Current Issue : July - September Volume : 2015 Issue Number : 3 Articles : 5 Articles
Objective: Nursing professionalism is considered an essential component of nursing leadership, however,\nlittle is known about the levels of nursing professionalism from the global point of view. This study aimed\nto compare nursing professionalism among nurse leaders in the United States of America (U.S.A.) and\nJapan.\nMethods: This study used a descriptive design with cross-cultural comparative. Wheel of Professionalism\nin Nursing Model was applied as a theoretical framework and the corresponding inventory, Behavioral\nInventory for Professionalism in Nursing, was used to measure the level of professionalism. The\nsample was 126 nurse leaders from the U.S.A. and 182 nurse leaders from Japan. The 308 respondents'\nprofessional scores were compared by intervention groups using t-test. The Chi-square test and Fisher's\nexact test were performed to evaluate the degree of professional behaviors between the countries.\nResults: The results revealed that the mean total score of professionalism was significantly high in the\nU.S.A. The mean scores of professionalism subscales were also significantly high in the U.S.A. in the\ncategories of education preparation, community service, theory development, and self-regulation and\nautonomy, whereas publication and communication, and research development were significantly high\nin Japan.\nConclusion: The findings extend our understanding of the behaviors that contribute to nursing\nprofessionalism in different cultural contexts, and they provide a rare direct comparison of nursing\nprofessionalism in the U.S.A. and Japan....
Strengths perspective in social work can be translated into nursing. There are, however, few references of the perspective in\nthe nursing literature. Thus the purpose of this study was to add to the evidence of strengths perspectives as applied in nursing.\nSpecifically it aimed to develop and test the psychometric properties of an instrument designed to measure strengths perspective\nin clinical instruction. A methodological design guided the study. A purposive of 376 clinical instructors from select colleges of\nnursing in Central Luzon region in the Philippines accomplished the 39-item 5-level Likert scale. Construct validation revealed\na three-factor (fostering reciprocity, initiating applicability, and identifying development areas) solution that accounted 39.43%\nof the variance. The index of internal consistency was .941. The results of factor analysis and Cronbach�s alpha demonstrated\nadequate evidence of validity and reliability. The final 34-item instrument, Clinical Instructor�s Strengths Perspective Inventory,\ncan be used as a scale representing self-reported application of the concept in clinical instruction....
Background: Clinical skills training related to personal hygiene causes anxiety and stress among nursing students due to the\nfact that they use each other as ââ?¬Å?patientsââ?¬Â. To justify this learning activity more knowledge about the studentsââ?¬â?¢ experiences and\nlearning outcome is needed.\nAim: To describe how nursing students experience clinical skills training using one another as ââ?¬Å?patientââ?¬Â.\nMethod: Qualitative descriptive design. The sample was 187 nursing student in the first year of study, previous of their first\nclinical practice in nursing homes. Data collection was performed with questionnaires with open-ended questions. Inductive\ncontent analysis was performed.\nResults: The studentsââ?¬â?¢ experiences being ââ?¬Å?patientââ?¬Â was condensed into 12 subcategories, underlying the four categories: Tention\nrelated to the role play, physical and mental vulnerability, assessment of the care and learning through bodily experience.\nDescriptions about being ââ?¬Å?nurseââ?¬Â ended in 12 subcategories an the four categories: Awareness of being in a role, to gain\nexperience of being a nurse, turning oneââ?¬â?¢s attention to the other and feeling prepared to clinical practice.\nConclusions: Performing and coping the challenging learning activity seems to increase the studentsââ?¬â?¢ self-confidence related to\nthe coming clinical practice....
Sleep is an essential biological function that provides important restorative psycho-physiological\nprocesses. Patients in the Intensive Care Unit are highly vulnerable to sleep disturbance which can\nprotract their recovery. Despite sleep disturbance being widely acknowledged amongst this patient\ncohort, the ability to make significant changes to minimise the burden of sleep deprivation remains a\nchallenge. This is further compounded by the difficulties faced by clinicians to identify and implement\naccurate and feasible sleep monitoring techniques in the intensive care. Whilst objective, behavioural\nand subjective methods of sleep assessment exist, all have specific limitations when applied to critically\nill patients. In an attempt to illuminate these issues, current sleep monitoring techniques are appraised....
High quality, supportive practice learning experiences are crucial for ensuring that student nurses and midwives develop into\ncompetent practitioners who are fit for practice. The practice educator role is one model of practice learning support but the\nrole is relatively new and has been little investigated. This paper reports on an appreciative inquiry that explored the current\npractice educator role at one university in England, with the aim of reaching a consensus for how the role could be enhanced.\nThe first phase involved in-depth interviews with 18 participants: practice educators (n = 10); student nurse representatives (n\n= 5) and practice based education leads (n = 3). The interviews were analysed thematically. Three themes related to social\nprocesses involved in the role: being a bridge, being there, and social identity. The other themes described contributions to the\npractice learning environment: safeguarding, support, critical thinking. The second phase used a modified Delphi technique.\nParticipants ranked trigger statements, related to the themes, in order of importance. Two consensus workshops were held where\nthe statements were reviewed by practice educators, students and learning environment leads, following which principles and\npractices of the practice educator role were agreed. In conclusion, the strength of the practice educator role is that it bridges the\nworlds of university and practice. This bridging resulted from social processes that required a sustained presence in practice to\nengage in the reality of everyday practice and gain the shared social identity of a practitioner....
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