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Journal articles on the topic 'Professional/ registered nurses'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Casey, Deborah, and Liz Clark. "Professional development for registered nurses." Nursing Standard 24, no. 15 (2009): 35–38. http://dx.doi.org/10.7748/ns2009.12.24.15.35.c7438.

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Casey, Deborah, and Liz Clark. "Professional development for registered nurses." Nursing Standard 24, no. 17 (2010): 35–38. http://dx.doi.org/10.7748/ns.24.17.35.s57.

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McNamara, Anne. "Registered professional nurses as hospital trustees." Nurse Leader 6, no. 1 (2008): 24–54. http://dx.doi.org/10.1016/j.mnl.2007.11.009.

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Hatfield, Linda A., Margaret Pearce, Mary Del Guidice, Courtney Cassidy, Jean Samoyan, and Rosemary C. Polomano. "The Professional Appearance of Registered Nurses." JONA: The Journal of Nursing Administration 43, no. 2 (2013): 108–12. http://dx.doi.org/10.1097/nna.0b013e31827f2260.

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Halabi, Jehad O., Jan Nilsson, and Margret Lepp. "Professional Competence Among Registered Nurses Working in Hospitals in Saudi Arabia and Their Experiences of Quality of Nursing Care and Patient Safety." Journal of Transcultural Nursing 32, no. 4 (2021): 425–33. http://dx.doi.org/10.1177/1043659621992845.

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Introduction: The Kingdom of Saudi Arabia (KSA) plans to become self-sufficient, generating a national nursing workforce. The study’s purpose was to assess nurses’ self-reported professional competence and illuminate experiences of the quality of nursing care and patient safety. Methodology: A cross-sectional design with 469 nurses working in different units from two public hospitals and Regions of the KSA participated. The Nurse Professional Competence Scale short version including six professional areas of nursing care was used. Results: There are significant relationships between self-repor

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Spasova, Maria. "CONTINUING EDUCATION OF NURSES IN BULGARIA ORGANIZATION AND DEVELOPMENT." Knowledge International Journal 28, no. 3 (2018): 1111–16. http://dx.doi.org/10.35120/kij28031111m.

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The dynamics of today's world requires every one of us to maintain, upgrade and refine our knowledge and skills lifelong. For the nurses whose profession is regulated in the EU member states, as well in Bulgaria, continuing education is a key element of their professional development. One of the main objectives of the continuing professional education (CPE) is to contribute to the acquisition of new knowledge and skills in a way, appropriate to meet the needs of а present-day medical practice. The institution that organizes, coordinates, provides and registers continuing professional education

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Forsythe, Melissa A. "Professional Nurse Information Day: A Recruitment Strategy for Registered Nurses." Military Medicine 156, no. 2 (1991): 58–59. http://dx.doi.org/10.1093/milmed/156.2.58.

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Qureshi, Paula. "Registered Professional Nurses and Unlicensed Assistive Personnel." Journal for Nurses in Staff Development (JNSD) 15, no. 5 (1999): 217–18. http://dx.doi.org/10.1097/00124645-199909000-00008.

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FURÅKER, CARINA. "Registered Nurses' views on their professional role." Journal of Nursing Management 16, no. 8 (2008): 933–41. http://dx.doi.org/10.1111/j.1365-2834.2008.00872.x.

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Halabi, Jehad O., Margret Lepp, and Jan Nilsson. "Assessing Self-Reported Competence Among Registered Nurses Working as a Culturally Diverse Work Force in Public Hospitals in the Kingdom of Saudi Arabia." Journal of Transcultural Nursing 32, no. 1 (2020): 69–76. http://dx.doi.org/10.1177/1043659620921222.

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Introduction: Nurses in the Kingdom of Saudi Arabia (KSA) represent a multicultural workforce who are educated in different countries from around the world. The purpose was to assess professional competence among a multicultural workforce of registered nurses in KSA in relation to individual and work-related factors. Method: The Nurse Professional Competence Scale was used in a cross-sectional design. Results: Registered nurses ( N = 541) reported highest scores for “nursing care,” and “value-based nursing care,” and lowest scores for “care pedagogics,” and “development, leadership, and organi

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Chong, Mei Chan, Karen Francis, Simon Cooper, and Khatijah Lim Abdullah. "Current Continuing Professional Education Practice among Malaysian Nurses." Nursing Research and Practice 2014 (2014): 1–6. http://dx.doi.org/10.1155/2014/126748.

