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Paterson C, Leduc C, Maxwell M, Aust B, Strachan H, O'Connor A, Tsantila F, Cresswell-Smith J, Purebl G, Winter L, Fanaj N, Doukani A, Hogg B, Corcoran P, D'Alessandro L, Mathieu S, Hegerl U, Arensman E, Greiner BA. Barriers and facilitators to implementing workplace interventions to promote mental health: qualitative evidence synthesis. Syst Rev 2024; 13:152. [PMID: 38849924 PMCID: PMC11157821 DOI: 10.1186/s13643-024-02569-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/08/2023] [Accepted: 05/17/2024] [Indexed: 06/09/2024] Open
Abstract
BACKGROUND Despite growing interest in workplace mental health interventions, evidence of their effectiveness is mixed. Implementation science offers a valuable lens to investigate the factors influencing successful implementation. However, evidence synthesis is lacking, especially for small-to-medium-sized enterprises (SMEs) and for specific work sectors. The objectives of this review are to establish the scope of research with explicit analysis of implementation aspects of workplace mental health interventions and to identify barriers and facilitators to implementation in general and within SMEs and selected sectors. METHODS A systematic scoping review and meta-synthesis of mixed methods process evaluation research from 11 databases, with the evaluation of methodological quality (MMAT) and confidence in findings (CERQual), was conducted. We selected information-rich studies and synthesised them using domains within the Nielsen and Randall implementation framework: context, intervention activities, implementation; and mental models. RESULTS We included 43 studies published between 2009 and 2022, of which 22 were rated as information-rich to be analysed for barriers and facilitators. Most studies were conducted in healthcare. Facilitators reflecting 'high confidence' included: relevant and tailored content, continuous and pro-active leadership buy-in and support, internal or external change agents/champions, assistance from managers and peers, resources, and senior-level experience and awareness of mental health issues. Healthcare sector-specific facilitators included: easy accessibility with time provided, fostering relationships, clear communication, and perceptions of the intervention. Stigma and confidentiality issues were reported as barriers overall. Due to the small number of studies within SMEs reported findings did not reach 'high confidence'. A lack of studies in construction and Information and Communication Technology meant separate analyses were not possible. CONCLUSIONS There is dependable evidence of key factors for the implementation of workplace mental health interventions which should be used to improve implementation. However, there is a lack of studies in SMEs and in a larger variety of sectors. SYSTEMATIC REVIEW REGISTRATION Research Registry ( reviewregistry897 ).
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Affiliation(s)
- Charlotte Paterson
- Nursing, Midwifery and Allied Health Professional Research Unit, University of Stirling, Pathfoot Building, Stirling, FK9 4LA, Scotland, UK
| | - Caleb Leduc
- School of Public Health, University College Cork, Western Gateway Building, Cork, Ireland
- National Suicide Research Foundation, Western Gateway Building, Cork, Ireland
| | - Margaret Maxwell
- Nursing, Midwifery and Allied Health Professional Research Unit, University of Stirling, Pathfoot Building, Stirling, FK9 4LA, Scotland, UK.
| | - Birgit Aust
- National Research Centre for the Working Environment, Lersø Parkallé 105, Copenhagen, 2100, Denmark
| | - Heather Strachan
- Nursing, Midwifery and Allied Health Professional Research Unit, University of Stirling, Pathfoot Building, Stirling, FK9 4LA, Scotland, UK
| | | | - Fotini Tsantila
- LUCAS, Centre for Care Research and Consultancy, KU Leuven, Louvain, 3000, Belgium
| | - Johanna Cresswell-Smith
- Finnish Institute for Health and Welfare (THL) Equality Unit-Mental Health Team, Helsinki, Finland
| | - Gyorgy Purebl
- Institute of Behavioural Sciences, Semmelweis University, Budapest, Hungary
| | - Lars Winter
- Phrenos Center of Expertise for Severe Mental Illnesses, Utrecht, the Netherlands
| | - Naim Fanaj
- Mental Health Center Prizren, Prizren, Kosovo
- Almae Mater Europaea Campus College Rezonanca, Prishtina, Kosovo
| | - Asmae Doukani
- Centre for Global Mental Health, Department of Population Health, London School of Hygiene & Tropical Medicine, Keppel Street, London, WC1E 7HT, UK
| | - Bridget Hogg
- Centre Fòrum Research Unit, Institute of Mental Health, Hospital del Mar Barcelona, Barcelona, SpainHospital del Mar Research Institute, Barcelona, Spain
- Centro de Investigación Biomédica en Red de Salud Mental (CIBERSAM), Instituto Carlos III, Madrid, Spain
| | - Paul Corcoran
- School of Public Health, University College Cork, Western Gateway Building, Cork, Ireland
- National Suicide Research Foundation, Western Gateway Building, Cork, Ireland
| | - Luigia D'Alessandro
- International Association for Suicide Prevention (IASP), 5221 Wisconsin Avenue NW, Washington, DC, 20015, USA
| | - Sharna Mathieu
- Australian Institute for Suicide Research and Prevention, World Health Organization Collaborating Centre for Research and Training in Suicide Prevention, Brisbane, Australia
- School of Applied Psychology, Griffith University, Mt. Gravatt Campus, Brisbane, QLD, 4122, Australia
| | - Ulrich Hegerl
- European Alliance Against Depression E.V., Leipzig, 04109, Germany
- Department of Psychiatry, Psychosomatic Medicine and Psychotherapy, University Hospital, Goethe University, Frankfurt Am Main, 60528, Germany
| | - Ella Arensman
- School of Public Health, University College Cork, Western Gateway Building, Cork, Ireland
- National Suicide Research Foundation, Western Gateway Building, Cork, Ireland
