1
|
Kangasniemi M, Rannikko S, Leino-Kilpi H. Nurses' collegiality: An evolutionary concept analysis. Nurs Ethics 2023:9697330231221197. [PMID: 38108288 DOI: 10.1177/09697330231221197] [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: 12/19/2023]
Abstract
Collegiality is one of the fundamental values of the nursing profession. During the nursing history, collegiality has been described as part of a nurse's relationship with their peers and it influences the quality of care they provide and job satisfaction and commitment to their work. Despite earlier definitions, the concept of collegiality in nursing has remained unclear. The aim of this study was to clarify the concept of collegiality in the nursing profession, using Rodger's evolutionary concept analysis. We carried out electronic searches using the CINAHL, PubMed, Scopus, Web of Science, SocINDEX, PsycINFO and Eric databases and manual searches of the reference lists of the selected papers. The searches were limited to peer-reviewed papers published in English language from the inception of database to November 2022. This identified 25 papers. Based on our analysis, the attributes of the concept of collegiality were achieving mutual goals together with equality, reciprocity, trusted advocacy, powerful self-regulation and engaged belongingness. Antecedents of the concept included existing professional group, connection between professionals and professional self-esteem. The consequences were strengthening nurses' professional status, job satisfaction and their ability to provide the best possible patient care. We found that nurses' collegiality was a value-based concept, with a unique character based on professional connections. The concept brought together ethical and pragmatic strategies to achieve the best possible results for the nursing profession. Provided knowledge can be applied for further development of the concept and applying it in clinical research and practice. The concept of nurses' collegiality should also be studied in the future because both the profession and their working environment are constantly changing.
Collapse
|
2
|
Xue B, Feng Y, Zheng J, Li X, Zhao Y, Yang X, Zhang Y, Wang S, Hu Z, Luo H. Phenomenological characteristics of autobiographical future thinking in nurses with burnout: a case-control study. Front Psychol 2023; 14:1216036. [PMID: 37881220 PMCID: PMC10597650 DOI: 10.3389/fpsyg.2023.1216036] [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: 06/06/2023] [Accepted: 09/26/2023] [Indexed: 10/27/2023] Open
Abstract
Objective Nurses constitute the largest group of healthcare workers worldwide, and job burnout is very common among them. This study aims to explore abnormal future thinking in nurses with burnout. Additionally, the study investigates whether these manifestations worsen as burnout progresses. Methods The study was conducted in inpatient ward nurses at a tertiary hospital in Hangzhou, China. In the first phase, two group of nurses were recruited: nurses with burnout (N = 70) and nurses without burnout (N = 70). In the second phase, three groups were recruited according to the burnout levels: mild burnout (N = 43), moderate burnout (N = 42) and severe burnout (N = 43). Data on job burnout were obtained using the Chinese Maslach Burnout Inventory. The Sentence Completion for Events in the Future Test (SCEFT) was employed to measure the content of future thinking, which was evaluated by two raters in terms of the specificity, emotional valence, and concrete content of the imagined future events. The proportions of specific types of events among all the produced events were calculated. Results The results revealed that nurses with burnout, compared to nurses without burnout, imagined fewer specific future events, positive events, and events related to relationships and achievement. They also had more omissions. As the level of burnout increased, their impairment in future thinking worsened. Furthermore, the results also revealed that the scores of emotional exhaustion, depersonalization, and personal accomplishment had significant correlations with the proportions of positive events and events related to relationships and achievement/mastery in nurses' future thinking content. Conclusion The future thinking ability of nurses with burnout was impaired, and this impairment worsened as the symptoms of burnout progressed. The findings of the present study have important implications for nurse caring and advocate effective interventions targeting positive future thinking to mitigate nurses' burnout.
Collapse
Affiliation(s)
- Bowen Xue
- School of Nursing, Hangzhou Normal University, Hangzhou, China
- Affiliated Mental Health Center & Hangzhou Seventh People’s Hospital, Zhejiang University School of Medicine, Hangzhou, China
| | - Yaping Feng
- Affiliated Hospital of Hangzhou Normal University, Hangzhou, China
| | - Jie Zheng
- School of Nursing, Shanxi Medical University, Taiyuan, China
| | - Xin Li
- School of Nursing, Hangzhou Normal University, Hangzhou, China
| | - Yihui Zhao
- School of Nursing, Hangzhou Normal University, Hangzhou, China
| | - Xiaoshan Yang
- School of Nursing, Hangzhou Normal University, Hangzhou, China
| | - Yu Zhang
- School of Nursing, Hangzhou Normal University, Hangzhou, China
| | - Shujin Wang
- School of Nursing, Hangzhou Normal University, Hangzhou, China
| | - Zhiguo Hu
- Affiliated Hospital of Hangzhou Normal University, Hangzhou, China
| | - Hong Luo
- Affiliated Mental Health Center & Hangzhou Seventh People’s Hospital, Zhejiang University School of Medicine, Hangzhou, China
- Affiliated Hospital of Hangzhou Normal University, Hangzhou, China
| |
Collapse
|
3
|
Bajwa NM, Sader J, Kim S, Park YS, Nendaz MR, Bochatay N. Development and validity evidence for the intraprofessional conflict exercise: An assessment tool to support collaboration. PLoS One 2023; 18:e0280564. [PMID: 36800365 PMCID: PMC9937497 DOI: 10.1371/journal.pone.0280564] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 01/02/2023] [Indexed: 02/18/2023] Open
Abstract
BACKGROUND Effective collaboration is the foundation for delivering safe, high quality patient care. Health sciences curricula often include interprofessional collaboration training but may neglect conflicts that occur within a profession (intraprofessional). We describe the development of and validity evidence for an assessment of intraprofessional conflict management. METHODS AND FINDINGS We designed a 22-item assessment, the Intraprofessional Conflict Exercise, to evaluate skills in managing intraprofessional conflicts based on a literature review of conflict management. Using Messick's validity framework, we collected evidence for content, response process, and internal structure during a simulated intraprofessional conflict from 2018 to 2019. We performed descriptive statistics, inter-rater reliability, Cronbach's alpha, generalizability theory, and factor analysis to gather validity evidence. Two trained faculty examiners rated 82 trainees resulting in 164 observations. Inter-rater reliability was fair, weighted kappa of 0.33 (SE = 0.03). Cronbach's alpha was 0.87. The generalizability study showed differentiation among trainees (19.7% person variance) and was highly reliable, G-coefficient 0.88, Phi-coefficient 0.88. The decision study predicted that using one rater would have high reliability, G-coefficient 0.80. Exploratory factor analysis demonstrated three factors: communication skills, recognition of limits, and demonstration of respect for others. Based on qualitative observations, we found all items to be applicable, highly relevant, and helpful in identifying how trainees managed intraprofessional conflict. CONCLUSIONS The Intraprofessional Conflict Exercise provides a useful and reliable way to evaluate intraprofessional conflict management skills. It provides meaningful and actionable feedback to trainees and may help health educators in preparing trainees to manage intraprofessional conflict.
