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Ray-Barruel G, Chopra V, Fulbrook P, Lovegrove J, Mihala G, Wishart M, Cooke M, Mitchell M, Rickard CM. The impact of a structured assessment and decision tool (I-DECIDED®) on improving care of peripheral intravenous catheters: A multicenter, interrupted time-series study. Int J Nurs Stud 2023; 148:104604. [PMID: 37801935 DOI: 10.1016/j.ijnurstu.2023.104604] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/24/2023] [Revised: 09/01/2023] [Accepted: 09/04/2023] [Indexed: 10/08/2023]
Abstract
BACKGROUND Peripheral intravenous catheters are the most widely used invasive device in hospitals but have serious risks. OBJECTIVE To determine if a structured assessment and decision tool (I-DECIDED®) improves daily peripheral intravenous catheter assessment and care decisions. DESIGN Prospective, interrupted time-series study. SETTINGS Seven adult inpatient wards in three Australian hospitals. PARTICIPANTS 825 adults with 867 peripheral intravenous catheters. METHODS Between August 2017 and December 2018, peripheral intravenous catheter assessments and chart audits were undertaken with informed patient consent. Following a 4-month pre-intervention period (with 2-weekly measures), the I-DECIDED® tool was implemented over 3 months (no data collection) using multiple strategies (stakeholder meetings, vascular access device form, education sessions, ward champions, lanyard cards, and posters), followed by a 4-month post-intervention period (with 2-weekly measures). Primary outcomes were device utilization (number of peripheral intravenous catheters per total number of patients screened); idle/unused catheters; insertion site complications, substandard dressing quality; and primary bloodstream infections. RESULTS Of 2055 patients screened, 1175 (57.2%) had a peripheral intravenous catheter, and 825 patients (867 catheters) consented and were included in the final analysis. Device utilization increased from 42.0% of catheters at baseline to 49.6% post-intervention (absolute risk difference [ARD] 7.5%, 95% confidence interval [CI] 4.8, 10.3; relative risk [RR] 1.18, 95% CI 1.11, 1.25; p < 0.001). The proportion of idle catheters reduced from 12.7% to 8.3% (ARD -4.4%, 95% CI -8.5, -0.3; RR 0.66, 95% CI 0.44, 0.97; p = 0.035). Peripheral intravenous catheter complications reduced from 16.1% to 10.9% (ARD -5.2%, 95% CI -9.7, -0.6; RR 0.68, 95% CI 0.48, 0.96; p = 0.026). Substandard dressings reduced from 24.6% to 19.5% (ARD -5.2%, 95% CI -10.7, 0.4; RR 0.79, 95% CI 0.61, 1.02; p = 0.067). Only one primary bloodstream infection occurred (post-intervention). CONCLUSIONS Implementation of a comprehensive device assessment and decision tool (I-DECIDED®) reduced idle catheters and catheter complications, despite higher device utilization. Dressing quality improved but was not statistically significant. Further implementation of the tool could improve hospital safety for patients with an intravenous catheter. ANZCTR TRIAL REGISTRATION ACTRN12617000067370. Date of registration 13 January 2017. Date of first data collection 3rd August 2017. TWEETABLE ABSTRACT #IDECIDEDassessment reduces prevalence of idle peripheral catheters and device complications.
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Affiliation(s)
- Gillian Ray-Barruel
- School of Nursing, Midwifery and Social Work, The University of Queensland, Brisbane, Queensland, Australia; Herston Infectious Diseases Institute, Metro North Health, Brisbane, Queensland, Australia; UQ Centre for Clinical Research, Royal Brisbane and Women's Hospital, Brisbane, Queensland, Australia; Alliance for Vascular Access Teaching and Research (AVATAR), Griffith University, Brisbane, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia; Menzies Health Institute Queensland, Griffith University, Brisbane, Queensland, Australia; Queen Elizabeth II Jubilee Hospital, Brisbane, Queensland, Australia.
