Relevant bibliographies by topics / Nursing – In-service training

Contents

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

Academic literature on the topic 'Nursing – In-service training'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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Journal articles on the topic "Nursing – In-service training"

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James, Merlin Mary. "Skill Building in Nursing Students during Pre-service Training." International Journal of Nursing & Midwifery Research 04, no. 04 (February 2, 2018): 57–59. http://dx.doi.org/10.24321/2455.9318.201745.

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Blackhall, Amanda, Tim Schafer, Lyn Kent, and Maxine Nightingale. "Service user involvement in nursing students’ training." Mental Health Practice 16, no. 1 (September 12, 2012): 23–26. http://dx.doi.org/10.7748/mhp2012.09.16.1.23.c9280.

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Oleskova, Halyna. "Dual Education as the Peculiarity of Specialized Training of Nursing Personnel in Germany." Comparative Professional Pedagogy 7, no. 2 (June 27, 2017): 86–91. http://dx.doi.org/10.1515/rpp-2017-0028.

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Abstract Specialized training of nursing personnel in Ukraine is being reformed presently. Quality specialized training of nursing personnel is a prerequisite for successful functioning of the health care system in general. In this regard, the article describes dual education system in Germany where educators have accumulated valuable experience in specialized training of nursing personnel. It must be noted that dual education system is divided into theoretical and practical components, whereas theoretical component assumes out-service training and priority practical component - in-service training. In addition, such notions as “dual education”, “nursing personnel”, “professional training”, “specialized training” have been defined. The peculiarities of specialized training of geriatric nursing personnel, health and nursing professionals, health and pediatric nursing personnel have been considered. Special attention has been paid to the fact that new names for nursing professions linguistically highlight a more extensive approach to nursing. The role of practice mentoring in specialized training of nursing personnel has been justified. Based on theoretical analysis of references, it has been concluded that professional pedagogics being the most developed direction in Germany contributes to efficient organization of the education process and training of highly qualified specialists.
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Jones, Catherine, Jennifer Fraser, and Sue Randall. "The evaluation of a home-based paediatric nursing service: concept and design development using the Kirkpatrick model." Journal of Research in Nursing 23, no. 6 (July 31, 2018): 492–501. http://dx.doi.org/10.1177/1744987118786019.

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Background A new paediatric hospital-in-the-home nursing service required evaluation. Aims To determine whether the education and training provided for nursing staff employed in the service was effective. Methods This paper presents the way in which a training evaluation model supported the design and evaluation of a training programme for registered nurses working in an out-of-hospital, home-based nursing service for paediatric patients. Results The Kirkpatrick model provides a framework for evaluating the effectiveness of workforce training for any industry including healthcare (Kirkpatrick, 2009). Conclusions That the Kirkpatrick model is an appropriate framework to evaluate a nursing training programme, but it is imperative to evaluate all levels of the model to be able to ascertain the success of the training and the impact on clinical practice.
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Ekeberg, Christina. "Introductory Training in Occupational Health Service." AAOHN Journal 39, no. 7 (July 1991): 322–27. http://dx.doi.org/10.1177/216507999103900705.

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Leung, A. Y. M., S. S. C. Chan, C. W. Kwan, M. K. T. Cheung, S. S. K. Leung, and D. Y. T. Fong. "Service learning in medical and nursing training: a randomized controlled trial." Advances in Health Sciences Education 17, no. 4 (October 1, 2011): 529–45. http://dx.doi.org/10.1007/s10459-011-9329-9.

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Skinkle, Rodney R., and Peter R. Grant. "An Outcome Evaluation of an In-Service Training Program for Nursing Home Aides." Canadian Journal on Aging / La Revue canadienne du vieillissement 7, no. 1 (1988): 48–57. http://dx.doi.org/10.1017/s0714980800007108.