- Australian Institute for Suicide Research and Prevention, School of Applied Psychology, Griffith University, Brisbane, Australia
| | - Birgit A Greiner
- School of Public Health, University College Cork, Western Gateway Building, Cork, Ireland
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Kakyo TA, Xiao LD, Chamberlain D. The role of motivation in the initiation and maintening mentoring relationships among nurses and midwives. Int Nurs Rev 2024. [PMID: 38683142 DOI: 10.1111/inr.12977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/26/2023] [Accepted: 04/03/2024] [Indexed: 05/01/2024]
Abstract
AIM To understand clinicians' motivations to engage in mentoring to support newly graduated nurses and midwives working in hospital settings. BACKGROUND Nursing and midwifery literature has established the benefits of mentoring and challenges that affect the effectiveness of formal mentoring programmes. No studies have explored hospital nurses' and midwives' motivations to mentor in the absence of the obligatory status and associated rewards of institutionalised mentoring. METHODS A qualitative descriptive study with 35 nurses and midwives working in three public hospitals in the western, northern and northwestern parts of Uganda. Data were collected using semistructured interviews. Reflexive thematic analysis was applied to interpret the data. We have adhered to COREQ reporting guidelines. RESULTS The study revealed three salient themes that capture nursing and midwifery professionals' mentoring perspectives. Participants expressed confidence in their inherent mentoring capacities and were often motivated by a desire to reciprocate prior mentoring experiences. Their mentoring approaches varied between self-focused and other-focused motivations, with some overlap in perspectives on hierarchical versus relational mentoring. Across the board, there was a strong consensus on the need of mentoring for individual clinicians, healthcare institutions and the broader profession. The study highlights five opportunities that can be harnessed to design future mentoring programmes. CONCLUSIONS The findings delineate a complex interplay between self-centred and altruistic mentoring motivations, aligning with hierarchical or mutually beneficial mentoring paradigms. IMPLICATIONS FOR NURSING POLICY Nurse managers should tailor mentoring programmes to align with these intrinsic motivations, affirm the enduring need for mentoring, and leverage existing institutional resources to create both acceptable and efficient mentoring frameworks.
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Affiliation(s)
- Tracy Alexis Kakyo
- Flinders University, College of Nursing and Health Sciences, Caring Futures Institute, Adelaide, Australia
- Faculty of Health Sciences, Muni University, Arua, Uganda
| | - Lily Dongxia Xiao
- Flinders University, College of Nursing and Health Sciences, Caring Futures Institute, Adelaide, Australia
| | - Diane Chamberlain
- Flinders University, College of Nursing and Health Sciences, Caring Futures Institute, Adelaide, Australia
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Sedigh A, Bagheri S, Naeimi P, Rahmanian V, Sharifi N. The effect of peer mentoring program on clinical academic progress and psychological characteristics of operating room students: a parallel randomized controlled trial. BMC MEDICAL EDUCATION 2024; 24:438. [PMID: 38649841 PMCID: PMC11036741 DOI: 10.1186/s12909-024-05424-z] [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: 12/29/2023] [Accepted: 04/12/2024] [Indexed: 04/25/2024]
Abstract
BACKGROUND One of the new educational systems is the mentorship method. This study aimed to investigate the effect of peer mentoring program on clinical academic progress and psychological characteristics of operating room students. METHODS This research was a randomized controlled trial that was conducted on undergraduate students in the operating room department of Khomein Faculty of Medical Sciences, Markazi Province in Iran. The number of operating room students were 70 that were divided into intervention and control groups by random allocation using Permuted Block Randomization. Inclusion criteria included all operating room students who were in internship, and exclusion criteria included failure to complete the questionnaires. The data collection tools were the demographic questionnaire, Depression Anxiety Stress Scale, Rosenberg Self-Esteem Scale and Situational Motivational Scale. In the control group, clinical training was done in the traditional way. In the intervention group, training was done by peer mentoring method. The obtained data were analyzed using descriptive statistics, independent t-test, paired t-test, chi-square test, ANCOVA, univariable and multivariable linear regression. RESULTS The study revealed significant differences between the intervention and control groups. Post-intervention, the intervention group demonstrated substantial increases in self-confidence (mean difference = 5.97, p < 0.001) and significant reductions in stress levels (mean difference = -3.22, p < 0.001). Conversely, minimal changes were noted in the control group for both self-confidence (mean difference = 0.057, p = 0.934) and stress levels (mean difference = 0.142, p = 0.656). Although both groups experienced decreases in anxiety and depression levels, these changes were not statistically significant (p > 0.05). Furthermore, the intervention significantly enhanced academic progress in the intervention group compared to the control group (mean difference = 20.31, p < 0.001). CONCLUSION The results showed that the implementation of the peer mentoring program was effective in improving academic progress, self-confidence, and reducing the stress of operating room students. Therefore, this educational method can be used in addition to the usual methods to improve the education of operating room students.
