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[n° ou bulletin]
[n° ou bulletin]
Vol. 31, n°2 - Marh/Avril 2016 [Périodique] . - 2016. Langues : Français (fre)
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Exemplaires (1)
| Cote | Support | Localisation | Section | Disponibilité |
|---|---|---|---|---|
| REV | Périodique papier | Woluwe (Promenade de l'Alma) | périodiques | Exclu du prêt |
La bibliothèque de Louvain-la-Neuve sera fermée les samedis jusque septembre.
Mention de date : Marh/Avril 2016
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Dépouillements
Ajouter le résultat dans votre panierCARES: Competencies And Recommendations for Educating Undergraduate Nursing Students Preparing Nurses to Care for the Seriously Ill and Their Families in Journal of Professional Nursing, Vol. 31, n°2 (Marh/Avril 2016)
Titre : CARES: Competencies And Recommendations for Educating Undergraduate Nursing Students Preparing Nurses to Care for the Seriously Ill and Their Families Type de document : Article Année de publication : 2016 Article en page(s) : p. 78-84 Langues : Anglais (eng) Descripteurs : HE Vinci
Compétence ; École d'infirmières ; Education ; Ethique ; Étudiants ; Famille ; Maladie ; Recherche ; Soins palliatifsDisponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 78-84[article] CARES: Competencies And Recommendations for Educating Undergraduate Nursing Students Preparing Nurses to Care for the Seriously Ill and Their Families [Article] . - 2016 . - p. 78-84.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 78-84
Descripteurs : HE Vinci
Compétence ; École d'infirmières ; Education ; Ethique ; Étudiants ; Famille ; Maladie ; Recherche ; Soins palliatifsDisponible en ligne : Non Exemplaires (1)
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Titre : Nurses Returning to School: Motivators, Inhibitors and Job Satisfaction Type de document : Article Auteurs : Patrick W. Harris ; Mary E. Burman Année de publication : 2016 Article en page(s) : p. 85-93 Langues : Anglais (eng) Descripteurs : HE Vinci
École d'infirmières ; Education ; Enseignement ; Infirmière ; Motivation ; Recherche ; Revue de la littérature ; SatisfactionRésumé : Health care employers and national nursing organizations are placing increased emphasis on nurses earning a baccalaureate degree or higher. This study examines the impact of motivators (professional and personal motivation), inhibitors (time constraints and employer discouragement), and job satisfaction on intent to return to school. Approximately half of the employed nurses in Wyoming were surveyed using a mailed questionnaire in the summer of 2013. Perceived employer discouragement and time constraints continued to play a direct role on intent to return to school regardless of nurse motivation or job satisfaction. However, motivation and job satisfaction also contributed to a nurse's intent to return to school. These results suggest that motivation and job satisfaction are significant regarding intent to return to school but can be limited by both perceived discouragement of one's employer and perceived time constraints. In order to meet the increasing demands of a better-educated nursing workforce, a shift in workplace dynamics may be warranted. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 85-93[article] Nurses Returning to School: Motivators, Inhibitors and Job Satisfaction [Article] / Patrick W. Harris ; Mary E. Burman . - 2016 . - p. 85-93.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 85-93
Descripteurs : HE Vinci
École d'infirmières ; Education ; Enseignement ; Infirmière ; Motivation ; Recherche ; Revue de la littérature ; SatisfactionRésumé : Health care employers and national nursing organizations are placing increased emphasis on nurses earning a baccalaureate degree or higher. This study examines the impact of motivators (professional and personal motivation), inhibitors (time constraints and employer discouragement), and job satisfaction on intent to return to school. Approximately half of the employed nurses in Wyoming were surveyed using a mailed questionnaire in the summer of 2013. Perceived employer discouragement and time constraints continued to play a direct role on intent to return to school regardless of nurse motivation or job satisfaction. However, motivation and job satisfaction also contributed to a nurse's intent to return to school. These results suggest that motivation and job satisfaction are significant regarding intent to return to school but can be limited by both perceived discouragement of one's employer and perceived time constraints. In order to meet the increasing demands of a better-educated nursing workforce, a shift in workplace dynamics may be warranted. Disponible en ligne : Non Exemplaires (1)
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Titre : Innovation in Faculty Practice : A College of Nursing and Juvenile Justice Collaboration Type de document : Article Auteurs : Jennifer M. Clifton ; Leissa A. Roberts Année de publication : 2016 Article en page(s) : p. 94-99 Langues : Anglais (eng) Descripteurs : HE Vinci
