Creating a Swedish Top Ten List of Scientific Nursing Journals

In the present paper preferences for and utilisation of scientific nursing journals were studied. Leading Swedish nurse researchers and American deans of top ranked university schools of nursing were asked to rank their ten most valued journals. Further, all articles with a nurse as the primary author and published in Scandinavian Journal of Caring Sciences, 1989–1993, were analysed for references to nursing journals. Three top ten lists were made based on Swedish preferences, American preferences and the number of times journals appeared on reference lists. A fourth list was based on Swedish preferences and appearances on reference lists.     

Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students

Role modelling by experienced nurses, including nurse academics, is a key factor in the process of preparing undergraduate nursing students for practice, and may contribute to longevity in the workforce. A grounded theory study was undertaken to investigate the phenomenon of nurse academics' role modelling for undergraduate students. The study sought to answer the research question: how do nurse academics role model positive professional behaviours for undergraduate students? The aims of this study were to: theorise a process of nurse academic role modelling for undergraduate students; describe the elements that support positive role modelling by nurse academics; and explain the factors that influence the implementation of academic role modelling. The study sample included five second year nursing students and sixteen nurse academics from Australia and the United Kingdom. Data was collected from observation, focus groups and individual interviews. This study found that in order for nurse academics to role model professional behaviours for nursing students, they must reconcile their own professional identity. This paper introduces the theory of reconciling professional identity and discusses the three categories that comprise the theory, creating a context for learning, creating a context for authentic rehearsal and mirroring identity.     

A differentiated practice model for school nursing.

School nursing is notable for autonomous practice and independent decision-making. School nurses practice within a complex school health services environment that is subject to constant change, the influence of multiple stakeholders, and a chronic state of uncertain resources. Other professional challenges faced by school nurses are a lack of standardized entry education requirement, inadequate theoretical research with practice application, and expanding role responsibilities. Administrative restructuring of school nursing services using a differentiated practice model could be a method to address the challenges of school nurse practice. A model of differentiated school nursing practice is proposed as a starting point for the national school nurse audience to consider this alternative to the master's entry requirement. School nurse role responsibilities are divided among three levels of practitioners: generalist, master's prepared, and school nurse policy analyst. Each level features an increased scope of responsibility based on higher educational attainment. Research regarding how differentiated practice has been implemented in other health care settings is described. Implications for the implementation of differentiated practice in school health services are discussed, including the need for cooperation among stakeholders, possible cost considerations, and how school nurse education might be affected.     

The desired competence of the Swedish ambulance nurse according to the professionals – A Delphi study

Nursing is evolving into new fields of health care including ambulance care, where a branch of specialist nursing is growing. Various views exist on the desired competence for the ambulance nurse and valid guidelines are lacking in Sweden. To increase knowledge of the field, professionals were asked to describe what competences an ambulance nurse should possess. The aim of this study was therefore to elucidate the desired professional competence of the specialist ambulance nurse, according to the professionals. A modified Delphi technique was used, where a panel of professional experts expressed their views on the desired competence of the ambulance nurse. This study reports, at a high level of agreement among the panel experts, that the desired competence of the specialist ambulance nurse consist of forty-four separate competences creating ten areas of competences: execute leadership, generic abilities, interpersonal communication, institutional collaboration, pedagogic skills, possession of relevant knowledge, professional judgement, professional skills, research activities, and technical skills. The high level of agreement among the professionals as well as the large number of competences reflects the high demands placed on the ambulance nurse by the professionals themselves.     

The integration of a nurse model to increase clinical excellence.

The purpose of this article is to describe the integration of a nurse model into practice. The goal of the model was to formulate a well-developed professional self-concept, enabling nurses to articulate the facets of nursing. The facets provide a basis for evaluations and a foundation for clinical nurse specialists to use for professional development during rounds and inservice programs. Various activities were conducted to ensure a comprehensive model that was effective, thereby creating an environment of clinical excellence.     

Educating nursing students with disabilities: one nurse educator's journey from questions to clarity

Nurse educators are increasingly facing accommodation of students with disabilities in their nursing curricula, and questions regarding issues of fairness to all students and patient safety often rise. Several schools and state boards of nursing have turned to writing lists of essential functions of nursing to provide a framework. Before the list is written, educators need to examine their own thoughts on the definition of nursing and the abilities essential to functioning as a nurse.     

