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Happell B, Jacob A, Furness T, Stimson A, Curtis J, Watkins A, Platania-Phung C, Scholz B, Stanton R. Nurse-led physical health interventions for people with mental illness: an integrative review of international literature. J Ment Health 2024:1-23. [PMID: 39150334 DOI: 10.1080/09638237.2024.2390364] [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: 01/16/2023] [Revised: 04/29/2024] [Accepted: 06/06/2024] [Indexed: 08/17/2024]
Abstract
BACKGROUND People experiencing mental illness receive physical healthcare from nurses in a variety of settings including acute inpatient, secure extended care, forensic, and community services. While nurse-led clinical practice addressing sub-optimal consumer physical health is salient, a detailed understanding and description of the contribution by nurses to physical health interventions in people experiencing mental illness is not clearly articulated in the literature. AIMS The aim of this integrative review is to describe the state of knowledge on nurse-led physical health intervention for consumers, focusing on nursing roles, nursing assessment, and intervention settings. METHODS A systematic search of six databases using Medical Subject Headings from 2001 and 2022 inclusive was conducted. The Mixed Methods Appraisal Tool (MMAT) was utilised for quality appraisal. RESULTS Seventy-four studies were identified as "nurse-led". Interventions were most common among community settings (n = 34, 46%). Nurses performed varied roles, often concurrently, including the collection of 341 physical health outcomes, and multiple roles with 225 distinct nursing actions identified across the included studies. A nurse as lead author was common among the included studies (n = 46, 62%). However, nurses were not always recognised for their efforts or contributions in authorship. CONCLUSIONS There is potential gap in role recognition that should be considered when designing and reporting nurse-led physical health interventions.
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Affiliation(s)
- Brenda Happell
- Faculty of Health, Southern Cross University, Adelaide, New South Wales, Australia
- School of Nursing and Midwifery, University College Cork, Cork, Ireland
| | - Alycia Jacob
- School of Nursing, Midwifery and Paramedicine, Australian Catholic University, Fitzroy, Victoria, Australia
| | - Trentham Furness
- Faculty of Health, Southern Cross University, Adelaide, New South Wales, Australia
- Forensicare, Fairfield, Victoria, Australia
| | - Alisa Stimson
- School of Nursing, Midwifery and Social Sciences, CQUniversity, Rockhampton, Queensland, Australia
| | - Jackie Curtis
- Mindgardens Neuroscience Network, South East Sydney Local Health District, Sydney, New South Wales, Australia
| | - Andrew Watkins
- Mindgardens Neuroscience Network, South East Sydney Local Health District, Sydney, New South Wales, Australia
| | - Chris Platania-Phung
- Department of Psychology, Australian College of Applied Psychology, Melbourne, Australia
| | - Brett Scholz
- Medical School, College of Health and Medicine, Australian National University, Canberra, Australia
| | - Robert Stanton
- Cluster for Resilience and Wellbeing, Appleton Institute, South Australia, Australia
- School of Health, Medical and Applied Sciences, CQUniversity, Rockhampton, Queensland, Australia
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Aspinall C, Slark J, Parr J, Pene BJ, Gott M. The role of healthcare leaders in implementing equitable clinical academic pathways for nurses: An integrative review. J Adv Nurs 2024; 80:3119-3133. [PMID: 38186212 DOI: 10.1111/jan.16043] [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: 04/25/2023] [Revised: 11/26/2023] [Accepted: 12/17/2023] [Indexed: 01/09/2024]
Abstract
AIM To identify and synthesize empirical evidence on the role of healthcare leaders in the development of equitable clinical academic pathways for nurses. DESIGN Integrative literature review. DATA SOURCES Literature was searched using CINAHL, PubMed, ProQuest and Google Scholar databases. REVIEW METHODS A total of 114 eligible articles published between 2010 and2022 were screened, 16 papers were selected. RESULTS Results highlighted the need for consistent national, regional, and organizational policy approaches to developing clinical academic careers for nurses. Government health departments and National Health boards must focus on increasing engagement in research and evidence-based nursing practice for high-quality patient care. Discriminatory practices and attitudes were identified as barriers. Discrimination due to gender was evident, while the impact of race, ethnicity, and other social categories of identity are under-researched. Educational leaders must unravel misconceptions about research, highlighting its relevance to patient care and bedside nurses' work. Academic leaders together with executive nurses, research funders and professional nursing bodies must create appropriately remunerated career structures. Transformative approaches are required to develop the clinical academic nurse role and understand its value in clinical practice. CONCLUSION Multiple elements exist within complex systems that healthcare leaders can navigate collaboratively to develop and implement clinical nurse academic roles. This requires vision, acknowledgement of the value of nursing research and the importance of evidence-based research infrastructures. IMPACT Findings highlight the collaborative role of healthcare leaders as critical to the success of critical academic careers for nurses. This review can inform those still to formalize this innovative role for nurses. REPORTING METHOD The review complies with the PRISMA guidelines for reporting systematic reviews. This paper contributes evidence about the healthcare leader's role in developing clinical academic pathways for nurses to the wider global clinical community. PATIENT OR PUBLIC CONTRIBUTION No patient or public contribution was included in this review.
