Effect of mentoring on professional values in model C clinical nurse leader graduates

Evidence-Based Virtual Learning Experiences for the Clinical Nurse Leader Capstone

BACKGROUND

The global COVID-19 pandemic resulted in abrupt changes in the delivery of health care and nursing education, particularly in highly affected areas of the country.

PROBLEM

Many hospitals suspended nursing students' learning on-site due to concerns related to virus transmission and lack of clear guidance on safe and effective learning. This Model C Clinical Nurse Leader (CNL) direct entry MSN program needed to meet graduating students' capstone learning needs in a virtual format.

APPROACH

A review of the literature along with CNL competencies and other American Association of Colleges of Nursing resources informed this evidence-based virtual capstone experience.

OUTCOMES

Students achieved learning outcomes in a virtual format and reported high levels of satisfaction with learning activities.

CONCLUSIONS

Virtual learning activities were essential at the height of the pandemic and may prove useful in other circumstances that limit clinical site availability. These activities can also complement in-person learning experiences.

Moral and Professional Values of Nurses in Lebanon

BACKGROUND

Moral and professional values vary among cultures. The purpose of this study was to explore the moral and professional values of registered nurses at a university medical center in a Middle Eastern country and determine the relationship among formal ethics education, background variables (age, gender, nursing degree, regular daily prayer), and nurses' professional and moral values.

METHOD

A cross-sectional survey method with 123 nurses was used. Data on background variables, moral and professional values, and confidence in ethical decision-making were assessed.

RESULTS

Professional values were significantly higher among older nurses and nurses with master's degrees compared with younger nurses and nurses with bachelor's degrees. Daily prayer was related to higher mean scores for moral values. Nurses were confident in their ethical decision-making; however, formal education in ethics did not influence professional or moral values.

CONCLUSION

Although formal education in ethics did not influence the professional or moral values of nurses in Lebanon, this finding does not negate the need for future studies to investigate the content and duration of ethics education that is likely to affect professional or moral values. [J Contin Educ Nurs. 2021;52(9):429-437.].

It is possible to develop the professional values of nurses

BACKGROUND

The awareness and development of professional values affect the quality of nursing care. This study is the first interventional study conducted to develop the professional values of nurses in a clinical setting.

OBJECTIVES

The aim of this study is to determine the effect of a structured Professional Values Development Programme on the development of the professional values of nurses.

RESEARCH DESIGN

This study was a non-randomised controlled trial that measured with pre-test and post-test. Data were collected by using an Individual Identification Form and the Nurses' Professional Values Scale-Revised. The intervention group was involved in a 12-week programme. Participants in the control group received the programme after all data had been collected. Data collection for both groups was conducted at baseline and a 12-week follow-up. Expert opinions were evaluated by the Kendall Coefficient of Correlation test. Chi-square tests and t-tests were used to evaluate group differences. This study was registered at ClinicalTrials.gov.

PARTICIPANTS AND RESEARCH CONTEXT

This study was conducted with 80 nurses (intervention group = 40, control group = 40). This study was conducted in paediatric clinics in two university hospitals in Turkey.

ETHICAL CONSIDERATIONS

In order to conduct this study, ethics committee approval was obtained. This study was performed according to the Helsinki Declaration. Participants were informed verbally and in writing, and informed consent was obtained by giving explanations.

INDINGS

In the analysis, the two groups were similar in demographic variables. The only significant difference between the groups was between weekly working hours. Participants in the intervention group reported statistically significantly higher levels of professional values (p = 0.001) than those in the control group.

DISCUSSIONS AND CONCLUSIONS

This study provides evidence of the positive effectiveness of the Professional Values Development Programme in the development of professional values of clinical nurses. It also demonstrated the feasibility of implementing the programme with clinical nurses.

The Professional Behaviors New Nurses Need: Findings From a National Survey of Hospital Nurse Leaders

AIM

The purpose of this study was to survey hospital nurse leaders throughout the United States to determine which professional behaviors they believe are essential for nursing students to learn in the classroom.

BACKGROUND

This study was part of a multiphase study. The survey was revised from a previous survey administered to nurse leaders in the Midwest.

METHOD

Participants were surveyed using 46 items in the categories of Change, Communication, Conflict, Leadership, and Self-Awareness.

RESULTS

The highest ranked category was Communication, followed by Self-Awareness, Change, Leadership, and Conflict. The highest rated items in each category were communication with patients, accept constructive criticism, manage change, prioritization, and conflict resolution techniques.

CONCLUSION

Nurse educators and leaders can use the findings to continue to refine nursing education.

A clinical nurse leader competency framework: Concept mapping competencies across policy documents

To ensure Clinical Nurse Leaders (CNL) are prepared to function to the full scope of their master's level education, the American Association of Colleges of Nursing published a 2007 White Paper and a 2013 update articulating expected end-of-education and CNL practice competencies. The Commission on Nurse Certification published a CNL job analysis in 2016, which identified a core set of knowledge, skills, and abilities for entry-level practicing CNLs, as the basis for the CNL certification exam. While all share core themes, the language and organization of competencies differs across the three policy documents, resulting in potential ambiguity about expected CNL knowledge and practices, and how they differ from other nursing roles. This effort identified, analyzed and synthesized CNL education and practice concepts listed in each document to refine understanding about CNL competencies and harmonize concepts across documents. The product of this effort is a cohesive CNL competency framework that aligns across the education-to-practice trajectory. The CNL competency framework can be used to guide CNL curriculum and certification review, and may have use in implementing and evaluating CNL practice integration.

How do nurses' work arrangements influence nurse managers' communication? A qualitative study

AIM

To understand how nurses' work arrangements influence nurse managers' communication with their nurses.

BACKGROUND

Transient work relations affect nurse coordination and the way nurse managers work, especially since giving feedback is an important managerial responsibility.

METHOD

Semi-structured interviews conducted between June 2016 and November 2017.

RESULTS

Although professional communication on direct patient care is mostly standardized, nurses' work arrangements influence how nurse managers mentor and provide feedback.

CONCLUSION

Facilities must explore avenues to provide nurse managers with adequate resources so that they can mentor both permanent and temporary nurses to their full professional potential. The implementation of formal mentoring programmes is important to ensure that temporary nurses receive the same information and support that permanent nurses receive and that permanent nurses feel comfortable to critically evaluate information from trusted sources.

IMPLICATIONS FOR NURSING MANAGEMENT

Nurse managers with limited mentoring resources may have to make practical decisions on whom they mentor, but this practical approach becomes a problem when nurses who do not receive adequate mentoring bring their deficiencies to other facilities. The rise in alternative work arrangements requires a shift in thinking about mentoring as a managerial responsibility to improve nursing care delivery universally and not unit specific.