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ABSTRACTNursing home aides are the primary care providers for the institutionalized elderly but, until recently, aides have received very little formal training. Recognizing this, some community colleges have implemented in-service training programs. This paper presents the results of an impact assessment of the Saskatchewan program offered by Kelsey Institute of Applied Arts and Science. The sample included 86 aides from 16 nursing homes selected at random from both rural and urban areas. Results from this study show that program graduates knew significantly more about simple nursing skills, the aging process, and the philosophy of long term care in comparison to aides from nursing homes that did not offer this in-service training (non-participants). Program graduates were also significantly more likely to describe their health care team as functioning effectively. However, attitudes of program graduates toward the elderly were not significantly different from non-participants. The vast majority of the aides, whether trained or untrained, held positive attitudes toward the elderly. Implications and limitations of these results are discussed in conjunction with information from interviews with three Directors of Care who have experience implementing and supervising this in-service training program.
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Battle, Ceri, and Paul Temblett. "12-Hour nursing shifts in critical care: A service evaluation." Journal of the Intensive Care Society 19, no. 3 (January 15, 2018): 214–18. http://dx.doi.org/10.1177/1751143717748094.

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The aim of this single-centre study was to investigate the impact of the introduction of 12-h critical care nursing shifts on healthcare provider and patient care outcomes. A single-centre, prospective service evaluation was completed over a two-year period, comparing the 8-h and 12-h shifts. Outcomes included number of clinical incidents, levels of burn-out, sick rates, personal injuries and training. There were no significant differences between the clinical incidents, sickness rates, personal injuries and staff training between the two data collection periods. The results of the burn-out analysis demonstrate that emotional exhaustion and depersonalisation improved, from the 8-h to 12-h shifts (both p < 0.05). In conclusion, the results of this service evaluation have demonstrated that 12-h nursing shifts can be introduced safely into the critical care environment, without any detriment to patient or healthcare provider outcomes.
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Choy, King Lun Tommy, Kai Yuet Paul Siu, To Sum George Ho, C. H. Wu, Hoi Yan Lam, Valerie Tang, and Yung Po Tsang. "An intelligent case-based knowledge management system for quality improvement in nursing homes." VINE Journal of Information and Knowledge Management Systems 48, no. 1 (February 12, 2018): 103–21. http://dx.doi.org/10.1108/vjikms-01-2017-0001.

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Purpose This paper aims to maintain the high service quality of the long-term care service providers by establishing a knowledge-based system so as to enhance the service quality of nursing homes and the performance of its nursing staff continually. Design/methodology/approach An intelligent case-based knowledge management system (ICKMS) is developed with the integration of two artificial intelligence techniques, i.e. fuzzy logic and case-based reasoning (CBR). In the system, fuzzy logic is adopted to assess the performance through the analysis of the long-term care services provided, nurse performance and elderly satisfaction, whereas CBR is used to formulate a customized re-training program for quality improvement. A case study is conducted to validate the feasibility of the proposed system. Findings The empirical findings indicate that the ICKMS helps in identification of those nursing staff who cannot meet the essential service standard. Through the customized re-training program, the performance of the nursing staff can be greatly enhanced, whereas the medical errors and complaints can be considerably reduced. Furthermore, the proposed methodology provides a cost-saving approach in the administrative work. Practical implications The findings and results of the study facilitate decision-making using the ICKMS for the long-term service providers to improve their performance and service quality by providing a customized re-training program to the nursing staff. Originality/value This study contributes to establishing a knowledge-based system for the long-term service providers for maintaining the high service quality in the health-care industry.
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Asiamah, Nestor, Henry Kofi Mensah, and Ben Ocra. "An assessment of education, in-service training and tenure prolongation as methods for enhancing nursing performance." International Journal of Health Care Quality Assurance 32, no. 6 (July 8, 2019): 910–26. http://dx.doi.org/10.1108/ijhcqa-07-2018-0190.

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Purpose The purpose of this paper is to provide an empirical basis for considering in-service training, tenure prolongation and continuing education as methods for enhancing nursing performance. Design/methodology/approach A self-reported questionnaire was used to collect data from 532 nurses, who were selected using the simple random sampling method from ten hospitals in Accra North, Ghana. Confirmatory factor analysis (CFA) was used to test the study’s hypotheses. Findings The resulting model is of good fit at 5 per cent significance level (χ2=1.492, p=0.222), with in-service training found to be the ultimate method for enhancing nursing performance. The fitted CFA model also shows that in-service training is positively associated with education and tenure at 1 per cent significance level (p<0.001). The overall evidence suggests that training, continuing formal education and tenure prolongation are methods for improving nursing performance. Originality/value Apart from its contribution to the literature, this study applies validated primary data to empirically identify key methods for enhancing nursing performance.
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Dissertations / Theses on the topic "Nursing – In-service training"

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Keyzer, Dirk Mitchell. "Learning contracts, the trained nurse and the implementation of the nursing process : comparative case studies in the management of knowledge and change in nursing practice." Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10006530/.

