1
|
Jaastad TA, Ueland V, Koskinen C. Nursing students' movement toward becoming a professional caring nurse. Nurs Ethics 2024:9697330241238343. [PMID: 38491783 DOI: 10.1177/09697330241238343] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/18/2024]
Abstract
BACKGROUND Previous research mainly focuses on how to support nursing students in caring for the patient and on educators' views of students' development as professional caring nurses. Against this background, it is important to further investigate nursing students' perspectives on what it means to become a professional caring nurse. RESEARCH AIM This qualitative systematic review study aims to identify and synthesize nursing students' perceptions on the meaning of becoming a caring nurse. RESEARCH DESIGN AND DATA SOURCES Systematic data searches were conducted by using the electronic databases MEDLINE (Ovid), CINAHL (EBSCO), Academic Search Premiere (EBSCO), and Philosopher`s Index. In total, 13 studies met the inclusion and quality criteria. The articles were analyzed by a systematic review and a thematic synthesis according to Thomas and Harden. ETHICAL CONSIDERATION The study followed good ethical practice guidelines outlined in the Northern Nurses' Federation. FINDINGS The analysis resulted in eight descriptive themes and finally in three analytical themes: Becoming is to get in touch with one's inner ethic or ethos, Becoming is a movement between courage, understanding, and being touched, and Becoming is strengthened through caring role models and a learning culture. CONCLUSIONS Becoming a professional caring nurse is seen as an ongoing movement toward a deeper understanding of oneself and one's being and bearing. This movement is enabled when nursing students have a sense of self-awareness, courage to stand in their vulnerability, and reflect on their responsibility, caring attitude, and inner values and ethics. The force of becoming is that the attention is directed beyond self to care for and feel empathy for others in a caring manner. Becoming is released through a caring relationship, external confirmation, and good role models. A lack of external support in the movement can potentially prevent the students from becoming a professional caring nurse.
Collapse
|
2
|
Stinglhamber F, Demoulin S. Enlarging the victim’s perspective on dehumanization. Curr Opin Behav Sci 2023. [DOI: 10.1016/j.cobeha.2023.101248] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/19/2023]
|
3
|
Wells S, Black KJ, Bremmer C, Melhorn E, Zelin AI. College students' perceptions of anticipated career burnout. JOURNAL OF AMERICAN COLLEGE HEALTH : J OF ACH 2023; 71:921-929. [PMID: 34242130 DOI: 10.1080/07448481.2021.1909045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/05/2023]
Abstract
Objective: Although burnout has been studied in-depth among working professionals, less is known about college students' perceptions of burnout in their future careers. In this study, we explored the prevalence and correlates of anticipated career burnout and engagement among students. Participants: Participants were 351 undergraduate students. Methods: Students completed an online survey. Results: Students planning to enter both helping and non-helping professions were worried about burnout in their chosen careers. They expected more burnout and less engagement 10 years into their career when compared to two or three years. However, students who perceived their future work as a good fit to their personal skills and abilities expected less burnout and more engagement. Conclusions: These findings can be applied to career assessment and planning so that students are able to move into careers that align with their goals, career orientation, and expectations to maximize their experience of engagement in their future work.
Collapse
Affiliation(s)
- Stephanie Wells
- Psychology, University of Tennessee at Chattanooga, Chattanooga, Tennessee, USA
| | | | - Celeste Bremmer
- Psychology, University of Tennessee at Chattanooga, Chattanooga, Tennessee, USA
| | - Erin Melhorn
- Occupational Therapy, University of Tennessee at Chattanooga, Chattanooga, Tennessee, USA
| | - Alexandra I Zelin
- Psychology, University of Tennessee at Chattanooga, Chattanooga, Tennessee, USA
| |
Collapse
|
4
|
Pades Jiménez A, García-Buades ME, Riquelme I. Development of emotional intelligence and assertiveness in physiotherapy students and effects of clinical placements. Physiother Theory Pract 2023; 39:72-79. [PMID: 34927528 DOI: 10.1080/09593985.2021.2005200] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
Abstract
BACKGROUND Emotional intelligence (EI) and assertiveness are key abilities for physiotherapists. Clinical placements seem to affect students' development of EI and assertiveness, and their construction of the professional role. PURPOSE This study aims to compare the EI of physiotherapy students with students from other health professions and explore the evolution of EI and assertiveness in physiotherapy students throughout their university education, focusing on the influence of clinical practice. METHOD Students (N = 753) completed a self-administered questionnaire to measure emotional intelligence (TMMS 24), assertiveness (CSES), and sociodemographic variables. RESULTS EI levels were adequate and very similar across the three disciplines. Regarding assertiveness, physiotherapy students in year 4 obtained significantly higher levels than students in years 1, 2, and 3. Significant correlations (rs (207) = 0.35, p < .001) were found between assertiveness and the number of modules of clinical practice. CONCLUSION This study contributes with further evidence on the improvement of assertiveness in physiotherapy students through their university education and, in particular, with clinical placements. Practical implications highlight the importance of training in EI and assertiveness during university, coupled with clinical placements, in order to prepare for an effective and satisfactory professional life.
Collapse
Affiliation(s)
- Antonia Pades Jiménez
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain
| | | | - Inmaculada Riquelme
- Department of Nursing and Physiotherapy, Universitat de Les Illes Balears, Palma de Mallorca, Spain.,University Institute of Health Sciences Research (IUNICS-IDISBA), Universitat de les Illes Balears, Palma de Mallorca, Spain
| |
Collapse
|
5
|
Field-Richards SE, Aubeeluck A, Callaghan P, Keeley P, Redsell SA, Spiby H, Stacey G, Lymn JS. The impact of care experience prior to commencing pre-registration nurse education and training: A scoping review. NURSE EDUCATION TODAY 2023; 120:105625. [PMID: 36427453 DOI: 10.1016/j.nedt.2022.105625] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/04/2022] [Revised: 10/17/2022] [Accepted: 11/03/2022] [Indexed: 06/16/2023]
Abstract
OBJECTIVES Compassion in nursing and interventions to support it are of international relevance and concern. Prior care experience as a prerequisite for entry into pre-registration nurse education is suggested as a means of improving compassion. The impact of prior care experience has not been comprehensively reviewed, therefore the potential effectiveness of prior care experience as a means of improving compassion is unknown. The scoping review question was 'What is known about the impact of care experience prior to commencing pre-registration nurse education and training?' The primary objective was to scope and synthesise existing literature relating to the topic and ascertain key themes pertaining to impact. A secondary objective was to appraise literature, to contextualise findings and assess the state and stage of knowledge and research in the area. DESIGN The review was guided by Arksey and O'Malley's methodological framework and is reported according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews Checklist. DATA SOURCES Health sciences databases CINAHL, Medline and PubMed. METHODS Databases were searched in February 2019, updated August 2021. Data (study characteristics, findings, methodological observations) were extracted from papers meeting inclusion criteria (including peer-reviewed empirical papers with English language, electronic full-text available) and findings thematically analysed. RESULTS Forty-five papers from 14 countries were included. The majority (64.4 %) were published in Europe (31.1 % in the United Kingdom) between 2010 and 2021 (69 %), 60 % from 2013. Four qualitative themes (compassionate care, commitment, competence and communication) describe the impact of prior care experience, which was variable. CONCLUSIONS Evidence to support the effectiveness of prior care experience as a prerequisite for entry into nurse education to improve compassion, is inconsistent and insufficient. The literature displays methodological limitations and conclusions should be interpreted in light of these caveats. Recommendations are made for future research, to improve quality and comparability.
Collapse
Affiliation(s)
- Sarah E Field-Richards
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland.
| | - Aimee Aubeeluck
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland
| | - Patrick Callaghan
- School of Applied Sciences, London South Bank University, United Kingdom of Great Britain and Northern Ireland
| | - Philip Keeley
- School of Nursing and Midwifery, Keele University, United Kingdom of Great Britain and Northern Ireland
| | - Sarah A Redsell
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland
| | - Helen Spiby
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland
| | - Gemma Stacey
- Florence Nightingale Foundation, London, United Kingdom of Great Britain and Northern Ireland
| | - Joanne S Lymn
- School of Health Sciences, University of Nottingham, United Kingdom of Great Britain and Northern Ireland
| |
Collapse
|
6
|
Morrell-Scott N. A phenomenological insight into what final year undergraduate student nurses perceive is the role of the Registered Nurse and who they learn this from. J Res Nurs 2022; 27:767-778. [PMID: 36530744 PMCID: PMC9755564 DOI: 10.1177/17449871221139112] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2023] Open
Abstract
BACKGROUND This paper considers the perceptions of 18 final year student nurses around their perception of the role of the nurse. METHODS A qualitative phenomenological research study was undertaken, with final year student nurses as the data source, undertaking semi-structured interviews from a United Kingdom Higher Education Institution. Data analysis was undertaken by using interpretative phenomenological analysis. RESULTS Findings indicate that student nurses had little insight as to the role of the nurse when commencing the programme. Being on the programme has led them to understand there are many aspects of a nurse's role including, surprisingly for them, much responsibility. It was also found that a lot of the learning that takes place comes from working with healthcare assistants, and due to this, the student nurses perceive that the role of the modern nurse is task orientated and there is little holistic care. CONCLUSIONS The future practice of this group of registrants may be affected depending on how they move forward with their role, alongside the holistic role of the nurse being detracted from. While phenomenology does not account for generalisations but does seek to illuminate this phenomenon; however if this view were to be shared globally, then the caring aspect of nursing may well be in danger of being lost. If this assumption of the role of the nurse is shared globally, then there are inevitably implications for the nursing profession, and more importantly patient care may be affected.
