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At least 19 recordsLinked to original sources
PubMedDate not supplied

Public attitudes towards end-of-life treatment decisions: implications for nurse clinicians and nursing administrators.

As medical technology becomes more sophisticated, end-of-life treatment decisions become more complex for patients and for the professionals who care for them. The authors surveyed 448 members of the general public to determine their attitudes regarding end-of-life treatment decisions and attitudes towards the provision of advance end-of-life directives. A slight minority of respondents indicated they would leave major decisions to their physicians. An overwhelming majority believe that living wills are important. Most respondents indicated they would not wish their lives to be prolonged if elderly and ill or if their minds failed. A majority of respondents also were in favour of donating their organs after death. The article reports the socio demographic variables which significantly influenced these responses and suggests the implications of these results for nurse clinicians and for nursing administrators. Enhancing clients' abilities to communicate their wishes and being sensitive to social-cultural differences in perspectives about these issues, are key implications for nurse clinicians. Ensuring sound policies and guidelines are developed and that adequate education is provided in ethical and legal dimensions surrounding end-of-life treatment directives, as well as multi-cultural orientation, are responsibilities for nursing administrators.

Adult↗
PubMed1995

Facing transition--nurse clinician to nurse educator.

The move from practice to academia has been looked at using a transition framework. As college and university-based nursing programs hire more part-time clinical faculty, they face the challenge of being proactive in the new educator's transition experience. The three phases of assimilation that take place in transition were described as preoccupation with the new role, a time of disruption where struggles between leaving the old and assimilating the new occur, and a final phase of integration of the transition (Schlossberg, 1984). The establishment of a plan to assist the new educator through the struggles in the middle phase of assimilation allow for a positive integration of the transition experience. On a personal level, I was very fortunate. As I made this transition myself, I recognized my need for mentoring and was able to find a senior faculty member whose practice model closely resembled my own. We were able to combine our separate strengths to better our clinical as well as academic goals. Despite this, the process of transition was still very real. In discussions with other part-time faculty, I found we all experienced the transition process at varying degrees based on the past experiences we brought with us. It was during that time of personal transition that I realized the need for a more conscious approach to this assimilation process. Additional nursing research is needed in several areas relating to the transition process.(ABSTRACT TRUNCATED AT 400 WORDS)

Adaptation, Psychological↗
PubMed1999

Staff perceptions of night nurse clinicians.

Many night nurses receive insufficient support from senior nurses. Reducing junior doctors' hours increases pressure on night nurses to carry out a wider range of duties. Night nurse clinicians benefit junior doctors, nurses and patients.

Attitude of Health Personnel↗
PubMed2005

The Young Gerontological Nurse Clinician Program: an innovative geropsychiatric nursing recruitment strategy.

Historically, graduate nurses are not attracted to older adults or geriatric care. Innovative strategies, such as the Young Gerontological Nurse Clinician Program (YGNCP) initiated by the John A. Hartford Center for Geriatric Nursing Excellence at the University of Iowa, are needed to promote geriatric nursing as a challenging and rewarding practice focus. The YGNCP, which provides early, positive, self-directed experiences for nursing students under the direction and supervision of faculty and expert clinical mentors, shows excellent potential for recruiting nurses to clinical and leadership positions in geriatric and geropsychiatric care.

Aged↗
PubMed2000

The nurse clinician in surgical services.

Nurses are able to undertake some of the tasks previously performed by junior doctors. The nurse clinician role allows nurses to apply their nursing skills within a medically oriented framework. Managerial support and ongoing training are needed to ensure the continued success of this role.

Education, Nursing, Graduate↗
PubMed1993

Sexual assault nurse clinician: an emerging area of nursing expertise.

The Sexual Assault Resource Service (SARS), in Minneapolis, Minnesota, has been a leader in developing a new independent role for nurses, the Sexual Assault Nurse Clinician/Examiner. In this role, the nurse works closely with the emergency department staff, the police, and the courts to ensure that proper evidence is collected for use in court to aid in the prosecution of assailants. This program was developed in 1977 when a gap in service delivery to rape victims was identified by obstetric-gynecologic nurses at Hennepin County Medical Center in Minneapolis. An initial 3.5-year demonstration treatment grant allowed development of the model program. The SARS nurse is on call to five community hospitals. When a rape survivor comes to one of the participating hospitals, the SARS nurse on call is paged. In the emergency department, the nurse completes the full evidentiary examination, evaluates the survivor's risk of pregnancy and offers preventive care; treats prophylactically for sexually transmitted diseases; provides crisis intervention; and ensures that injuries are treated by the emergency department staff. The SARS model was developed at the county hospital, but it was expanded to include four local private hospitals. In all hospitals, all services are free of charge to the survivor. There are approximately 12 similar programs throughout the United States.

Clinical Competence↗
PubMed1984

Utilizing a gerontological nursing clinician as a consultant to teach nursing care of aging people.

People over the age of 65 are an increasingly important part of the health care system. Faculty and students of nursing must develop the expertise to work with them if we are to meet the expanding challenges of providing health care to all. Utilizing a gerontological nurse clinician to role model and teach other faculty is one way of developing this expertise and enlarging the cadre of able faculty.

Aged↗
PubMed2006

The role of performance feedback in the self-assessment of competence: a research study with nursing clinicians.