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The adoption of a " nursing " model in practice and education is discussed in relation to the socio-cultural and organisational factors which have shaped the traditional care giver role. Issues arising out of this change in the "practitioner" role are identified. The changing roles of the nurse and the teacher are described and discussed. The move toward an autonomous role for the clinical nurse is seen to require a change in the nurseteacher relationship. Learning contracts are perceived to be a vehicle for implementing the new roles of the nuise and the teacher. The writer in the role of an observer-who-participates negotiates learning contracts with nurses working in four wards of four hospitals in one Health Authority. The clinical areas are described as one community hospital, one long-stay geriatric unit, one psychiatric rehabilitation unit and one psycho-geriatric assessment unit. Thus, community, general and psychiatric nursing are included in this study of the management of knowledge and change in nursing practice. A variety of data collecting techniques are employed to give an illuminative evaluation of the outcomes of the learning contracts and the effect formal and non-formal education have on the implementation of the nursing process. The formal approach to education takes the form of the Diploma in Nursing (London University, Old and New Regulations) and the Joint Board of Clinical Nursing Studies Course in Care of the Elderly (940/941). The non-formal inputs are the clinically based learning contracts negotiated with the nurses in the four clinical areas.The data are presented as comparative case studies which record the organisational policies adopted by the Health Authority and the outcomes of the learning contracts in the four clinical areas. From the case studies two "themes" emerge: that of role conflict and the problems of assessing thedegree of change achieved. A theoretical framework of "codes and control" is developed from that originally presented by Bernstein (1975) for general education and adapted to health care organisations by Beattie and Durguerian (1980). This framework is used to interpret the changing roles of the nurse and the teacher, and the division of labour between the professional nurse and the woman in her own home. It is argued that the implementation of the "practitioner" role demands a redistribution of power and control in favour of the patient and the nurse vis-a-vis the manager, the teacher and the doctor. Further, in addition to the teacher's and the clinical nurse's dependence on the manager for the resources required to implement the desired change in practice, nurse-practitioners are dependent on the knowledge held by doctors, clinical psychologists and occupational therapists to implement the nursing process. In the presence of an inadequate basic education programme and a limited access to continuing education, the data suggest that the literature on the nursing process and the key documents distributed by the R.C.N. (1981) and the U.K.C.C. (1982) are making demands upon the clinical nurse with which she is unable and sometimes unwilling, to comply. It is argued that a "codes and control" framework identifies the complexities of the change toward the "practitioner" role and thereby, clarifies the existing role. In this way concepts of care held by the nursing staff are identified which in turn, can be utilised in model building to promote a "grounded" theory of nursing in the cultural and organisational context of nursing in the United Kingdom. Thus the use of learning contracts which identify the nurse's need for continuing education, in conjunction with an action research mode utilising case studies, can assist in the development of a theory for nursing practice and education. In this way the theory for nursing has its basis in clinical practice, is refined through research, and is returned to practice through the education programme. It is therefore argued that learning contracts have a useful role to play in bridging the gap between theory and practice in the school of nursing and institutions of higher education. The data recorded in the case studies suggest that in the absence of a redistribution of power and control and/or supportive education programmes during and after the period of transition between the old and new roles, the implementation of the nursing process will merely continue the existing Nightingale strategies. The formalisation of the present problem-solving approach to care in the form of care plans will not necessarily promote the "practitioner" role desired by the profession. Instead the clinical role will continue to be defined by physicians and management will consolidate its position in the hierarchy of the bureaucratic organisation of the National Health Service. This will not be challenged by nurses in that it will continue the existing strategy of "reifying" the presence of the "professional" nurse and an particular, her position in institutions of higher education. Such a strategy although satisfying in terms of status will lead to the clinical nurse being asked to implement a role with which she is unable to comply. This in turn will lead to role conflict and a greater division between the "theory" of the school and the "reality" of the ward.
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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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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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Dinsmore, Kimberly R., and L. Lee Glenn. "Psychometric Analysis of a Potential Tool for In-Service Clinical Training Programs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7550.