Collapse
Affiliation(s)
- Nicola Morrell-Scott
- Programme Manager Pre-registration Nursing/Associate Dean Education, School of Nursing and Allied Health, Liverpool John Moores University, Liverpool, UK
| |
Collapse
|
7
|
Wang L, Yu P. Impact of exemplar education program on the professional commitment of nursing students: A quasi-experimental study. NURSE EDUCATION TODAY 2021; 107:105118. [PMID: 34507259 DOI: 10.1016/j.nedt.2021.105118] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/25/2021] [Revised: 08/08/2021] [Accepted: 08/24/2021] [Indexed: 05/15/2023]
Abstract
BACKGROUND High attrition rate and nursing workforce shortage have been a prevailing world challenge. Professional commitment is a known key factor for attracting and retaining the nursing workforce. OBJECTIVE To design, implement and evaluate the impact of a one-week structured education program, underpinned by the exemplar education strategy, on the professional commitment of undergraduate nursing students. DESIGN A quasi-experimental study was designed with pre- and post-intervention measurements. The intervention was a structured, four module education program underpinned by the exemplar education strategy. SETTING Department of Nursing, Qianjiang College, Hangzhou Normal University, Zhejiang, China. PARTICIPANTS 152 third-year nursing students who attended the education program and consented to participate were enrolled in the research. METHODS The intervention, the education program, was delivered over 16 h in one week of an 18-week semester. It was sequenced in four modules: expert lectures (3 h each), visiting a hospital (3 h), alumni salon (3 h), and submitting a reflection report (4 h). Professional commitment was measured by the Nursing Professional Commitment Scale (NPCS) administered both pre- and post-intervention. RESULTS The total professional commitment measurement score was significantly improved after the intervention. There were statistically significant differences before and after intervention in the four dimensions of professional commitment, namely, belief in goals and values, willingness to make an effort, desire to stay in the profession, and intrinsic positive value of work. CONCLUSION The one-week professional education program underpinned by the exemplar education strategy effectively improved the level of professional commitment of the undergraduate nursing students. The program can be transferred into the curriculum to improve nursing students' professional commitment. The methodology can be applied in other aspects of nursing professional development.
Collapse
Affiliation(s)
- Liqi Wang
- Nursing Department, Qianjiang College, Hangzhou Normal University, Hangzhou, Zhejiang, China.
| | - Ping Yu
- Centre for Digital Transformation, School of Computing and Information Technology, Universtiy of Wollongong, Wollongong, NSW 2522, Australia.
| |
Collapse
|
8
|
Tehranineshat B, Torabizadeh C. Posttraumatic Growth: An Analysis of the Concept Based on Rodgers' Concept Development. JOURNAL OF RELIGION AND HEALTH 2021; 60:2728-2744. [PMID: 33428047 DOI: 10.1007/s10943-020-01144-y] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/24/2020] [Indexed: 06/12/2023]
Abstract
The concept of posttraumatic growth appears frequently in the psychology literature. However, there is no clear definition of it. The purpose of this study was to determine its attributes, antecedents, and consequents. Rodgers' evolutionary concept analysis method was used. Data analysis was implemented using thematic analysis. The results showed that posttraumatic growth is a complex concept with four main attributes including spiritual changes, compassion toward others, appreciation of life, and improved self-understanding. Clarifying the concept of posttraumatic growth and identifying its features can be used to design nursing interventions to develop posttraumatic growth.
Collapse
Affiliation(s)
- Banafsheh Tehranineshat
- Community Based Psychiatric Care Research Center, Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Camellia Torabizadeh
- Community Based Psychiatric Care Research Center, Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
| |
Collapse
|
9
|
Ambrosi E, Canzan F, Mortari L, Brugnolli A, Mezzalira E, Saiani L, Heilemann MV. Caring in process: A 3-year qualitative longitudinal study of nursing students. Nurse Educ Pract 2021; 55:103116. [PMID: 34298403 DOI: 10.1016/j.nepr.2021.103116] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2021] [Accepted: 06/05/2021] [Indexed: 10/21/2022]
Abstract
AIM This paper aims to describe caring perceptions and behaviors among student nurses in Italy as they progress through their nursing education. BACKGROUND As nursing students are potential nurses of the future, there is an expectation that in addition to appropriate academic qualifications, they will develop appropriate caring behaviors/attitudes. However, there has been some evidence that the educational process does not always modify their caring perceptions/behaviors or that the direction of the change is not always positive. DESIGN A qualitative longitudinal design with three data collection points, was performed from October 2013 to October 2016 at the University of Verona, Trento Campus. METHODS Semi-structured interviews were conducted at the time of entry into a 3-year bachelor's degree program in nursing and at the end of the second and third years. Observation of the students during their clinical practice was carried out at the end of each of the three years of education. Thirty students commenced the study and 24 finished. Data were analyzed using a phenomenological approach. RESULTS The iterative process of analyzing interviews and observations resulted in nine themes collectively from all three stages: establishing a trusting relationship with the patient, satisfying the patient's needs, paying attention, being respectful, being competent, giving time, being concerned with the emotional dimension, acting within context to facilitate caring actions and giving information. CONCLUSIONS At the end of the third year the students' concept of caring was enhanced; their initial generic or lay view of caring turned into an intentional, competent, conscious, accountable and realistic caring approach.
Collapse
Affiliation(s)
- Elisa Ambrosi
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie, 8, 37134 Verona, Italy.
| | - Federica Canzan
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie, 8, 37134 Verona, Italy
| | - Luigina Mortari
- Department of Human Sciences, University of Verona, Lungadige Porta Vittoria, 17, 37129 Verona, Italy
| | - Anna Brugnolli
- Centre of Higher Education for Health Sciences, Azienda Provinciale per i Servizi Sanitari, Via Briamasco 2, 38121 Trento, Italy
| | - Elisabetta Mezzalira
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie, 8, 37134 Verona, Italy
| | - Luisa Saiani
- Department of Diagnostics and Public Health, University of Verona, Strada le Grazie, 8, 37134 Verona, Italy
| | - MarySue V Heilemann
- UCLA School of Nursing, 5-252 Factor Bldg, Box 956919, Los Angeles, CA 90095-6919, USA
| |
Collapse
|
10
|
Su JJ, Paguio JT, Masika GM, Wang M, Redding SR. Learning compassionate care: Experiences of nursing students. Nurse Educ Pract 2021; 53:103092. [PMID: 34049091 DOI: 10.1016/j.nepr.2021.103092] [Citation(s) in RCA: 14] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Revised: 12/15/2020] [Accepted: 05/17/2021] [Indexed: 12/30/2022]
Abstract
Compassion is a core value of the nursing profession which enables nurses to empathize with and help alleviate patient suffering. Literature increasingly reports a lack of compassion in patient care by students and junior nurses; empirical knowledge regarding experiences of compassionate care among nursing students remains understudied. Student experiences in the clinical setting may influence their development of compassion competencies. This study explored the experiences of baccalaureate nursing students in gaining competencies to deliver compassionate care during their clinical practice year. A descriptive qualitative study using semi-structured in-depth interviews was conducted. Thematic analysis was employed, generating six themes. The first three themes depict positive aspects of compassion development, including 'gaining patient acceptance,' 'motivation for professional growth,' and 'establishing an emotional bond with patients.' On the other hand, the other three themes capture the barriers to compassionate care, 'distrust,' 'fear of harm due to violence,' and 'heavy workload.' The positive and negative experiences shared by students indicate that hospital and nursing administrators need to foster a positive practice environment and nursing instructors should become role models to encourage compassionate care.
Collapse
Affiliation(s)
- Jing Jing Su
- World Health Organization Collaborating Center for Community Health Services, School of Nursing, the Hong Kong Polytechnic University, Hong Kong Special Administrative Region; Department of Health and Nursing, Sun Yat-sen University Nanfang College, Guangdong, China.
| | | | - Golden Mwakibo Masika
- Department of Nursing and Midwifery, College of Health Sciences, The University of Dodoma, Dodoma, Tanzania
| | - Mian Wang
- World Health Organization Collaborating Center for Community Health Services, School of Nursing, the Hong Kong Polytechnic University, Hong Kong Special Administrative Region
| | | |
Collapse
|
11
|
Capper T, Muurlink O, Williamson M. Social culture and the bullying of midwifery students whilst on clinical placement: A qualitative descriptive exploration. Nurse Educ Pract 2021; 52:103045. [PMID: 33836384 DOI: 10.1016/j.nepr.2021.103045] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2020] [Revised: 01/28/2021] [Accepted: 03/06/2021] [Indexed: 11/16/2022]
Abstract
The context within which midwifery students are professionally socialised is thought to impact upon the development of their sense of belongingness, their attitudes and values, and their commitment to the midwifery profession. Negative forms of socialisation are known to lead to undesirable outcomes including desensitisation about humanistic needs. This has potential to extend to an acceptance of workplace bullying and unfair treatment of others, including midwifery students whilst on clinical placement. This study aimed to explore how the social culture of the maternity setting influences midwifery students' experiences of being bullied whilst on clinical placement. One hundred and twenty midwifery students from Australia and the United Kingdom completed a qualitative online survey and the data was thematically analysed. One main overarching theme and four sub themes were identified. These were: 'the organisational culture of acceptance: "in front of"', 'brazen expression', 'group buy-in', 'suppression of dissent', and 'collateral damage'. Each of these factors enabled replication of the problem and led to perpetuation of the bullying cycle. This study illuminated that an entrenched culture of acceptance exists which impacts the students educational experience, the care received by mothers and babies, and the reputation of the midwifery profession.
