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Withanage NN, Botfield JR, Black KI, Mazza D. Improving the provision of preconception care in Australian general practice through task-sharing with practice nurses. Aust J Prim Health 2023; 29:217-221. [PMID: 36529180 DOI: 10.1071/py22161] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2022] [Accepted: 11/23/2022] [Indexed: 07/20/2023]
Abstract
Preconception care (PCC) is effective in reducing modifiable risk factors and optimising maternal health. Primary care services such as general practices in Australia are an appropriate setting to provide PCC. However, PCC is not routinely provided in most of these settings, and many reproductive-aged women and men are not aware of the need for PCC. In this forum article, we discuss the factors that hinder PCC provision in Australian general practices and make recommendations on how access to PCC services can be broadened in Australia, including the potential opportunity for general practice nurses to contribute to the provision of PCC.
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Affiliation(s)
- Nishadi N Withanage
- SPHERE NHMRC Centre of Research Excellence, Department of General Practice, Monash University, Vic., Australia; and Department of General Practice, Monash University, 553 St Kilda Road, Melbourne, Vic., Australia
| | - Jessica R Botfield
- SPHERE NHMRC Centre of Research Excellence, Department of General Practice, Monash University, Vic., Australia; and Department of General Practice, Monash University, 553 St Kilda Road, Melbourne, Vic., Australia
| | - Kirsten I Black
- SPHERE NHMRC Centre of Research Excellence, Department of General Practice, Monash University, Vic., Australia; and University of Sydney, Camperdown, NSW, Australia
| | - Danielle Mazza
- SPHERE NHMRC Centre of Research Excellence, Department of General Practice, Monash University, Vic., Australia; and Department of General Practice, Monash University, 553 St Kilda Road, Melbourne, Vic., Australia
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Fossum M, Opsal A, Ehrenberg A. Nurses' sources of information to inform clinical practice: An integrative review to guide evidence-based practice. Worldviews Evid Based Nurs 2022; 19:372-379. [PMID: 35244324 PMCID: PMC9790517 DOI: 10.1111/wvn.12569] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Revised: 11/11/2021] [Accepted: 11/21/2021] [Indexed: 12/30/2022]
Abstract
BACKGROUND Evidence-based practice in nursing is challenging and relies on the sources of information used by nurses to inform clinical practice. An integrative review from 2008 revealed that nurses more frequently relied on information from colleagues than information from high-level sources such as systematic reviews and evidence-based clinical practice guidelines. AIMS To describe the information sources used by registered nurses to inform their clinical practice. METHODS An integrative review was conducted according to the PRISMA guidelines, based on empirical research studies published from January 2007 until June 2021. The included studies were appraised, following which the identified sources of information from quantitative studies were compiled and ranked. Finally, the qualitative text data were summarized into categories. RESULTS Fifty-two studies from various countries were included. The majority of studies employed a quantitative design and used original instruments. Peers were ranked as the number one source of information to inform nurses' clinical practice. However, computers and reference materials are now ranked among the top four most used information sources. LINKING EVIDENCE TO ACTION Improvement in computer and information searching skills, as well as the availability of computerized decision support tools, may contribute to nurses' frequent use of digital sources and reference material to inform clinical practice. This review shows that nurses' most frequently reported peer nurses as their source of information in clinical practice. Information sources such as computers and reference materials were ranked higher, and information from patients was ranked lower than in the 2008 review. Developing and standardizing instruments and ensuring high-quality study design is critical for further research on nurses' sources of information for clinical practice.