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Hyslop, Alan. "Modelling of expert nurses' pressure sore risk assessment skills as an expert system for in-service training." Thesis, University of Glasgow, 1988. http://theses.gla.ac.uk/2932/.

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In the nursing literature to date there have been no reported applications of `cognitive simulation' nor of intelligent Computer Assisted Learning. In Chapter 1 of this thesis a critical review of existing nurse education by computer is used to establish a framework within which to explore the possibility of simulation of thinking processes of nurses on computer. One conclusion from this review which is offered concerns the importance of firstly undertaking reliable study of nursing cognition. The crucial issue is that an understanding must be gained of how expert nurses mentally represent their patients in order that a valid model might be constructed on computer. The construction of a valid computer based cognitive model proves to be an undertaking which occupies the remainder of this thesis. The approach has been to gradually raise the specificity of analysis of the knowledge base of expert and proficient nurses while seeking concurrently to evaluate validity of the findings. Reported in Chapter 2, therefore, are the several experimental stages of a knowledge acquisition project which begins the process of constructing this knowledge base. Discussed firstly is the choice of the skill domain to be studied - pressure sore risk assessment. Subsequently, the method of eliciting from nurses top-level and micro-level descriptors of patients is set out. This account of knowledge acquisition ends with scrutiny of the performance of nurse subjects who performed a comprehensive simulated patient assessment task in order that two groups might be established - one Expert and one Proficient with respect to the nursing task. In Chapter 3, an extensive analysis of the data provided by the simulated assessment experiment is undertaken. This analysis, as the most central phase of the project, proceeds by degrees. Hence, the aim is to `explain' progressively more of the measured cognitive behaviour of the Expert nurses while incorporating the most powerful explanations into a developing cognitive model. More specifically, explanations are sought of the role of `higher' cognition, of whether attribute importance is a feature of cognition, of the point at which a decision can be made, and of the process of deciding between competing patient judgements. Interesting findings included several reliable differences which were found to exist between the cognition of subjects deemed to be proficient and those taken as expert. In the final part of this thesis, Chapter 4, a more formal evaluation of the computer based cognitive model which was constructed and predictions made by it was undertaken. The first phase involved analysis in terms of process and product of decision making of the cognitive model in comparison to two alternative models; one derived from Discriminant Function Analysis and the other from Automated Rule Induction. The cognitive model was found to most closely approximate to the process of decision making of the human subjects and also to perform most accurately with a test set of unseen patients. The second phase reports some experimental support for the prediction made by the model that nurses represent their patients around action-related `care concepts' rather than in terms of diagnostic categories based on superficial features. The thesis concludes by offering some general conclusions and recommendations for further research.
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Hickey, Ellen M. "Effects of training student volunteers to use multi-modality communication in conversations with nursing home residents with aphasia /." Thesis, Connect to this title online; UW restricted, 2000. http://hdl.handle.net/1773/8238.

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Johnson, C. Frances. "An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice." PDXScholar, 1985. https://pdxscholar.library.pdx.edu/open_access_etds/417.

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A training program was developed to help registered nurses in an acute care facility to learn nursing process theory and to transfer that theory to nursing practice. A total sample of 102 newly-hired nurses who had participated in this training program were pre- and post- tested on class content; they also filled out a questionnaire which provided demographic and attitudinal data related to the use of nursing process as a model for nursing care. An audit sample of 82 nurses, who were a part of the total sample, were audited one month after the training program to collect data on documentation in patients' charts of the understanding and utilization of nursing process; 246 audits were completed. Concomitantly, an audit was performed to determine total nursing staff compliance with requirements that the nursing process be used and documented in patients' charts. Performance behaviors, i.e., pre- and post-test scores, common test scores, self-perceived understanding scores, and percent complete on audit were collected and analyzed. Additionally, data on age, experience, and type of nursing education were collected and analyzed. Results indicated that the nurses who attended this training program evidenced an understanding of nursing process theory and documented their implementation of the process into nursing practice. Despite differences in age, experience, and educational programs which appeared to be statistically significant, the performances of nurses who had attended this training program showed no significant differences in practice.
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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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Roybal, Elizabeth Ann. "Restraint use: Impact of an employee educational program in a skilled nursing facility." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1162.