Time oriented score system (TOSS): A method for direct and quantitative assessment of nursing workload for ICU patients

A method for direct quantitation of nurses' workload required by ICU patients is described. Each nursing activity has been timed in 14 different ICUs participating in the multicentre study, and the results averaged. Nursing acts were grouped in different homology lists, complied according to operative similarities. Some lists include general nursing acts, which are common to all patients admitted to ICU, others include acts peculiar to different organ system abnormalities or acts ancillary to the general group, finally one list includes emergency or occasional acts which are not encountered in every patient. The TOSS is a simple and rapid method for ICU nurses' workload assessment, can be computed both at admission and during the stay in ICU, and can provide factual information on the nurse/patient ratio necessary in a specific environment. TOSS validation was conducted with a yearly prospective study collecting 2710 patients. TOSS values varied according to diagnosis, severity of illness (SAPS) and intensity of processes (TISS), and TOSS specificity was demonstrated by the possibility of selecting a wide combination of nurse/patient ratios from 1:4 to 1:1 not possible with TISS.This work was supported in part by a grant from the IRCCS Ospedale Maggiore, Milano, Ricerca Corrente 1986 Cod. no. 533/02See the list of participants at the end of the paper     

Professional development and appraisal system for school nurses.

Dissatisfied with current school nurse evaluation instruments, school nurse administrators sought to develop an appraisal system that would emphasize the professional role of the school nurse and provide a means to enhance individual practice. The newly revised Standards of Professional School Nursing Practice and the creation of a state teacher evaluation model presented the opportunity to produce an instrument that could be adapted within the educational setting for school nursing practice. The appraisal system included not only the methods to evaluate practice, but the means to involve the individual school nurse through goal setting. The process also included a structured intervention plan that facilitated remediation. This article describes the development of the appraisal system, the components, and the implementation of an evaluation system for school nurses.     

Excellence in school nursing practice: developing a national perspective on school nurse competencies.

Developing a national position on competencies for school nurses can directly influence professional practice, which ultimately affects the well-being and academic success of students. Collaboration between national experts, such as school nurse educators and school nurse consultants, interested in moving this development forward is key. Closely aligning the work done by the Southern Regional Education Board Council on Collegiate Education for Nursing on entry-level competencies with the Standards of Professional School Nursing Practice provides a framework to carry the school nurse competency initiative forward. Continued competency development will provide guidance for the academic programs that design curricula to prepare school nurses and for the practice settings that hire school nurses.     

Leadership: the key to quality outcomes

Nurse executives are charged with creating a workforce that provides quality care in a creative and cost-effective manner. Style of leadership determines how nurse executives relate to their professional nurses and ultimately how successful their health care institutions will be. The practice-based theory of nursing leadership called the Integrated Leadership Practice Model can be practiced by nurse executives to promote employee satisfaction, assure that quality care is provided based on standards and competencies, and promote an organizational culture committed to quality. This article proposes the application of integrated leadership to the practice of nurse executives and demonstrates how they can foster and support this model for nursing leadership within their nurse managers.     

Transforming your professional self: encouraging lifelong personal and professional growth

Transforming from student nurse to registered nurse is often discussed in a capstone class or a hospital orientation program. Changes in professional plans later in the career continuum often occur, but are not always planned. This article discusses the challenges of change, the need for career planning, stages of role acquisition, role socialization, and role transformation. In addition, it outlines the importance of creating a career plan to meet future career goals.     

我市护理队伍现状剖析及对策

目的了解自贡市护理队伍的现状并分析其原因,为护理队伍人才培养和使用提供科学依据。方法通过回顾性分析,了解护理队伍专业学历教育、职称结构等情况。结果护理队伍中具有中专、大专、本科学历的分别为62.83%、21.55%、1.01%,具有护士、护师、主管护师、副主任护师专业职称的分别为30.34%、40.57%、25.66%、0.80%。结论护理队伍学历教育水平偏低;职称结构不合理;缺乏临床科研教学人员。加强护理队伍人才培养,提高护士的整体素质是当务之急。     

Professional guides: bridging the gap between student and professional an assessment and challenge

Orientation and socialization of new nurses is both a time intensive and costly endeavor. Positive mentorship experiences during instruction are crucial to optimum development and growth of expert nurses. Research has shown an increase in the attrition rate for new graduate nurses (Mills & Mullins, 2008, Ali & Pantaer, 2008). The attrition rate is attributed to the lack of adequate mentorship by professional nurses to new registered nurses as they transition from the student to professional role. The expenditure to hire, train, and orient a new registered nurse is equivalent to a registered nurse earned income of one year (Mills & Mullins, 2008). In order to combat some of these issues, attention must be directed at supporting the nursing student during nursing school and facilitating a smooth transition for the student entering the nursing profession. A program has been developed to ease the transition from student to professional which commences during the nursing student's junior year and progresses to graduation. This preliminary exposure to a structured mentorship program during nursing school provides the nursing student the opportunity to experience and utilize their mentor to smooth the transition from nursing student to registered nurse.     

