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Mrklas KJ, Boyd JM, Shergill S, Merali S, Khan M, Moser C, Nowell L, Goertzen A, Swain L, Pfadenhauer LM, Sibley KM, Vis-Dunbar M, Hill MD, Raffin-Bouchal S, Tonelli M, Graham ID. A scoping review of the globally available tools for assessing health research partnership outcomes and impacts. Health Res Policy Syst 2023; 21:139. [PMID: 38129871 PMCID: PMC10740226 DOI: 10.1186/s12961-023-00958-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2022] [Accepted: 01/03/2023] [Indexed: 12/23/2023] Open
Abstract
BACKGROUND Health research partnership approaches have grown in popularity over the past decade, but the systematic evaluation of their outcomes and impacts has not kept equal pace. Identifying partnership assessment tools and key partnership characteristics is needed to advance partnerships, partnership measurement, and the assessment of their outcomes and impacts through systematic study. OBJECTIVE To locate and identify globally available tools for assessing the outcomes and impacts of health research partnerships. METHODS We searched four electronic databases (Ovid MEDLINE, Embase, CINAHL + , PsychINFO) with an a priori strategy from inception to June 2021, without limits. We screened studies independently and in duplicate, keeping only those involving a health research partnership and the development, use and/or assessment of tools to evaluate partnership outcomes and impacts. Reviewer disagreements were resolved by consensus. Study, tool and partnership characteristics, and emerging research questions, gaps and key recommendations were synthesized using descriptive statistics and thematic analysis. RESULTS We screened 36 027 de-duplicated citations, reviewed 2784 papers in full text, and kept 166 studies and three companion reports. Most studies originated in North America and were published in English after 2015. Most of the 205 tools we identified were questionnaires and surveys targeting researchers, patients and public/community members. While tools were comprehensive and usable, most were designed for single use and lacked validity or reliability evidence. Challenges associated with the interchange and definition of terms (i.e., outcomes, impacts, tool type) were common and may obscure partnership measurement and comparison. Very few of the tools identified in this study overlapped with tools identified by other, similar reviews. Partnership tool development, refinement and evaluation, including tool measurement and optimization, are key areas for future tools-related research. CONCLUSION This large scoping review identified numerous, single-use tools that require further development and testing to improve their psychometric and scientific qualities. The review also confirmed that the health partnership research domain and its measurement tools are still nascent and actively evolving. Dedicated efforts and resources are required to better understand health research partnerships, partnership optimization and partnership measurement and evaluation using valid, reliable and practical tools that meet partners' needs.
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Affiliation(s)
- Kelly J Mrklas
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3D10-3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada.
- Strategic Clinical Networks™, Provincial Clinical Excellence, Alberta Health Services, Calgary, AB, Canada.
| | - Jamie M Boyd
- Knowledge Translation Program, St Michael's Hospital, Li Ka Shing Knowledge Institute, Unity Health Toronto, Toronto, ON, Canada
| | - Sumair Shergill
- Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Sera Merali
- Faculty of Kinesiology, University of Calgary, Calgary, AB, Canada
| | - Masood Khan
- Department of Community Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Cheryl Moser
- Department of Community Health Sciences, University of Manitoba, Winnipeg, MB, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Amelia Goertzen
- Faculty of Science, University of Alberta, Edmonton, AB, Canada
| | - Liam Swain
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3D10-3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada
| | - Lisa M Pfadenhauer
- Institute for Medical Information Processing, and Epidemiology-IBE, Ludwig-Maximilians Universität Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
| | - Kathryn M Sibley
- Department of Community Health Sciences, University of Manitoba, Winnipeg, MB, Canada
- George & Fay Yee Centre for Healthcare Innovation, University of Manitoba, Winnipeg, MB, Canada
| | | | - Michael D Hill
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3D10-3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada
- Departments of Clinical Neurosciences, Medicine and Radiology, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | | | - Marcello Tonelli
- Department of Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
- Office of the Vice-President (Research), University of Calgary, Calgary, AB, Canada
| | - Ian D Graham
- Clinical Epidemiology Program, Ottawa Hospital Research Institute, Ottawa, ON, Canada
- Schools of Epidemiology and Public Health and Nursing, University of Ottawa, Ottawa, ON, Canada
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Nowell L, Giltenane M. Understudied phenomena and emerging methodologies in nursing and midwifery: What's new on the horizon? J Adv Nurs 2023; 79:4094-4096. [PMID: 37743607 DOI: 10.1111/jan.15877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/03/2023] [Accepted: 09/05/2023] [Indexed: 09/26/2023]
Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Martina Giltenane
- Department of Nursing & Midwifery, Faculty of EHS, University of Limerick, Limerick, Ireland
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Abstract
We report a concept analysis of the term interprofessional socialization, conducted using the Walker and Avant approach. Our literature search resulted in 27 publications with meaningful insights regarding interprofessional socialization, published between 1994-2022. We identified five defining attributes of interprofessional socialization: (a) learning about other professionals and the roles they play on interprofessional teams, (b) recognizing the value of collaborating with other professionals, (c) identifying a common goal shared across professions, (d) breaking down barriers between professional silos, and (e) developing dual identity: a professional identity and an interprofessional identity. We identified antecedents, consequences, empirical referents, and cases to better illustrate the concept. Insights from this concept analysis provided the foundation for a conceptual definition. Interprofessional socialization is an iterative process in which members from different professions come together to learn about and value each other's perspectives and contributions, while dispelling misconceptions and prejudices, continuously working toward formation of a dual identity: one for professional identity and one for interprofessional identity. Future research is needed to explore how interprofessional socialization changes over the course of a career and how efforts to increase interprofessional socialization across healthcare settings might impact interprofessional initiatives throughout healthcare systems.
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Affiliation(s)
- Sara Dolan
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
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Carless-Kane S, Nowell L. Nursing students learning transfer from classroom to clinical practice: An integrative review. Nurse Educ Pract 2023; 71:103731. [PMID: 37517230 DOI: 10.1016/j.nepr.2023.103731] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/02/2023] [Revised: 07/12/2023] [Accepted: 07/18/2023] [Indexed: 08/01/2023]
Abstract
AIM The aim of this integrative review was to examine the theoretical, qualitative, quantitative and mixed-methods literature focused on how nursing students transfer learning from theory courses into clinical practice. BACKGROUND As nursing curriculum aligns with the growing body of nursing knowledge, nursing students continue to develop their knowledge base and skill sets to prepare for future nursing practice. The bulk of this preparation involves developing connections between classroom/lab knowledge and further demonstrating those connections in clinical practice. However, the extant state of evidence on undergraduate nursing students' learning transfer has not yet been synthesized. DESIGN This integrative review was conducted using the Whittemore and Knafl framework. REVIEW METHODS Eight databases were searched in June 2022: MEDLINE, APA PsycInfo, EMBASE, Web of Science, CINAHL, ERIC, Academic Search Complete and Education Research Complete. Literature was included if it focused on undergraduate nursing students who have participated in at least one clinical practicum and reported on learning transfer in clinical settings. Only English-language, peer-reviewed literature was included. Two researchers independently assessed the eligibility of articles at the title-and-abstract level and at the full-text level, followed by an assessment of methodological quality. The Joanna Briggs Institute's critical appraisal checklists were used to assess theoretical papers and literature reviews and the mixed-methods appraisal tool (MMAT) was used to appraise all studies. Reference lists of included articles were searched for additional relevant literature. Reporting followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses statement guidelines. RESULTS Twenty-eight articles met our inclusion criteria and were included in this review, including 20 qualitative studies, one quantitative study, three mixed-methods studies, three theoretical articles and one integrative review. The results of this review highlighted that numerous facilitators and barriers influence nursing students' ability to transfer learning within clinical learning environments. Facilitators included having knowledgeable and supportive educators and nursing staff, using strategies to promote connections, fostering reflection and aligning theory and practice. Barriers included unclear connections between course content, incongruencies between classroom and practice, lack of nurse role models, lack of real-world applicability and unsupportive nurse educators. CONCLUSIONS The information generated from this integrative review provides evidence about barriers that can be mitigated and facilitators that can be leveraged to facilitate undergraduate nursing students' learning transfer into clinical practice. The findings also highlighted gaps in evidence surrounding the need to understand how nursing students transfer learning from classroom settings to clinical practice settings.
