Relevant bibliographies by topics / Interpersonal aspects of nursing

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Interpersonal aspects of nursing'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Interpersonal aspects of nursing"

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Freed, Patricia E., and Dorcas E. McLaughlin. "Promoting Cultures of Thinking: Transforming Nursing Education to Transform Nursing Practice." Creative Nursing 19, no. 4 (2013): 174–81. http://dx.doi.org/10.1891/1078-4535.19.4.174.

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Contemporary nursing education is highly invested in the development of the academic, critical, and empirical aspects of education that represent the science of nursing, and concomitantly less attentive to the development of the creative, interpersonal aspects of education typically associated with the art of nursing. This represents a reversal of historic patterns in nursing education, but the pendulum may have swung so far that there could be costs to nursing practice unless the creative, interpersonal aspects of education can be reclaimed and balanced. Ideas and suggestions regarding how nurse educators might foster the creation of cultures of thinking, which represent whole-brain, integrated teaching approaches that are based on emerging neurocognitive evidence, are discussed.
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Kim, Myoungsuk. "Factors Influencing Nursing Students’ Person-Centered Care." Medicina 56, no. 8 (August 16, 2020): 414. http://dx.doi.org/10.3390/medicina56080414.

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Background and objectives: Numerous theoretical and clinical advances have been made through research on person-centered care (PCC). Nevertheless, care is still focused on the medical aspects of treating patients’ diseases in Korea, and thus providing individualized PCC to patients tends to be neglected. This study aimed to investigate the relationship between PCC competence, empathic competence, interpersonal competence, and perceived stress to identify the factors that impact PCC competence for developing programs that foster PCC competence in nursing students. Materials and Methods: Data were collected from 149 participants, which comprised third- and fourth-year nursing students from two universities in Korea who have experienced clinical training. PCC competence, empathic competence, interpersonal competence, and perceived stress were measured using structured self-reported questionnaires. Results: PCC competence was positively correlated with empathic competence (p < 0.001) and interpersonal competence (p < 0.001), and negatively correlated with perceived stress (p < 0.001). Empathic competence, perceived stress, interpersonal competence, and satisfaction with the participants’ nursing major were identified as factors that influenced the PCC competence (adjusted R2 = 0.570). Conclusions: To enhance PCC competence in nursing students, empathic competence, interpersonal competence, and satisfaction with the participants’ nursing major need to be improved and perceived stress needs to be reduced.
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Lützén, Kim. "Nursing Ethics Into the Next Millennium: a context-sensitive approach for nursing ethics." Nursing Ethics 4, no. 3 (May 1997): 218–26. http://dx.doi.org/10.1177/096973309700400306.

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The aim of this article is to argue for the need for a context-sensitive approach to the understanding of ethical issues in nursing practice as we face the next millennium. This approach means that the idea of universalism must be questioned because ethics is an interpersonal activity, set in a specific context. This view is based on issues that arise in international collaborative research as well as in research focused on ethical problems in nursing practice. Moral values are indigenous to a particular culture and influence beliefs about health and illness as well as what priorities are to be made in providing health care. Nursing practice must include thoughtful reflection on the meaning of moral concepts and principles in terms of culture. Theoretical developments in nursing ethics must be based on empirical research focusing on contextual aspects of health care.
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McKie, Andrew. "‘The Demolition of a Man’: Lessons From holocaust literature for the teaching of nursing ethics." Nursing Ethics 11, no. 2 (March 2004): 138–49. http://dx.doi.org/10.1191/0969733004ne679oa.

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The events of the Holocaust of European Jews (and others) by the Nazi state between 1939 and 1945 deserve to be remembered and studied by the nursing profession. By approaching literary texts written by Holocaust ‘survivors’ from an interpersonal dimension, a reading of such works can develop an ‘ethic of responsibility’. By focusing on such themes as rationality, duty, witness and the virtues, potential lessons for nurses working with people in a variety of settings can be drawn. Implications for the teaching of nursing ethics are made in the areas of the virtues, relationships, professional ethics and the moral community of nursing.
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Su, Jing Jing, Golden Mwakibo Masika, Jenniffer Torralba Paguio, and Sharon R. Redding. "Defining compassionate nursing care." Nursing Ethics 27, no. 2 (July 8, 2019): 480–93. http://dx.doi.org/10.1177/0969733019851546.