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Affiliation(s)
- Amin Sedigh
- Molecular and Medicine Research Center, Khomein University of Medical Sciences, Khomein, Iran
| | - Sara Bagheri
- Department of Medical Education, School of Medical Education and Learning Technologies, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Pariya Naeimi
- Student Research Committee, Khomein University of Medical Sciences, Khomein, Iran
| | - Vahid Rahmanian
- Department of Public Health, Torbat Jam Faculty of Medical Sciences, Torbat Jam, Iran
| | - Nader Sharifi
- Department of Public Health, Khomein University of Medical Sciences, Khomein, Iran.
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Nastran A, Praprotnik D, Renko J, Ličen S, Prosen M. Medosebni odnos med mentorjem in mentorirancem v klinični praksi zdravstvene nege. OBZORNIK ZDRAVSTVENE NEGE 2023. [DOI: 10.14528/snr.2023.57.1.3160] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/21/2023] Open
Abstract
Uvod: Medosebni odnos med mentorjem in mentorirancem je ključnega pomena za uspešno izpeljan proces mentoriranja in izobraževanje novega kadra na področju zdravstvene nege. Namen raziskave je bil preučiti in raziskati medosebne odnose med mentorji in mentoriranci zdravstvene nege ter ugotoviti, kateri dejavniki krojijo njihove odnose.Metode: Uporabljena je bila kvalitativna metodologija raziskovanja in deskriptivno-interpretativni dizajn. Podatki na namenskem vzorcu štirih mentorjev so bili pridobljeni z individualnimi delno strukturiranimi intervjuji in na vzorcu osmih mentorirancev s pomočjo dveh fokusnih skupin. Podatki so bili zbrani v decembru 2021 in analizirani z metodo analize vsebine.Rezultati: Ugotovljeno je bilo, da mentorji in mentoriranci njihov medosebni odnos dojemajo podobno. Identificirali smo skupno glavno temo »medosebni odnos mentor – mentoriranec« ter glavni podtemi »značilnosti medosebnega odnosa mentor – mentoriranec« in »dejavniki medosebnega odnosa mentor – mentoriranec«. Tako mentorji kot mentoriranci imajo skladna pričakovanja glede njihove vloge. Kot glavne dejavnike medosebnega odnosa so oboji izpostavili osebnostne lastnosti mentorja in mentoriranca, postavljanje mej v medosebnem odnosu, čas, namenjen vzpostavljanju medosebnega odnosa, ter razlike v odnosu glede na področje kliničnega usposabljanja.Diskusija in zaključek: Ugotovljeni so bili ključne značilnosti in dejavniki medosebnega odnosa med mentorjem in mentorirancem v procesu mentoriranja. Izpostavili smo ključne elemente, ki se jih morajo v procesu kliničnega usposabljanja zavedati vsi udeleženci, saj le tako lahko premostijo različne potencialne ovire in izboljšajo izkušnjo mentoriranja v kliničnem okolju.
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Slater PJ, Herbert AR. Mentoring the Wellbeing of Specialist Pediatric Palliative Care Medical and Nursing Trainees: The Quality of Care Collaborative Australia. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:183-194. [PMID: 36895617 PMCID: PMC9990446 DOI: 10.2147/amep.s393052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/11/2022] [Accepted: 02/07/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The Quality of Care Collaborative Australia (QuoCCA), working across 6 tertiary centers throughout Australia, builds capability in the generalist and specialist pediatric palliative care (PPC) workforce, by providing education in metropolitan and regional areas. As part of the education and mentoring framework, Medical Fellows and Nurse Practitioner Candidates (trainees) were funded by QuoCCA at four tertiary hospitals throughout Australia. OBJECTIVE This study explores the perspectives and experiences of clinicians who had occupied the QuoCCA Medical Fellow and Nurse Practitioner trainee positions in the specialised area of PPC at Queensland Children's Hospital, Brisbane, to identify the ways in which they were supported and mentored to maintain their wellbeing and facilitate sustainable practice. METHODS Discovery Interview methodology was used to collect detailed experiences of 11 Medical Fellows and Nurse Practitioner candidates/trainees employed by QuoCCA from 2016 to 2022. RESULTS The trainees were mentored by their colleagues and team leaders to overcome challenges of learning a new service, getting to know the families and building their competence and confidence in providing care and being on call. Trainees experienced mentorship and role modelling of self-care and team care that promoted wellbeing and sustainable practice. Group supervision provided dedicated time for reflection as a team and development of individual and team wellbeing strategies. The trainees also found it rewarding to support clinicians in other hospitals and regional teams that cared for palliative patients. The trainee roles provided the opportunity to learn a new service and broaden career horizons as well as establish wellbeing practices that could be transferred to other areas. CONCLUSION Collegial interdisciplinary mentoring, with the team learning together and caring for each other along common goals, contributed immensely to the wellbeing of the trainees as they developed effective strategies to ensure their sustainability in caring for PPC patients and families.