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Nowell L, Davidson S, Gospodinov J, Laing C, Shajani Z, Dewell S, Conroy T, Button D. Evaluating fundamental care knowledge to inform educational leadership. J Adv Nurs 2023; 79:1174-1188. [PMID: 35467759 DOI: 10.1111/jan.15279] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/28/2021] [Revised: 04/04/2022] [Accepted: 04/13/2022] [Indexed: 11/29/2022]
Abstract
AIM To explore undergraduate nursing students' understanding of fundamental care and identify educational leadership opportunities to deepen students' understanding of fundamental care concepts. DESIGN Sequential-explanatory mixed methods study. METHODS We conducted a cross sectional survey (n = 202) and focus groups (n = 24) to explore undergraduate nursing students' ability to identify fundamental care needs. All data were collected between November 2020 and April 2021. Survey data were analysed using descriptive and inferential statistics and focus group data were thematically analysed. RESULTS Year One students scored significantly lower in their ability to identify fundamental care needs compared with students in other years, even after controlling for route, gender and age. Post-degree students scored significantly higher than direct entry or transfer students. Students ≤19 years of age had significantly lower scores compared with students ≥25 years of age. Our focus group findings highlighted that students were often unable to define fundamental care, but they identified learning about various components of fundamental care in a variety of ways. While students understood that fundamental care was required in all settings, they were challenged in providing this care in acute and virtual settings. Students shared several suggestions to support fundamental care skills development across the curriculum. CONCLUSIONS There is a need for a clear definition and description of the fundamentals of care that is used consistently by faculty, students and curriculum documents. It is important to encourage and support educators to share real-world nursing stories, offer students time to share their personal experiences, develop creative learning opportunities and foster student reflection to deepen students' understanding of the fundamentals of care. IMPACT Educators need support to meaningfully incorporate fundamentals of care learning opportunities across multiple care settings. Educational leaders can use these findings to develop or adapt their curricula to support fundamental care skill development.
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Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Sandra Davidson
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | | | - Catherine Laing
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Zahra Shajani
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Sarah Dewell
- School of Nursing, University of Northern British Columbia, Prince George, BC, Canada
| | - Tiffany Conroy
- College of Nursing & Health Sciences, Flinders University, Adelaide, Australia
| | - Didy Button
- College of Nursing & Health Sciences, Flinders University, Adelaide, Australia
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Beaulieu L, Seneviratne C, Nowell L. Change fatigue in nursing: An integrative review. J Adv Nurs 2023; 79:454-470. [PMID: 36534455 DOI: 10.1111/jan.15546] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2022] [Revised: 10/27/2022] [Accepted: 12/09/2022] [Indexed: 12/23/2022]
Abstract
AIMS To synthesize the empirical and theoretical literature on change fatigue in nursing, including how change fatigue affects nurses, the nursing profession and strategies to prevent and overcome it. BACKGROUND Change fatigue refers to the overwhelming feelings of stress, exhaustion and burnout associated with rapid and continuous change across healthcare organizations. Change fatigue can affect nurses' wellbeing, yet there is a distinct lack of literature which synthesizes the relationship between cumulative organizational change and nurses' wellbeing. DESIGN Integrative review following Toronto and Remington and Whittemore and Knafl methodology. DATA SOURCES Searches were conducted in CINAHL, Embase, Medline, APA PsycInfo, Scopus, Business Source Complete and ProQuest Dissertations & Theses Global in January 2022. REVIEW METHODS A comprehensive search was conducted to identify literature on change fatigue in nursing. Included literature were critically appraised for methodological quality. Data from each article were abstracted and thematically analysed. RESULTS Twenty-six articles were included in this review, including 14 empirical studies, 10 theoretical papers and two literature reviews. Five main themes described in the literature included: definitions, preceding factors, associated behaviours, consequences and mitigation strategies for change fatigue. CONCLUSION This review highlights the impact of rapid and continuous change on nurses and nursing practice. Further research is needed to explore the relationship between change fatigue and burnout, understand how and why nurses withdraw or avoid change, and to develop a metric to measure change fatigue when considering new change initiatives. IMPACT Findings from this review generated an improved understanding of how change fatigue affects nurses, the nursing profession and strategies to prevent and overcome it. This paper provides practical recommendations for future research, direction for nursing educators and leaders, and encourages nurses to practice political agency with change management. PATIENT OR PUBLIC CONTRIBUTION This project was an integrative review of the literature therefore no patient or public contribution was necessary.
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Affiliation(s)
- Lindsay Beaulieu
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada.,Department of Clinical Neurosciences, Alberta Health Services, Calgary, Alberta, Canada
| | | | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
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Mrklas KJ, Boyd JM, Shergill S, Merali S, Khan M, Nowell L, Goertzen A, Pfadenhauer LM, Paul K, Sibley KM, Swain L, Vis-Dunbar M, Hill MD, Raffin-Bouchal S, Tonelli M, Graham ID. Tools for assessing health research partnership outcomes and impacts: a systematic review. Health Res Policy Syst 2023; 21:3. [PMID: 36604697 PMCID: PMC9817421 DOI: 10.1186/s12961-022-00937-9] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 11/08/2022] [Indexed: 01/07/2023] Open
Abstract
OBJECTIVE To identify and assess the globally available valid, reliable and acceptable tools for assessing health research partnership outcomes and impacts. METHODS We searched Ovid MEDLINE, Embase, CINAHL Plus and PsycINFO from origin to 2 June 2021, without limits, using an a priori strategy and registered protocol. We screened citations independently and in duplicate, resolving discrepancies by consensus and retaining studies involving health research partnerships, the development, use and/or assessment of tools to evaluate partnership outcomes and impacts, and reporting empirical psychometric evidence. Study, tool, psychometric and pragmatic characteristics were abstracted using a hybrid approach, then synthesized using descriptive statistics and thematic analysis. Study quality was assessed using the quality of survey studies in psychology (Q-SSP) checklist. RESULTS From 56 123 total citations, we screened 36 027 citations, assessed 2784 full-text papers, abstracted data from 48 studies and one companion report, and identified 58 tools. Most tools comprised surveys, questionnaires and scales. Studies used cross-sectional or mixed-method/embedded survey designs and employed quantitative and mixed methods. Both studies and tools were conceptually well grounded, focusing mainly on outcomes, then process, and less frequently on impact measurement. Multiple forms of empirical validity and reliability evidence was present for most tools; however, psychometric characteristics were inconsistently assessed and reported. We identified a subset of studies (22) and accompanying tools distinguished by their empirical psychometric, pragmatic and study quality characteristics. While our review demonstrated psychometric and pragmatic improvements over previous reviews, challenges related to health research partnership assessment and the nascency of partnership science persist. CONCLUSION This systematic review identified multiple tools demonstrating empirical psychometric evidence, pragmatic strength and moderate study quality. Increased attention to psychometric and pragmatic requirements in tool development, testing and reporting is key to advancing health research partnership assessment and partnership science. PROSPERO CRD42021137932.