Collapse
Affiliation(s)
- Nadia M. Bajwa
- Department of General Pediatrics at the Children’s Hospital, Geneva University Hospitals in Geneva, Geneva, Switzerland
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
- * E-mail:
| | - Julia Sader
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Sara Kim
- Department of Surgery, School of Medicine, University of Washington, Seattle, Washington, United States of America
| | - Yoon Soo Park
- MGH Institute of Health Professions at Massachusetts General Hospital, Boston, Massachusetts, United States of America
| | - Mathieu R. Nendaz
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Naïke Bochatay
- Department of Pediatrics at the University of California, San Francisco, San Francisco, California, United States of America
| |
Collapse
|
4
|
Abbasinia M, Norouzadeh R, Adib-Hajbaghery M, Nasiri MA, Sharifipour E, Koohpaei A, Eskandari N, Aghaie B. Nurses' experiences of providing ethical care to the patients with COVID-19: A phenomenological study. ACTA ACUST UNITED AC 2021; 22:100717. [PMID: 34485658 PMCID: PMC8407951 DOI: 10.1016/j.jemep.2021.100717] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Accepted: 08/09/2021] [Indexed: 10/24/2022]
Abstract
INTRODUCTION Coronavirus disease (COVID-19) is a newly emerging infectious disease that bringing a heavy workload on nursing staff. OBJECTIVE This study explores the nurses' experiences of providing ethical care for patients with COVID-19. METHODS This qualitative study was carried out based on hermeneutic phenomenology. Unstructured interviews were conducted with 18 Iranian nurses. Data were analyzed based on the hermeneutic approach using the Diekelmann approach. RESULTS Three themes emerged: strong clinical dilemma, flourishing of professional values, and strengthening human and organizational communication. CONCLUSION The findings highlight ethical care and its dimensions for COVID-19 patients. Nurses need support from health managers to provide ethical care in such health crises.
Collapse
Affiliation(s)
- Mohammad Abbasinia
- Assistant Professor, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Qom University of Medical Sciences, Qom, Iran
| | - Reza Norouzadeh
- Assistant Professor, Nursing and midwifery faculty, Shahed University, Tehran, Iran
| | - Mohsen Adib-Hajbaghery
- Professor, Trauma Nursing Research Center, Kashan University of Medical Sciences, Kashan, Iran
| | | | - Ehsan Sharifipour
- Assistant Professor, Neuroscience Research Center, Qom University of Medical Sciences, Qom, Iran
| | - Alireza Koohpaei
- Assistant Professor, Occupational health and safety at work department, health faculty, Qom University of Medical Sciences, Qom, Iran
| | - Narges Eskandari
- Assistant Professor, Department of Midwifery, School of Nursing and Midwifery, Qom University of Medical Sciences, Qom, Iran
| | - Bahman Aghaie
- Assistant Professor, Department of Medical-Surgical Nursing, School of Nursing and Midwifery, Qom University of Medical Sciences, Qom, Iran
| |
Collapse
|
5
|
Kristoffersen M. Solidarity in a Community of Nursing Colleagues. SAGE Open Nurs 2021; 7:23779608211009514. [PMID: 33912674 PMCID: PMC8047943 DOI: 10.1177/23779608211009514] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/26/2020] [Accepted: 03/22/2021] [Indexed: 11/26/2022] Open
Abstract
Introduction Several concepts have been used to describe the qualities of communities of nursing colleagues. Nonetheless, few studies have shed light on nursing communities by drawing on the concept of solidarity. Objective To explore solidarity among a community of nursing colleagues. Methods A qualitative research design with a reflective life world approach was selected. This study reused data from a larger Norwegian empirical study. The data from the original study consisted of qualitative interviews and follow-up interviews with 13 nurses (RNs). The research context was municipality and specialist health services. A secondary data analysis was conducted. The study was based on the SRQR reporting guidelines. Results The results were formulated under two themes: 1) having indispensable relationships and 2) encountering a relative absence of sympathy. Conclusion A sense of community among nursing colleagues seems to rely on solidarity: whatever affects one nurse affects another. The solidarity that arose from the content of commonalities involved maintaining indispensable relationships with nursing colleagues by supporting and aiding them and simultaneously enduring a relative absence of sympathy. Solidarity among the community in this study was not a peripheral concept of the general notion of solidarity, implying that the commonalities within the collegial relationships were ambiguous and could shift from something good to something relatively good and vice versa. Such a shift was evidenced by nurses’ experiences of their community.
Collapse
Affiliation(s)
- Margareth Kristoffersen
- Department of Care and Ethics, Faculty of Health Sciences, University of Stavanger, Stavanger, Norway
| |
Collapse
|
6
|
Agbaje OS, Arua CK, Umeifekwem JE, Umoke PCI, Igbokwe CC, Iwuagwu TE, Iweama CN, Ozoemena EL, Obande-Ogbuinya EN. Workplace gender-based violence and associated factors among university women in Enugu, South-East Nigeria: an institutional-based cross-sectional study. BMC WOMENS HEALTH 2021; 21:124. [PMID: 33757498 PMCID: PMC7988966 DOI: 10.1186/s12905-021-01273-w] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Accepted: 03/18/2021] [Indexed: 11/23/2022]
Abstract
Background Exposure to workplace gender-based violence (GBV) can affect women's mental and physical health and work productivity in higher educational settings. Therefore, this study aimed to examine the prevalence of GBV (workplace incivility, bullying, sexual harassment), and associated factors among Nigerian university women. Methods The study was an institutional-based cross-sectional survey. The multi-stage sampling technique was used to select 339 female staff from public and private universities in Enugu, south-east Nigeria. Data was collected using the Workplace Incivility Scale (WIS), Modified Workplace Incivility Scale (MWIS), Negative Acts Questionnaire-Revised (NAQ-R), and Sexual Experiences Questionnaire (SEQ). Descriptive statistics, independent samples t-test, Pearson’s Chi-square test, univariate ANOVA, bivariate, and multivariable logistic regression analyses were conducted at 0.05 level of significance. Results The prevalence of workplace incivility, bullying, and sexual harassment (SH) was 63.8%, 53.5%, and 40.5%. The 12-month experience of the supervisor, coworker, and instigated incivilities was 67.4%, 58.8%, and 52.8%, respectively. Also, 47.5% of the participants initiated personal bullying, 62.5% experienced work-related bullying, and 42.2% experienced physical bullying. The 12-month experience of gender harassment, unwanted sexual attention, and sexual coercion were 36.5%, 25.6%, and 26.6%, respectively. Being aged 35–49 years (AOR 0.15; 95% CI (0.06, 0.40), and ≥ 50 years (AOR 0.04; 95% CI (0.01, 0.14) were associated with workplace incivility among female staff. Having a temporary appointment (AOR 7.79, 95% CI (2.26, 26.91) and casual/contract employment status (AOR 29.93, 95% CI (4.57, 192.2) were reported to be associated with workplace bullying. Having a doctoral degree (AOR 3.57, 95% CI (1.24, 10.34), temporary appointment (AOR 91.26, 95% CI (14.27, 583.4) and casual/contract employment status (AOR 73.81, 95% CI (7.26, 750.78) were associated with workplace SH. Conclusions The prevalence of GBV was high. There is an urgent need for workplace interventions to eliminate different forms of GBV and address associated factors to reduce the adverse mental, physical, and social health outcomes among university women. Supplementary Information The online version contains supplementary material available at 10.1186/s12905-021-01273-w.
