Promotion of evidence-based practice by professional nursing associations: literature review

AIM: This paper reports a literature review examining the activities of professional nursing associations in the promotion of evidence-based practice. BACKGROUND: Professional nursing associations can play a role in the implementation and achievement of evidence-based practice as such associations aim to develop and further educate nurses professionally, build professional networks representing the interests of nurses and the nursing profession, influence the government and policymakers, and support and protect the basic values of nurses. The exact role of professional nursing associations in the promotion of evidence-based practice is as yet unclear, along with just how the role of such associations can be expanded and which strategies can be used to promote evidence-based practice among members. METHOD: A literature and Internet search was undertaken using the PUBMED, CINAHL, SCIRUS, INVERT, and the Cochrane databases using the terms evidence-based practice(s)* or EBP*, which were then combined with Nursing Society*, Nursing Organization*, Nursing Organisation*, Nursing Association* or Nursing Council*. Other sources included a Google search of the Internet, and the sites of various members of the International Council of Nurses. Publications in English, French or German from 1993 to 2004 were used, and the Internet search was conducted on 17 July 2003. RESULTS: Sixty nursing associations described the dissemination of evidence-based practice using one or more types of activities (179 activities in total). All of these activities were of a voluntary nature, with a predominant focus (132/179 activities) on intrinsic motivation of nurses. More specifically, most of the activities were aimed at nurses' competences and attitudes in relation to evidence-based practice. CONCLUSION: Professional nurses' associations are active in promoting evidence-based practice among their nurse members, but only those focusing on changing competences and attitude by addressing intrinsic motivation are well used. Other types of activities deserve to be explored, including behaviour-oriented approaches, approaches using structural, social or financial influence measures and perhaps methods based on 'involuntary involvement'.     

Opening our hearts and minds: the meaning of international clinical nursing electives in the personal and professional lives of nurses

Although international opportunities are the hallmark of nursing education at a large private university, the meaning of participating in such clinical nursing electives has not been described. The purpose of this phenomenological study of nurses was to examine the personal and professional meaning of participating in international clinical nursing electives during their undergraduate nursing studies. Audiotaped interviews were conducted with 20 former nursing students who had had this opportunity. "Opening our hearts and minds" was described by the study's participants, with the following themes: increasing understanding of other cultures and peoples, increasing understanding of global sociopolitical and health issues, increasing the commitment to make a difference, experiencing personal and professional growth, contributing to professional development in the host country, making interpersonal connexions, and developing cultural competence. This study makes an important contribution to the documentation of the meaning of participating in international nursing clinical experiences. Data are being used for long-term curricular planning in the development and refinement of future international clinical nursing electives and to provide outcomes data for professional accreditation. There are broader implications for the movement beyond individual cultural competence to increasing global consciousness and the improvement of global health care.     

The impact of international experience on student nurses' personal and professional development

Background: Many student nurses undertake international clinical experience during their education programmes, which raises the question ‘How do these experiences impact on students nurses’ personal and professional development?’ Method: A case study was conducted in one School of Nursing in the United Kingdom. Student nurses participating in a new module, International Nursing and Health Care, which included clinical experience overseas, gave qualitative accounts of their international experiences and subsequent learning. Their accounts were also compared with the perceptions and expectations of the module facilitators. Findings: While there were some similarities in student experience and facilitator expectations, there were also notable differences. The students believed that their international experiences had a deep impact on their personal development, helping them make the transition from student to qualified nurse. The case study raised further questions about the acquisition of cultural knowledge and the facilitation and provision of learning from experience.     

First-episode psychosis: a literature review

This paper reports on a literature review of the impacts of first-episode psychosis on both the patient and their family and carers. The discussion focuses on the effects on the patient experiencing psychotic symptoms for the first time, including disruption to their environment, social connectedness, and future plans. Patients experiencing these symptoms can experience fear, distress, and isolation. Many of these patients are also at greater risk to themselves and others. The family and carers witnessing this psychosis may experience fear, guilt, and often carry the emotional and physical burden of care. Early intervention and treatment are crucial to potentially achieving better clinical outcomes, and to alleviating the psychological impact on patients and their families. The nurse's role in the treatment of the patient experiencing first-episode psychosis is to facilitate early intervention through recognition of symptoms and ongoing assessment, work to reduce a patient's risks, manage treatments, and work with the patient to reduce the risk of relapse.     