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Nurses need to participate in CPE to update their knowledge and increase their competencies. This research was carried out to explore their current practice and the future general needs for CPE. This cross-sectional descriptive study involved registered nurses from government hospitals and health clinics from Peninsular Malaysia. Multistage cluster sampling was used to recruit 1000 nurses from four states of Malaysia. Self-explanatory questionnaires were used to collect the data, which were analyzed using SPSS version 16. Seven hundred and ninety-two nurses participated in this survey. Only 80

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Davis, Charles R. "Administrator Leadership Styles and Their Impact on School Nursing." NASN School Nurse 33, no. 1 (2017): 36–39. http://dx.doi.org/10.1177/1942602x17714202.

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In comparison to other professional staff in an educational based setting, the registered professional school nurse has unique roles, responsibilities, education, training, and scope of practice. In carrying out this unique and specialized role, school nurses operate under a building administrator, the leader of the building and often the immediate supervisor of the school nurse. In addition, many school nurses in small districts are the only registered professional nurse employed by the school. The building administrator’s leadership style not only sets the tone for the day-to-day operations

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Madi, Murielle, Michael Clinton, Myrna Doumit, Sawsan Ezzeddine, and Ursula Rizk. "Transitioning to nursing practice in Lebanon: Challenges in professional, occupational and cultural identity formation." Journal of Nursing Education and Practice 8, no. 6 (2018): 38. http://dx.doi.org/10.5430/jnep.v8n6p38.

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The aim of this study was to identify the challenges graduates from three of Lebanon’s leading universities face as they transition from the role of student to first year registered nurse. Focus group discussions and one joint interview were conducted with 16 first year registered nurses transitioning to practice in university medical centers in Greater Beirut. Thematic analysis was used to summarize the challenges faced by the graduates. Initially, three descriptive themes were used to summarize the data: classroom learning, workplace realities, and “wanting a life”. Together the three themes

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Deans, Cecil. "Medication errors and professional practice of registered nurses." Collegian 12, no. 1 (2005): 29–33. http://dx.doi.org/10.1016/s1322-7696(08)60480-1.

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Steevenson, Grania. "Inter-Professional Education: Registered Nurses + Odps = Theatre Practitioners." Journal of Perioperative Practice 16, no. 11 (2006): 549–54. http://dx.doi.org/10.1177/175045890601601104.

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Ashton, Kathleen S. "New Registered Nurses’ Personal Responses to Professional Practice." Journal for Nurses in Professional Development 31, no. 1 (2015): 9–14. http://dx.doi.org/10.1097/nnd.0000000000000142.

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Al-Hamdan, Zaid M., Heyam Dalky, and Jehan Al-Ramadneh. "Nurses' Professional Commitment and Its Effect on Patient Safety." Global Journal of Health Science 10, no. 1 (2017): 111. http://dx.doi.org/10.5539/gjhs.v10n1p111.

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AIMS & OBJECTIVES: The project was designed to assess the level of professional commitment among Jordanian Registered Nurses and examine how professional commitment among nurses relates to patients' safety.BACKGROUND: Professional commitment has received a great deal of interest worldwide. Nurses constitute the largest group of healthcare professionals that spend a majority of their time at the bedside in direct patient care. Nurses have an important role in improving patient safety and providing quality of care.DESIGN: A descriptive, cross-sectional, correlational design was used to answe

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Brown, Sara S., Deborah F. Lindell, Mary A. Dolansky, and Jeannie S. Garber. "Nurses’ professional values and attitudes toward collaboration with physicians." Nursing Ethics 22, no. 2 (2014): 205–16. http://dx.doi.org/10.1177/0969733014533233.

