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1
Franklin, Tammy Lea. "Educating Nurses About Nurse Residency Program." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6562.
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Educating Nurses About a Nurse Residency Program
by
Tammy Lea Franklin
MSN, Walden University, 2012
BSN, Oklahoma City University, 2010
Project Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Nursing Practice
Walden University
May 2019
The problem addressed in this project was the challenges related to retention of new graduate nurses. This includes Registered Nurses (RNs), Licensed Practical Nurses (LPNs), and Bachelor of Science Nurses (BSNs) on two medical/surgical units in an acute care facility. The purpose was to work with a project team to develop an education module and accompanying resources to present to new medical/surgical BSNs, RNs, and LPNs through a 3-month nurse residency program. The framework guiding the project was Duchscher's transition shock which guides the stages of doing, being, and knowing for new graduate nurses as they move from classroom to the bedside. The project question was: Will an educative process specifically designed to implement a 3-month nurse residency program for new graduate RNs, and LPNs in the two medical/surgical units increase retention rates when compared to data 1 year pre-intervention? The educational modules included 6 2-hour concept based sessions delivered biweekly over a 3-month period by the medical/surgical specialty coordinators. Results showed positive and statistically significant results of a 17% turnover rate of new graduate medical/surgical nurses compared to a 33% turnover rate specific to the medical-surgical new graduate nurses 1 year pre-intervention. The project contributed to positive social change by providing education that increased retention, job satisfaction, and provided professional socialization.
2
Reeves, Julie, and res cand@acu edu au. "Are Graduate Nurses Satisfied with Graduate Nurse Programs?" Australian Catholic University. School of Nursing (VIC), 2007. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp170.28072008.
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The transition from student nurse to Registered Nurse Grade 1 is a difficult journey for many graduates. New graduates experience issues related to reality shock, socialisation, confidence and the theory practice gap. It is well recognised that graduates require extensive support and development throughout this very difficult time. In Victoria graduate nurse programs are a recognised vessel to deliver this support. Quality graduate programs which meet the satisfaction of graduate nurses are required to provide effective support. The implications of minimal support are enormous and can lead to graduates leaving the profession. There is much in the literature suggesting the importance of each of the varied components of graduate programs however there is minimal comparisons made between various programs. As a result it was difficult to measure the qualities of programs. The purpose of this study was to explore and compare various graduate nurse programs and identify whether the programs were satisfying the needs of graduate nurses. An exploratory descriptive design was utilised and a written questionnaire was employed to gain data. The findings of this research indicated that the delivery of graduate nurse programs within this study were not consistent in content and quality. Overall graduates were satisfied with their graduate nurse program although they identified there were areas which required improvement. This project has suggested that the analysis of graduate nurse satisfaction is vital in identifying quality programs that retain graduates. It is essential that ongoing evaluation of programs are completed by graduate nurses to ensure they are satisfying their needs and thus retaining them within the nursing profession
3
Reeves, Julie. "Are graduate nurses satisfied with graduate nurse programs?" Thesis, Australian Catholic University, 2007. https://acuresearchbank.acu.edu.au/download/2f507da1b7891f596979d99c31023b683e30bb7e311ce989b893ec465a2ddd89/826112/65063_downloaded_stream_288.pdf.
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The transition from student nurse to Registered Nurse Grade 1 is a difficult journey for many graduates. New graduates experience issues related to reality shock, socialisation, confidence and the theory practice gap. It is well recognised that graduates require extensive support and development throughout this very difficult time. In Victoria graduate nurse programs are a recognised vessel to deliver this support. Quality graduate programs which meet the satisfaction of graduate nurses are required to provide effective support. The implications of minimal support are enormous and can lead to graduates leaving the profession. There is much in the literature suggesting the importance of each of the varied components of graduate programs however there is minimal comparisons made between various programs. As a result it was difficult to measure the qualities of programs. The purpose of this study was to explore and compare various graduate nurse programs and identify whether the programs were satisfying the needs of graduate nurses. An exploratory descriptive design was utilised and a written questionnaire was employed to gain data. The findings of this research indicated that the delivery of graduate nurse programs within this study were not consistent in content and quality. Overall graduates were satisfied with their graduate nurse program although they identified there were areas which required improvement. This project has suggested that the analysis of graduate nurse satisfaction is vital in identifying quality programs that retain graduates. It is essential that ongoing evaluation of programs are completed by graduate nurses to ensure they are satisfying their needs and thus retaining them within the nursing profession.
4
Robins, Vivien. "Invisible professionals : nursery nurses working in schools." Thesis, University of Leicester, 1998. http://hdl.handle.net/2381/30834.
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This thesis explores the job of nursery nurses working in English Primary and Infant Schools in terms of their tasks and perceptions of their jobs. Educational management theory presently overlooks the increasingly important role of support staff, and in particular nursery nurses, who receive a professional training. The literature review reveals that there is no coherent body of research on nursery nurses and shows that their job as support or complementary staff is patchily under researched. The literature reviewed also deals with the problematic question of how can school effectiveness be maximised if the contribution of members of staff, such as nursery nurses, is not fully recognised. This is a descriptive study and it analyses data from covert participant observation; questionnaires; group interviews and telephone interviews, obtained from the majority of nursery nurses working in one County. The purpose of the research was to establish the extent of the nursery nurses' jobs and to find out their opinions on their current position in schools, working with three-five year olds. The findings portray nursery nurses as often invisible within the school culture, and their increasingly unrecognised workload. Nursery nurses perceive that various groups within the school and outside it are not aware of the extent of their role, nor do they ascribe appropriate value to it. It is argued that the way forward is for the school sector and others in Early Years education to recognise and reward professionals other than Early Years teachers. A case for increased research, focused on nursery nurses as complementary colleagues, is made. Given the current political and educational emphases on Early Years, this group of professionals is in danger of being a wasted, unrecognised and invisible resource.
5
Shea, Mary Louise. "Determined Persistence: Achieving and Sustaining Job Satisfaction among Nurse Practitioners." Fogler Library, University of Maine, 2008. http://www.library.umaine.edu/theses/pdf/SheaML2008.pdf.
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Barreca, Rebecca J. "Lived Experiences of Nurses: Nurse Characteristics by Clinical Specialty." Kent State University Honors College / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1303941706.
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Curtis, Elizabeth Anne. "Nurses' attitudes and nurse-patient interactions on a paediatric ward." Thesis, University of Plymouth, 1995. http://hdl.handle.net/10026.1/2336.
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Despite the potentially very significant role of nurses in mitigating against the negative effects of hospitalisation on children, the attitudes and behaviour of paediatric nurses towards patients have been largely ignored within the literature. This study, therefore, aimed to consider paediatric nurses' attitudes and their interactions with patients and, in particular, to investigate the relationship between these two variables. However, in contrast with similar studies in other specialties, nurses' attitudes and behaviour were considered at a general and individual patient level. A general attitude measure, the Paediatric Attitude Scale (PAS), was developed during the first part of the study and indicated that nurses' attitudes towards patients as a whole tended to be tolerant and patient-centred. Nurses' interactions with patients were mainly positive and, in contrast with previous research, regularly occurred outside of the normal nursing routine. In addition, almost half of all nurse-patient interactions contained a social component. As predicted, no significant association was evident between nurses' scores on the PAS and their general behaviour with patients. However, modest associations with correlation ratios of between 0.10 and 0.16 were found between nurses' attitudes towards individual patients (as measured by ranking scales) and the quality, duration and, to a lesser extent, the number of interactions with those particular patients. Indeed, the results suggested that patients who were liked more and who were considered easier to nurse tended to receive interactions which were more positive and longer than patients who were liked less and who were perceived to be more 'difficult'. However, the actual differences between interaction scores for particular patients were relatively small and their clinical significance in terms of the impact on children and the need to modify nursing practice is, therefore, debatable.