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Affiliation(s)
- K. J. Mrklas
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3D10, 3280 Hospital Drive NW, Calgary, AB T2N 4Z6 Canada
- Strategic Clinical Networks™, Provincial Clinical Excellence, Alberta Health Services, Calgary, AB Canada
| | - J. M. Boyd
- Knowledge Translation Program, St Michael’s Hospital, Li Ka Shing Knowledge Institute, Unity Health Toronto, Toronto, ON Canada
| | - S. Shergill
- Cumming School of Medicine, University of Calgary, Calgary, AB Canada
| | - S. Merali
- Faculty of Kinesiology, University of Calgary, Calgary, AB Canada
| | - M. Khan
- Department of Community Health Sciences, University of Manitoba, Winnipeg, MB Canada
| | - L. Nowell
- Faculty of Nursing, University of Calgary, Calgary, AB Canada
| | - A. Goertzen
- Faculty of Science, University of Alberta, Edmonton, AB Canada
| | - L. M. Pfadenhauer
- Institute for Medical Information Processing, Biometry, and Epidemiology–IBE, Ludwig-Maximilian Universität Munich, Munich, Germany
- Pettenkofer School of Public Health, Munich, Germany
| | - K. Paul
- University of Calgary Summer Studentships Program, Calgary, AB Canada
| | - K. M. Sibley
- Department of Community Health Sciences, University of Manitoba, Winnipeg, MB Canada
- George & Fay Yee Centre for Healthcare Innovation, University of Manitoba, Winnipeg, MB Canada
| | - L. Swain
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3D10, 3280 Hospital Drive NW, Calgary, AB T2N 4Z6 Canada
| | - M. Vis-Dunbar
- University of British Columbia - Okanagan, Kelowna, BC Canada
| | - M. D. Hill
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3D10, 3280 Hospital Drive NW, Calgary, AB T2N 4Z6 Canada
- Departments of Clinical Neurosciences, Medicine and Radiology, Cumming School of Medicine, University of Calgary, Calgary, AB Canada
- Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, AB Canada
| | | | - M. Tonelli
- Department of Medicine, Cumming School of Medicine, University of Calgary, Calgary, AB Canada
- Office of the Vice-President (Research), University of Calgary, Calgary, AB Canada
| | - I. D. Graham
- Centre for Implementation Research, Ottawa Hospital Research Institute, Ottawa, ON Canada
- School of Epidemiology and Public Health & School of Nursing, University of Ottawa, Ottawa, ON Canada
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Nowell L, Ferreira C, Dhingra S, Davidson K, Morgan P, Thomas C. Students and simulation facilitators' experiences and perceptions of a distraction and interruption simulation: a mixed-methods study. Nurse Educ Today 2023; 120:105634. [PMID: 36399861 DOI: 10.1016/j.nedt.2022.105634] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/16/2022] [Revised: 10/26/2022] [Accepted: 11/05/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND While distractions and interruptions are leading causes of errors during medication preparation, most nursing students are not taught how to manage distractions in a highly-interruptive environment. To help prepare nursing students to manage distractions and interruptions in clinical practice, we developed, implemented, and evaluated a medication preparation distraction and interruption simulation. OBJECTIVES To explore student and simulation facilitators experiences and perceptions of a distraction and interruption simulation. DESIGN A sequential explanatory mixed-methods design was adopted including surveys, interviews, and focus groups. SETTING A mid-sized research intensive western Canadian university. PARTICIPANTS A total of 112 third year nursing students who engaged in the distraction and interruption simulation, and five simulation facilitators who facilitated the distraction and interruption simulation, participated in this study. METHODS Students were invited to complete a cross sectional survey following the distraction and interruption simulation and were then invited to participate in focus groups. Simulation facilitators were invited to participate in one-on-one interviews following facilitating the distraction and interruption simulation. All data were collected between June and December 2020. RESULTS Data from surveys, interviews, and focus groups were delineated into 4 themes related to the phases of the simulation. The prebriefing provided an overview of the simulation and helped create psychological safety that was imperative for learning about potential medication errors when being distracted and interrupted. The simulation scenario had a high degree of fidelity and helped students implement strategies to manage distractions and interruptions. The structured debrief provided an opportunity for meaningful reflection. The impact of the simulation was apparent as students articulated the balance between speed versus safety and new strategies developed to manage distractions and interruptions in clinical practice. CONCLUSION This study supports the use of simulation to develop key skills for managing distractions and interruptions during medication preparation in clinical practice.
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Mrklas KJ, Merali S, Khan M, Shergill S, Boyd JM, Nowell L, Pfadenhauer LM, Paul K, Goertzen A, Swain L, Sibley KM, Vis-Dunbar M, Hill MD, Raffin-Bouchal S, Tonelli M, Graham ID. How are health research partnerships assessed? A systematic review of outcomes, impacts, terminology and the use of theories, models and frameworks. Health Res Policy Syst 2022; 20:133. [DOI: 10.1186/s12961-022-00938-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/06/2022] [Accepted: 11/09/2022] [Indexed: 12/15/2022] Open
Abstract
Abstract
Background
Accurate, consistent assessment of outcomes and impacts is challenging in the health research partnerships domain. Increased focus on tool quality, including conceptual, psychometric and pragmatic characteristics, could improve the quantification, measurement and reporting partnership outcomes and impacts. This cascading review was undertaken as part of a coordinated, multicentre effort to identify, synthesize and assess a vast body of health research partnership literature.
Objective
To systematically assess the outcomes and impacts of health research partnerships, relevant terminology and the type/use of theories, models and frameworks (TMF) arising from studies using partnership assessment tools with known conceptual, psychometric and pragmatic characteristics.
Methods
Four electronic databases were searched (MEDLINE, Embase, CINAHL Plus and PsycINFO) from inception to 2 June 2021. We retained studies containing partnership evaluation tools with (1) conceptual foundations (reference to TMF), (2) empirical, quantitative psychometric evidence (evidence of validity and reliability, at minimum) and (3) one or more pragmatic characteristics. Outcomes, impacts, terminology, definitions and TMF type/use were abstracted verbatim from eligible studies using a hybrid (independent abstraction–validation) approach and synthesized using summary statistics (quantitative), inductive thematic analysis and deductive categories (qualitative). Methodological quality was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD).
Results
Application of inclusion criteria yielded 37 eligible studies. Study quality scores were high (mean 80%, standard deviation 0.11%) but revealed needed improvements (i.e. methodological, reporting, user involvement in research design). Only 14 (38%) studies reported 48 partnership outcomes and 55 impacts; most were positive effects (43, 90% and 47, 89%, respectively). Most outcomes were positive personal, functional, structural and contextual effects; most impacts were personal, functional and contextual in nature. Most terms described outcomes (39, 89%), and 30 of 44 outcomes/impacts terms were unique, but few were explicitly defined (9, 20%). Terms were complex and mixed on one or more dimensions (e.g. type, temporality, stage, perspective). Most studies made explicit use of study-related TMF (34, 92%). There were 138 unique TMF sources, and these informed tool construct type/choice and hypothesis testing in almost all cases (36, 97%).
Conclusion
This study synthesized partnership outcomes and impacts, deconstructed term complexities and evolved our understanding of TMF use in tool development, testing and refinement studies. Renewed attention to basic concepts is necessary to advance partnership measurement and research innovation in the field.
Systematic review protocol registration: PROSPERO protocol registration: CRD42021137932 https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=137932.
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Dolan S, Nowell L, Moules NJ. Interpretive description in applied mixed methods research: Exploring issues of fit, purpose, process, context, and design. Nurs Inq 2022:e12542. [DOI: 10.1111/nin.12542] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2022] [Revised: 11/08/2022] [Accepted: 11/10/2022] [Indexed: 12/12/2022]
Affiliation(s)
- Sara Dolan
- Faculty of Nursing University of Calgary Calgary Alberta Canada
| | - Lorelli Nowell
- Faculty of Nursing University of Calgary Calgary Alberta Canada
| | - Nancy J. Moules
- Faculty of Nursing University of Calgary Calgary Alberta Canada
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11
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Nowell L, Dhingra S, Carless-Kane S, McGuinness C, Paolucci A, Jacobsen M, Lorenzetti DL, Lorenzetti L, Oddone Paolucci E. A systematic review of online education initiatives to develop students remote caring skills and practices. Med Educ Online 2022; 27:2088049. [PMID: 35694798 PMCID: PMC9196772 DOI: 10.1080/10872981.2022.2088049] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/28/2022] [Revised: 05/17/2022] [Accepted: 06/06/2022] [Indexed: 06/15/2023]
Abstract
The ongoing COVID-19 pandemic has altered caring professions education and the range of technological competencies needed to thrive in today's digital economy. We aimed to identify the various technologies and design strategies being used to help students develop and translate professional caring competencies into remote working environments. Eight databases were systematically searched in February 2021 for relevant studies. Studies reporting on online learning strategies designed to prepare students to operate in emerging digital economies were included. Quality assessment was undertaken using the Effective Public Health Practice Project Quality Assessment Tool and/or the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research. Thirty-eight studies were included and synthesized to report on course details, including technologies being used and design strategies, and study outcomes including curriculum, barriers and facilitators to technology integration, impact on students, and impact on professional practice. Demonstrations of remote care, videoconferencing, online modules, and remote consultation with patients were the most common instructional methods. Audio/video conferencing and online learning systems were the most prevalent technologies used to support student learning. Students reported increased comfort and confidence when working with technology and planning and providing remote care to patients. While a recent influx in research related to online learning and caring technologies was noted, study quality remains variable. More emphasis on assessment, training, and research is required to support students in using digital technologies and developing interpersonal and technological skills required to work in remote settings.
