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PubMedDate not supplied

Who's who in nursing: bringing clarity to the doctor of nursing practice.

Advanced practice nurses across the country are informally learning expanded skills and are assuming significant autonomy. The growing complexity and acuity of care, the aging of the US population, and the dwindling number of primary care physicians all contribute to the need for increased knowledge and practice competency. A formal and standardized educational process leading to a doctoral degree is essential for quality assurance, to clarify and validate authority/responsibility, and to recognize and identify these practitioners. The Doctor of Nursing Practice (DrNP) degree will formalize the acquisition of the knowledge and skills necessary for fully accountable and broader scope clinical nursing practice.

Clinical Competence↗
PubMed1998

Telephone triage of acute illness by a practice nurse in general practice: outcomes of care.

BACKGROUND: Telephone working is an increasingly important way of managing general practice workload, particularly out of hours. The role of telephone triage, however, in managing acute consultations during the day has not been adequately researched. AIM: To determine the impact of telephone triage, conducted by a practice nurse, on the management of same day consultations in a general practice. METHOD: A general practice of 11,300 patients in South Tyneside collected prospective telephone and surgery consultation data over three months. Patient satisfaction, for those who had received only telephone advice, was measured using a postal questionnaire. Four outcomes were measured: changes in doctor and nurse workload; repeat consultations with the same problem; prescriptions issued; and patient satisfaction with the service. RESULTS: In three months, 1263 consultations were recorded. Doctor workload fell by 54%, from 1522 to 664 consultations, compared with the previous three months. A total of 325 (26%) telephone requests to see the doctor were managed by the nurse on the telephone without them visiting the surgery. Also, 273 (21%) patients saw the nurse in the surgery, 565 (45%) saw the doctor in the surgery, and 99 (8%) saw the doctor and the nurse in the surgery. The response rate to the postal questionnaire was 192/271 (71%); 154 (88%) were satisfied with nurse telephone advice. CONCLUSIONS: Telephone triage, by a practice nurse, of patients who wish to see the doctor on the same day, reduced doctor workload. This was a service that patients liked.

Family Practice↗
PubMedDate not supplied

[Transcultural adaptation of a translation into Portuguese of terms included in the International Classification for Nursing Practice and identified in the Classification of Nursing Practice in Community Health Project].

The nursing classification systems have contributed to delimit our professional domain, by identifying concepts that are part of our professional language, and by promoting the knowledge concerning those concepts meanings. In this work, the authors report the process of transcultural adaptation of 145 terms (or concepts) identified in the CIPESC project and already included in the axis Focus of nursing practice of the Nursing Phenomena Classification/ICNP--Beta version. The process of transcultural adaptation was done through the comparison of the translation of those 145 terms into the Portuguese of Brazil with the translation of the same terms into the Portuguese of Portugal, taking the original text in English as the basis of comparison.

Culture↗
PubMed1994

The role and self-perceived training needs of nurses employed in general practice: observations from a national census of practice nurses in England and Wales.

This paper outlines the results of a national census of practice nurses in England and Wales. It not only shows that the numbers of practice nurses have increased dramatically in recent years but also demonstrates how their role has evolved. Many practice nurses are now involved in health promotion, and home visiting, as well as advice and counselling. The findings also indicate that many practice nurses express a need for training. Continuing education for practice nurses is important in ensuring practice nurses are fully qualified and trained for the tasks they undertake. In addition, it also enables them to develop their role and work alongside other community health professionals.

Adult↗
PubMed1988

Nurse administration of sleep medication: a comparison of registered nurses and licensed practical nurses.

This study examines differences in the administration of PRN (pro re nata or give "as needed") sleep medication between licensed practical nurses and registered nurses working in long-term care facilities. Work characteristics, characteristics of the residents cared for, and the extent of orders and administration of PRN sleep medications were similar in the two groups. No significant differences in the administration of PRN sleep medication were found.

Adult↗
PubMed1996

The role of the practice nurse in primary health care: managing and supervising the practice nurse resource.