| | - Vineet Chopra
- Alliance for Vascular Access Teaching and Research (AVATAR), Griffith University, Brisbane, Queensland, Australia; The Michigan Hospital Medicine Safety Consortium, Ann Arbor, MI, United States of America; Department of Medicine, University of Colorado Anschutz Medical Campus, Aurora, CO, United States of America.
| | - Paul Fulbrook
- Nursing Research and Practice Development Centre, The Prince Charles Hospital, Chermside, Queensland, Australia; School of Nursing, Midwifery & Paramedicine, Faculty of Health Sciences, Australian Catholic University, Banyo, Queensland, Australia; Faculty of Health Sciences, University of the Witwatersrand, Johannesburg, South Africa
| | - Josephine Lovegrove
- School of Nursing, Midwifery and Social Work, The University of Queensland, Brisbane, Queensland, Australia; Herston Infectious Diseases Institute, Metro North Health, Brisbane, Queensland, Australia; UQ Centre for Clinical Research, Royal Brisbane and Women's Hospital, Brisbane, Queensland, Australia; Nursing Research and Practice Development Centre, The Prince Charles Hospital, Chermside, Queensland, Australia; National Health & Medical Research Council Centre for Research Excellence in Wiser Wound Care, Menzies Health Institute Queensland, Griffith University, Australia
| | - Gabor Mihala
- Centre for Health Services Research, The University of Queensland, Translational Research Institute, Woolloongabba, Queensland, Australia
| | - Michael Wishart
- Infection Prevention and Control, St Vincent's Private Hospital Northside, Brisbane, Queensland, Australia
| | - Marie Cooke
- Alliance for Vascular Access Teaching and Research (AVATAR), Griffith University, Brisbane, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia
| | - Marion Mitchell
- School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia
| | - Claire M Rickard
- School of Nursing, Midwifery and Social Work, The University of Queensland, Brisbane, Queensland, Australia; Herston Infectious Diseases Institute, Metro North Health, Brisbane, Queensland, Australia; UQ Centre for Clinical Research, Royal Brisbane and Women's Hospital, Brisbane, Queensland, Australia; Alliance for Vascular Access Teaching and Research (AVATAR), Griffith University, Brisbane, Queensland, Australia; School of Nursing and Midwifery, Griffith University, Brisbane, Queensland, Australia; National Health & Medical Research Council Centre for Research Excellence in Wiser Wound Care, Menzies Health Institute Queensland, Griffith University, Australia.
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Pålsson Y, Engström M, Swenne CL, Mårtensson G. A peer learning intervention in workplace introduction - managers' and new graduates' perspectives. BMC Nurs 2022; 21:12. [PMID: 34983518 PMCID: PMC8725265 DOI: 10.1186/s12912-021-00791-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2021] [Accepted: 12/15/2021] [Indexed: 11/16/2022] Open
Abstract
Background Evaluation of a complex intervention are often described as being diminished by difficulties regarding acceptability, compliance, delivery of the intervention, recruitment and retention. Research of peer learning for nursing students have found several positive benefits while studies of peer learning for newly graduated nurses are lacking. This study aimed (1) to investigate the study process in terms of (a) first-line managers’ perspectives on the intervention study, the difficulties they face and how they handle these and (b) new graduates’ fidelity to the intervention and (2) to examine the effect of the peer learning intervention in workplace introduction for newly graduated nurses. Methods A mixed-methods approach using semi-structured interviews with eight managers, repeated checklist for fidelity and questionnaires conducted with 35 new graduates from June 2015 and January 2018, whereof 21 in the intervention group. The peer learning intervention’s central elements included pairs of new graduates starting their workplace introduction at the same time, working the same shift and sharing responsibility for a group of patients for 3 weeks. The intervention also included 3 months of regular peer reflection. Results Managers offered mostly positive descriptions of using peer learning during workplace introduction. The intervention fidelity was generally good. Because of recruitment problems and thereby small sample size, it was difficult to draw conclusions about peer learning effects and, thus, the study hypothesis could either be accepted or rejected. Thereby, the study should be regarded as a pilot. Conclusions The present study found positive experiences of, from managers, and fidelity to the peer learning intervention; regarding the experimental design, there were lessons learned. Trial registration Before starting data collection, a trial registration was registered at (Trial ID ISRCTN14737280). Supplementary Information The online version contains supplementary material available at 10.1186/s12912-021-00791-0.