8
Usishkin, Monica Gun. "Nurse-patient communication in different clinical areas : the nurses' perspective." Thesis, Anglia Ruskin University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440245.
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Cotter, Angela Jane Elise. "Wounded nurses Holism and nurses' experiences of being ill /." Thesis, Online version, 1990. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.280765.
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Gillen, Kristin. "Understanding attitudes toward nurse/physician collaboration in practicing nurses and physicians /." abstract and full text PDF (free order & download UNR users only), 2007. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1447815.
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Thesis (M.S.)--University of Nevada, Reno, 2007.<br>"May 2007." Includes bibliographical references (leaves 38-41). Online version available on the World Wide Web. Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2007]. 1 microfilm reel ; 35 mm.
11
Underwood, Sally Ann. "What are retired nurses' perspectives on the concept of wise nurse?" Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16003/.
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Appalling deficiencies in care as demonstrated in the Francis Report (2013) illustrate how nursing needs to understand, perform and ensure high quality nursing services. This strive for excellence includes better knowledge and education of students and registrants, both academically and by mentorship, coaching and supervision. However, ‘better’ educated is difficult to define. For Aristotle “the most finished form of knowledge is wisdom” or phronesis (Aristotle 1986 pg. 211), therefore the pursuit of wise nurses is a laudable endeavour. A paucity of empirical research exists around the identification of wise nurses, although previous theorists have critiqued nursing in relation to phronesis which has led to many contradictions and blurring of concepts. In an attempt at clarification this thesis enlisted retired adult nurses with the benefit of hindsight from a full career within nursing to recall former colleagues considered wise. By using constructivist grounded theory and in-depth interviewing I elicited data from which my theory, the 3 pillars of virtue, for wise nurses emerged (intellectual, personal and professional virtue). This holistic model suggests that nursing applicants should demonstrate foundation virtues then strive for ‘professional phronemos’ (on the journey to professional wisdom) over their career with the ultimate goal of reaching wise nurse status. I postulate that it takes many years to achieve excellence in all 3 virtues, hence wise nurses were shown to be rare and from the older generation. Their extensive expertise was recognised by participants as ‘something special inside’, ‘stunning’, ‘gifted’, ‘some indefinable essence’. This research offers pertinent recommendations to the field since wise nurses were identified as natural leaders, guardians of the profession, enablers and role-models for facilitating professional phronemos in others. The recent UK recession has diminished the numbers of senior nurses and thereby many wise professionals. We need to encourage mature nurses to remain in order to role-model, mentor and nurture others to become wise nurses of the future. My results also advocate ‘gatekeeping’ the profession; broadening our professional knowledge beyond competency frameworks and guidelines; facilitation of professional phronemos in all nurses; and consideration of ‘legacy mentors’ from amongst recently retired nurses.
12
Taylor, Ian. "Registered mental nurses' experiences of nurse-patient relationships in acute care." Thesis, Swansea University, 2012. https://cronfa.swan.ac.uk/Record/cronfa42306.
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The changing context of mental health care provision in the United Kingdom in the last three decades has seen significant change in acute inpatient services. Service users have expressed dissatisfaction about current service provision and care. Nurses continue to represent the largest professional group providing care in these services. Comparatively little is known from nurses' perspectives about the present nature of the nurse-patient relationship in acute mental health inpatient settings. The purpose of this research study was to explore with a sample of 14 registered mental nurses, their experiences about the nature of the nurse-patient relationship. An interpretive, phenomenological approach was adopted. The principal research question asked 'What are registered mental nurses' experiences of the nature of the nurse-patient relationship in working age acute inpatient mental health care settings?' Following ethical approval, unstructured, individual interviews were used as the primary method of data collection. Transcribed interview texts were analysed hermeneutically, supplemented with the researcher's field notes and reflective journal. Key findings included the impact of poor ward environments, increased patients' acuity of illness, and multiple, competing demands placed on nursing time. Although nurses valued human interpersonal relationships with patients, they struggled to achieve their aspirations for the nurse-patient relationship, owing to a range of factors including organisational constraints, inexperience, and limited post-registration professional development. Nurses could experience stress and emotional fatigue, and their needs for support were not always met. These factors may challenge possibilities for the development of therapeutic nurse-patient relationships. Whilst nurses appear to acknowledge the benefits of therapeutic nurse-patient relationships, they may be insufficiently prepared to achieve their ideals, given the challenges of working within an area of practice which provides for short term admissions focussed on acute risk management and containment.
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Allcock, Nicholas John. "Nurses' and student nurses' inferences of pain and psychological distress." Thesis, University of Nottingham, 1997. http://eprints.nottingham.ac.uk/12993/.
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Poor pain assessment contributes to inadequate postoperative pain relief. Studies in the US suggest that nurse education might make students less sensitive to patients' experience of pain. This research set out to examine this process in the United Kingdom and to explore the experience of the students during their common foundation programme (CFP). 217 students completed the Standard Measure of Inferences of Suffering Questionnaire (SMIS) before and after their CFP. Their inferences of psychological distress increased as studies in the US had found but unlike these studies no change was found in their inferences of pain. Inferences of pain and psychological distress were affected by the age of the cases, while gender affected only the latter. None of the characteristics of the students were related to their inferences Of 51 qualified nurses who completed the SMIS, 5 with high inferences and 5 with low inferences, rated patients for whom they were caring. Over half of their ratings were different from those of the patients' and there was no relationship between their SMIS scores and the tendency to over or under estimate patients' pain casting doubt on the validity of the SMIS. Interviews with 15 students following their CFP showed that they experienced a wide range of strong emotions when caring for patients in pain. Their relatively junior status in the wards seemed to place them in difficult positions and provided them with little support. Theories of desensitisation, cognitive dissonance and acculturation have been proposed to explain decreasing sensitivity to pain. The lack of a significant change in students' inferences of pain and the analysis of their interviews suggest that their experiences are more varied than these theories suggest. These findings have important implications for both nurse education and the mechanisms to support student nurses in clinical practice.
14
Fraley, Timothy E. "Transitioning Novice Nurses to Expert Nurses in Progressive Telemetry Care." Thesis, Gardner-Webb University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118903.