Measuring community nurses' job satisfaction: literature review

Title.  Measuring community nurses' job satisfaction: literature review
Aim.  This paper is a report of a review of the literature on community nurses' job satisfaction, including research using different scales and settings, what is known to date and directions for future research.
Background.  Job satisfaction is one of the strongest predictors of intent to stay and retention of nurses. An adequate understanding of the sources of job satisfaction and their importance can aid policymakers in the community nursing setting to cope with the growing demand for its services.
Data sources.  A database of papers was established using ISI Web of Knowledge. Cited references were used to expand the database. Journals adding to the database were scanned for related research. This technique was repeated until no additional papers could be found.
Findings.  Twelve job satisfaction scales were found, with striking differences in methodology, settings and sample characteristics of the studies concerned. A wide variety of job satisfaction and dissatisfaction sources is identified, but little is known on their relative importance. The Measure of Job Satisfaction and the Home Healthcare Nurses' Job Satisfaction Scale prove highly reliable and applicable.
Conclusion. Findings on the level and sources of community nurses' job satisfaction are ambiguous. Of all the scales reviewed, the Home Healthcare Nurses' Job Satisfaction Scale seems most promising for use in future research, based on its strong psychometric properties and its specificity for the community nursing setting.     

Aromatherapy practice in nursing: literature review

BACKGROUND: The use of aromatherapy in nursing care continues to be popular in many settings. Most of the nursing literature relates to the use of essential oils in low doses for massage or use of the oils as environmental fragrances. Information from the wider literature may add to the evidence base for use of this therapy in nursing. AIM: This paper reports a literature relating to the use of aromatherapy by nurses and critically evaluates the evidence to support this practice. METHOD: Medline, CINAHL, MANTIS and EBSCO Host databases were searched for papers related to use of essential oils and/or aromatherapy. Papers were also obtained through cross-checking of reference lists. A total of 165 articles have been included in this review. Nursing papers were published since 1990 were included, but some references from 1971 onwards relating to scientific research conducted on essential oils were also included. These remain valuable as they are probably the only reference available for a specific oil or property, or show the development of knowledge in this area. Papers were excluded if they consisted only of brief case studies presented in abstract form. The review covers key professional issues and the principal areas of clinical practice where aromatherapy is used. FINDINGS: Despite calls for more research in the 1980s and 1990s, there is still little empirical evidence to support the use of aromatherapy in nursing practice beyond enhancing relaxation. Its popularity needs to be balanced against the potential risks related to allergies, safety and inappropriate use by inexperienced users. CONCLUSIONS: There is great potential for more collaborative research by nurses to explore the clinical applications in greater detail and to move beyond the low dose paradigm of application of essential oils.     

International clinical placements for undergraduate students

This paper reports the findings of a study that sought to gain insight into the experiences of third year nursing students who participated in a 4-week clinical placement in an international setting. This study is different from many studies describing international placements for undergraduate nursing students as it concentrates on clinical experiences on placement. Students' reflective journals and face-to-face discussions were used to collect data, which were analysed by thematic content analysis. Categories were identified describing a focus on micro clinical-based issues that expanded over time to a focus on broader issues reflecting the "nursing culture" of the placement. Students described both positive and negative aspects of being placed in an international clinical setting, with the concept of "being different" emerging. Whilst the findings cannot be generalized beyond the sample, the study highlights the importance of adequate preparation and support for students on international clinical placements, with emphasis on attention to clinical detail.     

Caring for abused women: impact on nurses' professional and personal life experiences

Title.  Caring for abused women: impact on nurses' professional and personal lifeexperiences.
Aim.  This article is a report of a study of the impact of caring for abused women on nurses' professional and personal life experiences.
Background.  Encountering abused women can have emotional, cognitive and behavioural influences on nurses, known as vicarious traumatization. They may feel incompetent to deal with such an overwhelming problem and may avoid screening survivors of abuse. Thus, nurses treating these survivors need to be aware of their attitudes, emotions and differential responses during these interactions.
Method.  A phenomenological study was carried out in 2005 in Israel. The data were collected using in-depth, interviews with 22 female Israeli nurses in hospitals and community healthcare clinics.
Findings.  Data analysis revealed one main theme, 'Struggling on work and home fronts', based on two subthemes: 'Encounter with domestic violence: a challenge to nurses' professional role perception' and 'Between work and home'. Nurses experience perplexity regarding abused women and their professional care. Encounters with these women challenge nurses' personal and professional attitudes, as well as influencing their personal lives (intimate relationships, parenthood and gender attitudes). These encounters induce empathy and compassion, but also anger and criticism towards abused women, creating emotional labour for the nurses.
Conclusion.  The dissonance between personal values, attitudes and emotions and the desirable professional intervention procedures might impede nurses' performance in caring for abused women. Implementing training programmes for screening and intervening with abused women might reduce the emotional labour required, enhance nurses' responses to domestic violence, and enable personal growth.     

