Relevant bibliographies by topics / In-service training for nurses

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'In-service training for nurses'

Author: Grafiati
Published: 9 September 2021
Last updated: 8 February 2022

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Journal articles on the topic "In-service training for nurses"

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Kaya, Hülya, Burçin Işik, and Figen Çalişkan. "Metaphors used by in-service training nurses for in-service training nurses in Turkey." Journal of Advanced Nursing 69, no. 2 (April 26, 2012): 404–14. http://dx.doi.org/10.1111/j.1365-2648.2012.06019.x.

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Hanafi, Ahmad, and Filda Wahyuni. "Factor Related to Nurse Performance in the in Patient Ward of the Rokan Hulu General Hospital 2017." Jurnal Kesehatan Komunitas 5, no. 2 (September 3, 2019): 90–95. http://dx.doi.org/10.25311/keskom.vol5.iss2.376.

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Hospital is an organizaon which is establish because of the complexity of public demands and they began to realize the importance of health. Therefore there is a demand to the hospital to give the maximal services to the public. Nursing care service in the hospital is one of determinant for the quality service and hospital presge in the public percepon. The nurses performances is become important to meet a demand of the public demand of the maximal quality service. This study aims to determine the relaonship training, leadership, supervision, movaon to the nurse’s performance in the inpaent ward of the Rokan Hulu General Hospital 2017 This was a quantave study with analyc obervaonal desain and cross seconal approach. The analysis used univariate and bivariate analysis with chi-square test. Populaon were nurses at inpaent ward of the Rokan Hulu General Hospital amount 120 persons. Sample were 55 person who taken by accidental sampling. The results showed that there was a significant relaonship between training (OR 4,25, p= 0,022), leadership (OR 4,44, p=0,019), supervision (OR 5,47, p=0,008), movaon (OR 5,14, p=0,010) It can be concluded that the nurse’s performance is closely related to training, leadership, supervision, and movaon. It is recommended to the majareial of Rokan Hulu Regional Hospital to more frequent send nurses to aending the appropriate training, further improving good leadership funcons to improve nurse performance, supervision from supervisors in order to perform the task well, and need to provide movaon to the nurse in order to improve the performance of nurses.
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Milne, Derek. "A Review of the In-service Training of Nurses in Behaviour Therapy." Behavioural Psychotherapy 13, no. 2 (April 1985): 120–31. http://dx.doi.org/10.1017/s0141347300010077.

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This article presents an examination of 17 empirical studies of the in-service training of psychiatric and mental handicap nurses in behaviour therapy. Particular attention is given to subject characteristics, training methods, course content and evaluation. It is concluded that the integrity of both independent and dependent variables in this literature is suspect, and that it may therefore be premature to consider abandoning nurse training as a vehicle of institutional change. In contrast, what is needed are more systematic investigations, especially those which relate training interventions to institutional constraints, since both variables appear to be necessary conditions for successful innovations in patient care.
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Susiana, Made. "Effectiveness Of Nursing Competency Of Service Quality In Installation Of Hospital Buleleng Hospital." Journal for Quality in Public Health 3, no. 2 (May 12, 2020): 463–84. http://dx.doi.org/10.30994/jqph.v3i2.96.

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Buleleng Regional General Hospital as a health service provider is concerned with the quality of its services. The quality of nurse services is the biggest part of the overall quality of hospital services because of the amount of contact with patients. The quality of service itself is influenced by the satisfaction and expectations and needs of patients being met. To meet the excellent quality of service, nurses need to have superior competence, namely basic knowledge, hard skills, soft skills, work ethics and legal aspects. The purpose of this study is to provide recommendations based on an analysis of the influence of nurse characteristics and competence on service quality. This research is a descriptive observational study, conducted from November. The study population was nurses working in the Inpatient Room, and the number of samples obtained was 80 nurses. The variables analyzed were individual characteristics, nurse competence, hard skills, soft skills, work ethics, and legal aspects. The results of this study indicate that age, length of work and position of head of the family at work have an influence on nurse competence. Length of work, and soft skills also have a positive influence on service quality. Conclusion: there is a significant effect between length of work, and nurses' soft skills on service quality. Variables that need to be improved and improved are registration letters, work licenses, training, and training to improve soft skills and work ethics
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Safaeifard, Neda, Hossein Namdar Areshtanab, Fariborz Roshangar, Hossein Ebrahim, Hossein Karimi Moonaghi, and Raheleh Janani. "Preferred Learning Styles of Nurses in In-Service Training Courses in Tabriz University of Medical Sciences." Acta Facultatis Medicae Naissensis 36, no. 1 (March 1, 2019): 69–78. http://dx.doi.org/10.2478/afmnai-2019-0007.