This paper, by drawing on material from a qualitative study funded by the Department of Health and Welsh Office, examines the supervision and management of the practice nurse in general practice. In doing so it explores the perspectives of practice nurses, the GPs who employ them, representatives from FHSAs, those responsible for commissioning community nursing services, and managers of community nursing provider units. Within this context the paper explores the nature of the supervisory relationship between GP and practice nurse, and the wider role of the FHSA, commissioners of community nursing services and managers of community nursing provider units.

Community Health Nursing↗
PubMed1994

Differentiated competencies for nursing practice. American Organization of Nurse Executives.

Rather than continue to focus on the location of nursing practice, nursing must crystallize the competencies of practice at differing levels. In today's era of reform, nurses must be prepared to care for patients both across the continuum of care (i.e., throughout the life-span and with a seamless continuity (i.e., within the multiple healthcare delivery settings of networks). The work of the joint AACN-AONE task force will help clarify who is best prepared to work where and with what types of patients. It also will facilitate practical use of the nursing education system to prepare appropriate numbers and types of nursing caregivers.

Clinical Competence↗
PubMed2001

Occupational factors contributing to low self-esteem in registered nurses and licensed practical nurses: a multivariate analysis.

The present study examines job-related factors leading to low self-esteem in nurses. The lowering of self-esteem suggests that such nurses had difficulty in fully accepting themselves and their circumstances. Subjects were registered nurses (RN) and licensed practical nurses (LPN) at hospitals, and unemployed registered nurses (UEN) seeking employment. Questionnaires were provided at 53 hospitals and a Nurse Bank in Kanagawa Prefecture. The responses of 552 RN, 146 LPN and 433 UEN were analyzed. Questions were asked about personal life, past or present nursing experience, working conditions, nursing skills, satisfaction with work performance and self-esteem. Factors giving rise to low self-esteem were determined using logistic regression analysis and logistic discriminant analysis. Employment status and qualifications were determined to be the most important factors determining the self-esteem of nurses. The next most important factors were 'a limited number of years of experience (less than five years)' and 'dissatisfaction with discretion and responsibility as a nurse' (P < 0.01). Adjusted odds ratio for a reduction in self-esteem for LPN was 4.07 times higher than for UEN, and 2.2 times higher than for RN by logistic regression analysis. LPN are treated as unskilled workers, and thus significant differences were apparent in their performance of certain job tasks. These differences were analyzed using discriminant analysis, and were referred to as follows, 1: Advanced assessment skills, 2: Advanced technical skills, 3: Advanced communication skills, and 4: Nursing plan and documentation (positive discrimination rate was 70.8%). Job dissatisfaction is closely associated with the level of professional training. Continuous education and a feedback system for various levels of nurses are needed.

Adult↗
PubMed2006

[The preparatory education of electronic patient record for nursing students before practical nursing training].

Preparatory education has been provided for both nursing students and teachers to understand the electronic patient record (EPR) since 2004 when EPR was introduced to the hospitals where students are allocated to undertake their work experience. First, the training and management board contacted our medical information department for an appointment and sent us a working group. They taught the nursing training staff how to use EPR and how to assign students to the proper patient record in the EPR system. Second, as preparatory education for the students, they explained the procedure for the use of EPR and the protection of personal information. Students practiced with training in the EPR system, focusing on the functions which are used frequently in practical tasks. As a result of this preparatory education, students understood the protection of personal information very well, although their understanding of the operation and management of the equipment was relatively poor and adversely affected their practice. We need to review our education contents more often. We also need to examine the present state of understanding of EPR and the problems of teaching in practical nursing training.

Curriculum↗
PubMed1994

Guilt and nursing practice: implications for nurse education and the climate of care.

This paper considers the influence of guilt within nursing practice. The author draws on her experience as a nurse tutor to show how guilt has implications for the well-being of both nurses and patients. It is suggested that nurses' experience of guilt, and the fear that they may be considered guilty, are indicative of a moral climate that rests predominantly upon rules. While rules fulfil a requirement for professional and organizational accountability, they need not be perceived as statements about the trustworthiness of nurses, or as a disciplinary threat. Nurses need to feel trusted to bring judgement to their practice.

Education, Nursing↗