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Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Swati Dhingra
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | | | | | - Alessandra Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, AB, Canada
| | | | - Diane L. Lorenzetti
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, AB, Canada
- Health Sciences Library, University of Calgary, AB, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, Calgary, AB, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, AB, Canada
- Department of Surgery, Cumming School of Medicine, University of Calgary, AB, Canada
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Smith JM, Smith J, Nowell L, Lind C, Chalhoub S, McMillan C, Jackson J, Dela Cruz A. A Dog with an Office: The Process of Embedding a Wellness Dog Intervention in a University Setting. Issues Ment Health Nurs 2022; 43:870-877. [PMID: 35468302 DOI: 10.1080/01612840.2022.2067275] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
Universities are places to promote the wellbeing of people who learn, work, and live within them. This article reports on an innovative, holistic, and embedded wellness dog program that was developed by the Faculty of Nursing to support the wellbeing of students, faculty, and staff. The innovation included a collaborative partnership between two faculties (the faculties of Veterinary Medicine and Nursing), and the targeted purchase, training, and socialization of a wellness dog. Pet wellness programs have the potential to be an important mental health intervention on university campuses. While the program was postponed due to COVID-19, the purpose of this article is to share processes used to create the wellness dog program, with suggestions regarding implementation and evaluation.
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Affiliation(s)
| | - Jennifer Smith
- Faculty of Nursing, University of Calgary, Calgary, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Canada
| | - Candace Lind
- Faculty of Nursing, University of Calgary, Calgary, Canada
| | - Serge Chalhoub
- Faculty of Veterinary Medicine, University of Calgary, Calgary, Canada
| | - Chantal McMillan
- Faculty of Veterinary Medicine, University of Calgary, Calgary, Canada
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Nowell L. Helping nurses shift from the great resignation to the great reimagination. J Adv Nurs 2022; 78:e115-e117. [PMID: 35909092 DOI: 10.1111/jan.15403] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 07/22/2022] [Indexed: 11/30/2022]
Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
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14
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Dolan S, Nowell L, McCaffrey G. Pragmatism as a philosophical foundation to integrate education, practice, research and policy across the nursing profession. J Adv Nurs 2022; 78:e118-e129. [PMID: 35854667 DOI: 10.1111/jan.15373] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2022] [Revised: 06/22/2022] [Accepted: 07/05/2022] [Indexed: 12/01/2022]
Abstract
AIM A discussion of the philosophy of pragmatism and how it can underpin and integrate nursing education, practice, research and policy across the nursing profession. BACKGROUND Although the concepts of plurality, truth, fallibilism, subjectivity and meliorism have been discussed across foundational philosophical literature, the relation of these concepts across various facets of the nursing profession have not been thoroughly articulated in the nursing literature. DESIGN Critical theoretical reflection. DATA SOURCES In this article, we draw from literature written on the philosophy of pragmatism from 1907 through to 2021. IMPLICATIONS FOR NURSING We propose an integrative approach for the nursing profession where education, practice, research and policy speak and contribute to each other through a lens of pragmatism. In this approach, education has a relationship with practice and practice has a direct line to research where nurses on the front lines can engage with pragmatic inquiry. Researchers in return can inform frontline nurses and policymakers of evidence emerging in areas pertinent to practice. These relationships are made possible through integrated knowledge translation by including all stakeholders at every point of knowledge generation. Each facet of the nursing profession is filled with stakeholders of nursing knowledge, who are invested in its utility. Although it requires focused effort to integrate knowledge across the profession, pragmatism calls for action in the face of challenges in hope for a stronger body of nursing knowledge and ultimately profession. CONCLUSION Pragmatism is an apt philosophy to underpin and integrate nursing education, practice, research and policy across the nursing profession.
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Affiliation(s)
- Sara Dolan
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Graham McCaffrey
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
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15
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Fung AS, Nowell L, Afzal AR, Thiessen MH, Campbell A, Hao D. Piloting virtual mentorship: Evaluating acceptability and influence on wellness and professional identity in medical oncology (MO). J Clin Oncol 2022. [DOI: 10.1200/jco.2022.40.16_suppl.11022] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
11022 Background: Despite extensive literature on the value of mentorship in academic medicine, little evidence exists to inform mentorship practices in MO. In 2021, the Canadian Association of Medical Oncologists (CAMO) piloted a national, 6-month virtual mentorship program consisting of 2 group mentoring events and additional 1-on-1 mentoring activities, to better support the needs of MO trainees. Feedback was obtained from participants to gain insight into how virtual mentorship might impact physician wellness and formation of professional identity, and to inform future iterations of CAMO’s virtual mentorship strategy. Methods: All Canadian MO residents/fellows were invited to participate in the program. Electronic surveys were completed by participants at baseline, after each group event, and at program completion. Surveys evaluated the program content and format, and used validated questionnaires for evaluating physician wellness/burnout (Stanford Professional Fulfillment Index [SPFI]), and professional identity (Macleod Clark Professional Identity Scale [MCPIS]). Cohort characteristics and survey responses were summarized using descriptive statistics. Procedures for survey data collection and analysis were ethics approved. Results: At baseline, respondents (n = 38) were predominantly female (63%), and < 35 years (76%). 50% were married. On average, 78% of respondents ranked the virtual group mentoring events as meeting expectations. Program strengths identified by participants included meeting mentors outside of their own centre, meeting other trainees from across the country, and learning more about work-life balance/physician wellness. The main critique was insufficient time for interaction. Of the 34 MCPIS respondents, 94% were pleased to belong to the profession of MO, 91% identified positively with members of their profession and 77% felt like a member of the profession themselves. The average score on the SPFI scale was 2.73±0.71 (n = 34). Although 85% of respondents found their work meaningful, 71% satisfying, and 50% felt they were contributing professionally in valued ways, only 38% met criteria for professional fulfilment (score ≥3.00). 27% met criteria for burnout (score ≥1.33), 15% found their work physically exhausting and 9% found their work emotionally exhausting. Conclusions: CAMO’s pilot virtual mentorship program highlights that technology can be successfully leveraged to facilitate mentoring. The majority of MO trainees identified positively with their profession, yet only 38% reached the threshold for professional fulfillment and nearly a third met criteria for burnout. Longitudinal follow-up among mentored trainees is needed to provide insight into whether mentorship may influence physician wellness and professional identity over time.
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Affiliation(s)
- Andrea S. Fung
- Cancer Centre of Southeastern Ontario, Kingston, ON, Canada
| | | | | | | | - Alexi Campbell
- Canadian Association of Medical Oncologists, Ottawa, ON, Canada
| | - Desiree Hao
- Department of Medical Oncology, Tom Baker Cancer Centre, University of Calgary, Calgary, AB, Canada
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16
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Lorenzetti L, Jacobsen M, Lorenzetti DL, Nowell L, Pethrick H, Clancy T, Freeman G(G, Oddone Paolucci E. Fostering Learning and Reciprocity in Interdisciplinary Research. Small Group Research 2022. [DOI: 10.1177/10464964221089836] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
While cohesive teams are essential to advancing interdisciplinary research, few frameworks exist to guide team development. In this article, eight academic women adopt a participatory process of inter-relational reflexivity to reflect upon our interdisciplinary research and propose a best-practice framework for sustained effectiveness of interdisciplinary collaboration.
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Affiliation(s)
- Liza Lorenzetti
- Faculty of Social Work, University of Calgary, Calgary, AB, Canada
| | - Michele Jacobsen
- Werklund School of Education, University of Calgary, Calgary, AB, Canada
| | | | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Helen Pethrick
- Werklund School of Education, University of Calgary, Calgary, AB, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
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Davidson KM, Morgan P, Ferreira C, Thomas CM, Nowell L. Adapting a Distraction and Interruption Simulation for Safe Medication Preparation: An International Collaboration. Clin Simul Nurs 2022. [DOI: 10.1016/j.ecns.2022.01.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
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18
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Mulli J, Nowell L, Swart R, Estefan A. Undergraduate nursing simulation facilitators lived experience of facilitating reflection-in-action during high-fidelity simulation: A phenomenological study. Nurse Educ Today 2022; 109:105251. [PMID: 34922140 DOI: 10.1016/j.nedt.2021.105251] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 12/01/2021] [Accepted: 12/10/2021] [Indexed: 06/14/2023]
Abstract
BACKGROUND Reflective practice is an essential step to learning in high-fidelity simulation, yet, reflection-in-action is an often overlooked yet important opportunity to support student learning. OBJECTIVES To explore and describe the lived experience of undergraduate nursing simulation facilitators use of reflection-in-action during high-fidelity simulation. DESIGN A descriptive phenomenological study. SETTING A western Canadian province. PARTICIPANTS Undergraduate nursing simulation facilitators with experience in nursing education and simulation facilitation. METHODS We conducted 11 semi-structured interviews and utilized Colaizzi's seven step process of analysis to discover the essence of undergraduate nursing simulation facilitators use of reflection-in-action during high-fidelity simulation. RESULTS Simulation facilitators were able to identify reflection-in-action during high-fidelity simulation when students paused, collaborated, shared their thinking aloud, and changed their course of action. Barriers to reflection-in-action included learner fear and anxiety, poor simulation design, and inadequately prepared students and facilitators. Simulation facilitators supported reflection-in-action through prebriefing, facilitator curiosity, and providing cue, prompts, and facilitated paused. Some of the noted benefits to reflection-in-action include promoting collaborative learning, building confidence and critical thinking, and embedding reflection into practice. CONCLUSIONS The insights from this research can be used to guide reflection-in-action strategy development and future research in high-fidelity simulation.