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Affiliation(s)
- Ylva Pålsson
- Faculty of Health and Occupational Studies, University of Gävle, Kungsbäcksvägen 47, 801 76, Gävle, Sweden. .,Department of Public Health and Caring Sciences, Uppsala University, Box 564, 751 22, Uppsala, Sweden.
| | - Maria Engström
- Faculty of Health and Occupational Studies, University of Gävle, Kungsbäcksvägen 47, 801 76, Gävle, Sweden
| | - Christine Leo Swenne
- Department of Public Health and Caring Sciences, Uppsala University, Box 564, 751 22, Uppsala, Sweden
| | - Gunilla Mårtensson
- Faculty of Health and Occupational Studies, University of Gävle, Kungsbäcksvägen 47, 801 76, Gävle, Sweden.,Department of Public Health and Caring Sciences, Uppsala University, Box 564, 751 22, Uppsala, Sweden
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Tomietto M, Oikarinen A, Tuomikoski AM, Kärsämänoja T, Oikarainen A, Juntunen J, Kuivila HM, Kääriäinen M, Mikkonen K. The ward manager role in the context of nursing and midwifery students' clinical learning: Testing a model. J Nurs Manag 2021; 30:144-153. [PMID: 34590375 DOI: 10.1111/jonm.13475] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/22/2021] [Revised: 09/11/2021] [Accepted: 09/24/2021] [Indexed: 11/27/2022]
Abstract
AIM To test a model of clinical learning that focuses on the role of the ward manager. BACKGROUND The ward manager's role in supporting clinical learning indirectly focuses on the ward climate connected to students' clinical placements. In this way, the ward manager influences both nursing care and the pedagogical atmosphere in the ward. DESIGN Cross-sectional, secondary analysis. METHODS The sample included nursing and midwifery students (N = 5,776, n = 1,900) who had completed their clinical placement. Data were collected with the Clinical Learning Environment, Supervision and Nurse Teacher scale. Structural equation modelling was adopted to test the hypotheses. RESULTS Estimates of the model parameters demonstrated that a ward manager's leadership style influences both the premises of nursing at the ward (0.84, p < .001) and the pedagogical atmosphere (0.93, p < .001), although the pedagogical atmosphere affects the mentoring relationship (0.87-0.86, p < .001). CONCLUSIONS Ward managers exert a significant influence on the clinical learning environment via their support for an effective pedagogical atmosphere and, consequently, effective mentoring. IMPLICATIONS FOR NURSING MANAGEMENT Leadership style guides both the premises of nursing at the ward and pedagogical atmosphere. These findings recommend that ward managers should be involved in promoting a supportive learning climate, which supports the mentor-student relationship and, eventually, leads to effective clinical learning.
