Professional expectations and activities of nurses in Israel

Professional expectations and activities of nurses in Israel
A total of 159 nurses participating in study days throughout Israel responded to a questionnaire on professional expectations and activities. Their age ranged from 26 to 73; 66% received their basic nursing education in diploma schools for registered nurses, but 36.5% had completed or were studying towards a post-basic baccalaureate degree in nursing and 23.2% were studying towards or had completed a master's degree. The highest percentage of respondents – 92% expected i:o be involved much and very much in clinical decision-making. The professional activity most nurses were involved in (86.8%) was 'professional reading'. Multiple stepwise regression showed that continuing education explained 25.9% of the variance of professional activities. No satisfactory explained variance was achieved on professional expectations. In this convenience sample the percentage of academic nurses was higher than in the working force in Israel.     

In My Day: Using lessons from history, ritual and our elders to build professional identity

Drawing on the power of ritual, storytelling and lessons from history and our professional elders, nursing academics at the University of the Sunshine Coast organised a three-hour event on International Nurses Day. The aims were to model to students the importance of producing their own nursing stories and to celebrate and stimulate conversation about the diverse, rich, local and national history of nursing. The event included: an oration from an influential guest speaker; video footage of nurses telling their stories; an historical display of nursing artefacts; opportunities for participants to record their stories; and opportunities for students, staff and the local nursing fraternity to engage with each other. The event received very positive evaluative feedback from participants, and we formulated recommendations for future events and student education: (1) ensure an adequate planning period to book a suitable venue and elicit sufficient financial and marketing support; (2) establish a local retired nurses association that could provide mentoring support for student nurses; and (3) integrate the annual event and the mentoring program into the curriculum of a course within our Nursing Program. We conclude that such professional development events can provide many benefits for all sectors of our nursing community.     

The development of role adequacy for professional nurses in Jordan

AIM: This paper reviews the development of role adequacy in Jordan through an examination of nurse education, specialization and continuing education programmes in order to identify the developmental needs for the Jordanian professional nurse's initial and continued competence. BACKGROUND: The concept of role adequacy in nursing relates directly to the skills and competencies of individuals who undertake the nursing role. Various types and levels of nursing education have been established with several reforms over time in attempt to meet the Jordanian nursing workforce's need for key competencies. A nursing council was established in 2002 but it has yet to guide professional development. CONCLUSION: The nursing profession in Jordan has made great advances towards developing role adequacy over the last half century. Currently, there is a relatively good national system of educational preparation of nurses with the Bachelor of Science in Nursing degree providing the only point of entry to the profession. However, this draws heavily on North American curricula and textbooks and therefore may not be culturally and economically sensitive to the population's needs. The state of continuing education and specialist training in Jordan indicates there is an urgent need to set national minimum standards for continuing professional development requirements if nurses' role adequacy and continued competence are to be maintained. National cooperation between educational institutions, healthcare providers and the nursing regulatory body is needed if the goal of a competent nursing workforce is to be realized.     

Madagascar nursing needs assessment: education and development of the profession

Purpose: To address how Madagascar is improving nursing education and the profession to strengthen their nursing workforce. Background: The sub‐Saharan Africa nursing workforce shortage is more than 600 000. Madagascar measures among affected countries. Nursing in Madagascar with reference to the Malagasy Lutheran Church Health Department (SALFA) is examined in this paper. The Malagasy Lutheran Nursing School (SEFAM) was established in 1956 to prepare nurses and midwives. The school recently relocated to better meet SALFA goals to increase nurses in the system and improve nursing education. A US nursing faculty and the SEFAM director proposed to conduct programme assessment to ensure that nursing and midwifery education meet health, social and community needs in Madagascar. Data source/methods: An in‐depth needs assessment of the school programme, facilities and resources occurred. Site visits and informal interviews were held. Field study visits to nursing schools and health‐care facilities in Kenya and Tanzania assisted the authors in learning how nursing developed in those countries. Data analysis included comparison of the authors' comprehensive notes for congruity and accuracy. Outcomes: Strategies are needed to support and maintain quality education, improve quality and quantity of nursing care services in hospitals and dispensaries, and improve conditions for nurses and other health‐care workers. Compared with Madagascar, Kenya and Tanzania have more well‐developed systems of nursing education and professional development. Limitations: There were limited written sources for some information but methods, such as verbal accounts, compensated for this limitation. Implications/conclusions: Implications include advantages, disadvantages, facilitators and barriers to nursing educational and professional development in Madagascar. Development of nursing education, regulation and the profession will continue with support from key stakeholders. Kenya and Tanzania can serve as role models for Madagascar nurses. Countries with similar nursing education and professional development issues can be informed by lessons learned in this project.     