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Summary Generally, progress, productivity and success of any organization depends on the skills and knowledge of their manpower. Thus, better and more accurate training programs in organizations will lead to their growth and efficiency will be eventually achieved. Due to the many advances in the field of medicine, nurses are the backbone of activities in organizations of medical sciences and patient’s affairs. For this purpose, in-service training courses for employees are the most important courses in nursing. This study was conducted at the University of Medical Sciences (Tabriz-Iran) aiming to determine the preferred learning styles of nurses in in-service training courses. In this cross-sectional study, all nurses working in medical and educational centers in a university in the North West of Iran were randomly selected. To collect data, a two-part questionnaire of Kolb’s demographic and social information was used. Data was analyzed by using descriptive and analytical statistics SPSS version 17 software. A total of 470 nurses with an average age of 36.46 ± 5.77 were studied. There was a significant correlation between preferred learning styles of nurses with nursing position, employment status, and income level. There was no a significant statistical relationship between the preferred learning style of nurses with age, work experience and experience in the center. The present study shows that the highest percentage of Kolb’s learning style is related to the preferential converging learning style (57.8%). This study aimed to determine the preferred learning styles of nurse’s in-service training courses in Tabriz University of Medical Sciences. The results of the study showed that converging and assimilating styles were the preferred learning ones among the majority of nurses; these styles are effective and interpreted according to their profession requiring a lot of information and knowledge. Due to the dominance of converging learning style among nurses, it is recommended to use appropriate teaching methods tailored to the style including the use of diagrams, presentations, lectures and self-learning with enjoyable materials.
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Sankar, Jhuma, Nandini Vijayakanthi, M. Jeeva Sankar, and Nandkishore Dubey. "Knowledge and Skill Retention of In-Service versus Preservice Nursing Professionals following an Informal Training Program in Pediatric Cardiopulmonary Resuscitation: A Repeated-Measures Quasiexperimental Study." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/403415.

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Our objective was to compare the impact of a training program in pediatric cardiopulmonary resuscitation (CPR) on the knowledge and skills of in-service and preservice nurses at prespecified time points. This repeated-measures quasiexperimental study was conducted in the pediatric emergency and ICU of a tertiary care teaching hospital between January and March 2011. We assessed the baseline knowledge and skills of nursing staff (in-service nurses) and final year undergraduate nursing students (preservice nurses) using a validated questionnaire and a skill checklist, respectively. The participants were then trained on pediatric CPR using standard guidelines. The knowledge and skills were reassessed immediately after training and at 6 weeks after training. A total of 74 participants—28 in-service and 46 preservice professionals—were enrolled. At initial assessment, in-service nurses were found to have insignificant higher mean knowledge scores (6.6 versus 5.8,P=0.08) while the preservice nurses had significantly higher skill scores (6.5 versus 3.2,P<0.001). Immediately after training, the scores improved in both groups. At 6 weeks however, we observed a nonuniform decline in performance in both groups—in-service nurses performing better in knowledge test (10.5 versus 9.1,P=0.01) and the preservice nurses performing better in skill test (9.8 versus 7.4,P<0.001). Thus, knowledge and skills of in-service and preservice nurses in pediatric CPR improved with training. In comparison to preservice nurses, the in-service nurses seemed to retain knowledge better with time than skills.
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Milne, Derek. "An Ecological Validation of Nurse Training in Behaviour Therapy." Behavioural Psychotherapy 13, no. 1 (January 1985): 14–28. http://dx.doi.org/10.1017/s0141347300009307.