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Background: Compassion has long been advocated as a fundamental element in nursing practice and education. However, defining and translating compassion into caring practice by nursing students who are new to the clinical practice environment as part of their educational journey remain unclear. Objectives: The aim of this study was to explore how Chinese baccalaureate nursing students define and characterize compassionate care as they participate in their clinical practice. Methods: A descriptive qualitative study design was used involving a semi-structured in-depth interview method and qualitative content analysis. Twenty senior year baccalaureate nursing students were interviewed during their clinical practicum experience at four teaching hospitals. Ethical considerations: Permission to conduct the study was received from the Institutional Review Boards and the participating hospitals. Results: Baccalaureate nursing students defined and characterized compassionate care as a union of “empathy” related to a nurse’s desire to “alleviate patients’ suffering,” “address individualized care needs,” “use therapeutic communication,” and “promote mutual benefits with patients.” Students recognized that the “practice environment” was characterized by nurse leaders’ interpersonal relations, role modeling by nurses and workloads which influenced the practice of compassionate care by nursing personnel. Conclusion: Compassionate care is crucial for patients, nurses, and students in their professional development as well as the development of the nursing profession. In order to provide compassionate care, a positive practice environment promoted by hospital administrators is needed. This also includes having an adequate workforce of nurses who can role model compassionate care to students in their preceptor role while meeting the needs of their patients.
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Mendes, Isabel Amélia Costa, Maria Auxiliadora Trevizan, Mirella Castelhano Souza, Valtuir Duarte Souza-Junior, Simone de Godoy, Carla Aparecida Arena Ventura, and Sara Soares dos Santos. "Empathic profile of nursing freshmen." Nursing Ethics 26, no. 7-8 (July 15, 2018): 2298–305. http://dx.doi.org/10.1177/0969733018780532.

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Objective: To analyze the empathic profile and the empathy scores of freshmen of the nursing course. Design and participants: Descriptive study involving 399 freshmen students of two modalities of nursing courses: Bachelor and Bachelor and Teaching Diploma, in the period from 2012 to 2015. A sociodemographic questionnaire and the Empathy Inventory were applied. Ethical considerations: The research received approval from the Research Ethics Committee of the University of São Paulo at Ribeirão Preto College of Nursing. The students registered their acceptance to participate in the research by signing the Free and Informed Consent Form and anonymity was guaranteed. Findings: The mean age of the participants was 19 years, being 85.5% female. The students were grouped by course modality and all groups presented high empathy scores. A significant difference (p < 0.001) was found, which indicates that students of the Bachelor and Teaching Diploma program presented a higher degree of empathy for the General Score, Domain 2 (Interpersonal Flexibility), and Domain 3 (Altruism) in relation to students in the Bachelor program. Conclusion: Results show that nursing undergraduate freshmen are emphatic, with minimum differences between the two courses. This profile is relevant for the development of future professionals capable to demonstrate a balance between instrumental and expressive competences.
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Comrie, Rhonda W. "An analysis of undergraduate and graduate student nurses’ moral sensitivity." Nursing Ethics 19, no. 1 (December 19, 2011): 116–27. http://dx.doi.org/10.1177/0969733011411399.

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This study describes the level of moral sensitivity among nursing students enrolled in a traditional baccalaureate nursing program and a master’s nursing program. Survey responses to the Modified Moral Sensitivity Questionnaire for Student Nurses from 250 junior, senior, and graduate students from one nursing school were analyzed. It was not possible to draw conclusions based on the tool. Moral category analysis showed students ranked the category structuring moral meaning highest and interpersonal orientation second. The moral issue ranking highest was honesty, respect for the patient second, and third was responsibility to know the patient’s situation. Seniors agreed more often about the need to focus on patient safety. As students progress through the baccalaureate program and into the graduate program, their perspectives increasingly recognize the contextuality of moral issues. The results show a need to further develop a tool to measure moral sensitivity, using student understanding and perceptions of moral issues.
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Tajabadi, Ali, Fazlollah Ahmadi, Afsaneh Sadooghi Asl, and Mojtaba Vaismoradi. "Unsafe nursing documentation: A qualitative content analysis." Nursing Ethics 27, no. 5 (September 2, 2019): 1213–24. http://dx.doi.org/10.1177/0969733019871682.