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Affiliation(s)
- Cathleen Aspinall
- School of Nursing, University of Auckland, Auckland, New Zealand
- Te Whatu Ora Counties Manukau, Auckland, New Zealand
| | - Julia Slark
- School of Nursing, University of Auckland, Auckland, New Zealand
| | - Jenny Parr
- School of Nursing, University of Auckland, Auckland, New Zealand
- Te Whatu Ora Counties Manukau, Auckland, New Zealand
| | - Bobbie-Jo Pene
- School of Nursing, University of Auckland, Auckland, New Zealand
- Te Whatu Ora Counties Manukau, Auckland, New Zealand
| | - Merryn Gott
- School of Nursing, University of Auckland, Auckland, New Zealand
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Xing Y, Wang X, Zhang C, Yuan W, Chen X, Luan W. Characteristics and duties of clinical research nurses: a scoping review. Front Med (Lausanne) 2024; 11:1333230. [PMID: 38304098 PMCID: PMC10830629 DOI: 10.3389/fmed.2024.1333230] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/07/2023] [Accepted: 01/04/2024] [Indexed: 02/03/2024] Open
Abstract
Introduction The characteristics and duties of clinical research nurses (CRNs) are constantly developing and changing with the progress of medical technology and increasing needs in patient care. With the continuous deepening and standardization of clinical trials, the importance and status of CRNs during the whole process of clinical trials are also increasingly valued. Methods A scoping review of studies related to the characteristics and duties of CRNs was conducted to clarify relevant roles and concepts. An electronic search was conducted on three English databases (PubMed, Web of Science, Embase) and two Chinese databases (CNKI and Wanfang database) in December 2023. Two authors independently screened the literature, extracted information from the included literature, and summarized and reported the findings. Results A total of 26 articles published between 1991 and 2023 were analyzed, and four characteristics of CRNs were identified as participants and managers of clinical trials, caregivers and protectors of subjects, coordinators of research teams, and educators. Basic knowledge, skills and literacy, communication and coordination ability, and advanced research ability are the competencies required for CRNs. Conclusion Further studies should focus on the importance of various characteristics of CRNs, so as to improve the quality of clinical trials and promote clinical evidence-based practice.
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Affiliation(s)
- Ying Xing
- Nursing Department, Shuguang Hospital Affiliated to Shanghai University of TCM, Shanghai, China
- Shanghai Jiao Tong University School of Nursing, Shanghai, China
| | - Xinxin Wang
- Shanghai Jiao Tong University School of Nursing, Shanghai, China
| | - Chengrui Zhang
- Shanghai Jiao Tong University School of Nursing, Shanghai, China
| | - Weian Yuan
- GCP Center, Shuguang Hospital Affiliated to Shanghai University of TCM, Shanghai, China
| | - Xinlin Chen
- Hospital Management Office of Shanghai University of TCM, Shanghai, China
| | - Wei Luan
- Nursing Department, Shuguang Hospital Affiliated to Shanghai University of TCM, Shanghai, China
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Huang Z, Liu Y, Lei Y, Wei Y, Chen X, Lan Y. Scientific research ability of specialist nurses in Guangxi Zhuang Autonomous Region, China: A cross-sectional study. Nurs Open 2023; 10:6258-6267. [PMID: 37337352 PMCID: PMC10415979 DOI: 10.1002/nop2.1868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Revised: 03/11/2023] [Accepted: 05/16/2023] [Indexed: 06/21/2023] Open
Abstract
AIM This study investigated the scientific research ability of Chinese specialist nurses (SNs) in the Guangxi Zhuang Autonomous Region and its influencing factors. DESIGN A cross-sectional design. METHODS A total of 652 SNs in the Guangxi Zhuang Autonomous Region were investigated from March to October 2021. The nursing scientific research ability level was measured using the Nursing Research Competence of Nurses Self-evaluation Scale. Descriptive statistics, univariate analysis and ordinal logistic regression analysis were used to evaluate factors affecting the scientific research ability of SNs. RESULTS The median score of scientific research ability of SNs was 31 (interquartile range: 19-41). Approximately 74.8% of clinical speciality nurses had low scientific research ability. Educational background, working hospital level, being the first author of a published paper and successful application for scientific research projects were identified as factors influencing scientific research ability score.
