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Biomedical subjects

Barbara Jo Foley

Publications and source records attributed to Barbara Jo Foley.

5 recordsLinked to original sources

Characteristics of nurses and hospital work environments that foster satisfaction and clinical expertise.

OBJECTIVE: The purpose of this aspect of a larger study was to describe characteristics of nurses and their work environment at two military hospitals. BACKGROUND: Few studies have explored characteristics among nurses who practice in military hospitals. There is reason to believe that differences exist between nurses who work in military and civilian hospitals, some of which are required educational level, leadership experience, officer status, and career development opportunities. METHODS: A descriptive design was used to address how military and civilian nurses who work in military hospitals describe their autonomy, control over practice, nurse-physician collaboration, and clinical expertise and what relationships exist among these variables. RESULTS: Scores on autonomy, control over practice, and nurse-physician relationships all were above midpoint for all respondents as a group, indicating positive work environments in both of the military hospitals studied. Scores from the clinical expertise instrument were well above midpoint, indicating a desirable level of clinical expertise. These findings all reflect favorably on the military hospital work environment. CONCLUSIONS/IMPLICATIONS: This information will help to make a case for instituting or preserving those nursing processes that are effective and for identifying and working to change nursing processes that are not effective. Nurses will benefit by having a more collaborative work environment.

Adult↗

How nurses learn advocacy.

PURPOSE: To describe how nurses develop the skill of advocating for patients. DESIGN & METHODS: Hermeneutic phenomenological research methods. Both reserve and active U.S. Army nurses who cared for patients associated with the military operation in Bosnia were individually interviewed to gain an understanding of their experiences of advocating for patients and how they developed their advocating practices. FINDINGS: The constitutive pattern identified was Developing Advocating Practices. The themes comprising this constitutive pattern were Who I Am, Watching Other Nurses Interact with Patients, and Gaining Confidence. CONCLUSIONS: For the nurses in this study, developing advocating practices was more haphazard and situationally dependent than methodically taught in their nursing education programs. Nurses would have a stronger foundation in advocacy in nurse educators consciously teach advocacy and if nurse administrators support new graduates' advocacy in the work environment.

Adult↗

Development of a model of moral distress in military nursing.

The purpose of this article is to describe the development of a model of moral distress in military nursing. The model evolved through an analysis of the moral distress and military nursing literature, and the analysis of interview data obtained from US Army Nurse Corps officers (n = 13). Stories of moral distress (n = 10) given by the interview participants identified the process of the moral distress experience among military nurses and the dimensions of the military nursing moral distress phenomenon. Models of both the process of military nursing moral distress and the phenomenon itself are proposed. Recommendations are made for the use of the military nursing moral distress models in future research studies and in interventions to ameliorate the experience of moral distress in crisis military deployments.

Adaptation, Psychological↗

Determining nursing faculty development needs.

Although faculty members often come to a university school of nursing with little or no experience in teaching, research, or other forms of scholarship, few schools of nursing have a comprehensive, formalized faculty development program. In considering the need to find and retain the best faculty in this competitive market, the University of North Carolina at Chapel Hill School of Nursing appointed a task force to develop a formal faculty development program for the School. After reviewing the literature and contacting 24 schools of nursing, the task force concluded that most do not offer a systematic approach to faculty development. The task force developed and distributed a needs assessment and received responses from 53% of the faculty. Based on the needs assessment the task force made eight recommendations to the faculty for an ongoing, comprehensive faculty development program.

Curriculum↗

Being refreshed: evaluation of a nurse refresher course.

In light of the current nursing shortage, registered nurses who have been away from clinical practice are a valuable resource. This article examines the effectiveness of a structured nurse refresher course to return nurses to employment and to prepare them for effective clinical practice. This course was successful in returning 78% (n = 37) of the survey respondents to nursing employment and was found to be highly effective in preparing these nurses in the six areas included in the course. This refresher course may serve as a model for the development of more structured refresher courses for inactive nurses.

Attitude of Health Personnel↗