PubMed · 4488788
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
J M Scott. Nursing projected.. https://pubmed.ncbi.nlm.nih.gov/4488788/
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
Participants on the development programme for newly appointed matrons felt they needed to share their experiences and develop leadership and team0building skills. Personality tests and receiving individual feedback were seen as helpful. The programme is thought to be a valuable tool in integrating these new roles in the trust. The matrons are now in action learning sets.
To ensure that lifelong learning is, and remains, a reality as a vehicle for facilitating continuing professional learning in nursing, certain mechanisms need to be instituted specifically for this purpose. Some of the key organisational facilitators for achieving this include individual performance reviews, Workforce Development Confederations, professional self-regulation, and Investors in People awards. In a study exploring nurses' perceptions of lifelong learning, it emerged that in addition to the organisational mechanisms that are necessary to achieve this aspiration, there are also various non-organisational or informal factors at work that enable nurses to initiate and continue professional learning. It seems that substantial informal teaching, learning and facilitation of learning occur through work-based contacts with other healthcare professionals, and this is complemented by support from non-healthcare related other significant individuals. These factors seem to constitute the notion of human and social capital (HSC), which is a concept that has been implicated as a significant instigator or enabler of professional learning. This paper examines these non-organisational factors, clarifies the meanings and roles of human capital and social capital in healthcare, and discusses their implications for lifelong learning in nursing. The analysis is supported by findings from a qualitative study, which comprised of 27 semi-structured individual interviews and two focus groups with RNs on D grade and above.
Healthcare staff with the duty to perform CPR should also be capable of using an automated external defibrillator (AED). We investigate whether nurses and physiotherapists can use an AED without prior training. Subjects were tested on a manikin during a cardiac arrest scenario. All 15 untrained subjects could deliver a shock with an AED in 68.8+/-29.2 s (time+/-S.D., range, 40-169 s). Most failed to position the pads correctly (53%) or follow correct safety procedures (67%). After a standardised training session, the time to deliver a shock improved significantly to 48.5+/-5.5 s (range, 41-61 s, P<0.01) and all subjects placed the pads correctly and followed a safe defibrillation procedure. This study shows that nurses and physiotherapists, with no previous AED training, can deliver a shock with an AED. Training improves speed of shock delivery, correct pad placement and safety. This study suggests that it is feasible to train healthcare professionals to use an AED with relatively little training. This should allow rapid deployment of AEDs in those areas of the hospital where cardiac arrests are infrequent and staff do not have rhythm recognition skills.