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Affiliation(s)
- Marco Tomietto
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Anne Oikarinen
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Anna-Maria Tuomikoski
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland.,Oulu University of Applied Science, Oulu, Finland
| | | | - Ashlee Oikarainen
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Jonna Juntunen
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Heli-Maria Kuivila
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland
| | - Maria Kääriäinen
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland.,Medical Research Center Oulu, Oulu University Hospital and University of Oulu, Oulu, Finland
| | - Kristina Mikkonen
- Research Unit of Nursing Science and Health Management, Faculty of Medicine, University of Oulu, Oulu, Finland
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Greenberg KL, Donchin M, Leiter E, Zwas DR. Health ambassadors in the workplace: a health promotion intervention mobilizing middle managers and RE-AIM evaluation of outcomes. BMC Public Health 2021; 21:1585. [PMID: 34425815 PMCID: PMC8383401 DOI: 10.1186/s12889-021-11609-8] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/03/2021] [Accepted: 08/08/2021] [Indexed: 12/11/2022] Open
Abstract
Background The workplace provides an ideal setting for health promotion, as adults spend most of their day at work. Middle managers hold a strategic position to lead workplace health promotion. This study evaluates the outcomes of an intensive intervention training middle managers to promote health in the workplace. Methods A workshop was designed and conducted to train female middle management employees to construct, implement, and evaluate a health promotion program in their workplace. Semi-structured interviews were carried out post-intervention to assess workplace health promotion outcomes according to the RE-AIM framework, and identify variables contributing to success. Additionally, questionnaires were distributed pre and post-program assessing personal health and self-efficacy changes. Results Eighteen participants from 13 government offices, who serve 19,560 employees, completed the training course. Nine workplaces had workplace health promotion programs in progress 12 months after the course had ended, of which 8 made health promotion changes in organizational policy. Workplace RE-AIM scores showed that 8 workplaces were high or partial performers, and 5 were low or non-performers. Factors that increased the likelihood of successful interventions included management support, steering committee, comprehensive programming, conducting a needs assessment and flexibility in program implementation in the presence of challenges. Post course, participants reported increased health knowledge related to workplace health promotion (p < 0.001), and increased health promotion self-efficacy (p < 0.05). Conclusions Training and continued guidance of middle managers resulted in the design and successful implementation of workplace health promotion interventions. A RE-AIM based assessment was found to be an effective method for evaluating multi-content workplace health promotion programs. Registered at ClinicalTrials.gov, https://www.clinicaltrials.gov, registration number: NCT03295136, registration date: 24/09/2017. Supplementary Information The online version contains supplementary material available at 10.1186/s12889-021-11609-8.
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Affiliation(s)
- Keren L Greenberg
- The Linda Joy Pollin Cardiovascular Wellness Center for Women, Hadassah University Medical Center, P.O.B. 12000, 91120, Jerusalem, Israel.
| | - Milka Donchin
- The Linda Joy Pollin Cardiovascular Wellness Center for Women, Hadassah University Medical Center, P.O.B. 12000, 91120, Jerusalem, Israel.,Braun School of Public Health and Community Medicine, Hebrew University and Hadassah University Medical Center, Jerusalem, Israel
| | - Elisheva Leiter
- The Linda Joy Pollin Cardiovascular Wellness Center for Women, Hadassah University Medical Center, P.O.B. 12000, 91120, Jerusalem, Israel
| | - Donna R Zwas
- The Linda Joy Pollin Cardiovascular Wellness Center for Women, Hadassah University Medical Center, P.O.B. 12000, 91120, Jerusalem, Israel
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Organizational learning culture and business intelligence systems of health-care organizations in an emerging economy. JOURNAL OF KNOWLEDGE MANAGEMENT 2020. [DOI: 10.1108/jkm-09-2019-0517] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Purpose
This paper aims to investigate the role of business intelligence systems (BIS) in the relationship between organizational learning culture and organizational performance in the health-care context.
Design/methodology/approach
A quantitative approach was applied to identify the hypothesized relationships. Data were obtained from a survey of 217 mid- and top-level managers of health-care organizations in Bangladesh. Structural equation modeling was used to analyze the data.
Findings
The findings attest to the effectiveness of the mediating role of BIS in the relationship between organizational learning culture and organizational performance within health-care organizations. The theoretical and practical implications of the findings are also discussed.
Research limitations/implications
The study data were collected from a single country, which made generalization difficult. Further research should be carried out to replicate the present study with different organizational cultural variables and organizational outcomes, such as patient satisfaction.
Practical implications
This study provides a clear direction for hospital managers to invest more resources in an effective learning culture, to be positively mediated by BIS and to eventually enhance their hospitals’ performance. In addition, this study also suggests that hospital managers should focus on building a knowledge-based learning culture, to effectively use the information provided by BIS.
Originality/value
Despite the prior study on the applications of BIS and their value to an organization, little is known about the impact of organizational learning culture on BIS in health-care organizations. The findings give support to the argument that organizational learning culture plays an important role in BIS that, in turn, affects business performance.
