Nursing education in the private sector

With perhaps some minor variations, it can be claimed that colleges/schools of nursing have viewed their raison d'etre as providing education for pre-registration students of nursing The particular philosophy of the college would determine whether or not in-service education and post basic courses figured highly as educational priorities Whether pre- or post-registration, colleges have been their remit almost entirely within statutory frameworks With the advent of Project 2000 many schools/colleges amalgamated in order to provide multiple branches of nurse education However, anticipated numbers of entrants to nursing have not always materialized and we are now led to believe that revised staffing ratios will result in decreasing numbers of qualified nursing staff Faced with decreased numbers of recruits to nursing, colleges of nursing can undergo even larger amalgamations or look elsewhere for some of their business While nurse education should always be the central focus of colleges of nursing, the time has now come when we must sell our wares in a much wider marketplace Consideration should be given to mounting multi-disciplinary courses within the health professions and to providing skills to other professions Short courses, for instance on child abuse, could be provided for teachers in primary and secondary education While recognizing a vast range of potential customers, this paper confines itself to education within the private sector     

New structures for nurse education.

There are major changes taking place in the structure and organisation of nurse education. These include the amalgamation of schools and colleges of nursing, the development and formalisation of links with higher education, changes in funding arrangements introduced in April 1991, and the effects of Working Paper 10 (1), which requires schools and colleges of nursing to function in the purchaser/provider environment. As a result of these factors, particular attention is being focused on the organisational structures which are emerging in nurse education institutions. The author considers briefly the concept of organisational structure, including factors to be addressed in choosing and developing appropriate structures for specific organisations. The traditional bureaucratic structure common in nurse education establishments is discussed and evaluated and consideration is given to the development of more appropriate structures for these newly emerging nurse education institutions.     

Open learning; the managers' and educationalists' perspective

The development of the internal market within nurse education has led colleges of nursing to review their portfolio of course provision for consumers of health education As a result of this, education is questioning whether traditional modes of programme delivery are sufficiently versatile to meet the needs of purchasers within the changing nature of health care delivery This study uses a case study approach to explore nurse managers' and nurse educationalists' feelings and motivations towards the development of open-learning programmes within one college of nursing The central themes emerging from the literature review of open learning mirror the philosophies underpinning humanistic education theories These themes led to the development of the theoretical framework against which the data generated from indepth interviews with managers and educationalists were analysed The data identified that both managers and educationalists valued open learning as a mode of programme delivery appropriate to their needs However, both groups confused the concepts of open and distance learning, the latter being firmly supported by nurse managers as it allows staff development without demanding time out of the clinical area Each group saw benefits in the commercialization of open-learning packages, not purely as a cut-throat enterprise but as a means by which nurse education can protect itself from competition     

Leadership: a key strategy in staff nurse retention

Nursing administrators are challenged to recruit and retain staff nurses in the midst of increasing job vacancies and staff nurse turnover rates averaging 21%. The prevailing issues related to staff nurse recruitment and retention in the current healthcare environment are briefly reviewed as introductory content. The article outlines the case from nursing administration literature that effective leadership styles of nurse managers and nurse administrators enhance staff nurse retention. As nurse administrators continue to struggle with staff nurse recruitment and retention, evidenced-based strategies are discussed that address leader preparation and organizational leadership structure including advanced education, leadership training, and shared leadership models.     

Nurse managers: role expectations and job satisfaction.

The purpose of the study was to assess the relationships among nurse managers' perceived job stress/job satisfaction, time allocation, and role expectations. The dependent variable was job satisfaction. The sample consisted of 72 nurse managers who responded to a self-administered questionnaire. It was found that nursing supervisors are satisfied with the actual time allocation of nurse managers, whereas physicians and nursing staff believe that more of the nurse managers' time should be given to direct patient care. When discrepancies occur about the allocation of nurse manager time, the nurse manager is apt to have lower job satisfaction.     

Why can't a woman be less like a man? Women's leadership dilemma

Despite the emergence of new theories, our notions of organizational and political leadership are still culturally masculine. Therefore, women who lead (e.g., nurse executives and nurse managers) must deal with tensions between expectations about leaders and expectations about women. This situation suggests that nursing administration education programs can help nurses become effective leaders by including examination of what difference it makes--historically, politically, institutionally--that nursing is largely a female profession.     

Factors influencing job satisfaction of front line nurse managers: a systematic review

Aim The purpose of this study was to systematically review the research literature that examined the determinants of front line nurse managers’ job satisfaction. Background Front line managers are the vital link between senior management and clinical nurses. They influence organizational culture and outcomes for patients and staff so their job satisfaction and ultimately retention is of importance. Evaluations A review of research articles that examined the determinants of front line nurse managers’ job satisfaction was conducted. These managers supervise staff nurses and have direct responsibility for the management of a nursing unit or team in any type of healthcare facility. Fourteen studies were included in the final analysis. Key issues Evidence of significant positive relationships were found between span of control, organizational support, empowerment and the job satisfaction of front line nurse managers. Conclusion The review suggests that job satisfaction of front line managers may be improved by addressing span of control and workload, increasing organizational support from supervisors and empowering managers to participate in decision‐making. Implications for Nursing Management Healthcare organizations may enhance the recruitment, retention and sustainability of future nursing leadership by addressing the factors that influence job satisfaction of front line managers.     