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Affiliation(s)
- Jessica Mulli
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
| | - Ruth Swart
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
| | - Andrew Estefan
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
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Nowell L, Dhingra S, Carless S, Davidson S, Carr E. Nursing students' experiences and perceptions of an innovative graduate level healthcare grand challenge course: a qualitative study. Int J Nurs Educ Scholarsh 2022; 18:ijnes-2021-0079. [PMID: 35025188 DOI: 10.1515/ijnes-2021-0079] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Accepted: 12/28/2021] [Indexed: 11/15/2022]
Abstract
Nursing leaders are increasingly required to create and implement innovative solutions to address challenges in the workplace. However, the present-day education of graduate nurses may not adequately prepare them for entrepreneurial approaches to problem solving required in today's complex healthcare environments. To fill this gap, we designed, implemented, and evaluated a Healthcare Grand Challenge course for graduate nurses interested in developing their leadership skills. Following the course, students were invited to participate in a qualitative research study to explore their experiences and perceptions of the course and identify how they used the knowledge and skills developed through the course in their leadership practices. This study provides key lessons for future offerings of grand challenge courses while highlighting the influence of grand challenge courses on current and future nursing leadership practice.
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Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Swati Dhingra
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Sandra Carless
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Sandra Davidson
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
| | - Eloise Carr
- Faculty of Nursing, University of Calgary, Calgary, AB, Canada
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Jackson J, Nowell L. 'The office of disaster management' nurse managers' experiences during COVID-19: A qualitative interview study using thematic analysis. J Nurs Manag 2021; 29:2392-2400. [PMID: 34270140 PMCID: PMC8420524 DOI: 10.1111/jonm.13422] [Citation(s) in RCA: 20] [Impact Index Per Article: 6.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2021] [Revised: 06/25/2021] [Accepted: 07/08/2021] [Indexed: 12/15/2022]
Abstract
AIM The purpose of this study was to understand the experiences of nurse managers during the COVID-19 pandemic. BACKGROUND There is a growing body of knowledge about the experiences of clinical nurses during COVID-19. However, there is less evidence about the experiences of nurse managers during the pandemic. METHODS Eight nurse managers, from acute care and outpatient settings, completed semistructured interviews about how their roles had changed during the pandemic, how they felt about these changes, and what had gone well or been difficult. Each participant was interviewed once, for 20-60 min. We used thematic analysis methods to analyse the interview transcripts. FINDINGS Nurse managers had to coordinate care in a context of uncertainty and guidance that changed frequently. Participants found that their roles and responsibilities either expanded to include more duties, or they were asked to take on a completely new role, with no orientation or training. Nurse managers were expected to provide support to their staff and patients, but did not necessarily receive support themselves. Participants were expected to plan simultaneously for care during the pandemic and for a return to normal working conditions. These factors contributed to challenging and difficult participant experiences of managing during COVID-19. CONCLUSION Nurse managers' experiences during COVID-19 are influenced by changes to their roles and the support they received. Nurse managers continue to support high-quality care despite working a difficult context. IMPLICATIONS FOR NURSING MANAGEMENT Where possible, nurse managers can be supported to extend their roles or receive additional education and support if they are required to take on new responsibilities. Nurse managers require support in order to be a resource for their staff.
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Affiliation(s)
- Jennifer Jackson
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
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21
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Nowell L, Lorenzetti D, Jacobsen M, Lorenzetti L, Paolucci EO. Translating caring competencies to remote working environments: a systematic review protocol. BMJ Open 2021; 11:e048459. [PMID: 34011602 PMCID: PMC8137205 DOI: 10.1136/bmjopen-2020-048459] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/26/2020] [Accepted: 05/11/2021] [Indexed: 11/23/2022] Open
Abstract
INTRODUCTION Caring professions attend to the health, educational and social needs of society rather than its material needs. Caring professionals are a vital part of the world's response to COVID-19, yet the global pandemic and its aftermath have significantly changed the ways in which care is provided. The rapid pivot to remote care, where the essential caring cues and opportunities are not as readily available, has put unprecedented pressure on caring professions. There is currently a lack of clear understanding and accepted standards for teaching caring profession students how to provide care remotely. The objective of this systematic review is to identify and assess the ways in which educators can integrate online learning opportunities to help students develop effective caring practices and translate these into today's remote and virtual care environments. METHODS AND ANALYSIS This systematic review will consider diverse quantitative, qualitative and mixed-methods studies of innovative online education initiatives and required technology for caring profession education. Articles will be retrieved from academic databases and limited to articles reporting primary data and published in English within the last 10 years. Data extraction procedures will follow the Preferred Reporting Items for Systematic Reviews and Meta-Analyses reporting guideline. The methodological quality of all studies will be assessed using the Effective Public Health Practice Project Quality Assessment Tool and/or the Joanna Briggs Institute Critical Appraisal Checklist for Qualitative Research. Study characteristics will be tabulated and narratively synthesised to integrate and explore relationships within the data. ETHICS AND DISSEMINATION No ethics approval is required to conduct this review. Review findings will be disseminated through peer-reviewed publications, conference presentations and be used to inform and guide caring profession education policy, practice and research agendas with the goal of improving education for caring profession students, and care for the patients, clients and learners they serve.
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Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Diane Lorenzetti
- Health Sciences Library, University of Calgary, Calgary, Alberta, Canada
- Department of Surgery, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Michele Jacobsen
- Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, Calgary, Alberta, Canada
| | - Elizabeth Oddone Paolucci
- Department of Surgery, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
- Department of Community Health Sciences, University of Calgary, Calgary, Alberta, Canada
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22
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Nowell L, Dhingra S, Andrews K, Jackson J. A grounded theory of clinical nurses' process of coping during COVID-19. J Clin Nurs 2021:10.1111/jocn.15809. [PMID: 33955629 PMCID: PMC8242450 DOI: 10.1111/jocn.15809] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2021] [Revised: 03/31/2021] [Accepted: 04/06/2021] [Indexed: 11/26/2022]
Abstract
AIMS AND OBJECTIVES To explore clinical nurses' process of coping during COVID-19 and develop a grounded theory that can be used by leaders to support clinical nurses during a disaster. BACKGROUND The COVID-19 pandemic has provoked widespread disruption to clinical nurses' work. It is important to understand clinical nurses' processes of coping during disasters to support the nursing workforce during events such as global pandemics. DESIGN We employed the Corbin and Strauss variant of grounded theory methodology, informed by symbolic interactionism, and applied the EQUATOR guidelines for qualitative research publication (COREQ). METHODS Data collection entailed semi-structured interviews with experienced clinical nurses (n =20) across diverse settings. We analysed data by identifying key points in the nurses' coping processes inductively building concepts around these points. RESULTS The predictor of nurses' outcomes in this grounded theory was their confidence in their ability to cope during the pandemic. When nurses lacked confidence, they experienced working in the context of acute COVID-a state of chaos and anxiety, with negative consequences for nurses. However, when nurses were confident in their abilities to cope with the pandemic, they experienced working in the context of chronic COVID, a calmer state of acceptance. There were many workplace factors that influenced nurses' confidence, including adequacy of personal protective equipment, clear information and guidance, supportive leadership, teamwork and adequate staffing. CONCLUSIONS Understanding clinical nurses' experience of coping during COVID-19 is essential to maintain the nursing workforce during similar disasters. RELEVANCE TO CLINICAL PRACTICE Nurse leaders can target areas that support nurses' confidence, such as adequate PPE and staffing. In turn, increased confidence enables clinical nurses to cope during disasters such as a global pandemic.
