Nurse Education in Practice - Articles in Press

Maintaining practice: Challenges for nurse educators? - Corrected Proof

Julie Wray, Karen Wild — 2010-08-23

This editorial focuses on the experience of two nurse lecturers in the UK who undertook a week’s experience within an NHS practice setting. These practice exposures had a profound effect on each author, and as such in this editorial we discuss our experience of being in practice and doing nursing in the context of meeting the regulatory body Nursing and Midwifery Council (NMC) requirements. In addition we consider ways of updating the self and reflecting upon our experiences, as well as stimulating a debate.

Implementing a clinical competency assessment model that promotes critical reflection and ensures nursing graduates’ readiness for professional practice - Corrected Proof

Tracy Levett-Jones, Jean Gersbach, Carol Arthur, Jan Roche — 2010-08-20

Abstract: Aim: This paper describes the design, implementation and evaluation of the Structured Observation and Assessment of Practice (SOAP), a model used to assess third year undergraduate nursing students’ clinical competence.Background: Competence is a complex concept that is difficult to define and measure. The assessment of nursing students’ clinical competence has confronted universities with problems of validity, reliability, subjectivity and bias for many years. This presents particular problems in nursing as patient outcomes may be compromised by incompetent practice. Too often assessments of nursing students’ competence comprise brief assessments of psychomotor skills, vague global assessment of generic skills/attributes or assessments undertaken in simulated laboratory settings rather than the real world of practice.Methods: The Structured Observation and Assessment of Practice (SOAP), is a full day holistic practice-driven clinical competence assessment approach that motivates nursing students’ learning, promotes critical reflection and confirms graduates’ readiness for professional practice. This model was introduced in 2004 and since then 1031 students have been assessed. Quantitative and qualitative data has been collected via an anonymous online evaluation.Results: Survey results have been statistically analysed using The Statistical Package for the Social Sciences (SPSS) (Version 13) with exploratory factor analysis employed to ascertain construct validity. This paper will report on the four components that showed acceptable factor loadings and that together accounted for 77.65 per cent of the variance: perceived learning outcomes, consistency with general clinical performance, quality of assessors, and anxiety/stress impact.Conclusion: The results of the SOAP approach supports the premise that quality clinical assessment requires nursing students’ exposure to complex challenges undertaken in authentic clinical contexts, observed by registered nurses who are trained as assessors and have a strong educational and clinical background.

What is in a name? Nursing education and human rights legislation - Corrected Proof

Bernie Garrett — 2010-08-06

In North American nurse education, there is a trend in increasing human rights legislation (), and these practices are now having an increasing impact on nursing education. This would seem an area where the scrutiny of archaic and discriminatory practices should be welcomed. However, some more recent policy implementations seem to exemplify increasingly restrictive practices that are more likely to reduce the quality of education, and consequently affect public healthcare negatively.

Corrected Proof

Sarah Ratcliffe — 2010-07-26

This is a quick reference guide that considers a myriad of complementary and alternative therapies (CAMs). Therapies covered range from the more well-known acupuncture and herbal therapy, to the less well recognised, animal assisted therapies. The book is intended for all health care professionals, and briefly ascertains what the intervention is, what it does, if there are any contraindications, precautions and interactions.

Teaching on spiritual care: The perceived impact on qualified nurses - Corrected Proof

Donia R. Baldacchino — 2010-07-26

Abstract: This study unit as part of the Continuing Professional Development (CPD) programme aimed at reviving the spiritual dimension in nursing care. This paper discusses the perceived impact of the study unit Spiritual Coping in Illness and Care on qualified nurses. The paucity of literature demonstrates some benefits perceived by the learners namely, clarification of the concepts of spirituality and spiritual care, self-awareness of personal spirituality and their current clinical practice which neglects the spiritual dimension. The ASSET model [Narayanasamy, A., 1999. ASSET: a model for actioning spirituality and spiritual care education and training in nursing. Nurse Education Today 19, 274–285] guided the teaching of this study unit. The nature of this study unit demanded an exploratory method of teaching to encourage the nurses to be active participants. Qualitative data were collected by a self-administered questionnaire from the three cohort groups of qualified nurses who undertook this study unit in 2003–2004 (A: n=33), 2004–2005 (B: n=35) and 2006–2007 (C: n=35).Learners found the study unit as a resource for updating their knowledge on spirituality in care and increased self-awareness of their own spirituality and nursing care. They acknowledged their role as change agents in order to implement holistic care in collaboration with the multidisciplinary team. Recommendations were proposed to integrate the spiritual dimension in education and patient care.