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Moti, Nora Nurten. "Development of education curriculum and standards of practice for the management of acute confusion syndrome/delirium among hospitalized patients." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2413.

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The primary objective of this project is the development and implementation of an educational program for the staff nurses for the effective management of Acute Confusion (AC), Delirium among hospitalized patients at Kaiser Hospital in Fontana.
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Books on the topic "Nursing – In-service training"

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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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Sharples, Kath. Learning to learn in nursing practice. Exeter: Learning Matters, 2009.

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Elizabeth, Ostuni, ed. Successful communication with Alzheimer's disease patients: An in-service training manual. Boston: Butterworth-Heinemann, 1997.

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

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American Nurses' Association. Council on Continuing Education and Staff Development. Standards for nursing professional development: Continuing education and staff development. Washington, DC: American Nurses Publishing, 1994.

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American Nurses Association. Council on Continuing Education and Staff Development. Standards for nursing professional development: Continuing education and staff development. Washington, DC: American Nurses Publishing, 1994.

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Alspach, JoAnn Grif. The educational process in nursing staff development. St. Louis: Mosby, 1995.

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Book chapters on the topic "Nursing – In-service training"

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Wahl, Patricia R. "The role of psychiatric nursing in the care of the chronically mentally ill." In Service needs of the seriously mentally ill: Training implications for psychology., 119–23. Washington: American Psychological Association, 1990. http://dx.doi.org/10.1037/10077-022.

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Farkas, Marianne, and William A. Anthony. "Factors affecting faculty and curriculum development in departments of psychology, psychiatry, nursing, and social work." In Service needs of the seriously mentally ill: Training implications for psychology., 145–48. Washington: American Psychological Association, 1990. http://dx.doi.org/10.1037/10077-027.

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Körükcü, Öznur, and Kamile Kabukcuoğlu. "Health Promotion Among Home-Dwelling Elderly Individuals in Turkey." In Health Promotion in Health Care – Vital Theories and Research, 313–27. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_22.

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AbstractAlthough the social structure of Turkish society has changed from a broad family order to a nuclear family, family relations still hold an important place, where traditional elements dominate. Still, elderly people are cared for by their family in their home environment. Thus, the role of family members is crucial in taking care of elderly individuals. In Turkey, the responsibility of care is largely on women; the elderly’s wife, daughter, or daughter-in-law most often provides the care. Family members who provide care need support so that they can maintain their physical, psychological and mental health. At this point, Antonovsky’s salutogenic health model represents a positive and holistic approach to support individual’s health and coping. The salutogenic understanding of health emphasizes both physical, psychological, social, spiritual and cultural resources which can be utilized not only to avoid illness, but to promote health.With the rapidly increasing ageing population globally, health expenditures and the need for care are increasing accordingly. This increase reveals the importance of health-promoting practices in elderly care, which are important for the well-being and quality of life of older individuals and their families, as well as cost effectiveness. In Turkey, the emphasis on health-promoting practices is mostly focused in home-care services including examination, treatment, nursing care, medical care, medical equipment and device services, psychological support, physiotherapy, follow-up, rehabilitation services, housework (laundry, shopping, cleaning, food), personal care (dressing, bathroom, and personal hygiene help), 24-h emergency service, transportation, financial advice and training services within the scope of the social state policy for the elderly 65 years and older, whereas medical management of diseases serves elderly over the age of 85. In the Turkish health care system, salutogenesis can be used in principle for two aims: to guide health-promotion interventions in health care practice, and to (re)orient health care practice and research. The salutogenic orientation encompasses all elderly people independently of their position on the ease-/dis-ease continuum. This chapter presents health-promotion practices in the care of elderly home-dwelling people living in Turkey.
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Mwangi-Powell, Faith N., Julia Downing, Richard A. Powell, Fatia Kiyange, and Henry Ddungu. "Palliative care in Africa." In Oxford Textbook of Palliative Nursing, 1118–29. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199332342.003.0077.

