At the intersection of science and theory: How the Nurse Role Integration Model reconciles the conflict

As more nurses embrace precision science, there is a tendency to utilize theoretical frameworks from other disciplines thus, placing nursing at risk of losing its autonomy and independence. The discipline has fallen prey to internal binary opposition, eliminating opportunities to engage in civil discourse. To explore how the roles nurses select might fit together in a theoretical framework and help nurses understand how the roles they choose to support their identity as nurses, this paper introduced a model of nursing that includes the bench scientists, the policy activists, and bedside nurses, using the Neuman Systems Model (NSM). The Nurse Role Integration Model (NRIM) espouses the basic tenets of NSM: prevention counteracts stressors from penetrating the client’s lines of defense thus, reducing stress response. Primary prevention reflects the work of the nurse bench scientists, investigating the underlying mechanisms behind pathophysiology; secondary prevention is applied nurse scientists who build upon nurse researchers’ work, identifying and testing potential interventions; tertiary prevention is nurse policy activists, the fulcrum, who leverage primary and secondary findings to argue policy change at all levels. Once policy change is adopted, bedside nurses are educated and implement the change. This lens provides an opportunity to create greater solidarity, strengthening the unity and autonomy of the discipline.     

Preparing Adult Gerontology Acute Care Nurse Practitioner Students for Role Transition Through Hospital Immersion

The study explored adult gerontology acute care nurse practitioner (AGACNP) student’s self-perception of confidence and competence in essential domains of nurse practitioner (NP) skills. A preclinical hospital immersion experience was developed to improve transition to the ACACNP role. AGACNP students participated in once-weekly sessions for 3 consecutive weeks, with 14 students completing the experience over a 3-year period. Data showed a 28.7% improvement in student’s self-perception of confidence and competence, with statistically significant improvement in clinical decision-making skills and NP role. AGACNP students requested additional days and appreciated direct faculty feedback, while faculty efficiently supported AGACNP role transition.     

护士应用体外膜肺氧合技术核心能力评价指标的构建

目的 构建一套科学、系统的护士应用体外膜肺氧合（extracorporeal membrane oxygenation,ECMO）技术的核心能力评价指标,为护士的培养、考核和能力评价提供参考依据。 方法 通过文献回顾、半结构式访谈形成护士应用ECMO技术核心能力评价指标初稿,2021年2月—4月,采用德尔菲法对6个省份的25名专家进行问卷函询,运用层次分析法确定各级指标权重。 结果 共开展2轮函询,问卷有效回收率分别为90.00%、92.59%,第2轮函询专家的权威系数为0.886,肯德尔和谐系数为0.205（P<0.001）。最终构建的评价指标包括临床专业知识、临床实践技能、评判性思维能力、专业发展能力、沟通协调能力、管理能力、个人特质7个一级指标、19个二级指标、70个三级指标。 结论 构建的护士应用ECMO技术核心能力评价指标具有较高的科学性和可靠性,对护士的培养、考核和能力评价具有指导意义。     

以护生职业能力培养为主线的《社区护理学》阶段化实践教学改革初探

目的探讨高职护理专业以护生职业能力培养为主线的《社区护理学》实践教学改革的效果。方法将社区护理实践教学分为四个阶段，即准备阶段、社区见习、模拟实训及第二课堂活动，开展了社区护理教学改革。结果与课程开始前的评分比较，实施后护生职业能力的各项评分均显著提高。结论通过阶段化循序渐进的实践教学管理，优化了实践教学环节，有利于护生职业能力的培养。     

Formative feedback in the clinical practice setting: What are the perceptions of student radiographers?

The role of feedback to a learner's development has been well established. There is an absence of studies relating to student radiographers experience of gaining and applying formative feedback. This study investigated processes involved in gaining written formative feedback in the clinical practice setting as well as the impact feedback had on student radiographers learning.The data was collected from radiography students at two higher education institutions by electronic questionnaire comprising scaled and open questions. There was a response rate of 37% (n = 103/279). Scaled data was analysed using inferential statistics and the qualitative data helped explain the findings.The majority of students recognised radiographers were frequently busy; resulting in feedback that is generic and not always timely. There is strength of opinion 82.6% (n = 85/103) that student radiographers do not work with any one radiographer consistently enough to enable the provision of constructive and meaningful feedback. There appears to be difficulty in obtaining the comments but the evidence shows they are valued.The majority of students seek feedback that is specific and will clearly identify areas for development. They reflect on feedback as well as use self-criticism of their practice performance indicating the development of autonomous skills.The challenge of enabling consistent one to one working with radiographers, the need to maximise a learning culture within practice environments and ensuring full engagement by radiographers and students could be addressed by modification of the feedback system, a working group being formed from students, supervising radiographers and academic tutors.     

“They have no idea of what we do or what we know”: Australian graduates' perceptions of working in a health care team

Globally it has been suggested that interprofessional education can lead to improvements in patient safety as well as increased job satisfaction and understanding of professional roles and responsibilities. In many health care facilities staff report being committed to working collaboratively, however their practice does not always reflect their voiced ideologies. The inability to work effectively together can, in some measure, be attributed to a lack of knowledge and respect for others' professional roles, status and boundaries. In this paper, we will report on the findings of an interpretative study undertaken in Australia, focussing specifically on the experiences of new graduate nurses, doctors and pharmacists in relation to ‘knowing about’ and ‘working with’ other health care professionals. Findings indicated there was little understanding of the roles of other health professionals and this impacted negatively on communication and collaboration between and within disciplines. Furthermore, most new graduates recall interprofessional education as intermittent, largely optional, non-assessable, and of little value in relation to their roles, responsibilities and practice as graduate health professionals. Interprofessional education needs to be integrated into undergraduate health programs with an underlying philosophy of reciprocity, respect and role valuing, in order to achieve the proposed benefits for staff and patients.     

微信群在护理单元业务学习的应用效果

目的：探讨微信群在护理单元业务学习的应用效果。方法选择内科2个护理单元均由护士长设立手机微信群，组织科室全体护士加入群聊，作为业务学习交流的平台。每周由各护士长或主管护师在群内上传业务学习内容，护士长定期组织学习。成员也可将工作中疑惑的问题上传到群内进行讨论学习。结果护理理论成绩明显提高，晨间提问学习时间由（39．66±5．81）min缩短到（26．79±3．83）min。结论利用微信群作为业务学习平台，是护理单元提高整体业务水平的有效方法之一，适应现代护士工作学习的需求。