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Background Nursing documentation as a pivotal part of nursing care has many implications for patient care in terms of safety and ethics. Objectives To explore factors influencing nursing documentation from nurses’ perspectives in the Iranian nursing context. Methods This qualitative study was carried out using a qualitative content analysis of data collected from 2018 to 2019 in two urban areas of Iran. Semi-structured interviews (n = 15), observations, and reviews of patients’ medical files were used for data collection. Ethical considerations This study was conducted in accordance with the ethical principles of research and regulations in terms of confidentiality of data, anonymity, and provision of informed consent. Findings The main theme of this study was “unsafe documentation.” Two categories, “types of errors in reporting” and “reasons of errors in reporting,” and 12 subcategories were developed indicating factors influencing nursing documentation in the Iranian nursing context. Conclusion In general, individual, organizational, and national factors affected nursing documentation in Iran. In this respect, hiring more nurses, application of reforms in the healthcare management structure, devising appropriate regulations regarding division of labor, constant education of healthcare staff, establishment of clinical governance, improvement of interpersonal relationships, development of hardware and software techniques for documentation, and provision of support should be done to improve the quality of nursing documentation. The above-mentioned suggestions can help nurses with a safe, ethical, lawful, and reliable documentation in nursing practice.
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Sivberg, Bengt, and Kerstin Petersson. "Self-Image, Self-Values and Interpersonal Values Among Newly Graduated Nurses." Nursing Ethics 4, no. 5 (September 1997): 407–23. http://dx.doi.org/10.1177/096973309700400507.

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This longitudinal study (1994-1996) used the Gordon Personality Inventory to measure nursing students’ self-image (Gordon A), self-values (Gordon B) and interpersonal values (Gordon C). It was performed with students from three colleges of health in the south of Sweden: Jönköping ( n = 54), Växjö ( n = 24) and Kristianstad ( n = 38). The null hypothesis of the study was that the new academic three-year programme did not have the power to change significantly the students’ self-image and professional values. The hypothesis was tested by paired sample Student’s t-test. The result was that, at Jönköping, self-image changed and increased significantly in the dimensions of ‘cautiousness’ and ‘personal relations’, and decreased in ‘sociability’, and increased in the self-value ‘order’. At Växjö the self-image dimensions of ‘original thinking’ and ‘personal relations’ increased, and, at Kristianstad, the students increased their self-image scores in ‘responsibility’.
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Pajnkihar, Majda. "Nurses' (Un)Partner-Like Relationships With Clients." Nursing Ethics 16, no. 1 (January 2009): 43–56. http://dx.doi.org/10.1177/0969733008097989.

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The aim of a previous study was to describe nursing in Slovenia generally, and to identify the most appropriate nursing model for that country. One specific finding was the issue of partner-like relationships; this article deals with that issue only. An interpretive paradigm and qualitative research design were used with a modified grounded theory approach. Interviews were carried out with selected nursing leaders ( n = 24) and other professionals ( n = 6) in order to draw on their knowledge and experience to describe the reality of nursing phenomena. The results of this research suggest that participants wish to use a theory that emphasizes clients and treats them as equal partners in nursing, promotes health, and rests on interpersonal relationships. The participants described the missing or obscure parts in nursing and their own beliefs and values about human beings and nursing. Descriptions of and the need for partner-like relationships, and the specific elements of such relationships, were of main concern. The participants argued that nurses need high quality and continuing education to ensure competent nursing practice. The indication is that Slovenia should move to graduate and undergraduate nurse education to foster expert reflective practice in order to abolish routinized care carried out in a hierarchical system.
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Dissertations / Theses on the topic "Interpersonal aspects of nursing"

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Ingsén, Josefin, and Viktoria Thorsell. "Patientens upplevelse av samtal med sjuksköterska vid cancerdiagnos : Analys av självbiografier." Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-16793.