CLINICAL SUPERVISION OF NURSES WORKING WITH PATIENTS WITH BORDERLINE PERSONALITY DISORDER

Some nurses describe individuals diagnosed with borderline personality disorder (BPD) as among the most challenging and difficult patients encountered in their practice. As a result, the argument has been made for nursing staff to receive clinical supervision to enhance therapeutic effectiveness and treatment outcomes for individuals with BPD. Formal clinical supervision can focus on the stresses of working in a demanding environment within the work place and enable nurses to accept accountability for their own practice and development (). A psychiatric-mental health clinical nurse specialist can provide individual and/or group supervision for the nursing staff, including education about patient dynamics, staff responses, and treatment team decisions. A clinical nurse specialist also can provide emotional support to nursing staff, which enhances job satisfaction, as they struggle to maintain professional therapeutic behavior with these individuals.     

Clinical supervision of nurses working with patients with borderline personality disorder

Some nurses describe individuals diagnosed with borderline personality disorder (BPD) as among the most challenging and difficult patients encountered in their practice. As a result, the argument has been made for nursing staff to receive clinical supervision to enhance therapeutic effectiveness and treatment outcomes for individuals with BPD. Formal clinical supervision can focus on the stresses of working in a demanding environment within the work place and enable nurses to accept accountability for their own practice and development (Pesut & Herman, 1999). A psychiatric-mental health clinical nurse specialist can provide individual and/or group supervision for the nursing staff, including education about patient dynamics, staff responses, and treatment team decisions. A clinical nurse specialist also can provide emotional support to nursing staff, which enhances job satisfaction, as they struggle to maintain professional therapeutic behavior with these individuals.     

Predictors of job strain in residential dementia care nursing staff

Aim  To identify predictors of job strain in residential nursing care staff working with people with dementia.
Background  It is well known that nursing staff experience high levels of stress, but less is known about how to predict job strain.
Methods  The job strain of nursing care staff ( n  = 344) within residential dementia care settings was assessed. Standard linear regression analysis was used to explore predictors of job strain.
Result  Data from the study shows that nursing staff in residential dementia care have a demanding job and experience high levels of strain. The linear regression model with four predictor variables explained 19% of the variability in job strain scores. Perceived caring climate of the unit, staff education level, possibilities to have discussions of difficulties and ethics at work and staff age, had a statistically significant association with job strain.
Conclusions  The caring climate, staff education, reflective practice and staff age can be used as screening variables when predicting job strain.
Implications for nursing management  These predictors can assist managers and directors to identify targeted strategies for supervision and support of nursing staff to secure their well-being, and by that securing the quality of care provided to residents.     

Emotional intelligence in relation to nursing leadership: does it matter?

Aim  Discuss the importance of studying emotional intelligence (EI) of nursing leaders and the job satisfaction of nursing staff.
Background  The nursing shortage and issues with retention signifies the importance of assessing the influence nurse managers have on staff job satisfaction.
Evaluation  A review of the literature on the development of EI and the level of study involving nursing leadership was conducted to determine the need for further research in this area.
Key issues  Neurobehavioural research involving the limbic system has indicated that EI can be learned through educational programmes.
Conclusion  There is a need for further research in the area of EI of nurse managers in their role as leaders and the impact they have on the job satisfaction level of their nursing staff.
Implications for nursing management  The increasing nursing shortage and turnover rates signify the importance of research in the EI level of nursing leaders. Future research may include implementing educational programmes in the area of EI for nursing leaders resulting in a more positive work environment. Determining if EI influences nursing job satisfaction will provide a foundation for ongoing programme implementation to support and develop our nursing leaders.     

The implications of Project 2000 and the formation of links with higher education for the professional and academic needs of nurse teachers in the United Kingdom

A national study was conducted between 1991 and 1994 to explore and describe the changing role of the nurse teacher following the introduction of Project 2000 pre-registration nursing courses. Multiple methods were used to collect data from a wide variety of respondents (nurse teachers, midwife teachers, clinical nurses, health service managers and higher education lecturers). This paper presents the findings relating to the impact of Project 2000 and the move into higher education on the continuing educational needs of nurse teachers. Views on college strategies for staff development, the changing nature of teachers'academic and professional development needs and the problems of the conflicting demands experienced are reported. The research highlights the need for clinical credibility to be clearly defined in relation to nurse teachers and for educational institutions to place more emphasis on teachers'clinical development if the rhetoric of policy is to become a reality.     