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Louise A. McDonnell — 2010-07-26

This book written by two highly experienced nurse educators, who are also advanced nurse practitioners, provides an excellent resource for nurse educators involved in educational programmes. It presents competency-based nursing education as an innovative model for nurse educators to meet the educational learning outcomes of the student and the organisation. The book is clearly formatted, organised and reader friendly. It is comprised of seven comprehensive chapters which contain informative tables to illustrate pertinent aspects of competency-based nursing education. Following each chapter there is inclusion of practice activities and reflective questions to simulate real-life situations. These guide the reader through the process of implementing a competency-based education programme and assist in stimulating critical engagement within the text. Additional resources such as listed internet websites providing examples of Competency-Based Nursing Educational models are included. References are extensive and largely representative of appropriate and seminal literature.

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Michele Caron Fiorilla — 2010-07-22

I initially found the idea of a student nurse planner, packed with so much information, very appealing. The presentation was pleasing and the content looked very promising. I found as I used the planner, certain aspects were valuable and comprehensive. Much of the information given was relevant for a student before they started their course or placement, and provided useful preparatory information. This was simple to read and only needed to be read once, in order to grasp the content. However this also meant that some of the information contained in the planner quickly became redundant. The purpose of the planner/diary is that it is portable and easy to carry around as a quick reference guide. However I believe that a substantial proportion of the material soon becomes less relevant, and therefore could run the risk of becoming a dead weight in ones bag! This could make the student less likely to carry it on a regular basis.

Corrected Proof

Jan de Vries — 2010-07-20

Evolutionary psychology provides a meta-theoretical approach to psychology which makes use of the principles of evolution to aid in the understanding of psychological phenomena. It is an exciting new field that is of particular interest because it is shedding new light on issues (such as altruism, gender differences and mate selection, to name a few) that have been insufficiently understood within traditional schools of thought in psychology.

An evaluation of using champions to enhance inter-professional learning in the practice setting - Corrected Proof

Alison Kelley, Liz Aston — 2010-07-15

Abstract: The promotion of interprofessional working is a key government target for healthcare professionals. This article outlines one approach to establish inter-professional learning in the practice setting using systems based on current clinical placement allocation of students from a variety of health and social care professions. By utilising current unprofessional support systems for developing the learning environment, inter-professional learning opportunities were created for students. Interprofessional ‘champions’ in a targeted number of placements self selected themselves to participate in a new innovation. These healthcare professionals were given preparation, support and facilitator training. Interprofessional learning opportunities were developed using a variety of formats. Evaluations of the innovation demonstrated the usefulness of this approach for qualified staff as well as for students. A key target of sustainability was achieved and expansion of the initiative has been guaranteed through further funding.

The knowledge and skills of pre-registration masters’ and diploma qualified nurses: A preceptor perspective - Corrected Proof

Jennifer R. Park, Heather Wharrad, Janet Barker, Mary Chapple — 2010-07-15

Abstract: The role of nurse preceptor in the UK functions to support and nurture newly qualified staff during transition to accountable practitioners. Transition is a stressful time for all new staff, whether diplomates or graduates. Preceptors are in a prime position to assess the competence and confidence of new staff, and observe their fitness for practice. Studies show variable evidence concerning the benefit to practice of nurses with degree compared to diploma education. This exploratory study investigated preceptors’ perceptions of differences in the knowledge and skills displayed by staff from a three-year Diploma programme (DNs), and four-year pre-registration Master in Nursing degree (MNs), run by one School of Nursing.In the first months DNs were said to exhibit more confidence in practical skills while MNs showed academic and analytic skills. Although DNs related well to patients, MNs were better able to communicate with professional colleagues. By six months MNs overtook DNs in their overall confidence. Preceptors valued both DNs and MNs for the skill mix they brought to nursing and the benefit of patient care. Further exploration of preceptors’ views would inform education staff and advise preceptors and managers regarding newly qualified nurses.