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Bakgrund: Cancer är en diagnos som ökar i samhället, en ökning som ses fortsätta. Att ta emot ett cancerbesked och genomgå behandling kräver stöd från hälso- och sjukvården. Genom samtal ges möjlighet till delaktighet och en omvårdnad där patienten står i centrum. Sjuksköterskan behöver ha kunskap kring kommunikation för att bemöta patienten på bästa sätt. Viktigt är att säkerställa att patienten mottagit och förstått informationen. Syfte: Att belysa patientens upplevelse av samtal med sjuksköterska vid cancerdiagnos. Metod: En kvalitativ analys av narrativer har använts för granskning av sex självbiografier, skrivna av personer med erfarenhet av cancerdiagnos. Resultat: Resultatet belyser följande kategorier: samtal som vårdar, delaktighet i samtalet, hoppfullhet i orden, vill inte höra samt upplevelse av rädsla. Konklusion: Samtalet visar sig vara betydelsefullt i mötet mellan patient och sjuksköterska. Hur sjuksköterskan uttrycker sig och bemöter patienten påverkar upplevelsen av samtalet och vilken utgång samtalet får.
Background: Cancer is a diagnosis that is increasing in society, an increase seen to continue. Receiving a cancer message and undergoing treatment requires support from the health service. Through conversation, the opportunity is given for participation and a care where the patient is in the center. The nurse needs to have knowledge about communication to respond to the patient in the best way. It is important to ensure that the patient has received the information correctly. Aim: To illustrate the patient's experience of conversation with nurse during cancer diagnosis. Method: A qualitative analysis of narratives has been used for examination of six autobiographies, written by persons with experience of cancer diagnosis. Result: The result highlights the following categories: conversations that cherish, participation in the conversation, hopefulness in words, don’t want to hear and experience of fear. Conclusion: The conversation turns out to be important in the meeting between the patient and the nurse. How the nurse expresses her/himself and responds to the patient affects the experience of the conversation and what outcome the conversation gets.
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Kiikeri, Alexandra, and Therese Blades. "Öppenhet som emancipation : En fenomenologisk-hermeneutisk studie utifrån sjuksköterskors upplevelser och erfarenheter av öppenhet om psykisk ohälsa." Thesis, Röda Korsets Högskola, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-4026.

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Bakgrund: Öppenhet om psykisk ohälsa är något som har fått allt mer medial uppmärksamhet. Konceptet öppenhet är brett och innefattar flertal definitioner såsom transparens, som i att vara ärlig och inte gömma information, samt ett förhållningssätt som präglas av bland annat tolerans och förmågan att acceptera nya perspektiv och idéer. Öppenhet avhandlas i denna studie från perspektivet av sjuksköterskor med egen erfarenhet av psykisk ohälsa. Syfte: Denna studie syftar till att utforska sjuksköterskors upplevelser och erfarenheter av öppenhet gällande psykisk ohälsa samt att avtäcka öppenhetens meningsbärande enheter utifrån ett omvårdnadsperspektiv. Metod: Studien har en kvalitativ studiedesign med en fenomenologisk hermeneutisk forskningsansats. Information samlades in via semistrukturerade intervjuer. Resultat: Analysen resulterade i 3 övergripande teman: öppenhet som transparens, öppenhet som förhållningssätt och öppenhetens kraft och fundamentala växelverkan. Helhetstolkningen  visade att öppenhet är en förutsättning för all typ av medmänsklig interaktion och kommunikation. Att dela med sig av erfarenheter av psykisk ohälsa är transparens med intentionalitet kopplat till både strävan efter en bättre värld och ett sätt att visa omsorg. Helhetstolkningen mynnade ut i att sjuksköterskors öppenhet gällande egen erfarenhet av psykisk ohälsa i hög grad påverkades av upplevd stigma. Slutsats: Öppenhet har en inre självförstärkande kraft: öppenhet leder till öppenhet. Att dela med sig av egna erfarenheter av psykisk ohälsa ter sig har en stor potential i att skapa relationer präglade av ömsesidighet och medmänsklighet. Att bemöta med öppenhet är nyckeln till att ge transparensen en möjlighet att skapa en mer humanistisk och rättvis vård.
Background: Openness around mental health issues has gained increased media attention. The concept of openness is vast and includes multiple definition like transparency, as in to be honest and not hiding information, and also an approach characterized by, among others, tolerance and the ability to accept new perspectives and ideas. In this study openness is presented from the perspective of nurses with own experience of mental health issues. Aim: This study aims to explore nurses’ experiences and knowledge of openness regarding mental health issues and also uncover the meaning entities within the concept of openness from a nursing perspective. Method: The study uses a phenomenological hermeneutical method. Information was gained through semi-structured interviews. Findings: The analysis resulted in 3 main themes: openness as transparency, openness as an approach and the power and fundamental interactions of openness. The comprehensive understanding exposed openness as a postulate to all human interaction and communication. To share own experiences of mental health issues is transparency with intentionality including striving for a better world and mediate caring. The comprehensive understanding also indicated that nurses’ openness in sharing own experiences of mental health issues was impacted negatively by stigma experiences. Conclusion: Openness has an inner amplifying power: openness leads to openness. To share experiences regarding mental health issues appears to possess a great potential in creating relationships characterized by mutuality and compassion. To approach with openness is the key to give transparency the ability to create a more humane and just health care.
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Treadwell, Chris L. "Interpersonal Aspects of Attribution and Emotion." DigitalCommons@USU, 1999. https://digitalcommons.usu.edu/etd/6148.