The effectiveness of spiritual intelligence educational interventions for nurses and nursing students: A systematic review and meta-analysis

AimTo synthesize the best available research evidence regarding the effectiveness of spiritual intelligence educational interventions on spiritual intelligence and professional outcomes in nurses and nursing students.BackgroundSpiritual intelligence is a form of intelligence with which individuals can deal with a crisis, alter situations, solve problems and achieve goals through a set of capacities and abilities. Possessing spiritual intelligence contributes to professional practice and competence in the workplace and has been seen to be beneficial for nurses and nursing students. Nursing interventions to teach and increase understanding of spiritual intelligence have been explored in the literature, but the effectiveness of spiritual intelligence training for nurses and nursing students remains uncertain.DesignA systematic review and meta-analysis.Data sourcesA three-step systematized search of sixteen electronic English and Persian databases was conducted to identify randomized and non-randomized trials published in English and Persian from January 2000 to November 2021.MethodsThe methodological quality of eligible studies was undertaken by two independent reviewers using the Medical Education Research Study Quality Instrument. Meta-analyses were undertaken where appropriate using STATA v16.ResultsSeven studies involving 512 participants were included. Pooled results demonstrated that those who received the educational intervention had significantly higher spiritual intelligence scores at 2 weeks (MD 13.38, 95 % CI: 5.76, 20.99) and one month follow up (MD 20.03, 95% CI: 6.61, 33.45) compared with those who did not. No difference in spiritual intelligence scores was observed among those who received spiritual intelligence education or life skills training (MD 7.52, 95 % CI −1.78, 16.82). Significantly higher communication skills (MD 5.41, 95 % CI: 2.16, 8.66), job satisfaction (MD; 11.30, 95 % CI: 8.63, 13.97) and spiritual care competence (MD; 28.55, 95 % CI: 26.08, 31.02) and decrease in overall stress (MD; 10.30, 95 % CI: 6.84, 13.76) among those who received the educational interventions were reported at the one-month follow-up. Significantly higher job satisfaction levels were also reported at 2-month follow-up among those who received the educational interventions (MD; 16, 95 % CI: 11.06, 20.94).ConclusionsThe evidence from this review demonstrates that spiritual intelligence educational interventions have a positive effect on spiritual intelligence and professional outcomes in nurses and nursing students. We noted that the outcomes in the studies included were mostly measured at one-month follow-up and with subjective measures. Longer trials with objective measures are required to provide higher levels of evidence. The results of this review are largely based on single trials and were limited in terms of the number of outcomes. Conducting further trials is warranted to identify the influence of such education on various professional outcomes in nursing practice.Tweetable AbstractSystematic review and meta-analysis shows spiritual intelligence educational interventions have a positive effect on nurses' and nursing students’ spiritual intelligence, work-related stress and professional practice.     

不断提升护理队伍素质 深入推进“身心并护”优质服务

目的探讨通过提升护理人员素质推进"身心并护"优质服务的方法和效果。方法通过提高护理人员职业道德修养,树立护理人员服务新形象,提升护理人员专业素质,积极开展护理人员继续教育等方法不断提升护理队伍的综合素质。结果护理人员服务理念基本转变;患者对护理工作的满意度明显改善;护理人员专业素质明显提高;护理队伍学历结构有所改变。结论高素质的护理队伍有利于推进"身心并护"优质服务的的持续开展。     

