Current Issue : April - June Volume : 2020 Issue Number : 2 Articles : 5 Articles
Background: Studies suggest a high prevalence of burnout among nurses. The aim of this study was to evaluate\nthe relationship between burnout among nurses and absenteeism and work performance.\nMethods: A national sample of U.S. nurses was sent an anonymous, cross-sectional survey in 2016. The survey\nincluded items about demographics, fatigue, and validated instruments to measure burnout, absenteeism, and poor\nwork performance in the last month.\nResults: Of the 3098 nurses who received the survey, 812 (26.2%) responded. The mean age was 52.3 years (SD\n12.5), nearly all were women (94.5%) and most were married (61.9%) and had a child (75.2%). Participating nurses\nhad a mean of 25.7 (SD 13.9) years of experience working as nurse and most held a baccalaureate (38.2%) or\nmasters of science (37.1%) degree in nursing. A quarter worked in the inpatient setting (25.5%) and the average\nhours worked per week was 41.3 (SD 14.1). Overall, 35.3% had symptoms of burnout, 30.7% had symptoms of\ndepression, 8.3% had been absent 1 or more days in the last month due to personal health, and 43.8% had poor\nwork performance in the last month. Nurses who had burnout were more likely to have been absent 1 or more\ndays in the last month (OR 1.85, 95% CI 1.25â??2.72) and have poor work performance (referent: high performer;\nmedium performer, OR 2.68,95% CI 1.82â??3.99; poor performer, OR 5.01, 95% CI 3.09â??8.14). After adjusting for age,\nsex, relationship and parental status, highest academic degree, practice setting, burnout, depression, and satisfaction\nwith work-life integration, nurses who were more fatigued (for each point worsening, OR 1.22, 95% CI 1.10â??1.37)\nwere more likely to have had absenteeism while those who worked more hours (for each additional hour OR 0.98,\n95% CI 0.96â??1.00) were less likely to have had absenteeism. Factors independently associated with poor work\nperformance included burnout (OR 2.15, 95% CI 1.43â??3.24) and fatigue (for each point of worsening, OR 1.22, 95%\nCI 1.12â??1.33)....
Background: Depression is a debilitating mental health condition which affects an estimated 350 million people\nworldwide annually. Nurses are twice as likely to suffer from depression than professionals in other professions. This\nleads to a considerable loss of efficiency and productivity. We sought to determine the prevalence and predictors\nof depression among nurses in Cameroon.\nMethods: Cross-sectional analysis carried out over 6 months (January â?? June 2018) using nurses from public and\nprivate healthcare institutions sampled consecutively in the two English-speaking regions (North west and South\nwest regions) of Cameroon. The nurses were handed a structured, printed, self-administered questionnaire to fill\nand hand in at their earliest convenience. Depression and burnout were assessed using the Patient Health\nQuestionnaire â?? 9 and the Oldenburg Burnout Inventory respectively.\nResults: A total of 143 nurses were recruited (mean age: 29.75 ± 6.55 years; age range: 20â??55 years, 32.87% male).\nThe overall prevalence of depression was 62.24%. Independent predictors of depression after multivariable analysis\nwere: Number of night shifts a week (adjusted odds ratio: 1.58; p value: 0.045, 95% CI; 1.01, 2.48) and Total\nOldenburg Burnout Inventory score (adjusted odds ratio: 1.21, p value: 0.001; 95% CI; 1.08, 1.35). Recreational drug\nuse was also found to perfectly predict the outcome â?? depression.\nConclusion: Depression is highly prevalent among nurses in the English-speaking regions of Cameroon. Accurate\npredictors could prove vital for early detection and management of affected individuals. Predictors presented\nherein require further investigation via multicentric nationwide studies, to obtain more generalizable results....