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Behavioural ecology is a perspective within applied behaviour analysis which focuses on the complex relationship between interacting parts of a system, and particularly on the untargeted “side-effects” of interventions. This article considers two ecological effects of a large-scale nurse training venture in which 65 qualified psychiatric nurses received a one week in-service training in behaviour therapy. The effects of this training on two untargeted parameters, the nurses' clinical case notes (response generalization; N = 73) and ward teaching (generalization across subjects; N = 50) were evaluated via a combination of time-series and control group designs. The results indicated that the case notes became significantly more descriptive and less subjective, and that the learners developed significantly superior skills and knowledge in behaviour therapy as a consequence of the in-service training. These findings are discussed in terms of nurse training and behavioural ecology. The implication is that evaluations to date have generally been ecologically invalid, and that research on this topic would benefit from a more complex, naturalistic perspective.
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Julca Flores, Gloria. "The nurse's knowledge level on Cardiopulmonary Resuscitation in the Emergency Service of the National Hospital Sergio Bernales." Journal of Global Health and Medicine 1, no. 1 (January 4, 2018): 20. http://dx.doi.org/10.32829/ghmj.v1i1.34.

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The role of the nurse in CPR is aimed at the cessation of cardiorespiratory faliure by participating in the resuscitation and stabilization of the patient, to achieve the restoration of circulation and spontaneous breathing. Constant learning, through training, courses, etc., has allowed the improvement of the skills and abilities of nurses to reduce not only mortality, but to reduce morbidity, sequelae and complications, especially in risk situations of the patient's life. This article presents the nurse's knowledge level on Cardiopulmonary Resuscitation in the Emergency Service of the National Hospital Sergio Bernales
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Suprapto, Suprapto. "Nurse Compliance in Implementing Post Op Wound Care Standard Operating Procedures." Media Keperawatan Indonesia 4, no. 1 (February 13, 2021): 16. http://dx.doi.org/10.26714/mki.4.1.2021.16-21.

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One of the causes of the occurrence of nosocomial infections is the implementation of standard operating procedures, whether implemented properly or not by nurses. Analyzing nurses' compliance in implementing standard operating procedures for post-op wound care. Analytical quantitative research with a cross-sectional research design. The population of surgical inpatient nurses was 32 nurses, with a sample size of 30 nurses with purposive sampling, analysis information used as chi-square. The results of statistical tests show that there is a relationship between education, knowledge, length of work, training, motivation, and nurse compliance in implementing standard operating procedures for postoperative wound care. That there is a relationship between education, knowledge, years of service, training, and motivation with nurses' compliance with the implementation of standard operating procedures for post-op wound care. Improving the quality of care through efforts to develop the capacity of nurses through education and training in wound care for all nurses.
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Edwards, Michelle, Alison Cooper, Freya Davies, Andrew Carson Stevens, Adrian Edwards, Thomas Hughes, Helen Snooks, et al. "PP19 Primary care streaming in emergency departments- contexts and mechanisms associated with perceived effectiveness outcomes: a realist evaluation." Emergency Medicine Journal 38, no. 9 (August 19, 2021): A9.1—A9. http://dx.doi.org/10.1136/emermed-2021-999.19.