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Background: Growing evidence suggests that collaborative practice improves healthcare outcomes, but the precursors to collaborative behavior between nurses and physicians have not been fully explored. Research question: The purpose of this descriptive correlational study was to describe the professional values held by nurses and their attitudes toward physician–nurse collaboration and to explore the relationships between nurses’ characteristics (e.g. education, type of work) and professional values and their attitudes toward nurse–physician collaboration. Research design: This descriptive corr

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Alboliteeh, Mohammad, Judy Magarey, and Richard Wiechula. "The professional journey of Saudi nurse graduates: A lived experience." Clinical Nursing Studies 6, no. 1 (2017): 76. http://dx.doi.org/10.5430/cns.v6n1p76.

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Objective: To illuminate the lived experience of Saudi Nurse graduates during their early years in the workplace as professional nurses encompassing their experiences from being nurse students, preparations to become registered nurses, their struggles from being a student to a professional nurse, their cultural competence towards colleagues and patients in their new workplace, their impression of Nursing as a profession and other challenges they faced in especially on language and communication with their patients and colleagues.Methods: An interpretive phenomenological inquiry was utilized to

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Knecht, Linda D’Appolonia, Beverly W. Dabney, Lauren E. Cook, and Gregory E. Gilbert. "Exploring the development of professional values in an online RN-to-BSN program." Nursing Ethics 27, no. 2 (2019): 470–79. http://dx.doi.org/10.1177/0969733019850237.

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Background: Development of professional nursing values is critical within registered nurse–to–bachelor of science in nursing programs to prepare nurses for increasingly complex and diverse work environments. The results of previous studies have been inconsistent, with few studies focusing on online registered nurse–to–bachelor of science in nursing programs. In addition, little is known regarding the effectiveness of the educational methods used to support advancement of professional values and ethical practice. Objective: The object of this study was to gain an understanding of nursing studen

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OSEI, SIMON AKWASI, Antwi Fiskvik Boahemaa, Williams Kwasi Peprah, Akua Asantewaa Marfo-Kusi, and Blesslove Nimako Pinamang. "Continuous Professional Development on Job Performance of Registered Nurses in Ghana." Abstract Proceedings International Scholars Conference 7, no. 1 (2019): 116–28. http://dx.doi.org/10.35974/isc.v7i1.920.

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INTRODUCTION: Continuous Professional Development (CPD) offers nurses the opportunity to improve their knowledge, skills, and also improve their performance in the healthcare setting. The purpose of the study was to examine if there is a relationship between CPD and job performance and to find if there is a significant difference of job performance when sex, age, and clinical experience are considered. METHOD: Correlational research design was utilized; 164 registered nurses were conveniently sampled from Ghana. The study utilized a self-constructed survey questionnaire for continuous pr

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Hallin, Karin, and Ella Danielson. "Registered Nurses’ perceptions of their work and professional development." Journal of Advanced Nursing 61, no. 1 (2007): 62–70. http://dx.doi.org/10.1111/j.1365-2648.2007.04466.x.

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Fawkes, Karen, and Jaqualyn Moore. "Newly registered nurses’ experiences of delivering patient education in an acute care setting: an exploratory study." Journal of Research in Nursing 24, no. 8 (2019): 556–67. http://dx.doi.org/10.1177/1744987119869770.

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Background Nurses’ education of patients is important for building the knowledge and skills necessary for self-management. Little is known of newly registered nurses’ preparedness to deliver patient education, or of their experiences in clinical contexts where they may encounter barriers. Aims The aim of this study was to explore newly registered nurses’ patient education role in an acute hospital setting. Methods A purposive sample of seven newly registered nurses from an NHS teaching hospital in England were interviewed to explore their understanding and experiences of educating patients. An

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King, Granville, and Joseph N. Scudder. "Reasons Registered Nurses Report Serious Wrongdoings in a Public Teaching Hospital." Psychological Reports 112, no. 2 (2013): 626–36. http://dx.doi.org/10.2466/21.13.pr0.112.2.626-636.

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This study examined reasons a registered nurse would report a wrongdoing within a public teaching hospital. Of a group of 238 initial respondents, 30% reported they had observed a wrongdoing in the past year, with 68 nurses indicating they had reported a wrongdoing in the past year. The latter group was the focus of this study. They indicated through a self-report survey that incidents threatening the well-being of patients and their professional ethics were more likely to be reported within their organizations. Observer anonymity was perceived to have a small, but important effect on nurses r

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Melrose, Sherri, Jean Miller, Kathryn Gordon, and Katherine J. Janzen. "Becoming Socialized into a New Professional Role: LPN to BN Student Nurses' Experiences with Legitimation." Nursing Research and Practice 2012 (2012): 1–8. http://dx.doi.org/10.1155/2012/946063.