Background: Roseman University of Health Sciences (RUHS) developed and delivers a mastery learning curriculum\ndesigned for students to acquire the knowledge and skills to become competent nurses. Despite a trend in nursing\neducation to adopt competency-based education (CBE) models, there is little in the nursing literature about\nprograms based on a mastery model. The aim of this study is to describe an undergraduate nursing program built\non a mastery learning model and to report on program outcome measures.\nMethods: The 18-month BSN nursing program is divided into blocks, varying in length and focusing on a single\nsubject. Students must demonstrate mastery, defined as Greater than equal to 90% on an assessment, to pass a block. Recognizing the\ncritical nature of health care, educators seek methods to assure that practitioners become competent to perform\nthe services they provide.\nProgram outcomes reported include comparisons to national standards and RUHS student exit survey data.\nResults: From 2013 to 2017 the RUHS College of Nursing studentsâ?? pass rates ranged from 82 to 97% for the\nNational Council Licensure Examination exam compared to national pass rates between 81.8â??84.5% during the\nsame time frame. The program completion rate ranged from 86 to 100% and employment rates exceeded\naccreditation standards. Students reported overall satisfaction with their education as 4.38 and with the block\nsystem as 4.74 (5 point Likert scale).\nConclusions: Roseman Universityâ??s mastery learning model appears successful as measured by high levels of\nstudent satisfaction, outcomes on exams, and degree completion when compared to national averages. The results\nsuggest that other nursing and health professionâ??s programs can develop a successful mastery based learning model....
From January 2016, nurses in Poland received new competencies for prescribing. The\nwork is the first in Poland to elaborate on the subject of nursesâ?? readiness to learn and develop in\nthe context of new nursing rights regarding autonomous prescription of medication and\ncontinuation of the prescription for medication. The aim of the study is to analyze the readiness of\nPolish nurses to learn and develop in the context of new competencies to write prescriptions. The\nresearch was conducted among 756 nurses. The standardized questionnaire (Readiness of\nEmployees for Learning and Development) was used. For all subscales of readiness for learning and\ndevelopment, average scores prevailed. The readiness to write prescriptions was significantly\nrelated to the level of openness to changes in the work environment (A1 scale), self-evaluation of\npast educational development (C5 scale) and educational and professional goals alignmentemployee\nand company (scale D2) and increasing the readiness of nurses to practice all of the\naforementioned agents, in particular medical devices. The readiness of nurses to learn and develop\nat all levels of the subscales was on an average level. Younger nurses, with a shorter seniority,\nhaving higher education and additional qualifications had a higher readiness to prescribe\nmedications and write prescriptions. The higher readiness for learning and development was\nmatched by a greater readiness to prescribe. The results obtained can be used to plan training and\ncourses, as well as to create special pro-development programs, which may increase the nursesâ??\ninvolvement in personal and professional development....
Background: Professional autonomy is a key concept in understanding nursesâ?? roles in delivering patient care. Recent\nresearch exploring the role of autonomy in the nursing work environment indicated that English and American nurses\nhad differing perceptions of autonomy. This qualitative study aimed to explore the understanding and experiences of\nautonomy of nurses working in England.\nMethods: A descriptive phenomenological analysis of data from 48 semi-structured interviews with registered nurses\nfrom two National Health Service (NHS) hospitals (purposive sample) was used to explore the concept of autonomy.\nResults: Six themes were identified: working independently; working in a team; having professional skills and knowledge;\ninvolvement in autonomy; boundaries around autonomy; and developing autonomy requires support. A key finding was\nthat nurses related autonomy to their clinical work and to the immediate work environment of their ward, rather than\nto a wider professional context. Nurses also perceived that autonomy could be turned off and on rather than comprising\nan integrated aspect of nursing.\nConclusions: Findings suggest that nurses in England, as framed by the sample, had a local ward-focused\nview of autonomy in comparison to nurses in America, who were reported to relate autonomy to a wider\ninvolvement in hospital level committees. Findings further indicate that autonomy was practiced occasionally,\nrather than incorporated into practice. Findings highlight the need for nurses in England to adopt a broader\nperspective and actively contribute to writing hospital guidelines and policies that recognise the importance\nof autonomy to nurse training and practice....
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