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Affiliation(s)
- Penelope J Slater
- Oncology Services Group, Queensland Children’s Hospital, Children’s Health Queensland Hospital and Health Service, Brisbane, QLD, Australia
| | - Anthony R Herbert
- Paediatric Palliative Care Service, Queensland Children’s Hospital, Children’s Health Queensland Hospital and Health Service, Brisbane, QLD, Australia
- Centre for Children’s Health Research, Queensland University of Technology, Brisbane, QLD, Australia
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Mavragani A, Davey Z, Srikesavan C, Hart L, Butcher D, Cipriani A. Implementation of a Web-Based Resilience Enhancement Training for Nurses: Pilot Randomized Controlled Trial. J Med Internet Res 2023; 25:e43771. [PMID: 36787181 PMCID: PMC9975925 DOI: 10.2196/43771] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/28/2022] [Revised: 12/22/2022] [Accepted: 01/12/2023] [Indexed: 02/15/2023] Open
Abstract
BACKGROUND Global workforce challenges faced by health care providers are linked to low levels of job satisfaction, recruitment, retention, and well-being, with detrimental impacts on patient care outcomes. Resilience-building programs can provide support for staff who endure highly stressful environments, enhance resilience, and support recruitment and retention, with web-based formats being key to increasing accessibility. OBJECTIVE We aimed to examine participants' engagement with a newly developed Resilience Enhancement Online Training for Nurses (REsOluTioN), explore its acceptability, and compare levels of resilience and psychological well-being in nurses who completed REsOluTioN with those who did not. METHODS We carried out a pilot randomized trial (1:1), conducted at a single site (mental health and community trust in South England) between August 2021 and May 2022. Local research ethics approvals were obtained. Nurses were invited to participate and were randomly assigned to a waitlist group or REsOluTioN group. Training lasted for 4 weeks, consisting of prereading, web-based facilitated sessions, and mentorship support. We evaluated trial engagement, acceptability of training, and pre-post changes in resilience, measured by the Brief Resilience Scale, and psychological well-being, measured by the Warwick Edinburgh Mental Wellbeing Scale. Qualitative participant feedback was collected. Consolidated Standards of Reporting Trials 2010 extension guidelines for reporting pilot and feasibility trials were used. RESULTS Of 108 participants recruited, 93 completed the study. Participants' mean age was 44 (SD 10.85) years. Most participants were female (n=95, 88.8%), White (n=95, 88.8%), and worked in community settings (n=91, 85.0%). Sixteen facilitated and 150 mentoring sessions took place. Most REsOluTioN program participants reported the sessions helped improve their resilience (n=24, 72.8%), self-confidence (n=24, 72.7%), ability to provide good patient care (n=25, 75.8%), relationships with colleagues (n=24, 72.7%), and communication skills (n=25, 75.8%). No statistically significant differences between training and control groups and time on well-being (F1,91=1.44, P=.23, partial η2=0.02) and resilience scores (F1,91=0.33, P=.57, partial η2=0.004) were revealed; however, there were positive trends toward improvement in both. Nurse participants engaged with the REsOluTioN program and found it acceptable. Most found web-based training and mentoring useful and enjoyed learning, reflection, networking, and participatory sessions. CONCLUSIONS The REsOluTioN program was acceptable, engaging, perceived as useful, and nurses were keen for it to be implemented to optimize resilience, psychological health, communication, and workplace environments. The study has evidenced that it is acceptable to implement web-based resilience programs with similar design features within busy health care settings, indicating a need for similar programs to be carefully evaluated. Mentorship support may also be a key in optimizing resilience. Trial limitations include small sample size and reduced statistical power; a multicenter randomized controlled trial could test effectiveness of the training on a larger scale. TRIAL REGISTRATION ClinicalTrials.gov NCT05074563; https://clinicaltrials.gov/ct2/show/NCT05074563. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) RR2-10.2196/37015.