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Affiliation(s)
- Ziwei Huang
- Nursing departmentGuangxi Medical University Cancer HospitalNanningChina
| | - Yuanfang Liu
- Nursing departmentGuangxi Medical University Cancer HospitalNanningChina
| | - Yi Lei
- Nursing departmentGuangxi Medical University Cancer HospitalNanningChina
| | - Yiping Wei
- Department of Basic Medical ResearchGuangxi Medical University School of NursingNanningChina
| | - Xiaomei Chen
- Department of NursingRenji Hospital, School of Medicine, Shanghai Jiaotong UniversityShanghaiChina
| | - Yuansong Lan
- School of NursingGuangxi Health Science CollegeNanningChina
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Yoong SL, Bolsewicz K, Reilly K, Williams C, Wolfenden L, Grady A, Kingsland M, Finch M, Wiggers J. Describing the evidence-base for research engagement by health care providers and health care organisations: a scoping review. BMC Health Serv Res 2023; 23:75. [PMID: 36694193 PMCID: PMC9872336 DOI: 10.1186/s12913-022-08887-2] [Citation(s) in RCA: 9] [Impact Index Per Article: 9.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/19/2022] [Accepted: 11/24/2022] [Indexed: 01/25/2023] Open
Abstract
BACKGROUND Having a research-engaged health and medical workforce is associated with improvements in clinical outcomes for patients. As such, there has been significant government investment internationally to support health care organisations and services to increase staff engagement with research. OBJECTIVES This scoping review sought to provide an overview of the literature describing strategies employed to increase research engagement by health care providers and organisations, and to undertake a qualitative analysis to generate a list of research engagement strategies. METHODS A scoping review using systematic search strategies was undertaken to locate peer-review publications and grey literature related to research engagement by health care providers and organisations. Research engagement was defined as a 'deliberate set of intellectual and practical activities undertaken by health care staff and organisations to conduct research'. A database search of electronic records was performed with no limit on publication date. Publications were included regardless of study type (excluding systematic reviews) and categorised as either databased (presenting data or new analysis of existing data) and non-databased (no new data or analyses). Databased publications were further classified according to study type, study design and setting. A qualitative synthesis using a Framework Approach was undertaken with all studies that described a strategy to improve research engagement. RESULTS A total of 152 publications were included in this study with 54% categorised as non-databased. Of the databased articles, the majority (72%) were descriptive studies describing prevalence of correlates of research engagement, 17 (25%) described intervention studies where only two were controlled studies. The following research engagement strategies were identified: i) dual skilled team/staff, ii) resources or physical infrastructure, iii) incentives, iv) leadership support of research, v) education/training, vi) networks, vii) forming partnerships or collaborations and viii) overall leadership structure of entity. CONCLUSIONS The literature on research engagement is primarily opinion-based and descriptive in nature. To provide the evidence needed to inform strategies, this needs to progress beyond descriptive to more rigorous well-designed intervention research.
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Affiliation(s)
- Sze Lin Yoong
- Global Centre for Preventive Health and Nutrition, Institute for Health Transformation, School of Health and Social Development, Faculty of Health, Burwood, VIC 3125 Australia ,Hunter New England Population Health, Wallsend, NSW 2287 Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.413648.cHunter Medical Research Institute, Newcastle, NSW 2300 Australia ,grid.266842.c0000 0000 8831 109XPriority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW 2308 Australia
| | - Katarzyna Bolsewicz
- Hunter New England Population Health, Wallsend, NSW 2287 Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.493834.1National Centre for Immunisation Research and Surveillance, Sydney Children’s Hospital Network, Sydney, NSW 2145 Australia
| | - Kathryn Reilly
- Hunter New England Population Health, Wallsend, NSW 2287 Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.413648.cHunter Medical Research Institute, Newcastle, NSW 2300 Australia ,grid.266842.c0000 0000 8831 109XPriority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW 2308 Australia
| | - Christopher Williams
- Hunter New England Population Health, Wallsend, NSW 2287 Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.413648.cHunter Medical Research Institute, Newcastle, NSW 2300 Australia ,grid.266842.c0000 0000 8831 109XPriority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW 2308 Australia
| | - Luke Wolfenden
- Hunter New England Population Health, Wallsend, NSW 2287 Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.413648.cHunter Medical Research Institute, Newcastle, NSW 2300 Australia ,grid.266842.c0000 0000 8831 109XPriority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW 2308 Australia
| | - Alice Grady
- Hunter New England Population Health, Wallsend, NSW 2287 Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.413648.cHunter Medical Research Institute, Newcastle, NSW 2300 Australia ,grid.266842.c0000 0000 8831 109XPriority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW 2308 Australia
| | - Melanie Kingsland
- Hunter New England Population Health, Wallsend, NSW 2287 Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.413648.cHunter Medical Research Institute, Newcastle, NSW 2300 Australia ,grid.266842.c0000 0000 8831 109XPriority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW 2308 Australia