Overcoming barriers to role transition during an online post LPN to BN program - Corrected Proof

Sherri Melrose, Kathryn Gordon — 2010-07-12

Abstract: Canadian Licensed Practical Nurses continuing their education in an online Bachelor of Nursing program face unique barriers as they transition towards a new and more complex nursing role.This qualitative descriptive study explored Post Licensed Practical Nurse to Bachelor of Nursing (Post LPN to BN) students’ perceptions of their experiences during their education. George psychology of personal constructs, which seeks to understand how individuals perceive the world around them, was the theoretical framework for this three year longitudinal project in which 10 Post LPN to BN students were interviewed at the beginning, middle and end of their program. Transcripts from the interviews were analyzed and three key themes are presented to illustrate barriers that Post LPN to BN students faced and the strategies they implemented to overcame them. First, workplace mentors helped Post LPN to BN students apply their learning. Second, personal learning goals sustained their motivation. Third, time management strategies included terminating full time employment.

A clinical practice teaching and learning observatory: The use of videoconferencing to link theory to practice in nurse education - Corrected Proof

Brenda Rush, Nicki J. Walsh, Colin J. Guy, Heather J. Wharrad — 2010-07-08

Abstract: This paper discusses the implementation and evaluation of an innovative approach using videoconferencing to help student nurses to link theory to practice. A Clinical Practice Teaching and Learning Observatory (CP-TLO) was established to provide a synchronous learning opportunity for students in a university classroom observing and interacting with a specialist nurse, patients and carers in a diabetes clinic. Thirty eight students on a BSc/Diploma in Nursing course in the United Kingdom participated in the project which involved partnership working between lecturers, clinical and management staff, IT personnel and patients and their relatives. Student evaluations described the CP-TLO as an enjoyable and valuable learning experience. It is concluded that whilst the project focussed on nurse education and a diabetes clinic, videoconferencing between clinical placements and a classroom has the potential to strengthen links between theory and practice in other areas of nursing and health and social care professions.

Innovation in learning – An inter-professional approach to improving communication - Corrected Proof

Marion Mitchell, Michele Groves, Charles Mitchell, Judy Batkin — 2010-06-21

Abstract: Inter-professional education (IPE) is recognised as a major way of introducing students in the health professions to the importance of teamwork and communication in the delivery of excellent healthcare. This pilot project evaluated mixed versus single discipline group tutorials of nursing and medical students as a way to promote IPE and understanding of communication. Four tutorial sessions were video-recorded and analysed using a video analysis coding grid. Additional data were drawn from student evaluations and assessment of group participation and were subjected to quantitative and qualitative analysis. The case study as portrayed in the DVD was thought to provide an effective learning tool by both sets of students. Medical students rated the need for mixed group tutorials significantly lower than the nursing students who thought the tutorial activity helped with an appreciation of the importance of communication to effective teamwork. However, medical students in the single discipline group did not understand the nursing role. The resources fostered reflection on student’s own professional role as well as others; however, the importance of communication within the nursing role needs to be recognised by nursing students and curriculum designers.