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Ossenberg C, Mitchell M, Henderson A. Impact of a work-based feedback intervention on student performance during clinical placements in acute-care healthcare settings: a quasi-experimental protocol for the REMARK programme. BMJ Open 2020; 10:e034945. [PMID: 32518210 PMCID: PMC7282324 DOI: 10.1136/bmjopen-2019-034945] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION Current perspectives present feedback as a dynamic, dialogic process. It is widely accepted that feedback can have an impact on workplace performance, however, how dialogic feedback is enacted with the learner in authentic healthcare settings is less apparent. This paper seeks to describe the design and development of an implementation study to promote the learner voice in the feedback process and improve feedback encounters between learners and learning partners in healthcare settings. METHODS AND ANALYSIS A quasi-experimental study design will be used to evaluate whether implementation of a work-based intervention to improve feedback impacts student performance during clinical placements in healthcare settings. Student performance will be measured at three time points: baseline (pre), mid-placement (post-test 1) and end-placement (post-test 2) in keeping with standard assessment processes of the participating university. The intervention is underpinned by Normalisation Process Theory and involves a layered design that targets learners and learning partners using best-practice education strategies. Data regarding participants' engagement with feedback during clinical placements and participants' level of adoption of the intervention will be collected at the completion of the clinical placement period. ETHICS AND DISSEMINATION This study has ethics approval from both Griffith University and Metro South Health Human Research and Ethics committees. Dissemination of results will be local, national and international through forums, seminars, conferences and publications.
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Affiliation(s)
- Christine Ossenberg
- School of Nursing and Midwifery, Griffith University, Nathan, Queensland, Australia
- Nursing Practice Development Unit, Princess Alexandra Hospital, Woolloongabba, Queensland, Australia
| | - Marion Mitchell
- School of Nursing and Midwifery, Griffith University, Nathan, Queensland, Australia
- Intensive Care, Princess Alexandra Hospital, Brisbane, Queensland, Australia
| | - Amanda Henderson
- Nursing Practice Development Unit, Princess Alexandra Hospital, Woolloongabba, Queensland, Australia
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Henderson A, Prescott C. Re-envisaging continuing professional development to improve patient outcomes. NURSE EDUCATION TODAY 2020; 89:104402. [PMID: 32222568 DOI: 10.1016/j.nedt.2020.104402] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2019] [Revised: 12/24/2019] [Accepted: 03/15/2020] [Indexed: 06/10/2023]
Affiliation(s)
- Amanda Henderson
- Nursing Practice Development Unit, Princess Alexandra Hospital, Ipswich Road, Woolloongabba 4102, Australia; School of Nursing, Midwifery and Social Sciences, Central Queensland University, Queensland, Australia.
| | - Cheryl Prescott
- Division of Medicine, Princess Alexandra Hospital, Ipswich Road, Woolloongabba 4102, Queensland, Australia
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Lyman B, Jacobs JD, Hammond EL, Gunn MM. Organizational learning in hospitals: A realist review. J Adv Nurs 2019; 75:2352-2377. [PMID: 31162704 DOI: 10.1111/jan.14091] [Citation(s) in RCA: 20] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/08/2018] [Revised: 03/15/2019] [Accepted: 04/09/2019] [Indexed: 11/26/2022]
Abstract
AIM To establish a middle-range theory of organizational learning in hospitals. DESIGN A realist review of the literature, conducted according to established standards for realist and meta-narrative evidence syntheses. Middle-range theory development was performed according to Smith and Liehr's recommendations. DATA SOURCES Two comprehensive scientific databases and six discipline-focused databases spanning health care, life sciences, business, sociology, and psychology were searched from inception to 12 May 2016. REVIEW METHODS Citations meeting the inclusion criteria were appraised using the Mixed Methods Appraisal Tool. Data extraction was guided by a focus on the contextual factors, mechanisms, and outcomes associated with organizational learning. RESULTS The initial search yielded 2,332 citations, 147 of which were ultimately included in the review. The included citations were generally of high quality. Reviewed evidence indicates certain aspects of organizational context can be conducive to mechanisms of organizational learning, leading to a range of positive organizational outcomes. CONCLUSION This review updates and expands on a previous review of the literature on organizational learning in hospitals, refines the concept of organizational learning in hospitals, and provides a middle-range theory of organizational learning in hospitals. IMPACT This updated review provides a strong evidence base for future work on the topic of organizational learning in hospitals. The refined concept of organizational learning makes it possible to develop reliable, valid research instruments that better reflect of the full scope of organizational learning. Finally, the middle-range theory guides researchers and clinical leaders as they advance the science and practice of organizational learning.