Beyond generational differences: a literature review of the impact of relational diversity on nurses' attitudes and work

wolff A.C., ratner P.A., robinson S.L., oliffe J.L. & Hall L.M. (2010) Journal of Nursing Management 18, 948–969
Beyond generational differences: a literature review of the impact of relational diversity on nurses' attitudes and work Aim Based on a review of the empirical literature, we examine the influence of selected diversity attributes on nurses’ work-related attitudes and behaviour. Background The nursing workforce has become increasingly heterogeneous in its age, educational attainment, and ethnicity/race distributions. There is considerable speculation, in the literature, that the work values of recent nursing graduates are discordant with more experienced nurses. Results A review of studies published between 1980 and 2009 in nursing, healthcare, psychology, and organizational behaviour led to the inclusion of 19 peer-reviewed research articles, from which our analyses are drawn. Key issues The findings indicate that age diversity leads to negative behaviour toward others in the workgroup (e.g. poor collegial relationships) whereas perceived work-values diversity is negatively associated with individuals’ own attitudes and behaviour toward their work as well as toward other members of their workgroup. Conclusions There is inconclusive evidence about the attributes that most significantly influence nurses’ attitudes and work; however, preliminary evidence supports the salience of work values. Implications for nursing management Irrespective of the actual diversity within workgroups, how nurses see one another can have a significant impact on members of their workgroups and their functioning. Broader conceptualizations of diversity are necessary.     

Education needs for integrated care: a literature review

Aim. This paper reports a systematic review to identify the education needs of the workforce within primary care to promote the effective delivery of integrated health and social care services. Background. The need for different professionals to work more closely dominates global health policy. The drive to develop a workforce prepared for the future is crucial to the success of integrated services. However, some have argued that nurses are ill‐equipped to meet the challenges of integrated service provision. The ability to work interprofessionally is an important skill which needs to be developed to support integrated working. Methods. Structured searches were undertaken on organizational websites and the Caredata, CINAHL, Cochrane Library, MEDLINE, Sociofile databases between December 2002 and April 2004 to identify policy documents and primary research studies. The robustness of identified research studies were appraised using recognized appraisal tools. Findings. Six themes were identified which indicate essential elements needed for integrated care. The need for effective communication between professional groups within teams and an emphasis on role awareness are central to the success of integrated services. In addition, education about the importance of partnership working and the need for professionals to develop skills in relation to practice development and leadership through professional and personal development is needed to support integrated working. Conclusion. Education which embeds essential attributes to integrated working is needed to advance nursing practice for interprofessional working. Further research exploring this and its impact on integrated provision is essential to ensure that evidence‐based services are provided. The reinforcement of partnerships between higher education institutions and health and social care organizations should ensure that the workforce is educated to manage continuous change in service delivery. Innovative ways of teaching and learning which promote inter‐professional working need to be explored.     

An integrative literature review and critical reflection on nurses' agency

The idea of agency has long been used in the nursing literature in the study of nurses' roles regarding the patients they take care of, but it has not often been used to study its relationship with nurses themselves and their status in the healthcare system. The purpose of this article is to analyze how the idea of agency is used in nursing research to better understand how we might advance our thinking around nurses' agency to shape nursing and healthcare with an emancipatory intent. Based on the results of a literature review focused on the study of conceptions, treatments, and applications of the concept of agency in nursing, we present a critical discussion to reflect on the need to consistently define the idea of nurses' agency, to guide research concerned with this topic in theoretical frameworks with emancipatory and social change tenets, and to make a call to develop the idea of agency as a central one to rework nurses' relationship with themselves. The idea of agency provides a valuable analytical framework for the study of a wide range of issues around nurses' status in healthcare organizations and in the healthcare system while offering a means for nurses' emancipation.     