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Affiliation(s)
- Mariann Fossum
- Centre for Caring ResearchSouthern NorwayFaculty of Health and Sport SciencesUniversity of AgderGrimstadNorway
| | - Anne Opsal
- Department of Health and Nursing ScienceFaculty of Health and Sport SciencesUniversity of AgderKristiansandNorway
| | - Anna Ehrenberg
- School of Health and WelfareDalarna UniversityFalunSweden
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Kyle RG, Atherton IM, Lasater K. Context, complexity and cross-pollination: Nursing leaders' views of the role of the voluntary and community sector in nurse education. NURSE EDUCATION TODAY 2021; 99:104732. [PMID: 33592543 DOI: 10.1016/j.nedt.2020.104732] [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: 09/12/2020] [Revised: 12/03/2020] [Accepted: 12/16/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Placements in voluntary and community sector (VCS) organisations have long played an important part in student nurses' education in several countries. New standards for nurse education published by the Nursing and Midwifery Council in the United Kingdom include significant changes to practice supervision arrangements that enable students to spend more time in VCS organisations. OBJECTIVES To assess nursing leaders' views on the role of the VCS in nursing education and benefits of VCS placements for students and organisations. DESIGN Qualitative interview study. PARTICIPANTS Twenty-four nursing leaders from academic (n=15), practice (n=4) and regulatory (n=5) sectors. METHODS Semi-structured interviews were conducted face-to-face (n=21), by telephone (n=2) or Skype (n=1). Interviews were transcribed and analysed, using interview questions as structural themes, followed by inductive thematic analysis. RESULTS Nursing leaders identified three key roles for the VCS in nursing education: (1) determining knowledge needs; (2) developing curricula; (3) providing placements. Five key benefits of VCS placements for students were shared: (1) understanding the contribution of the VCS to care; (2) seeing the context and complexity of people's lives; (3) challenging attitudes and perceptions; (4) gaining confidence, knowledge and skills; and (5) supporting career decisions. Three benefits for VCS organisations were found: (1) cross-pollinating knowledge, skills and networks; (2) changing organisational cultures; (3) promoting careers in the VCS. CONCLUSIONS Changes to practice supervision models enabling closer relationships with the VCS were welcomed. Nursing leaders thought that VCS placements had potential to cross-pollinate ideas and harness the role of student nurses as knowledge brokers in increasingly integrated health and social care systems. Nurse educators should embrace opportunities offered through collaboration with the VCS for student learning and deeper partnerships across health and social care settings to enable students to gain deeper insight into the context and complexity of people's lives.
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Affiliation(s)
- Richard G Kyle
- Research & Evaluation, Public Health Wales, Cardiff, Wales, UK
| | | | - Kathie Lasater
- Edinburgh Napier University, Edinburgh, Scotland, UK; Oregon Health & Science University, Portland, OR, USA.
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Hewitt SL, Sheridan NF, Hoare K, Mills JE. Understanding the general practice nursing workforce in New Zealand: an overview of characteristics 2015-19. Aust J Prim Health 2021; 27:22-29. [PMID: 33508212 DOI: 10.1071/py20109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/06/2020] [Accepted: 10/12/2020] [Indexed: 11/23/2022]
Abstract
Limited knowledge about the nursing workforce in New Zealand general practice inhibits the optimal use of nurses in this increasingly complex setting. Using workforce survey data published biennially by the Nursing Council of New Zealand, this study describes the characteristics of nurses in general practice and contrasts them with the greater nursing workforce, including consideration of changes in the profiles between 2015 and 2019. The findings suggest the general practice nursing workforce is older, less diverse, more predominately New Zealand trained and very much more likely to work part-time than other nurses. There is evidence that nurses in general practice are increasingly primary health care focused, as they take on expanded roles and responsibilities. However, ambiguity about terminology and the inability to track individuals in the data are limitations of this study. Therefore, it was not possible to identify and describe cohorts of nurses in general practice by important characteristics, such as prescribing authority, regionality and rurality. A greater national focus on defining and tracking this pivotal workforce is called for to overcome role confusion and better facilitate the use of nursing scopes of practice.
