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

Innovation, creativity and leadership in nursing are essential to meet healthcare's constantly growing demands and to improve health and well-being. However, improvement initiatives require leadership and innovation support to make a positive impact ( Knol and van Linge 2009 ).

Effective talent management is vital to retain skilled and experienced nurses and midwives in the NHS. In 2019, a group of NHS organisations in London set up a talent management support network (TMSN) aimed at helping specific groups of nurses and midwives facing challenges in fulfilling their professional potential. The network started by supporting nurses and midwives from minority ethnic backgrounds, later also offering the programme to dental nurses across England and to healthcare workers in Brazil. The network uses the power of action learning and networking in a framework that nurtures staff's talents. This article describes the London TMSN team's experience of setting up and running the network. It also explains how nursing and midwifery managers and leaders can create a business case for the development of a similar network in their setting.

Nurses who are responsible for a clinical area do not only have a management role but also, crucially, a leadership role. The role of ward leader is complex and demanding. Ward leaders are accountable for patient safety and the quality of patient care, act as role models, motivate staff and cascade organisational goals to them. They also ensure the correct skill mix on the ward, alleviate pressures on staff and provide opportunities for staff development. This article describes several leadership models which all have something to offer to nurses looking to develop their ward leadership skills. It discusses core elements of effective ward leadership, notably providing support and direction to the team through coaching and mentoring, developing the ward as a learning environment, understanding the wider care context and taking time for self-care.

Co-production is a process adopted in health, social care, research, policy development and higher education that aims to bring together the skills and experiences of service users and professionals. It has a range of advantages, such as enabling users of a service to have a voice and to equalise power among service users, professionals and leaders. Co-production is continually developing and is often referred to in contemporary health and social care policy. When designed well, co-production can create a variety of advantages for service users, professionals and the wider community. This article demonstrates that co-production can be an effective framework to improve experiences for service users and healthcare staff. It is an empowering process that can happen in varying degrees and can be a key part of nurse managers' practice. The article explores how co-production can be successfully used in a range of healthcare and higher education environments. Ideas about how nurse managers can use co-production to address diversity and inclusion in services are explored.

Lifelong learning is an expectation of all nurses and nursing associates. However, after preceptorship there is limited guidance on how junior nurses can progress in their careers. Formal training programmes were limited by pressures associated with the coronavirus disease 2019 (COVID-19) pandemic, as well as long-term financial and resource restrictions across the NHS. Nurses' expectations of professional development and well-being have also been affected by their experiences during the pandemic. This article explores how nurses in management positions can create professional development opportunities for nurses, particularly in leadership. The author identifies how leaders can support their staff to broaden their skills and knowledge despite pressures on staffing and resources.

Background: Front-line nurses caring for patients with coronavirus disease 2019 (COVID-19) experience stressful and traumatic working conditions, which may affect their professional quality of life.

Aim: To identify the effect of COVID-19 on front-line nurses' professional quality of life, specifically on their levels of compassion satisfaction, burnout and secondary traumatic stress.

Method: A descriptive, cross-sectional comparative design was adopted. Data collection tools included self-reported sociodemographic and work-related characteristics and the self-report Professional Quality of Life Scale (ProQOL). Questionnaires (n=200) were distributed by email to two groups of nurses working in a government hospital in Saudi Arabia: front-line nurses who cared for patients with COVID-19 in isolation units; and front-line nurses who cared for patients without COVID-19 in inpatient units.

Results: Completed questionnaires were received from 167 respondents, a response rate of 84%. Moderate levels of compassion satisfaction, burnout and secondary traumatic stress were found regardless of respondents' involvement in caring for patients with COVID-19. There was no statistically significant difference between the two groups in terms of compassion satisfaction, burnout and secondary traumatic stress.

Conclusion: The COVID-19 pandemic presents a new challenge for front-line nurses, necessitating appropriate interventions to avoid burnout and secondary traumatic stress.

Rationale and key points: While clinical reflection has been an essential aspect of nursing practice for many years, some nurses may still find it challenging to constructively engage with this process and may not recognise the benefits and learning that can result from it. This article provides practical guidance for nurses on how to undertake reflection, to support them to reflect regularly as part of their practice. • Reflection is a process of engaging with and learning from one's thoughts, emotions and actions in a supportive and critical manner.• Reflection can assist nurses to learn from practice, support team working and promote self-care.• Nurses can reflect alone or with others, and there are various structured models of reflection that they can use to support them. REFLECTIVE ACTIVITY: 'How to' articles can help update your practice and ensure it remains evidence based. Apply this article to your practice. Reflect on and write a short account of: • How you think you could use this article to improve your practice in undertaking structured clinical reflection.• How you could use this resource to educate your colleagues about the process of reflection.

Annual appraisals, which are mandatory in most healthcare organisations, are crucial for enhancing staff performance and embedding a culture of continuous improvement within teams. Appraisals can be usefully complemented by ongoing performance reviews, which support nurse managers and staff to identify and address issues in a timely manner. The term 'performance management' often has negative connotations, but it can be a powerful tool for staff development and positive learning experiences. This article supports nurse managers to understand how to adequately prepare for and conduct appraisals and performance reviews. Reflective activity 'How to' articles can help to update your practice and ensure it remains evidence-based. Apply this article to your practice. Reflect on and write a short account of.

Leadership is not expected solely of managers. At any stage of their career, nurses are expected to be able to demonstrate leadership in their day-to-day role. However, newly qualified nurses, who often experience a challenging transition from nursing student to registered nurse, may lack the confidence to demonstrate leadership. Nurse managers can support junior nurses to develop their leadership skills, notably through training, mentoring, reflection and action learning. By guiding newly qualified nurses in the use of different leadership approaches, experienced nurses can contribute to enhancing the quality of patient care. This article discusses how nurse managers can support newly qualified nurses to develop their leadership skills.

The concept of moral injury has been around for several decades, yet its effect on nurses remains under-recognised. Moral injury is defined as the biopsychosocial harm that arises from a violation of one's moral code, meaning that a person is powerless to uphold and enact what they believe is morally right. The coronavirus disease 2019 (COVID-19) pandemic has brought the issue of moral injury into focus because many nurses and other healthcare professionals have encountered potentially morally injurious events, resulting in increased pressure and emotional demands. It is essential that nurse leaders recognise moral injury if its effects are to be addressed. This article describes moral injury and its effects on nurses, and offers nurse leaders a practical framework for mitigating this issue. The framework aims to support nurse leaders to increase their understanding of moral injury, address any ethical challenges, ensure they are adequately prepared to provide support to nurses, and enhance their awareness of various interventions that can mitigate moral injury.