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<p> New nurses do not possess the clinical skills necessary to thrive in a fast-paced, rapidly changing telemetry unit. The study explores the idea that nurses with less than two years’ experience may not have the self-confidence or experience to begin a career on a telemetry unit. A search of the literature was performed to identify the skills needed to be successful in a critical care telemetry unit. Established orientation programs, nurse internships, and nursing experience were the keywords researched. Patricia Benner’s Theory: From Novice to Expert Excellence and Power in Clinical Nursing Practice (1984) serves as the foundation for this investigation. The theory views nursing competency as a continuing learning experience based on individual experiences, exposures, and cumulative time in practice. The design is descriptive using qualitative, narrative analysis on focus group data. Two focus groups of five nurse participants were purposely selected for the study. One group represented novice nurses, and the other represented expert nurses. Novice nurses placed importance on completing the task list, keeping the patient safe, and receiving positive feedback from co-workers and management. Anticipation, symptomology, and intervention were demonstrated in the expert nurses in this study. Preceptorships, internships, and simulator science may assist in orienting novice nurses new to telemetry to critical thinking and time management skills, and for expert nurses learning a new cardiac skill-set for telemetry care and acting as resource personnel for less experienced colleagues.</p>
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Gopee, Luxmi Narainsingh. "The nurse as a lifelong learner : an exploration of nurses' perceptions of lifelong learning within nursing, and of nurses as lifelong learners." Thesis, University of Warwick, 2003. http://wrap.warwick.ac.uk/1237/.
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The arrival of lifelong learning within nursing constitutes a major conceptual shift that every qualified nurse is expected to adopt to be able to function as a Registered Nurse (RN) throughout their career. In the 1990s, lifelong learning had been appearing sporadically within nursing literature as a fait accompli, and with a seemingly general assumption that there was a shared understanding and acceptance of the concept amongst all nurses. The literature review revealed that lifelong learning is closely linked to the evolving nature of healthcare delivery in the National Health Service (NHS), and that it comprises of a number of related components. However, there was a dearth of empirical literature with regards to its application to day-to-day nursing practice at the time this study started. The study focused on examining the assumptions that seemed extant at the time and the areas that were not documented in the literature. It sought to ascertain the nature of RNs' perceptions of lifelong learning, and took into consideration the underlying philosophy, principles and practicalities of the concept. It also sought to identify both the formal structures required for effective implementation of lifelong learning as well as the day-to-day factors that might facilitate uptake and continuation of learning. Furthermore, the study endeavoured to ascertain the current and likely future impact of lifelong learning on nursing. To explore these issues, the study involved collecting, analysing and interpreting data from twenty-six individual interviews and two focus group discussions along with a comprehensive documentary analysis. The findings revealed that there are positive perceptions as well as reservations about lifelong learning amongst RNs, the latter mainly because mandatory continuous professional development (CPD) is resented by a number of nurses. This could be due to their lack of experience and apprehension related to studying in a university. The study found that structural mechanisms could be more firmly anchored and equitably available. Numerous day-to-day factors such as profession-based and personal networks tend to influence levels of engagement in formal learning. For instance, CPD in the form of workbased formal and informal learning is relatively widely utilised. Additionally, the impact of attitude change towards continuing development of own knowledge and competence yields favourable outcomes for the RN and for patient care.
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Preston, Alison. "Nurses' labour absence." Thesis, Preston, Alison (1990) Nurses' labour absence. Masters by Research thesis, Murdoch University, 1990. https://researchrepository.murdoch.edu.au/id/eprint/51083/.
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While there is still no fully acceptable framework for the study of absenteeism it would appear that the foci of economic and psychological research is converging. Traditionally economists have relied on labour - leisure choice theories, consistent with psychology expectancy theories, where employees are assumed to be utility maximisers choosing absence levels which they believe will maximise the gains from work and non - work time. More recently theorists from both disciplines recognise that individual absence decisions are also influenced by work group norms (ie beliefs and attitudes on work attendance) which may favour high or low attendance. In addition, absence may also reflect occupational status, where employees are awarded above market clearing wages with the expectation of good attendance (efficiency wages theory).
Economists have tended to use aggregate data (eg economy wide data) in the analysis of labour absence while psychologists tend to rely on micro data sets ( eg. case studies). This analysis uses a micro data set to examine absence within a particular organisation. The basic framework of analysis adopted is the labour - leisure choice model which has been dominant in economic analysis. This model, however, is also consistent with decision making models of psychology theory and can also be placed in a broader context to allow for other absence determinants such as work group norms and altitudes. The model is tested using unit record data for a sample of nurses employed at a large Western Australian public hospital during 1987 /88. Three of the most commonly employed absence measures (absence rate, total absence and frequency of absence) are used in the analysis.
As with previous research frequency measures are found to be the most reliable indicators of chosen absence. Economic, demographic and workplace/occupation specific variables are all shown lo affect attendance behaviour. Support for the labour - leisure choice model was found for those nurses who were employed throughout the survey period. Furthermore the results demonstrate the need to control not only for the presence of dependants, but also their ages. The presence of children aged between 5 and 15 years results in significantly less absence, possibly reflecting the financial burden of child rearing and consequent necessity to attend work. Finally, work group norms and attitudes are also believed to influence attendance behaviour.
17
DeClerck, Terri Lynne. "Violence Against Nurses." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4134.
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Workplace violence against nurses causes stress, job dissatisfaction, injury, and financial burden. The purpose of this project was to examine training for nurses on violence, risk factors and on reporting workplace violence. The practice-focused question was designed to examine the effectiveness of educating nurses regarding violent patients and how to report episodes of violence. Benner's novice to expert theory guided the skill acquisition training of a convenience sample of 25 Midwestern medical nurses. The nurses participated by completing a survey prior to and following a violence simulation. A qualitative design was used with the 25 nurse participants who completed the pre-and post-simulation education surveys to assess for increased knowledge. Data were manually tabulated by coding responses into categories. Categorical themes of risk factors related to violence included environment, behavior, and illness-related; and themes related to interventions to prevent violence included awareness, education, communication, de-escalation, and calming. Overall results indicated that nurses saw the importance of reporting all injuries and violence to supervisors. The project makes a meaningful contribution to nursing practice by informing nurses how to report violence and injury from violence, and by informing administrators of the need for education in the recognition of risk factors for violence. The positive social change impact of this study for nurses is increased awareness that violence is not acceptable, and that a healthy work environment benefits nurses and promotes a safer healthcare work environment for patients and visitors to the healthcare setting.
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Hollis, Kimberly M. "Improving Retention Strategies for Experienced Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7448.
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Experienced nurses depart the workforce in significant numbers; therefore, it is critical to understand how those departures affect patient care and safety. The focus of this systematic review included appraisal of recent research to provide an understanding of strategies used in acute care settings to retain experienced nurses. Guided by Benner's model of skill acquisition, the purpose of this systematic review was to identify factors that influence the decision of nurses with experience to leave or remain working in acute care work settings. The 19 articles selected for this review were limited to those pertaining to experienced registered nurses who have worked in the acute care setting for 2 years and longer. The review excluded articles pertaining to registered nurses with fewer than 2 years of experience, who were considered at the novice or proficient level of nursing. The results of this literature review showed that management conflicts, lack of support, work environments, work schedules, and disproportionate staffing levels were among the factors leading to morale distress and burnout in experienced nurses. These findings have the potential to contribute to positive social change by guiding administrative efforts to retain experienced nurses and improve mentoring of newer nurses and, ultimately, improve patient outcomes.