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Affiliation(s)
| | - Zoe Davey
- Oxford Institute for Nursing, Midwifery and Allied Health Research, Oxford Brookes University, Oxford, United Kingdom
| | - Cynthia Srikesavan
- Oxford Institute for Nursing, Midwifery and Allied Health Research, Oxford Brookes University, Oxford, United Kingdom
| | - Liam Hart
- Research and Development, Oxford Health NHS Foundation Trust, Oxford, United Kingdom
| | - Dan Butcher
- Oxford Institute for Nursing, Midwifery and Allied Health Research, Oxford Brookes University, Oxford, United Kingdom
| | - Andrea Cipriani
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
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Henshall C, Ostinelli E, Harvey J, Davey Z, Aghanenu B, Cipriani A, Attenburrow MJ. Examining the Effectiveness of Web-Based Interventions to Enhance Resilience in Health Care Professionals: Systematic Review. JMIR MEDICAL EDUCATION 2022; 8:e34230. [PMID: 36066962 PMCID: PMC9490530 DOI: 10.2196/34230] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/18/2022] [Revised: 07/12/2022] [Accepted: 07/31/2022] [Indexed: 06/15/2023]
Abstract
BACKGROUND Internationally, the impact of continued exposure to workplace environmental and psychological stressors on health care professionals' mental health is associated with increased depression, substance misuse, sleep disorders, and posttraumatic stress. This can lead to staff burnout, poor quality health care, and reduced patient safety outcomes. Strategies to improve the psychological health and well-being of health care staff have been highlighted as a critical priority worldwide. The concept of resilience for health care professionals as a tool for negotiating workplace adversity has gained increasing prominence. OBJECTIVE This systematic review aims to examine the effectiveness of web-based interventions to enhance resilience in health care professionals. METHODS We searched the PubMed, CINAHL, PsycINFO, and Ovid SP databases for relevant records published after 1990 until July 2021. We included studies that focused on internet-delivered interventions aiming at enhancing resilience. Study quality was assessed with the Risk of Bias 2 tool for randomized controlled trial designs and Joanna Briggs Institute critical appraisal tool for other study designs. The protocol was registered on PROSPERO (International Prospective Register of Systematic Reviews; CRD42021253190). PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) guidelines were followed. RESULTS A total of 8 studies, conducted between 2014 and 2020 and involving 1573 health care workers, were included in the review. In total, 4 randomized controlled trial designs and 4 pre- and postdesign studies were conducted across a range of international settings and health care disciplines. All of these studies aimed to evaluate the impact of web-based interventions on resilience or related symptoms in health care professionals involved in patient-facing care. Interventions included various web-based formats and therapeutic approaches over variable time frames. One randomized controlled trial directly measured resilience, whereas the remaining 3 used proxy measures to measure psychological concepts linked to resilience. Three pretest and posttest studies directly measured resilience, whereas the fourth study used a proxy resilience measure. Owing to the heterogeneity of outcome measures and intervention designs, meta-analysis was not possible, and qualitative data synthesis was undertaken. All studies found that resilience or proxy resilience levels were enhanced in health care workers following the implementation of web-based interventions. The overall risk of bias of all 8 studies was low. CONCLUSIONS The findings indicate that web-based interventions designed to enhance resilience may be effective in clinical practice settings and have the potential to provide support to frontline staff experiencing prolonged workplace stress across a range of health care professional groups. However, the heterogeneity of included studies means that findings should be interpreted with caution; more web-based interventions need rigorous testing to further develop the evidence base. TRIAL REGISTRATION PROSPERO CRD42021253190; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=253190.
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Affiliation(s)
- Catherine Henshall
- Oxford School of Nursing and Midwifery, Oxford Brookes University, Oxford, United Kingdom
- Warneford Hospital, Oxford Health National Health Service Foundation Trust, Oxford, United Kingdom
- Oxford Precision Psychiatry Lab, National Institute for Health Research Oxford Health Biomedical Research Centre, University of Oxford, Oxford, United Kingdom
- Oxford Institute for Nursing, Midwifery and Allied Health Research, Oxford Brookes University, Oxford, United Kingdom
| | - Edoardo Ostinelli
- Warneford Hospital, Oxford Health National Health Service Foundation Trust, Oxford, United Kingdom
- Oxford Precision Psychiatry Lab, National Institute for Health Research Oxford Health Biomedical Research Centre, University of Oxford, Oxford, United Kingdom
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Jade Harvey
- Warneford Hospital, Oxford Health National Health Service Foundation Trust, Oxford, United Kingdom
| | - Zoe Davey
- Oxford Institute for Nursing, Midwifery and Allied Health Research, Oxford Brookes University, Oxford, United Kingdom
| | - Bemigho Aghanenu
- Oxford School of Nursing and Midwifery, Oxford Brookes University, Oxford, United Kingdom
| | - Andrea Cipriani
- Warneford Hospital, Oxford Health National Health Service Foundation Trust, Oxford, United Kingdom
- Oxford Precision Psychiatry Lab, National Institute for Health Research Oxford Health Biomedical Research Centre, University of Oxford, Oxford, United Kingdom
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Mary-Jane Attenburrow
- Warneford Hospital, Oxford Health National Health Service Foundation Trust, Oxford, United Kingdom
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
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Davey Z, Srikesavan C, Cipriani A, Henshall C. It’s What We Do: Experiences of UK Nurses Working during the COVID-19 Pandemic: Impact on Practice, Identity and Resilience. Healthcare (Basel) 2022; 10:healthcare10091674. [PMID: 36141286 PMCID: PMC9498531 DOI: 10.3390/healthcare10091674] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Revised: 08/19/2022] [Accepted: 08/24/2022] [Indexed: 01/28/2023] Open
Abstract
The COVID-19 pandemic increased pressure on a nursing workforce already facing high levels of stress, burnout, and fatigue in the United Kingdom (UK) and internationally. The contribution of nurses to keeping the public safe was widely recognised as they met the challenges of delivering complex patient care during the healthcare crisis. However, the psychological impact of this on nurses’ health and wellbeing has been substantial, and the number of nurses leaving the profession in the UK is rising. The aim of this study was to explore the experiences of nurses working during the COVID-19 pandemic and the impact of this on their psychological health, wellbeing and resilience. The study is part of a wider project to develop and pilot an online resilience intervention for nurses during COVID-19. Five focus groups with 22 nurses were carried out online. Data was analysed thematically using the Framework Method. Four key themes relating to positive and negative impacts of working during the pandemic were identified: Rapid changes and contexts in flux; loss and disruption; finding opportunities and positive transformation; and reinforcing and strengthening identity. Implications for coping and resilience in nursing, nursing identities and workforce development are discussed.