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This paper presents findings from a qualitative descriptive study that explored the professional socialization experiences of Licensed Practical Nurses (LPNs) who attended an online university to earn a Baccalaureate degree in nursing (BN), a prerequisite to writing the Canadian Registered Nurse (RN) qualifying exam. The project was framed from a constructivist worldview and Haas and Shaffir’s theory of legitimation. Participants were 27 nurses in a Post-LPN to BN program who came from across Canada to complete required practicums. Data was collected from digital recordings of four focus group

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Marshall, EdD, MSN, PMHNP-BC, Brenda. "The role of the psychiatric nurse practitioner in disaster response." Journal of Emergency Management 7, no. 4 (2009): 39. http://dx.doi.org/10.5055/jem.2009.0028.

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Nurses have responded to, and prepared for disasters from the time of Florence Nightingale and Harriet Werley. Nurses are the largest group of professional healthcare providers in America with more than 2.4 million registered nurses, a quarter of a million of whom are Nurse Practitioners capable of diagnosing, prescribing, and treating patients. Psychiatric Nurse Practitioners are in a position to understand the unique cultural nuances and needs of a community in all phases of the disaster life cycle.

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Kulka, Joanne M., Jennie Chang De Gagne, Cydney K. Mullen, and Karen Robeano. "Mindfulness-Based Stress Reduction for Newly Graduated Registered Nurses." Creative Nursing 24, no. 4 (2018): 243–50. http://dx.doi.org/10.1891/1078-4535.24.4.243.

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BackgroundThe transition from student to professional nurse is an important milestone in the development of newly graduated nurses. Mindfulness-based stress reduction (MBSR) has been shown to reduce symptoms of stress in those engaged in regular practice (Bazarko, Cate, Azocar, & Kreitzer, 2013; Kabat-Zinn, 1990).MethodThe quality improvement project used a one-group pre-test/posttest design to measure newly graduated registered nurses’ awareness of mindfulness and perceived stress.ResultsMindfulness awareness improved from pre-intervention (M = 3.66, SD = .81) to post-innovation (M = 4.03

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Roper Carty MSN, Michelle, Jascinth LM Lindo PhD, and Rosain Stennett MPH. "Registered nurses’ attitude and willingness to precept nursing students in Jamaica." International Journal of Advanced Nursing Studies 8, no. 2 (2019): 40. http://dx.doi.org/10.14419/ijans.v8i2.28909.

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Background: Registered nurses’ willingness to precept nursing students is an important factor in ensuring a positive clinical learning environment. However, in resource poor settings with high patient to nurse ratio and other challenges in the delivery of nursing care preceptorship may represent an additional challenge.Aim: To determine the willingness of registered nurses to precept student nurses in Jamaica; their attitude towards the paired preceptorship model and factors which may influence the precepting process.Design: This descriptive cross-sectional study utilized a 32-item self-admini

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Yarbrough, Susan, Pam Martin, Danita Alfred, and Charleen McNeill. "Professional values, job satisfaction, career development, and intent to stay." Nursing Ethics 24, no. 6 (2016): 675–85. http://dx.doi.org/10.1177/0969733015623098.

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Background: Hospitals are experiencing an estimated 16.5% turnover rate of registered nurses costing from $44,380 - $63,400 per nurse—an estimated $4.21 to $6.02 million financial loss annually for hospitals in the United States of America. Attrition of all nurses is costly. Most past research has focused on the new graduate nurse with little focus on the mid-career nurse. Attrition of mid-career nurses is a loss for the profession now and into the future. Research objective: The purpose of the study was to explore relationships of professional values orientation, career development, job satis

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Harley, Kathryn. "Professional indemnity – are we protected during our professional activities?" Bulletin of the Royal College of Surgeons of England 88, no. 5 (2006): 174. http://dx.doi.org/10.1308/147363506x110283.

