PubMed · 11811435
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A Dixon. 2001. Second-level nurse.. https://doi.org/10.1046/j.1440-172x.2001.00327.x
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This paper discusses a research project undertaken by undergraduate nursing students, which includes data collection and provides transferable skills as well as a secure grounding for future research work. There is an expectation that nurse graduates should have research skills, but disagreement about how these skills should be acquired. This paper puts forward the case that undergraduate nurses should have some experience of "hands-on" research for the same reason that they undertake training in clinical skill acquisition, i.e., the skills in question are an essential feature of their role as a nurse. It is further argued that a research project develops transferable skills, which are expected from graduates of any discipline, and are much sought after by employers. In the light of present and future changes in nursing roles such transferable skills would better equip nurses to meet such changing demands in their professional role.
The aim of this study was to explore and describe the everyday lived experiences of registered nurses facilitating supernumerary diploma student nurses in the clinical area. The research question; 'How do registered nurses perceive their role in relation to supernumerary students?' provided the central focus for the study. Using purposive sampling, 10 participants were chosen for the research. Semi-structured interviews were used to collect the data. The themes that emerged from the data are 'supernumerary status', 'facilitating students', 'rewarding experience', 'student interest', 'the diploma programme' and 'issues in nurse education'. The findings revealed positive and negative experiences of facilitating supernumerary students. Since the diploma programme of pre-registration nurse education was in its inaugural stages in Ireland at the time of this study, a foundation for further research is established. The conclusion indicates that facilitating supernumerary student nurses at diploma level can be a complex phenomenon for registered nurses.
BACKGROUND: Critical thinking and reasoning take many forms; however, a problem-orientation remains the favoured approach in health care. PURPOSE: This paper considers the effects of a problem-orientation and argues that a solution-orientation fits nursing's interests more closely and represents an exciting way forward in both education and practice. DISCUSSION: Whilst a problem-focus is criticized by some, it remains largely unchallenged as the guiding light for nursing practice. A major reason is that the problem focused approach has strong cultural roots. It is deeply embedded in our thinking, and has become taken-for-granted and not often recognized or debated. Whilst problem-solving has an important place in helping to diagnose disorder and overcome difficulties, nursing needs to move beyond its borders because the role also concerns problem-free issues such as health and well-being. Creativity, imagination and focusing on strengths not problems are also important cognitive processes. CONCLUSION: A problem-orientated approach in nursing has had a constraining rather than enabling influence. By refocusing on a solution-focused approach, we could show how we are different from medicine, and how we aim to do nursing differently through using skills such as engagement, resilience-building, community development, primary health care and health education.