Evaluating a nursing communication skills training course: The relationships between self-rated ability, satisfaction, and actual performance - Corrected Proof

Barbara A. Mullan, Emily J. Kothe — 2010-06-14

Abstract: Effective communication is a vital component of nursing care, however, nurses often lack the skills to communicate with patients, carers and other health care professionals. Communication skills training programs are frequently used to develop these skills. However, there is a paucity of data on how best to evaluate such courses. The aim of the current study was to evaluate the relationship between student self rating of their own ability and their satisfaction with a nurse training course as compared with an objective measure of communication skills. 209 first year nursing students completed a communication skills program. Both qualitative and quantitative data were collected and associations between measures were investigated. Paired samples t-tests showed significant improvement in self-rated ability over the course of the program. Students generally were very satisfied with the course which was reflected in both qualitative and quantitative measures. However, neither self-rated ability nor satisfaction was significantly correlated with the objective measure of performance, but self-rated ability and satisfaction were highly correlated with one another. The importance of these findings is discussed and implications for nurse education are proposed.

Exchanging expertise, theory and practice at Master’s level healthcare education between Russia and Finland – experiences from an intensive course in St. Petersburg - Corrected Proof

Hanna Hopia, Leena Liimatainen, Natalija Victorovna Turkina, Anton Filenkov — 2010-06-10

Abstract: The aim of this article is to raise discussion on the internationalisation possibilities of master’s students who study while working. The objective of the article is to describe and share experiences on how to make the development of students’ internationalisation competence possible through collaboration with representatives of different cultures during a one-week intensive course. Internationalisation is an essential component in the competence-based curriculum of master’s level social and healthcare education. On the other hand, it has been a difficult task for adult students to enhance their internationalisation competence when they pursue studies alongside work. In addition, internationalisation in master’s level education has been a key feature both in Finland and in Russia. An intensive course is one educational method to share students’ existing professional know-how in an international multi-professional student group and to enable adult students’ mobility. This paper describes a one-week intensive course which was carried out in St. Petersburg, Russia in autumn 2008. The course was evaluated by the adult students and their teachers participating in the course. The intensive course increased the degree of transparency and compatibility between higher education and advanced professional education qualifications gained in postgraduate healthcare education in the partner organisations. It seems that an intensive course is a good pedagogical method for enhancing the internationalisation competence of adult students.

‘The Ward’: A simulation game for nursing students - Corrected Proof

David Stanley, Karen Latimer — 2010-06-10

Abstract: Aim: To evaluate the effectiveness and suitability of ‘The Ward’ as a simulation game to promote and support students’ understanding of decision making, critical thinking and team work in clinical practice situations.Background: Students commonly indicate that there is a ‘gap’ between the theory and practice aspects of their nursing education. Nursing is also a team-based profession requiring collaboration and cooperation that is rarely seem in educational programs. Attempts to address these issues resulted in the development and trial of the simulation game ‘The Ward’.Methods: A qualitative study using a questionnaire (n = 76) and four focus groups.Results: ‘The Ward’ proved to be well received as a learning tool and was enjoyable and effective in addressing learning issues related to clinical skill practice, ward management, nursing practice knowledge, critical thinking, medication knowledge and leadership. It also offered valuable learning in the areas of team work and decision making.Conclusion: ‘The Ward’ was shown to be a very useful simulation exercise that has evaluated well and helped promote the pivotal role of team work for student nurses and bridge the gap between theory and clinical practice in a safe, non-threatening way.

Supporting and supervising district nurse students through patchwork text writing - Corrected Proof

2010-06-09

Abstract: This article reports research and supervision practice experiences of teachers on a community nursing module, assessed by a patchwork text. The nature, relevance and characteristics of support and supervision involve judging use and relevance of story, personal memory and imagery as means of illustrating creativity and self-evaluative questioning interlinked with empirical evidence, research and policy discourses. All of these diverse elements require synthesis by practitioners if they are to demonstrate essential skills of community working, including responding to situational challenges, unpredictability and use of evidence in context. Supervision is characterised less by information provision and more by assisting students to understand connections and significance with the reflective diary assuming a crucial role in helping students appreciate personal and aesthetic dimensions. Challenges for supervisors include allowing students freedom to write in imaginative ways bounded by indexes of quality; and to act as role models, making explicit their own reflecting, open mindedness, connecting and synthesising. Use of an extended epistemology has helped supervisors appraise and value; balancing advice and direction with facilitation; diversity and homogeneity; parts and whole, expression, style and overall coherence. Finally, limitations and negative resource implications are identified and considered.