Collapse
Affiliation(s)
- Olaoluwa Samson Agbaje
- Department of Human Kinetics and Health Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Chinenye Kalu Arua
- Department of Human Kinetics and Health Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Joshua Emeka Umeifekwem
- Department of Human Kinetics and Health Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | | | - Chima Charles Igbokwe
- Department of Human Kinetics and Health Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Tochi Emmanuel Iwuagwu
- Department of Human Kinetics and Health Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Cylia Nkechi Iweama
- Department of Human Kinetics and Health Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Eyuche Lawretta Ozoemena
- Department of Human Kinetics and Health Education, Faculty of Education, University of Nigeria, Nsukka, Nigeria
| | - Edith N Obande-Ogbuinya
- Department of Physical and Health Education, Faculty of Education, Alex-Ekwueme Federal University, Ndufu-Alike, Ebonyi State, Nigeria
| |
Collapse
|
7
|
Collaboration among Registered Nurses and Licensed Practical Nurses: A Scoping Review of Practice Guidelines. Nurs Res Pract 2020; 2020:5057084. [PMID: 32566289 PMCID: PMC7288032 DOI: 10.1155/2020/5057084] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2019] [Revised: 05/06/2020] [Accepted: 05/08/2020] [Indexed: 11/19/2022] Open
Abstract
Professional associations, nurse scholars, and practicing nurses suggest that intraprofessional collaboration between nurses is essential for the provision of quality patient care. However, there is a paucity of evidence describing collaboration among nurses, including the outcomes of collaboration to support these claims. The aim of this scoping review was to examine nursing practice guidelines that inform the registered nurse (RN) and registered/licensed practical nurse (R/LPN) collaborative practice in acute care, summarize and disseminate the findings, and identify gaps in the literature. Ten practice guidelines, all published in Canada, were included in the final scoping review. The findings indicate that many of the guidelines were not evidence informed, which was a major gap. Although the guidelines discussed the structures needed to support intraprofessional collaboration, and most of the guidelines mention that quality patient care is the desired outcome of intraprofessional collaboration, outcome indicators for measuring successful collaborative practice were missing in many of the guidelines. Conflict resolution is an important process component of collaborative practice; yet, it was only mentioned in a few of the guidelines. Future guidelines should be evidence informed and provide outcome indicators in order to measure if the collaborative practice is occurring in the practice setting.
Collapse
|
8
|
Bajwa NM, Bochatay N, Muller-Juge V, Cullati S, Blondon KS, Junod Perron N, Maître F, Chopard P, Vu NV, Kim S, Savoldelli GL, Hudelson P, Nendaz MR. Intra versus interprofessional conflicts: implications for conflict management training. J Interprof Care 2019; 34:259-268. [PMID: 31329474 DOI: 10.1080/13561820.2019.1639645] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Interprofessional collaboration and conflict management training are necessary in health sciences curricula. Characteristics of conflicts occurring within intraprofessional or between interprofessional teams can vary and are poorly understood. We sought to compare and contrast characteristics of intra- versus interprofessional conflicts to inform future training programs. An exploratory study was conducted through semi-structured interviews with 82 healthcare professionals working in a tertiary hospital. Interviews focused on sources, consequences, and responses to conflicts. Conflict situations were analyzed with conventional content analysis. Participants shared more intra- than interprofessional situations. Intraprofessional conflicts were caused by poor relationships, whereas interprofessional conflicts were associated with patient-related tasks and social representations. Avoiding and forcing were the most commonly mentioned responses to intraprofessional conflicts. The theme of power impacted all aspects of conflict both intra- and interprofessional. Intraprofessional conflicts were found to be as important as interprofessional conflicts. Differences in the sources of conflict and similarities regarding consequences of and responses to conflicts support integration of authentic clinical situations in interprofessional training. Understanding similarities and differences between intra- and interprofessional conflicts may help educators develop conflict management training that addresses the sources, consequences, and responses to conflicts in clinical settings.
Collapse
Affiliation(s)
- Nadia M Bajwa
- Department of General Pediatrics at the Children's Hospital, University Hospitals of Geneva, Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Naïke Bochatay
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, Institute of Sociological Research, University of Geneva, Geneva, Switzerland
| | - Virginie Muller-Juge
- Unit of Primary Care (UIGP), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Stéphane Cullati
- Quality of Care Unit, Medical Directorate, University Hospitals of Geneva, Institute of Sociological Research, University of Geneva, Geneva, Switzerland
| | | | - Noëlle Junod Perron
- Institute of Primary Care, University Hospitals of Geneva, and faculty member at the Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Fabienne Maître
- Division of General Internal Medicine, University Hospitals of Geneva, Geneva, Switzerland
| | - Pierre Chopard
- Quality of Care Unit, Medical Directorate, University Hospitals of Geneva, Geneva, Switzerland
| | - Nu V Vu
- Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Sara Kim
- Department of Surgery at the School of Medicine, University of Washington, Seattle, Washington, USA
| | - Georges L Savoldelli
- Division of Anesthesiology at the University Hospitals of Geneva and in the Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Patricia Hudelson
- Department of Community Medicine, Primary Care and Emergency Medicine, University Hospitals of Geneva, Geneva, Switzerland
| | - Mathieu R Nendaz
- Unit of Development and Research in Medical Education (UDREM), Faculty of Medicine, University of Geneva, and Division of General Internal Medicine, University Hospitals of Geneva, Geneva, Switzerland
| |
Collapse
|
9
|
Moore J, Prentice D, Crawford J, Lankshear S, Limoges J, Rhodes K. Collaboration among registered nurses and practical nurses in acute care hospitals: A scoping review. Nurs Forum 2019; 54:376-385. [PMID: 30847940 DOI: 10.1111/nuf.12339] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2019] [Revised: 02/19/2019] [Accepted: 02/23/2019] [Indexed: 12/01/2022]
Abstract
AIM This study examined the extent, range, and nature of registered nurse (RN) and practical nurse (PN) collaboration in acute care hospitals and identified research gaps in the existing literature. BACKGROUND Optimal patient care requires collaboration between RNs and PNs. A lack of unity and unresolved tension among different types of nurses influences collaboration and has significant implications on practice and the organizations where nurses work. METHODS Using Arksey and O'Malley's (2005) framework, a scoping review was undertaken to answer the research question: what is known from the existing literature about the structures, processes, and outcomes of RN-PN collaboration in hospitals? RESULTS Twenty-nine studies were included with the majority coming from North America. Donabedian's model assisted with the identification of three themes: scope of practice, interpersonal skills, and nurse and patient-related outcomes. CONCLUSION The findings demonstrate there is a paucity of research specific to RN-PN collaboration. Nurse administrators/managers play an important role in addressing the interpersonal skills of nurses and providing an ongoing education on collaboration in the practice setting. Additional studies should focus on the development of nursing collaborative practice models of patient care, the examination of interventions to improve RN-PN collaborative practice, and the assessment of outcomes relating to collaboration among nurses.