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Practising dentists must maintain 'adequate' and 'appropriate' indemnity. Following the Dentists Act 1984 (Amendment) Order 2005, this will be a legal requirement for all registered dentists, hygienists, therapists, dental nurses, technicians and clinical dental technicians. It has been introduced to protect patients from the risk of finding themselves uncompensated if they suffer harm during treatment.

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Lazarus, Jean B., and Belinda (Wendy) Downing. "Monitoring and Investigating Certified Registered Nurse Practitioners in Pain Management." Journal of Law, Medicine & Ethics 31, no. 1 (2003): 101–18. http://dx.doi.org/10.1111/j.1748-720x.2003.tb00061.x.

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The Mayday Scholars Program for 2001-2002 provided an opportunity to boards of nursing to present their experiences in monitoring the prescribing practices of advanced practice nurses and to research ways for improving their own investigation processes as professional disciplinary agencies for prescribing practices related to pain management. The Alabama Board of Nursing was interested in participating in the program based on its commitment to accountability for public protection. A gradual increase in disciplinary cases involving violations of prescribing practices by certified registered nur

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Birks, Melanie, Jenny Davis, John Smithson, and Daniel Lindsay. "Enablers and Barriers to Registered Nurses Expanding Their Scope of Practice in Australia: A Cross-Sectional Study." Policy, Politics, & Nursing Practice 20, no. 3 (2019): 145–52. http://dx.doi.org/10.1177/1527154419864176.

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A number of resources exist to assist registered nurses in Australia to determine their scope of practice; however, the ability of a professional nurse to expand his or her practice is highly context dependent. This article reports on barriers and enablers to expanding scope of practice, as identified by registered nurses across Australia. A cross-sectional survey administered online in 2016 returned 1,205 useable submissions. Results indicated that nurses wishing to expand their practice felt supported to do so by nursing colleagues and were aware of professional and regulatory documents rela

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Armstrong, Myrna L., Barbara A. Gessner, and Janet Kane. "Does baccalaureate nursing education for registered nurses foster professional reading?" Journal of Professional Nursing 15, no. 4 (1999): 238–44. http://dx.doi.org/10.1016/s8755-7223(99)80010-6.

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Landis, Tullamora T., Billie M. Severtsen, Michele R. Shaw, and Carrie E. Holliday. "Professional identity and hospital‐based registered nurses: A phenomenological study." Nursing Forum 55, no. 3 (2020): 389–94. http://dx.doi.org/10.1111/nuf.12440.

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Fagerberg, Ingegerd. "Registered Nurses' work experiences: personal accounts integrated with professional identity." Journal of Advanced Nursing 46, no. 3 (2004): 284–91. http://dx.doi.org/10.1111/j.1365-2648.2004.02988.x.

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Prentice, Dawn, Jane Moore, Joanne Crawford, Sara Lankshear, and Jacqueline Limoges. "Collaboration among Registered Nurses and Licensed Practical Nurses: A Scoping Review of Practice Guidelines." Nursing Research and Practice 2020 (June 2, 2020): 1–7. http://dx.doi.org/10.1155/2020/5057084.

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Professional associations, nurse scholars, and practicing nurses suggest that intraprofessional collaboration between nurses is essential for the provision of quality patient care. However, there is a paucity of evidence describing collaboration among nurses, including the outcomes of collaboration to support these claims. The aim of this scoping review was to examine nursing practice guidelines that inform the registered nurse (RN) and registered/licensed practical nurse (R/LPN) collaborative practice in acute care, summarize and disseminate the findings, and identify gaps in the literature.

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Fahlman, Dorothy (Willy). "Reflections on Distributive Leadership for Work-Based Mobile Learning of Canadian Registered Nurses." International Journal of Mobile and Blended Learning 9, no. 3 (2017): 1–11. http://dx.doi.org/10.4018/ijmbl.2017070101.

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The ubiquity, flexibility, and accessibility of mobile devices can transform how registered nurses in Canada learn beyond the confines of traditional education/training boundaries in their work settings. Many Canadian registered nurses have actively embraced mobile technologies for their work-based learning to meet their competency requirements for professional nursing practice. As self-directed learners, they are using these learning tools at point-of-need to access rich online healthcare resources, collaborate, and share information within their communities of practices. Yet, paradoxically,

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Zoboli, Elma Lourdes Campos Pavone. "Nurses and primary care service users: bioethics contribution to modify this professional relation." Acta Paulista de Enfermagem 20, no. 3 (2007): 316–20. http://dx.doi.org/10.1590/s0103-21002007000300012.

