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Social and professional influences of the technology of electronic fetal monitoring on obstetrical nursing.

Electronic fetal monitoring (EFM) is one example of a biomedical technology that rapidly diffused from an experimental innovation into a standard medical practice. First developed in the 1950s, EFM became commercially available in the early 1970s and quickly transformed intrapartum obstetrical practice. Assessments and interventions, which practitioners had previously based primarily on laboring women's subjective reports of bodily sensations, were now being based on quantifiable objective data from uterine activity and fetal heart rate transducers. Despite concerns of over-medicalization of the natural event of birth, iatrogenesis related to the increased incidence of operative deliveries, and escalating costs, EFM became widely accepted as routine and necessary by both practitioners and patients. By presenting the confident expectations and cautious reservations of various practitioners and patients to EFM, this article explores the rapid diffusion of EFM within the social context of the 1970s. A special focus is given to the perspective of intrapartum obstetrical nurses, because they have been the primary users of this perinatal technology since its introduction.

Diffusion of Innovation↗

A matter of extinction or distinction.

In view of fiscal constraints and the increasingly technical environments of health care, the essential and unique contributions of all health care providers, including nurses, are being challenged. This article examines current challenges to the role of nurses and the future of nursing as a unique discipline. As the work of nurses becomes increasingly defined by the technologies of care, what will distinguish nursing from other disciplines and nurses from other care providers? Can nurses lay claim to uniqueness in their knowledge base, technical competencies, and caring behaviors? Other types of workers are increasingly rendering elements of clinical care traditionally provided by nurses. As we move into the next millennium, will nursing become extinct or distinct as a health care profession?

Attitude to Health↗

Leadership-scholarship integration: using the Neuman systems model for 21st-century professional nursing practice.

This article describes leadership and scholarship from the Neuman systems model as requisite for a true practice model necessary for 21st-century scientific professional nursing. A rationale for the integration of leadership and scholarship is provided along with markers to guide the leadership-scholarship protocol, which can be viewed as a scholarly research process. An example from a community nursing center demonstrating the application of the integration of leadership-scholarship is presented to support the proposed integration.

Aged↗

Nursing: whose discipline is it anyway?

Nursing is variously described as a profession, a discipline, an occupation. The meanings we assign to such words and the expectations, demands, and responsibilities that each reveals to and/or exacts from those of us privileged to call ourselves registered nurse provides a splendid arena for viewing the struggle of nursing as an intellectual endeavor embedded in its own distinctive knowledge base, experiences, purposes, and values. Currently, pressure exerted within and without nursing to adopt the self-limiting potential and subordinated position that a professional discipline orientation and applied degree education confer on nursing is mounting. This article examines the relationships among historical events, contemporary influences, and confounding definitions that are integral to how we choose to guide and shape the evolution of nursing scholarship, practice, and education. The authors contend that the full significance of these relationships must be appreciated if nursing is to advance as a scholarly academic discipline and practice profession.

British Columbia↗

Advanced practice nursing and conceptual models of nursing.

This column focuses on advanced practice nursing. A definition and central competency of advanced practice are given and four roles assumed by advanced practice nurses are identified. Questions related primarily to the advanced practice role of nurse practitioner are raised. Two nurse scholars who teach and practice discuss their experiences as advanced practice nurses, with an emphasis on the importance of using a conceptual model of nursing as a guide for their practice.

Attitude of Health Personnel↗

Nursing theory and practice: connecting the dots.

The authors propose connecting the dots among theory, practice, and research by adopting an expanded conceptual-theoretical-empirical structure of nursing knowledge and matrix process to guide the placement of nursing knowledge in a contextual whole. An overview of the theoretical journey of nursing knowledge development is contrasted with the journey from practice resulting in a theory-practice disconnect. Both approaches are united to present an integrated view of the dimensions of the knowledge development of nursing as a professional discipline.

Concept Formation↗

Breaking the rules of the game: Ethical implications for nursing practice and education.

Rules in games are fundamental to the ethics of practice. Rules provide a context or space where a game is defined and played. Throughout human life, games may be formalized with written and unwritten rules. Imaginations may be sparked in the creative structuring of new, informal games. Formal and informal rules can serve to provide direction for what may be viewed as decorum and appropriate behavior with professional groups. In this column, the author illuminates possible ethical meanings for rule-making and breaking with implications for nursing practice and education from a nursing theoretical perspective.

Cooperative Behavior↗

Professional codes: an exercise in tokenism?

The paper questions the effectiveness of the United Kingdom Central Council's (UKCC's) Code of Professional Conduct upon the moral climate of nursing. It challenges the claim that the empowerment of nurses is significantly enhanced by the Code or that it necessarily makes them more accountable for their practice. The position is taken that the Code, in the absence of an effective support network for whistle-blowers, places an unreasonable burden upon nurses in its exhortations to report unprofessional conduct. The paper acknowledges the need to retain the Code, but with more modest claims being made concerning its empowering qualities. It is argued that unless more attention is focused on ways to support potential whistle-blowers, the Code will come to be seen as an irrelevance.

Codes of Ethics↗

Moral problems among Dutch nurses: a survey.

This article reports on a survey of the moral problems that Dutch nurses experience during their everyday practice. A questionnaire was developed, based on published literature, panel discussions, in-depth interviews and participation observations. The instrument was tested in a pilot study and proved to be useful. A total of 2122 questionnaires were sent to 91 institutions in seven different health care settings. The results showed that nurses were not experiencing important societal issues such as abortion and euthanasia as morally the most problematic, but rather situations such as verbally aggressive behaviour of colleagues towards patients, keeping silent about errors, and medical treatment given against the wishes of patients. Moral problems occurred especially when nurses experienced feelings of powerlessness with regard to the well-being of patients. Moreover, these moral problems proved to be related to institutional organization, leadership, and collaboration with colleagues and other disciplines. Nurses appeared to have a limited awareness of the moral dimensions of their practice.

Adult↗

The interpersonal contexts of negotiating care in home care nurse-patient interactions.

In this article, the author describes six interpersonal contexts within which care is negotiated between home care nurses and their patients, based on qualitative analysis of 31 videotaped visits. The interpersonal contexts were negotiation of (a) territoriality, (b) shared perceptions of the situation, (c) an amicable working relationship, (d) role synchronization, (e) knowledge, and (f) taboo topics. Analysis of moment-by-moment communication explored how social identity related to care activities is constructed, challenged, or threatened in the flow of events in the encounter. This approach does not problematize negotiation by assuming negative connotations of inequality of power; rather, it examines the therapeutic consequences of specific communication acts. It demonstrates how both nurse and patient are, paradoxically, both empowered and made vulnerable through everyday conversation.

Aged↗

Excellence in school nursing practice: developing a national perspective on school nurse competencies.

Developing a national position on competencies for school nurses can directly influence professional practice, which ultimately affects the well-being and academic success of students. Collaboration between national experts, such as school nurse educators and school nurse consultants, interested in moving this development forward is key. Closely aligning the work done by the Southern Regional Education Board Council on Collegiate Education for Nursing on entry-level competencies with the Standards of Professional School Nursing Practice provides a framework to carry the school nurse competency initiative forward. Continued competency development will provide guidance for the academic programs that design curricula to prepare school nurses and for the practice settings that hire school nurses.

Humans↗