Nursing management (Harrow, London, England : 1994)最新文献

The transition from student to newly qualified nurse can be challenging. A period of preceptorship is recommended to support newly qualified nurses in their new work environment, and to give them time to adapt and gain confidence. Researchers have developed a toolkit based on previous research that contains several resources that nurse managers, teams and organisations can use to develop and improve preceptorship for newly qualified nurses. The toolkit includes an organisational support tool, a managerial support framework, a supernumerary time tool and a local culture of support tool. This article describes these resources and gives an example of how the toolkit can be adapted locally.

Most research on resilience in healthcare systems such as the NHS is based on organisational crises, such as nurse shortages, an ageing workforce and financial restrictions. However, nursing can learn lessons from the past to consider how to become more resilient, particularly considering the 2020 COVID-19 pandemic. This article briefly looks at previous pandemics and disasters that have affected healthcare systems, as well as the 2020 COVID-19 pandemic, and considers how nurse leaders can support staff and show organisational resilience during such emergencies. The article also discusses how nurse leaders can develop their own resilience.

Authentic leadership is a relatively new concept in nursing in which authentic leaders are anchored by their deep sense of self, and know where they stand on important issues, values and beliefs. While there is considerable literature available on authentic nurse leadership, little has been written regarding its effect on newly qualified nurses. Therefore, the author undertook a scoping review of the literature on authentic leadership and newly qualified nurses. A total of 12 articles were found through database searches and included in the review. Thematic analysis of the articles identified two primary themes of 'well-being at work' and 'work environment', and two lesser themes of 'transition from student to nurse' and 'retention'. The scoping review found that authentic leadership has a positive effect on newly qualified nurses and that authentic leaders can develop genuine and trusted relationships, thereby promoting a supportive work environment for newly qualified nurses.

Several high-profile inquiries and reports, including the Report of the Mid Staffordshire NHS Foundation Trust Public Inquiry, by Sir Robert Francis QC, have identified that nurse staffing is an essential factor in patient safety and patient mortality rates. Since the Francis report, several policies and initiatives aimed at ensuring safe staffing in the NHS have been developed alongside guidance and evidence-based safe staffing tools, while the Care Quality Commission has been tasked with ensuring compliance with these policies. In 2015, the National Institute for Health Research (NIHR) Policy Research Programme commissioned research to examine the extent to which safe staffing policies have translated into practice locally in the NHS. This article summarises and examines the main findings of this research and suggests that, although policies have raised the profile of nurse staffing, nursing shortages have impeded their implementation.

This article explores the concept of leadership in health and social care. All nurses have an important leadership role, which is reflected in the principles of the NHS Leadership Academy and in the new curriculum for nursing students. By critically applying the 'novice to expert' model of clinical competence to leadership, nurses are encouraged to consider the skills involved in moving from novice to expert alongside identifying the strengths and skills they wish to develop. Nurses are encouraged to reflect on leadership approaches operating in health and social care and to consider the type of leader they want to be. This article examines what expert or exemplary leadership might involve and some of the characteristics that are required. An expert leader can recognise their own values and beliefs, and the values and beliefs of those they lead and serve.

Background: E-learning can provide nurses with the opportunity to undertake lifelong learning and continuing professional development (CPD) in a flexible, practical and engaging manner. However, much of the research focuses on pre-registration nursing students' experiences of e-learning, despite nursing students not always experiencing the same clinical demands as registered nurses.

Aim: To explore the concept of e-learning and nurses' perception of its value for engaging with lifelong learning and CPD, as well as to determine attitudes towards e-learning, what influencing factors exist and how they affect the perceived value of e-learning.

Method: This study used a mixed-methods sequential explanatory design, in which there were two phases of data collection and analysis. In the first phase, 39 children's nurses completed questionnaires about e-learning and its flexibility, accessibility, value and contribution to CPD. Their responses were analysed and used to inform questions for the second phase, which involved semi-structured interviews exploring the findings and emerging themes from the completed questionnaires. Of the 39 questionnaire respondents, 12 agreed to participate in the interviews.