Performance feedback has the potential to contribute to a nurse's self-awareness and, in turn, their ability to self-assess their level of competence. Because a declaration of self-assessment of competence is a current requirement for continuing nursing registration within South Australia, Queensland and Tasmania, the search to identify sources and processes that may assist nurses to self-assess their performance is potentially of benefit to the profession. This paper is based on one aspect of a PhD study exploring the utility of performance feedback primarily from a nursing clinicians' perspective. Focus group interviews were conducted with hospital-based nursing clinicians and the data were analysed using a process of thematic analysis. Findings highlighted that nursing clinicians frequently engaged in a process of performance self-monitoring that was a balance between feeling competent and feeling uncertain in relation to their own level of clinical competence. On a daily basis, nursing clinicians held an assumption of competence to practise that was based on their ability to act in a situation, receiving positive feedback from others and in the absence of evidence to the contrary. At times feelings of doubt or uncertainty intervened especially in situations that were unfamiliar or challenging or when receiving feedback from others that questioned their own perceptions of competence. The findings of the study provide support for the types of self-monitoring processes that serve to enhance both the relevance of feedback for nurses and the quality of evaluative data regarding ongoing competence.

Australia↗
PubMed2000

Perceptions of research utilization: comparisons between health care professionals, nursing students and a reference group of nurse clinicians.

The study reported in this paper was carried out to investigate a group of nursing teachers' (n=37), nursing students' (n=166), nursing administrators' (n=33) and physicians' (n=127) perceptions of barriers to and facilitators of nurses' use of research findings in clinical practice. The results were compared with the corresponding figures for a reference group of nurse clinicians (n=237). The Barriers Scale and a questionnaire for the demographic issues were used for data collection. The organization and the communication of research were seen as barriers to research utilization by the nursing teachers, students and administrators in agreement with the nurse clinicians. The nurses' research-related competence and awareness were seen as barriers by the nursing teachers, students and administrators to a greater extent than by the nurse clinicians themselves. The physicians perceived barriers to a lesser extent than the other groups did. The students' perceptions were closest to the nurse clinicians, while the physicians' perceptions differed most. Education to increase the nurses' knowledge of research and to develop their competence to evaluate research results, increased resources for education, more staff, support from the administration and research presented in a user-friendly way were the most frequently suggested facilitators. The nurses' isolation from knowledgeable colleagues with whom to discuss the research was seen as a barrier by the majority of the participants. This indicates a need for positions in clinical practice for nursing researchers, in order to promote a research-based, nursing practice.

Adult↗
PubMed1976

A nurse clinician's role in the management of hypertension.

The nurse has assumed more responsibility for patients with hypertension, not only in their education, but also in their follow-up. In this study the physician was aware of each patient's progress through conference with the nurse clinician. In addition, the nurse clinician consulted the physician about any problems or questions that arose. The nurse also served an educational role by informing patients about their disease and the side effects of the medications being used in their therapy. Since the physician was aware of the progress of these patients, his time was freed for other purposes. The nurse clinician's role in the management of hypertension was beneficial not only to the patient, but also to the physician.

Adult↗
PubMed1992

Nurse clinician model of managed care.

Many different models of delivering nursing care have been proposed, each with specific advantages and disadvantages. One such model, the nurse clinician model, uses the strengths of advanced clinical practice as the cornerstone for improving quality in patient care. The increase in quality simultaneously produces an efficient and cost-effective system, as indicated by the results of a multiyear study at our institution. While other effective models exist, those that emphasize advanced clinical practice, such as the nurse clinician model, are most likely to achieve improved patient outcomes and conserve resource expenditures.

Humans↗
PubMed1990

The home health nurse clinician's role in the prevention of nonorganic failure to thrive.

Home health nurse clinicians are invaluable in the detection of children at risk for nonorganic failure to thrive (NOFTT). The literature has emphasized the role of hospital-based health care personnel in evaluating NOFTT, a strategy that relies heavily on the parent for initiation of services. Since one of the most commonly agreed-on causes of NOFTT is a disturbance in the mother-child relationship, case-finding efforts need to be community-based and less reliant on parental recognition. Because the most effective interventions take place in the child's home setting, the home health nurse clinician is in a unique position to assess the home environment for dysfunctional family interactions and behaviors and then to use the ongoing relationship with the family to implement prevention strategies for NOFTT, including teaching, modeling, and coaching effective parenting. Home-based nursing also provides the means for necessary follow-up of these families to ensure the success of the strategies.

Child↗
PubMed1981

The role of a nurse-clinician in joint practice with gynecologic oncologists.

Increasing interest in nurse-physician collaborative practice resulted in a study proposing to profile a nurse-clinician in joint practice with gynecologic oncologists. The functions performed in the work setting and the undertaking of other activities in professional life are seen as the instrumental features of the nursing role. Nurses and physicians responded to a questionnaire related to nursing functions involving teaching, research, professional development and the independent and medically overlapping activities of patient care. Physicians indicated a perception of the nurse in a liaison role. Nurses perceived a strong obligation to perform functions relating to professional development. Psychosocially oriented care components ranked prominently in the perception of both groups. Data from the study suggests that the specialized nurse occupies an integrating role with physicians in meeting health care needs of patients. Implications from the findings are translated to the practical setting through a description of duties of the gynecologic oncology nurse.

Gynecology↗