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In Weiner's attributional perspective on emotion, recipients appraise outcomes in terms of three attributional dimensions--locus, controllability, and stability. The specific pattern of inferred attributions determines the nature of the resulting emotional experience. Weiner further claims that a sender's own emotion may serve as a precipitating event for a receiver's resulting attributions and emotions. Parkinson critiques the notion that there are inflexible or unique links among senders' emotions, the attributions conveyed by senders' emotions, and the resulting attributions or emotions aroused in recipients. Parkinson implies instead that the nature of the interpersonal relationship between senders and receivers, independent of attributional inferences, is a more important determinant of the specific emotion aroused. The main question asked in the present study was whether a sender's anger or pity led to receiver attributions and emotions consistent with Weiner's model across different types of sender-receiver relationships. Using a variation on Weiner's paradigm, 174 female and 104 male university students were presented with scenarios depicting the interaction of two people who were friends, enemies, or strangers. In each scenario, a receiver's behavior was followed by either a reaction of anger o pity from the sender. Participants then answered four questions to check the effectiveness of manipulations, rated the sender's attributions about the receiver's behavior and the receiver's own attributions, and predicted the intensity of the receiver's own emotional response (including guilt and shame). Because the pity manipulation was deemed ineffective, data were analyzed for the sender-anger condition only. Although Weiner's model was somewhat supported in the friend condition, there was only a weak relation between sender and receiver attributions, as well as either of these attributions and sender anger when examined across the three relationship conditions. Importantly, relationship variables more than attributional ones affected the degree to which receivers responded with guilt and shame to the sender's anger. Discussion focuses on the potential epiphenomenal role of attribution in eliciting emotion and the need to examine Parkinson's view that identity-related concerns, which vary as a function of the nature of the target relationship, are more central to arousing specific emotional responses.
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Zurakowski, Tamara Lee. "Interpersonal factors and nursing home resident health." Case Western Reserve University School of Graduate Studies / OhioLINK, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=case1054909283.

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Swiden, Wick RoseAnn. "Personality and interpersonal aspects of the work environment." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/917.

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Workplace arrogance has emerged as a research focus area for many industrial-organizational psychologists. Employees who demonstrate arrogance tend to demonstrate poor job performance, executive failure and poor overall organizational success. The present study investigates arrogance measured by the Workplace Arrogance Scale (WARS: Johnson et al., 2010) in relation to the Honesty Humility facet of the HEXACO Personality Index-Revised (HEXACO PI-R: LEE & Ashton, 2004). A total of 273 participants completed the WARS and HEXACO PI-R Honesty-Humility Facet of the HEXACO. Results show significant, strong negative correlations between the Honesty-Humility subfacets and the overall Honesty Humility facet score with the WARS scores. These findings indicate that workers high in arrogance lack important honesty-humility characteristics. Once we fully understand the complex mixture of personality traits that make up workplace arrogance, we can begin to screen for it in the hiring process and develop ways to better address it in the workplace.
B.S.
Bachelors
Sciences
Psychology
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Morrison, Paul Anthony. "The meaning of caring interpersonal relationships in nursing." Thesis, Sheffield Hallam University, 1991. http://shura.shu.ac.uk/3132/.