Findings: More than half of the questionnaire respondents ( n =22/39) agreed or strongly agreed that e-learning aids their CPD, while 29 respondents valued e-learning that is specific to their practice area. Three main factors were identified that may influence the effect of e-learning on nurses' CPD: motivation to engage with CPD and e-learning; the perceived value of e-learning as a method for CPD; and challenges to effective engagement with e-learning.

Conclusion: Engagement with e-learning is influenced by the content of its modules and, while mandatory training is often provided through e-learning, this should not be its sole purpose. Nurses should take the opportunity to develop and engage with e-learning that is specific to their area of practice, which may increase its value.

Background: The nursing profession is known to induce high levels of stress, and being simultaneously engaged in a stressful professional occupation and having a family life can lead to work-family conflict. Healthcare providers require recruitment and retention strategies that preserve nurses' quality of work-life and mitigate work-family conflict.

Aim: To investigate the relationship between quality of work-life and work-family conflict among hospital nurses in Iran, as well as the relationships between work-family conflict and quality of work life, and between age, professional experience, type of employment, work shift and marital status.

Method: This cross-sectional study was conducted among 378 nurses working in six Iranian teaching hospitals, who were selected using random quota sampling. Data on age, professional experience, type of employment, work shift and marital status was collected. The study questionnaire was based on the 53-item Quality of Work Life scale and the 18-item Work-Family Conflict scale. Correlations were established using Pearson's chi-squared and eta-squared tests.

Results: A total of 93% of participants experienced moderate or high levels of work-family conflict and 83% had a low or moderate quality of work life. On average, the levels of work-family conflict and quality of work life were moderate. Quality of work life decreased with increasing work-family conflict.

Conclusion: Healthcare providers can use these results to inform their recruitment and retention strategies. Nurse managers can mitigate any adverse effects of work-family conflict on quality of work life by offering staff interventions such as short training courses on how to manage work-family conflict.

The menopause is a normal biological stage in a woman's life that is often accompanied by physical and psychological symptoms, such as hot flushes and low mood. Symptoms vary widely between women, and can be unpleasant, burdensome and distressing. Many women going through the menopause remain in employment and some will experience symptoms that adversely affect them in their working lives. Menopausal symptoms can also be exacerbated by work and working conditions. This article describes the common symptoms of the menopause and how they may affect women at work, including nurses, as well as discussing what nurse leaders, employers and managers can do to support staff and enable them to continue to work comfortably and productively.

Background: The Nursing Now global campaign is aimed at raising the profile of nursing and its influence on policy and politics. Calls for the profession to have an increased role in policymaking are not new, but recent developments offer significant opportunities to advance this message.

Aim: To compare and contrast the published scholarly evidence, indexed in Web of Science (WoS), relating to how medicine and nursing influence policy and politics.

Method: A bibliometric analysis of scholarship was undertaken to determine how medicine and nursing influence policy and politics. Indexed articles in Web of Science were compared to examine the evolution of scholarly contributions by both professions.

Results: Since 1990, nursing and medicine have been consistent contributors to scholarship on policy and politics. At the same time, there has been an exponential growth in scholarly output, but nursing is now starting to fall behind. Nursing has focused on the necessary knowledge and skills, whereas medicine has focused on acting on specific issues.

Conclusion: There are multiple opportunities for nursing scholars to accelerate their indexed output to inform evidence-based advocacy, and influence policy and politics. These endeavours will increase their potential to inform future healthcare.

In healthcare, quality improvement (QI) involves organisations and staff aiming to continually improve how they work, quality of care and patient outcomes. In the summer of 2017, a QI programme was endorsed and supported by the clinical director and the head of nursing in the mental health delivery unit of a Welsh health board. This article describes the process of introducing the QI programme in one of the three locality mental health services in the health board. A QI board was established to oversee the process and provide support, and QI champions were introduced to develop QI skills and capacity among staff across the locality mental health service's clinical teams. Improvements made by the QI champions during the first 12 months of the programme included: increased accuracy of electronic transfers of care; reduced readmission rates; the co-production of guides to engage ward-based staff; and the creation of digital staff stories. The authors also reflect on the challenges they experienced in introducing the QI programme and make recommendations for organisations and senior nurses for implementing such programmes effectively.