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At least 685 records · Page 38Linked to original sources
PubMed2003

Cultivating empowerment in nursing today for a strong profession tomorrow.

The ongoing nursing shortage requires careful consideration by those in nursing education to determine causes of the shortage and best approaches to countering the supply issue predicted to last far into the future. A grounded theory approach was used to conduct a pilot study to explore processes related to empowerment and disempowerment among 16 participants from a baccalaureate nursing program. Participants included nursing school administrators, faculty, and students. Cultivating was the basic core process constructed that appeared to influence empowering and disempowering experiences in nursing education. Findings suggest collaborative efforts between nursing education and clinical practice are necessary.

Decision Making↗
PubMed2006

The influence of managed care on U.S. baccalaureate nursing education programs.

The transformation of health care into managed care has raised many issues and concerns for nurse educators. The milieu in which nurses currently practice reflects the restructuring shaped by managed care principles. The shift from acute care to expanded community services has changed the way health care is provided within hospital settings. The organization of nursing programs has been affected by this shift, and the ramifications of these external forces on curriculum structure have altered the way nursing students are educated. This article presents research demonstrating the changes in the structure of the curricula for baccalaureate nursing education in 2001, which were caused by health care reform in effect since 1994.

Case Management↗
PubMed2005

A conceptual framework for teaching research in nursing.

Though research is often referred to the lifeblood, hallmark or cornerstone in the development of a profession (Brink, 1996:2), teaching research in nursing is a challenge. The challenge does not just lie in teaching the subject, but in resistance and unwillingness of students to engage in the subject. In the experience of the researcher, registered nurses identify themselves with being a nurse and a caregiver; the role of researcher has never been internalised. The challenge is to achieve the outcome envisaged, namely, nurses who are knowledgeable consumers of research as well as continuous productive scholars in their application of nursing. Research generates knowledge and knowledge is the basis of caring with excellence. Nursing is an art and a science and the science must produce the knowledge upon which the art is based. The purpose of this article is to propose a conceptual framework of how to teach research in order to achieve such a successful outcome. The conceptual framework proposed in this article is based on four pillars, theoretical knowledge of research, scientific writing, psychological support and experiential learning. The importance of the research facilitator, not just as a teacher but also as a positive role model, is also described.

Attitude of Health Personnel↗
PubMed2006

Research integrity and misconduct: a clarification of the concepts.

The commercialization of research and the ever changing scientific environment has led scholars to shift the focus from promoting research integrity to regulating misconduct. As a result, most literature explains research integrity in terms of avoidance of misconduct. The purpose of the paper is to stimulate reflection and discussion on research integrity and research misconduct. This article explores the meaning of research integrity and research misconduct, and how research integrity can be promoted to ensure safer research and scholarship. We believe that the discussion can help clarify some hazy areas in the research and publication processes, and appreciate some crucial aspects that they may have seen taken for granted. The purpose of this article is to share with the readers some clarification or analysis of the two concepts namely: research integrity and misconduct. The objectives are: (1) To explore and analyse the concepts of research integrity and research misconduct from the educational or developmental perspective and not the legal perspective as others in literature have done. (2) To stimulate the reflection and discussion on strategies to promote research integrity and thus prevent research misconduct Literature review and concept analysis was undertaken to clarify the two concepts. We argue that the two concepts can be viewed along a continuum, i.e. where research integrity ends, research misconduct starts. We also argue that it is the responsibility of the research community at large to always ensure that the scientific ethics balance is maintained throughout the research process to ensure research integrity and avoid research misconduct. We also argue that research integrity is interlinked with morality while misconduct is interlinked with immorality.

Attitude of Health Personnel↗
PubMed1992

Ten milestone issues in AOTA history.

This paper identifies 10 professional questions that the author has labeled milestone issues in the history of the American Occupational Therapy Association. Subjects encompassed by these issues are medical control, certified occupational therapy assistants, licensure, proficiency testing, entry-level degrees, treatment media, maintenance of competency, whether occupational therapists serve patients or clients, professional autonomy, and the status of occupational therapy as a profession. Although this paper is primarily a factual record of events and discussions referenced in official publications, the reader will recognize the insertion of author commentary and opinion in several of the issues discussed.

History, 20th Century↗
PubMed1992

Re-thinking the law, and challenging its traditional role in nursing's affairs: a strategy for professional reform.

Nurses world wide have regarded the law as a powerful tool of professional reform, and have historically looked to the law (its system and processes) to enhance and advance their professional goals. Nevertheless, the nursing profession still has not achieved its ultimate goals. To this day, nurses lack legitimated status as autonomous professionals, and are still burdened with enormous responsibility without the authority to match it. Given that the law is such a powerful tool of professional reform, the question must be asked at this point of nursing history: Why has the nursing profession not received the legal remedies it has sought in its quest to gain legitimated freedom from the subordinate and oppressed position it has historically occupied? In this paper, an attempt will be made to answer this question.

Australia↗
PubMedDate not supplied

Factors affecting the innovative practice of nurse managers in health organisations.

This exploratory study reports on two surveys conducted in metropolitan and rural health organisations. Two questionnaires consisting of open and closed questions were distributed to a total of 340 respondents resulting in 176 usable responses, yielding a response rate of 53%. The findings revealed that nurse managers require fairness, trust, recognition, supervisory encouragement, organisational support, and reward for efforts. These are key aspects of organisational climate, which support innovative practice. Experience and innovation were significantly related and other factors such as, management structures and management styles, also had an impact on nurse managers' ability to exhibit innovative behaviour in the 21st Century workplace.