Collapse
Affiliation(s)
- Jane Moore
- Department of Nursing, Faculty of Applied Health Sciences, Brock University
| | - Dawn Prentice
- Department of Nursing, Faculty of Applied Health Sciences, Brock University
| | - Joanne Crawford
- Department of Nursing, Faculty of Applied Health Sciences, Brock University
| | - Sara Lankshear
- Department of Health, Wellness, and Sciences, Georgian College
| | | | - Karen Rhodes
- Department of Nursing, Faculty of Applied Health Sciences, Brock University
| |
Collapse
|
10
|
Walker A, Costa BM, Foster AM, de Bruin RL. Transition and integration experiences of Australian graduate nurses: A qualitative systematic review. Collegian 2017. [DOI: 10.1016/j.colegn.2016.10.004] [Citation(s) in RCA: 55] [Impact Index Per Article: 7.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
11
|
Karatza C, Zyga S, Tziaferi S, Prezerakos P. Workplace bullying and general health status among the nursing staff of Greek public hospitals. Ann Gen Psychiatry 2016; 15:7. [PMID: 26949408 PMCID: PMC4778280 DOI: 10.1186/s12991-016-0097-z] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/02/2015] [Accepted: 02/25/2016] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND The arduous emotional and physical nurses' work, the gradual nursing staff cutbacks and the lack of recognition that nurses feel regarding their skills and overall capabilities are some of the factors that act of bullying between nursing staff and management, between nurses and patients/families or even among nurses themselves. Workplace bullying has physical and psychological effects on worker-victims and, by extension, patients themselves. The purpose of this study was to investigate the relationship between the phenomenon of workplace bullying and general health status among the nursing staff of Greek public hospitals. METHODS A cross-sectional study was conducted on a convenience sample of 841 members of the nursing staff working in five major hospitals of the 1st Regional Health Authority of Attica, located in Athens. The response rate was 84.1 %. The respondents completed the Negative Acts Questionnaire (NAQ) and the General Health Questionnaire (GHQ-12) and also their demographic characteristics. The appropriate permissions were obtained by the Hospitals' Ethics Committees and the questionnaire's authors. Data were collected from March to July 2013. Data analysis was performed with IBM SPSS 21.0 and included t test, χ (2) test and regression analysis. The two-tailed significance level was set ≤0.05. RESULTS 30.2 % of the respondents reported that they had been psychologically harassed in their workplaces during the preceding 6 months. Statistical analysis revealed that relative to other respondents, respondents who had received support from their families and friends enjoyed better health but respondents who perceived their work environments more negatively because of work-related bullying suffered from worse general health. CONCLUSIONS Workplace bullying among nursing staff is a major concern in Greece. Support systems play a crucial role in addressing the negative effects of bullying and they should be taken into account when designing prevention and troubleshooting policies about bullying.
Collapse
Affiliation(s)
- Christina Karatza
- Faculty of Nursing, University of Peloponnese, E and S Valioti and Plateon, 23100 Sparta, Greece
| | - Sofia Zyga
- Faculty of Nursing, University of Peloponnese, E and S Valioti and Plateon, 23100 Sparta, Greece
| | - Styliani Tziaferi
- Faculty of Nursing, University of Peloponnese, E and S Valioti and Plateon, 23100 Sparta, Greece
| | - Panagiotis Prezerakos
- Faculty of Nursing, University of Peloponnese, E and S Valioti and Plateon, 23100 Sparta, Greece
| |
Collapse
|
12
|
Sabatino L, Rocco G, Stievano A, Alvaro R. Perceptions of Italian student nurses of the concept of professional respect during their clinical practice learning experience. Nurse Educ Pract 2015; 15:314-20. [DOI: 10.1016/j.nepr.2014.09.002] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2013] [Revised: 07/08/2014] [Accepted: 09/11/2014] [Indexed: 11/30/2022]
|
13
|
Purpora C, Blegen MA. Job satisfaction and horizontal violence in hospital staff registered nurses: the mediating role of peer relationships. J Clin Nurs 2015; 24:2286-94. [DOI: 10.1111/jocn.12818] [Citation(s) in RCA: 44] [Impact Index Per Article: 4.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/14/2015] [Indexed: 11/28/2022]
Affiliation(s)
- Christina Purpora
- School of Nursing and Health Professions; University of San Francisco (USF); San Francisco CA USA
| | - Mary A Blegen
- University of California, San Francisco (UCSF); San Francisco CA USA
- University of Colorado; Denver CO USA
| |
Collapse
|
14
|
Henderson A, Ossenberg C, Tyler S. ‘What matters to graduates’: An evaluation of a structured clinical support program for newly graduated nurses. Nurse Educ Pract 2015; 15:225-31. [DOI: 10.1016/j.nepr.2015.01.009] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2014] [Revised: 12/24/2014] [Accepted: 01/17/2015] [Indexed: 10/24/2022]
|
15
|
Abstract
This article provides frontline nurses a tool kit so they can advocate a healthy practice environment. The healthy nurse, healthy work hours, job satisfaction, adequate sleep, power naps at work, and balancing family/work are discussed. The overweight nurse, nurse fatigue, compassion fatigue, shift work sleep disorder, and role strain are discussed as barriers to a healthy practice environment. Case reports with analysis and recommendations are discussed to overcome these barriers. Resources are presented for frontline nurses to develop a tool kit for transforming their environment to a healthy practice environment and to empower them to become healthy nurses.
Collapse
Affiliation(s)
- Jodi Kushner
- School of Nursing, Austin Peay State University, McCord Room 281, PO Box 4658, Clarksville, TN 37044, USA.
| | - Tasha Ruffin
- School of Nursing, Austin Peay State University, McCord Room 281, PO Box 4658, Clarksville, TN 37044, USA
| |
Collapse
|
16
|
Shaw-Flach A. Health visiting students' experience of practice: A personal tutor's observations. ACTA ACUST UNITED AC 2014. [DOI: 10.12968/johv.2014.2.11.618] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Affiliation(s)
- Adelle Shaw-Flach
- Former SCPHN lecturer, personal and link tutor, Anglia Ruskin University
| |
Collapse
|
17
|
Chan S, Chan M, Lee SY, Henderson A. Retracted: Nurses learning in the workplace: a comparison of workplace attributes in acute care settings in Australia and Singapore. Int Nurs Rev 2014; 61:82-9. [DOI: 10.1111/inr.12062] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
Affiliation(s)
- S.W. Chan
- Alice Lee Centre for Nursing Studies; Yong Loo Lin School of Medicine; National University of Singapore; Singapore
| | - M.F. Chan
- Alice Lee Centre for Nursing Studies; Singapore
| | - S.-Y. Lee
- National University Hospital; National University Health System; Singapore
| | - A. Henderson
- Princess Alexandra Hospital; Brisbane
- School of Nursing and Midwifery; Griffith Health; Griffith University; Gold Coast Qld Australia
| |
Collapse
|
18
|
Affiliation(s)
| | - Jiyeon Kang
- Department of Nursing, Dong-A University, Busan, Korea
| |
Collapse
|
19
|
Hakojärvi HR, Salminen L, Suhonen R. Health care students' personal experiences and coping with bullying in clinical training. NURSE EDUCATION TODAY 2014; 34:138-44. [PMID: 23021404 DOI: 10.1016/j.nedt.2012.08.018] [Citation(s) in RCA: 40] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2012] [Revised: 08/12/2012] [Accepted: 08/27/2012] [Indexed: 05/26/2023]
Abstract
Previous studies show that health care students have experienced bullying by nursing staff in clinical training. Although these studies provide plenty of information considering the manifestation and consequences of bullying on students, there is a gap of knowledge on how health care students' cope with bullying. In addition, previous studies seem to have focused only on the experiences of nursing and midwifery students. This paper presents the results of a qualitative study exploring the bullying experiences of Finnish health care students (n=41) representing two Universities of Applied Sciences. In order to provide information for faculties of health care on bullying intervention and prevention strategies, this study aimed at describing health care students' experiences and coping with bullying in clinical training. Based on previous study findings, an electronic semi-structured questionnaire was developed for the data collection. The qualitative data was analysed using inductive content analysis. The results show that the students experienced verbal and non-verbal bullying in clinical training. In addition to psychological and physical symptoms, bullying also decreased the students' learning, their studying motivation and their professional engagement. One reason why some students did not share their bullying experiences with their teachers and clinical instructors was their idea that sharing their experiences would be useless. On the other hand, students who did share their experiences with a teacher or a clinical instructor usually received emotional support, information, and help in the form of bullying intervention. The results of this study suggest that faculties of health care need to develop action plans against bullying in co-operation with clinical training sites in order to ensure students' learning and professional engagement. In the future, it is suggested that research is focused on factors preventing and contributing to bullying towards health care students.
