International Journal of Nursing
Volume 3, Issue 1 2006 Article 13
Educating the Future eHealth ProfessionalNurse
Richard G. Booth∗
∗The University of Western Ontario, email@example.com
Educating the Future eHealth ProfessionalNurse∗
Richard G. Booth
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
The Caring Professional?
Nurse Practitioners, Social
Work, and the Performance
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: professionalnurses, attraction strategies, public sector, private sector, nursing
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 professionalnurse. 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
professionalnurse 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 professionalnurses’ con-
tributions in healthcare delivery.
KEYWORDS: empowerment, theory testing, clinical nursing education, leadership, profession-
∗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 professionalnurses 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. Professionalnurse 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 professionalnurse 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, professionalnurse competency, management leadership of nurse managers, human resource management (HRM), and nursing image); (ii
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.
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%.
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.
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.