Short- and long-term impact of critical illness on relatives: literature review

Title. Short‐ and long‐term impact of critical illness on relatives: literature review. Aim. This paper is a report of a literature review undertaken to identify the short‐ and long‐term impact of critical illness on relatives. Background. Patients in intensive care can experience physical and psychological consequences, and their relatives may also experience such effects. Although it is recognized that relatives have specific needs, it is not clear whether these needs are always met and whether further support is required, particularly after intensive care. Data sources. The following databases were searched for the period 1950–2007: Medline, British Nursing Index and Archive, EMBASE, CINAHL, PsycINFO and EMB Reviews – Cochrane Central Register of Clinical Trials. Search methods. Search terms focused on adult relatives of critically ill adult patients during and after intensive care. Recurrent topics were categorized to structure the review, i.e. ‘relatives needs’, ‘meeting relatives’ needs’, ‘interventions’, ‘satisfaction’, ‘psychological outcomes’ and ‘coping’. Results. Studies have mainly identified relatives’ immediate needs using the Critical Care Family Needs Inventory. There are few studies of interventions to meet relatives’ needs and the short‐ and long‐term effects of critical illness on relatives. Conclusion. Despite widespread use of the Critical Care Family Needs Inventory, factors such as local or cultural differences may influence relatives’ needs. Relatives may also have unidentified needs, and these needs should be explored. Limited research has been carried out into interventions to meet relatives’ needs and the effects of critical illness on their well‐being, yet some relatives may experience negative psychological consequences far beyond the acute phase of the illness.     

Peer review in nursing and midwifery: a literature review

Aims and objectives. The Clinical Education Project investigated clinical education in nursing and midwifery settings. The aim of this phase was to investigate and evaluate the processes and outcomes of clinical assessment of preregistration nurses and midwives, focusing on the assessment interview, and to evaluate the feasibility of introducing peer review of the clinical assessment interview in acute clinical settings. Background. Peer review is common in many professional areas. The literature describes various applications of peer review and makes recommendations for its use. However, there is a shortage of studies investigating the use of peer review in nursing and midwifery education and practice. Design. The project involved a systematic literature review and a qualitative exploratory study. This article describes the first part of the study: a systematic literature review of peer review. The second part of the study is reported elsewhere. Methods. The systematic literature review investigated international articles written since 1994 that contained information on peer review in pre/post registration nursing and midwifery within higher education or practice. Results. From the available literature, 52 specific initiatives were analysed. The majority of articles originated in America and involved nursing staff working in secondary care settings. Fifty‐one articles had missing information varying from not stating the sample size to not including information about evaluations. Conclusions. The literature review found that whilst peer review is commonplace in nursing and midwifery practice, there is a lack of robust literature about its use. Relevance to clinical practice. Peer review in clinical settings such as nursing and midwifery can facilitate the sharing of good practice and personal and professional growth. It allows participants to learn from each other and gain insight into their development.     

Inducing hypothermia to decrease neurological deficit: literature review

AIM: This paper reports a literature review to examine the effectiveness of inducing hypothermia to decrease neurological deficit after out-of-hospital cardiac arrest. BACKGROUND: After cardiac arrest, severe neurological impairment is a major problem. Outcome after anoxic brain injury following cardiac arrest varies from normal function to brain death. However, a large proportion of these patients are left with severe disability and completely dependent on others for basic needs. Since the 1950s, several studies have shown how hypothermia can be neuroprotective. Recently, these studies have been taken to human trials in populations experiencing out-of-hospital cardiac arrest. METHODS: A literature search was conducted using the Ovid and MDConsult databases for the years 1966-2004 and the keywords included hypothermia, therapeutic hypothermia, and cardiac arrest. Only English language papers were retrieved. Six human trials were found. RESULTS: All six studies showed improved neurological outcomes and four of these showed a decrease in mortality. Minimal complications exist from inducing mild hypothermia after cardiac arrest, and include decreased heart rate, increased systemic vascular resistance, transient electrolyte abnormalities (increased serum potassium and glucose), possible increase in pneumonia or other infectious processes, possible rebound hyperthermia, possible hypotension, and possible arrhythmias. CONCLUSIONS: Based on the review of these studies and the recommendations from the Advanced Life Support Task Force of the International Liaison Committee on Resuscitation, advanced practice nurses should promote this practice, but look for further research on specific treatment recommendations.     