Participating in a community of practice as a prerequisite for becoming a nurse – Trajectories as final year nursing students - Corrected Proof

Lars Thrysoe, Lise Hounsgaard, Nina Bonderup Dohn, Lis Wagner — 2010-06-07

Abstract: Participating in a community of practice (CoP) is essential for final year nursing students. The article describes the opportunities of student nurses to participate as members of a CoP, and how these opportunities were exploited. Ten students in their final clinical practice were included. Empirical data were generated through participant observation and individual interviews, focusing on the participants’ interaction with the staff and were analysed within a phenomenological-hermeneutic framework.The results showed that the students were to a greater or lesser extent participatory in the CoP, depending on what both the students and the members of the staff did to make participation possible.The conclusion is that the students’ participation is strengthened by the students and nurses showing interest in getting to know each other professionally and socially and by the students having the opportunity to contribute their knowledge. There must be an awareness of the unfortunate consequence of formalisation of learning in practice which can create a distancing learning space in the informal learning landscape by drawing students out of active participation in community of practice.Depending on the extent to which these aspects are present, participation can become an essential factor in the clinical phase of nursing education.

Midwifery students’ demographic characteristics and the effect of clinical education on preparation for professional life in Turkey - Corrected Proof

Saadet Yazıcı — 2010-06-07

Abstract: This descriptive study was planned for the purpose of evaluating the effect of clinical education at Istanbul University Bakırköy School of Health, Midwifery Division, on the preparation of senior midwifery students for their professional lives.The sample comprised a total of 230 students in the final year of midwifery school who agreed to participate in the research during the academic years 2003–2004, 2004–2005, 2005–2006, and 2006–2007. Data was collected with a 27-item questionnaire prepared by the researcher. Percentages, Fischer and Chi-square tests were used in the data analysis.According to the research findings, the majority of the students had graduated from high school (78.7%) and lived together with their families (52.2%). The majority of the students thought that the choices for clinical areas were appropriate (51/3%), wanted the internship in their last year to continue (92.2%) and thought that having clinical education on night shifts was beneficial (77.4%). There were statistically significant differences in students’ opinions about internship according to the Fisher and Chi-square tests.In addition, the students had positive opinions about the integrated clinical practice that was a significant part of their clinical education. Statistically significant differences were determined in their positive opinions according to the Chi square test (X2 = 70; p < 0.001, DF = 6). The students stated that after graduation, they felt they were most prepared to be a ward midwife (80.9%), a ward head midwife (64.3%), and teacher (56.5%). Statistically significant differences were seen in the statements of the students about what they felt prepared to do after graduation according to the Chi square test (X2 =227; p < 0.001, DF = 5).It was determined that the students included in the sample had positive opinions and experiences associated with clinical education and that they stated that they were prepared for the profession of midwifery.

A tailored program of support for culturally and linguistically diverse (CALD) nursing students in a graduate entry Masters of Nursing course: A qualitative evaluation of outcomes - Corrected Proof

Maureen A. Boughton, Lesley E. Halliday, Lynne Brown — 2010-06-01

Abstract: This paper aims to firstly explain why a support program is necessary and describe briefly the support program for culturally and linguistically diverse (CALD) nursing students enrolled in a two year accelerated Master of Nursing program at the Faculty of Nursing and Midwifery, the University of Sydney. Secondly, it aims to address the underpinning pedagogical approach to delivery of the program and finally this paper reports the findings of a qualitative evaluation of the program. The program was introduced in semester 1, 2008 and aimed to facilitate improved student satisfaction by addressing the academic, communication and relational challenges identified as having a significant impact on both CALD students’ academic achievement and their performance on clinical placement. Teaching and support strategies included interactive delivery, activities in small groups and the use of video clips, reflective feedback sessions, and open discussions. An evaluation, based on 13 semi-structured interviews explored the consequences of the program on student satisfaction and to determine whether the student learning experience had been enhanced.