| | - Meghan Finch
- grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.413648.cHunter Medical Research Institute, Newcastle, NSW 2300 Australia ,grid.266842.c0000 0000 8831 109XPriority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW 2308 Australia
| | - John Wiggers
- Hunter New England Population Health, Wallsend, NSW 2287 Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW 2308 Australia ,grid.413648.cHunter Medical Research Institute, Newcastle, NSW 2300 Australia ,grid.266842.c0000 0000 8831 109XPriority Research Centre for Health Behaviour, The University of Newcastle, Callaghan, NSW 2308 Australia
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Liptrott S, NíChonghaile M, O’Connell L, Aerts E. The Evolving Role of Haematology Nursing Practice: A Cross-Sectional Survey. Mediterr J Hematol Infect Dis 2023; 15:e2023033. [PMID: 37180205 PMCID: PMC10171204 DOI: 10.4084/mjhid.2023.033] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2023] [Accepted: 04/20/2023] [Indexed: 05/16/2023] Open
Abstract
Background And Objectives The scope of haematology nursing practice is dynamic and must respond to advances in treatment, patients' needs and service requirements. Little is known, however, about the different roles of haematology nurses across the European setting. The purpose of this study was to identify the professional practices of haematology nurses. Method A cross-sectional online survey design was used to investigate practice elements undertaken by haematology nurses. Frequencies and descriptive statistics were calculated for demographic variables and chi-square tests to examine relationships between practice elements, nursing role and country. Results Data is reported from 233 nurses across 19 countries, working as Staff Nurses (52.4%), senior nurses (12.9%) and Advanced Practice Nurses (APNs) (34.8%). Most frequently reported activities included medication administration - oral/ intravenous (90.0%), monoclonal antibodies (83.8%), chemotherapy (80.6%), and blood components (81.4%). APNs were more commonly involved in nurse-led clinics and prescribing activities (p < .001, p = .001, respectively); however, other nursing groups also reported performing extended practice activities. Patient and carer education was a significant part of all nurses' roles; however, senior nurses and APNs were more often involved with the multidisciplinary team (p < .001) and managerial responsibilities (p < .001). Nurses' involvement in research was limited (36.3%) and frequently reported as an out-of-work hours activity. Conclusions This study describes haematology nursing care activities performed in various contexts and within different nursing roles. It provides further evidence of nursing activity and may contribute to a core skills framework for haematology nurses.
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Affiliation(s)
- Sarah Liptrott
- Nursing Development and Research Unit, Oncology Institute of Southern Switzerland, Ente Ospedaliero Cantonale (EOC), via Gallino 12, 6500, Bellinzona, Switzerland
- Department of Nursing, Regional Hospital of Bellinzona e Valli, Ente Ospedaliero Cantonale (EOC), via Gallino 12, 6500, Bellinzona, Switzerland
- on behalf of the Haematology Nurses and Healthcare Professionals Group (HNHCP)
| | - Mairéad NíChonghaile
- HOPE Directorate, St James’s Hospital, Dublin 8, Ireland
- on behalf of the Haematology Nurses and Healthcare Professionals Group (HNHCP)
| | - Liz O’Connell
- Haematology Department, Tallaght University Hospital, Dublin 24, Ireland
- on behalf of the Haematology Nurses and Healthcare Professionals Group (HNHCP)
| | - Erik Aerts
- Department of Internal Medicine, Haematology, University Hospital Zurich, Rämistrasse 100, CH-8091 Zurich, Switzerland
- on behalf of the Haematology Nurses and Healthcare Professionals Group (HNHCP)
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A scoping review of outcomes of operational success for nurse scientists in clinical practice settings. Nurs Outlook 2022; 70:247-258. [PMID: 35216813 DOI: 10.1016/j.outlook.2021.11.002] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Revised: 11/09/2021] [Accepted: 11/22/2021] [Indexed: 11/21/2022]
Abstract
BACKGROUND The nurse scientist in the clinical setting is a role that has evolved over recent decades to encompass the concomitant development of personal research programs and the facilitation of staff and advanced practice nurse research in health care settings. However, the definition, operationalization, and measures of success are extremely variable. PURPOSE To identify the defining features and characteristics of the nurse scientist role in clinical practice settings as represented in the existing literature. METHODS We conducted a scoping review using PubMed and CINAHL databases. We initially identified a total of 3345 references from 1976 to June 2020, 217 of which were published from 2005-2020. We used the Joanna Briggs Institute (JBI) framework to explore the state of the science of the role of nurse scientists in practice settings. DISCUSSION Approximately 100 articles met the criteria for full-text analysis, and the final review consisted of 20 descriptive analytic studies addressing the nurse scientist role definition, operationalization, and outcome measures. CONCLUSION Findings suggest that nurse scientist roles serve to promote health system success through a host of research-focused activities that conceivably contribute to improved patient care outcomes. Work is needed to support the cost of requisite resources and infrastructure and to increase acceptance of the role as part of a tenure-earning track in academic settings that also stand to benefit.