Collapse
Affiliation(s)
- Tanya Capper
- School of Nursing, Midwifery and Social Sciences, CQUniversity Australia, 90 Goodchap Street, Noosaville 4566, Australia.
| | - Olav Muurlink
- School of Business and Law, CQUniversity Australia, Level 20, 160 Ann Street, Brisbane, Queensland 4000, Australia.
| | - Moira Williamson
- School of Nursing, Midwifery and Social Sciences, CQUniversity Australia, 90 Goodchap Street, Noosaville 4566, Australia.
| |
Collapse
|
12
|
Sampaio F, Sequeira C, Teixeira L. Impact of COVID-19 outbreak on nurses' mental health: A prospective cohort study. ENVIRONMENTAL RESEARCH 2021; 194:110620. [PMID: 33316228 PMCID: PMC7732227 DOI: 10.1016/j.envres.2020.110620] [Citation(s) in RCA: 97] [Impact Index Per Article: 32.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Revised: 12/07/2020] [Accepted: 12/08/2020] [Indexed: 05/13/2023]
Abstract
OBJECTIVES To evaluate variations in nurses' sleep quality and symptoms of depression, anxiety and stress during the COVID-19 outbreak, and to evaluate whether the presence of potential risk factors influenced these symptoms over time. METHODS This prospective cohort study surveyed nurses three times - surveying personal factors, working conditions, family dynamics, and attitude towards COVID-19 - between March 31 and May 4, 2020. Nurses' mental health was assessed through Depression Anxiety Stress Scales - short version (DASS-21); their sleep quality was assessed through a 5-point Likert scale question. RESULTS Nurses' sleep quality and symptoms of depression, anxiety and stress presented a positive variation over the COVID-19 outbreak. The only factors which are directly related to the COVID-19 outbreak and that were associated with the positive variation in nurses' symptoms of depression, anxiety and stress were the fear to infect others and the fear to be infected (higher fear of being infected or to infect someone corresponded to increased symptoms of depression, anxiety and stress). CONCLUSIONS Although the COVID-19 outbreak seems to have had an immediate impact on nurses' mental health, a psychological adaptation phenomenon was also observed. Future research should focus on assessing nurses' symptoms of depression, anxiety and stress, after the COVID-19 pandemic, in order to compare and contrast the findings with the results of our study.
Collapse
Affiliation(s)
- Francisco Sampaio
- Higher School of Health Fernando Pessoa, Rua Delfim Maia, 334, 4200-253, Porto, Portugal; "NursID: Innovation & Development in Nursing" Research Group, CINTESIS - Center for Health Technology and Services Research, Rua Dr. Plácido da Costa, S/n, 4200-450, Porto, Portugal.
| | - Carlos Sequeira
- "NursID: Innovation & Development in Nursing" Research Group, CINTESIS - Center for Health Technology and Services Research, Rua Dr. Plácido da Costa, S/n, 4200-450, Porto, Portugal; Nursing School of Porto, Rua Dr. António Bernardino de Almeida, 830, 844, 856, 4200-072, Porto, Portugal
| | - Laetitia Teixeira
- Abel Salazar Institute of Biomedical Sciences, University of Porto, Rua de Jorge Viterbo Ferreira, 228, 4050-313, Porto, Portugal; "AgeingC: AgeingCluster" Research Group, CINTESIS - Center for Health Technology and Services Research, Rua Dr. Plácido da Costa, S/n, 4200-450, Porto, Portugal
| |
Collapse
|
13
|
Bennett D, Kajamaa A, Johnston J. How to … do longitudinal qualitative research. CLINICAL TEACHER 2020; 17:489-492. [PMID: 32588545 DOI: 10.1111/tct.13203] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
In health professions education, we are often interested in researching change over time, for example the development of professional identity or the adoption of new practices. Taking a longitudinal qualitative approach to such research can provide valuable insights. In this article, we present some longitudinal qualitative methods to support researchers interested in getting started with this type of research. We discuss what longitudinal qualitative approaches offer, consider the challenges and suggest how to go about it. We also highlight some specific ethical considerations that may arise in longitudinal studies.
Collapse
Affiliation(s)
- Deirdre Bennett
- Medical Education Unit, University College Cork, Cork, Ireland
| | - Anu Kajamaa
- Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
| | - Jenny Johnston
- Centre for Medical Education, Queen's University Belfast School of Medicine Dentistry and Biomedical Sciences, Belfast, Northern Ireland, UK
| |
Collapse
|
14
|
Craig L, Machin A. Developing and sustaining nurses' service improvement capability: a phenomenological study. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2020; 29:618-626. [PMID: 32516040 DOI: 10.12968/bjon.2020.29.11.618] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
BACKGROUND Service improvement to enhance care quality is a key nursing responsibility and developing sustainable skills and knowledge to become confident, capable service improvement practitioners is important for nurses in order to continually improve practice. How this happens is an under-researched area. AIM A hermeneutic, longitudinal study in Northern England aimed to better understand the service improvement lived experiences of participants as they progressed from undergraduate adult nursing students to registrants. METHOD Twenty year 3 student adult nurses were purposively selected to participate in individual semi-structured interviews just prior to graduation and up to 12 months post-registration. Hermeneutic circle data analysis were used. FINDINGS Themes identified were service improvement learning in nursing; socialisation in nursing practice; power and powerlessness in the clinical setting; and overcoming service improvement challenges. At the end of the study, participants developed seven positive adaptive behaviours to support their service improvement practice and the 'model of self-efficacy in service improvement enablement' was developed. CONCLUSION This study provides a model to enable student and registered nurses to develop and sustain service improvement capability.
Collapse
Affiliation(s)
- Lynn Craig
- Clinical Development Manager, North Tyneside Clinical Commissioning Group
| | - Alison Machin
- Professor of Nursing and Interprofessional Education, Northumbria University
| |
Collapse
|
15
|
Jackson S, Steven A. Discourse tensions: Professional socialisation into nursing within the university education system. NURSE EDUCATION TODAY 2020; 91:104478. [PMID: 32516691 DOI: 10.1016/j.nedt.2020.104478] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2018] [Revised: 11/29/2019] [Accepted: 05/17/2020] [Indexed: 06/11/2023]
Abstract
Starting university brings expectations of new experiences and a good social life (Morton and Tighe, 2011), however student nurse experience may not mirror these expectations. The aim of this study was to identify any indications of 'differentness' expressed in students talk, track development and changes in student language over the duration of their programme, and explore how language might situate lecturers and students within a professional socialisation process. Using Discourse Analysis (Potter and Wetherell, 1987), interviews (n = 17) were conducted with 8 lecturers and 7 volunteer student nurses multiple times over 3 years (April 2013 - August 2016). Analysis uncovered three discourse tensions, each showing resonance with students and their lecturers: The university student and the student nurse; The Nursing and Midwifery Council registrant and the lecturer; Student nurses as consumers of their university education. Students did not appear to align themselves with the university after experiencing clinical practice, and lecturers' language attempted to position students away from traditional student experiences to protect professional standards.
Collapse
Affiliation(s)
- Sue Jackson
- Northumbria University, Benton, Newcastle upon Tyne, NE7 7XA, United Kingdom of Great Britain and Northern Ireland.
| | - Alison Steven
- Northumbria University, Benton, Newcastle upon Tyne, NE7 7XA, United Kingdom of Great Britain and Northern Ireland.
| |
Collapse
|
16
|
McCloughen A, Levy D, Johnson A, Nguyen H, McKenzie H. Nursing students’ socialisation to emotion management during early clinical placement experiences: A qualitative study. J Clin Nurs 2020; 29:2508-2520. [DOI: 10.1111/jocn.15270] [Citation(s) in RCA: 26] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2019] [Revised: 02/27/2020] [Accepted: 03/13/2020] [Indexed: 11/27/2022]
Affiliation(s)
- Andrea McCloughen
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
| | - David Levy
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
- Centre for Medical Psychology and Evidence‐based Decision Making Faculty of Science The University of Sydney Camperdown NSW Australia
| | - Anya Johnson
- Work and Organisational Studies University of Sydney Business School Sydney Australia
| | - Helena Nguyen
- Work and Organisational Studies University of Sydney Business School Sydney Australia
| | - Heather McKenzie
- Susan Wakil School of Nursing and Midwifery Faculty of Medicine and Health The University of Sydney Camperdown NSW Australia
| |
Collapse
|
17
|
Gözütok Konuk T, Tanyer D. Investigation of Nursing Students' Perception of Caring Behaviors. J Caring Sci 2019; 8:191-197. [PMID: 31915620 PMCID: PMC6942651 DOI: 10.15171/jcs.2019.027] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2018] [Accepted: 07/28/2019] [Indexed: 11/25/2022] Open
Abstract
Introduction: Nursing is a caring profession. Developing nursing student’s perception of the care remains one of the most important goals of the education process. Methods: A descriptive-correlational study was carried out in order to identify the caring behaviors, perceptions and associated factors of the nursing students. The target group of the study consisted of 530 nursing students. The data were collected by using the "demographic characteristics form" and "Caring Assessment Questionnaire" (Care-Q). T-test and ANOVA were used in the statistical analysis of the data. Multiple Regression Analysis - Hierarchical Model was used for the analysis of determination. Results: Mean (SD) of total Care-Q points of the students was 5.0 (0.9), the highest average score of the sub-groups was 5.5 (1.1) in the trusting relationship sub-group; and the lowest average points was 4.5 (1.2) points in the Anticipates sub-group. It was concluded that the perceptions of the students about the caring behaviors is at a good level, and the perceptions of the students about the caring behaviors was affected by the attitudes, plans and experiences of the students about the profession. Conclusion: Developing the confidence of the students during the nursing education, ensuring the opportunities for empathy and developing the course contents on the bases of the concept of care are the applicable results of this study.