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Affiliation(s)
- Bret Lyman
- College of Nursing, Brigham Young University, Provo, Utah
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Lyman B, Hammond EL, Cox JR. Organisational learning in hospitals: A concept analysis. J Nurs Manag 2018; 27:633-646. [DOI: 10.1111/jonm.12722] [Citation(s) in RCA: 20] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2018] [Revised: 09/21/2018] [Accepted: 10/01/2018] [Indexed: 11/27/2022]
Affiliation(s)
- Bret Lyman
- College of Nursing Brigham Young University Provo Utah
| | | | - Jenna R. Cox
- College of Nursing Brigham Young University Provo Utah
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Gunningberg L, Bååth C, Sving E. Staff's perceptions of a pressure mapping system to prevent pressure injuries in a hospital ward: A qualitative study. J Nurs Manag 2017; 26:140-147. [DOI: 10.1111/jonm.12526] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/13/2017] [Indexed: 11/30/2022]
Affiliation(s)
- Lena Gunningberg
- Department of Public Health and Caring Sciences; Uppsala University; Uppsala University Hospital; Uppsala Sweden
| | - Carina Bååth
- Faculty of Health, Sciences and Technology; Department of Health Sciences; Karlstad University; County Council of Värmland; Värmland Sweden
| | - Eva Sving
- Department of Public Health and Caring Sciences; Uppsala University; Uppsala University Hospital; Uppsala Sweden
- Region Gävleborg; Gävle Sweden
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Grealish L, Henderson A. Investing in organisational culture: nursing students’ experience of organisational learning culture in aged care settings following a program of cultural development. Contemp Nurse 2016; 52:569-575. [DOI: 10.1080/10376178.2016.1173518] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/22/2022]
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Choy S, Henderson A. Preferred strategies for workforce development: feedback from aged care workers. AUST HEALTH REV 2016; 40:533-537. [PMID: 26803185 DOI: 10.1071/ah15116] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2015] [Accepted: 11/12/2015] [Indexed: 11/23/2022]
Abstract
Objective The aim of the present study was to investigate how aged care workers prefer to learn and be supported in continuing education and training activities. Methods Fifty-one workers in aged care facilities from metropolitan and rural settings across two states of Australia participated in a survey and interviews. Survey responses were analysed for frequencies and interview data provided explanations to the survey findings. Results The three most common ways workers were currently learning and prefer to continue to learn are: (1) everyday learning through work individually; (2) everyday learning through work individually assisted by other workers; and (3) everyday learning plus group training courses at work from the employer. The three most common types of provisions that supported workers in their learning were: (1) working and sharing with another person on the job; (2) direct teaching in a group (e.g. a trainer in a classroom at work); and (3) direct teaching by a workplace expert. Conclusions A wholly practice-based continuing education and training model is best suited for aged care workers. Two variations of this model could be considered: (1) a wholly practice-based model for individual learning; and (2) a wholly practice-based model with guidance from coworkers or other experts. Although the model is preferred by workers and convenient for employers, it needs to be well resourced. What is known about the topic? Learning needs for aged care workers are increasing significantly because of an aging population that demands more care workers. Workforce development is largely 'episodic', based on organisational requirements rather than systematic life-long learning. This study is part of a larger 3-year Australian research to investigate models of continuing education training. What does this paper add? Based on an analysis of survey and interview data from 51 workers, the present study suggests effective models of workforce development for aged care workers. What are the implications for practitioners? The effectiveness of the suggested models necessitates a culture where aged care workers' advancement in the workplace is valued and supported. Those responsible for the development of these workers need to be adequately prepared for mentoring and coaching in the workplace.