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Affiliation(s)
- Zoe Davey
- Oxford Institute of Nursing Midwifery and Allied Health Research, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford OX3 0FL, UK
- Correspondence:
| | - Cynthia Srikesavan
- Oxford Institute of Nursing Midwifery and Allied Health Research, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford OX3 0FL, UK
| | - Andrea Cipriani
- Oxford Health NHS Foundation Trust, Warneford Hospital, Oxford OX3 7JX, UK
- Department of Psychiatry, University of Oxford, Oxford OX3 7JX, UK
- Oxford Precision Psychiatry Lab, NIHR Oxford Health, Oxford OX3 7JX, UK
| | - Catherine Henshall
- Oxford Institute of Nursing Midwifery and Allied Health Research, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford OX3 0FL, UK
- Oxford Health NHS Foundation Trust, Warneford Hospital, Oxford OX3 7JX, UK
- Oxford Precision Psychiatry Lab, NIHR Oxford Health, Oxford OX3 7JX, UK
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Nelson YM. Best Practices for Facilitating the Mentoring Experience for Nursing Students of Color. Nurs Clin North Am 2022; 57:563-573. [DOI: 10.1016/j.cnur.2022.06.006] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Srikesavan C, Davey Z, Cipriani A, Henshall C. Resilience Enhancement Online Training for Nurses (REsOluTioN): Protocol for a Pilot Randomized Controlled Trial. JMIR Res Protoc 2022; 11:e37015. [PMID: 35862692 PMCID: PMC9359309 DOI: 10.2196/37015] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/03/2022] [Accepted: 07/14/2022] [Indexed: 01/17/2023] Open
Abstract
BACKGROUND Globally, nurses are facing increased pressure to provide high-quality complex patient care within environments with scarce resources in terms of staffing, infrastructure, or financial reward. The strain and demand on the psychological health and well-being of nurses during COVID-19 has been substantial, with many experiencing burnout; as such, interventions to enhance resilience within the workplace are required. A face-to-face resilience enhancement training program for nurses that was effective in improving resilience levels was translated into a 4-week online training program, Resilience Enhancement Online Training for Nurses (REsOluTioN), to enable greater accessibility for nurses. OBJECTIVE This study aims to compare levels of resilience, psychological health, and well-being in nurses before and after the online resilience training compared to a wait list control group. It will also explore participants' engagement with the trial and their acceptability of the online training. METHODS This is a two-arm, parallel, randomized controlled trial with a 6-week follow-up period. Up to 100 registered nonagency nurses working at a National Health Service hospital trust in South England will be recruited. Four cohorts will run, and participants will be randomized into a wait list control group or to REsOluTioN. Pre- and postonline surveys will collect study outcome measure data. In the REsOluTioN arm, data will be collected on the perceived usefulness of the online training via an online survey. Institutional and health research authority approvals have been obtained. RESULTS REsOluTioN will aim to empower nurses to maintain and enhance their resilience while working under challenging clinical conditions. The online training will be interactive with input from mentors, health care leaders, and peers to promote engagement and enhanced communication, and will create a forum where nurses can express their views and concerns, without hierarchical infrastructures inhibiting them. This can increase self-knowledge and learning around workplace resilience coping strategies and provide a safe space to validate feelings through mentorship and peer support. Findings will be reported in accordance with the CONSORT (Consolidated Standards of Reporting Trials) guidelines. The trial is now finished and was conducted between August 2021 and May 2022. CONCLUSIONS The REsOluTioN trial will enable preliminary data to be gathered to indicate the online training's effectiveness in enhancing nurses' resilience in the workplace, with the potential for larger scale follow-up studies to identify its value to nurses working across a range of health care settings. TRIAL REGISTRATION ClinicalTrials.gov NCT05074563; https://clinicaltrials.gov/ct2/show/NCT05074563. INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID) DERR1-10.2196/37015.
