Abstract Introduction: Clinical supervision is a process that involves a professional relationship in which the supervisor facilitates the development of the supervisee, helps them to critically ...reflect on their practice, behaviors and decisions, provides opportunities for learning, support and professional guidance. Objetive: To understand the representations of nurses in primary health care about clinical supervision in nursing. Methods: Qualitative, exploratory study. 42 nurses from three health centres in the northern region of Portugal participated. Data collection through semi-structured interviews and analysis performed according to the principles of the Grounded Theory method using software Nvivo10®. Results: From the analysis the domain “Clinical supervision as a process” emerged from which three categories were identified: “Professional training and development”; “Interaction and relationship”; and “Assurance of the quality and safety of care”. These categories comprised 10 subcategories. Conclusion: We found that the nurses’ representations are in line with the conceptions of clinical supervision expressed in the scientific evidence, namely, that they are paralleled in elements of the educational, restorative and normative functions.
Aims and objectives
To examine the factors that impact on students' implementation of clinical skills in the practice setting. This was a part of a larger exploration into the role of the Clinical ...Skills Laboratory in preparing student nurses for clinical practice.
Background
It is already known that students can experience reality shock on clinical placement and that staff support is crucial for their adaptation to the environment. This process is similar to socialisation theory whereby the newcomer adapts to the workplace.
Design
A multiple case study design (n = 5) was used.
Methods
Data were collected using semi‐structured interviews (n = 43) and non‐participant observation of students implementing skills in clinical practice.
Results
Findings revealed the factors that could facilitate students' implementation of clinical skills were as follows: provision of learning opportunities, staff support and supervision, and students' confidence. Factors that hindered students were reality shock, ‘the gap’ in how skills were taught in the higher education institutions and the clinical setting, and missed learning opportunities. Support from peers in the clinical area and having previous experience of working as a health care assistant, or similar, were the factors that could either positively or negatively impact on students.
Conclusions
Students need to be adequately prepared for the real‐life clinical environment. Understanding, through socialisation theory, how students adapt to the workplace can facilitate this process. Facilitating students' learning includes supporting them, developing their confidence and ensuring that they have prior exposure to undertaking clinical skills.
Relevance to practice
Staff working with students in clinical practice can help facilitate students’ learning and implementing of clinical skills through an understanding of how students adapt and ‘fit in’ to their working environment.
PURPOSETo analyze the job of nursing unit managers working at women's hospital, using DACUM (developing a curriculum), DACUM is a method for analyzing job-focused competency. METHODSThis study ...involved a descriptive survey. A DACUM workshop was held to define women's hospital nursing unit managers' role and identify their duties and tasks. For the workshop, a committee was formed consisting of 5 women's hospital nursing unit managers. Finally, after validation, the developed contents were made into a survey asking about nursing unit manager's duties and tasks. RESULTSSixteen duties and 83 tasks were identified on the DACUM chart. The importance, difficulty, and frequency of the tasks were ranked in terms of A, B, and C, with A being the highest degree. Eight tasks received A's all in importance, difficulty, and frequency of performance. The 8 tasks were: 'taking over', 'taking care of seriously ill patients on handover', 'ward rounding', 'analyzing and resolving demands identified during handover and patient tour', 'reporting patient status during rounding', 'promoting breast-feeding', 'uterine contraction, and training for breast-feeding'. The duty with the biggest determinant coefficient (DC) was 'patients complaint management' (DC=7.09). Based on tasks, the one with the biggest DC was 'solving patient and patient guardian's complaints' (DC=7.53), followed by 'making infection control guidelines' (DC=7.5). CONCLUSIONWhen expanding the nursing staff of the hospital, women's hospitals nursing unit managers also need to use administrative functions as intermediaries to focus on the operation management of the entire hospital rather than direct nursing to suit their role.
The Nurse-Patient Assignment Allen, Stephanie B.
The Journal of nursing administration,
2015-December, Letnik:
45, Številka:
12
Journal Article
Recenzirano
OBJECTIVE:Identify purposes and decision factors of the nurse-patient assignment process.