Collapse
Affiliation(s)
- Henna-Riikka Hakojärvi
- University of Turku, Department of Nursing Science, 20014 University of Turku, Turku, Finland.
| | | | | |
Collapse
|
20
|
Atinga RA, Domfeh KA, Kayi E, Abuosi A, Dzansi G. Effects of perceived workplace politics in hospitals on nurses' behavioural intentions in Ghana. J Nurs Manag 2013; 22:159-69. [PMID: 24372595 DOI: 10.1111/jonm.12178] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/04/2013] [Indexed: 11/28/2022]
Abstract
AIM To examine the effects of perceived workplace politics in hospitals on nurses' job satisfaction, commitment, exit intention, job neglect, absenteeism and performance. BACKGROUND One of the factors contributing to nurses' poor advancement in clinical practice is the existence of petty politics, which has given rise to competing self-interest. However, little evidence exists to inform policy direction on the implication of politics on nurses' behaviour. METHOD A total of 610 nurses comprising associate and nursing professionals completed a structured questionnaire modelled on workplace politics and its outcome variables. Descriptive statistics and mean comparisons were used to analyse data. A multivariate regression model was computed to examine association between perceived politics and nurses' behavioural intentions. RESULT Perceived politics potentially leads to decline in job satisfaction, commitment and work performance. However, perceived workplace politics is associated with high intention to leave, negligent behaviour and absenteeism. CONCLUSION Measures aimed at improving nursing management and health-care delivery should be directed at minimising the use of politics to promote self-interest. IMPLICATION FOR NURSING MANAGEMENT Evidence-based best practices in nursing management centred on the creation of an enabling environment for nurses to participate in decision-making should be given critical attention.
Collapse
Affiliation(s)
- Roger A Atinga
- Department of Public Administration and Health Services Management, University of Ghana Business School, Legon, Accra, Ghana
| | | | | | | | | |
Collapse
|
21
|
Bishop M. Work engagement of older registered nurses: the impact of a caring-based intervention. J Nurs Manag 2013; 21:941-9. [DOI: 10.1111/jonm.12182] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/08/2013] [Indexed: 11/30/2022]
Affiliation(s)
- Mary Bishop
- School of Nursing; University of West Georgia; Carrollton GA USA
| |
Collapse
|
22
|
Marx M. Examining the structural challenges to communication as experienced by nurse managers in two US hospital settings. J Nurs Manag 2013; 22:964-73. [DOI: 10.1111/jonm.12091] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/01/2013] [Indexed: 11/29/2022]
Affiliation(s)
- Marcia Marx
- Department of Sociology; California State University, San Bernardino; San Bernardino CA USA
| |
Collapse
|
23
|
Henderson A, Schoonbeek S, Ossenberg C, Caddick A, Wing D, Capell L, Gould K. Achieving success in intervention studies: an analysis of variable staff engagement across three midwifery settings. J Clin Nurs 2013; 23:1653-61. [DOI: 10.1111/jocn.12296] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/25/2013] [Indexed: 12/01/2022]
|
24
|
Henderson A, Burmeister L, Schoonbeek S, Ossenberg C, Gneilding J. Impact of engaging middle management in practice interventions on staff support and learning culture: a quasi-experimental design. J Nurs Manag 2013; 22:995-1004. [PMID: 23800336 DOI: 10.1111/jonm.12090] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/01/2013] [Indexed: 11/26/2022]
Abstract
AIM This study evaluated the impact of different levels of engaging middle management in ward based strategies implemented by a project educator. BACKGROUND The challenge for learning in practice is to develop effective teams where experienced staff engage and foster learning with students and other novice staff. DESIGN A quasi-experimental pre- and post- intervention four group design was conducted from November 2009 to May 2010 across four general surgical and four general medical inpatient matched units in two settings in South East Queensland, Australia. METHOD Staff survey data was used to compare control and intervention groups (one actively engaging nurse managers) before and after 'practice learning' interventions. The survey comprised demographic data and data from two validated scales (support instrument for nurses facilitating learning and clinical learning organisational culture). RESULTS Number of surveys returned pre- and post-intervention was 336 from 713 (47%). There were significant differences across many subscales pertaining to staff perception of support in the intervention groups, with only one change in the control group. The number of significant different subscales in the learning culture was also greater when middle management supported the intervention. IMPLICATIONS FOR NURSING MANAGEMENT Middle management should work closely with facilitators to assist embedding practice interventions.
Collapse
Affiliation(s)
- Amanda Henderson
- Princess Alexandra Hospital, Woolloongabba, Queensland, Australia
| | | | | | | | | |
Collapse
|
25
|
Wright RR, Mohr CD, Sinclair RR. Conflict on the treatment floor: an investigation of interpersonal conflict experienced by nurses. J Res Nurs 2013. [DOI: 10.1177/1744987113485577] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Nurse conflict has numerous detrimental outcomes for healthcare organisations, patients and nurses themselves. Although past literature has advanced general understanding of conflict and aggression, much of it is limited in its explanation of negative interactions between nurses themselves. To address this, we used a mixed-method approach to identify and describe characteristics of conflict between nurses using content analysis of qualitative descriptions and associated quantitative ratings from practicing registered nurses over 12 weeks of a weekly work experience survey administered online. We found six reliable themes describing the nature of nurse conflict including such characteristics as feeling unfairly treated, others’ irresponsible behaviours and work disagreement. Conflicts containing perceived unfair treatment as well as negative emotion and rude behaviour between nurses were rated very negatively. Results suggest that a comprehensive workplace conflict prevention strategy should include multiple types of policies tailored to address each aspect of nurse conflict. Our findings reinforce the idea that healthcare organisations seeking to reduce nurse conflict should pay attention to promoting fair and courteous treatment among nurses as well as adopt policies to improve features of the work environment such as staffing and training.