Collapse
Affiliation(s)
| | - Deniz Tanyer
- Department of Nursing, Faculty of Health Sciences, Konya, Turkey
| |
Collapse
|
18
|
Rosser EA, Scammell J, Heaslip V, White S, Phillips J, Cooper K, Donaldson I, Hemingway A. Caring values in undergraduate nurse students: A qualitative longtitudinal study. NURSE EDUCATION TODAY 2019; 77:65-70. [PMID: 30981145 DOI: 10.1016/j.nedt.2019.03.011] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/12/2018] [Revised: 02/20/2019] [Accepted: 03/27/2019] [Indexed: 06/09/2023]
Abstract
INTRODUCTION Given the emerging evidence internationally of poor care within the healthcare sector, a recent report in the United Kingdom recommended the need for education to produce nurses who are prepared both intellectually and with compassion. AIM This paper aims to understand the beliefs and values of caring, held by student nurses from entry to completion of their education programme. METHODS Using a prospective qualitative longtitudinal approach, two cohorts of nursing students (February 2013 and 2014) each following a different undergraduate curriculum (the February 2013, based on a philosophy of person-centred care and the February 2014, based on the philosophy of humanisation) were followed throughout their programme leading to Registration. Data were collected from February 2013 to February 2017 using individual interviews at commencement and completion of their programme with focus groups after their first placement and at the end of years one and two. Using purposive sampling, from February 2013, 12 commenced the study and five finished. From February 2014, 24 started, with nine completing. FINDINGS Data were analysed using thematic analysis with four themes emerging: i) Articulating the terms caring and dignity ii) Recognising the need for individualisation iii) Learning nursing and iv) Personal journey. CONCLUSION Reporting on the final phase of this 5-phase study and on the brink of qualifying, both cohorts of students recognised the impact of their different curriculum and their exposure to the same educators who had embraced the humanisation philosophy. They each acknowledged just how they had changed as individuals and how determined they were to influence the quality of care.
Collapse
Affiliation(s)
- Elizabeth A Rosser
- Faculty of Health and Social Sciences, 11 Meadow Close, Farrington Gurney, Bristol BS39 6UY, United Kingdom.
| | - Janet Scammell
- Bournemouth University, Bournemouth House, Christchurch Road, Bournemouth BH1 3LH, United Kingdom.
| | - Vanessa Heaslip
- Bournemouth University, Bournemouth House, Christchurch Road, Bournemouth BH1 3LH, United Kingdom
| | - Sara White
- Bournemouth University, Bournemouth House, Christchurch Road, Bournemouth BH1 3LH, United Kingdom
| | - Jill Phillips
- Bournemouth University, Bournemouth House, Christchurch Road, Bournemouth BH1 3LH, United Kingdom
| | - Karen Cooper
- Bournemouth University, Bournemouth House, Christchurch Road, Bournemouth BH1 3LH, United Kingdom
| | - Ian Donaldson
- Bournemouth University, Bournemouth House, Christchurch Road, Bournemouth BH1 3LH, United Kingdom
| | - Ann Hemingway
- Bournemouth University, Bournemouth House, Christchurch Road, Bournemouth BH1 3LH, United Kingdom
| |
Collapse
|
19
|
Raso A, Ligozzi L, Garrino L, Dimonte V. Nursing profession and nurses' contribution to nursing education as seen through students' eyes: A qualitative study. Nurs Forum 2019; 54:414-424. [PMID: 31056754 DOI: 10.1111/nuf.12349] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2018] [Revised: 04/02/2019] [Accepted: 04/14/2019] [Indexed: 11/29/2022]
Abstract
The behavior of clinical instructors, as observed by students, deeply influences their professional development. When instructors behave unprofessionally, they risk undermining the professional growth students gain from their clinical placement experience. Clinical instructors need to be aware of how their behavior can affect the students' learning process and the contributions they make to clinical nursing education. A qualitative study was performed to describe the nursing profession as perceived by students who observed their clinical instructors' behaviors during the clinical experience. In-depth interviews of nursing students were conducted until data saturation was attained. Sixteen interviews were analyzed using an inductive content analysis methodology. The nursing profession was described by the participants through five themes as follows: the helping relationship, technical role, professional growth, working group, and contradictions and conflicts. Several examples of unprofessional behaviors on the part of the clinical instructors were reported by the respondents. The nursing profession, as perceived by nursing students, does not always reflect their expectations and their ideas related to professionalism. Universities and schools of nursing should ascertain that clinical instructors are prepared to educate students. Faculty should clearly state to students what they can expect from the clinical experience, namely, preparing students to face real working environments that do not always reflect educational philosophies.
Collapse
Affiliation(s)
- Annalisa Raso
- Department of Biomedicine and Prevention, Tor Vergata University, Rome, Italy
| | - Lea Ligozzi
- Interventional Pulmonology, San Luigi Hospital, Orbassano, Italy
| | - Lorenza Garrino
- Department of Public Health and Pediatric Sciences, University of Turin, Turin, Italy
| | - Valerio Dimonte
- Department of Public Health and Pediatric Sciences, University of Turin, Turin, Italy
| |
Collapse
|
20
|
Mackintosh-Franklin C. Does nurse education promote caring and compassionate practice? A discussion following documentary review of current and future undergraduate curricula. Nurse Educ Pract 2019; 36:121-124. [DOI: 10.1016/j.nepr.2019.03.013] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/02/2018] [Revised: 02/26/2019] [Accepted: 03/13/2019] [Indexed: 11/17/2022]
|
21
|
Volpe RL, Hopkins M, Haidet P, Wolpaw DR, Adams NE. Is research on professional identity formation biased? Early insights from a scoping review and metasynthesis. MEDICAL EDUCATION 2019; 53:119-132. [PMID: 30656747 DOI: 10.1111/medu.13781] [Citation(s) in RCA: 57] [Impact Index Per Article: 11.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/21/2018] [Revised: 09/20/2018] [Accepted: 11/05/2018] [Indexed: 06/09/2023]
Abstract
OBJECTIVE Despite a recent surge in literature identifying professional identity formation (PIF) as a key process in physician development, the empiric study of PIF in medicine remains in its infancy. To gain insight about PIF, the authors examined the medical literature and that of two other helping professions. METHODS The authors conducted a scoping review and qualitative metasynthesis of PIF in medicine, nursing and counselling/psychology. For the scoping review, four databases were searched using a combination of keywords to identify empiric studies on PIF in trainees. After a two-step screening process, thematic analysis was used to conduct the metasynthesis on screened articles. RESULTS A total of 7451 titles and abstracts were screened; 92 studies were included in the scoping review. Saturation was reached in the qualitative metasynthesis after reviewing 29 articles. CONCLUSION The metasynthesis revealed three inter-related PIF themes across the helping professions: the importance of clinical experience, the role of trainees' expectations of what a helping professional is or should be, and the impact of broader professional culture and systems on PIF. Upon reflection, most striking was that only 10 of the 92 articles examined trainee's sociocultural data, such as race, ethnicity, gender, sexual orientation, age and socio-economic status, in a robust way and included them in their analysis and interpretation. This raises the question of whether conceptions of PIF suffer from sociocultural bias, thereby disadvantaging trainees from diverse populations and preserving the status quo of an historically white, male medical culture.