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BackgroundRecent policy has encouraged emergency departments (EDs) to deploy nurses to stream patients from the ED front door to GPs working in a separate GP service operating within or alongside an ED. We aimed to describe mechanisms relating to effectiveness of streaming in different primary care service models identified in EDs. We explored perceptions of whether patients were perceived to be appropriately streamed to emergency care, primary care, other hospital services or community primary care services; and effects on patient flow (waiting times and length of stay in the ED); and safe streaming outcomes.MethodsWe used realist evaluation methodology to explore perceived streaming effectiveness. We visited 13 EDs with different primary care service models (purposively selected across England & Wales; 8 streamed primary care patients to a primary care clinician) and carried out observations of triage/streaming and patient flow and interviews with key members of staff (consultants, GPs, nurses). Field notes and audio-recorded interviews were transcribed and analysed by creating context, mechanism and outcome configurations to refine and develop theories relating to streaming effectiveness.ResultsWe identified five contexts (nurses’ knowledge and experience, streaming guidance, teamwork and communication, operational management and strategic management) that facilitated mechanisms that influenced the effectiveness of streaming (streaming to an appropriate service, patient flow, delivering safe care). We integrated a middle range psychological theory (cognitive continuum theory) with our findings to recommend a focus for training nurses in streaming and service improvements.ConclusionsWe identified key mechanisms relating to the effectiveness of primary care streaming in different models of service. We recommend a collaborative approach to service development, guidance and training (including input from ED clinicians and primary care clinicians) and a range of training strategies that are suitable for less experienced junior nurses and more experienced senior nurses and nurse practitioners.
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Dissertations / Theses on the topic "In-service training for nurses"

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Tembe, Elias Ogutuh Azariah 1952. "CROSS TRAINING FOR SERVICE OPERATIONS: A COMPARATIVE CASE STUDY OF HOSPITALS." Thesis, The University of Arizona, 1986. http://hdl.handle.net/10150/291284.

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Letlape, Herman Rankele. "The exploration of in-service training needs of psychiatric nurses / Herman Rankele Letlape." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8451.

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New research findings, changes in legislation and the use of information technology in nursing, requires continuous in-service training of psychiatric nurses (Booyens, 2004:381; Muller, 2004:294) to cope with, reflect on, evaluate and modify their clinical practice based on emerging knowledge (Cowen et al.,2009:2; Polit & Beck, 2006:4). Many studies have been conducted on the importance of in-service training, and authors agree that in-service training improves the quality of nursing care. However few studies on in-service in South Africa and psychiatric nursing science have been conducted, of which the last study conducted on psychiatric nursing science in South Africa was 1986 (Nel, 1986:1-125). Personal observations found that some psychiatric hospitals in Gauteng do not conduct in-service training at all and informal discussions held with nursing managers highlighted that when in-service training programmes are compiled that are poorly followed, and it is unclear what the needs of psychiatric nurses are in terms of in-service training to keep them updated and empowered to perform to the best of their ability. The objectives of the study were to explore and describe the needs and benefits of in-service training for psychiatric nurses in a specific psychiatric hospital in Gauteng and to formulate recommendations for in-service training for psychiatric nurses in this hospital. The research project followed a qualitative, explorative, descriptive and contextual approach. Six focus group interviews were conducted and relevant data obtained. The findings of this research included seven main themes, namely the need for in-service training, career advantages, social advantages, physical advantages, psychological advantages of in-service training, recommendations regarding in-service training and factors that hinder in-service training. These findings were enriched with direct quotations from the transcriptions as verbalized by psychiatric nurses during focus group discussions. The findings were compared with available relevant literature for confirmation. Recommendations were formulated for nursing education, nursing research and nursing practice that focus on in-service training for psychiatric nurses.
Thesis (MCur)--North-West University, Potchefstroom Campus, 2012
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Devlin, Anne. "Nurses' constructions of learning in work : exploring the process and potential of work-based learning within an NHS 'Community of Practice'." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708810.

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Deines, Elaine Scibelli. "DETERRENTS TO PARTICIPATION IN PROFESSIONAL CONTINUING EDUCATION (MANDATORY NURSES INSERVICE)." Thesis, The University of Arizona, 1985. http://hdl.handle.net/10150/275381.

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Gillard, Elizabeth K. "An analysis of the nurse internship program at Naval Medical Center San Diego." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Mar%5FGillard.pdf.

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Lindop, Edward. "Individual stress among nurses in training." Thesis, Keele University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319205.

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Fadana, Fundiswa Pearl. "Experiences of undergraduate nursing students during their experiential learning in Boland Overberg healthcare facilities." Thesis, Cape Peninsula University of Technology, 2019. http://hdl.handle.net/20.500.11838/2972.

