자연주의적 탐구조사(Naturalistic Inquiry)

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Fundamentals Of Research Methodology For Health Care Professionals

ロジックモデル策定ガイド = Logic model development guide

Evidence is accumulating that nurses completing pre-licensure programs are not equipped with the essential knowledge and skills for today’s nursing practice, nor prepared to continue learning for tomorrow’s nursing. Citing the need to improve quality and increase capacity, this paper offers three recommendations for transforming nursing education: (1) Create new nursing education systems which use existing resources in community colleges and universities and which provide for common prerequisites and a shared competency-based nursing curriculum and instructional materials. (2) Convene one or more expert panels to develop model pre-licensure curricula which: (a) can be used as a framework by faculty in community college-university partnerships for development of their local curriculum; (b) are based on emerging health care needs and widely accepted nursing competencies as interpreted for new care delivery models; (c) incorporate best practices in teaching and learning. (3) Invest in a national initiative to develop and evaluate new approaches to pre-licensure clinical education, including a required post-graduate residency under a restricted license. The author notes that these changes will require significant investment in the reforms, as well as in nursing education research and faculty development. The return on investment would be improved educational capacity and a better prepared nursing workforce, responsive to emerging health care needs and rapidly changing health care delivery systems. TRANSFORMING PRE-LICENSURE NURSING EDUCATION: PREPARING THE NEW NURSE TO MEET EMERGING HEALTH CARE NEEDS The Carnegie Foundation for the Advancement of Teaching joins a chorus of calls for transformation of pre-licensure nursing education (Benner et al., 2009b). Citing the shift of significant responsibility to nurses for managing complex medical regimens, as well as increasing complexity of community based practices, Benner and colleagues concluded that nurses entering the field are not equipped with the essential knowledge and skills for today’s practice nor prepared to continue learning for tomorrow’s nursing (p. 31). They found (1) weak curricula in natural sciences, technology, social sciences and humanities, and in developing cultural competency; (2) weak classroom instruction and limited integration between classroom and clinical experiences; (3) limited strategies in helping The Future of Nursing: Leading Change, Advancing Health Copyright National Academy of Sciences. All rights reserved.

The Future of Nursing: Leading Change, Advancing Health Key Messages and Report Recommendations

최근, 국제사회의 개발협력 관련 논의가 새천년개발목표(Millennium Development Goals, 이하 MDG)에서 지속가능개발목표(Sustainable Development Goals, 이하 SDG)로 이행하였다 이전의 새천년개발목표(MDG)가 8개 목표와 21개 세부목표로 이루어진 반면, SDG는 17개 목표와 169개의 세부목표로 구성되어

[국제리뷰] 지속가능개발목표(Sustainable Development Goals)와 양성평등 달성을 위한 UN Women 아태지역 사무소의 “SDG 기초선 연구

roets l,rowe-rowe n& nel r (2012) Journal of Nursing Management 20, 624–630



Family-centred care in the paediatric intensive care unit



Aim  The aim was to assess emotional support given to mothers of children in intensive care units (ICUs) and make recommendations to nurse managers regarding family-centred nursing care in paediatric ICUs in South Africa



Background  Family-centred care is an essential component of paediatric care Nurse managers should enhance implementation and sustainability to ensure quality care



Methods  A quantitative descriptive research design was used Structured interviews using questionnaires were conducted with 62 mothers whose children were nursed in ICUs in Bloemfontein



Findings  Fifteen stressors for mothers were identified and emotional support for mothers in ICU’s was assessed and described Analysis indicated that COPE (Creating Opportunities for Parent Empowerment) can be used within the South African context to enhance family-centred paediatric nursing care



Conclusion  Competencies of nurse practitioners and other staff involved must be improved and the seriousness and importance of emotional support as part of family-centred care should be emphasized



Implications for nursing management  Nurse managers should take responsibility for the training of staff in implementing COPE as a possible empowerment programme in Paediatric ICUs to ensure that emotional support is not neglected

Family‐centred care in the paediatric intensive care unit

Purpose
This article provides an overview of the implications for patients’ health status and care needs when assessments are performed by nurses not licensed or competent to perform this task. The Waterlow™ scale (Judy Waterlow, The Nook, Stroke Road, Henlade, TAUNTON, TA3 5LX) scenario is used as a practice example to illustrate this case.