Collapse
Affiliation(s)
- Rebecca L Volpe
- Department of Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Margaret Hopkins
- Department of Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Paul Haidet
- Departments of Humanities and Public Health Sciences, Medical Education Research, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Daniel R Wolpaw
- Departments of Medicine and Humanities, Penn State College of Medicine, Hershey, Pennsylvania, USA
| | - Nancy E Adams
- Harrell Health Sciences Library, Penn State College of Medicine, Hershey, Pennsylvania, USA
| |
Collapse
|
22
|
Hunter K, Cook C. Role-modelling and the hidden curriculum: New graduate nurses' professional socialisation. J Clin Nurs 2018; 27:3157-3170. [PMID: 29752850 DOI: 10.1111/jocn.14510] [Citation(s) in RCA: 71] [Impact Index Per Article: 11.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/03/2018] [Indexed: 11/30/2022]
Abstract
AIMS AND OBJECTIVES To explore new graduate nurses' experiences of professional socialisation by registered nurses in hospital-based practice settings, and identify strategies that support professional identity development. BACKGROUND Professionalism is reinforced and stabilised in the clinical environment through the "hidden curriculum", with major learning coming from practice role-models. New graduates observe attitudes, behaviours, decision-making and skills, and gain feedback from registered nurses, which they translate into their own practice. Professional socialisation occurs through encounters with desirable and undesirable role-modelling; both are significant in professional identity formation. DESIGN Qualitative descriptive design. METHOD Data collection was undertaken through semistructured interviews with five new graduate nurse participants. A general inductive approach guided analysis. The meaningful descriptions gained provided insight into their experiences. RESULTS Three main themes identified from the data include: "Lessons from the wilderness"; "Life in the wild"; and "Belonging to a wolf pack". The data set highlighted the major transitional process from student identity to registered nurse. CONCLUSIONS New graduates' rethinking of beliefs and professional nursing identities were influenced by organisational pressures and experienced nurses' role-modelling practices contrary to professional values. Despite encountering a range of professional behaviours, attitudes and dilemmas, new graduates were capable of moral agency and critical thinking. However, they rapidly acculturated and described compromises to cope. To promote high morale and a sense of belonging, a concerted effort is required by all nurses to facilitate the socialisation process to encourage self-authorship. RELEVANCE TO CLINICAL PRACTICE A well-developed professional identity enhances nursing as a profession, contributing towards better healthcare delivery and outcomes. It is critically important how professional values are learnt within the culture of nursing. Tensions in clinical practice need to be understood better to avoid moral distress caused by dissonance between expectation and experience. It is advantageous to increase early positive socialisation.
Collapse
Affiliation(s)
- Kiri Hunter
- Nelson Marlborough Institute of Technology, Nelson, New Zealand
| | - Catherine Cook
- School of Nursing, Massey University, Albany, New Zealand
| |
Collapse
|
23
|
We don't miter the sheets on the bed: Understanding the preceptor role in the enculturation of nursing students. Nurse Educ Pract 2018; 32:21-27. [DOI: 10.1016/j.nepr.2018.06.014] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/22/2016] [Revised: 06/13/2018] [Accepted: 06/28/2018] [Indexed: 11/23/2022]
|
24
|
Jane Blowers E. An Investigation of Professional Integrity in Pre-registration Nurse Education: A Modified Grounded Theory Research Study. NURSE EDUCATION TODAY 2018; 68:40-44. [PMID: 29885568 DOI: 10.1016/j.nedt.2018.05.022] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/20/2017] [Revised: 04/24/2018] [Accepted: 05/27/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Acting with integrity is a central part of nursing practice. However, literature shows that professional integrity can be absent and where this is present it can face challenges. Governmental Inquiries have revealed deficits in the expression of nursing values which underpin professional integrity, in particular caring, compassionate and competent practice that maintains the dignity of patients. Evidence also suggests that it cannot be taken for granted that pre-registration education will have a positive impact on student nurses' ability to practice with integrity. OBJECTIVES This research explored students', mentors' and lecturers' experiences of professional integrity in pre-registration nurse education. METHODOLOGY A grounded theory approach was informed by the work of Charmaz (2004, 2006). CONTEXT The study, which took place in a UK university, involved four fields of nursing practice: Adult, Children, Mental Health and Learning Disabilities. PARTICIPANTS 12 student nurses, 5 practice-based mentors and 6 lecturers participated. FINDINGS Semi-structured interviews and focus groups revealed three main themes: meanings, enactment and growth of professional integrity. CONCLUSIONS Pre-registration education can influence the growth of professional integrity by improving students' understanding of the boundaries of nursing practice and potential threats to these, skills to speak up on behalf of patients, and knowledge of the processes involved in raising concerns about practice and potential barriers to this. The proactive development of student nurses' strategies to cope, alongside increasing their understanding of the importance of this is also likely to be beneficial.
Collapse
Affiliation(s)
- E Jane Blowers
- School of Health Sciences, University of East Anglia, NR4 7UL, United Kingdom.
| |
Collapse
|
25
|
Evolving career choice narratives of new graduate nurses. Nurse Educ Pract 2018; 28:86-91. [DOI: 10.1016/j.nepr.2017.10.007] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/29/2017] [Revised: 08/25/2017] [Accepted: 10/06/2017] [Indexed: 11/18/2022]
|
26
|
Dinmohammadi MR, Peyrovi H, Mehrdad N. Professional Socialization of Iranian BSN Students: A Grounded Theory Study. J Caring Sci 2017; 6:359-369. [PMID: 29302575 PMCID: PMC5747594 DOI: 10.15171/jcs.2017.034] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2016] [Accepted: 10/25/2017] [Indexed: 11/18/2022] Open
Abstract
Introduction: Professional socialization is a critical aspect of nursing students’
development, which begins with entry into the nursing program and continues when
their professional practice begins. The aim of this study was to explore the
socialization of Iranian BSN students in the nursing profession.
Methods: An exploratory qualitative approach utilizing Straussian version of the
grounded theory (1998) method was used. Individual in-depth semi-structured
interviews were undertaken with 14 participants chosen from two large nursing schools
in an urban area through purposive and theoretical sampling. The data were analyzed,
using the constant comparative method.
Results: Five main categories and eleven subcategories emerged and integrated around
one core category. Professional metamorphosis as the core variable was a complex and
interrelated process (consisting of three stages: dependence, disintegration, and
integration) with dynamic, ongoing, and personal features influenced by professional
and extra-professional context. The students assumed a passive role in the initial of
their studies. However, during the last year of the educational program, they gradually
involved actively in dealing with own personal and professional issues.
Conclusion: This study introduced "professional metamorphosis of BSN students" as a
substantive grounded theory in the socio-cultural context of the health care system in
Iran. During this process, students move from outsider personal position to insider
professional position. The nurse educators and administrators may develop effective
educational interventions to promote professional socialization of students with an
understanding of the promoting and driving forces influencing socialization.
Collapse
Affiliation(s)
- Mohammad Reza Dinmohammadi
- Departement of Nursing, Faculty of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Hamid Peyrovi
- Departement of Nursing, Nursing Care Research Center, Faculty of Nursing and Midwifery, Iran University of Medical Sciences, Tehran, Iran
| | - Neda Mehrdad
- Endocrinology and Metabolism Research Center, Tehran University of Medical Sciences, Tehran, Iran
| |
Collapse
|
27
|
Young K, Godbold R, Wood P. How do student nurses learn to care? An analysis of pre-registration adult nursing practice assessment documents. Nurse Educ Pract 2017; 28:168-174. [PMID: 29102852 DOI: 10.1016/j.nepr.2017.10.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2016] [Revised: 10/05/2017] [Accepted: 10/05/2017] [Indexed: 11/18/2022]
Abstract
There is international concern about the quality of nursing in resource constrained, high technology health care settings. This paper reports findings from a research study which explored the experiences and views of those involved in the education and learning of 'caring' with adult pre-registration students. A novel dataset of 39 practice assessment documents (PADs) were randomly sampled and analysed across both bachelors and masters programmes from September 2014-July 2015. Using an appreciative enquiry approach, the Caring Behaviours Inventory aided analysis of qualitative text from both mentors and students within the PADs to identify how student nurses learn to care and to establish whether there were any differences between Masters and Bachelors students. In contrast with existing research, we found a holistic, melded approach to caring. This combined softer skills with highly technologized care, and flexible, tailored approaches to optimise individualised care delivery. Both of these were highly valued by both students and mentors. Pre-registration MSc students tended to have higher perceptual skills and be more analytical than their BSc counterparts. We found no evidence to suggest that caring behaviour or attitudes diminish over the course of either programme.
Collapse
Affiliation(s)
- Kate Young
- Department of Adult Nursing and Primary Care, School of Health and Social Work, University of Hertfordshire, Room 2F287 (Wright Building), College Lane, Hatfield AL10 9AB, UK.
| | - Rosemary Godbold
- Department of Adult Nursing and Primary Care, School of Health and Social Work, University of Hertfordshire, Room 2F287 (Wright Building), College Lane, Hatfield AL10 9AB, UK.
| | - Pat Wood
- Department of Adult Nursing and Primary Care, School of Health and Social Work, University of Hertfordshire, Room 2F287 (Wright Building), College Lane, Hatfield AL10 9AB, UK.
| |
Collapse
|
28
|
Scammell J, Tait D, White S, Tait M. Challenging nurse student selection policy: Using a lifeworld approach to explore the link between care experience and student values. Nurs Open 2017; 4:218-229. [PMID: 29085648 PMCID: PMC5653386 DOI: 10.1002/nop2.88] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/20/2017] [Accepted: 06/08/2017] [Indexed: 11/10/2022] Open
Abstract
AIM This study uses a lifeworld perspective to explore beginning students' values about nursing. Internationally, increasing care demand, a focus on targets and evidence of dehumanized care cultures have resulted in scrutiny of practitioner values. In England, selection policy dictates that prospective nursing students demonstrate person-centred values and care work experience. However, there is limited recent evidence exploring values at programme commencement or the effect of care experience on values. DESIGN Mixed method study. METHODS A total of 161 undergraduate nursing students were recruited in 2013 from one English university. Thematic content analysis and frequency distribution to reveal descriptive statistics were used. RESULTS Statistical analysis indicated that most of the values identified in student responses were not significantly affected by paid care experience. Five themes were identified: How I want care to be; Making a difference; The value of learning; Perceived characteristics of a nurse; and Respecting our humanity. Students readily drew on their experience of living to identify person-centred values about nursing.