Adolescent ; Équipe ; Etats-unis ; Interdisciplinarité ; Législation ; Pratique professionnelle ; RechercheRésumé : Residential Juvenile Justice Services (JJS) facilities are located in every state and, in general, represent an underserved and diverse adolescent population. The JJS centers present an exciting and innovative opportunity for collaboration with colleges of nursing to initiate faculty practice sites. The University of Utah College of Nursing has been serving 5 JJS centers for 14 years and recently doubled its services to incorporate 10 different JJS Centers in the state of Utah. Each center offers a unique patient population and setting providing the student with an opportunity to learn health assessment and physical examination skills not typically presented in more traditional hospital or outpatient facilities. This type of community collaboration affords an opportunity for faculty practice, education, research, and service. An interprofessional focus enriches the experience. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 94-99[article] Innovation in Faculty Practice : A College of Nursing and Juvenile Justice Collaboration [Article] / Jennifer M. Clifton ; Leissa A. Roberts . - 2016 . - p. 94-99.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 94-99
Descripteurs : HE Vinci
Adolescent ; Équipe ; Etats-unis ; Interdisciplinarité ; Législation ; Pratique professionnelle ; RechercheRésumé : Residential Juvenile Justice Services (JJS) facilities are located in every state and, in general, represent an underserved and diverse adolescent population. The JJS centers present an exciting and innovative opportunity for collaboration with colleges of nursing to initiate faculty practice sites. The University of Utah College of Nursing has been serving 5 JJS centers for 14 years and recently doubled its services to incorporate 10 different JJS Centers in the state of Utah. Each center offers a unique patient population and setting providing the student with an opportunity to learn health assessment and physical examination skills not typically presented in more traditional hospital or outpatient facilities. This type of community collaboration affords an opportunity for faculty practice, education, research, and service. An interprofessional focus enriches the experience. Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Service Learning in Undergraduate Nursing Education : Strategies to Facilitate Meaningful Reflection Type de document : Article Auteurs : Nola A. Schmidt ; Janet M. Brown Année de publication : 2016 Article en page(s) : p. 100-101 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; École d'infirmières ; Education ; Pédagogie ; RechercheRésumé : Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding “the what” and “the how” of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 100-101[article] Service Learning in Undergraduate Nursing Education : Strategies to Facilitate Meaningful Reflection [Article] / Nola A. Schmidt ; Janet M. Brown . - 2016 . - p. 100-101.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 100-101
Descripteurs : HE Vinci
Apprentissage ; École d'infirmières ; Education ; Pédagogie ; RechercheRésumé : Service learning is recognized as a valuable pedagogy involving experiential learning, reflection, and reciprocal learning. Students develop critical thinking and social awareness by using the crucial activity of reflecting upon their experiential learning with community partners. The purpose of this paper is to demystify the process of reflection by identifying best practices to enhance reflection and offering suggestions for grading. By understanding “the what” and “the how” of reflection, educators can implement service learning experiences designed to include the essential component of reflection. Strategies for facilitating meaningful reflection are described including descriptions of what students should reflect upon and how to initiate reflection through writing, reading, doing, and telling. Grading rubrics are suggested to facilitate evaluation of student reflection. When properly implemented, service learning encourages students to be good citizens of the world. By using best practices associated with reflection, students can be challenged to think critically about the world and how their service can achieve community goals. Disponible en ligne : Non Exemplaires (1)
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Titre : The Lived Experience of Minority Nursing Faculty : A Phenomenological Study Type de document : Article Auteurs : Folasade M. Kolade Année de publication : 2016 Article en page(s) : p. 107-114 Langues : Anglais (eng) Descripteurs : HE Vinci
École d'infirmières ; Education ; Recherche qualitative ; Revue de la littérature ; UniversitésRésumé : Purpose
The purpose is to explore the lived experience of minority nursing faculty.