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Tsung, Pui-kee Peggy. "Nurses' role in smoking cessation knowledge, attitudes and behaviours /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B26294825.
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Burnard, Philip. "Learning from experience : nurse tutors' and student nurses' perceptions of experiential learning." Thesis, Cardiff University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.303729.
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Farrell, Carole Denise. "An exploration of oncology specialist nurses' roles in nurse-led chemotherapy clinics." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/an-exploration-of-oncology-specialist-nurses-roles-in-nurseled-chemotherapy-clinics(9e4907a5-92ac-4719-90f9-12dba4942b0e).html.
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The purpose of this study was to investigate nurses’ roles within nurse-led chemotherapy clinics. There has been a rapid expansion and development of nursing roles and responsibilities in oncology, but little understanding of how roles are enacted and their impact on patient experiences and outcomes. This was a two stage approach comprising a survey of UK oncology specialist nurses followed by an ethnographic study of nurses’ roles in nurse led chemotherapy clinics. Ethics approval was obtained prior to each study; research and development approval was obtained from each hospital site prior to Study 2. Study 1 used a questionnaire survey to explore the scope of nurses’ roles. A purposive sample of oncology specialist nurses perceived to be undertaking nurse-led clinics was obtained using snowball methods. Data analysis included descriptive and inferential statistics. Study 2 used ethnographic methods to explore nurses’ roles in nurse-led chemotherapy clinics, which included clinical observations, interviews with nurse participants and studying documentation (protocols) for nurse-led chemotherapy clinics. Findings were coded and thematic analysis undertaken. In study 1, 103 completed questionnaires were received with a response rate of 64%, however analysis identified 79 (76.7%) nurses undertaking nurse-led clinics, therefore statistical analysis was limited to this sample of 79 nurses. An additional 12 (11.7%) nurses wanted to undertake nurse-led clinics, therefore findings from this group were analysed separately. There was little congruence between nurses’ titles and clinical roles, with significant differences in practice between different groups of nurses, in relation to history-taking (p=.036), assessing response to treatment (p=.033). Although there was no difference in the number of nurses undertaking clinical examinations (p=.065), there were differences in the nature of examinations undertaken, including respiratory (p= .002). There were also significant differences between groups of nurses in relation to nurse prescribing (p<.0001). Study 2 included observations (61 consultations by 13 nurses) and interviews (n=11). There was variability in patient numbers within nurse-led clinics, identifying implications for service delivery and sustainability. Disparities in nurses’ roles and responsibilities revealed four different levels of nurse-led chemotherapy clinics, from chemotherapy administration to totally nurse-led clinics. The identification of four levels of nurse-led chemotherapy is a new finding, and suggests a framework for nurse-led chemotherapy clinics that could link with nurse competencies and training. Five main themes were identified in study 2; a central theme of autonomy linked with themes of knowledge, skills, power and beliefs. A key finding was the reduced emphasis on compassionate care with greater medical (clinical) responsibilities within nurses’ roles, and poor communication skills by some nurses. Despite a great diversity in oncology specialist nurses’ roles, the lack of clarity in roles and responsibilities is creating confusion. Similarly the rapid increase in nurse-led chemotherapy clinics has been ad hoc with no formal evaluations. Although nurses in study 2 perceived they were providing holistic care there was no evidence of this in observations, and nurses appear to use a medical model care based on doctor-nurse substitution, which may have led to reduced emphasis on nursing skills and compassionate care.
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Ousey, Karen J. "Being a real nurse : nurses' accounts of learning and working in practice." Thesis, University of Salford, 2007. http://usir.salford.ac.uk/42974/.
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There has been much written regarding nurse education and the socialisation of student nurses in clinical areas in the past (Olesen & Whittaker 1968, Orton, 1981, Melia, 1987, 1997, Ogier, 1989, Castledine, 1995, Bradshaw 2001, Spouse, 2003). The originality of this thesis lies in the discussions and exploration of the concept of Problem Based Learning (PBL) as a teaching and learning strategy and the implementation of the Making a Difference (DoH, 1999a) recommendations in a nursing curriculum. It investigates whether or not these have indeed made a difference to the ability of the students to socialise into their clinical roles and effectively meet their ultimate aim of becoming a ‘real nurse’. The thesis is split into five chapters and employs qualitative research methods to present an ethnographic case study of the experiences of student nurses in clinical placement areas regarding the process of becoming effective student nurses who ultimately develop their knowledge and skills base to become ‘real nurses’. The sample consisted of fifteen (15) students, fifteen (15) student mentors, eight (8) ward managers, one (1) practice development coordinator and one (1) senior nurse responsible for clinical development. Interviewing and observation techniques were used to obtain the data. PBL as a teaching and learning strategy is investigated and discussed, in relation to the students’ ability to develop critical problem solving skills that can be incorporated into their student roles. The disadvantages of PBL are also debated and issues highlighted that may cast doubt that this strategy and the Making a Difference curriculum has actually changed attitudes in the clinical areas towards the capabilities of the student nurse role. Eight major themes arose from the data analysis; learning to be a student, fitting into the clinical team, being professional, being a real nurse, the role of the practice development co-ordinator, effective mentors, developing clinical skills and reflecting in practice. Integral to these were the concepts of professionalism, power, inequalities and culture that were identified as significant underlying issues for the students to recognize when performing and developing into their clinical roles. The data suggest that the new curriculum and PBL have offered some solutions to help overcome the perceived boundaries of professionalism, power, inequalities and culture but by no means provides all the answers. Overall the study has highlighted the importance of clinical skills development and effective delivery of them by students in learning to become a ‘real nurse’. Through their experiences the students have learnt how to overcome boundaries and to fit in with the culture of clinical areas thereby enabling them to learn the role of the student nurse. Furthermore, the newly developed roles of the practice development co-ordinator and established mentor roles are perceived to be invaluable sources of support for the students while in clinical placement areas.
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Ayanwale, Ayanfemi M. "Strategies Nurse Managers Use to Reduce Voluntary Turnover of New Registered Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6772.
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Employee voluntary turnover is a management problem that impacts the strategic sustainability goals of health care organizations. Thirty-three percent of newly qualified graduate registered nurses (RNs) in the United States leave their profession within the first year of employment. As a result, health care organizations pay over $85,000 per nurse and up to $6.4 million annually to replace RNs in hospitals with more than 600 beds. The purpose of this single case study was to explore strategies nurse managers used to reduce voluntary turnover of RNs. The study population comprised 5 nurse managers from a hospital in Texas, United States. The conceptual framework included Herzberg's 2-factor theory and Maslow's hierarchy of needs. The data collection process included semistructured, face-to-face interviews and review of organizational documents. The data analysis process included thematic and matrix coding queries and keyword clustering. Yin's 5-step process of data analysis was used to identify 3 themes: job satisfaction, leadership support, and training and development. The implications of this study for social change include improvements in the quality of patient care and increased employment opportunities in health care organizations. An increase in economic growth may result in the stabilization of health care organizations' competitive compensation and opportunities to reinvest in the communities' educational programs, health, and wellness.
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Buffenbarger, Jennifer Sylvia. "Nurses' Experiences Transitioning from Staff Nurse to Management in a Community Hospital." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2346.