Adult↗
PubMedDate not supplied

Australian enrolled nurses have their say--Part 1: Teamwork and recognition.

Nurses are a cornerstone to the Australian health care workforce and are under increasing pressure to respond to changes in health care demands, the redistribution of health care funding and shortages in nursing workforce availability and skill mix. It is in this context that the role and function of the enrolled nurse has come under recent scrutiny. This paper reports on the qualitative semi-structured interviews conducted as one aspect of an Australia wide multi-phased investigation of enrolled nursing practice and competency standards for this practice. In the reported phase, enrolled nurses from a variety of settings and from all states and territories participated in telephone interviews exploring their experiences of practice and the role of the enrolled nurse. Findings indicated various enabling and limiting influences on enrolled nurse role and function. In this paper two core themes of teamwork and recognition are described as they illustrate the rich interpersonal rewards of enrolled nursing and the significance of recognition by others of the enrolled nurse contribution to health care delivery. These themes are presented as an introduction to part two of this paper which reports more broadly on the dimensions of the enrolled nurse scope of practice.

Attitude of Health Personnel↗
PubMedDate not supplied

Australian enrolled nurses have their say--Part 2: Scope of practice.

Determination of the scope of practice for enrolled nurses has been an ongoing issue in Australia, compounded by the existence of two regulated levels of nurse with often overlapping roles and functions. This paper explores enrolled nurse scope of practice, drawing on findings from national research that examined the role, function and competencies of the enrolled nurse. Enrolled nurses from a range of settings in all states and territories participated in telephone interviews exploring their experiences of practice and the role and function of the enrolled nurse. Findings indicated various influences on enrolled nurse role and function, including geographical location, organisational policy and management practices, registered and enrolled nurse relationships and lack of differentiation between registered and enrolled nurse roles. Following a previous paper exploring issues related to teamwork and recognition of enrolled nurses, these influences are discussed as they relate to enrolled nurse scope of practice. The role and usefulness of decision making frameworks in clarifying the scope of enrolled nurse practice are also explored.

Attitude of Health Personnel↗
PubMed1993

The power to be different: is professionalization the answer?

Nursing, it seems, is 'professionalizing' in a period of history when some consider the professions to be in decline. This view is partly a reaction to the recognition that professionalization has only one legitimate characteristic--the appropriation of power. Power to control work and to control one's destiny are the fundamental characteristics of professions. Nursing seeks this power, yet simultaneously seeks to be qualitatively different to the established professions. This is a dilemma for nursing--to be simultaneously the same and different to the established professions. Professionalization, despite its limitations and problems may, however, be the only way of achieving the power to be different.

Humans↗
PubMed2005

Interprofessional practice: learning how to collaborate.

Interprofessional practice is a way of practicing that is based on collaboration. We cannot assume that health professionals have either the skills or attributes required for interprofessional practice. They may need to learn how to collaborate. Developing interprofessional practice requires a commitment to engage in shared learning and dialogue. Dialogue has the potential to encourage collegial learning, change thinking, support new working relationships, and improve client care.

Allied Health Occupations↗
PubMed1995

'You're more your own boss': nurses' experiences of agency work.

Agency nurses and their work has received little attention in research in Australia. The study seeks to expand on the current literature from the United Kingdom and the United States that is predominantly personal accounts of individual nurses' experiences of agency work. The descriptive study explores four registered nurses' experiences of working through a nursing agency. Findings identified that agency work met the needs of the four women at that particular time in their lives. The concept of control over work scheduling, as described in much of the literature, was experienced by all four women. However, they indicated a lack of professional autonomy and isolation in their practice. Issues such as accessing continuing education and maintaining skills were identified as problems associated with agency work.

Adult↗
PubMed2001

Job demands and control as predictors of occupational satisfaction in general practice.

OBJECTIVE: To investigate the role of job demands and job control as predictors of job satisfaction in general practice. DESIGN AND SETTING: A descriptive postal survey of general practitioners in Victoria selected at random from the Health Insurance Commission's database. PARTICIPANTS: 353 of 562 GPs (63%) participated in the study. The demographic details of the respondents were similar to those for all GPs in Victoria. MAIN OUTCOME MEASURES: Job demands of general practice; job control in general practice; job satisfaction in general practice; effect of demands and control on job satisfaction; interactive effect of demands and control on job satisfaction. RESULTS: The "average" GP in this study perceived their work as characterised by high demands and low control. In addition, only 50% of respondents were satisfied with their work. The major determinants of job satisfaction were gender, job demands, hours worked and job control. Of these, job control was the most powerful predictor of job satisfaction. Although no evidence was found for a modifying effect of control on the relationship between demands and satisfaction, an interaction between hours worked and control was evident. CONCLUSIONS: The low level of job satisfaction in general practice is, to a degree, a reflection of the beliefs held by the "average" GP that their ability to control their work is low. As GPs who are satisfied with their work provide a higher standard of medical care, policymakers should consider the importance of maintaining professional autonomy for GPs when implementing changes aimed at achieving policy objectives.

Adult↗