Collapse
Affiliation(s)
- Janet Scammell
- Faculty of Health and Social SciencesBournemouth UniversityBournemouthUK
| | - Desiree Tait
- Faculty of Health and Social SciencesBournemouth UniversityBournemouthUK
| | - Sara White
- Faculty of Health and Social SciencesBournemouth UniversityBournemouthUK
| | | |
Collapse
|
29
|
Hanson J, McAllister M. Preparation for workplace adversity: Student narratives as a stimulus for learning. Nurse Educ Pract 2017; 25:89-95. [PMID: 28570990 DOI: 10.1016/j.nepr.2017.05.008] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2015] [Revised: 08/30/2016] [Accepted: 05/17/2017] [Indexed: 10/19/2022]
Abstract
Nursing students are not always well prepared for the kind of adverse events they may experience in the workplace and yet it seems apparent that future students could benefit from learning about such experiences so that they can be avoided, or their impact minimised. This research aimed to identify nursing students' experiences of adversity, collaborate with students to discern important lessons for future students in their experiences, and make recommendations for other educators on how to use these adversity stories as lessons. Seven Australian nursing students were interviewed using critical incident technique consisting of 7 questions. This paper focuses on the responses to the questions: "Does this story's message have a place in the curriculum?" and "How would you teach this lesson?" Data were analysed using critical discourse analysis. Four recurring discourses emerged including: power relationships are a two-way street; learn from mistakes to prevent mistakes; begin cultural consciousness-raising in first year, first semester; and become critically self-aware. Narratives derived from original stories of adversity may be a valuable source of learning about the realities of the workplace but to benefit fully, educators need to assist students to notice and analyse embedded messages.
Collapse
Affiliation(s)
- Julie Hanson
- School of Nursing, Midwifery and Paramedicine, University of the Sunshine Coast, Maroochydore, Queensland, Australia.
| | - Margaret McAllister
- School of Nursing and Midwifery, Centre for Mental Health Nursing Innovation, Central Queensland University, Noosa, Queensland, Australia.
| |
Collapse
|
30
|
Jee SD, Schafheutle EI, Noyce PR. Using longitudinal mixed methods to study the development of professional behaviours during pharmacy work-based training. HEALTH & SOCIAL CARE IN THE COMMUNITY 2017; 25:975-986. [PMID: 27709714 DOI: 10.1111/hsc.12397] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/02/2016] [Indexed: 05/23/2023]
Abstract
Recent longitudinal investigations of professional socialisation and development of professional behaviours during work-based training are lacking. Using longitudinal mixed methods, this study aimed to explore the development of professional behaviours during a year of intensive work-based (pre-registration) training in pharmacy. Twenty trainee pharmacists and their tutors completed semi-structured interview and professional behaviour questionnaires at four time points during 2011/2012: months 1, 4 and 9 during training and 4 months after registration; tutors participated in months 1 and 9. Interviews were analysed thematically using template analysis, and questionnaires were analysed using ANOVA and t-tests. Self-assessed (trainee) and tutor ratings of all elements of professional behaviours measured in questionnaires (appearance, interpersonal/social skills, responsibility, communication skills) increased significantly from the start of pre-registration training to post-registration. Some elements, for example, communication skills, showed more change over time compared with others, such as appearance, and continued to improve post-registration. Qualitative findings highlighted the changing roles of trainees and learning experiences that appeared to facilitate the development of professional behaviours. Trainees' colleagues, and particularly tutors, played an essential part in trainees' development through offering support and role modelling. Trainees noted that they would have benefited from more responsibilities during training to ease the transition into practising as a responsible pharmacist. Longitudinal mixed methods can unpack the way in which professional behaviours develop during work-based training and allow researchers to examine changes in the demonstration of professional behaviours and how they occur. Identifying areas less prone to change allows for more focus to be given to supporting trainees in areas where there is a development need, such as communication skills and holding increasing responsibility.
Collapse
Affiliation(s)
- Samuel D Jee
- The Centre for Pharmacy Workforce Studies, Manchester Pharmacy School, The University of Manchester, Manchester, UK
| | - Ellen I Schafheutle
- The Centre for Pharmacy Workforce Studies, Manchester Pharmacy School, The University of Manchester, Manchester, UK
| | - Peter R Noyce
- The Centre for Pharmacy Workforce Studies, Manchester Pharmacy School, The University of Manchester, Manchester, UK
| |
Collapse
|
31
|
Ten Hoeve Y, Castelein S, Jansen WS, Jansen GJ, Roodbol PF. Nursing students' changing orientation and attitudes towards nursing during education: A two year longitudinal study. NURSE EDUCATION TODAY 2017; 48:19-24. [PMID: 27697678 DOI: 10.1016/j.nedt.2016.09.009] [Citation(s) in RCA: 30] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/12/2016] [Revised: 08/26/2016] [Accepted: 09/19/2016] [Indexed: 05/23/2023]
Abstract
BACKGROUND Previous studies have shown that nursing students' perceptions of nursing change over time. Little research has been undertaken in the Netherlands of students entering nursing programmes and of how they progress. OBJECTIVES The aims of this study were to explore whether nursing students' orientation and attitudes towards nursing changed over time, when these changes occurred, and what factors influenced the changes. We also aimed to identify the factors which prompted them to consider leaving their programmes, and what factors affected their motivation to stay. DESIGN The study used a longitudinal quantitative design. PARTICIPANTS Questionnaires were administered to all students enrolled in a Bachelor's of Nursing programme at four nursing universities of applied sciences in the Netherlands (n=1414). The data for this study were collected during the first two years of the programme, from September 2011 to June 2013. A total of 123 respondents completed the survey each year and this group was used to examine changes over time. METHODS At four time intervals respondents completed a survey consisting of 1) the Nursing Orientation Tool, 2) the Nursing Attitude Questionnaire and 3) background characteristics. Non-parametric tests were used to explore changes in factor scores over time. RESULTS The results showed an improvement in the students' orientation and attitudes towards knowledge, skills and the professional roles of nurses, while empathic behaviour decreased over time. Although the changes showed non-linear patterns over time, the results showed clear effects between the different time points. The reasons for attrition (24%) proved to be related both to problems with the educational programme and to personal problems. An important motivator for students to stay in the course was their passionate desire to become nurses, suggesting that the positive aspects of a nursing career dominated the problems they encountered. CONCLUSIONS Tutors and mentors should pay more attention to the individual perceptions and problems of first and second-year students, both in the classroom and during clinical placements. Knowledge of the students' perceptions from the very beginning could be vital to study success.
Collapse
Affiliation(s)
- Yvonne Ten Hoeve
- University of Groningen, University Medical Center Groningen, School of Nursing & Health, P.O. Box 30.001, 9700 RB Groningen, The Netherlands.
| | - Stynke Castelein
- Lentis Research, Lentis Psychiatric Institute, P.O. Box 86, 9700 AB Groningen, The Netherlands.
| | - Wiebren S Jansen
- Utrecht University, Department of Social and Organizational Psychology, Heidelberglaan 1, 3584 CS Utrecht, The Netherlands.
| | - Gerard J Jansen
- Hanze University of Applied Sciences, School of Nursing, Master of Advanced Nursing Practice, Eyssoniusplein 18, 9714 CE Groningen, The Netherlands.
| | - Petrie F Roodbol
- University of Groningen, University Medical Center Groningen, School of Nursing & Health, P.O. Box 30.001, 9700 RB Groningen, The Netherlands; Hanze University of Applied Sciences, School of Nursing, Master of Advanced Nursing Practice, Eyssoniusplein 18, 9714 CE Groningen, The Netherlands.
| |
Collapse
|
32
|
Dahlke S, Stahlke Wall S. Does the emphasis on caring within nursing contribute to nurses' silence about practice issues? Nurs Philos 2016; 18. [PMID: 27699966 DOI: 10.1111/nup.12150] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
Affiliation(s)
- Sherry Dahlke
- Faculty of Nursing, University of Alberta, Edmonton, AB, Canada
| | | |
Collapse
|
33
|
Heggestad AKT, Nortvedt P, Christiansen B, Konow-Lund AS. Undergraduate nursing students’ ability to empathize: A qualitative study. Nurs Ethics 2016; 25:786-795. [DOI: 10.1177/0969733016664982] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Background: Empathy is of great importance in nursing, as it helps us to see and meet the needs of patients and hence to care for patients in an appropriate way. Therefore, it is of great importance that nursing students and nurses develop their ability to empathize. Objective: The study aimed at gaining knowledge on what characterizes undergraduate nursing students’ ability to empathize with patients during their first practice in a nursing home. In addition, the aim of the study was to investigate what nursing students think is important with regard to upholding their ability to empathize with patients in a professional way. Research design: This research has a phenomenological and hermeneutic design, based on qualitative interviews. Participants and research context: A total of 11 undergraduate nursing students participated in interviews during or right after their first practice in a nursing home. Ethical considerations: Norwegian Social Science Data Services approved the study. Participants were informed that their participation was voluntary. The participants were also assured confidentiality, and they were informed that they could withdraw from the study at any time, without providing any reasons. Findings: What the findings show is that affective empathy is strong among undergraduate nursing students in their first practice. They think the emotions are important to be able to empathize, and they are afraid of becoming indifferent. At the same time, they are afraid that the feelings will hinder them from acting in a professional manner. Discussion: The findings are discussed in light of previous theories on empathy, and especially perspectives on empathy, emotions, and morality. Conclusion: Affective empathy seems to be strong among nursing students, and this may be of great importance to be sensitive to patients’ well-being. However, affective and cognitive empathy should be balanced if nurses will have to meet patients in a professional way.