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This project study addressed the problem of frequent turnover of nurse managers at a Northeastern community hospital. The lack of retention of nurse managers has led to attenuated support for the nursing staff who continued to hold the front line in patient care. The purpose of this qualitative bounded case study was to explore nurse managers' experiences with turnover in order to identify strategies for enhancing retention. Work empowerment and servant leadership theories served as the frameworks for the study. Research questions focused on nurse managers' perceptions of empowerment and servant leadership characteristics that were important in decisions to assume and remain in a management/leadership role. Data collection included audio-recorded interviews with seven current or past full-time nurse managers, and observation of three of the participants at a leadership meeting. Interview transcripts were open coded and thematically analyzed. Observation data were categorized according to empowerment and servant leadership characteristics. Five themes were identified that related to research questions: struggling in management transition, seeking opportunity for transformation, being committed but powerless, embarking unprepared on an unplanned journey, and having the presence to lead others by serving. The findings of this study guided development of a 12-month program for new nurse managers that integrated characteristics of servant leadership to empower leaders and others. These contributions may promote positive social change by preparing new nurse managers for their role and developing their skills to become successful nurse managers.
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Cornes, Desmond. "An exploration of the perceptions of nurse lecturers, student nurses and clinical mentors of the utility of student nurses undertaking international clinical experience." Thesis, Glasgow Caledonian University, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.726765.
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Smith, Bonnie Lee Barbara. "Expectations for the role of head nurse held by head nurses, nurses, directors of nursing, and doctors : a survey in four teaching hospitals." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72038.
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Expectations and perceptions of expectations for the role of Head Nurse were investigated in four teaching hospitals of McGill University, Montreal, Canada. Head Nurses, nurses, Directors of Nursing, and doctors were respondents. The study examined three questions: What are the expectations held for the Head Nurse within groups? Are there differences in expectations held for the Head Nurse across groups? Are there differences between expectations of nurses and doctors for the Head Nurse, and Head Nurse perceptions of expectations of nurses and doctors?<br>Factor analysis was performed on responses of Head Nurses, nurses, and doctors separately. Expectations within groups were determined by frequencies, means, and standard deviations. Differences in expectations between groups were tested by chi-squares.<br>Conceptualizations of the Head Nurse as manager, clinician, patient care co-ordinator, and teacher were supported. Five factors, identified as doctor's helper, clinical leader, communication link, determiner of quality of care, and manager, accounted for 67 to 82% of variance in all groups. All groups agreed that the Head Nurse should be a determiner of quality of care given. Significant differences in expectations between groups were found in regard to the Head Nurse as doctor's helper, and clinical leader, and in regard to other activities related to patients, staff, and the unit. Head Nurses tended to overestimate nurse expectations for the Head Nurse, and underestimate doctor expectations for the Head Nurse.
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Bimray, Portia Benita. "A conceptual framework for nurse educationalists and professional nurses to facilitate professionalism among undergraduate learner nurses for nursing practice in the Western Cape." University of Western Cape, 2017. http://hdl.handle.net/11394/6067.
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Philosophiae Doctor - PhD (Nursing)<br>Learner nurses are socialised into the professional nursing culture through a formal
undergraduate nursing programme, where the professional values of nursing are instilled in them
throughout their four-year training. During the four years, learner nurses are prepared by nurse
educationalists (nurse educators and clinical supervisors) and professional nurses to become
professional to render a quality nursing service. This is in spite of the pressures and challenges
related to the ever-changing socio-economic and political climate that influence the health
context within which these nurses practice. The researcher became aware of a growing number
of complaints from various stakeholders in the nursing profession in the Western Cape about the
unprofessional conduct of learner nurses. Nurse educators and professional nurses in practice
also complained that learner nurses had not developed professionalism by the end of their 4th
years of the nursing programme. Perceptions of nursing professionals were that graduate nurses
did not conduct themselves in a professional manner after they had completed the formal
undergraduate nurses training programme. From these problems, it became evident that a clear
framework for professionalism should be developed for nurse educationalists and professional
nurses to facilitate professionalism in undergraduate learner nurses for nursing practice in the
Western Cape. The purpose of this study was to develop a conceptual framework for nurse
educationalists and professional nurses with which they can facilitate professionalism in
undergraduate learner nurses of the nursing practice in the University of the Western Cape. The
study departed within the paradigm of the professionalism taxonomy of Brown and Ferrill (2009)
and Dickoff, James and Wiedenbach (1968).
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Buttrell, Sarah Maureen. "Nurses with disabilities : a phenomenological study of nurses who are blind." Online access for everyone, 2007. http://www.dissertations.wsu.edu/Thesis/Spring2007/s_buttrell_042407.pdf.
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Davis, Geraldine. "Bioscience knowledge and the registered nurse : an exploratory study of nurses starting a Nurse Prescriber programme." Thesis, University of Leicester, 2009. http://hdl.handle.net/2381/4135.
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Registered nurses entering a Nurse Prescriber programme participated in a mixed methods case study to explore the extent of their bioscience knowledge and the confidence with which that knowledge was held. Forty two Nurse Prescriber students, aged 26 – 55 years, from a range of job roles were recruited. Using questionnaires and interviews, both quantitative and qualitative data were obtained. An examination of the Nurse Prescribers’ views of pre-registration nursing demonstrated that the knowledge gained had been related to practice but had been both superficial and lacking in breadth. The bioscience in pre-registration programmes had not sufficiently prepared the participants for their roles as registered nurses. The importance of experiences gained as a registered nurse in the practice setting in the learning of bioscience was strongly emphasised. Participants reported greater learning of bioscience by informal methods such as work experience, use of books and the Internet and discussion with colleagues than from experiences in the classroom. Interviewees placed particularly strong emphasis on the importance of learning from medical colleagues. The role of post-registration programmes emerged as important in learning bioscience because it related to the job role. Post-registration courses also emerged as significant in giving confidence to the registered nurse. Confidence increased not just in terms of the knowledge held, but also in terms of nurses’ ability to communicate with patients, relatives, and doctors, their ability to understand nursing skills, and their willingness to admit when something was not known.
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Bickham, Melanie Ann. "Distress in nurses following patient death a local response to the need for debriefing /." Thesis, Montana State University, 2009. http://etd.lib.montana.edu/etd/2009/bickham/BickhamM0509.pdf.
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The purpose of this clinical project was to determine if nurses in an acute care setting would report a need for debriefing following a patient death. The review of current literature revealed mixed results regarding the effectiveness of debriefing as an intervention. Literature shows that emotional expression is perceived as cathartic by nurses and is viewed as a positive coping mechanism. However, randomized controlled trials of debriefing models did not demonstrate that participation in debriefing prevented distress symptoms. A survey was created to assess nurses' views regarding debriefing following a patient's death. Surveys were placed in mailboxes of Registered Nurses and Licensed Practical Nurses in a 220 bed hospital in Montana. There were 55 respondents. Demographically, the average participant in the survey was 38 years of age, held a bachelors degree, had been a nurse for 9 years, worked in a critical care unit, and had experienced approximately 15 patient deaths over their career. The majority of nurses surveyed felt that an information-sharing and event processing session among peers (debriefing) would be helpful in coping with their emotions after a patient's death. Thirty of those surveyed reported they would be very likely to participate or would definitely participate in a debriefing session if it were available. The overwhelming majority (n=52, 94.3%) reported experiencing one symptom of distress after a patient death. Comments written on the surveys were grouped into themes. These themes included catharsis/sharing, positive coping, past experiences with debriefing, prevention of death, perceived need for formal debriefing, no perceived need for formal debriefing, emotional distancing, and debriefing only for special circumstances. Surveys revealed that the majority of nurses surveyed felt that debriefing sessions would be helpful in processing their emotions following a patient death. The author wrote a nursing policy regarding the use of debriefing in a hospital setting for nurses following a patient death and made this available to the organization surveyed.