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The agenda for palliative care in Africa the coming years is significant, encompassing the need to overcome government indifference and effect high-level policy change, training for its primarily volunteer cadre as well as orthodox preservice and inservice health workers (to include recruitment, training, and retention issues), improving societal and medical understanding and use of opioids for effective pain management, building effective linkages between relevant stakeholders (e.g. academics, oncologists, pediatricians, those working with the aged, etc.), and developing and utilizing a methodologically rigorous research base to inform service development, policy development, and, ultimately, maximize the quality of patients‘ lives.
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Brooks, Jane. "Reasserting work, space and gender boundaries at the end of the Second World War." In Negotiating nursing, 168–98. Manchester University Press, 2018. http://dx.doi.org/10.7228/manchester/9781526119063.003.0006.

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The chapter considers the civilian world into which the Q.A.s returned at the end of the war and explores the options they faced. It begins with the immediate aftermath of war and the opportunities for interesting and worthwhile work that would only exacerbate the nursing sisters’ difficulties on demobilisation. This is followed by a consideration of the return to Britain and the options open for professional practice. The chapter argues that for some the option of interesting work remained, either in the colonial service or the military. However the main professional opening for returning nurses was the crisis ridden civilian hospital system that wanted and recruited cheap, malleable workers; this was not an attractive choice for demobbed nursing sisters. The chapter argues that despite nursing being a female dominated profession, the ideology that encouraged women to return to the home in the aftermath of war had significant ramifications for demobilised nurses. The social structure precluded married women from working outside the home and funds for postgraduate training available to returning male doctors were not offered to nurses. As the chapter maintains, most nursing sisters married, leaving the profession without their considerable talents and new ways of practicing.
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Clarke, Victoria, and Linda Playford. "On becoming a qualifi ed mental health nurse." In Fundamentals of Mental Health Nursing. Oxford University Press, 2009. http://dx.doi.org/10.1093/oso/9780199547746.003.0016.

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In this chapter we will consider the knowledge, skills, and attitudes expected of you as a newly qualified mental health nurse, before discussing how to apply for a job and develop your career. To help you consider this we have tried to include contributions from people who have a range of backgrounds and perspectives, who all contribute to mental health services, including a student about to qualify, a modern matron, a clinical manager, a director of nursing, a professor, and service users. To set the scene, our first personal contribution is from Julie Cresswell, a third year student nurse at the Birmingham City University and the Royal College of Nursing’s Student Nurse of the Year 2007. We asked Julie a series of questions that we hoped would help you in preparing to become a qualified nurse; these are her answers and thoughts about the future of mental health nursing and her career. In preparation for qualifying, I am now reflecting upon the experience, knowledge base, and skills that I have developed during my training, along with the transferable skills that I already had before I embarked upon this career. As mental health nursing students, we will all have followed a similar academic course equipping us with a certain level of theory and practical skills. However, what makes us individual is how we intend to use what we have learned throughout our lives and the philosophy that underpins our work. I began this course with the belief that psychiatric nursing was grounded in science. I now feel that while science can hypothesize about the causes of mental illness, understanding and accepting a client’s life experience is central to supporting them in times of mental distress. As I progress through my career, my approach may develop or change direction but for the moment, I feel that it will be vital to be able to communicate my own perspective to future employers. Developing your own approach to mental health nursing, along with an audit of what you can offer an employer in terms of practical skills, knowledge, and experience, establishes your own ‘unique selling point’ in a competitive jobs market.
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Äijö, Marja Anneli, Cidalina da Conceição Ferreira de Abreu, and Nandu Goswami. "Fall Prevention Education." In Integrated Care and Fall Prevention in Active and Healthy Aging, 171–81. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4411-2.ch009.

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Current demographic development requires appropriate care (informal/formal) for falls prevention in the growing older population across different settings as well as in the community. The development of new knowledge and research must be echoed in education and training of healthcare staff and also in the society. There is an urgent need to develop an interdisciplinary and interprofessional Master of Gerontology (“Master of Active and Healthy Aging”), which brings together research and practice. The innovative character of the program should be highlighted by the holistic perspective, incorporating courses in medical, nursing, rehabilitation, social, behavioral, psychological, economic, physiological, and management service aspects related to aging. A strong focus should be on active aging as well as the empowerment of self-care and (care) independency leading to falls prevention. In fall prevention work, new educational structures to teach and develop the workways across the Europe is needed.
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Reports on the topic "Nursing – In-service training"

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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben, and James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, May 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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