Collapse
Affiliation(s)
- Robert R. Wright
- Postdoctoral Researcher, Center for Research on Occupational & Environmental Toxicology, Oregon Health & Science University, USA
| | - Cynthia D. Mohr
- Associate Professor, Department of Psychology, Portland State University, USA
| | | |
Collapse
|
26
|
Henderson A, Eaton E. Assisting nurses to facilitate student and new graduate learning in practice settings: What ‘support’ do nurses at the bedside need? Nurse Educ Pract 2013; 13:197-201. [DOI: 10.1016/j.nepr.2012.09.005] [Citation(s) in RCA: 63] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2012] [Revised: 08/08/2012] [Accepted: 09/09/2012] [Indexed: 12/01/2022]
|
27
|
Walker R, Cooke M, Henderson A, Creedy DK. Using a critical reflection process to create an effective learning community in the workplace. NURSE EDUCATION TODAY 2013; 33:504-511. [PMID: 22459911 DOI: 10.1016/j.nedt.2012.03.001] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2011] [Revised: 03/03/2012] [Accepted: 03/06/2012] [Indexed: 05/31/2023]
Abstract
Learning circles are an enabling process to critically examine and reflect on practices with the purpose of promoting individual and organizational growth and change. The authors adapted and developed a learning circle strategy to facilitate open discourse between registered nurses, clinical leaders, clinical facilitators and students, to critically reflect on practice experiences to promote a positive learning environment. This paper reports on an analysis of field notes taken during a critical reflection process used to create an effective learning community in the workplace. A total of 19 learning circles were conducted during in-service periods (that is, the time allocated for professional education between morning and afternoon shifts) over a 3 month period with 56 nurses, 33 students and 1 university-employed clinical supervisor. Participation rates ranged from 3 to 12 individuals per discussion. Ten themes emerged from content analysis of the clinical learning issues identified through the four-step model of critical reflection used in learning circle discussions. The four-step model of critical reflection allowed participants to reflect on clinical learning issues, and raise them in a safe environment that enabled topics to be challenged and explored in a shared and cooperative manner.
Collapse
Affiliation(s)
- Rachel Walker
- School of Nursing and Midwifery, Research Centre for Clinical & Community Practice Innovation, Griffith Institute of Health and Medical Research, Griffith University, Nathan, 4111, Queensland Australia.
| | | | | | | |
Collapse
|
28
|
Bennett K, Sawatzky JAV. Building emotional intelligence: a strategy for emerging nurse leaders to reduce workplace bullying. Nurs Adm Q 2013; 37:144-151. [PMID: 23454994 DOI: 10.1097/naq.0b013e318286de5f] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
Bullying is one of the most concerning forms of aggression in health care organizations. Conceptualized as an emotion-based response, bullying is often triggered by today's workplace challenges. Unfortunately, workplace bullying is an escalating problem in nursing. Bullying contributes to unhealthy and toxic environments, which in turn contribute to ineffective patient care, increased stress, and decreased job satisfaction among health care providers. These equate to a poor workforce environment, which in turn increases hospital costs when nurses choose to leave. Nurse managers are in positions of power to recognize and address negative workplace behaviors, such as bullying. However, emerging leaders in particular may not be equipped with the tools to deal with bullying and consequently may choose to overlook it. Substantive evidence from other disciplines supports the contention that individuals with greater emotional intelligence are better equipped to recognize early signs of negative behavior, such as bullying. Therefore, fostering emotional intelligence in emerging nurse leaders may lead to less bullying and more positive workplace environments for nurses in the future.
Collapse
|
29
|
Truglio-Londrigan M. Shared decision-making in home-care from the nurse's perspective: sitting at the kitchen table - a qualitative descriptive study. J Clin Nurs 2013; 22:2883-95. [DOI: 10.1111/jocn.12075] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2012] [Indexed: 11/30/2022]
Affiliation(s)
- Marie Truglio-Londrigan
- The College of Health Professions; Lienhard School of Nursing; Pace University; Pleasantville NY USA
| |
Collapse
|
30
|
Professional collegiality and peer monitoring among nursing staff: an ethnographic study. Int J Nurs Stud 2013; 50:1407-15. [PMID: 23332164 DOI: 10.1016/j.ijnurstu.2012.12.022] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/24/2012] [Revised: 12/29/2012] [Accepted: 12/29/2012] [Indexed: 11/23/2022]
Abstract
BACKGROUND Patient safety and professional self-regulation systems both rely on professional colleagues to hold each other accountable for quality of care. OBJECTIVES To understand how staff nurses manage variations in practices within the group, and negotiate the rules-in-use for quality of care, collegiality, and accountability. DESIGN/METHODS Ethnographic case study; participant-observation, semi-structured interviews, policy analysis. SETTING In-patient unit in an urban US teaching hospital. RESULTS Explicit acknowledgment of conflicts and practice variations was perceived as risky to group cohesion. The dependence of staff on mutual assistance, and the absence of a system of group practice, led to the practice of "mutual deference", a strategy of reciprocal tolerance and non-interference that gave wide discretion to each nurse's decisions about care. CONCLUSIONS Efforts to improve professional accountability will need to address material constraints and the organization of nursing work, as well as communication and leadership skills.
Collapse
|
31
|
Thrysoe L, Hounsgaard L, Dohn NB, Wagner L. Newly qualified nurses--experiences of interaction with members of a community of practice. NURSE EDUCATION TODAY 2012; 32:551-555. [PMID: 21839553 DOI: 10.1016/j.nedt.2011.07.008] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/26/2010] [Revised: 07/12/2011] [Accepted: 07/19/2011] [Indexed: 05/31/2023]
Abstract
AIM To explore newly qualified nurses' (NQN) interaction with members of community of practice (CoP) and how it affects their participation in the CoP. BACKGROUND The entry of NQNs into the health care service is problematic which can result in NQNs leaving the profession within the first years of their career. Studies indicate that interaction between NQNs and their colleagues has an important influence of the way in which the NQNs experience their participation in the community of practice. METHODOLOGY Nine NQNs participated in the study. The data collection took place six months after graduating and the data were generated by participant observation and individual interview. The data were analysed inspired by Ricoeur's interpretation theory. RESULTS Most of the participants expressed satisfaction in their job. They were employed in CoPs characterised by dialogue and with interest in NQNs as a professional as well as a private person. Participants who expressed some dissatisfaction in their job situation were employed in CoPs with less dialogue and with less interest in NQN. Uncertainty about their own capacity and less professional discussions results in NQNs repeatedly asking for specific answer to their questions. CONCLUSION Mutual social and professional interest and acceptance increased NQNs' experience of being valued members of the CoP. Higher levels of dialogue and cohesion within the CoP corresponded with more active participation by NQNs and gave them a greater sense of security. Relevance for Clinical Practice NQNs' participation in a COP is influenced by the extent to which they are included in both professional and social interactions and afforded the opportunity to contribute with knowledge and experience from their nursing studies. Furthermore, the study indicates that NQNs' experience of social cohesion within the community appears to increase their professional performance.
Collapse
Affiliation(s)
- Lars Thrysoe
- Research Unit of Nursing, Institute of Clinical Research, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark.
| | | | | | | |
Collapse
|
32
|
McDonald G, Jackson D, Wilkes L, Vickers MH. A work-based educational intervention to support the development of personal resilience in nurses and midwives. NURSE EDUCATION TODAY 2012; 32:378-384. [PMID: 21724307 DOI: 10.1016/j.nedt.2011.04.012] [Citation(s) in RCA: 88] [Impact Index Per Article: 7.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/11/2010] [Revised: 04/16/2011] [Accepted: 04/21/2011] [Indexed: 05/31/2023]
Abstract
A work-based educational programme was the intervention used in a collective case study aiming to develop, strengthen and maintain personal resilience amongst fourteen nurses and midwives. The participants attended six, monthly workshops and formed a participatory learning group. Post-intervention, participants reported positive personal and professional outcomes, including enhanced self-confidence, self-awareness, communication and conflict resolution skills. They strengthened relationships with their colleagues, enabling them to build helpful support networks in the workplace. The intervention used new and innovative ways of engaging nurses and midwives exhibiting the effects of workplace adversity - fatigue, pressure, stress and emotional labour. Participants were removed from their usual workplace environment and brought together to engage in critical reflection, experiential learning and creativity whilst also learning about the key characteristics and strategies of personal resilience. Participants' experiences and skills were valued and respected; honest airing of the differences within the group regarding common workplace issues and concerns was encouraged. The new contribution of this intervention for nursing and midwifery education was supporting the learning experience with complementary therapies to improve participants' wellbeing and reduce stress.