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Cole, Sandra L. "Differences in managers' and staff nurses' job satisfaction in public health offices in a rural state." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1313920481&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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Iro, Elizabeth. "The leadership experience of first line nurse managers working in the Cook Islands a qualitative descriptive study : a thesis submitted to Auckland University of Technology in partial fulfillment of the requirements for the degree of Master of Health Science (MHSc), 2007 /." Click here to acces resource online, 2007. http://aut.researchgateway.ac.nz/handle/10292/79.
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Thesis (MHSc--Health Science) -- AUT University, 2007.<br>Includes bibliographical references. Also held in print (xi, 107 leaves : ill. ; 30 cm.) in North Shore Campus Theses Collection (T 610.73099623 IRO)
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Dunaway, Linda J. "Job satisfaction among Nevada nurse practitioners." abstract, 2008. http://0-gateway.proquest.com.innopac.library.unr.edu/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:1453535.
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Moss, Rita J. "The relationship of staff nurse job satisfaction and head nurse management style." Virtual Press, 1994. http://liblink.bsu.edu/uhtbin/catkey/935941.
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America's health care industry is in a state of crisis. Nursing administrators are in the position to facilitate change in institutions. One aspect of nursing which has remained constant is high turnover rates. The high turnover rates have been linked to job dissatisfaction. One method of reducing turnover is to provide greater job satisfaction to staff nurses. Job satisfaction has been connected with management style (Lucas, 1991; Price & Mueller, 1981; Volk & Lucas, 1991).This study described the impact of head nurse management style on staff nurse job satisfaction. Likert's (1967) System 4 management theory was utilized as the framework in the study. All staff nurses and head nurses from three Central Indiana hospitals were given the opportunity to participate in the study. Participants completed two questionnaires, one from Price and Mueller's (1981) work on turnover to determine job satisfaction and one from Likert and Likert's (1976) work to determine management style.Data analysis was conducted to describe any variations between staff nurse experience of head nurse management style and staff nurse job satisfaction. Differences between head nurse and staff nurse description of management style were also examined. There were no identified risks as participation was voluntary and did not affect the employment status of any individual.Results of the study demonstrated agreement with previous research findings. When management style is closer to participative (system 4), greater job satisfaction is expressed. Recommendations are to provide management training and training in communication and self-awareness for head nurses, and to form unit based committees designed to achieve greater staff input in decisions affecting the unit functioning.Benefits of the study include identification of the management style which leads to improved staff nurse job satisfaction. Equipping nurse administrators with information regarding desirable management style to employ for staff nurses to experience greater job satisfaction, and training present managers in that management style are also possible benefits from the study.<br>School of Nursing
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Mamabolo, Meriam Mmadipudi. "Factors that influence professional nurses' time management at Mankweng Hospital campus,Limpopo Province, South Africa." Thesis, University of Limpopo (Turfloop Campus), 2011. http://hdl.handle.net/10386/695.
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Thesis ( M.Cur.) --University of Limpopo, 2011<br>The purpose of this study was to determine the factors that influence professional nurses’ time management at Mankweng Hospital campus, a tertiary hospital in Limpopo Province, South Africa. The objectives of this study were to identify and describe factors that influence professional nurses’ time management at a tertiary hospital campus and describe the recommendations on effective time management at a tertiary hospital campus to improve quality of patient care. A quantitative research method was used in this study to describe factors that influence professional nurses’ time management. Data were collected by means of a structured questionnaire and analyzed using the Statistical Package for Social Sciences (SPSS). The study revealed that professional nurses were unable to manage time due to interruptions in between work performance, and this affected their productivity. The study recommended there is a need for professional nurses to attend in-service education related to management of time.
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Van, As Martha Maria. "Guidelines for nurse managers to promote the competence levels of professional nurses in utilising the electronic system for staffing of agency nurses, in public hospitals in the Western Cape." University of Western Cape, 2018. http://hdl.handle.net/11394/6612.
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Magister Curationis - MCur<br>In 2011, a structured electronic system for the staffing of agency nurses was implemented in the Western Cape as part of the Nursing Information Management System (NIMS). This electronic system was developed to ensure a fair tendering process for the procurement of agency staff, providing information on agency expenditure, maximum wage rates and adherence to principles and rules of supply chain management. Although technology is used more and more in healthcare services within the Western Cape, some professional nurses could lack the skills needed to implement the electronic system appropriately. A descriptive and quantitative design was followed to determine the competence levels of professional nurses in utilising the electronic staffing system for agency nurses in public hospitals in the Metropole, Western Cape.
The aim of the study was to develop guidelines for nurse managers according to which they can train professional nurses in hospitals to utilise the electronic system for staffing of agency nurses. Assumptions were adapted from the theoretical framework of Benner (1984) on different levels of competencies and used as theoretical departure of the study.
The accessible population for this study was all the professional nurses in hospitals within the Metropole of the Western Cape Government Health registered as users on the database, called the Nursing Information Management System (NIMS) (N=278). This population served as the total inclusive sample for the study. The method of data collection was a self-administered structured questionnaire. The data was analysed by using the SPSS Version 24 software program and descriptive and inferential statistics were conducted.
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Smith, Timothy Gene Bowling Cynthia Jones. "Entry into nursing practice a four state comparative study /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1678.
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Medigovich, Kristina. "Satisfactory, good and outstanding nurses: perceptions of nurses, their colleagues and patients." Thesis, Medigovich, Kristina (2012) Satisfactory, good and outstanding nurses: perceptions of nurses, their colleagues and patients. PhD thesis, Murdoch University, 2012. https://researchrepository.murdoch.edu.au/id/eprint/10894/.
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All nurses must accept responsibility for their own professional competence and performance but it is often the case that there is a large disparity between those nurses who perform very well and those who perform less well. The study was undertaken in response to the paucity of research findings to define what is an outstanding, good and satisfactory nurse, and how these differences in level of performance are enacted in clinical practice. The overall purpose of this study was to explore perceptions of the key attributes and characteristics of outstanding, good and satisfactory nurses practising in acute care clinical settings from the perspective of a number of stakeholders. The study was devised on the premise that this information would provide a significant basis for change in the way nurses are educated and assessed. A qualitative interpretive approach guided the study. Forty-six people were interviewed on their perceptions of the distinction between satisfactory, good, and outstanding nurses. The sample included patients, doctors, nurses, physiotherapists, social workers and occupational therapists, all of whom had recent or current professional contact with registered nurses. Subsequently, participants were again contacted to verify the findings of the first phase of the study.