Nurses' codes of ethics in practice and education: a review of the literature

The purpose of this review was to provide an overview of the empirical literature on nurses' codes of ethics in practice and education covering the time from 1980 to August 2007. The focus was on methodological issues, main domains of interest and findings of the studies. The aim of the review was to identify knowledge gaps and to provide recommendations for further research. Research on the codes of ethics in nursing is scarce. The main domains of interest were education, nurses' knowledge and use of the codes, the content and functions of the codes, and moral behaviour and values related to the codes. Education of the codes was important, and it had a positive impact on students' moral behaviour measured by an instrument based on the codes. Nurses' knowledge and use of the codes was deficient. Nurses' practice was guided by environmental contexts and personal experiences rather than the codes. However, nurses' values espoused those of the codes. The nurse–patient relationship was the best known aspect of the codes. Methodological diversity, a small number of studies focusing on several domains of interest warrants care in the interpretation of the findings. Further research should focus particularly on the education of the codes, covering the realization of the teaching process, evaluation of outcomes and organization of education. Cooperation between theoretical education and clinical practice should be explored. Research of the meaning of the codes and their functions for nurses, nurses' moral behaviour and professional values is needed. Research should cover all levels and areas of nursing and reach beyond the nurse–patient relationship to relationships with colleagues, other health professions, organizations and the society. The use of more varied methodological approaches is suggested.     

Mapping the organizational culture research in nursing: a literature review

AIM: This paper reports a critical review of nursing organizational culture research studies with the objectives of: (1) reviewing theoretical and methodological characteristics of the studies and (2) drawing inferences specific to the state of knowledge in this field. BACKGROUND: Organizational culture is regarded as significant in influencing research use in clinical practice yet it is not understood how culture shapes practitioners' behaviours. Only one review of this empirical literature in nursing has been completed. METHOD: Using selected computerized databases, published nursing research studies in English that examine organizational culture were accessed. Organizational culture studies were categorized using Hatch's three perspectives on organizational culture: (1) modern, (2) symbolic-interpretive and (3) postmodern. The review was conducted in 2005. RESULTS: Twenty-nine studies were in the final data set. Results pointed to variations in cultural definitions and incorporation of organizational sciences theory. In classifying the studies, modern perspectives dominated (n = 22), symbolic-interpretive approaches were an emerging group (n = 6) and one study was unclassifiable. Our results expand current cultural instrument reviews by pinpointing tools that have been previously overlooked and by identifying ongoing theoretical and methodological challenges for researchers. CONCLUSION: An exclusive reliance on modernistic approaches in organizational culture research cannot yield a complete understanding of the phenomenon. Rather, the field could benefit from a variety of cultural approaches. In a similar vein, researchers need to be mindful of the terminology and the unit of analysis they use in their research, as these are the two largest research challenges.     

Transition: a literature review

Aim. This paper reports a comprehensive literature review exploring how the term ‘transition’ has been used in the health literature. Background. The meaning of transition has varied with the context in which the term has been used. The last 3 decades have seen altered understandings in the concept of transition in the social science and health disciplines, with nurses contributing to more recent understandings of the transition process as it relates to life and health. Method. The CINAHL, Medline, Sociofile and Psychlit databases were accessed and papers published between 1994 and 2004 were retrieved to answer the questions ‘How is the word transition used?’ and ‘What is the concept of transition informing?’ Transition theoretical frameworks were also explored. Findings. Widespread use of the word ‘transition’ suggests that it is an important concept. Transitional definitions alter according to the disciplinary focus, but most agree that transition involves people's responses during a passage of change. Transition occurs over time and entails change and adaptation, for example developmental, personal, relational, situational, societal or environmental change, but not all change engages transition. Reconstruction of a valued self‐identity is essential to transition. Time is an essential element in transition and therefore longitudinal studies are required to explore the initial phase, midcourse experience and outcome of the transition experience. Conclusion. Transition is the way people respond to change over time. People undergo transition when they need to adapt to new situations or circumstances in order to incorporate the change event into their lives. Transition is a concept that is important to nursing; however, to further develop understandings, research must extend beyond single events or single responses. Longitudinal comparative and longitudinal cross‐sectional inquiries are required to further develop the concept.