Collapse
Affiliation(s)
- Glenda McDonald
- Family & Community Health (FaCH) Research Group, School of Nursing & Midwifery, University of Western Sydney, Locked Bag 1797 Penrith NSW 2751, Australia.
| | | | | | | |
Collapse
|
33
|
|
34
|
Abstract
The purpose of this qualitative study was to analyse nurses’ professional dignity in their everyday working lives. We explored the factors that affect nursing professional dignity in practice that emerge in relationships with health professionals, among clinical nurses working in hospitals and in community settings in central Italy. The main themes identified were: (i) nursing professional dignity perceived as an achievement; (ii) recognition of dignity beyond professional roles. These two concepts are interconnected. This study provides insights into professional dignity in nursing being perceived as an achievement linked to the intrinsic dignity of every human being. The ‘nursing professional dignity perceived as an achievement’ was perceived as having declined in different social factors. Some factors of nursing professional dignity perceived as an achievement were attained more easily in community settings. ‘Recognition of dignity beyond professional roles’ underpins the intrinsic dignity as an expression of humanity, embedded in persons regardless of any profession, and values, such as: respect, moral integrity, humility, working conscientiously and kindness.
Collapse
|
35
|
|
36
|
Abstract
Objetivo: describir las categorías que hacen parte de los factores causales de un esquema teórico que emergió durante la investigación: Conviviendo con la ambivalencia en las interacciones de cuidado. Método: cualitativa con enfoque en la teoría fundamentada. Se utilizaron técnicas como la observación, las entrevistas informales y formales a 20 pacientes, 19 auxiliares de enfermería y 8 enfermeras que laboran en diferentes centros quirúrgicos de segundo nivel del Valle de Aburrá. Resultados: se presentan las categorías relacionadas con los sentimientos y las emociones del paciente y del personal de enfermería al ingreso al centro quirúrgico, que hacen parte de los factores causales. Los pacientes desean la normalidad porque sienten molestias no solo físicas sino emocionales, pero también sienten ambivalencia frente al procedimiento quirúrgico. Desde el equipo de enfermería hay una disposición al cuidado porque las enfermeras se identifican en el trabajo para y con seres humanos y se responsabilizan del cuidado del paciente en este periodo. Conclusiones: el equipo de enfermería en cirugía debe estar consciente de la importancia de las dimensiones emocional, social y humana del cuidado y poner especial atención al temor y la ansiedad a los cuales están expuestos los pacientes; por tanto, el cuidado humano en este escenario es vital al ver al otro como un sujeto de atención en su contexto, con sus creencias y valores, aceptándolo tal cual es.
Collapse
|
37
|
Jackson D, Hutchinson M, Everett B, Mannix J, Peters K, Weaver R, Salamonson Y. Struggling for legitimacy: nursing students’ stories of organisational aggression, resilience and resistance. Nurs Inq 2011; 18:102-10. [DOI: 10.1111/j.1440-1800.2011.00536.x] [Citation(s) in RCA: 53] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
|
38
|
Henderson A, Briggs J, Schoonbeek S, Paterson K. A framework to develop a clinical learning culture in health facilities: ideas from the literature. Int Nurs Rev 2011; 58:196-202. [DOI: 10.1111/j.1466-7657.2010.00858.x] [Citation(s) in RCA: 42] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/29/2022]
|
39
|
|
40
|
|
41
|
Thrysoe L, Hounsgaard L, Dohn NB, Wagner L. Participating in a community of practice as a prerequisite for becoming a nurse – Trajectories as final year nursing students. Nurse Educ Pract 2010; 10:361-6. [DOI: 10.1016/j.nepr.2010.05.004] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/07/2009] [Revised: 01/25/2010] [Accepted: 05/01/2010] [Indexed: 10/19/2022]
|
42
|
Schoonbeek S, Henderson A. Shifting workplace behavior to inspire learning: a journey to building a learning culture. J Contin Educ Nurs 2010; 42:43-8. [PMID: 20954565 DOI: 10.3928/00220124-20101001-02] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/05/2010] [Accepted: 09/01/2010] [Indexed: 11/20/2022]
Abstract
This article discusses the process of building a learning culture. It began with establishing acceptance and connection with the nurse unit manager and the ward team. In the early phases of developing rapport, bullying became apparent. Because bullying undermines sharing and trust, the hallmarks of learning environments, the early intervention work assisted staff to recognize and counteract bullying behaviors. When predominantly positive relationships were restored, interactions that facilitated open communication, including asking questions and providing feedback-behaviors commensurate with learning in the workplace-were developed during regular in-service sessions. Staff participated in role-play and role modeling desired behaviors. Once staff became knowledgeable about positive learning interactions, reward and recognition strategies began to reinforce attitudes and behaviors that align with learning. Through rewards, all nurses had the opportunity to be recognized for their contribution. Nurses who excelled were invited to become champions to continue engaging the key stakeholders to further build the learning environment.
Collapse
Affiliation(s)
- Sue Schoonbeek
- Logan Hospital, Metro South Health Service District, Queensland Health, Queensland, Australia
| | | |
Collapse
|
43
|
Henderson A, Creedy D, Boorman R, Cooke M, Walker R. Development and psychometric testing of the Clinical Learning Organisational Culture Survey (CLOCS). NURSE EDUCATION TODAY 2010; 30:598-602. [PMID: 20064678 DOI: 10.1016/j.nedt.2009.12.006] [Citation(s) in RCA: 24] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2009] [Revised: 09/04/2009] [Accepted: 12/03/2009] [Indexed: 05/28/2023]
Abstract
AIM This paper describes the development and psychometric testing of the Clinical Learning Organisational Culture Survey (CLOCS) that measures prevailing beliefs and assumptions important for learning to occur in the workplace. METHOD Items from a tool that measured motivation in workplace learning were adapted to the nursing practice context. The tool was tested in the clinical setting, and then further modified to enhance face and content validity. PARTICIPANTS Registered nurses (329) across three major Australian health facilities were surveyed between June 2007 and September 2007. DATA ANALYSIS An exploratory factor analysis identified five concepts--recognition, dissatisfaction, affiliation, accomplishment, and influence. VALIDITY AND RELIABILITY: Internal consistency measures of reliability revealed that four concepts had good internal consistency: recognition (alpha=.914), dissatisfaction (alpha=.771), affiliation (alpha=.801), accomplishment (alpha=.664), but less so for influence (alpha=.529). RESULTS This tool effectively measures recognition, affiliation and accomplishment--three concepts important for learning in practice situations, as well as dissatisfied staff across all these domains. Testing of additional influence items identify that this concept is difficult to delineate. CONCLUSION The CLOCS can effectively inform leaders about concepts inherent in the culture important for maximising learning by staff.