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Affiliation(s)
- Sarah L Hewitt
- School of Nursing, College of Health, Massey University, Albany, Auckland 0632, New Zealand; and Corresponding author.
| | - Nicolette F Sheridan
- School of Nursing, College of Health, Massey University, Albany, Auckland 0632, New Zealand
| | - Karen Hoare
- School of Nursing, College of Health, Massey University, Albany, Auckland 0632, New Zealand
| | - Jane E Mills
- La Trobe Rural Health School, PO Box 199, Bendigo, Vic. 3552, Australia
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Mertens F, de Groot E, Meijer L, Wens J, Gemma Cherry M, Deveugele M, Damoiseaux R, Stes A, Pype P. Workplace learning through collaboration in primary healthcare: A BEME realist review of what works, for whom and in what circumstances: BEME Guide No. 46. MEDICAL TEACHER 2018; 40:117-134. [PMID: 29094626 DOI: 10.1080/0142159x.2017.1390216] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
BACKGROUND Changes in healthcare practice toward more proactive clinical, organizational and interprofessional working require primary healthcare professionals to learn continuously from each other through collaboration. This systematic review uses realist methodology to consolidate knowledge on the characteristics of workplace learning (WPL) through collaboration by primary healthcare professionals. METHODS Following several scoping searches, five electronic bibliographic databases were searched from January 1990 to December 2015 for relevant gray and published literature written in English, French, German and Dutch. Reviewers worked in pairs to identify relevant articles. A set of statements, based on the findings of our scoping searches, was used as a coding tree to analyze the papers. Interpretation of the results was done in alternating pairs, discussed within the author group and triangulated with stakeholders' views. RESULTS Out of 6930 references, we included 42 publications that elucidated who, when, how and what primary healthcare professionals learn through collaboration. Papers were both qualitative and quantitative in design, and focused largely on WPL of collaborating general practitioners and nurses. No striking differences between different professionals within primary healthcare were noted. Professionals were often unaware of the learning that occurs through collaboration. WPL happened predominantly through informal discussions about patient cases and modeling for other professionals. Any professionals could both learn and facilitate others' learning. Outcomes were diverse, but contextualized knowledge seemed to be important. DISCUSSION/CONCLUSIONS Primary care professionals' WPL is multifaceted. Existing social constructivist and social cognitivist learning theories form a framework from which to interpret these findings. Primary care policy makers and managers should ensure that professionals have access to protected time, earmarked for learning. Time is required for reflection, to learn new ways of interaction and to develop new habits within clinical practice.
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Affiliation(s)
- Fien Mertens
- a Department of Family Medicine and Primary Health Care , Ghent University , Gent , Belgium
| | - Esther de Groot
- b The Julius Center for Health Sciences and Primary Care , University Medical Center Utrecht , Utrecht , The Netherlands
| | - Loes Meijer
- b The Julius Center for Health Sciences and Primary Care , University Medical Center Utrecht , Utrecht , The Netherlands
| | - Johan Wens
- c Department of Primary and Interdisciplinary Care Antwerp , University of Antwerp , Antwerp , Belgium
| | - Mary Gemma Cherry
- d Psychology of Healthcare Research Group, Department of Psychological Sciences , Institute of Psychology, Health and Society, University of Liverpool , Liverpool , UK
| | - Myriam Deveugele
- a Department of Family Medicine and Primary Health Care , Ghent University , Gent , Belgium
| | - Roger Damoiseaux
- b The Julius Center for Health Sciences and Primary Care , University Medical Center Utrecht , Utrecht , The Netherlands
| | - Ann Stes
- e Antwerp School of Education, Centre for Excellence in Higher Education , University of Antwerp , Antwerp , Belgium
| | - Peter Pype
- a Department of Family Medicine and Primary Health Care , Ghent University , Gent , Belgium
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Lunden A, Teräs M, Kvist T, Häggman-Laitila A. A systematic review of factors influencing knowledge management and the nurse leaders' role. J Nurs Manag 2017; 25:407-420. [PMID: 28580645 DOI: 10.1111/jonm.12478] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/12/2017] [Indexed: 12/01/2022]
Abstract
AIM To describe factors facilitating or inhibiting the development of registered nurses' competency and nurse leader's role in knowledge management. BACKGROUND Nurses' competency directly influences patient safety and the quality and effectiveness of patient care. Challenges of nurse leaders in knowledge management include acquiring, assessing and utilising current knowledge and assessing and enhancing competency. EVALUATION A systematic search was conducted in PubMed, CINAHL, SCOPUS and ERIC databases in April 2015. The search identified 18 relevant research articles published between 2009 and 2015. The quality of the studies was appraised in accordance with study designs. KEY ISSUE Knowledge management is facilitated by an organisation culture that supports learning, sharing of information and learning together. Leader commitment and competency were factors related to leadership facilitating knowledge management. CONCLUSION Nurse leaders need evidence-based interventions to support shared learning and to create infrastructures that facilitate competence development. Future research is especially needed to evaluate connections between knowledge management and patient outcomes. IMPLICATIONS FOR NURSING MANAGEMENT AND LEADERSHIP The results of this review can be utilised in enhancing factors to facilitate knowledge management in clinical practice and identifying nurse leaders' role in strengthening nurses' competency.