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Affiliation(s)
| | - Swati Dhingra
- Faculty of NursingUniversity of CalgaryCalgaryABCanada
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23
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Mulli J, Nowell L, Lind C. Reflection-in-action during high-fidelity simulation: A concept analysis. Nurse Educ Today 2021; 97:104709. [PMID: 33352351 DOI: 10.1016/j.nedt.2020.104709] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/06/2020] [Revised: 11/19/2020] [Accepted: 12/01/2020] [Indexed: 06/12/2023]
Abstract
OBJECTIVES Our primary aim was to complete an in-depth analysis of the concept of "reflection-in-action" during high-fidelity simulation. We sought to identify what is currently known about the topic and establish a strong foundation for theory development regarding cultivating reflection-in-action during high-fidelity simulation. DESIGN Walker and Avant's (2011) systematic approach to concept analysis was used as a framework to develop a comprehensive understanding of reflection-in-action during high-fidelity simulation. DATA SOURCES We conducted a review of literature on reflection-in-action (with open date parameters) in PubMed, Eric, PsychInfo, ABI/Business Premium Collection, and the Cumulative Index of Nursing and Allied Health Literature (CINAHL) electronic data bases using key terms "reflection-in-action" AND "simulation". In addition, we hand-searched reference lists from key articles in the journals Simulation in Healthcare, Simulation and Gaming, and Advances in Simulation. RESULTS Our search resulted in 22 articles, from 1998 to 2019, that met the inclusion criteria. Four defining attributes of the concept were identified: (1) reflection-in-action must occur during high-fidelity simulation and cannot be captured within post-simulation debriefing; (2) a critical learning juncture must occur and be identified by the learners; (3) a pause in student action must occur during the high-fidelity simulation; and (4) knowledge sharing must occur through out-loud discussion. Antecedents, consequences, and empirical referents of reflection-in-action were also identified. CONCLUSIONS The insights from this review may enhance the ability of nursing educators to effectively support reflection-in-action within high-fidelity simulation nursing education. This concept analysis also establishes a foundation for reflection-in-action strategy development, as well as suggestions for future research in high-fidelity simulation nursing education.
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Affiliation(s)
- Jessica Mulli
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
| | - Candace Lind
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB T2N 1N4, Canada.
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24
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Pethrick H, Nowell L, Paolucci EO, Lorenzetti L, Jacobsen M, Clancy T, Lorenzetti DL. Peer mentoring in medical residency education: A systematic review. Can Med Educ J 2020; 11:e128-e137. [PMID: 33349761 PMCID: PMC7749692 DOI: 10.36834/cmej.68751] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/06/2023]
Abstract
BACKGROUND Medical residents may experience burnout during their training, and a lack of social support. This can impact their overall wellbeing and ability to master key professional competencies. We explored, in this study, the extent to which peer mentorship promotes psychosocial wellbeing and the development of professional competencies in medical residency education. METHODS We searched six databases (MEDLINE, EMBASE, PsycINFO, Academic Research Complete, ERIC, Education Research Complete) for studies on peer mentoring relationships in medical residency. We selected any study where authors reported on outcomes associated with peer mentoring relationships among medical residents. We applied no date, language, or study design limits to this review. RESULTS We included nine studies in this systematic review. We found that medical residents received essential psychosocial supports from peers, and motivation to develop academic and career competencies. Medical residents in peer-mentoring relationships also reported increased overall satisfaction with their residency training programs. CONCLUSIONS Peer-mentoring relationships can enhance the development of key professional competencies and coping mechanisms in medical residency education. Further rigorous research is needed to examine the comparative benefits of informal and formal peer mentoring, and identify best practices with respect to effective design of peer-mentorship programs.
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Affiliation(s)
- Helen Pethrick
- Werklund School of Education, University of Calgary, Alberta, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Alberta, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, Alberta, Canada
| | - Michele Jacobsen
- Werklund School of Education, University of Calgary, Alberta, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, Alberta, Canada
| | - Diane L. Lorenzetti
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Alberta, Canada
- Health Sciences Library, University of Calgary, Alberta, Canada
- Correspondence: Diane L. Lorenzetti, Health Sciences Library, University of Calgary, 3330 Hospital Drive NW Calgary Alberta, Canada T2N4N1;
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25
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Reay G, Norris JM, Nowell L, Hayden KA, Yokom K, Lang ES, Lazarenko GC, Abraham J. Transition in Care from EMS Providers to Emergency Department Nurses: A Systematic Review. PREHOSP EMERG CARE 2020; 24:421-433. [PMID: 31210572 DOI: 10.1080/10903127.2019.1632999] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Background: Transitions in care between emergency medical services (EMS) providers and emergency department (ED) nurses are critical to patient care and safety. However, interactions between EMS providers and ED nurses can be problematic with communication gaps and have not been extensively studied. The aim of this review was to examine (1) factors that influence transitions in care from EMS providers to ED nurses and (2) the effectiveness of interventional strategies to improve these transitions. Methods: We conducted a mixed-methods systematic review that included searches of electronic databases (DARE, MEDLINE, EMBASE, Cochrane Central Register of Controlled Trials, CINAHL, Joanna Briggs Institute EBP), gray literature databases, organization websites, querying experts in emergency medicine, and the reference lists cited in included studies. All English-language studies of any design were eligible for inclusion. Two reviewers independently screened titles/abstracts and full-texts for inclusion and methodological quality, as well as extracted data from included studies. We used narrative and thematic synthesis to integrate and explore relationships within the data. Results: In total, 8,348 studies were screened and 130 selected for full text review. The final synthesis included 20 studies. Across 15 studies of moderate-to-high methodological quality, 6 factors influenced transitions: different professional lenses, operational constraints, professional relationships, information shared between the professions, components of the transition process, and patient presentation and involvement. Three interventions were identified in 6 methodologically weak studies: (1) transition guideline (DeMIST, Identification, Mechanism/Medical complaint, Injuries/Information related to the complaint, Signs, Treatment and Trends - Allergies, Medication, Background history, Other information [IMIST-AMBO]) with training, (2) mobile web-based technology (EMS smartphone and geographic information system location data), and (3) a new clinical role (ED ambulance off-load nurse dedicated to triaging and assessing EMS patients). There were mixed findings for the effectiveness of transition guidelines and the new clinical role. Mobile technology was seen positively by both EMS providers and ED nurses as helpful for better describing the pre-hospital context and for planning flow in the ED. Conclusion: While multimedia applications may potentially improve the handoff process, future intervention studies need to be rigorously designed. We recommend interdisciplinary training of EMS and ED staff in the use of flexible structured protocols, especially given review findings that interdisciplinary communication and relationships can be challenging.
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Lorenzetti DL, Shipton L, Nowell L, Jacobsen M, Lorenzetti L, Clancy T, Paolucci EO. A systematic review of graduate student peer mentorship in academia. ACTA ACUST UNITED AC 2019. [DOI: 10.1080/13611267.2019.1686694] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Diane L. Lorenzetti
- Health Sciences Library, University of Calgary, Calgary, Alberta, Canada
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Leah Shipton
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Michele Jacobsen
- Werklund School of Education, University of Calgary, Calgary, Alberta, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, Calgary, Alberta, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, Calgary, Alberta, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Alberta, Canada
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Nowell L, Alix Hayden K, Berenson C, Kenny N, Chick N, Emery C. Professional learning and development of postdoctoral scholars: a scoping review protocol. Syst Rev 2018; 7:224. [PMID: 30518418 PMCID: PMC6280376 DOI: 10.1186/s13643-018-0892-5] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/06/2017] [Accepted: 11/22/2018] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND A growing number of postdoctoral scholars are following diverse career paths that require broad skill sets to ensure success. Yet, most postdoctoral professional learning and development initiatives are intended for academic careers and seldom include professional skills needed to succeed in non-academic settings. Given that fewer than 20% of postdoctoral scholars will obtain tenure-track academic positions, there is a great need for postdoctoral scholars to prepare for a range of future careers. Creating professional learning and development strategies to address these concerns requires an understanding of current approaches, yet there is a distinct lack of literature exploring and synthesizing sources of evidence on the professional learning and development of postdoctoral scholars. The purpose of this scoping review is to examine, synthesize, and map the sources of evidence on professional learning and development pertaining to postdoctoral scholars. METHODS We will perform a scoping review to identify sources of evidence around professional learning and development of postdoctoral scholars. Our search strategy, limited to English language, will include searching relevant disciplinary and interdisciplinary databases with no limitation on date of publication. We will conduct forward and backward citation chasing of included articles. Gray literature will be searched in electronic databases and websites of national postdoctoral associations. Search strategies will be developed using controlled vocabulary and keyword terms related to postdoctoral scholars and professional development. Two reviewers will independently screen titles and abstracts for inclusion, and two reviewers will independently screen full text to determine final inclusion. These data will be summarized quantitatively (using a simple numerical count) and qualitatively using thematic analysis methods. Through this process, we will summarize the current state of evidence around professional development and learning of postdoctoral scholars and identify current gaps in the literature, as well as the research areas requiring systematic reviews and/or primary research. DISCUSSION Despite the growing numbers of postdoctoral scholars, there has been no synthesis of the sources of evidence of postdoctoral scholars' professional learning and development. In reviewing a wide range of evidence and integrating it into a manageable and meaningful whole, this scoping review will be a critical first step in understanding the professional learning and development of postdoctoral scholars. Our results will help inform future research and the development of a framework for postdoctoral scholar's professional learning and development.