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Lucille Bradfield — 2010-05-31

This is the 4th edition of comprehensive guide for nurses caring for critically ill neonates and their families. This book is a collaboration of three nursing specialty organisations the Association of Women’s Health, Obstetric, and Neonatal Nurses (AWHONN), the American Association of Critical Care Nurses (AACN), and the National Association of Neonatal Nurses (NANN). It is the gold standard for the purpose of neonatal nurse education.

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Louise Daly — 2010-05-31

The third edition of this edited book addresses a number of important topics relating to the organisation and delivery of care for older people in society. As the editors acknowledge, this text does not provide broad coverage of the field, rather its purpose is to address a number of important contemporary topics relation to caring for older people. In so doing, the topics covered are addressed by a number of well regarded leaders with extensive knowledge and experience in the specialty. Importantly, the text promotes a positive view of ageing, while recognising that with extended life expectancy, there is an increased need for flexible health care services that promote autonomy and client choice. The book also emphasises the importance of inter-disciplinary team working underpinned by a person-centred approach to care, which is planned and practiced in partnership with the older person and family/significant others.

Heutagogy: An alternative practice based learning approach - Corrected Proof

John Bhoyrub, John Hurley, Gavin R. Neilson, Mike Ramsay, Margaret Smith — 2010-05-31

Abstract: Education has explored and utilised multiple approaches in attempts to enhance the learning and teaching opportunities available to adult learners. Traditional pedagogy has been both directly and indirectly affected by andragogy and transformational learning, consequently widening our understandings and approaches toward view teaching and learning. Within the context of nurse education, a major challenge has been to effectively apply these educational approaches to the complex, unpredictable and challenging environment of practice based learning. While not offered as a panacea to such challenges, heutagogy is offered in this discussion paper as an emerging and potentially highly congruent educational framework to place around practice based learning. Being an emergent theory its known conceptual underpinnings and possible applications to nurse education need to be explored and theoretically applied. Through placing the adult learner at the foreground of grasping learning opportunities as they unpredictability emerge from a sometimes chaotic environment, heutagogy can be argued as offering the potential to minimise many of the well published difficulties of coordinating practice with faculty teaching and learning.

A framework for clinical teaching: A passion-centered philosophy - Corrected Proof

Shelley Spurr, Jill Bally, Linda Ferguson — 2010-05-31

Abstract: Clinical nurse educators are facing a number of new challenges in pediatric acute care settings that necessitate revisions to their teaching approaches. In this paper, we present a theoretical discussion of a philosophy of nursing education based on a passion for teaching that, when implemented by clinical nursing faculty, promotes positive learning environments in which nursing students feel supported, valued, and engaged. A revised leadership framework, as originally set out by , is utilized to explore the essential philosophical underpinnings of passion that nurse educators may consider as they seek to promote positive student outcomes in clinical nursing education. argued that there is a growing conviction that every teacher needs a carefully formulated teaching philosophy. Similarly, we contend that all clinical nurse educators critically evaluate their understanding of the meanings and experiences that motivate and frame their values of teaching. We suggest that teaching with passion promotes the development of a positive learning environment and lends itself to rewarding and successful learning experiences.

e-Support4U: An evaluation of academic writing skills support in practice - Corrected Proof

Lauren Griffiths, Barbara Nicolls — 2010-05-17

Abstract: The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon’s 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum.

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Janet A. Dewan — 2010-05-03

This volume represents the fourth iteration of the work that has been recognized as the seminal comprehensive text in the field of nurse anesthesia. Nurse Anesthesia fourth edition is revised and appropriately updated from the third edition. Many chapters have been completely rewritten with several important additions. Chapter authors are well-recognized nurse anesthesia educators and practitioners and the work is smoothly edited and easily readable. The text's 54 chapters are sectioned into five units.

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Wendy Sinclair — 2010-05-03

This book aims to provide the pre-registration student nurse with information and activities to assist learning related to decision making in clinical practice. There are nineteen subject areas, such as resuscitation, risk management, nutrition, mobility, medicines and continence and each subject has its own chapter. It is the third edition and as such it has been updated to ensure coverage of a number of key issues that are pertinent in current nursing practice. All subject areas covered are highly relevant for the junior student nurse and contain references for up to date literature that is readily available on the Internet or in print. It is marketed as a core text for pre-registration foundation studies in all branches of nursing.