There were discernable differences in participants’ descriptions of satisfactory, good and outstanding nurses. Five distinct themes emerged in the data analysis regarding outstanding nurses. The major themes were: Sustaining a High Level of Performance, Modelling Exemplary Professional Behaviours, Balancing the Personal and the Professional, Managing Self and Others and Forming Personal and Therapeutic Relationships. ‘Good’ nurses were seen to perform well in the clinical setting with some reservations. The five themes identified were Reservations about Clinical Competence, Limitations in Communicating, Inconsistencies in Working Collaboratively, Caring Style and Coping. ‘Satisfactory’ nurses were perceived to perform at a basic minimum standard which met patient safety standards. The major themes identified were Primarily Attending to Physical Care, Providing a Minimum Standard of Care, Selective Caring, Lack of Demonstrated Problem Solving Skills and Limited Personal and Interpersonal Capabilities.
This research study provides unique insights into how nurses are perceived by those who interact with them in the acute care clinical setting. The findings present unmistakable evidence that some nurses in clinical practice are outstanding, in particular at the ward/unit level within acute care general and mental health facilities. The outstanding nurses were not only considered high performing nurses, but they were able to facilitate and ensure a high level of performance from other staff members. Their professional behaviours were exemplary. They were also seen as having the ability to balance their personal and professional life so that problems or stressors in their personal life did not ‘leak’ across into their professional life. The outstanding nurses were not only good leaders, they were good managers, managing themselves and others. Prolific comments were forthcoming about how they were able to maintain relationships with others well, and they did so with effective communication strategies.
There was clear evidence that nurses who were perceived to be ‘good’ nurses performed well. At times there were limitations with this group of nurses, with some lacking the detailed specific knowledge and assessment skills of the outstanding nurse and creating the impression that they were ineffective in some of their actions. However there didn’t seem to be a compromise to patient safety.
Participants believed that when the nursing care provided was mainly physical in nature the nursing care was considered adequate. Satisfactory nurses were considered safe but not holistic in the nursing care they provided. They tended to focus on physical care, with limited attention to the psychosocial aspects of nursing. This left the impression that the satisfactory nurse was task orientated, principally able to follow a plan of care, much like a job list of tasks, which represented a narrow focus of practice. The findings of this study suggest a number of recommendations to enhance nursing education, improve clinical performance in the practice setting and extend nursing knowledge through further research. There is an immediate imperative to address the problem of underperforming nurses in the profession which may include ongoing national dialogue about how to identify students who may underperform in the fully fledged role of a registered nurse.
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Ogle, Kathleen Theresa. "Following the yellow brick road the lived journey of nurses becoming nurse practitioners /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6801.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Lee, Kelly. "Nurses survey responses about knowledge of nurse practice councils at St. Paul’s Hospital." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/31253.
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This electronic survey study was designed to examine the perceptions, knowledge and commitment of nursing staff regarding shared governance (Nurse Practice Council) at St. Paul’s Hospital (SPH). A cross-sectional survey design was used in this study. The study was conducted in the summer of 2010 at St. Paul’s Hospital, a tertiary hospital in Vancouver, B.C. A 114 nurses participated in the survey who were eligible and agreed to participate in the study. An electronic standardized SG survey was used to collect data for this study. The survey used Likert-like questions to measure the nurses’ perception, knowledge and commitment to the Nurse Practice Council (NPC). Additionally a small number of open-ended questions were used to verify the data from the Likert-like responses. Descriptive statistics were used to measure the level of perception, knowledge and commitment of nurses toward the Nurse Practice Council.
Finally content analysis was employed to analyze the nurses’ responses to the open-ended questions.
The SG study findings suggest: (1) Staff at SPH supports NPC and has a positive perception of NPC; (2) Staff members do not have enough knowledge about the NPC; and (3) Staff is not sure if administration at SPH is committed to the work of the NPC.
The findings also indicate that staff believes the NPC has the potential to make a difference by increasing frontline nurse staff involvement, through education and awareness. Additionally leaders require education in order to increase administrative support and indirectly improve frontline attendance.
Results of the one-way ANOVA showed that knowledge of NPC was statistically significant and varied according to practice area. However, no significant results were identified when examining perceptions and commitment according to practice area.
In considering the literature that suggests perceptions, knowledge and commitment are essential in the implementation and sustainment of SG, it is surprising that the only significant result was knowledge. These findings indicated that more work is required to improve nurses’ perceptions of NPC, moreover improving the commitment level of staff to SG and the NPC.
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Despres, Kimberly Katherine. "Perceived leadership styles of nurse managers' and nurses' job satisfaction| A correlational study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3538848.
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<p> The problem addressed was the low job satisfaction levels of nurses and subsequent nurses' decision to leave the organization. The quantitative correlational survey study involved determining whether a relationship exists between nurses’ perceptions of nurse managers’ leadership style and nurses’ job satisfaction. Eighty-three fulltime medical surgical intensive care nurses in two hospitals in Phoenix, Arizona, completed the Job Description Index for Jobs in General (JID/JIG) and the Multifactor Leadership Questionnaire (MLQ, Form 5X). The results suggest a significant, positive correlation between job satisfaction and perceptions of nurse managers' leadership style by nurses. Nurses with the highest satisfaction scores in three of the six subscales perceived their managers used the transformational leadership style. The mean score for nurses whose managers were rated as transactional was higher than the mean score for nurses whose managers were rated as passive-avoidant. The promotion and supervision subscales and the job in general scale showed a significant relationship with transformational leadership. Implications for healthcare administrative leaders include hiring transformational managers to increase job satisfaction in nurses and offer nurses opportunities for promotion and training.</p>
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Desir, Johanna E. "A Phenomenological Study of Nurse Administrators: Leading the Multigenerational Workforce of Registered Nurses." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/122.
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Nurse shortages and nurse turnover are major issues in the health care industry. As 4 generations of nurses are working side by side for the first time in history in the health care industry, nurse leaders need to understand the generational differences in order to bridge the gap on retaining the nurses in the workforce. The primary focus of this applied dissertation study was to explore and obtain the lived experiences of leading the nursing intergenerational cohorts, as well as the strategies that nurse leaders or nurse managers can utilize to meritoriously attract, retain, and motivate the generational nursing workforce. The Leadership Questionnaire, designed in 2008 by Dr. Nelson, was utilized to interview 5 nurse administrators of the phenomenon to comprehend how the health care nurse administrators can utilize productive techniques of leading the nursing generational cohorts. The target population was members of a professional long-term care association. Once the nurse administrators agreed to participate on the study and signed the consent form, the researcher scheduled an initial 45-minute interview of three 15- to 30-minute interviews over a 3-month period. The data collected as a result of this study revealed findings: (a) the intergenerational educational gap in the nursing workforce, (b) the needs of the intergenerational nurses, (c) the critical aspect of continuing of professional education training development for the nurses, and (d) the critical leadership values on leading the intergenerational nursing cohorts. This applied research study dissertation intended to assist nurse leaders to reframe perceptions regarding the nurses’ intergenerational group (e.g., Baby Boomers, Generation X, and Generation Y) differences and to view these differences in attitudes and behaviors as potential strengths.