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Berthelsen C, Beck M, Hølge‐Hazelton B. Searching for a new normal-Hospital-employed researchers' experiences during the COVID-19 pandemic. Int J Nurs Pract 2021; 27:e12931. [PMID: 33908138 PMCID: PMC8209808 DOI: 10.1111/ijn.12931] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/09/2020] [Revised: 11/05/2020] [Accepted: 02/20/2021] [Indexed: 01/22/2023]
Abstract
BACKGROUND This study focuses on hospital-employed researchers, a relatively new staff group. Their job descriptions vary, which may lead to lack of clarity or preparedness regarding their roles and core tasks during a crisis such as COVID-19. AIM The aim of this study was to explore hospital-employed healthcare researchers' experiences of work during the COVID-19 pandemic. DESIGN A qualitative design based on Graneheim and Lundman's latent content analysis of two focus groups with researchers in clinical practice was chosen to explore researchers' experiences of work during the COVID-19 pandemic. METHODS Fifteen hospital researchers participated in two focus groups, divided into predoctoral and postdoctoral researchers. Focus groups were conducted in May 2020 during the COVID-19 pandemic, using the voice over IP service, Skype®, due to risk of contagion. FINDINGS 'Searching for a new normal during the COVID-19 pandemic' was the main theme during the latent content interpretation, with subthemes of (i) balancing calm and insecurity, (ii) negotiating core tasks and (iii) considering the future. CONCLUSION The 15 researchers tried to balance calm and insecurity within work and family, on standby for the hospital's contingency plan, and in their research tasks. This led them to negotiate their core tasks and to reflect on the changes and consequences for their positions as researchers in clinical practice in the future.
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Affiliation(s)
- Connie Berthelsen
- Research UnitZealand University HospitalKøgeDenmark
- Institute of Regional Health ResearchUniversity of Southern DenmarkOdenseDenmark
| | - Malene Beck
- Department of NeurologyZealand University HospitalKøgeDenmark
| | - Bibi Hølge‐Hazelton
- Research UnitZealand University HospitalKøgeDenmark
- Institute of Regional Health ResearchUniversity of Southern DenmarkOdenseDenmark
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Dobrowolska B, Chruściel P, Pilewska-Kozak A, Mianowana V, Monist M, Palese A. Doctoral programmes in the nursing discipline: a scoping review. BMC Nurs 2021; 20:228. [PMID: 34781935 PMCID: PMC8591938 DOI: 10.1186/s12912-021-00753-6] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2021] [Accepted: 10/29/2021] [Indexed: 11/10/2022] Open
Abstract
Background This study aimed to map and summarise the state of the research regarding doctoral programs in nursing, as well as the issues debated in the context of nursing doctoral education. A Scoping Review in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension scoping reviews statement (PRISMA-ScR) was conducted. Three electronic bibliographic data bases were searched: Cumulative Index to Nursing and Allied Health Literature Complete, Medline (on EBSCO Host) and SCOPUS to identify empirical studies published between January 2009 and December 2019. The review process was based on framework identified by Arksey and O’Malley and further revised by Levac and colleagues. Analysis was performed with the use of the Donabedian framework regarding the structure of the doctorate programmes, the process, and the outcomes. Results The review included 41 articles, mostly originating in the United States (n=26) and Europe (n=8), mainly by collecting the perceptions of students and faculty members with descriptive studies. The following issues were investigated at the (a) structure level: Prerequisite for doctoral candidates, Qualifications of faculty members, Mission of doctoral programs; (b) process level: Doctoral programs contents, Doctoral programs resources and quality, Mentoring and supervision, Doing doctorate abroad; and (c) outcome level: Academic performance outcomes in doctoral programs, Doctoral graduates’ competences, Doctoral students/graduates’ satisfaction, Doctoral graduates’ challenges. Conclusions Doctoral programs have mainly been investigated to date with descriptive studies, suggesting more robust research investigating the effectiveness of strategies to prepare future scientists in the nursing discipline. Doctorates are different across countries, and there is no visible cooperation of scholars internationally; their structure and processes have been reported to be stable over the years, thus not following the research development in nursing, discipline and practice expectations. Moreover, no clear framework of outcomes in the short- and long-term have been established to date to measure the quality and effectiveness of doctorate education. National and global strategies might establish common structure, process and outcome frameworks, as well as promote robust studies that are capable of assessing the effectiveness of this field of education.
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Affiliation(s)
- Beata Dobrowolska
- Department of Holistic Care and Management in Nursing, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland.
