gingivitis evaluation using gingival bleeding scores and modified plaque scores. Evaluation was conducted before and 3 weeks after a repeated dental hygiene education for nursing staff at a nursing home in Sweden in 2008. Dental hygiene education had been given 1.5 years previously. Forty-one residents (12 men and 29 women) were available for evaluation after the repeated dental hygiene education (one died, one had had teeth extracted). There was a reduction in gingival bleeding scores (P hygiene education improves the dental hygiene among nursing home resident older people. In order to succeed it may be necessary to address attitudes and perceptions towards oral care in such a dental hygiene education programme for nursing staff. Improved oral hygiene contributes to reducing the incidence of healthcare-associated pneumonia among nursing home resident older people, and thus to reduced healthcare costs.

  8. Nurse Educators' Perceptions of Quality in Online Graduate Education as a Credential for Hiring Nursing Faculty

    Science.gov (United States)

    Post, Jerri L.

    2013-01-01

    The problem explored in this study focused on the attitudes of nurse educators toward online degrees in relation to hiring practices. With the proliferation of online courses and degrees, research has shown that the acceptability of online degrees has become a concern for graduates of online programs seeking jobs and for potential employers. A…

  9. Expanding leadership capacity: educational levels for nurse leaders.

    Science.gov (United States)

    Yoder-Wise, Patricia S; Scott, Elaine S; Sullivan, Dori Taylor

    2013-06-01

    A master's degree in nursing administration prepares the nurse to lead nursing and interprofessional teams, to create new and innovative approaches to improve care processes and outcomes, as well as traditional management responsibilities related to budgets, human resources, quality and safety, and a healthy work environment. Are we not at a critical juncture in our profession when we should challenge the profession to require a master's degree education for all levels of nursing administration?

  10. What counts as effective communication in nursing? Evidence from nurse educators' and clinicians' feedback on nurse interactions with simulated patients.

    Science.gov (United States)

    O'Hagan, Sally; Manias, Elizabeth; Elder, Catherine; Pill, John; Woodward-Kron, Robyn; McNamara, Tim; Webb, Gillian; McColl, Geoff

    2014-06-01

    To examine the feedback given by nurse educators and clinicians on the quality of communication skills of nurses in interactions with simulated patients. The quality of communication in interactions between nurses and patients has a major influence on patient outcomes. To support the development of effective nursing communication in clinical practice, a good understanding of what constitutes effective communication is helpful. An exploratory design was used involving individual interviews, focus groups and written notes from participants and field notes from researchers to investigate perspectives on nurse-patient communication. Focus groups and individual interviews were held between August 2010-September 2011 with a purposive sample of 15 nurse educators and clinicians who observed videos of interactions between nurses and simulated patients. These participants were asked to give oral feedback on the quality and content of these interactions. Verbatim transcriptions were undertaken of all data collected. All written notes and field notes were also transcribed. Thematic analysis of the data was undertaken. Four major themes related to nurse-patient communication were derived from the educators' and clinicians' feedback: approach to patients and patient care, manner towards patients, techniques used for interacting with patients and generic aspects of communication. This study has added to previous research by contributing grounded evidence from a group of nurse educators and clinicians on the aspects of communication that are relevant for effective nurse-patient interactions in clinical practice. © 2013 John Wiley & Sons Ltd.

  11. The Relationship between Self-Directed Learning Readiness and Student Retention in Nursing Education

    Science.gov (United States)

    Larmon, Brandy H.

    2015-01-01

    Retention in higher education, especially nursing education, is a concern for nurse educators. Due to the needs of nurse graduates and practicing nurses, the characteristic of self-directed learning in students is often an educational goal of a rigorous nursing curriculum. Program retention is often impacted by such demands. This study, based upon…

  12. The formation of social reintegration strategies of the psychic suffering carrier: new directions for psychiatric nursing in Brazil.

    Science.gov (United States)

    Souza, Emilia Jales Simões de; Moreira, Lilian Hortale de Oliveira; Cardoso, Maria Manuela Vila Nova; Ferreira, Rosa Gomes dos Santos; Silva, Thuany Cristine Santos da

    2014-09-01

    This is an exploratory and descriptive study of a qualitative nature. Its objective is to analyse the formation of strategies for social reintegration of the psychic suffering carrier in the practice of nurses working in hospital psychiatric institutions. For this study, we use, as a basis, the concepts and processes of the formation of strategies presented by Isabel Nicholau, 2001. Twelve nurses with health care experience in hospital psychiatric institutions participated in this study, and data collection occurred through semi-structured interviews in the year 2013. The data revealed that, in addition to human, material, and financial resources, institutional support is needed as is articulation and interaction among professionals and services. The importance of the social dimension and of the negotiation process depicts the development of conception of collective and integrated work. We conclude that strategies are emerging from the daily life of work and are not limited to a rational logic of cost and fundraising, but instead are developed through a negotiated process.

  13. ETHICAL ISSUE AND NURSING STRATEGIES FOR ACHIEVING PROFESSIONAL STANDARDS IN NURSING EDUCATION

    OpenAIRE

    Idongesit I. Akpabio

    2011-01-01

    Background: This paper aimed at presenting in-depth information on strategies of implementing ethical decision making in nursing practice and education in the contemporary society. The complex issues in nursing education and practice have ethical implications for the attainment of professional standard. The ability of nurses to engage in ethical practice in everyday work and to deal with ethical situations, problems and concerns could be the result of decisions made at a variety of levels. So...

  14. Social accountability and nursing education in South Africa.

    Science.gov (United States)

    Armstrong, Susan J; Rispel, Laetitia C

    2015-01-01

    There is global emphasis on transforming health workforce education in support of universal health coverage. This paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants' perspectives on nursing education in South Africa. Using a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis. South Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC). Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia. Social accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection.