Collapse
Affiliation(s)
- Amanda Henderson
- Nursing Practice Development Unit, Princess Alexandra Hospital, Woolloongabba, QLD 4102, Australia.
| | | | | | | | | |
Collapse
|
44
|
Duddle M, Boughton M. Development and psychometric testing of the Nursing Workplace Relational Environment Scale (NWRES). J Clin Nurs 2010; 18:902-9. [PMID: 19239669 DOI: 10.1111/j.1365-2702.2008.02368.x] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Abstract
AIMS AND OBJECTIVES The aim of this study was to develop and test the psychometric properties of the Nursing Workplace Relational Environment Scale (NWRES). BACKGROUND A positive relational environment in the workplace is characterised by a sense of connectedness and belonging, support and cooperation among colleagues, open communication and effectively managed conflict. A poor relational environment in the workplace may contribute to job dissatisfaction and early turnover of staff. DESIGN Quantitative survey. METHOD A three-stage process was used to design and test the NWRES. In Stage 1, an extensive literature review was conducted on professional working relationships and the nursing work environment. Three key concepts; collegiality, workplace conflict and job satisfaction were identified and defined. In Stage 2, a pool of items was developed from the dimensions of each concept and formulated into a 35-item scale which was piloted on a convenience sample of 31 nurses. In Stage 3, the newly refined 28-item scale was administered randomly to a convenience sample of 150 nurses. Psychometric testing was conducted to establish the construct validity and reliability of the scale. RESULTS Exploratory factor analysis resulted in a 22-item scale. The factor analysis indicated a four-factor structure: collegial behaviours, relational atmosphere, outcomes of conflict and job satisfaction which explained 68.12% of the total variance. Cronbach's alpha coefficient for the NWRES was 0.872 and the subscales ranged from 0.781-0.927. CONCLUSION The results of the study confirm the reliability and validity of the NWRES. Replication of this study with a larger sample is indicated to determine relationships among the subscales. RELEVANCE TO CLINICAL PRACTICE The results of this study have implications for health managers in terms of understanding the impact of the relational environment of the workplace on job satisfaction and retention.
Collapse
Affiliation(s)
- Maree Duddle
- Faculty of Nursing & Midwifery, University of Sydney, Sydney, Australia.
| | | |
Collapse
|
45
|
Predicting Functional Outcome for Children on Admission After Burn Injury: Do Parents Hold the Key? J Burn Care Res 2010; 31:750-65. [DOI: 10.1097/bcr.0b013e3181eebe88] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
46
|
Invited critique: predicting functional outcome for children after burn injury: do parents hold the key? J Burn Care Res 2010; 31:766-7. [PMID: 20661147 DOI: 10.1097/bcr.0b013e3181eed24f] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
|
47
|
Nicotera AM, Clinkscales MJ. Nurses at the nexus: a case study in structurational divergence. HEALTH COMMUNICATION 2010; 25:32-49. [PMID: 20390669 DOI: 10.1080/10410230903473516] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/29/2023]
Abstract
Hospital-based nurses are institutionally positioned at a nexus where numerous social structures interpenetrate, compelling the individual to simultaneously fulfill obligations from multiple rules systems. When these rules systems are incompatible, the individual's position is untenable. This article describes the phenomenon of structurational divergence (SD) identified in our previous research, wherein the intersection of incompatible rules systems manifests as unresolved conflict that sets off a negative spiral of communication. To explore and illustrate SD in the nursing role, we present herein a case study of a geriatric care unit where the phenomenon is clearly visible. Using qualitative interviews and observation, we first look simply to identify the negative spiral that is the hallmark of SD. Once the instances of the negative spiral are identified, we explore the issues surrounding them to discover the underlying structurational incompatibilities, using sets of incompatible rules identified in previous research as a guide. Finally, we address the extent to which the SD in this case is particular to this situation or might be linked to nurses' unique institutional positioning, and we discuss our future research agenda.
Collapse
|
48
|
Vessey JA, Demarco RF, Gaffney DA, Budin WC. Bullying of staff registered nurses in the workplace: a preliminary study for developing personal and organizational strategies for the transformation of hostile to healthy workplace environments. J Prof Nurs 2009; 25:299-306. [PMID: 19751935 DOI: 10.1016/j.profnurs.2009.01.022] [Citation(s) in RCA: 149] [Impact Index Per Article: 9.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2008] [Indexed: 11/16/2022]
Abstract
The primary purpose of this study was to validate the perceptions of frequency and patterns of bullying behavior experienced by registered nurses (RNs) across the United States. This study was completed to develop relevant and sensitive tailored interventions for the future. A 30-item anonymous electronic survey was used to identify the frequency, type, perpetrators, and personal and professional consequences of bullying. Findings from the overall population of 303 RN respondents (mean age of 49 years) indicated that 70% of the bullying was reported by a predominant group of staff RNs (n = 212), and it is this group that is the focus of this report. Of this group, bullying occurred (a) most frequently in medical-surgical (23%), critical care (18%), emergency (12%), operating room/Post Anesthesia Care Unit (9%), and obstetrical (7%) areas of care and (b) within the 5 years or less of employment on a unit (57%). Perpetrators included senior nurses (24%), charge nurses (17%), nurse managers (14%), and physicians (8%) who publicly humiliated, isolated, excluded, or excessively criticized the staff nurses. Subsequent stress levels were reported as moderate or severe, with support found primarily with family, colleagues, and friends and not with an available workplace infrastructure of solution. Many left the workplace completely with or without jobs awaiting them. Bullying among U.S. nurses is a hidden problem with significant patient-directed quality performance and workforce implications. It is critical that innovative strategies be developed and implemented to address the root cause of this problem.
Collapse
Affiliation(s)
- Judith A Vessey
- Boston College, William F. Connell School of Nursing, Chestnut Hill, MA 02482, USA.
| | | | | | | |
Collapse
|
49
|
Abstract
BACKGROUND The paper presents findings from a study examining violence in nursing. DESIGN A combined ethno-phenomenology was identified as the most appropriate approach. Ethnography is to understand the culture of nursing that permits violence to occur within the profession. Phenomenology is to explore and capture nurse-on-nurse experiences of violence. The population is all nurses registered with the South African Nursing Council. The research participants are nurses employed in eight public hospitals in Cape Town during 2005. METHOD OF DATA COLLECTION: The first stage of data collection was the distributions of confidential questionnaires to nurses employed in eight hospitals and willing to participate in the study. ANALYSIS Responses to close-ended questions were analyzed using Microsoft Excel. Responses to open-ended questions were grouped per question. The qualitative data were then compared for similarities and differences in information provided. CONCLUSIONS Six levels of violence exist among nurses. The highest forms of violence among nurses occurred at the psychological level, with the least at the physical level of interaction. The other four levels of violence among nurses were vertical, horizontal, covert, and overt. All categories of nurses in the study had resorted to one or more levels of violence against other nurses during their nursing career. Professional nurses and senior nurse managers were identified as the main category of nurses that frequently resort to mistreating other nurses. However, auxiliary nurses were identified as the main perpetrators of physical violence against other nurses.
Collapse
Affiliation(s)
- Doris Khalil
- Division of Nursing & Midwifery, School of Health & Rehabilitation Sciences, Faculty of Health Sciences, University of Cape Town, Groote Schuur Hospital, Rondebosch, Cape Town, South Africa.
| |
Collapse
|
50
|
Kelly J, Ahern K. Preparing nurses for practice: A phenomenological study of the new graduate in Australia. J Clin Nurs 2008; 18:910-8. [DOI: 10.1111/j.1365-2702.2008.02308.x] [Citation(s) in RCA: 20] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
|