Nursing and nursing education in Iraq: challenges and opportunities

BACKGROUND: There has been extensive damage to nursing education and training in Iraq over the last two decades through three international wars, counterinsurgency struggles in the north and south, 13 years of economic sanctions, dictatorship and foreign occupation. Fortunately, there is wide agreement that nursing is a key area for further attention. Many nursing leaders have emigrated and the numbers of nurses working in professional roles in Iraq declined sharply after 1990. ISSUES: The number of nurses per population has always been low in Iraq, and fell off precipitously after foreign workers left. There is less than one nursing staff of any kind for physician today. Few of the nursing staff are qualified to what would be minimal standards of professional practice in many countries. There is a strong educational base for nursing education in three Iraqi universities, but it relates little to other schools or hospitals. Military nurses, now being integrated into the public system of hospital care, are considered to have far more technical skill levels than non-military nurses. ACTIONS: Iraq needs a new generation of well trained nurses to develop primary care and health education activities. Programmes in nursing administration and community health nursing need to be developed. The World Health Organization has supported the development of training centres and short courses for nursing leaders. The former six levels of entry to nursing practice have been streamlined to three. Nursing salaries since the 2003 invasion have been greatly increased. These are good beginnings, and much more remains to be done to restore nursing in Iraq.     

Before operating room nursing journals: operating room nursing in the pages of the Canadian Nurse 1940-1960

The Canadian Nurses Association (CNA) values learning from nursing history to provide a contextual perspective in understanding how past events have shaped current nursing practice. Until the publication of operating room nursing journals, Canada's national nursing journal, The Canadian Nurse, served as an educational and professional resource for those nurses working in the operating room and for nurses whose work was related to, or connected with, the operating room. A historical review of early issues of The Canadian Nurse (first published in 1905) reveals a substantial amount of content related to operating room nursing in the twenty year period, beginning in the 1940s, that predated the existence of OR specialty journals. The content was, for the time, both detailed and informative. It was through this journal that operating room nurses, indeed all Canadian nurses, learned about new advances, employment opportunities, educational programs, professional associations, and the achievements of those in the profession. Operating Room Nursing, as an isolated and quickly emerging specialty, was introduced to other nurses via items in The Canadian Nurse journal.     

Difficult professional choices: deciding between the PhD and the DNP in nursing

Although the PhD has been the traditional doctoral degree in nursing, nurses now have a choice between that degree and the Doctor of Nursing Practice (DNP) degree. An Internet-based exploratory survey of DNP students (n= 69) investigated the motivation of nurses to pursue doctoral education, factors that influenced the decision between the two degrees, rationale for choosing the DNP program, and career plans after graduation. A majority reported considering the PhD but decided the DNP would be more appropriate for their professional and personal goals. Nursing education was ranked as an important career intention for 55% of respondents, dispelling the concern that the DNP will increase the shortage of nursing faculty. The results indicate that the DNP degree is a desirable option for clinically oriented nurses considering doctoral education and provides nurses with a choice of educational pathways for their professional careers.     

新疆地区三级甲等医院手术室人力资源的现况调查

目的调查新疆地区三级甲等医院手术室人力资源的配置现状,为手术室队伍建设和手术室专科护士培训提供依据。方法采用自制问卷对新疆地区9所三级甲等医院手术室护理人员和后勤人员的配置状况进行调查和分析。结果手术室护理人员配置不足;手术室护理人员内部结构不合理,年轻护士比例过大,高学历、高职称护士比例偏低;未经过手术室专科护士培训的护士占21.6%;手术室行政工作人员占手术室护士总人数9.2%,且均为护理人员;手术室后勤人员是手术室人力资源的重要组成部分,占手术室总工作人员人数29.2%。结论新疆地区三甲等医院应进一步完善手术室护士配置,培养护理骨干力量,从学历、职称等各方面优化手术室护理人员结构,合理安排手术室人力,以提高手术室使用效率和手术护理水平。     

手术室护士职业价值观评价及影响因素研究

目的:探讨手术室护士职业价值观认知及相关因素的影响。方法:采用护士职业价值观量表、社会支持评定量表和自设护士相关资料问卷对手术室141名护士进行问卷调查。结果:手术室护士职业价值观认知水平中等偏上(3.28±0.56)。信任维度单项均分最高(3.59±0.71),行动主义维度单项均分最低(2.93±0.62)。多元逐步回归分析中有无子女、居住方式、社会支持主观维度及护士自我认同是护士职业价值观的影响因素(P<0.01)。结论:应重点提高手术室护士行动主义维度的认知水平,改进护士评价机制,以及根据个体差异,在有无子女、居住方式、社会支持主观维度以及护士自我认同方面给予更多关注与支持,从而有助于其个性化的发展。     