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Thesis (Master of Nursing)--Cape Peninsula University of Technology, 2019
Nursing is a practice-based discipline, which makes experiential learning an important part of nursing education. The main purpose of experiential learning is to give students an opportunity to transfer theory into practice. It also equips the undergraduate student nurse with the skills and knowledge needed to provide high-quality care based on patients'/clients' needs and to produce competent and confident decision makers who are ready to accept personal and professional accountability. Experiential learning is accomplished by placing the undergraduate nursing students within a clinical learning environment. The success of the nursing programmes depends on appropriate clinical experience. The purpose of this research was to explore and describe the experiences of undergraduate nursing students during experiential learning in healthcare facilities at the Boland Overberg Campus in the Western Cape. A qualitative, exploratory, descriptive design was applied. Data collection was done using focus-group interviews to ascertain the undergraduate student nurses' experiences during clinical practice in healthcare facilities in the Boland Overberg area. Thirty-eight undergraduate nursing students from Boland Campus were selected, using purposive sampling. The ethical principles relevant to this study were observed. Colaizzi's method of coding and thematic content analysis were used to interpret the data. The results of this study revealed that students were not satisfied with the clinical learning environment, which was not conducive to their learning. The students were not supported and supervised by the registered nurses in the facilities. This resulted in a lack of theory and practice integration. Furthermore, the results revealed that the students faced challenges during clinical practice. One of the most challenging factors was negative staff attitudes. It was evident that even though being in clinical settings was sometimes very challenging and frightening, there were also joyful moments. Seeing the patient recover gave students satisfaction and a reason to return the next day.
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Smith, Bridget. "An investigation of the training experiences of the fourth year student nurses : a case study of the Port Elizabeth nursing campus." Thesis, Nelson Mandela Metropolitan University, 2009. http://hdl.handle.net/10948/893.

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Nursing lecturers are faced with the challenge to adapt their teaching styles and attitudes to accommodate the new nursing student that enters the nursing field. These students have expectations and demands which differ highly from past students. Another challenge for lecturers is the demands of a nursing curriculum. The students that commenced with the four year course during 2005 at the Port Elizabeth Nursing Campus experienced negativity with regards to their training. The objectives of the study are to explore and describe the training experiences of the fourth year student nurses of the Port Elizabeth Nursing Campus and to co-construct guidelines to assist nursing lecturers to gauge the understanding of students during their four years of nursing training. The participants used for the study were all fourth year nursing students. They had positive and negative experiences of their training during the four years. The negative experiences related to the demands of the curriculum, lecturers’ poor subject knowledge and insufficient material resources needed for their studies. Regardless of the negativity experienced, students encountered positivity with regards to lecturers’ attitudes. The researcher focused on a qualitative study using an explorative, descriptive, contextual and phenomenological approach. A semi-structured approach was adopted to obtain data. Once consent was obtained from the relevant authorities, four fourth year nursing students were interviewed. The interviews were conducted by an independent role-player within the Department of Health to ensure an unbiased approach. Guba’s model was used to assess trustworthiness and data was analysed. Ethical considerations were ensured throughout the research process. Themes and sub-themes were identified. Based on the research findings, guidelines were co-constructed to assist nursing lecturers to better understand nursing students during their training. The findings of the study will be brought to the attention of nursing lecturers and management personnel of the campus. It was concluded that nursing students need to be consulted on issues concerning their training and development before implementation, and that they be respected and cared for as students based on their human rights.
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Milligan, Mary. "Enrolled nurses' experiences of conversion to first level." Thesis, University of Stirling, 2007. http://hdl.handle.net/1893/404.