| | - Paweł Chruściel
- Department of Nursing Development, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
| | - Anna Pilewska-Kozak
- Department of Gynaecology and Gynaecological Endocrinology, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
| | - Violetta Mianowana
- Department of Nursing Development, Faculty of Health Sciences, Medical University of Lublin, Staszica Str. 4-6, Lublin, Poland
| | - Marta Monist
- 2nd Department of Gynaecology, Medical University of Lublin, Jaczewskiego Str. 8, Lublin, Poland
| | - Alvisa Palese
- Department of Medical Sciences, University of Udine, Viale Ungheria, 20, 33100, Udine, Italy
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Dobrowolska B, Chruściel P, Markiewicz R, Palese A. The role of doctoral-educated nurses in the clinical setting: Findings from a scoping review. J Clin Nurs 2021; 30:2808-2821. [PMID: 33899280 DOI: 10.1111/jocn.15810] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Revised: 03/22/2021] [Accepted: 04/06/2021] [Indexed: 11/29/2022]
Abstract
AIMS AND OBJECTIVES To map and summarise published studies on the career opportunities and roles of doctoral-educated (PhD and DNP) nurses in the clinical setting; to collate actions as proposed in the literature to promote career opportunities and roles for PhD and DNP nurses in the clinical setting. BACKGROUND To improve healthcare outcomes and strengthen leadership in nursing practice, there is the need to place nurses with a doctorate in clinical settings. However, available evidence has never been summarised to map the state of the science in this field. DESIGN A scoping review, in accordance with the Preferred Reporting Items for Systematic reviews and Meta-Analysis extension for scoping reviews statement (PRISMA-ScR). METHODS An electronic database of literature was searched by accessing CINAHL Complete and Medline (on EBSCO Host) and SCOPUS to identify studies published between January 2009-December 2019. A thematic analysis was performed by identifying emerging patterns in the research questions. RESULTS Ten studies were found with three types of clinical engagement: (a) a practice influencer/developer; (b) a clinical leader; and (c) a clinical teacher for students. Working in clinical areas, doctoral-educated nurses might influence several outcomes at the patient, research, staff and organisational levels. CONCLUSIONS Clinical roles for doctoral-educated nurses are still uncommon. However, in the last ten years, a debate has started to identify the possible careers in clinical settings, the needs and the challenges encountered while developing clinical academic roles, as well as the outcomes and actions that should be undertaken. RELEVANCE TO CLINICAL PRACTICE Academic nursing bodies, working with professional bodies and healthcare institutions at different levels, are called on to develop career frameworks, allowing the opportunity for doctoral-educated nurses to be involved in clinical practice and to influence its quality and performance; this might in turn lead to an increase in the quality of research.
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Affiliation(s)
- Beata Dobrowolska
- Department of Nursing Management, Faculty of Health Science, University of Lublin, Lublin, Poland
| | - Paweł Chruściel
- Department of Development in Nursing, Faculty of Health Science, University of Lublin, Lublin, Poland
| | - Renata Markiewicz
- Psychiatric Nursing Department, Faculty of Health Science, University of Lublin, Lublin, Poland
| | - Alvisa Palese
- Department of Medical Sciences, University of Udine, Udine, Italy
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Orton ML, Nelson Follin N, Dannapfel P, Wengström Y. Roles and functions in clinical care for registered nurses with a PhD-A systematic literature review. Scand J Caring Sci 2021; 36:16-26. [PMID: 33713487 DOI: 10.1111/scs.12979] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/10/2020] [Revised: 02/02/2021] [Accepted: 02/14/2021] [Indexed: 11/29/2022]
Abstract
BACKGROUND Nurses are responsible for nursing care and their expertise is crucial for quality of care. One factor important to successful delivery of evidence-based care is availability of staff with the expertise to support their colleagues in this endeavour. RN/PhDs versed in scientific research with a thorough knowledge of their disciplines have the potential to help narrow the gap between theory and practice. The roles and functions of RN/PhDs involved in clinical care have not yet been well defined. AIM To explore publications concerning clinical contributions from registered nurses who hold a PhD (RN/PhDs) regarding impact on quality and improvement of care. METHOD A systematic literature review was conducted and qualitative content analysis was applied to the data obtained from the included studies. FINDINGS The leadership role is considered essential for RN/PhDs, where the focus is on the pursuit of evidence-based practice and the improvement of nursing practices. The opportunity to combine the clinical and academic aspects of nursing is considered crucial in order for RN/PhDs to influence and improve care, yet few such positions are currently available. RN/PhDs cited limited career opportunities as one important reason for not combining clinical and academic work. CONCLUSIONS In order for nursing practice to reach full potential, clinical positions with clearly defined job descriptions for RN/PhDs are needed. To fully leverage their expertise, it is important to allocate sufficient time to conduct relevant research, as well as to support colleagues and students in the improvement of clinical practice.
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Affiliation(s)
- Marie-Louise Orton
- Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Stockholm, Sweden.,Karolinska University Hospital, Stockholm, Sweden
| | - Nina Nelson Follin
- Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Stockholm, Sweden.,Karolinska University Hospital, Stockholm, Sweden.,Division of Children's and Women's Health, Department of Clinical and Experimental Medicine, Linköping University, Linköping, Sweden.,National Specialized Medical Care, Stockholm, Sweden
| | - Petra Dannapfel
- Karolinska University Hospital, Stockholm, Sweden.,Department of Medical and Health Sciences, Linköping University, Linköping, Sweden
| | - Yvonne Wengström
- Department of Neurobiology, Care Sciences and Society, Karolinska Institute, Stockholm, Sweden.,Theme Cancer, Karolinska University Hospital, Stockholm, Sweden
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12
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Chavez M, Melillo C, Rugen K, Sullivan SC. Exploring the role complexity and workforce needs of doctoral-prepared nurses. Nurs Outlook 2021; 69:124-126. [PMID: 33610323 DOI: 10.1016/j.outlook.2021.01.007] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/08/2020] [Accepted: 01/15/2021] [Indexed: 11/28/2022]
Abstract
Veterans Health Administration (VHA) Office of Nursing Services (ONS) is committed to encouraging and sustaining a positive culture that values doctoral-prepared nurses. Responding to needs cited in open-ended responses from the first ever survey of VHA's doctoral-prepared nurse workforce will require: providing and encouraging formal advanced degree achievement recognition; further opportunities for professional development and potential promotion; and support for nurse research activities at the local and national level. ONS recognizes the need for further research and evaluation related to VHA doctoral-prepared nurses to better understand both the outcomes they drive and what drives them.