Aspects of curriculum policy in preregistration nursing education in the Republic of Ireland: issues and reflections

AIMS: This paper sets out to examine critically aspects of curriculum policy related to preregistration nursing education in the Republic of Ireland. BACKGROUND: Following a period of industrial unrest concerned with pay, promotional opportunities and conditions of employment amongst nurses and midwives in the Republic of Ireland, a Commission on Nursing was established in March 1997. Along with a series on recommendations pertaining to the role and the professional development of nurses and midwives, the final report of the Commission on Nursing contained recommendations on the educational preparation of nurses. Specifically, the Commission recommended that the future framework for preregistration nursing education in the Republic of Ireland be based on a 4-year degree programme, fully integrated into higher education. As a means of giving effect to this recommendation, the Commission also recommended the establishment of a Nursing Education Forum, whose task it was to develop a strategic framework for the introduction of the proposed preregistration nursing degree programme. The Forum published its final report in October 2000 and this report constituted the most explicit statement of official policy on the nursing curriculum in the Republic of Ireland. DESIGN: The paper constitutes a critical analysis of selected aspects of the report of the Nursing Education Forum, in the light of scholarly literature on curriculum philosophy and curriculum policy. SUMMARY OF CONTENT: The paper considers some of the implications for curriculum development and design arising out of the recommendations of the Nursing Education Forum. Among a list of core principles underpinning curriculum regulation and design, the report included the principle of 'eclecticism'. The paper considers this principle with reference to nursing epistemology, pedagogical practice and curriculum policy, and seeks to challenge some of the assumptions underlying this principle. CONCLUSIONS: The epistemological identity and the structural integrity of primary forms of knowledge in the preregistration curriculum need to be maintained if students are to develop their knowledge and understanding of nursing science.     

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'.     

The education of advanced practice nurses: a contemporary approach

The Advanced Practice Nursing of Adults and the Elderly graduate program at San Diego State University School of Nursing prepares experienced professional nurses with primary and specialized care (acute or critical care) knowledge and skills to deliver health care to adults and elders across practice settings as nurse practitioners and clinical nurse specialists. Emphasis is placed on health care that is research based and congruent with national standards of practice. This approach to graduate education is congruent with recommendations of professional nursing organizations and responds to the educational needs of professional nurses and the health care needs of adult and elders.     

A study of professional nurses' perceptions of patient education

BACKGROUND: The purpose of this study was to describe the professional nurses' perception of the role of patient educator and to determine factors inhibiting and enhancing patient teaching. METHOD: One hundred and twenty-four hospital-based, acute-care professional nurses were randomly selected from a State Board of Nursing list and surveyed by mail. RESULTS: Ninety-two percent of nurses reported that patient education was a priority in their nursing care. The top three factors inhibiting patient education were time, staffing, and receptiveness of the patient. The top three enhancers were providing more time to teach, providing inclusive teaching guidance sheets, and making resources more accessible. CONCLUSION: Patient education is a valuable part of professional nurses' practice, but many factors impede this nursing function. Key recommendations to enhance patient teaching were suggested, including improving efficiencies in patient care, supporting the staff nurse educational role, and providing essential resources based on survey results.     

Developing an Educational Framework for Urological Nursing: Using a World Café approach to gain an emerging international understanding of issues,challenges and responses

A series of three World Café events centred on the topic of developing an Educational Framework for Urological Nursing [EFUN] were held by the British Association of Urological Nurses [BAUN], the European Association of Urology Nurses [EAUN] and the Australian and New Zealand Urological Nursing Society [ANZUNS] between 2017 and 2019. About 376 urology nurses participated in these “conversations that matter” and generated 1047 individual response items that were grouped into themes to assist the three associations to take the creation of an EFUN to the next level. Areas explored centred on four aspects: what any agreed educational framework for urology nursing should contain; the academic level at which education should be provided; who should be recruited as collaborators on writing an educational framework and, lastly, just how any emergent framework should be used. Analysis of the conversational data indicate that there exists within the urological nursing community a collective wisdom regarding their educational needs and how these needs should be met.