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Affiliation(s)
- Sarojni Choy
- School of Education and Professional Studies, Mt Gravatt Campus, Griffith University, 176 Messines Ridge Road, Mt Gravatt, Qld 4122, Australia. Email
| | - Amanda Henderson
- Princess Alexandra Hospital, Ipswich Road, Woolloongabba, Qld 4102, Australia
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Pearson ML, Wyte-Lake T, Bowman C, Needleman J, Dobalian A. Assessing the impact of academic-practice partnerships on nursing staff. BMC Nurs 2015; 14:28. [PMID: 25977641 PMCID: PMC4430985 DOI: 10.1186/s12912-015-0085-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2014] [Accepted: 04/30/2015] [Indexed: 11/10/2022] Open
Abstract
Background The ‘spillover effect’ of academic-practice partnerships on hospital nursing staff has received limited attention. In 2007, the Department of Veterans Affairs (VA) created the VA Nursing Academy (VANA) to fund fifteen partnerships between schools of nursing and local VA healthcare facilities. In this paper, we examine the experiences of the VA staff nurses who worked on the units used for VANA clinical training. Methods We used survey methods to collect information from staff nurses at all active VANA sites on their characteristics, exposure to the program’s clinical training activities, satisfaction with program components, and perspectives of the impact on their work and their own plans for education (N = 314). Our analyses utilized descriptive statistics and bivariate and multivariate regression. Results Results show that staff nurses working on VANA units had moderately high levels of exposure to the program’s clinical education activities, and most reported positive experiences with those activities. The vast majority (80 %) did not perceive the presence of students as making their work more difficult. Among those who were enrolled or considering enrolling in a higher education program, over a quarter (28 %) said that their VA’s participation in VANA had an influence on this decision. The majority of staff nurses were generally satisfied with their experience with the students. Their satisfaction with the program was related to the level or dose of their exposure to it. Those who were more involved were more satisfied. Greater interaction with the students, more information on the program, and a preceptor role were all independently associated with greater program satisfaction. Conclusions Our study suggests that academic-practice partnerships may have positive spillover effects on staff nurses who work on clinical education units. Further, partnerships may be able to foster positive experiences for their unit nurses by focusing on informing and engaging them in clinical training activities. In particular, our results suggest that academic-practice partnerships should keep unit nurses well informed about program content and learning objectives, encourage frequent interaction with students, involve them in partnership-related unit-based activities, and urge them to become preceptors for the students. Electronic supplementary material The online version of this article (doi:10.1186/s12912-015-0085-7) contains supplementary material, which is available to authorized users.
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Affiliation(s)
| | - Tamar Wyte-Lake
- Veterans Emergency Management Evaluation Center (VEMEC), 16111 Plummer St. MS-152, Sepulveda, CA 91343 USA ; HSR&D Center for the Study of Healthcare Innovation, Implementation and Policy, North Hills, Los Angeles, CA USA
| | - Candice Bowman
- HSR&D Center for the Study of Healthcare Innovation, Implementation and Policy, North Hills, Los Angeles, CA USA
| | - Jack Needleman
- Department of Health Policy and Management, University of California Los Angeles School of Public Health, Los Angeles, CA USA
| | - Aram Dobalian
- Veterans Emergency Management Evaluation Center (VEMEC), 16111 Plummer St. MS-152, Sepulveda, CA 91343 USA ; HSR&D Center for the Study of Healthcare Innovation, Implementation and Policy, North Hills, Los Angeles, CA USA ; Department of Health Policy and Management, University of California Los Angeles School of Public Health, Los Angeles, CA USA ; University of California Los Angeles School of Nursing, Los Angeles, CA USA
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Paterson K, Henderson A, Burmeister E. The impact of a leadership development programme on nurses' self-perceived leadership capability. J Nurs Manag 2014; 23:1086-93. [DOI: 10.1111/jonm.12257] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/30/2014] [Indexed: 11/28/2022]
Affiliation(s)
- Karyn Paterson
- Princess Alexandra Hospital; Ipswich Road Woolloongabba Australia
| | - Amanda Henderson
- Princess Alexandra Hospital; Ipswich Road Woolloongabba Australia
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