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OBJECTIVE: To identify ethical issues experienced by nurses during their clinical practice in primary care settings and to explore ways to improve the nurse-patient ethical relationship. METHODS: This qualitative descriptive study was conducted through semi-structured interviews with 17 registered nurses from a Family Health Program in São Paulo City, Brazil. Data were analyzed through content analysis. RESULTS: Ethical issues in primary care settings are not serious and do not demand immediate attention. Ethical issues in these settings can be easily resolved through good nurse-patient relati

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Larsson, Inga E., and Monika J. M. Sahlsten. "The Staff Nurse Clinical Leader at the Bedside: Swedish Registered Nurses’ Perceptions." Nursing Research and Practice 2016 (2016): 1–8. http://dx.doi.org/10.1155/2016/1797014.

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Registered nurses at the bedside are accountable for and oversee completion of patient care as well as directly leading and managing the provision of safe patient care. These nurses have an informal leadership role that is not associated with any given position. Leadership is a complex and multifaceted concept and its meaning is unclear, especially in the staff nurse context. The aim was to describe registered nurses’ perceptions of what it entails to be the leader at the bedside in inpatient physical care. A phenomenographic approach was employed. Interviews were performed with Swedish regist

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Paixão, Taís Couto Rego da, Cássia Regina Vancini Campanharo, Maria Carolina Barbosa Teixeira Lopes, Meiry Fernanda Pinto Okuno, and Ruth Ester Assayag Batista. "Nursing staff sizing in the emergency room of a university hospital." Revista da Escola de Enfermagem da USP 49, no. 3 (2015): 481–87. http://dx.doi.org/10.1590/s0080-623420150000300017.

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OBJECTIVE To verify the adequacy of the professional nursing staff in the emergency room of a university hospital and to evaluate the association between categories of risk classification triage with the Fugulin Patient Classification System. METHOD The classification of patients admitted into the emergency room was performed for 30 consecutive days through the methodology proposed by Gaidzinski for calculating nursing requirements. RESULTS The calculation determines the need for three registered nurses and four non-registered nursing for each six hour shift. However, only one registered nurse

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Zhang, Ning, Wei Ning, Tao Xie, et al. "Spatial Disparities in Access to Healthcare Professionals in Sichuan: Evidence from County-Level Data." Healthcare 9, no. 8 (2021): 1053. http://dx.doi.org/10.3390/healthcare9081053.

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As a southwestern province of China, Sichuan is confronted with geographical disparities in access to healthcare professionals because of its complex terrain, uneven population distribution and huge economic gaps between regions. With 10-year data, this study aims to explore the county-level spatial disparities in access to different types of healthcare professionals (licensed doctors, registered nurses, pharmacists, technologists and interns) in Sichuan using temporal and spatial analysis methods. The time-series results showed that the quantity of all types of healthcare professionals increa

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Limoges, Jacqueline, Kim Jagos, Sara Lankshear, Sandy Madorin, and Deb Witmer. "Getting to the root of it: How do faculty address professional boundaries, role expansion, and intra-professional collaboration?" Journal of Nursing Education and Practice 8, no. 9 (2018): 113. http://dx.doi.org/10.5430/jnep.v8n9p113.

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Background: Little research exists to guide nursing faculty to respond to the most recent entry-to-practice education changes and subsequent practice and knowledge expansion for nurses. The purpose of this study was to explore the experiences of faculty as they teach about professional boundaries and role clarity to college and university nursing students and how this teaching is connected to in intra-professional collaboration.Methods: This qualitative research study used a critical feminist sociology to analyze interviews and relevant documents. Twenty-five nursing faculty from an Ontario, C

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Pantha, Sandesh, Martin Jones, and Richard Gray. "Inter-Professional Collaboration and Patient Mortality: Protocol for a Systematic Review and Meta-Analysis." Nursing Reports 10, no. 1 (2020): 15–22. http://dx.doi.org/10.3390/nursrep10010003.