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The study focuses on enrolled nurses' experiences of conversion and altered perceptions of self and others as they progress through a conversion course to first level. The experience involves a cultural transition that requires questioning of traditionally held values and adoption of a critical stance to professional practice. The transition mirrors current tensions within nursing as the prevalent direction of professionalisation in recent years has influenced the need for individual accountability that has implications for the self-regulation of practice. Thirty enrolled nurses participated in the study and were interviewed on three occasions as they progressed through specific parts of a conversion course. A grounded theory approach was utilised and important findings emerged in relation to the nature of learning from practice, the influence of gender and class on perceptions of academic ability and occupational standing and the development of self-agency through critical reflection. The findings challenge predominant scientific values within professional nurse education and support the validity of a situated learning approach for this group of experienced nurses. It is contended that, if opportunities for professional development and education are to be genuinely accessible, the diverse needs influencing learner participation must be considered. The main recommendations include the provision of accessible, experiential learning conversion courses for enrolled nurses and the development of a facilitative approach to professional development within nurse education.
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Wang, Yu-Hua Davina. "Analysis of teacher training methods for nursing in selected Southern California programs." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/1084.

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The purpose of this study was to ascertain if nurses-in-training in today's vocational schools are receiving instruction which capably prepares them to meet the needs and exigencies demanded by the medical profession in our rapidly changing society. The study also purports to demonstrate the need for in-service training of nurses already in the profession as well as the mandate for change which had to be carried out by all nursing trainers in light of the rapidly evolving technological advances of the medical field of the nineties.
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Books on the topic "In-service training for nurses"

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Is this you nurse?: The making of a nurse in the 1950s. Dereham: Larks, 1994.

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Bould, Jackie. Mentoring in medicine: The practical guide. Leeds: CCDU Training and Consultancy, University of Leeds, 1996.

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Congreso de Enfermeras "Alternativas para el Ejercicio Profesional" (1st 1989 Escuela Nacional de Estudios Profesionales Zaragoza). I Congreso de Enfermeras "Alternativas para el Ejercicio Profesional": Memorias, noviembre 23, 24 y 25, 1989. [Mexico City]: Universidad Nacional Autónoma de México, Escuela Nacional de Estudios Profesionales Zaragoza, 1989.

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Northeastern Ontario Telehealth Network Inc. Continuing Education Programs: Spring Session - 1986. Sudbury, Ont: [s.n.]., 1986.

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Health, Nigeria Federal Ministry of. National curriculum on reproductive health for nurses/midwives, Nigeria. Abuja: Federal Ministry of Health, 2001.

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Storey, Les. Utilising national occupational standards as a complement to nursing curricula: A collaborative project for the NHS Executive : executive summary. (London): Department of Health, 1995.

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Storey, Les. Utilising national occupational standards as a complement to nursing curricula: (final report) : a collaborative project. (London): Department of Health, 1995.

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Sharma, Bharati. The role of the district public health nurses: A study from Gujarat. Ahmedabad: Indian Institute of Management, 2010.

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Hibbs, Genevieve M. Activating the creativity of the occupational health nurse. Isleworth: ASR Resources, 1990.

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Judi, McManus, ed. Safer handling and moving techniques with patients: A training handbook. Leeds: William Merritt Disabled Living Centre, 2000.

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Book chapters on the topic "In-service training for nurses"

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Kirschner, Stefanie, Bedriska Bethke, Anne Kirschner, Silke Brückner, and Birgit Gostomski. "Training Wound Nurses in Plasma Medicine." In Comprehensive Clinical Plasma Medicine, 473–81. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-67627-2_31.

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Mak, F. Lieh. "Training Nurses in Child Behaviour Psychotherapy." In Psychiatry The State of the Art, 281–84. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4757-1853-9_43.

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Macagno, Franco, and Alfred Tenore. "Training of Doctors and Nurses in Perinatology." In Neonatology, 157–60. Milano: Springer Milan, 2012. http://dx.doi.org/10.1007/978-88-470-1405-3_23.

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Liefeld, Julie, and Peter Troiano. "Training Nurses in Couple and Family Therapy." In Encyclopedia of Couple and Family Therapy, 1–4. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-15877-8_659-1.

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Liefeld, Julie, and Peter Troiano. "Training Nurses in Couple and Family Therapy." In Encyclopedia of Couple and Family Therapy, 3011–13. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-49425-8_659.