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This thesis explores nurses' and patients' perceptions of caring relationships in a hospital context. An attempt is made to discover the meaning these caring relationships have for the nurses who provide care and for the patients who participate in this process. The nurses enter into the caring relationship as voluntary and professional participants. The patients come into hospital because of illness. The relationship entered into is claimed to be a caring relationship yet little is known about the personal experiences of the participants. In the first part of the study the repertory grid technique was used to structure interviews with 25 experienced nurses. Personal constructs were elicited and rated during the interviews. Six major themes emerged from a content analysis of the constructs. These were: personal qualities, clinical work style, interpersonal approach, level of motivation, concern for others, and use of time. The personal cost of caring for the nurses surfaced as a significant aspect of the caring relationship. In the second part of the study 10 nurses and 10 hospitalised patients were interviewed. These were analysed by means of a method grounded in interpretive phenomenology which focuses on the informants' lived experiences. Nine general themes emerged which captured the nurses' experiences of caring relationships. The themes were: patient dependency, patient circumstances, effectiveness, emotional involvement, stress, preparedness, ward constraints, role uncertainty, and personal benefits. The patients' experiences of being cared for were embodied in four general themes quite different from the nurses. The themes were: vulnerability, self-presentation, service evaluation, and other concerns. The thesis provides many details about the perceptions of caring relationships through the exploration of the lived experiences of nurses and patients in hospital. An extended picture of caring relationships in nursing has emerged. The need to take account of both the professional and consumer perspective is emphasised as it highlights important discrepancies between the views of carers and those they care for. Professional carers must be able to understand the patient in order to care in a personalised way and the approach used here demonstrates how this understanding can be achieved. Such an approach could also be used in nursing practice. The findings and methods used here should also be of interest to other helping professions and consumers of health care.
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Boldan, Debra. "Experiences of Interpersonal Interaction between Nurse Educators and Minority Nursing." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5609.

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Changes in the cultural composition of the United States population are not reflected in the nursing workforce. The lack of diversity in nursing may be due to the unique interpersonal needs of minority nursing students remaining unmet in traditional nursing education programs, which might unintentionally lead to alienation, isolation, and lower graduation rates for minority students. The purpose of this phenomenological study was to explore interpersonal interaction experiences nursing educators have in teaching minority nursing students. Critical social theory provided the theoretical framework to explore the ways social inquiries may hinder learning and keep marginal groups from reaching their full potential. Ten nurse educators from three community colleges were interviewed using open ended questions. Data analysis was conducted using Van Manen's three step approach and NVivo 11 for thematic analysis. Five themes emerged from the data: Perceptions of the need for minority nurses, social responsibility of nurse educators, perceptions of minority students, the effectiveness of teaching minority students, and perceptions of interpersonal interaction. Participants believed there is a need for increased diversity and that minority nursing students face specific challenges, so most of the nurse educators employ techniques that they think may help minority students. Future research should include a more diverse sample of nurse educators including educators from different geographic locations across the US. The study contributes to positive social change by identifying caring and supportive interpersonal interactions and behaviors practiced by nurse educators.
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Marsden, Janet Elizabeth. "Aspects of advanced nursing practice." Thesis, Manchester Metropolitan University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.548209.

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This PhD by publication brings together several pieces of research undertaken in order to explore issues in advanced practice in a number of different settings. The focus of the programme of work has been to gain a better understanding and widen available knowledge of the drivers and essential elements of advanced practice nursing roles. The whole body of the work is based on my continuing academic and professional role embracing clinical practice and education as well as research. It is my strongly held belief that these three components are intrinsically linked and that one without the others, for professionals in practice, is incomplete and inherently flawed as an underpinning to the work of health care professionals. The work on this thesis began because of concerns and issues around personal practice and has grown to involve national and international perspectives on a number of clinical areas. This programme of work with each new study considering different aspects of advanced practise while building on the results and conclusions of the preceding works, leads to a consideration of some of the implications for future practice, education and research in this important area of nursing. The opportunities for research were, in the main, on a small scale and unfunded. Qualitative techniques were chosen in order to explore the ideas and experience of the participants, rather than those preconceived ideas held by the researcher(s). The demographic and quantitative data collected in the surveys was represented by descriptive statistics only as no inferences (in a statistical sense) could possibly have been drawn from such data. The publications associated with the planned areas of enquiry add to the evidence base for advanced nursing practice and seek to promote discussion and debate and promote change around an essential element of healthcare provision. The studies consider aspects of advanced practice including: " Decision making and safety: Decision making reflects expertise and has been shown, in the work here as well as in many other areas, to be safe and effective. 9 Acceptability of roles: There is a huge volume of research available that shows overwhelmingly that patients like these advanced practice roles. Research undertaken here showed the acceptability of the role to the multidisciplinary team and the importance of the whole team to role functioning. " The organisation of advanced practice: Some issues identified in the study relating to aspects of role development such as prescribing, have subsequently been successfully addressed. Others, such as the rigidity of job descriptions and the lack of support for risk taking, still prove problematic, " The process of role development is, as has been highlighted in other literature, often ad hoc, local, ill thought through and without the infrastructure to support it. Nevertheless, roles are evidently successful. " Regulation of advanced practice: What has become clear throughout the process and the time span of the programme of research is that whether regulation is in place or not, nursing responds to the needs of the service and while regulation of one part of nursing ensures that the particular advanced practice role is protected, others evolve outside the framework as easier (and cheaper) options. " Policy as a driver of roles: It is clear that policy, whether local or national drives the areas in which advanced practice flourishes. Where there are gaps in service, nurses and now other health professionals undertaking such roles, move in to address the service imperatives. The nature of healthcare is about to change quite fundamentally in the UK, and if we are to be able to know what is going on and the effect it is having, research on advanced practice roles must continue. My intentions are to build on this work in the future and include replication studies as well as studies employing sequential explanatory designs to widen the scope of the research presented here. Other areas of potential research include outcomes for patients in acute care settings as well as issues such as value for money which, at present are very difficult to quantify. As nurses move into even more complex roles, it will also be important to keep an eye on the educational underpinnings of such roles. The private sector is playing an increasing part in the UK's health provision and, with a diverse range of organisations involved, little is known about advanced practice roles in these organisations. This gap in the original research, coupled with the much wider role of such providers in the future, also opens up future research possibilities.
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Perez, Ricardo J. "Setting, arousal and interpersonal attraction." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/23202.