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Affiliation(s)
- Cynthia Srikesavan
- Oxford School of Nursing and Midwifery, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, United Kingdom
| | - Zoe Davey
- Oxford School of Nursing and Midwifery, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, United Kingdom
| | - Andrea Cipriani
- Department of Psychiatry, University of Oxford, Oxford, United Kingdom
| | - Catherine Henshall
- Oxford School of Nursing and Midwifery, Faculty of Health and Life Sciences, Oxford Brookes University, Oxford, United Kingdom
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11
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Paine K, Prochnow JA. Leadership strategies to support resilience. Nurs Manag (Harrow) 2022; 53:12-19. [PMID: 35383671 DOI: 10.1097/01.numa.0000824024.53750.66] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Katee Paine
- Katee Paine , a clinical education specialist at M Health Fairview in Minneapolis, Minn., is a student in the MSN, Nursing and Organizational Leadership Program at Winona State University - Rochester in Rochester, Minn., where Jenny A. Prochnow is an associate professor and the coordinator of the graduate nursing leadership programs
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12
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Weber AM, Voos KC, Bakas TM, Rice JB, Blatz MA, Ribeiro APD, Tubbs-Cooley HL, Rota MJ, Kaplan HC. A clinical-academic partnership to develop a family management intervention for parents of preterm infants. J Clin Nurs 2022; 31:390-405. [PMID: 34219302 PMCID: PMC8724346 DOI: 10.1111/jocn.15929] [Citation(s) in RCA: 5] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/23/2020] [Revised: 02/23/2021] [Accepted: 05/10/2021] [Indexed: 02/03/2023]
Abstract
AIMS To examine the critical role that an academic clinical partnership played in the development and refinement of a family management intervention in the Neonatal Intensive Care Unit (NICU). BACKGROUND Clinical-academic partnerships enable earlier infusion of implementation science principles into development of evidence-based interventions, yet partners often report difficulty leveraging resources, personnel and expertise to create beneficial outcomes for all. DESIGN Longitudinal qualitative descriptive design. METHODS To develop and refine the intervention, designated time was taken during meetings of the NICU's Parent Partnership Council (PPC), a committee comprised of nursing, physician and allied health leadership and former NICU parents. Partnership was also achieved by having bedside clinical nurses, in addition to medical and nursing students, participate as research team members. Qualitative data were collected via email, research team and Council meetings, and informal individual chats with key stakeholders (N = 25) and NICU mothers (N = 22). Qualitative data were analysed deductively using thematic analysis based on MacPhee's partnership logic model and the Reach, Effectiveness, Adoption, Implementation and Maintenance (RE-AIM) model. The consolidated criteria for reporting qualitative research checklist guided our work. RESULTS During Council meetings, the clinical-academic nurse, Director of Family-Integrated Care and Council members identified the need for a family management intervention, and worked together to develop and refine PREEMIE PROGRESS. Mothers found the intervention had numerous strengths and perceived a benefit knowing they helped future parents. CONCLUSIONS This work was only possible by leveraging both the university's technology/research resources and the clinical expertise of the NICU staff and PPC. Co-authored presentations, publications and grant funding continued this NICU's legacy in family-centred care and helped shape the clinical-academic nurse's career. RELEVANCE TO CLINICAL PRACTICE Clinical-academic partnerships can promote excellence in nursing practice, research and education through swifter knowledge translation and earlier infusion of implementation science principles into the development of evidence-based nursing interventions.
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Affiliation(s)
- Ashley M. Weber
- College of Nursing, University of Cincinnati, 310 Proctor Hall, 3110 Vine St, Cincinnati, OH 45221
| | - Kristin C Voos
- Division of Neonatology, Director of Family Integrated Care: Neonatal Intensive Care Unit, Rainbow Babies and Children’s Hospital, University Hospitals Cleveland Medical Center
| | | | - Jared B. Rice
- , Neonatal Intensive Care Unit, Rainbow Babies and Children’s Hospital, University Hospitals Cleveland Medical Center
| | - Mary Ann Blatz
- NICU Nursing Research & Development, Neonatal Intensive Care Unit, Rainbow Babies and Children’s Hospital, University Hospitals Cleveland Medical Center
| | - Ana Paula Duarte Ribeiro
- Division of Neonatology, Rainbow Babies and Children’s Hospital, University Hospitals Cleveland Medical Center
| | - Heather L. Tubbs-Cooley
- Pitzer Center for Women, Children, and Youth, College of Nursing, Associate Professor, College of Medicine
- Department of Pediatrics, The Ohio State University, Faculty Affiliate, Translational Data Analytics Institute, The Research Institute at Nationwide Children’s Hospital
- Center for Perinatal Research
| | - Matthew J. Rota
- Director, Center for Academic Technology, Educational Resources and Instructional Design, Apple Distinguished Educator, College of Nursing, University of Cincinnati
| | - Heather C. Kaplan
- Department of Pediatrics, University of Cincinnati College of Medicine, Perinatal Institute and James M. Anderson Center for Health Systems Excellence, Cincinnati Children’s Hospital Medical Center
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Wissemann K, Bloxsome D, De Leo A, Bayes S. What are the benefits and challenges of mentoring in midwifery? An integrative review. WOMEN'S HEALTH 2022; 18:17455057221110141. [PMID: 35801517 PMCID: PMC9274419 DOI: 10.1177/17455057221110141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Aim: The aim of this review was to synthesize best available evidence on mentoring
programmes for midwives who have worked within the clinical setting for more
than 1 year. Background: Lack of job satisfaction, stress, burnout and limited managerial support
contributes to midwifery workforce attrition and the ongoing global shortage
of midwives. Mentoring may be one way to improve staff retention, leading to
positive clinical and organizational outcomes. Design: A five-step integrative review approach, based on a series of articles
published by the Joanna Briggs Institute for conducting systematic reviews,
was used to develop a search strategy, selection criteria, method for
quality appraisal and the extraction and synthesis of data. Methods: Relevant articles were sought from the following databases: Cumulative Index
to Nursing and Allied Health Literature, MEDLINE, PubMed, MIDIRS and Scopus.