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Affiliation(s)
- Margeaux Chavez
- Nursing Innovations Center for Evaluation (NICE), Department of Research & Development, James A. Haley Veterans' Hospital and Clinics, Tampa, FL.
| | - Christine Melillo
- Nursing Innovations Center for Evaluation (NICE), Department of Research & Development, James A. Haley Veterans' Hospital and Clinics, Tampa, FL
| | - Kathryn Rugen
- Office of Nursing Services, Veterans Health Administration, Department of Veterans Affairs, VA Central Office - VACO (10A1), NW Washington, DC
| | - Sheila Cox Sullivan
- Office of Nursing Services, Veterans Health Administration, Department of Veterans Affairs, VA Central Office - VACO (10A1), NW Washington, DC
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13
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Hølge‐Hazelton B, Bruun LZ, Slater P, McCormack B, Thomsen TG, Klausen SH, Bucknall T. Danish Translation and Adaptation of the Context Assessment Index With Implications for Evidence‐Based Practice. Worldviews Evid Based Nurs 2019; 16:221-229. [DOI: 10.1111/wvn.12347] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/23/2018] [Indexed: 11/28/2022]
Affiliation(s)
- Bibi Hølge‐Hazelton
- Zealand University Hospital Roskilde Denmark
- University of Southern Denmark Odense Denmark
| | | | | | - Brendan McCormack
- Occupational Therapy and Arts Therapies
- Centre for Person‐Centered Practice ResearchQueen Margaret University Edinburgh East Lothian UK
| | - Thora Grothe Thomsen
- Zealand University Hospital Roskilde Denmark
- University of Southern Denmark Odense Denmark
| | | | - Tracey Bucknall
- Deakin University Melbourne Vic. Australia
- Alfred Health Melbourne Vic. Australia
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14
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Bianchi M, Bagnasco A, Bressan V, Barisone M, Timmins F, Rossi S, Pellegrini R, Aleo G, Sasso L. A review of the role of nurse leadership in promoting and sustaining evidence-based practice. J Nurs Manag 2018; 26:918-932. [DOI: 10.1111/jonm.12638] [Citation(s) in RCA: 56] [Impact Index Per Article: 9.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/04/2018] [Indexed: 11/30/2022]
Affiliation(s)
- Monica Bianchi
- Department of Business Economics, Health and Social Care; University of Applied Science and Arts of Southern Switzerland; Manno Switzerland
| | | | - Valentina Bressan
- Department of Otolaryngology / Head and Neck Surgery; University Hospital Santa Maria della Misericordia; Udine Italy
| | | | - Fiona Timmins
- School of Nursing and Midwifery; Trinity College Dublin; Dublin Ireland
| | - Silvia Rossi
- Department of Health Sciences; University of Genoa; Genoa Italy
| | | | - Giuseppe Aleo
- Department of Health Sciences; University of Genoa; Genoa Italy
| | - Loredana Sasso
- Department of Health Sciences; University of Genoa; Genoa Italy
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15
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Hanssen TA, Olsen PR. Utilisation of academic nursing competence in Europe - A survey among members of the European Academy of Nursing Science. NURSE EDUCATION TODAY 2018; 61:187-193. [PMID: 29222973 DOI: 10.1016/j.nedt.2017.11.020] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/21/2017] [Revised: 06/30/2017] [Accepted: 11/15/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND In line with national and international strategies in Europe, the number of nurses with a doctoral degree has increased. The European Academy of Nursing Science (EANS) has for 18years delivered a three-year doctoral summer school for nurses. Questions have been raised in terms of how academic nurses' competencies are used and in what positions. AIM To understand the progression of nurses' academic careers following completion of the EANS Summer School and to picture how research and academic skills of the nurses are being used for research and/or other fields in nursing. METHODS We commenced a cross-sectional survey. Former EANS Summer School participants were invited to take part in the online survey with questions developed specifically for this study. The study conformed to the principle of good clinical research practice and was reviewed and approved by the EANS Board. RESULTS Of 380 former participants, 308 were eligible for participating in the survey. A total of 140 (45%) responded. The respondents originated from 21 countries. Sixty-nine percent had their main position in universities or university colleges and 25% in healthcare organisations. More than 80% were involved in research, teaching and supervision, and 26% were involved in direct client/patients care while 71% reported doing postdoctoral research where descriptive research designs dominated. The research topics covered a large variety of aspects in clinical nursing, education, development and theory. CONCLUSION The EANS Summer School is an example of an effort to improve nurses' academic competencies. The survey indicates that the competencies of academically trained nurses in Europe primarily are used in universities and educational institutions. However, a large proportion is working close to and in collaboration with clinical practice. Evidence of the legacy of having undergone the EANS Summer School includes using advanced research methods and collaboration with the international EANS network.