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Flanigan, Kelly. "Nurses' Perceptions of Supports and Barriers in Transitioning to the Nurse Faculty Role." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2727.
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This project study addressed nurses' perceptions of supports and barriers in transitioning from a clinician to a faculty role in a 3-year diploma nursing program located in Eastern Pennsylvania. This problem is significant at both the local and national level due to the shortage of qualified nursing faculty members. A qualitative case study design using in-depth interviews was used. The framework to guide the study was Schoening's Nurse Educator Transition (NET) Model. The guiding question addressed perceptions of new nursing faculty members regarding supports and barriers of transitioning to the faculty role. Interview questions focused on participants' identification of their current NET phase, description of an ideal transition into the faculty role, and perceived supports and barriers to role transition. Purposeful sampling was used to obtain 8 new nursing faculty members who had 5 years or less of teaching experience. Interview data were analyzed and coded using a priori codes based on the NET model. The themes identified from data analysis were: being thrown in with no orientation to the role, supportive colleagues, lack of support from administration, formal orientation, assigned resource person, time in the role, and asking questions. Based on findings from the study, an orientation/mentorship program was developed to help support clinical nurses' transition into the nursing faculty role. The orientation/mentorship program could lead to a positive social change by having nursing faculty members remain in their role long term, decreasing both the nursing faculty and registered nurse shortage.
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Chiu, Y. M. "Nurses' attitudes towards computerization." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31972895.
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Lundvall, Johanna, and Kristiansson Martina Björnsdotter. "Nurses attitudes towards euthanasia." Thesis, Ersta Sköndal högskola, Institutionen för vårdvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:esh:diva-1148.
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Bakgrund: Eutanasi är idag förbjudet i de flesta länder, däribland Sverige. Frågan diskuteras ofta och är ett kontroversiellt ämne. Dessa diskussioner förs dock alltjämnt utifrån läkarens perspektiv och sjuksköterskans delaktighet hamnar i skymundan. Syfte: Syftet med föreliggande studie är att belysa sjuksköterskors uppfattning om eutanasi i länder där det tillämpas respektive där det inte tillämpas. Metod: Denna metod är en systematisk litteraturstudie som omfattar 12 artiklar från åren 2000-2011. Analysen har skett med via kodning och kategorisering av artiklarnas text. Katie Erikssons vårdteori har utgjort den teoretiska utgångspunkten för diskussion av resultatet. Resultat: Sjuksköterskor känner en ovisshet i vad eutanasi verkligen innebär. Det vanligaste argumentet mot eutanasi i länder där det är olagligt är att sjuksköterskorna tror att det kan komma att missbrukas samt bli ett alternativ för patienter som känner att de är till belastning för samhället. Oavsett om sjuksköterskorna arbetar i länder där eutanasi är lagligt eller olagligt är de som har en religiös trosuppfattning mer säkra i var de står i eutanasifrågan. De sjuksköterskor som arbetar inom hemsjukvård tenderar att vara mer positivt inställda till eutanasi än sjuksköterskor som arbetar på sjukhus, oberoende av vilket land de arbetar i. Slutsats och diskussion: Oavsett om sjuksköterskorna jobbade i ett land där eutanasi var lagligt eller olagligt var det inte mycket som skiljde sig i deras uppfattning rörande ämnet. Mer information om vad eutanasi innebär skulle kunna bidra till att sjuksköterskor blir bättre rustade och kan förmedla adekvat information till patienten och dess anhöriga, samt känna sig trygga i sin sjuksköterskeroll.
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Linnerud, Siv. "Sickness presenteeism among nurses." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for sosialt arbeid og helsevitenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-21519.
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This thesis is the main product of a Masters degree in Health Science, written by a student at the Department of Social Work and Health Science at Norwegian University of Science and Technology. The thesis discusses sickness presenteeism in general and sickness presenteeism among nurses in particular. Nursing is one of the occupations that are more exposed to sickness presenteeism. Despite this, very little research has yet been done on this correlation – in Norway, almost none. The thesis consists of two articles. The first article presents the concept of sickness presenteeism along with existing theories and research in general and concerning nurses. This is a theoretical article, in which the purpose is to identify why sickness presenteeism is not an ideal situation for nurses and which work-related factors that influence sickness presenteeism among nurses. The research question for this article is “What work-environmental factors have an influence on nurses sickness presenteeisem?” The second article is an empirical article and is done in connection with a survey of nurses’ sickness presenteeism within a Norwegian hospital. The survey examines the connection between sickness presenteeism and the use of substitutes, different working time arrangements and the influence of teamwork. The purpose of this article is to assess how the three work-environmental factors influences nurses’ sickness presenteeism, conducted with the help of three hypotheses. These are: H1: Working-time arrangements have an influence on sickness presenteeism H2: Low extent of using substitutes is related to higher level of sickness presenteeism H3: Good working relationship between co-workers is related to higher level of sickness presenteeism The empirical work for this master’s thesis has been conducted using a quantitative method. This method was chosen based on a desire to investigate the extent, distribution and differences within sickness presenteeism among nurses. A quantitative method gives an opportunity to investigate a larger group of nurses, and obtain results that can also be valid for other nurses. If a qualitative method were to be used, it would not have been possible to collect information from the same number of nurses and the results would most likely not represent nurses in general because of assumed differences between nurses. By using a qualitative method I was also able to compare the results with results from similar studies done in other countries. Still, the quantitative method has little room for a flexible approach to theory, and does not provide information about what might cause the sickness presenteeism. I still found this method to be the most suitable for what I wanted to achieve in this master’s thesis. A survey based on questions used by other researchers with an interest in the same field, was used to collect data. Using questions that others had already used made the results easier to compare, and also acted as some kind of quality control to the questions I first developed. The choices made concerning the survey, items and analysis is further described in chapter 2.0 Method of my empirical article. The strength and limitations of the method is discussed in chapter 4.1 Strengths and limitations of that same article.
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Chiu, Y. M., and 招以文. "Nurses' attitudes towards computerization." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31972895.
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Cole, Bettina Dawn. "Nurses' attitudes toward caring." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1041915.
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The purpose of this study was to examine registered nurses' attitudes toward caring. The instrument used to measure nurses' attitudes was the Nyberg Caring Assessment Scale. The tool consists of a set of twenty statements asked four times to establish: a) ideal caring; b) actual caring; c) supervisor caring; and d) caring five years ago. A convenience sample of sixty three registered nurses from one midwestern hospital was used for this study. The surveyed registered nurses exhibited positive attitudes toward caring in today's cost containment healthcare system. There were significant correlation coefficients among the four sub-scales of caring. Results of this study have implications for nursing practice and nursing education.<br>School of Nursing
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Tszuska, Lucy Ann. "Nurses' attitude toward AIDS /." Staten Island, N.Y. : [s.n.], 1986. http://library.wagner.edu/theses/nursing/1986/thesis_nur_1986_tszus_nurse.pdf.
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Cilione, Kathleen Wynne. "Nurses' attitudes towards seclusion /." Staten Island, N.Y. : [s.n.], 1987. http://library.wagner.edu/theses/nursing/1987/thesis_nur_1987_cilio_nurse.pdf.
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