Collapse
Affiliation(s)
| | - Per Nortvedt
- University of Oslo, Norway; Oslo and Akershus University College of Applied Sciences, Norway
- Oslo and Akershus University College of Applied Sciences, Norway
| | | | | |
Collapse
|
34
|
Traynor M, Buus N. Professional identity in nursing: UK students' explanations for poor standards of care. Soc Sci Med 2016; 166:186-194. [PMID: 27567092 DOI: 10.1016/j.socscimed.2016.08.024] [Citation(s) in RCA: 29] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/27/2016] [Revised: 08/11/2016] [Accepted: 08/16/2016] [Indexed: 10/21/2022]
Abstract
Research concludes that professional socialisation in nursing is deeply problematic because new recruits start out identifying with the profession's ideals but lose this idealism as they enter and continue to work in the profession. This study set out to examine the topic focussing on the development of professional identity. Six focus groups were held with a total of 49 2nd and 3rd year BSc nursing students studying at a university in London, UK and their transcripts were subject to discourse analysis. Participants' talk was strongly dualistic and inflected with anxiety. Participants identified with caring as an innate characteristic. They described some qualified nurses as either not possessing this characteristic or as having lost it. They explained strategies for not becoming corrupted in professional practice. Their talk enacted distancing from 'bad' qualified nurses and solidarity with other students. Their talk also featured cynicism. Neophyte nurses' talk of idealism and cynicism can be understood as identity work in the context of anxiety inherent in the work of nurses and in a relatively powerless position in the professional healthcare hierarchy.
Collapse
Affiliation(s)
- Michael Traynor
- Centre for Critical Research in Nursing & Midwifery, Middlesex University, The Burroughs, London, NW4 4BT, UK.
| | - Niels Buus
- Faculty of Nursing and Midwifery, Sydney University, St. Vincent's Hospital Sydney, Australia
| |
Collapse
|
35
|
Dobrowolska B, Palese A. The caring concept, its behaviours and obstacles: perceptions from a qualitative study of undergraduate nursing students. Nurs Inq 2016; 23:305-314. [PMID: 27472194 DOI: 10.1111/nin.12143] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/25/2016] [Indexed: 12/30/2022]
Abstract
Developing caring competences is considered to be one of the most important aims of undergraduate nursing education and the role of clinical placement is recognised as special in this regard. Students' reflection on caring, their experience and obstacles in being caring is recommended as a key strategy in the process of teaching and studying the nursing discipline. Therefore, the aim of this study was to describe the concept of caring, its manifestations and possible obstacles while caring, as perceived by first-year nursing students before and after their first clinical placement. Qualitative content analysis of 15 Polish students' narratives written before and after their clinical experience in the form of text-diaries was undertaken. The findings revealed that students entered their nursing education with a deep humanistic vision of caring both on theoretical and practical levels and the first clinical placement has enriched this vision. Expressive caring was more appreciated by students than the instrumental one and their concept of caring was coherent with the caring behaviours as described in their narratives. Several internal and external obstacles for caring have been reported by students, indicating a specific tension between their ideal of caring and their practical experience of caring in the clinical reality.
Collapse
Affiliation(s)
- Beata Dobrowolska
- Faculty of Health Sciences, Medical University of Lublin, Lublin, Poland
| | - Alvisa Palese
- School of Nursing, University of Udine, Udine, Italy
| |
Collapse
|
36
|
|
37
|
Students' perceptions of digital narratives of compassionate care. Nurse Educ Pract 2016; 17:22-9. [DOI: 10.1016/j.nepr.2016.01.008] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/30/2015] [Revised: 01/26/2016] [Accepted: 01/29/2016] [Indexed: 12/30/2022]
|
38
|
Sinclair S, Norris JM, McConnell SJ, Chochinov HM, Hack TF, Hagen NA, McClement S, Bouchal SR. Compassion: a scoping review of the healthcare literature. BMC Palliat Care 2016; 15:6. [PMID: 26786417 PMCID: PMC4717626 DOI: 10.1186/s12904-016-0080-0] [Citation(s) in RCA: 203] [Impact Index Per Article: 25.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/09/2015] [Accepted: 01/10/2016] [Indexed: 12/14/2022] Open
Abstract
BACKGROUND Recent concerns about suboptimal patient care and a lack of compassion have prompted policymakers to question the preparedness of clinicians for the challenging environment in which they practice. Compassionate care is expected by patients and is a professional obligation of clinicians; however, little is known about the state of research on clinical compassion. The purpose of this scoping review was to map the literature on compassion in clinical healthcare. METHODS Searches of eight electronic databases and the grey literature were conducted to identify empirical studies published over the last 25 years. Eligible studies explored perceptions or interventions of compassionate care in clinical populations, healthcare professionals, and healthcare students. Following the title and abstract review, two reviewers independently screened full-texts articles, and extracted study data. A narrative approach to synthesizing and mapping the literature was used. RESULTS AND DISCUSSION Of 36,637 records, 648 studies were retrieved and 44 studies were included in the review. Less than one third of studies included patients. Six themes emerged from studies that explored perceptions of compassionate care: nature of compassion, development of compassion, interpersonal factors related to compassion, action and practical compassion, barriers and enablers of compassion, and outcomes of compassion. Intervention studies included two compassionate care trials with patients and eight educational programs that aimed to improve compassionate care in clinicians and students. CONCLUSIONS This review identifies the limited empirical understanding of compassion in healthcare, highlighting the lack of patient and family voices in compassion research. A deeper understanding of the key behaviors and attitudes that lead to improved patient-reported outcomes through compassionate care is necessary.
Collapse
Affiliation(s)
- Shane Sinclair
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada. .,Division of Palliative Medicine, Department of Oncology, Cumming School of Medicine, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada. .,Manitoba Palliative Care Research Unit, CancerCare Manitoba, 3017 - 675 McDermot, Winnipeg, MB, R3E 0V9, Canada.
| | - Jill M Norris
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
| | - Shelagh J McConnell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
| | - Harvey Max Chochinov
- Department of Psychiatry, University of Manitoba, 771 Bannatyne Avenue, Winnipeg, MB, R3E 3N4, Canada. .,Manitoba Palliative Care Research Unit, CancerCare Manitoba, 3017 - 675 McDermot, Winnipeg, MB, R3E 0V9, Canada.
| | - Thomas F Hack
- College of Nursing, Faculty of Health Sciences, University of Manitoba, Room CR3018, 369 Taché Ave, Winnipeg, MB, R2H 2A6, Canada. .,Manitoba Palliative Care Research Unit, CancerCare Manitoba, 3017 - 675 McDermot, Winnipeg, MB, R3E 0V9, Canada.
| | - Neil A Hagen
- Division of Palliative Medicine, Department of Oncology, Cumming School of Medicine, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
| | - Susan McClement
- College of Nursing, Faculty of Health Sciences, University of Manitoba, Room CR3018, 369 Taché Ave, Winnipeg, MB, R2H 2A6, Canada. .,Manitoba Palliative Care Research Unit, CancerCare Manitoba, 3017 - 675 McDermot, Winnipeg, MB, R3E 0V9, Canada.
| | - Shelley Raffin Bouchal
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
| |
Collapse
|
39
|
Wood C. What do nurses do? Student reflections. BRITISH JOURNAL OF NURSING (MARK ALLEN PUBLISHING) 2016; 25:40-2, 44. [PMID: 26768044 DOI: 10.12968/bjon.2016.25.1.40] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
The art of caring and the science of curing are accepted elements of a nurse's role, with symbiosis and overlap between them. However, following the publication of the Francis report there is now greater emphasis on developing the caring roles of nurses. The chief nursing officer for England's vision for care staff places care and compassion as central to nurses' roles. Student nurses often enter the profession with idealistic lay beliefs of what a nurse's role exemplifies. These beliefs are then challenged when they are exposed to education and practice. A recent educational evaluative exercise used with adult nursing students highlights their thoughts in response to the simple question: 'What do nurses do?', and how they differ at different stages of their education and training.
Collapse
Affiliation(s)
- Cate Wood
- Associate Professor (Community and Primary Care Nursing), Faculty of Health, Education and Society, Plymouth University
| |
Collapse
|
40
|
Cara C, Gauvin-Lepage J, Lefebvre H, Létourneau D, Alderson M, Larue C, Beauchamp J, Gagnon L, Casimir M, Girard F, Roy M, Robinette L, Mathieu C. Le Modèle humaniste des soins infirmiers -UdeM : perspective novatrice et pragmatique. Rech Soins Infirm 2016. [DOI: 10.3917/rsi.125.0020] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022]
|
41
|
|
42
|
Abstract
Purpose
– The purpose of this paper is to explore the perceptions of new nurses in Singapore of their experiences of role transition and to examine the implications for managers in terms of employee training, development and retention.