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Affiliation(s)
- Anne Lunden
- City of Helsinki, Department of Social Services and Health Care, Department of Nursing Science, University of Eastern Finland, Helsinki, Finland
| | - Marianne Teräs
- Department of Education, University of Stockholm, Stockholm, Sweden
| | - Tarja Kvist
- Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
| | - Arja Häggman-Laitila
- City of Helsinki, Department of Social Services and Health Care, Department of Nursing Science, University of Eastern Finland, Kuopio, Finland
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Voldbjerg SL, Grønkjaer M, Sørensen EE, Hall EO. Newly graduated nurses’ use of knowledge sources: a meta-ethnography. J Adv Nurs 2016; 72:1751-65. [DOI: 10.1111/jan.12914] [Citation(s) in RCA: 27] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 12/04/2015] [Indexed: 11/28/2022]
Affiliation(s)
- Siri Lygum Voldbjerg
- Department of Nursing; University College of Northern Denmark; Aalborg Denmark
- Clinical Nursing Research Unit; Aalborg University Hospital; Aalborg Denmark
| | - Mette Grønkjaer
- Clinical Nursing Research Unit; Aalborg University Hospital; Aalborg Denmark
| | - Erik Elgaard Sørensen
- Clinical Nursing Research Unit; Aalborg University Hospital; Aalborg Denmark
- Department of Clinical Medicine; Aalborg University; Aalborg Denmark
| | - Elisabeth O.C. Hall
- Section of Nursing; Department of Public Health, Health; Aarhus University; Aalborg Denmark
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Retaining new graduate nurses in practice; under-pinning the theory of reciprocal role modelling with ‘routinisation’ theory and transition shock. SOCIAL THEORY & HEALTH 2015. [DOI: 10.1057/sth.2015.30] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Lapeña-Moñux YR, Cibanal-Juan L, Orts-Cortés MI, Maciá-Soler ML, Palacios-Ceña D. Supplemental nursing staff´s experiences at a Spanish hospital: Qualitative phenomenology research. Rev Esc Enferm USP 2015; 48 Spec No. 2:59-65. [PMID: 25830737 DOI: 10.1590/s0080-623420140000800010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2014] [Accepted: 07/16/2014] [Indexed: 11/21/2022] Open
Abstract
The objective of this study was to describe the Supplemental Nursing Staff´s experiences at different hospital units. A qualitative phenomenological approach was conducted; a purposeful and theoretical sampling was implemented with supplemental nursing staff at Santa Barbara Hospital of Soria (Spain), to gain a more in-depth understanding of the Supplemental Nursing Staff ´s experience. Data were collected by in-depth interviews and through a field notebook. Data were analyzed using the Giorgi proposal. Twenty-one nurses with a mean age of 46 years were included. Three main topics emerged from the data analysis: building the first contact, carving out a niche and establishing interprofessional/interpersonal relationships. We conclude that the experience of hosting the supplemental nursing staff in changing clinical environments is conditioned by various factors. It is necessary for nurses and hospital managers to establish clear objectives with regard to the supplemental nursing staff´s role in the units.
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Affiliation(s)
| | | | | | | | - Domingo Palacios-Ceña
- Rehabilitation and Physical Medicine, University Rey Juan Carlos, Department of Physical Therapy, Occupational Therapy, Madrid, Spain
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