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Affiliation(s)
- Lorelli Nowell
- Taylor Institute for Teaching and Learning, University of Calgary, 434 Collegiate Boulevard NW, Calgary, AB, T2N 1N4, Canada.
| | - K Alix Hayden
- Libraries and Cultural Resources, University of Calgary, Calgary, Canada
| | - Carol Berenson
- Taylor Institute for Teaching and Learning, University of Calgary, 434 Collegiate Boulevard NW, Calgary, AB, T2N 1N4, Canada
| | - Natasha Kenny
- Taylor Institute for Teaching and Learning, University of Calgary, 434 Collegiate Boulevard NW, Calgary, AB, T2N 1N4, Canada
| | - Nancy Chick
- Taylor Institute for Teaching and Learning, University of Calgary, 434 Collegiate Boulevard NW, Calgary, AB, T2N 1N4, Canada
| | - Carolyn Emery
- Sport Injury Prevention Research Centre, Faculty of Kinesiology, University of Calgary, Calgary, Canada.,Department of Paediatrics, Cumming School of Medicine, University of Calgary, Calgary, Canada.,Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, Canada.,Alberta Children's Hospital Research Institute, Cumming School of Medicine, University of Calgary, Calgary, Canada.,Hotchkiss Brain Institute, Cumming School of Medicine, University of Calgary, Calgary, Canada.,O'Brian Institute for Public Health, Cumming School of Medicine, University of Calgary, Calgary, Canada
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Reay G, Norris JM, Alix Hayden K, Abraham J, Yokom K, Nowell L, Lazarenko GC, Lang ES. Transition in care from paramedics to emergency department nurses: a systematic review protocol. Syst Rev 2017; 6:260. [PMID: 29258599 PMCID: PMC5738052 DOI: 10.1186/s13643-017-0651-z] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/08/2017] [Accepted: 11/30/2017] [Indexed: 01/15/2023] Open
Abstract
BACKGROUND Effective and efficient transitions in care between emergency medical services (EMS) practitioners and emergency department (ED) nurses is vital as poor clinical transitions in care may place patients at increased risk for adverse events such as delay in treatment for time sensitive conditions (e.g., myocardial infarction) or worsening of status (e.g., sepsis). Such transitions in care are complex and prone to communication errors primarily caused by misunderstanding related to divergent professional perspectives leading to misunderstandings that are further susceptible to contextual factors and divergent professional lenses. In this systematic review, we aim to examine (1) factors that mitigate or improve transitions in care specifically from EMS practitioners to ED nurses, and (2) effectiveness of interventional strategies that lead to improvements in communication and fewer adverse events. METHODS We will search electronic databases (DARE, MEDLINE, EMBASE, Cochrane, CINAHL, Joanna Briggs Institute EBP; Communication Abstracts); gray literature (gray literature databases, organization websites, querying experts in emergency medicine); and reference lists and conduct forward citation searches of included studies. All English-language primary studies will be eligible for inclusion if the study includes (1) EMS practitioners or ED nurses involved in transitions for arriving EMS patients; and (2) an intervention to improve transitions in care or description of factors that influence transitions in care (barriers/facilitators, perceptions, experiences, quality of information exchange). Two reviewers will independently screen titles/abstracts and full texts for inclusion and methodological quality. We will use narrative and thematic synthesis to integrate and explore relationships within the data. Should the data permit, a meta-analysis will be conducted. DISCUSSION This systematic review will help identify factors that influence communication between EMS and ED nurses during transitions in care, and identify interventional strategies that lead to improved communication and decrease in adverse events. The findings can be used to develop an evidence-informed transitions in care tool that ensures efficient transfer of accurate patient information, continuity of care, enhances patient safety, and avoids duplication of services. This review will also identify gaps in the existing literature to inform future research efforts. TRIAL REGISTRATION PROSPERO CRD42017068844.
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Affiliation(s)
- Gudrun Reay
- Faculty of Nursing, University of Calgary, Calgary, Canada.
| | - Jill M Norris
- Faculty of Nursing, University of Calgary, Calgary, Canada
| | - K Alix Hayden
- Libraries and Cultural Resources, University of Calgary, Calgary, Canada
| | - Joanna Abraham
- Department of Biomedical and Health Information Sciences, College of Applied Health Sciences,, University of Illinois, Champaign, USA
| | - Katherine Yokom
- Emergency Medical Services, Calgary Zone, Alberta Health Services, Alberta Health Services, Calgary, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, Calgary, Canada.,Taylor Institute for Teaching and Learning, University of Calgary, Calgary, Canada
| | - Gerald C Lazarenko
- Department of Emergency Medicine, Cumming School of Medicine, University of Calgary, Calgary, Canada.,Pharmacy Services, Alberta Health Services, Edmonton, Canada
| | - Eddy S Lang
- Department of Emergency Medicine, Cumming School of Medicine, University of Calgary, Calgary, Canada.,Alberta Health Services, Emergency Medicine, Calgary Zone, Calgary, Canada
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Nowell L, Norris JM, Mrklas K, White DE. A literature review of mentorship programs in academic nursing. J Prof Nurs 2017; 33:334-344. [DOI: 10.1016/j.profnurs.2017.02.007] [Citation(s) in RCA: 54] [Impact Index Per Article: 7.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2016] [Revised: 01/20/2017] [Accepted: 02/22/2017] [Indexed: 01/31/2023]
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Pethrick H, Nowell L, Oddone Paolucci E, Lorenzetti L, Jacobsen M, Clancy T, Lorenzetti DL. Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol. Syst Rev 2017; 6:178. [PMID: 28859683 PMCID: PMC5579942 DOI: 10.1186/s13643-017-0571-y] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/23/2017] [Accepted: 08/22/2017] [Indexed: 11/21/2022] Open
Abstract
BACKGROUND Many medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents' mental wellbeing, social connectedness, and professional competencies. METHODS Studies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate. DISCUSSION This is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts. SYSTEMATIC REVIEW REGISTRATION This protocol has not been registered in PROSPERO or any other publicly accessible registry.
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Affiliation(s)
- Helen Pethrick
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Elizabeth Oddone Paolucci
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada
| | - Liza Lorenzetti
- Faculty of Social Work, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Michele Jacobsen
- Werklund School of Education, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Tracey Clancy
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Diane L Lorenzetti
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada.
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Norris JM, White DE, Nowell L, Mrklas K, Stelfox HT. How do stakeholders from multiple hierarchical levels of a large provincial health system define engagement? A qualitative study. Implement Sci 2017; 12:98. [PMID: 28764728 PMCID: PMC5540524 DOI: 10.1186/s13012-017-0625-5] [Citation(s) in RCA: 40] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/12/2017] [Accepted: 07/11/2017] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND Engaging stakeholders from varied organizational levels is essential to successful healthcare quality improvement. However, engagement has been hard to achieve and to measure across diverse stakeholders. Further, current implementation science models provide little clarity about what engagement means, despite its importance. The aim of this study was to understand how stakeholders of healthcare improvement initiatives defined engagement. METHODS Participants (n = 86) in this qualitative thematic study were purposively sampled for individual interviews. Participants included leaders, core members, frontline clinicians, support personnel, and other stakeholders of Strategic Clinical Networks in Alberta Health Services, a Canadian provincial health system with over 108,000 employees. We used an iterative thematic approach to analyze participants' responses to the question, "How do you define engagement?" RESULTS Regardless of their organizational role, participants defined engagement through three interrelated themes. First, engagement was active participation from willing and committed stakeholders, with levels that ranged from information sharing to full decision-making. Second, engagement centered on a shared decision-making process about meaningful change for everyone "around the table," those who are most impacted. Third, engagement was two-way interactions that began early in the change process, where exchanges were respectful and all stakeholders felt heard and understood. CONCLUSIONS This study highlights the commonalities of how stakeholders in a large healthcare system defined engagement-a shared understanding and terminology-to guide and improve stakeholder engagement. Overall, engagement was an active and committed decision-making about a meaningful problem through respectful interactions and dialog where everyone's voice is considered. Our results may be used in conjunction with current implementation models to provide clarity about what engagement means and how to engage various stakeholders.
