Nursing Outlook最新文献

Background

Social and health inequities and inequalities are rising all over the world (Chinn & Falk-Rafael, 2018; McGibbon et al., 2014; Smtih, 2012). Nursing students should therefore be educated to understand the multifaceted factors creating health inequities and the degree to which non-biological elements can be embodied and become biological (e.g., environmental stress leading to changes in health.).

Purpose

We suggest pathways to decolonize nursing curricula and pedagogy through decentering the colonial knowledge structures and practices that harm Indigenous health and wellbeing.

Methods

This discursive analysis utilizes decolonial theory and postcolonial feminism.

Discussion

Colonization, broadly speaking, characterizes the Eurocentric project to “civilize” the rest of the world utilizing various forms of violence (McGibbon et. al., 2014). The persistent and ongoing reproduction and recurrence of colonialism, enacting cycles of disenfranchisement and oppression, creates significant inequities in physical, mental, and emotional health and well-being for historically marginalized groups of people (Smith, 2012).

Conclusion

The need for innovative undergraduate nursing curricula reform is apparent. The lack of nursing courses highlighting the effects of colonization, environmental justice, upstream structural and social determinants of health, globalization, and state violence must be addressed. Because gaps in nursing curricula and outdated teaching practices may support persistent inequities, scholars and students have advocated for decolonization of nursing curricula (Chinn & Falk-Rafael, 2018; McGibbon et al., 2014; Smtih, 2012).

Background

The Ubuntu philosophy which emanates from the African saying, muthu ndi muthu nga vhathu, a person is a person because of other persons, resonates with nursing ethics.

Purpose

To describe the views of nurses and healthcare users on the development of the Ubuntu community model in nursing.

Methods

A Participatory Action Research approach was used. The participants were professional nurses and healthcare users in three selected provinces in South Africa. Data were gathered through focus group discussions. Thematic analysis was used to analyze the data.

Findings

The following themes were identified: the value of a person/human being; human beings are part of nature; values in nursing; principles of Ubuntu in health; and Ubuntu caring actions.

Discussion

By upholding foundational values and principles of Ubuntu, healthcare professionals, particularly nurses, should aim to foster dialogue, empower patients, promote their emancipation, engage with them, and enable the people under their care.

Conclusion

Ubuntu serves as a lens through which nursing can engage with South African populations to design and implement best care for population-specific care outcomes. Understanding the principles and values of Ubuntu can assist nursing students and practicing nurses in developing a moral consciousness that embodies the spirit of Ubuntu, thereby enhancing their ability to address health disparities and improve health outcomes.

Herein, we propose a blueprint for action to completely measure and recognize the care provided by acute and critical care nurses to be incorporated into policy that shapes and supports practice. We address the nature of nurses’ work by identifying nine practice domains, hospital practice environment assumptions, and expected outcomes. Nurses’ work, as a cross-system process, needs to be included in hospital-based core measures to fully reflect nurses’ impact on patient care. We call for a balanced measurement portfolio focused on patient/family-, unit-, and systems-level outcomes. We focus on what nurses do and what patients and their families can expect rather than only on the elimination of select adverse events. We provide a way forward to allow measure development and implementation with incentives for their use. This approach to making nurses’ contributions and impact on outcomes visible will enhance acute and critical care nursing practice and benefit patients and their families.

Background

The quest for full practice authority (FPA) for Tennessee Advanced Practice Registered Nurses (APRNs) began with promise in the late 1960s. However, progress has stalled in the ensuing time, and prospects for advancing FPA do not look promising.

Purpose

The purpose of this article is to chronicle the pursuit of FPA in Tennessee, offer reflections on what has transpired to date, and suggest a path forward.

Methods

Various data from various sources were used to chronicle the history of FPA in Tennessee, make the case for its need, and identify better approaches for success.

Discussion

As one of a dwindling number of states without FPA, access to primary care health services and the economic vitality of Tennessee communities are of concern.

Conclusion

The path forward for achieving FPA in Tennessee necessitates changes in approach and players. Specific recommendations are offered.

Background

The nursing faculty shortage in the United States presents a challenge to maintaining a robust healthcare workforce. Meaningful recognition (MR) is an evidence-based practice that improved nurse burnout (BO) in the clinical setting. There is limited literature on its impact on nurse faculty.

Purpose

Three colleges of nursing implemented The DAISY Diseases Attacking the Immune SYstem Award for Extraordinary Nursing Faculty as an MR program to improve compassion satisfaction (CS) and BO among nursing faculty.

Methods

This project employed a pre- and post-survey design to assess changes in faculty CS, BO, and secondary traumatic stress using the ProQOL Professional Quality of Life version 5.

Discussion

The results suggest that while the implementation of MR programs did not significantly alter these metrics, the faculty maintained stable levels of CS despite the stressful COVID-19 pandemic.

Conclusion

Additional research is needed to explore the potential for MR to mitigate faculty BO.

Background

Workplace violence significantly affects registered nurses, contributing to burnout and intention to leave.

Methods

The Michigan Nurses Study conducted surveys in 2022 and 2023, examining the prevalence of verbal, physical, and sexual violence, and coworker bullying. Personal and workplace factors associated with reporting any violent event were examined using multivariable logistic regression.

Results

There was a decline in overall workplace violence from 50.2% to 43.4%, despite a rise in sexual harassment from 9.9% to 11.8%. Over half of the events were patient-sourced. Underreporting remained a problem. Factors associated with increased likelihood of reporting any violent event included younger age, employment in acute care and long-term care settings, unfavorable practice environments, less confidence in management, inadequate support for workplace stress, and understaffing on the past shift.

Conclusion

Despite a decrease in reported violent events, incidents remain common. Improvements in working conditions, management of understaffing, and support systems are crucial to mitigate workplace violence against nurses.

The purpose of this commentary is to highlight key points made by Travers and colleagues (2024) in their study entitled, “Racial and ethnic diversity in academic nursing leadership: A cross-sectional analysis” and provide additional recommendations for future research and policy related to diversity in academic nursing leadership. While there is a significant underrepresentation of racial and ethnic minoritized populations in academic leadership in nursing, the level of underrepresentation and contributors to underrepresentation are not the same across racial and ethnic minoritized populations. As we design strategies to promote diversity in academic nursing it is important to benchmark efforts to ensure representation from groups who experience the most significant health inequities, create tailored strategies that consider the unique historical and contemporary barriers to leadership in academic nursing across and within minoritized groups, and build upon evidence-based strategies, especially the important role that minority serving institutions have played.

Background

Integration of genomic content into nursing curricula and continuing education is limited.

Purpose

This systematic review aimed to identify educational strategies to deliver genomics content.

Methods

CINAHL Plus, ERIC, Ovid MEDLINE, and Scopus electronic databases were searched from January 1, 2003 through July 6, 2023. The three domains of learning: cognitive, affective, and psychomotor were used to categorize educational outcomes. A narrative approach was used to synthesize the data using Preferred Reporting Items for Systematic Reviews and Meta-analyses (PRISMA) guidelines.

Discussion

Ten studies met inclusion criteria. Quality assessment for bias was conducted independently; study quality ranged from fair to poor. No study used a complete psychometrically tested instrument to measure genomic cognitive or affective knowledge; none measured the psychomotor domain.

Conclusions

Effective strategies to deliver genomic education are a priority. Development of reliable and valid instruments for the assessment of educational interventions, including the psychomotor skills needed for practice.