Organizational Construct
The international nursing regulatory bodies, in South Africa called the South African Nursing Council, set the scope of practice wherein nurses are allowed to practice. Different categories of nurses are allowed to practice according to specified competencies, in alignment with their scope of practice.

Methods
A retrospective quantitative study was utilized. A checklist was used to perform an audit on a random sample of 157 out of an accessible population of 849 patient files. Data were gathered in May 2012, and the analysis was done using frequencies and percentages for categorical data. Reliability and validity were ensured, and all ethical principles were adhered to.

Findings
Eighty percent of risk assessments were performed by nurses not licensed or enrolled to perform this task unsupervised. Areas such as tissue malnutrition, neurological deficits, and medication were inaccurately scored, resulting in 50% of the Waterlow™ risk-assessment scales, as an example, being incorrectly interpreted. This has implications for quality nursing care and might put the patient and the institution at risk.

Conclusions
Lower-category nurses and student nurses should be allowed to perform only tasks within their scope of practice for which they are licensed or enrolled. Nurses with limited formal theoretical training are not adequately prepared to perform tasks unsupervised, even in the current global nursing shortage scenario.

Clinical Relevance
To optimize and ensure safe and quality patient care, risk assessments should be done by a registered professional nurse, who will then coordinate the nursing care of the patient with the assistance of the lower category of nurses.

/pdf/nurses-scope-of-practice-and-the-implication-for-quality-51xnjo7c96.pdf

Nurses' scope of practice and the implication for quality nursing care

Facilitating the development of higher-order thinking skills (HOTS) of novice nursing postgraduates in Africa

Knowledge transfer is an inevitable process in higher education where research outputs are largely associated with the production of Masters’ and Doctoral graduates. The supervision of postgraduate students at universities is therefore one of the core responsibilities of academics and is considered a measure of academic output. Supervision not only transfers research and related skills, but is also an intensive and interconnected form of educator-student engagement. The role of the supervisor in providing a supportive, constructive and engaged supervision process is important in the development of next generation practitioners who have the correct educational and skills mix to fulfil the future needs of the profession. The underlying principle of student support during supervision is that an experienced supervisor will be able to move through the learning processes with the student as this becomes appropriate. As the student gains competence in the basic skills of conducting research in a particular field of study, he or she will move to a deeper understanding of the nature and reality of that field. Research and, ultimately, high quality supervision of students, plays a pivotal role in the scholarship of discovery and the development of evidence-based practice.

https://fundisa.journals.ac.za/pub/article/download/55/35

Supervision of post-graduate students in higher education

Background The nursing profession needs nurses with a higher level of education and not merely more nurses to enhance patient outcomes. To improve quality patient care the nursing discipline needs to be advanced through theory development and knowledge generation, thus graduate nurses. Nursing scholarship cannot be limited to nurse academics, but is the responsibility of every nurse. Although the world is looking towards combating the decline in nursing numbers with better educated nurses, South Africa is planning to address the problem with more lower qualified nurses. Aim The aim of this study being reported here was to establish whether degree-prepared nurses in South-Africa partake more often in scholarly activities than diploma-prepared nurses. Method A cross-sectional descriptive design was used. The population was all professional nurses registered with the South African Nursing Council who obtained either a four year degree or four year diploma in nursing. Data were gathered from 479 respondents, using a self-administrative questionnaire. Results Three times more nursing educators (n = 19) achieved a degree as first qualification than their colleagues (n = 6) who achieved a diploma as first qualification. All but one (n = 18) nursing educators who obtained a degree as first qualification are educators in the private sector that include both universities as well as nursing colleges of private hospital groups. Data further revealed that most nurse educators and those in managerial positions were degree prepared. More degree prepared nurses than diploma prepared nurses were actively involved in scholarly activities such as research (30,5% compared to 25,5%) and implementing best practice guidelines (62,2% compared to 55,9%). Conclusion The global nursing crisis, nor the nursing profession, will benefit by only training more nurses. The profession and the health care sector need more degree prepared nurses to improve scholarship in nursing.

https://hsag.co.za/index.php/hsag/article/download/1001/1189

Lizeth Roets

Papers

Family‐centred care in the paediatric intensive care unit

Nurses' scope of practice and the implication for quality nursing care

Facilitating the development of higher-order thinking skills (HOTS) of novice nursing postgraduates in Africa

Supervision of post-graduate students in higher education

Scholarship in nursing: Degree-prepared nurses versus diploma-prepared nurses