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Inter-professional collaboration is a process in which health professionals from different disciplines work together, sharing their ideas and opinions to plan evidence-based care. Nurses and doctors spend most of their time providing direct patient care. Therefore, effective interprofessional collaboration may be important in ensuring safe and effective patient care. There are no systematic reviews that have evaluated the association between nurse–doctor collaboration and patient outcomes in medical and surgical settings. We will conduct a systematic search of five key databases MEDLINE, EMBAS

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Perkins, Danielle E. K. "My Practice Evolution: An Appreciation of the Discrepancies Between the Idealism of Nursing Education and the Realities of Hospital Practice." Creative Nursing 16, no. 1 (2010): 21–24. http://dx.doi.org/10.1891/1078-4535.16.1.21.

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Newly graduated registered nurses face a barrage of physical and mental challenges in their first few years of practice, especially in the hospital setting. This article explores discrepancies between student nurse practice and professional nursing practice and the challenges that new nurses face in bridging the gap between idealistic theory and realistic practice. The author’s subsequent graduate nursing education and continued practice in the field resulted in a personal evolution of practice that elicited a profound sense of appreciation for the field and a desire to share these experiences

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Hunter, Sharyn, Margaret McMillan, and Jane Conway. "The Professional Development Needs of Registered Nurses in Residential Aged Care." Collegian 14, no. 2 (2007): 6–11. http://dx.doi.org/10.1016/s1322-7696(08)60549-1.

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46

Dixon, Elizabeth A. "Characteristics of registered nurses' self-directed learning projects for professional development." Journal of Professional Nursing 9, no. 2 (1993): 89–94. http://dx.doi.org/10.1016/8755-7223(93)90024-7.

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Deppoliti, Denise. "Exploring How New Registered Nurses Construct Professional Identity in Hospital Settings." Journal of Continuing Education in Nursing 39, no. 6 (2008): 255–62. http://dx.doi.org/10.3928/00220124-20080601-03.

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Fernandes, Rita, Beatriz Araújo, and Fátima Pereira. "Nursing management and leadership approaches from the perspective of registered nurses in Portugal." Journal of Hospital Administration 7, no. 3 (2018): 1. http://dx.doi.org/10.5430/jha.v7n3p1.

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Background: The leadership role in nursing reflects the complexity and rapid transformations which take place in healthcare. The influences of this catalyst of change are important for nurses’ identity and professional development, as well as for evolving and innovating nursing practices.Objective: This study is part of a larger research project on doctoral Leadership in Nursing, aims to identify nurses’ perceptions regarding their similarities and differences compared to nurses in manager roles, in order to understand and recognise the influences and barriers to leadership in the nursing hier

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Wilson,, Carol B., Kenzie Martin,, and Janice Esposito,. "Embracing the Difference Caring Makes: Implementing Caring Groups in a New Graduate Orientation Program." International Journal of Human Caring 19, no. 1 (2015): 27–32. http://dx.doi.org/10.20467/1091-5710.19.1.27.

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New graduate nurses face many obstacles as they enter a rapidly changing healthcare environment. Newly licensed registered nurses are expected to assume the role of professional nurse while giving excellent care to patients and their families. To decrease their stress and decrease the cost of turnover, a hospital within a large healthcare system in the southeast implemented a residency program. The program encompassed caring groups to provide mentorship and collegial support and to facilitate a smooth transition into nursing practice. An interpretive phenomenological approach analyzed experien

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Grant, Susan, and Alice Fisher Fellow. "Nurses Across Borders: Displaced Russian and Soviet Nurses after World War I and World War II." Nursing History Review 22, no. 1 (2014): 13–36. http://dx.doi.org/10.1891/1062-8061.22.13.

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Russian and Soviet nurse refugees faced myriad challenges attempting to become registered nurses in North America and elsewhere after the World War II. By drawing primarily on International Council of Nurses refugee files, a picture can be pieced together of the fate that befell many of those women who left Russia and later the Soviet Union because of revolution and war in the years after 1917. The history of first (after World War I) and second (after World War II) wave émigré nurses, integrated into the broader historical narrative, reveals that professional identity was just as important to

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