Postdiploma nursing education: after the year 2000

The emergence of new health care needs related to changing demographics, financial restraints on health care, and increased rates of chronic illness has contributed to the need for nurses with a range of highly specialized skills. Yet traditional education programs for nurses have focused on diploma level preparation for bedside staff positions. This study explores the assessments of 714 clinical nurses with diploma level preparation and 56 nurse managers about the need for postdiploma nursing education. The results reveal a preference for clinically focused university education over noncredit coursework or a generic degree program. Nurses and their managers agree on the necessity for opportunities for more preparation in gerontology and palliative care, as well as the need for all practicing nurses to learn many skills cutting across clinical areas including clinical decision-making, communication, and leadership. Strategies for assisting nurses to access university education including innovative distance education methods are discussed.     

The nature of leadership style in nursing management

The purpose of this study was to explore the nature of leadership styles used by nurse managers, and describe staff nurses' perceptions of leadership styles. Effective leadership among nurse managers has been associated with staff nurse job satisfaction and retention. Twenty staff nurses from two hospitals in Ghana responded to tape-recorded interview questions. Four themes emerged from inductive analysis of the data. Findings suggest that nurse managers employed intimidation and minimal consultation to control their employees. The study further indicated that nurse managers were perceived as 'figure-heads', who are weak and inarticulate at the level of policy planning and implementation. It was therefore concluded that staff nurses in the study site hospitals lack confidence, trust and satisfaction with the current style of leadership. Staff nurses preferred a more proactive, articulate and independent nursing leadership at the top level. It is recommended that effective leadership training be instituted for prospective nurse managers before appointments are made into management and administrative positions.     

Boosting morale and improving performance in the nursing setting

AIM AND BACKGROUND: While the importance of morale is well researched in the nursing literature, strategies and interventions are not so prolific. The complexities of interpersonal relationships within the clinical domain, and the critical issues faced by nurses on a daily basis, indicate that morale, job satisfaction and motivation are essential components in improving workplace efficiency, output and communication amongst staff. Drawing on educational, organizational and psychological literature, this paper argues that the ability to inspire morale in staff is a fundamental indicator of sound leadership and managerial characteristics. EVALUATION AND KEY ISSUES: Four practical concepts that could be implemented in the clinical setting are proposed. These include: role preparation for managers, understanding internal and external motivation, fostering internal motivation in nursing staff, and the importance of attitude when investing in relationships.     

A study of nurse faculty job satisfaction in community colleges in Florida

There are many factors that influence nurse faculty job satisfaction including professional achievement and growth, interpersonal relations, leadership, recognition, responsibility, salary, and working conditions. However, much of the research in this area is limited to the clinical nurse setting. There are few studies that focus on nurse faculty job satisfaction in the community college setting. One of the primary drivers for the current nursing shortage in the United States is a shortage of faculty. Better understanding of the factors influencing job satisfaction among faculty may be helpful in addressing the faculty shortage. The purpose of this study was to explore the constructs of job satisfaction and intent to stay. Community college nursing faculty was chosen given that all of the authors were nursing faculty in this type of setting. Examining the relationship between job satisfaction and intent to stay of nurse faculty in community colleges in Florida could provide information for deans and administrators of nursing programs to address the nurse faculty shortage. The sample was drawn from Associate in Science Programs faculty from the 23 community colleges in Florida that offer a nursing program. The qualitative part of this study focused on the perceptions or feelings of nurse faculty. The open-ended questions were based on the subscales of Herzberg's Motivation to Work Theory. The findings revealed that nurse faculty were most passionate about the salary and the work itself. The overwhelming majority response was that the faculty loved their jobs. This study found that overall job satisfaction can be used as a predictor for intent to stay. Findings further revealed that nurse faculty in community colleges in Florida are generally satisfied with their jobs and have intent to stay.     

Managing change: strategies for continuing education.

Nurses who provide continuing education have a role, primarily through staff education, in helping to bring about change within their institutions. To fulfill this role requires that nurse educators understand the change process and anticipate the range of human responses to it. This article presents an overview of two change theories that incorporate strategies for CE offerings that facilitate the implementation of change.     

某三级甲等医院护理人员病人安全态度调查分析

目的调查临床护理人员对病人安全态度的认知现状,为护理管理者了解护理人员的病人安全文化状况,保证病人安全提供参考。方法选取某三级甲等医院190名临床护理人员,采用中文修订版安全态度调查问卷(The China Version of Safety Attitude Questionnaire,C-SAQ)进行问卷调查。结果临床护理人员的病人安全态度认知水平较好,总分(4.24±1.00)分,处于中等偏上水平。不同科室护理人员在安全氛围、管理感知、工作满意度、工作条件维度及总体得分上,不同用工形式护理人员在工作满意度及压力感知维度上差异均有统计学意义(P0.05),男性团队合作维度得分低于女性,接受过安全相关培训护理人员工作条件及压力感知维度得分高于未接受过安全相关培训护理人员,差异均有统计学意义(P0.05)。结论护理管理者应改进管理方式和方法,关心员工工作条件,增强护士工作满意度,加强不同性别护理人员的团队合作,采取系统化安全教育增强护理安全意识。