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Affiliation(s)
- Jill M Norris
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
| | - Deborah E White
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Lorelli Nowell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada
| | - Kelly Mrklas
- Research Priorities, Planning and Implementation, Alberta Health Services, 11th Floor, South Tower, Foothills Medical Centre, 1403-29 St. NW, Calgary, AB, T2N 2T9, Canada.,Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
| | - Henry T Stelfox
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada.,O'Brien Institute of Public Health, Cumming School of Medicine, University of Calgary, Calgary, AB, Canada
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Jantzen D, Nowell L, Scott P. Registered nurses' experiences of organizational change in acute care settings: a systematic review protocol. JBI Database System Rev Implement Rep 2017; 15:855-861. [PMID: 28398971 DOI: 10.11124/jbisrir-2016-003043] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
REVIEW OBJECTIVE The objective of this review is to explore how registered nurses working in acute care settings experience organizational change.
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Affiliation(s)
- Darlaine Jantzen
- 1Department of Nursing, Camosun College, Victoria, Canada 2Faculty of Nursing, University of Calgary, Calgary, Canada 3Learning Services, Camosun College, Victoria, Canada
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Nowell L, White DE, Benzies K, Rosenau P. Exploring mentorship programs and components in nursing academia: A qualitative study. ACTA ACUST UNITED AC 2017. [DOI: 10.5430/jnep.v7n9p42] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Objective: Nursing education institutions globally have issued calls for mentorship to address the nursing faculty shortage; however, little is known about the current state of mentorship for faculty members in Canadian schools of nursing. The purpose of this study is to describe the current state of mentorship in Canadian schools of nursing and explore definitions and goals of mentorship programs, mentorship models and components, and mentorship evaluation.Methods: A qualitative descriptive study was conducted. Within the Canadian Association of Schools of Nursing there are 81 English-speaking schools of nursing and 2,284 permanent faculty members spread over four regions. Participants were recruited from the 81 schools of nursing through the CASN newsletter list serve and publically accessible email addresses. Inclusion was limited to English speaking faculty. Purposive sampling aimed to capture variation across rank and tenure, school, size and areas within Canada. Semi-structured interviews were utilized to explore the participant’s (n = 48) perspectives and involvement with mentorship. Interviews were audio-recorded and transcribed verbatim. NVivo was used to code and analyze the data for significant statements and phrases, which were organized into themes and sub-themes.Results: Mentorship remains largely informal in nursing academia without common definitions or goals. Current mentorship in nursing academia employed dyad, peer, group, constellation, and distance mentorship models. Common mentorship program components included guidelines, training, professional development workshops, purposeful linking of mentors and mentees, and mentorship coordinators. Evaluation of mentorship in nursing academia, where it exists, remains mostly descriptive, anecdotal, and lacks common evaluative metrics.Conclusions: Our results confirm mentorship in Canadian schools of nursing remains largely informal. In developing mentorship programs, academic leaders need to consider the mentorship models and components to meet their specific needs. Further rigorous evaluation of mentorship programs and components is needed to identify if mentorship programs are achieving specified goals.
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Nowell L, Norris JM, Mrklas K, White DE. Mixed methods systematic review exploring mentorship outcomes in nursing academia. J Adv Nurs 2016; 73:527-544. [DOI: 10.1111/jan.13152] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 09/06/2016] [Indexed: 01/12/2023]
Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing; University of Calgary; Alberta Canada
| | - Jill M. Norris
- Faculty of Nursing; University of Calgary; Alberta Canada
| | - Kelly Mrklas
- Research Priorities and Implementation; Research Innovation and Analytics; Alberta Health Services; Calgary Alberta Canada
- Department of Community Health Sciences; Cumming School of Medicine; University of Calgary; Alberta Canada
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Nowell L. Pragmatism and integrated knowledge translation: exploring the compatabilities and tensions. Nurs Open 2015; 2:141-148. [PMID: 27708809 PMCID: PMC5047323 DOI: 10.1002/nop2.30] [Citation(s) in RCA: 18] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2015] [Accepted: 08/14/2015] [Indexed: 11/18/2022] Open
Abstract
Aim This paper presents a discussion of the role of the philosophy of pragmatism in the integrated knowledge translation approach to research. Design Critical inquiry is used to discuss bringing pragmatic philosophy and the integrated knowledge translation approach to research together to advance nursing knowledge. Methods This paper draws from the literature written on the philosophy of pragmatism and from the current literature on knowledge translation. The possibilities, tensions and limitations for underpinning an integrated knowledge translation research approach with pragmatic philosophy are discussed while highlighting the implications this has for creating knowledge aimed at advancing the practice of nursing. Results The implications for how nursing knowledge is created in using an integrated knowledge translation approach that is underpinned by pragmatic philosophy are important. Creating nursing knowledge that address the complex problems found in nursing practice is needed. In acknowledging the inseparability of knowledge and practice, researchers, practitioners, policy makers and the public can come together to co‐create knowledge that is useful for the practice of nursing. It is these implications of underpinning an integrated knowledge translation research approach with pragmatic philosophy that are significant in creating nursing knowledge that advances the practice of nursing.
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Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing University of Calgary Calgary Alberta T2N 1N4 Canada
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Brownscombe JW, Wilson ADM, Samson E, Nowell L, Cooke SJ, Danylchuk AJ. Individual differences in activity and habitat selection of juvenile queen conch evaluated using acceleration biologgers. ENDANGER SPECIES RES 2015. [DOI: 10.3354/esr00664] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
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Abstract
BACKGROUND Mentorship is perceived as vital to attracting, training, and retaining nursing faculty members and to maintaining high-quality education programs. While there is emerging evidence to support the value of mentorship in academic medicine, the extant state of the evidence for mentorship in nursing academia has not been established. We describe a protocol for a mixed-methods systematic review to critically appraise the evidence for mentorship in nursing academia. METHODS Studies examining the effectiveness of mentorship interventions with nursing faculty who teach in registered nursing education programs will be included. Mentee, mentor, and nursing education institutional outcomes will be explored. Quantitative, qualitative, and mixed method studies will be eligible for inclusion, without restrictions on publication status, year of publication, or language. We will search electronic databases (for example, MEDLINE, CINAHL, ERIC) and gray literature (for example, conference proceedings, key journals, relevant organizational websites) for relevant citations. Using pilot-tested screening and data extraction forms, two reviewers will independently review the studies in three steps: (1) abstract/title screening, (2) full-text screening of accepted studies, and (3) data extraction of accepted studies. Studies will be aggregated for meta-synthesis (qualitative) and meta-analysis (quantitative), should the data permit. DISCUSSION This study is the first systematic review of existing global evidence for mentorship in nursing academia. It will help identify key evidence gaps and inform the development and implementation of mentorship interventions. The mentorship outcomes that result from this review could be used to guide the practice of mentorship to increase positive outcomes for nursing faculty and the students they teach and ultimately effect improvements for the patients they care for. This review will also identify key considerations for future research on mentorship in nursing academia and the enhancement of nursing science.
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Affiliation(s)
- Lorelli Nowell
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
| | - Deborah E White
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
| | - Kelly Mrklas
- Department of Community Health Sciences, Cumming School of Medicine, University of Calgary, 3280 Hospital Drive NW, Calgary, AB, T2N 4Z6, Canada.
| | - Jill M Norris
- Faculty of Nursing, University of Calgary, 2500 University Drive NW, Calgary, AB, T2N 1N4, Canada.
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Evans CD, Collinson P, Halls M, Hopkins J, Laurie W, Menzies E, Middleton FR, Nowell L, Stichbury J, Vivash EP. The assessment of disability caused by severe head injury. Proc R Soc Med 1974; 67:486-8. [PMID: 4854656 PMCID: PMC1645714] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [MESH Headings] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/12/2023]
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