BACKGROUND:Nurse-patient assignments can positively impact patient, nurse, and environmental outcomes.
...METHODS:This was an exploratory study involving interviews with 14 charge nurses from 11 different nursing units in 1 community hospital.
RESULTS:Charge nurses identified 14 purposes and 17 decision factors of the nurse-patient assignment process.
CONCLUSIONS:The nurse-patient assignment is a complex process driven by the patient, nurse, and environment. Further study is needed to identify factors linked to patient safety, nurse, and environmental outcomes.
This research study was designed to analyze the impact of an evidence-based charge nurse (CN) education program on novice and experienced CNs' self-confidence and satisfaction with the role, skill ...competencies, and nursing metrics.
Charge nurses are critical to effective daily unit operations. However, executive nursing leadership found that unit performance varied by CN despite experience.
University faculty partnering with nurse leaders developed an evidence-based CN education program including a series of classes, coaching in skills and role responsibilities by nurse leaders, and evaluation of skills competencies before and after the CN education program.
The CN program was associated with significant positive changes in CN performance, nurse-specific metrics, hospital-acquired events, and patient satisfaction.
Interventions targeting frontline leaders positively impact CN performance.
ABSTRACT
Objectives: Despite a growing interest in evidence‐based practice (EBP), the implementation into clinical practice of knowledge derived from research has proved to be a cumbersome process. ...Additionally, the literature seems to present a fragmented picture with research mainly focusing on a few factors of possible importance, among which leadership appears to be one of the more important. Thus, this study aimed to systematically review the literature regarding leadership and its possible influence on the process of implementing EBP.
Approach: A literature review was conducted. Electronic database searches were conducted to identify studies on leadership, administrators, managers, implementation, evidence‐based and nursing. The search identified 43 potentially relevant papers, of which 36 were excluded after an appraisal was performed by two independent reviewers. Results were extracted and synthesised into a narrative text.
Findings: Seven papers were included in the literature review. The findings can be divided into three major areas: (1) characteristics of the leader, (2) characteristics of the organisation and (3) characteristics of the culture. Our findings indicate that leadership is vital for the process of implementing EBP in nursing and also highlights the possible importance of the organisation and the culture in which the leader operates. These factors together with their characteristics were interpreted to be intrinsic in the creation of a nursing milieu that is open and responsive to the implementation of EBP.
Conclusions: Although there seems to be scholarly agreement that leadership is a vital part of the process of implementing EBP, more rigorous research is needed concerning the possible role of the leader. Our findings also indicate that leadership cannot be studied in isolation or without being clearly defined.
This practical, how-to guide will help leaders and educators handle change in healthcare by expanding their existing knowledge, exploring new tools and solutions in different ways, and developing ...innovation competencies. The Innovation Handbook will act as a hands-on guide to really provide practicality and put innovation into practice.
IntroductionThe charge nurse (CN) holds a position in clinical-administrative management and is essential for improving the quality and safety of care in healthcare institutions. The position ...requires five essential skills: leadership; interpersonal communication; clinical-administrative caring; problem solving; and knowledge and understanding of the work environment. The scientific literature has not widely examined the importance of providing these skills as part of initial training, nor when CNs begin their duties. This study aims to fill this gap through an exhaustive review of the literature with the aim of developing standardised training for the CN when they start in their position.Methods and analysisA scoping review using the Joanna Briggs Institute framework will be conducted. The CINAHL, MEDLINE, Science Direct and Cairn, databases as well as grey literature from ProQuest dissertations and thesis global database, Google Scholar and the website of the Order of Nurses of Quebec will be queried using keywords. Relevant literature in French and English, published between 2000 and 2022 will be retained. The CN is the target population. Outcomes address at least one of the five CN skills, describe how they are operationalised and what their impact is on the organisation of work and quality of care. This analysis will identify essential and relevant elements for the development of standardised, up-to-date and appropriate training for the position of CN.Ethics and disseminationEthical approval is not required, as data does not include individual patient data. The results will be published in peer-reviewed journals, presented at conferences and presented to nursing managers and directors.Scoping review registrationResearch Registry ID: researchregistry7030.
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