School nurse summer institute: a model for professional development.

The components of a professional development model designed to empower school nurses to become leaders in school health services is described. The model was implemented during a 3-day professional development institute that included clinical and leadership components, especially coalition building, with two follow-up sessions in the fall and spring. Coalition building is an important tool to enhance the influence of the school nurse in improving the health of individuals, families, and communities. School nurses and nursing educators with expertise in the specialty of school nursing could replicate this model in their own regions.     

The ethics of personal integrity in leadership and mentorship: a nursing theoretical perspective

Mentorship has been rediscovered in the professional nursing literature. It is viewed as an integral relationship to be fostered between members of a discipline for the purpose of developing future nurse leaders. Inherent in the relationship are desired qualities or attributes that are to be taught and practiced by professional nurse leaders for the purpose of developing innovative institutional partnerships between healthcare agencies and schools of nursing. In this column, a unique definition of mentorship will be explicated from the human becoming school of thought. Ethical implications of the concept will be explored.     

The School Nurse's Role in Treatment of the Student With Autism Spectrum Disorders

PURPOSE.  Some healthcare concerns have been found to be commonly associated with Autism Spectrum Disorders (ASD). Identification and treatment of these medical issues can improve the functioning of the child with ASD. This article will offer practical suggestions for the school nurse.
CONCLUSIONS.  As a "front-line" medical professional in the schools, the school nurse is positioned to provide guidance on implementing interventions for the student with ASD.
PRACTICE IMPLICATIONS.  By being knowledgeable about current research and treatment options for the various associated medical conditions, the school nurse can help the student achieve academic success in the school setting.     

Nurse leaders' views on clinical ladders as a strategy in professional development

AIM: To investigate nurse leaders' views on clinical ladders as a strategy in professional development of nursing. BACKGROUND: Hospitals worldwide have implemented clinical ladders to boost professional development and improve quality of patient care. At ward level good leadership is vital in creating a learning environment and using nurses' new competence. METHOD: The design was explorative and data were collected in focus groups with 19 nurse leaders at the ward level and 24 executive nurse leaders at hospitals with several years of experience with clinical ladders. RESULTS: Most nurse leaders did not think strategically in promoting clinical ladders at the organizational level. Nurse leaders who considered clinical ladders a tool in developing nursing quality found motivational work challenging and rewarding. Not all nurse leaders managed to utilize clinical specialists' new competence. CONCLUSION: Further investigation into nurse leaders' actions as strategic managers of development and use of nurses' competence is warranted. Implications for nursing management It is important that managers see the close connection between professional development of individuals and development of quality and high standard in the ward. A prerequisite is therefore to engage in the strategic planning of competence at all levels of decision in the organization.     

Balancing life—in heels and a suit

“We need to hear the voice of nurse leaders talk about balance,” said my esteemed colleague. I agreed and set to task by reviewing the literature, exploring definitions, and reflecting on my past experiences. To write an article on balance between personal life and professional life appeared to be something I could accomplish with minimal to moderate effort. After all, I am the chief nursing officer (CNO) of a large major academic organization. My family life is busy with a husband and 2 children, one of those a preteen and the other in those glorious teenage years. I manage to do my fair share of carpooling, attend required school events, and even coach softball in the summer. Included on my weekly to-do list are exercise, church, and household chores.     

Leading towards the future: implementing nursing leadership principles at the front line

Federal and provincial professional bodies of nursing and healthcare are examining the role of nursing leadership and its relation in creating and sustaining quality work environments for nursing. Using the findings and recommendations of the Canadian Nursing Advisory Report Committee (2002) as a catalyst, nurse leaders from Children's and Women's Health Centre of British Columbia (C&W) have collaborated to develop principles of nursing leadership to be used as a resource in determining roles and functions of front-line nurse leaders throughout the organization. In this paper, the process of creating those nursing leadership principles is described with a focus on the unit-based operational leader. Suggestions are made on how to evaluate the effectiveness of principle-based nursing leadership as implemented at C&W and its utility to the unit-based operational leader.