Search Results

You are looking at 1 - 10 of 520 items :

  • "professional nurses" x
Clear All

International Journal of Nursing Education Scholarship Volume 3, Issue 1 2006 Article 13 Educating the Future eHealth Professional Nurse Richard G. Booth∗ ∗The University of Western Ontario, rbooth5@uwo.ca Educating the Future eHealth Professional Nurse∗ Richard G. Booth Abstract Nursing is at the cusp of a truly revolutionary time in its history with the emergence of elec- tronic health (eHealth) technologies to support client care. However, technology itself will not transform healthcare without skilled practitioners who have the informatics background to prac

131 11 The Caring Professional? Nurse Practitioners, Social Work, and the Performance of Expertise LATONYA J . TROTTER It is not a rare sight to see the slogan “Doctors Cure, Nurses Care” emblazoned on nurses’ t-shirts or announced on bumper stickers. Although perhaps over- stated, this pithy catchphrase hits squarely at the core of nursing’s claims to occupational legitimacy. Since its fi rst eff orts to reframe sick care done in the family circle as the province of trained nurses, nursing has sought to elevate care as both a skill and a unique area of

support on entering the profession and intrinsic factors where more important, a homogenous approach to recruitment is possible. KEYWORDS: professional nurses, attraction strategies, public sector, private sector, nursing shortage Effective, efficient and sustainable health care delivery is inextricably linked to the availability of well trained health workers. Nurses, who comprise the largest group of health workers, are the key to a primary health care approach, and account for up to 80% of direct patient care (World Health Organisation, 2007). One of the major

social phenomenon. According to Fetzer (2003), such a phenomenon consists of internalizing distinct principles, values, beliefs, and skills while assuming the role of professional nurse. In order to become a nurse, these cultural elements must be assimilated by the individual. Social interactions between and among the nurse, client, family, and society are an integral aspect of the culture of nursing. Developing a concept of oneself as professional nurse is a process of socialization and a critical outcome of a nursing program of study. This process is a key

between variables in the model are significantly strengthened by student perceptions of strong leadership behaviors of clinical faculty. Findings from this study may assist nurse educators by contributing knowledge relevant to support/facilitate the transition of individuals from student nurses to professional registered nurses and, thus enhance the impact of professional nurses’ con- tributions in healthcare delivery. KEYWORDS: empowerment, theory testing, clinical nursing education, leadership, profession- alism ∗The author wishes to acknowledge Epsilon Zeta Chapter

of the principles inherent in servant leadership to teaching/learning in nursing education is suggested as a way to produce professional nurses who are willing and able to transform the health care environment to achieve higher levels of quality and safety. Thus, the concept of servant teaching is introduced with discussion of the following principles and their application to teaching in nursing: judicious use of power, listening and empathy, willingness to change, reflection and contemplation, collaboration and consensus, service learning, healing

. • Managers outside ward are environment ‘distant’ and removed’, with limited insight into the impact their decision-making has at ward level. Reciprocity • Trust facilitated and established through active communication, engagement and reciprocal gestures demonstrating trust and good faith. Propensity towards trusting others • Propensity to trust and reciprocity linked to previous work history, work experience, training, political views, psychological contract issues, profession, staff association and union membership. Professional nurse and managerialist identities Here

nursing found in this study, as reflected upon by one participant, is “all about caring for a human being .” As depicted in the model, all other processes related to using EI in nursing – “ getting it”; being caring; the essence of professional nurse caring; “doing something to make someone feel better”; and dealing with difficulty – are interconnected within caring for a human being (see model). Caring for a human being includes, as well as results from, getting it plus being caring. The plus sign, fittingly positioned in the center of the model, also symbolizes

-three respondents were involved in this round, identifying 140 research topics, which were then analyzed by the authors using a summative and thematic content analysis to compare and contrast among the topics. As a result, the top 12 research priority lists were identified, which included subthemes and areas of possible investigation. All priorities were grouped into three categories, namely: (i) nursing management and leadership (nursing care quality, professional nurse competency, management leadership of nurse managers, human resource management (HRM), and nursing image); (ii

Abstract

Objective

Problem-solving should be a fundamental component of nursing education because it is a core ability for professional nurses. For more effective learning, nursing students must understand the relationship between self-directed learning readiness and problem-solving ability. The aim of this study was to investigate the relationships among self-directed learning readiness, problem-solving ability, and academic self-efficacy among undergraduate nursing students.

Methods

From November to December 2016, research was conducted among 500 nursing undergraduate students in Tianjin, China, using a self-directed learning readiness scale, an academic self-efficacy scale, a questionnaire related to problem-solving, and self-designed demographics. The response rate was 85.8%.

Results

For Chinese nursing students, self-directed learning readiness and academic self-efficacy reached a medium-to-high level, while problem-solving abilities were at a low level. There were significant positive correlations among the students’ self-directed learning readiness, academic self-efficacy, and problem-solving ability. Furthermore, academic self-efficacy demonstrated a mediating effect on the relationship between the students’ self-directed learning readiness and problem-solving ability.

Conclusions

To enhance students’ problem-solving ability, nursing educators should pay more attention to the positive impact of self-directed learning readiness and self-efficacy in nursing students’ education.