Continuing professorial development - Corrected Proof

Roger Watson, David R. Thompson — 2010-05-03

Betts’ opening in his recent contribution () to the professors of nursing debate suggests that we are becoming predictable: ‘Yet again’ he says (twice!) and this echoes his ‘not the first time’ in his previous editorial () where he initially responded to our expressed views on the nursing professoriate (). Indeed, as also hinted by Betts, we were remiss not to reply to his first editorial and we are very grateful for his thoughtful, thorough and serious attempts to highlight where we are right and where we are wrong. Betts adds a philosophical dimension to our somewhat pugilistic approach to the issue and puts us to shame by his wide use of sources and his ability to illuminate the issue from an alternative perspective. But does that make him right?

Using the Situated Clinical Decision-Making framework to guide analysis of nurses’ clinical decision-making - Corrected Proof

Mary Gillespie — 2010-03-31

Summary: Nurses’ clinical decision-making is a complex process that holds potential to influence the quality of care provided and patient outcomes. The evolution of nurses’ decision-making that occurs with experience has been well documented. In addition, literature includes numerous strategies and approaches purported to support development of nurses’ clinical decision-making. There has been, however, significantly less attention given to the process of assessing nurses’ clinical decision-making and novice clinical educators are often challenged with knowing how to best support nurses and nursing students in developing their clinical decision-making capacity. The Situated Clinical Decision-Making framework is presented for use by clinical educators: it provides a structured approach to analyzing nursing students’ and novice nurses’ decision-making in clinical nursing practice, assists educators in identifying specific issues within nurses’ clinical decision-making, and guides selection of relevant strategies to support development of clinical decision-making. A series of questions is offered as a guide for clinical educators when assessing nurses’ clinical decision-making. The discussion presents key considerations related to analysis of various decision-making components, including common sources of challenge and errors that may occur within nurses’ clinical decision-making. An exemplar illustrates use of the framework and guiding questions. Implications of this approach for selection of strategies that support development of clinical decision-making are highlighted.

(W)riting across and within: Providing a vehicle for sharing local nursing and midwifery projects and innovation - Corrected Proof

2010-03-04

Summary: Introduction: This paper describes the development and outcomes of a locally-based journal that is contributed to and managed by nurses, midwives and academics within an area health service (AHS) in NSW, Australia.Background: Nurses and midwives are often engaged in scholarly and rigorous activities aimed at improving practice and patient outcomes. However, often these endeavours remain unreported, unpublished and hence not shared for the benefit of others.Reasons given for nurses’ and midwives’ persistent reluctance to publish are well documented in the literature. Lack of expertise and understanding of the publication process, together with lack of confidence and opportunity are the reasons most often cited. To overcome these barriers we developed a local journal called Handover that provides a non-threatening, supportive opportunity for nurses and midwives to develop skills in writing and reviewing articles for publication. Handover was established and is managed by editorial committee members from the area health service and the two local universities. Each institution agreed to co-fund the journal which is published twice yearly. Two editions of the journal have been published with wide ranging content and contributions from across the AHS. Writing mentorship and support systems have been established. Reviewers workshop have been conducted and novice reviewers mentored by experienced reviewers.Conclusion: Our experience indicates that a locally based and owned journal can motivate and support novice writers and offers one solution to many of the barriers to publication identified in the literature.

WITHDRAWN: Kee, J, Hayes E. and McCuistion L (2009) Pharmacology: A Nursing Process Approach, Sixth Edition (and accompanying study guide), Saunders Elsevier, St. Louis - Corrected Proof

Brian Keogh — 2009-08-25

The Publisher regrets that this article is an accidental duplication of a Book Review that has already been published, doi: 10.1016/j.nepr.2009.07.002. The duplicate article has therefore been withdrawn.