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Affiliation(s)
- Tove Aminda Hanssen
- Department of Heart Disease, University Hospital of North Norway, Sykehusvegen 38, Tromsø 9013, Norway; Cardiovascular Research Group, Institute of Clinical Medicine, University of Tromsø-The Arctic University of Norway, Hansine Hansens veg 18, Tromsø 9019, Norway.
| | - Pia Riis Olsen
- Department of Oncology, Aarhus University Hospital, Noerrebrogade 44, Building 5, 8000 Aarhus C, Denmark.
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16
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Berthelsen CB, Hølge-Hazelton B. Caught between a rock and a hard place: An intrinsic single case study of nurse researchers' experiences of the presence of a nursing research culture in clinical practice. J Clin Nurs 2017; 27:1572-1580. [PMID: 29194828 DOI: 10.1111/jocn.14209] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/19/2017] [Indexed: 10/18/2022]
Abstract
AIMS AND OBJECTIVES To explore how nurse researchers in clinical positions experience the presence of a nursing research culture in clinical practice. BACKGROUND Higher demands in the hospitals for increasing the quality of patient care engender a higher demand for the skills of health professionals and evidence-based practice. However, the utilisation of nursing research in clinical practice is still limited. DESIGN Intrinsic single case study design underlined by a constructivist perspective. METHODS Data were produced through a focus group interview with seven nurse researchers employed in clinical practice in two university hospitals in Zealand, Denmark, to capture the intrinsic aspects of the concept of nursing research culture in the context of clinical practice. A thematic analysis was conducted based on Braun and Clarke's theoretical guideline. RESULTS "Caught between a rock and a hard place" was constructed as the main theme describing how nurse researchers in clinical positions experience the presence of a nursing research culture in clinical practice. The main theme was supported by three subthemes: Minimal academic tradition affects nursing research; Minimal recognition from physicians affects nursing research; and Moving towards a research culture. CONCLUSIONS The nurse researchers in this study did not experience the presence of a nursing research culture in clinical practice, however; they called for more attention on removing barriers against research utilisation, promotion of applied research and interdisciplinary research collaboration, and passionate management support. RELEVANCE TO CLINICAL PRACTICE The results of this case study show the pressure which nurse researchers employed in clinical practice are exposed to, and give examples on how to accommodate the further development of a nursing research culture in clinical practice.
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Affiliation(s)
| | - Bibi Hølge-Hazelton
- Institute of Regional Health Research, University of Southern Denmark, Odense M, Denmark.,Zealand University Hospital, Region Zealand, Denmark
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Kjerholt M, Hølge-Hazelton B. Cultivating a culture of research in nursing through a journal club for leaders: A pilot study. J Nurs Manag 2017; 26:42-49. [PMID: 28799281 DOI: 10.1111/jonm.12518] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/25/2017] [Indexed: 11/30/2022]
Abstract
AIM To describe whether an action learning-inspired journal club for nurse leaders can develop the leaders' self-perceived competences to support a research culture in clinical nursing practice. BACKGROUND Development of clinical research capacity and nurse leaders with the requisite competences are key factors in evidence-based health care practice. This study describes how nurse leaders at a large regional hospital took part in a journal club for nurse leaders, with a view to developing their competences to support a nursing research culture in their departments. METHODS A pilot study using a multimethod approach to evaluate the journal club for nurse leaders. Four nurse leaders participated in the journal club for nurse leaders. Content analysis on the data was performed. RESULTS Data revealed that participation in journal club for nurse leaders gave the leaders a feeling of increased competences to support nursing research culture in their departments. They stated that the action learning approach and the competences of the facilitator were key factors in this outcome. CONCLUSIONS An action learning-inspired journal club for nurse leaders can be useful and meaningful to nurse leaders in developing leadership competences. IMPLICATIONS FOR NURSING MANAGEMENT As an approach in journal club for nurse leaders, action learning can develop nurse leaders' competence to support a research culture, and thus ensure evidence-based nursing is practised.
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Affiliation(s)
- Mette Kjerholt
- Haematological Unit for Nursing Research, Department of Haematology, Zealand University Hospital, Roskilde, Denmark
| | - Bibi Hølge-Hazelton
- Zealand University Hospital and Department of Regional Health Research, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark
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18
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Berthelsen CB, Hølge-Hazelton B. ‘Nursing research culture’ in the context of clinical nursing practice: addressing a conceptual problem. J Adv Nurs 2017; 73:1066-1074. [DOI: 10.1111/jan.13229] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/08/2016] [Indexed: 11/29/2022]
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