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Priest, Marc A., Chris Beaty, and Mark Ogino. "Training of Nurses and Continuing Education in ECMO." In Nursing Care and ECMO, 109–25. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-20101-6_12.

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Kleven, Nils Fredrik, Ekaterina Prasolova-Førland, Mikhail Fominykh, Arne Hansen, Guri Rasmussen, Lisa Millgård Sagberg, and Frank Lindseth. "Virtual Operating Room for Collaborative Training of Surgical Nurses." In Lecture Notes in Computer Science, 223–38. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-10166-8_20.

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Leiba, Tony. "User and Carer Involvement in Interprofessional Post-qualifying Education and Training." In Interprofessional Post-qualifying Education for Nurses, 16–28. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-137-10695-7_2.

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Dusik-Fenton, Stacey, and James O. Peabody. "Training of Operating Room Technician and Nurses in Robotic Surgery." In Robotics in Genitourinary Surgery, 121–27. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20645-5_8.

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Dusik-Fenton, Stacey, and James O. Peabody. "Training of Operating Room Technician and Nurses in Robotic Surgery." In Robotics in Genitourinary Surgery, 157–62. London: Springer London, 2011. http://dx.doi.org/10.1007/978-1-84882-114-9_13.

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Conference papers on the topic "In-service training for nurses"

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Su, Ying, and Jeffrey Soar. "The status of training and education in information and communication technology of Chinese nurses: A hospital survey." In 2010 7th International Conference on Service Systems and Service Management (ICSSSM 2010). IEEE, 2010. http://dx.doi.org/10.1109/icsssm.2010.5530182.

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Zhang Mengna, Yu Guilin, Cheng Su, Zeng Jingxiang, Zheng Yijin, and Shi Chongqing. "Training investigation of hospital nurses on disaster nursing." In 2011 International Symposium on Information Technology in Medicine and Education (ITME 2011). IEEE, 2011. http://dx.doi.org/10.1109/itime.2011.6132076.

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Kasimatis, Katerina, Vasiliki Kontogianni, Andreas Moutsios-Rentzos, and Varvara Rozou. "IDENTIFYING THE EFFECTIVE TEACHER: THE CONCEPTIONS OF PRE-SERVICE ASSISTANT NURSES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end027.

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In this paper, we focus on the conceptions of effective teaching that pre-service assistant nurses hold about effective and ineffective teaching during their training in Public Vocational Training Institutes (DIEK) in Greece. We focused on three aspects of teaching effectiveness: 1) The model of Patrick and Smart (1998), who identified three groups of effective teacher characteristics includes; respect for students, ability to challenge students, organisation and presentation skills; 2) Considering the hands-on teaching experiences of pre-service assistant nurses, we explored their conceptions about teaching effectiveness in problem-based learning educational settings, based on Mayo, Donnelly, Nash and Schwartz (1993), who investigated, amongst others enthusiasm, active interaction and providing feedback. 3) The communicational aspect of teaching effectiveness, drawing upon the work of McCroskey and Richmond (1990) about socio-communicative styles, who identified two dimensions of interpersonal communication; namely assertiveness and responsiveness. All three aspects were explicitly investigated for both effective and ineffective teaching. A three-section (in line with the three-faceted conceptualisation of teaching effectiveness), 56 Likert-type items, questionnaire was completed by 125 students. Our analyses allowed us to identify which aspects of teaching characterise the effective teacher and which are present both in the effective and the ineffective teacher.
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Song, Yan, Yali Sun, Yanming Li, Xueyan Chen, and Ling Gao. "Application of virtual intravenous injection in clinical training of nurses." In International Conference on Modern Engineering Soultions for the Industry. Southampton, UK: WIT Press, 2014. http://dx.doi.org/10.2495/mesi141002.

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Chia, Michael. "0018 Debriefing Emergency Nurses After High-fidelity Simulation Team Training In Resuscitation." In Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.73.