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Kuhlmann, Kristin L. "Weight change in college freshmen| Personal, interpersonal and situational influences." Thesis, The University of New Mexico, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3597802.

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Obesity has become the most significant noninfectious health risk in the United States, and the major causes of death and disability are shifting to chronic, non-communicable health conditions that are largely attributable to physical inactivity, overweight and obesity, and other diet-related factors. Among children and adolescents, the overweight/obesity rate is approaching 32%, with 17.9% of adolescents becoming obese. While the obesity rate has doubled in all age groups in the United States, it has tripled among young adults aged 18 to 28 years, and 70% of adolescents who are at a healthy weight will become overweight or obese as adults. At particular risk for rapid weight gain are college freshmen; the rate of weight gain in the first semester of college is twice that of same-age peers, and 77% of all college freshmen gain weight. The purpose of this descriptive study was to explore the personal, interpersonal, and situational factors that influenced weight change in freshmen. Seventy-six college freshman completed measures of demographics, height and weight, physical activity, sedentary behavior, nutritional intake, beverage and snack intake, alcohol consumption, stress management, interpersonal relations, spiritual growth, and health responsibility at baseline and 15 weeks later during their first semester of college. Participants gained a mean of 2.3 pounds, with 43% gaining clinically significant weight (≥ 3.5 pounds); 33% of the participants gained over five pounds. Two variables predicted 12% of this weight gain: a low level of health responsibility and having an underweight/normal BMI upon entrance to college. Identification of participants in the underweight/normal BMI category as the group at most risk for significant weight gain was an unexpected finding that merits further exploration. In addition, findings indicate that strategies are needed to create stronger support systems, to increase the level of health responsibility, and to encourage college freshmen to regularly perform behaviors to attain, or maintain, a healthy weight throughout the first year of college.

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Books on the topic "Interpersonal aspects of nursing"

1

Hildegarde E. Peplau: Interpersonal nursing theory. Newbury Park, Calif: Sage Publications, 1993.

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Patient & person: Interpersonal skills in nursing. 4th ed. Sydney: Churchill Livingstone/Elsevier, 2009.

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Gregory, Josephine. The psychosocial education of nurses: The interpersonal dimension. Aldershot: Avebury, 1996.

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Patient and person: Developing interpersonal skills in nursing. 2nd ed. Sydney: Harcourt, 2000.

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Kagan, Carolyn. Professional interpersonal skills for nurses. Cheltenham: Nelson Thornes, 2001.

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Kagan, Carolyn. Professional interpersonal skills for nurses. London: Chapman & Hall, 1995.

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The Emotional labour of nursing: Its impact on the interpersonal relations, management and the educational environment in nursing. Basingstoke: Macmillan Education, 1992.

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Wilting, Jennie. People, patients, and nurses: A guide for nurses toward improved interpersonal relationships. Edmonton: University of Alberta Press, 1987.