Design/methodology/approach
– This qualitative study was conducted using a constructivist grounded theory approach. In total 26 novice nurses and five preceptors (n=31) from five different hospitals participated in the study. Data were collected from semi-structured interviews and reflective journal entries and analysed using the constant comparative method.
Findings
– The findings revealed that novice nurses remained emotionally and physically challenged when experiencing role transition. Two major constructs appear to play an important part in the transition process; learning how to Fit in and aligning personal with professional and organisational identities. The findings highlight factors that facilitate or impede Fitting in and aligning these identities.
Originality/value
– Although the concept of Fitting in and its relation to the attrition of novice nurses has been explored in global studies, that relationship has not yet been theorised as the dynamic alignment of multiple identities. Also, whilst most research around Fitting in, identity and retention has been conducted in western countries, little is known about these issues and their interrelationship in the context of Singapore. The study should inform decision making by healthcare organisations, nurse managers and nursing training institutions with respect to improving the transition experience of novice nurses.
Collapse
|
43
|
Labrague LJ, McEnroe-Petitte DM, Papathanasiou IV, Edet OB, Arulappan J, Tsaras K. Nursing Students' Perceptions of Their Own Caring Behaviors: A Multicountry Study. Int J Nurs Knowl 2015; 28:225-232. [DOI: 10.1111/2047-3095.12108] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/30/2022]
|
44
|
Cowin LS, Johnson M. From student to graduate: longitudinal changes in the qualities of nurses. J Adv Nurs 2015; 71:2911-22. [DOI: 10.1111/jan.12763] [Citation(s) in RCA: 7] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 07/16/2015] [Indexed: 12/30/2022]
Affiliation(s)
- Leanne S. Cowin
- School of Nursing & Midwifery; University of Western Sydney; Sydney New South Wales Australia
| | - Maree Johnson
- Faculty of Health Sciences; Australian Catholic University; Sydney New South Wales Australia
| |
Collapse
|
45
|
Reyes AT, Andrusyszyn MA, Iwasiw C, Forchuk C, Babenko-Mould Y. Resilience in Nursing Education: An Integrative Review. J Nurs Educ 2015; 54:438-44. [DOI: 10.3928/01484834-20150717-03] [Citation(s) in RCA: 59] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2015] [Accepted: 04/16/2015] [Indexed: 11/20/2022]
|
46
|
Hyde E. A critical evaluation of student radiographers' experience of the transition from the classroom to their first clinical placement. Radiography (Lond) 2015. [DOI: 10.1016/j.radi.2014.12.005] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
|
47
|
Loke JCF, Lee KW, Lee BK, Mohd Noor A. Caring behaviours of student nurses: Effects of pre-registration nursing education. Nurse Educ Pract 2015; 15:421-9. [PMID: 26059429 DOI: 10.1016/j.nepr.2015.05.005] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2014] [Revised: 02/18/2015] [Accepted: 05/09/2015] [Indexed: 12/12/2022]
Abstract
In an increasing technologised and cost-constrained healthcare environment, the role of pre-registration nursing education in nurturing and developing the professional caring disposition of students is becoming far more critical than before. In view of this growing demand, the aim of this study was to evaluate the impact of Singapore's pre-registration nursing programmes on students' concept of caring. A descriptive quantitative cross-sectional survey collected data using the Caring Behaviour Inventory from first and final year student nurses, nurse lecturers and nurses in practice. The findings based on student surveys indicated a statistically significant reduction in the overall level of caring behaviour in first to final year students. When compared with the findings of lecturers and nurses, less variance to lecturers than to nurses was found amongst the first years' score, and the lowest variance to nurses was demonstrated amongst the final year. A greater reduction was evidenced amongst Singaporean students, which was exaggerated with exposure to pre-enrolled nursing education and magnified with caring job experience. This study indicates more effort is necessary to harness student caring attributes in students' entire educational journey so that expressive caring is not subsumed in the teaching of students to meet demands of complicated contemporary care.
Collapse
Affiliation(s)
- Jennifer C F Loke
- Faculty of Health and Social Care, University of Hull, Cottingham Road, HU6 7RX, UK.
| | - Kah Wai Lee
- Hull York Medical School, Park View Surgery, 87 Beverley Road, Hessle, HU13 9AJ, UK.
| | - Bryant K Lee
- Hymers College, Hymers Avenue, Hull, HU3 1LW, UK.
| | - Asmah Mohd Noor
- School of Health Sciences, Nanyang Polytechnic, Singapore, 569830, Singapore.
| |
Collapse
|
48
|
Richardson C, Percy M, Hughes J. Nursing therapeutics: Teaching student nurses care, compassion and empathy. NURSE EDUCATION TODAY 2015; 35:e1-5. [PMID: 25682162 DOI: 10.1016/j.nedt.2015.01.016] [Citation(s) in RCA: 82] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/04/2014] [Revised: 12/18/2014] [Accepted: 01/19/2015] [Indexed: 05/25/2023]
Abstract
BACKGROUND Debate continues regarding whether humanitarian values such as care and compassion can be taught or are innate in individuals who wish to become nurses. OBJECTIVES To undertake a discursive review of the literature on caring, compassion and empathy. To understand the teaching and learning issues associated with these concepts. To design and implement an Undergraduate Unit of study which addresses the development of caring, compassion and empathy in student nurses. METHODS/DATA SOURCES MEDLINE, CINAHL, and a wide range of literature including books and governmental reports were used for a discursive narrative review. RESULTS Caring, compassion and empathy are ill-defined; however healthcare users are clear that they know when nurses use skills and attitudes associated with these concepts. Evidence is available to show that caring, compassion and empathy can be taught and there are tools available to measure them in neophytes through their training. Central to the androgogical embedding of these concepts into nursing curricula is the development of therapeutic relationships. CONCLUSIONS It is possible to develop materials to enable student nurses to learn how to care using compassion and empathy. Nursing therapeutics is a term devised to describe how student nurses can exploit the therapeutic potential of any patient contact especially when related to specific and routine nursing interventions. Muetzel's model for understanding therapeutic relationships is one framework that can be adopted to help student nurses to appreciate how to build patient relationships and encourage them to move towards therapeutic advantage using care, compassion and empathy.
Collapse
Affiliation(s)
- Cliff Richardson
- University of Manchester, School of Nursing Midwifery and Social Work, Jean McFarlane Building, Ox ford Road, Manchester, M13 9PL, United Kingdom.
| | - Marcus Percy
- University of Manchester, School of Nursing Midwifery and Social Work, Jean McFarlane Building, Ox ford Road, Manchester, M13 9PL, United Kingdom
| | - Jane Hughes
- University of Manchester, School of Nursing Midwifery and Social Work, Jean McFarlane Building, Ox ford Road, Manchester, M13 9PL, United Kingdom
| |
Collapse
|
49
|
Neiterman E, Bourgeault IL. Professional integration as a process of professional resocialization: internationally educated health professionals in Canada. Soc Sci Med 2015; 131:74-81. [PMID: 25766266 DOI: 10.1016/j.socscimed.2015.02.043] [Citation(s) in RCA: 32] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
This paper examines the process of professional resocialization among internationally educated health care professionals (IEHPs) in Canada. Analyzing data from qualitative interviews with 179 internationally educated physicians, nurses, and midwives and 70 federal, provincial and regional stakeholders involved in integration of IEHPs, we examine (1) which aspects of professional work are modified in transition to a new health care system; (2) which aspects of professional practice are learned by IEHPs in the new health environment, and (3) how IEHPs maintain their professional identity in transition to a new health care system. In doing so, we compare the accounts of IEHPs with the policy stakeholders' positions and analyze the similarities and the differences across three health care professions (medicine, nursing, and midwifery). This enables us to explore the issue of professional resocialization from the analytical intersection of gender, professional dominance, and institutional/organizational lenses.
Collapse
Affiliation(s)
- Elena Neiterman
- Department of Sociology, McMaster University, KTH-633, 1280 Main St. W., Hamilton, Ontario L8S 4M4, Canada.
| | - Ivy Lynn Bourgeault
- Telfer School of Management, University of Ottawa, 1 Stewart St. Room 227, Ottawa, Ontario K1N 6N5, Canada(1); Health Human Resource Policy, University of Ottawa, 1 Stewart St. Room 227, Ottawa, Ontario K1N 6N5, Canada(2)(3); Ontario Health Human Resource Research Network & Population Health Improvement Research Network (PHIRN), University of Ottawa, 1 Stewart St. Room 227, Ottawa, Ontario K1N 6N5, Canada(4).
| |
Collapse
|
50
|
Wilkes L, Cowin L, Johnson M, Zheng X. A montage of the qualities of the registered nurse. Int Nurs Rev 2014; 61:555-62. [DOI: 10.1111/inr.12134] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- L. Wilkes
- School of Nursing and Midwifery/Nepean Blue Mountains Local Health District; University of Western Sydney; Sydney NSW Australia
| | - L. Cowin
- School of Nursing and Midwifery; University of Western Sydney; Sydney NSW Australia
| | - M. Johnson
- Faculty of Health Sciences; Australian Catholic University; North Sydney NSW Australia
| | - X. Zheng
- School of Nursing and Midwifery; University of Western Sydney; Sydney NSW Australia
| |
Collapse
|