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Chi, Mozhen, Xin Li, Wang Hui, Qiuting Dai, and Xianlin Zhang. "Application of Video Teaching Method in the Standardized Training of New Nurses." In 2016 International Conference on Intelligent Transportation, Big Data & Smart City (ICITBS). IEEE, 2016. http://dx.doi.org/10.1109/icitbs.2016.16.

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Kusumaningrum, P. R., Daryani, F. Suciana, and A. A. Krismiyantara. "Impact of Surgical Safety Checklist Training on Nurses’ Compliance in Operating Room." In 1st International Conference on Science, Health, Economics, Education and Technology (ICoSHEET 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200723.076.

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Beecham, Irene Debiram, Bincy Alias, Tara Nuckcheddy, Ben Bowers, Lisa Murray, Ashley Wilson, Beth Muldrew, et al. "OWE-036 Implementation of cytospongetm device training for nurses in primary care." In British Society of Gastroenterology, Annual General Meeting, 4–7 June 2018, Abstracts. BMJ Publishing Group Ltd and British Society of Gastroenterology, 2018. http://dx.doi.org/10.1136/gutjnl-2018-bsgabstracts.525.

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Suryanto, Aufa Putri, and Ilham Nur Alfian. "The Effectiveness of Stress Inoculation Training in Reducing Stress on Intensive Care Nurses." In International Conference on Psychology in Health, Educational, Social, and Organizational Settings. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008586801680173.

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Dimitrova, Anushka. "Sustainable Development in the Training and Professional Competence of Nurses in Intensive Care Structures." In International Scientific and Practical Conference on Sustainable Development of Regional Infrastructure. SCITEPRESS - Science and Technology Publications, 2021. http://dx.doi.org/10.5220/0010595506560661.

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Reports on the topic "In-service training for nurses"

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Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert, and Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, December 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.

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This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educational content need to be the focus of quarterly education. The education course was adopted as formal training for transplant nurses.
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Johnson, C. An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.417.

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Disney, Richard, Rowena Crawford, and Carl Emmerson. The short run elasticity of National Health Service nurses’ labour supply in Great Britain. IFS, February 2015. http://dx.doi.org/10.1920/wp.ifs.2015.1504.

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Morin, Daniel P. Training Air Service Pursuit Pilots in World War I. Fort Belvoir, VA: Defense Technical Information Center, March 1997. http://dx.doi.org/10.21236/ada397837.

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Zadinsky, Julie K. The Readiness Training Program for Nursing Personnel in the AMEDD. Volume 3C. Training Manual to Accompany the Videotape: Readiness Training in Nurse Anesthetist Clinical Skills. Fort Belvoir, VA: Defense Technical Information Center, September 1995. http://dx.doi.org/10.21236/ada301220.

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Cheek, Wanda K. Extension Outreach: Basic Sewing 101 for Extension In-Service Training. Ames: Iowa State University, Digital Repository, November 2015. http://dx.doi.org/10.31274/itaa_proceedings-180814-59.

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Sinclair, Steven R. Basic Training of Non-Prior Service Personnel in the Reserve Component. Fort Belvoir, VA: Defense Technical Information Center, April 2003. http://dx.doi.org/10.21236/ada424971.

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Okereke, Ekechi, Iliyasu Zubairu, Udoh Nsekpong, Godwin Unumeri, Ibrahim Suleiman, and Aisha Jibril. Assessment of in-service training and continuing education (IST/CE) for frontline health workers in Bauchi and Cross River states, Nigeria. Population Council, 2019. http://dx.doi.org/10.31899/rh6.1002.

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Njunguru, Jesse, A. Finnie, Katharine Footman, Wilson Liambila, and Kate Reiss. Pharmacy workers in Kenya need training and support on medical abortion information and referrals to prevent unsafe service provision. Population Council, 2016. http://dx.doi.org/10.31899/rh4.1011.

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Okereke, Ekechi, Godwin Unumeri, Ibrahim Suleiman, and Aisha Jibril. Strengthening in-service training and continuing education (IST/CE) for frontline health workers for Bauchi and Cross River states. Population Council, 2019. http://dx.doi.org/10.31899/rh9.1093.

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