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Group theory/process for nursing practice. Bowie, MD: Brady Communications Co., 1985.

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Transcultural communication in nursing. Albany, N.Y: Delmar Publishers, 1999.

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Book chapters on the topic "Interpersonal aspects of nursing"

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Niven, Neil, and Jill Robinson. "Interpersonal skills." In The psychology of nursing care, 7–38. London: Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23703-6_2.

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Niven, Neil. "Interpersonal Skills." In The Psychology of Nursing Care, 8–46. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-0-230-20944-2_2.

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Maestri-Banks, Anita, and Paula Pope. "Interpersonal and Professional Skills." In The Nursing Companion, 82–95. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36693-0_5.

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Girvin, June. "Interpersonal Skills and Leadership." In Leadership and Nursing, 29–39. London: Macmillan Education UK, 1998. http://dx.doi.org/10.1007/978-1-349-14698-7_4.

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Peplau, Hildegard E. "Roles in Nursing." In Interpersonal Relations in Nursing, 43–70. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_3.

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Peplau, Hildegard E. "A Definition of Nursing." In Interpersonal Relations in Nursing, 3–16. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_1.

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Pilgrim, David, Floris Tomasini, and Ivaylo Vassilev. "Interpersonal Aspects of Trust." In Examining Trust in Healthcare, 13–35. London: Macmillan Education UK, 2011. http://dx.doi.org/10.1007/978-0-230-36438-7_2.

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Peplau, Hildegard E. "Identifying Oneself." In Interpersonal Relations in Nursing, 209–38. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_10.

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Peplau, Hildegard E. "Developing Skills in Participation." In Interpersonal Relations in Nursing, 239–59. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_11.

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Peplau, Hildegard E. "Observation, Communication, and Recording." In Interpersonal Relations in Nursing, 263–309. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-10109-2_12.

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Conference papers on the topic "Interpersonal aspects of nursing"

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Setiowati, Dwi. "Students’ Perception and Readiness for Interpersonal Education." In Aceh International Nursing Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008395901560163.

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Park, Kwang Ok, and Mi Yu. "Effects of Communication Activity Program on Nursing Students' Interpersonal Communication Competence." In Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.72.14.

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Nur Kholifah, Siti. "Interpersonal Interaction Between Nurse and Family to Improve The Performance of Health Center." In 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.47.

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Kim, Mi-Ran, and Su-Jeong Han. "Self-direction in learning and interpersonal skills of nursing students." In Education 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.103.44.

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Jeong, Hyeon-Cheol, Yeon-hyeok Yun, Hyang-sook Kim, Mal-Soon Kang, and Mi-yang Jeon Kang. "Effects of Health promotion program using laughing on interpersonal relationship and self-esteem of mental patients." In Health Care and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.88.07.

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Kim, Hee Sook, Eun Jeong Shin, and Sung Hee Lee. "Effects of a Peer Gatekeeper Training Program on Existential Spiritual Well-being, Interpersonal Relationships, Depression, and Suicidal Ideation in Female High School Students." In Healthcare and Nursing 2015. Science & Engineering Research Support soCiety, 2015. http://dx.doi.org/10.14257/astl.2015.116.24.

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Halachová, Magdaléna, and Eva Žiaková. "Interpersonal and Intrapersonal aspects of cyberbullying on University students." In The 4th Global Virtual Conference. Publishing Society, 2016. http://dx.doi.org/10.18638/gv.2016.4.1.754.

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Diba, Farah, and Ilma Tawarina. "Emotional and Behavioral Aspects of Children with Thalassemia in Banda Aceh, Indonesia." In Aceh International Nursing Conference. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008397202550260.

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Kaur, Baljit. "Legal Aspects of the Care of Older People in Hong Kong and Nurse's Role in it." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.95.

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Agustina, Eva. "Interpersonal Interaction Between Nurse and Family to Improve The Performance of Health Center Relationship Between Dietary Habit And Menstrual Pattern With Anemia Of Adolescent In Sman 1 Ngunut Tulungagung." In 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.53.

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Reports on the topic "Interpersonal aspects of nursing"

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Koutsojannis, C., J. Prentzas, and I. Hatzilygeroudis. A Web-Based Intelligent Tutoring System Teaching Nursing Students Fundamental Aspects of Biomedical Technology. Fort Belvoir, VA: Defense Technical Information Center, October 2001. http://dx.doi.org/10.21236/ada412356.

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