Design
The design is a phenomenological study.
Methods
Five female faculty with 8 to 13 years of experience in a full-time position shared experiences through face-to-face interviews. A simplified version of Hycner's five-step explicitation process was used for interpretation and data analysis.
Findings
Six themes emerged—missing mentorship, lack of collegial support, harnessing external support, acculturation, feeling isolated, and I feel more like a minority here.
Discussion
Minority nursing faculty face challenges similar to minority faculty in other disciplines in higher institutions. However, acculturation has not been discussed in phenomenological studies of similar populations.
Conclusion
These findings have bearings on strategies for increasing minority nursing faculty and assessing mentoring practices in nursing programsDisponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 107-114[article] The Lived Experience of Minority Nursing Faculty : A Phenomenological Study [Article] / Folasade M. Kolade . - 2016 . - p. 107-114.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 107-114
Descripteurs : HE Vinci
École d'infirmières ; Education ; Recherche qualitative ; Revue de la littérature ; UniversitésRésumé : Purpose
The purpose is to explore the lived experience of minority nursing faculty.
Design
The design is a phenomenological study.
Methods
Five female faculty with 8 to 13 years of experience in a full-time position shared experiences through face-to-face interviews. A simplified version of Hycner's five-step explicitation process was used for interpretation and data analysis.
Findings
Six themes emerged—missing mentorship, lack of collegial support, harnessing external support, acculturation, feeling isolated, and I feel more like a minority here.
Discussion
Minority nursing faculty face challenges similar to minority faculty in other disciplines in higher institutions. However, acculturation has not been discussed in phenomenological studies of similar populations.
Conclusion
These findings have bearings on strategies for increasing minority nursing faculty and assessing mentoring practices in nursing programsDisponible en ligne : Non Exemplaires (1)
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Titre : Design and Implementation of an International Nurse Faculty Partnership Type de document : Article Auteurs : Janis S. Tuxbury ; Yves Vilton ; Antoinette Hays ; [et al.] Année de publication : 2016 Article en page(s) : p. 115-120 Langues : Anglais (eng) Descripteurs : HE Vinci
École d'infirmières ; Haïti ; Interdisciplinarité ; Politique de santé ; Projet ; Recherche ; UniversitésRésumé : Haiti has the highest rates of infant, under 5 years old, and maternal mortality in the Americas. More nurses are needed throughout the country, but there is a deficit of nursing faculty. Increasing numbers and quality of nursing faculty members will ensure a sustainable, positive impact on the country's nursing profession. The International Nurse Faculty Partnership Initiative was designed to educate a total of 36 current Haitian nurse faculty members at the master's-degree level. The first cohort of 12 nurse faculty members completed the program of study in February 2014, graduating with a master's degree in nursing from the State University of Haiti. Performance evaluation by their respective deans revealed that the Haitian nursing faculty members demonstrated increases in teaching effectiveness and critical thinking in comparison to their premaster's-degree skill levels. The International Nurse Faculty Partnership Initiative expects to graduate a total of 36 master's-level-prepared nurse educators. Currently, program graduates and nursing leaders from Haiti's Ministry of Health are working with the State University of Haiti to establish the faculty of nursing within the institution, creating a system for the ongoing delivery of baccalaureate-level and master-level nursing education within that country. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 115-120[article] Design and Implementation of an International Nurse Faculty Partnership [Article] / Janis S. Tuxbury ; Yves Vilton ; Antoinette Hays ; [et al.] . - 2016 . - p. 115-120.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 115-120
Descripteurs : HE Vinci
École d'infirmières ; Haïti ; Interdisciplinarité ; Politique de santé ; Projet ; Recherche ; UniversitésRésumé : Haiti has the highest rates of infant, under 5 years old, and maternal mortality in the Americas. More nurses are needed throughout the country, but there is a deficit of nursing faculty. Increasing numbers and quality of nursing faculty members will ensure a sustainable, positive impact on the country's nursing profession. The International Nurse Faculty Partnership Initiative was designed to educate a total of 36 current Haitian nurse faculty members at the master's-degree level. The first cohort of 12 nurse faculty members completed the program of study in February 2014, graduating with a master's degree in nursing from the State University of Haiti. Performance evaluation by their respective deans revealed that the Haitian nursing faculty members demonstrated increases in teaching effectiveness and critical thinking in comparison to their premaster's-degree skill levels. The International Nurse Faculty Partnership Initiative expects to graduate a total of 36 master's-level-prepared nurse educators. Currently, program graduates and nursing leaders from Haiti's Ministry of Health are working with the State University of Haiti to establish the faculty of nursing within the institution, creating a system for the ongoing delivery of baccalaureate-level and master-level nursing education within that country. Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Coaching Model + Clinical Playbook = Transformative Learning Type de document : Article Auteurs : Katherine A. Fletcher ; Mary Meyer Année de publication : 2016 Article en page(s) : p. 121-129 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; Compétence ; École d'infirmières ; Education ; Evidence-based nursing ; Mentorat ; RechercheRésumé : Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to “disorienting dilemmas,” alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a “Playbook” were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative learning experiences; (e) increased student reflection to promote transformative learning; and (f) provided avenues for timely feedback to students. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 121-129[article] Coaching Model + Clinical Playbook = Transformative Learning [Article] / Katherine A. Fletcher ; Mary Meyer . - 2016 . - p. 121-129.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 121-129
Descripteurs : HE Vinci
Apprentissage ; Compétence ; École d'infirmières ; Education ; Evidence-based nursing ; Mentorat ; RechercheRésumé : Health care employers demand that workers be skilled in clinical reasoning, able to work within complex interprofessional teams to provide safe, quality patient-centered care in a complex evolving system. To this end, there have been calls for radical transformation of nursing education including the development of a baccalaureate generalist nurse. Based on recommendations from the American Association of Colleges of Nursing, faculty concluded that clinical education must change moving beyond direct patient care by applying the concepts associated with designer, manager, and coordinator of care and being a member of a profession. To accomplish this, the faculty utilized a system of focused learning assignments (FLAs) that present transformative learning opportunities that expose students to “disorienting dilemmas,” alternative perspectives, and repeated opportunities to reflect and challenge their own beliefs. The FLAs collected in a “Playbook” were scaffolded to build the student's competencies over the course of the clinical experience. The FLAs were centered on the 6 Quality and Safety Education for Nurses competencies, with 2 additional concepts of professionalism and systems-based practice. The FLAs were competency-based exercises that students performed when not assigned to direct patient care or had free clinical time. Each FLA had a lesson plan that allowed the student and faculty member to see the competency addressed by the lesson, resources, time on task, student instructions, guide for reflection, grading rubric, and recommendations for clinical instructor. The major advantages of the model included (a) consistent implementation of structured learning experiences by a diverse teaching staff using a coaching model of instruction; (b) more systematic approach to present learning activities that build upon each other; (c) increased time for faculty to interact with students providing direct patient care; (d) guaranteed capture of selected transformative learning experiences; (e) increased student reflection to promote transformative learning; and (f) provided avenues for timely feedback to students. Disponible en ligne : Non Exemplaires (1)
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Titre : Using Simulation to Teach About Poverty in Nursing Education : A Review of Available Tools Type de document : Article Auteurs : Carol A. Reid ; Tracy A. Evanson Année de publication : 2016 Article en page(s) : p. 130-140 Langues : Anglais (eng) Descripteurs : HE Vinci
Apprentissage ; École d'infirmières ; Education ; Etats-unis ; Pauvreté ; Recherche ; Recommandations ; SimulationRésumé : Poverty is one of the most significant social determinants of health, and as such, it is imperative that nurses have an understanding of the impact that living in poverty has upon one's life and health. A lack of such understanding will impede nurses from providing care that is patient centered, treats all patients fairly, and advocates for social justice. It is essential that nursing educators assure that poverty-related content and effective teaching strategies are used in nursing curricula in order to help students develop this understanding. Several poverty-simulation tools are available and may be able to assist with development of accurate knowledge, skills, and attitudes. Unfortunately, little evidence exists to evaluate most poverty simulation tools. This article will provide an introduction to several poverty-related simulation tools, discuss any related research that evaluates their effectiveness, and make recommendations for integration of such simulation tools into nursing curricula. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 130-140[article] Using Simulation to Teach About Poverty in Nursing Education : A Review of Available Tools [Article] / Carol A. Reid ; Tracy A. Evanson . - 2016 . - p. 130-140.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 130-140