The search and screening process was guided by the Preferred Reporting Items
for Systematic Reviews and Meta Analysis 2009 checklist. Narrative analysis
was used to develop four main categories derived from the results from the
included studies. Results: Eight studies were included in this review from which four themes were
developed that are relevant to mentoring in midwifery; the impact on
midwives’ direct environment, their immediate relationships with peers and
management, and the overarching influence of the organization directly
impact the accessibility and support midwives receive in mentoring
programmes. Conclusion: To enhance staff retention in the workforce, midwives require support from
the wider organization in which they work. Relevance to clinical practice: Understanding midwives’ perspectives of mentoring programmes will directly
influence the development of midwifery-specific mentoring programmes, which
may lead to improved staff retention in the midwifery workforce.
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Affiliation(s)
| | | | | | - Sara Bayes
- Edith Cowan University, Alkimos, WA, Australia
- Australian Catholic University, Melbourne, VIC, Australia
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14
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Zhai X, Ren LN, Liu Y, Liu CJ, Su XG, Feng BE. Resilience Training for Nurses: A Meta-analysis. J Hosp Palliat Nurs 2021; 23:544-550. [PMID: 34313624 DOI: 10.1097/njh.0000000000000791] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Nurses frequently face stressful situations during work, which makes resilience an essential quality of their personality to cope with professional stress and to prevent burnout. Resilience can be improved by training and practice. To analyze the effect of resilience training in nurses, studies reporting the changes in resilience before and after resilience training were identified by conducting the literature search in electronic databases. Meta-analyses of standardized mean differences (SMDs) between postintervention and preintervention scores of resilience and other related variables were performed. Thirteen studies (576 nurse participants) were included. Resilience training improved the resilience scores of the participants (SMD, 0.58; 95% confidence interval [CI], 0.23-0.94; P = .001), whereas there was no improvement in the resilience scores of nurses who did not participate in resilience training (SMD, -0.13; 95% CI, -0.54 to 0.27; P = .523). The stress (SMD, -0.60; 95% CI, -0.80 to -0.40; P < .00001), anxiety (SMD, -0.50; 95% CI, -0.80 to -0.20; P = .001), depression (SMD, -0.43; 95% CI, -0.67 to -0.19; P < .0001), and burnout (SMD, -1.01; 95% CI, -1.25 to -0.76; P <˂ .0001) scores of the participants were also decreased after resilience training. In conclusion, resilience training improved the resilience scores of nurses, which was also associated with improvements in stress, depression, anxiety, and burnout scores. However, because of the variations in training contents and measuring tools, only generalized assessments could be made.
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Henshall C, Kozlowska O, Walthall H, Heinen A, Smith R, Carding P. Interventions and strategies aimed at clinical academic pathway development for nurses in the United Kingdom: A systematised review of the literature. J Clin Nurs 2021; 30:1502-1518. [PMID: 33434295 DOI: 10.1111/jocn.15657] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/22/2020] [Revised: 12/13/2020] [Accepted: 12/31/2020] [Indexed: 11/27/2022]
Abstract
AIMS AND OBJECTIVES To review interventions and strategies designed to progress UK clinical academic career pathways in nursing and identify barriers and facilitators to aid wider implementation. BACKGROUND For over a decade, the UK political agenda has promoted the entry of nurses into clinical academic roles. Partnerships between the National Health Service and academia are known to increase nursing recruitment, retention and quality of care. However, there remains a lack of nurses working in these partnership roles. DESIGN A systematised review was conducted. An electronic database search was carried out in PubMed, CINAHL, the British Nursing Database and PsychInfo for articles published between September 2006 to June 2020. A narrative approach to data synthesis was used, and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines were followed. RESULTS Ten papers were included in the review. The authors reported a range of programmes, pathways and toolkits. Pathway outcome measures included numbers of nurses recruited onto clinical academic programmes, clinical academic programmes completed, nursing research outputs, impact on clinical practice and impact on nursing recruitment. Barriers and facilitators to pathway development included funding, clinical and research time constraints, infrastructure, strong and strategic clinical academic leadership and effective partnership working. The quality of the included studies was mixed; more high-quality, evidence-based programmes need to be developed and rigorously evaluated. CONCLUSIONS The findings can inform nursing clinical academic research pathway development internationally, by identifying key drivers for success. Sustained and cohesive implementation of clinical academic research pathways is lacking across the UK. RELEVANCE TO CLINICAL PRACTICE Strong, strategic leadership is required to enable progression of clinical academic nursing research pathway opportunities. Clinical nursing practitioners need to collaborate with external partners to enable development of clinical academic pathways within the nursing profession; this can lead to improvements in patient care and high-quality clinical outcomes.
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Affiliation(s)
| | | | - Helen Walthall
- Oxford University Hospitals NHS Foundation Trust, Oxford, UK
| | - Anna Heinen
- Oxford Health NHS Foundation Trust, Oxford, UK
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