  15. Social accountability and nursing education in South Africa

    Science.gov (United States)

    Armstrong, Susan J.; Rispel, Laetitia C.

    2015-01-01

    Background There is global emphasis on transforming health workforce education in support of universal health coverage. Objective This paper uses a social accountability framework, specifically the World Health Organization's six building blocks for transformative education, to explore key informants’ perspectives on nursing education in South Africa. Methods Using a snowballing sampling technique, 44 key informants were selected purposively on the basis of their expertise or knowledge of the research area. Semi-structured interviews were conducted with the key informants after informed consent had been obtained. The interviews were analysed using template analysis. Results South Africa has strategic plans on human resources for health and nursing education, training, and practice and has a well-established system of regulation and accreditation of nursing education through the South African Nursing Council (SANC). Key informants criticised the following: the lack of national staffing norms; sub-optimal governance by both the SANC and the Department of Health; outdated curricula that are unresponsive to population and health system needs; lack of preparedness of nurse educators; and the unsuitability of the majority of nursing students. These problems are exacerbated by a perceived lack of prioritisation of nursing, resource constraints in both the nursing education institutions and the health training facilities, and general implementation inertia. Conclusion Social accountability, which is an essential component of transformative education, necessitates that attention be paid to the issues of governance, responsive curricula, educator preparedness, and appropriate student recruitment and selection. PMID:25971402

  16. Expanding rural access to mental health care through online postgraduate nurse practitioner education.

    Science.gov (United States)

    Kverno, Karan; Kozeniewski, Kate

    2016-12-01

    Workforce shortages in mental health care are especially relevant to rural communities. People often turn to their primary care providers for mental healthcare services, yet primary care providers indicate that more education is needed to fill this role. Rural primary care nurse practitioners (NPs) are ideal candidates for educational enhancement. Online programs allow NPs to continue living and working in their communities while developing the competencies to provide comprehensive and integrated mental healthcare services. This article presents a review of current online postgraduate psychiatric mental health NP (PMHNP) options. Website descriptions of online PMHNP programs were located using keywords: PMHNP or psychiatric nurse practitioner, postgraduate or post-master's, and distance or online. Across the United States, 15 online postgraduate certificate programs were located that are designed for primary care NPs seeking additional PMHNP specialization. For rural primary care NPs who are ready, willing, and able, a postgraduate PMHNP specialty certificate can be obtained online in as few as three to four semesters. The expected outcome is a cadre of dually credentialed NPs capable of functioning in an integrated role and of increasing rural access to comprehensive mental healthcare services. ©2016 American Association of Nurse Practitioners.

  17. Pedagogy and Academic Success in Prelicensure Nursing Education.

    Science.gov (United States)

    Murray, Teri A

    2016-01-01

    The purpose of this article is to provide a brief description of the New Careers in Nursing (NCIN) program; highlight the features of the NCIN Preentry Immersion program designed to help students achieve academic success; introduce two NCIN innovation teaching projects that used active learning strategies to foster student engagement; and conduct an integrative review on the pedagogies used to foster academic success in nursing education. The integrative review revealed that interactive pedagogies fostered student engagement and increased the students' knowledge acquisition, competence, confidence, and satisfaction. Significant variations in the methodological rigor for the studies included in this review were noted in addition to nebulousness between nursing education research and evaluation. The review validated the need for more rigorous research in nursing education to improve the students' academic experience and subsequent success of all nursing students, including those from underrepresented or disadvantaged backgrounds, enrolled in prelicensure nursing education programs. Copyright © 2016 Elsevier Inc. All rights reserved.

  18. [Reflections on fostering a gender friendly environment in nursing education].

    Science.gov (United States)

    Wu, Li-Chun; Wang, Hsiu-Hung

    2011-04-01

    Gender mainstreaming is a worldwide issue. The United Nations and World Health Organization have emphasized the importance of incorporating gender perspectives and gender equity into government policy decisions. In traditional nursing education, females and female nurses play increasingly important, albeit still silent, roles in traditionally patriarchal working places. Increasing attention is now paid to gender issues, and nursing has become an important field in which to discuss and address gender issues. Nurses should take into consideration patient privacy and prevalent cultural mores when working to accomplish gender equality as well as encourage mutual participation in an open-minded and equitable environment. This article describes how gender bias and insensitivity may result from nursing education and learning processes. In addition, this article reflects on how to leverage self-awareness, gender sensitivity, education strategies and role modeling to create a gender-friendly environment in nursing education.

  19. Evaluating human, social and cultural capital in nurse education.

    Science.gov (United States)

    Royal, Jan

    2012-07-01

    Using the concepts of human, social and cultural capital this paper will review the literature on these theories and evaluate their application to nurse education in the United Kingdom (UK). Each concept will be explored before considering the impact and application within nurse education. Issues of sponsorship via mentoring and increased skills and contribution to the knowledge economy alongside the delivery of quality care by nursing students will be discussed with reference to theory and current policy drivers. As nursing education moves to a graduate profession in the UK this paper evaluates the drivers of human, social and cultural capital that affect this development. Copyright © 2011 Elsevier Ltd. All rights reserved.

  20. Supporting Students with Psychiatric Disabilities in Postsecondary Education: Important Knowledge, Skills, and Attitudes

    Science.gov (United States)

    Kupferman, Scott I.; Schultz, Jared C.

    2015-01-01

    We began the exploratory process of identifying knowledge, skills, and attitudes that are important for disability service professionals to possess in order to provide beneficial services to students with psychiatric disabilities in postsecondary education. Using a three-round Delphi survey, two groups of experts identified 54 knowledge, skill,…