Descripteurs : HE Vinci
Apprentissage ; École d'infirmières ; Education ; Etats-unis ; Pauvreté ; Recherche ; Recommandations ; SimulationRésumé : Poverty is one of the most significant social determinants of health, and as such, it is imperative that nurses have an understanding of the impact that living in poverty has upon one's life and health. A lack of such understanding will impede nurses from providing care that is patient centered, treats all patients fairly, and advocates for social justice. It is essential that nursing educators assure that poverty-related content and effective teaching strategies are used in nursing curricula in order to help students develop this understanding. Several poverty-simulation tools are available and may be able to assist with development of accurate knowledge, skills, and attitudes. Unfortunately, little evidence exists to evaluate most poverty simulation tools. This article will provide an introduction to several poverty-related simulation tools, discuss any related research that evaluates their effectiveness, and make recommendations for integration of such simulation tools into nursing curricula. Disponible en ligne : Non Exemplaires (1)
Cote Support Localisation Section Disponibilité REV Périodique papier Woluwe (Promenade de l'Alma) périodiques Exclu du prêt
Titre : Altering Nursing Student and Older Adult Attitudes Through a Possible Selves Ethnodrama Type de document : Article Auteurs : Jacqueline Eaton ; Gary Donaldson Année de publication : 2016 Article en page(s) : p. 141-151 Langues : Anglais (eng) Descripteurs : HE Vinci
Comportement ; École d'infirmières ; Étudiants ; Recherche ; Soins infirmiers ; Sujet âgéRésumé : The purpose of this mixed method study is to evaluate the effects of participation in the development and implementation of ethnodrama about possible selves on nursing student attitudes toward older adults and older adult attitudes to aging. Twelve nursing students and 12 older adult long-term care residents collaborated in a transformational learning experience involving interviews on the topic of possible selves culminating in the presentation of an ethnodrama developed from these data. Longitudinal data from student surveys about attitudes toward older adults were analyzed using growth modeling, whereas older adult pre–post data on attitudes toward aging were analyzed with a paired samples t test. Video of group discussions and open-ended feedback on the overall experience were analyzed to provide qualitative understanding of change in student attitudes over time. Although positive overall, student attitudes varied in initial status and rate of change. Students who interacted most frequently with older adults had more neutral attitudes. Older adult attitudes surrounding psychosocial loss improved over the course of the intervention. Normalizing attitudes may be as important as improving attitudes; neutrality may be more representative of realistic perceptions of older adults and late-life potential. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 141-151[article] Altering Nursing Student and Older Adult Attitudes Through a Possible Selves Ethnodrama [Article] / Jacqueline Eaton ; Gary Donaldson . - 2016 . - p. 141-151.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 141-151
Descripteurs : HE Vinci
Comportement ; École d'infirmières ; Étudiants ; Recherche ; Soins infirmiers ; Sujet âgéRésumé : The purpose of this mixed method study is to evaluate the effects of participation in the development and implementation of ethnodrama about possible selves on nursing student attitudes toward older adults and older adult attitudes to aging. Twelve nursing students and 12 older adult long-term care residents collaborated in a transformational learning experience involving interviews on the topic of possible selves culminating in the presentation of an ethnodrama developed from these data. Longitudinal data from student surveys about attitudes toward older adults were analyzed using growth modeling, whereas older adult pre–post data on attitudes toward aging were analyzed with a paired samples t test. Video of group discussions and open-ended feedback on the overall experience were analyzed to provide qualitative understanding of change in student attitudes over time. Although positive overall, student attitudes varied in initial status and rate of change. Students who interacted most frequently with older adults had more neutral attitudes. Older adult attitudes surrounding psychosocial loss improved over the course of the intervention. Normalizing attitudes may be as important as improving attitudes; neutrality may be more representative of realistic perceptions of older adults and late-life potential. Disponible en ligne : Non Exemplaires (1)
