A rotational programme for newly qualified surgical nurses

It is important to support the learning needs of newly qualified nurses to ensure their skills, knowledge and experience are developed rapidly for a demanding clinical environment. This article evaluates an 18-month surgical rotation programme to maximise experience and enhance recruitment and retention of surgical nurses.     

A survey investigation of UK physiotherapists’ use of online search engines for continuing professional development

Objectives

The purpose of this study was to discover the frequency and type of use of online resources for continuing professional development displayed by physiotherapists in the UK. Therapists’ skills, needs and frustrations using these resources were explored. With the relatively recent release and saturated use of the internet the potential presence of a skills gap between therapists at different stages of their career was also investigated.

Design

National online survey study.

Setting

The online survey was carried out using the international online service ‘Survey Monkey’.

Participants

774 physiotherapists from students to band 8c completed the survey.

Interventions

The online survey was advertised through Frontline, the Interactive Chartered Society of Physiotherapy, Journal of Physiotherapy Pain Association and cascade email through research and other networks.

Results

Most physiotherapists reported using the internet for professional purposes daily (40%) or 2 to 4 times a week (37%), with only 8% of respondents using it less than once a week. Overall the results suggest band 6 and 7 physiotherapists had the least skills and most frustrations when using online search engines.

Conclusions

History and the nature of rapid technological advancement, specifically of the internet, appears to have created a generational skills gap within the largest group of the physiotherapy workforce band 6 and 7 therapists. Students, band 5 and band 8a therapists appear to most successfully use online resources and the reasons for this are explored.     

Supporting biosciences in the nursing curriculum: development and evaluation of an online resource

AIMS: The aim of this project was to develop and evaluate an online resource designed to improve the biosciences knowledge of preregistration nursing students. BACKGROUND: A number of studies have identified lack of biological subject knowledge and anxiety about studying biosciences as serious problems for nursing students. The availability of a contextualized biological information resource prior to and early in their studies might help to reduce this fear and anxiety. METHODS: The project used an action research approach, involving an initial analysis of the extent of the problems with biosciences encountered by our nursing students, followed by the development and evaluation of a biology-based open learning resource (entitled Headstart) in collaboration with preregistration nursing students and nurse educators. FINDINGS: The students in this study expressed a high level of concern about studying biology, and perceived this to be the most difficult aspect of their nursing programme (significantly more difficult than nursing practice). A significant correlation was also found between previous level of biological qualification and confidence in passing module tests. Evaluation of the new online resource illustrated the willingness of nursing students to use such a package, and general approval of its content and mode of delivery, despite a number of problems related to computer access and students' inexperience with information technology. CONCLUSIONS: This project has provided further evidence of the need for additional resources in biosciences for nursing students. It has also illustrated the way in which a targeted online resource has the potential to provide substantial benefits in terms of supporting the nursing curriculum. Whilst further evaluation is needed, the findings suggest that Headstart has the potential to address a number of issues identified both by this study and by previous research in nurse education.     

Teaching and continuing professional development: an Italian experience.

Continuing Professional Development (CPD) is a key factor for effective implementation of Clinical Governance. The development of a quality system is, in fact, strictly related to the development of competencies of healthcare professionals. Lifelong learning has emerged as a new paradigm that underlines the need to maintain and continuously improve knowledge, competencies and attitudes in the changing scenario of healthcare systems. CPD accreditation is another fundamental issue and a variety of voluntary and compulsory approaches can be recognised at an international level. The experience of the University Hospital of Padova may be useful to demonstrate that CPD can be addressed to implement a Clinical Governance project.     

Evaluation of a regionally based preceptorship programme for newly qualified neonatal nurses

IntroductionPreceptorship training for newly qualified nurses is well established but practice varies widely. We have introduced and evaluated a regionally based programme for neonatal nurses using novel approaches including use of social media, joint learning with paediatric medical trainees and rotating placements.MethodsA web based questionnaire was developed and given to all preceptees completing the pilot programme.ResultsUse of social media and the quality of the programme was highly rated. Logistical issues in relation to providing supernumerary training time, variation in practice across the region and working in a second designated unit were identified.ConclusionsOverall this initiative has been well received. Preceptees completing the programme have become preceptors for successive cohorts joining the programme thus securing long term sustainability.     

在线学习在护士继续教育中的应用现状

该文总结在线学习在护士继续教育中的优势(教学方法灵活、教育资源多样)及不足(教学资源质量参差不齐、缺乏有效教学评价方法与学分认证体系、护士存在互联网效能缺乏与态度消极、同伴互动性低),并根据不足提出建议,为在线学习在国内护士继续教育中的开展提供借鉴与参考。     

'Working from the inside': an infrastructure for the continuing development of nurses' professional clinical practice

AIM: This paper describes how the nursing executive of a tertiary referral facility revisited their management structures and responsibilities to create a new, sustainable infrastructure that supports research and education at the core of nursing practice and not at the periphery. BACKGROUND: Nursing executive and senior management groups are charged with the ultimate responsibility of ensuring the highest possible quality nursing care within their facility. In the current health care climate the aim for best practice conflates with evidence-based practice that can be notoriously difficult to achieve due to the many barriers to integrating research findings into practice. KEY ISSUES: Research and education activities have been established as fundamental to core business under a simple evidence-based practice model. CONCLUSION: The value of a synthesis between the clinical areas with the nursing education and research division has been recognized to better achieve the goal of improved services.