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Titre : Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses Type de document : Article Auteurs : Reem Nassar Al-Dossary ; Panagiota Kitsantas ; P. J. Maddox Année de publication : 2016 Article en page(s) : p. 152-158 Langues : Anglais (eng) Descripteurs : HE Vinci
Autorité ; Compétence ; Comportement ; École d'infirmières ; RechercheRésumé : Nurse residency programs have been adopted by health care organizations to assist new graduate nurses with daily challenges such as intense working environments, increasing patient acuity, and complex technologies. Overall, nurse residency programs are proven beneficial in helping nurses transition from the student role to independent practitioners and bedside leaders. The purpose of this study was to assess the impact of residency programs on leadership skills of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. The study design was cross-sectional involving a convenience sample (n = 98) of new graduate nurses from three hospitals in Saudi Arabia. The Clinical Leadership Survey was used to measure the new graduate nurses' clinical leadership skills based on whether they completed a residency program or not. Descriptive statistics, correlation, and multiple linear regression analyses were conducted to examine leadership skills in this sample of new Saudi graduate nurses. A significant difference was found between residents and nonresidents in their leadership skills (t = 10.48, P = .000). Specifically, residents were significantly more likely to show higher levels of leadership skills compared to their counterparts. Attending a residency program was associated with a significant increase in clinical leadership skills. The findings of this study indicate that there is a need to implement more residency programs in hospitals of Saudi Arabia. It is imperative that nurse managers and policy makers in Saudi Arabia consider these findings to improve nurses' leadership skills, which will in turn improve patient care. Further research should examine how residency programs influence new graduate nurses' transition from student to practitioner with regard to clinical leadership skills in Saudi Arabia. Disponible en ligne : Non
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 152-158[article] Residency Programs and Clinical Leadership Skills Among New Saudi Graduate Nurses [Article] / Reem Nassar Al-Dossary ; Panagiota Kitsantas ; P. J. Maddox . - 2016 . - p. 152-158.
Langues : Anglais (eng)
in Journal of Professional Nursing > Vol. 31, n°2 (Marh/Avril 2016) . - p. 152-158
Descripteurs : HE Vinci
Autorité ; Compétence ; Comportement ; École d'infirmières ; RechercheRésumé : Nurse residency programs have been adopted by health care organizations to assist new graduate nurses with daily challenges such as intense working environments, increasing patient acuity, and complex technologies. Overall, nurse residency programs are proven beneficial in helping nurses transition from the student role to independent practitioners and bedside leaders. The purpose of this study was to assess the impact of residency programs on leadership skills of new Saudi graduate nurses who completed a residency program compared to new Saudi graduate nurses who did not participate in residency programs. The study design was cross-sectional involving a convenience sample (n = 98) of new graduate nurses from three hospitals in Saudi Arabia. The Clinical Leadership Survey was used to measure the new graduate nurses' clinical leadership skills based on whether they completed a residency program or not. Descriptive statistics, correlation, and multiple linear regression analyses were conducted to examine leadership skills in this sample of new Saudi graduate nurses. A significant difference was found between residents and nonresidents in their leadership skills (t = 10.48, P = .000). Specifically, residents were significantly more likely to show higher levels of leadership skills compared to their counterparts. Attending a residency program was associated with a significant increase in clinical leadership skills. The findings of this study indicate that there is a need to implement more residency programs in hospitals of Saudi Arabia. It is imperative that nurse managers and policy makers in Saudi Arabia consider these findings to improve nurses' leadership skills, which will in turn improve patient care. Further research should examine how residency programs influence new graduate nurses' transition from student to practitioner with regard to clinical leadership skills in Saudi Arabia. Disponible en ligne : Non Exemplaires (1)
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