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

Background: Any country is at risk of disasters associated with natural, biological, technological and societal hazards. Such disasters pose ever greater challenges for healthcare systems. Nurses and nursing students have a crucial role in responding dynamically to disasters in their communities.

Aim: To investigate nursing students' knowledge of and self-perceived competence in disaster nursing and attitudes towards disaster preparedness.

Method: A descriptive cross-sectional study design was used to investigate knowledge, competence and attitudes in a convenience sample of 300 nursing students in their third and fourth years at a nursing college in Saudi Arabia. Students were asked to complete an online questionnaire on disaster nursing and disaster preparedness. A 96% response rate was obtained.

Results: Most participating students had a favourable attitude towards disaster preparedness. They also perceived themselves as having a relatively high degree of competence in disaster nursing. However, most participants had inadequate knowledge of disaster nursing and may not have been fully aware of their role in disaster relief operations.

Conclusion: Enhancing nursing students' awareness of the importance of disaster preparedness and competence in disaster nursing can potentially save lives. Disaster nursing and disaster preparedness should be part of undergraduate nurse education curricula and nurse educators should develop innovative educational interventions on these topics.

Nurses and doctors must be culturally competent to care for transgender patients. However, there is little time dedicated to lesbian, gay, bisexual, transgender and queer plus (LGBTQ+) health in undergraduate and postgraduate nursing and medicine education and healthcare professionals often lack the competence and skills to treat transgender patients sensitively. At Queen's University Belfast, a transgender awareness training session was developed to enhance the cultural competence of nursing and medicine students and academic staff. The training was co-produced with students and transgender people and delivered by a transgender person. Training on transgender health should be designed in collaboration with transgender people and should be a core component of undergraduate and postgraduate healthcare curricula.

Providing person-centred care to hospitalised patients and their families can be challenging in the context of restrictions on visiting, such as those widely implemented in healthcare settings during the coronavirus disease 2019 (COVID-19) pandemic. In the US, several strategies have been deployed to work around the restrictions on family presence in hospitals, most of which focused on communication between the patient and family, and collaboration between the family and the healthcare team. Sharp Memorial Hospital, an acute care hospital in San Diego California, US, was determined to maintain its person-centred care practices during the pandemic. A Family Resource Centre started operating in March 2020 with the aim of enabling hospitalised patients and their families to connect in a safe manner. This article describes this innovative approach to maintaining person-centred care in hospital during restrictions on family presence.

Background: All nurses, particularly those working in critical care settings, are required to use medical devices when providing patient care. However, inconsistent practice and variations in documentation can make it challenging for nurses and nurse managers to identify what medical device training is required and when.

Aim: To develop and evaluate the use of an electronic medical device training passport to identify the training needs of nurses in intensive care units (ICUs).

Method: A pilot study was conducted in a multi-unit critical care department in London, England, to determine if the passport could make it easier to identify ICU nurses' medical device training needs compared with existing practice. Nine participants were first asked to identify their needs using existing spreadsheets or paper records, then asked to identify them using the passport. The participants were also interviewed to identify their training requirements before and after using the passport. The data were analysed quantitatively and qualitatively.

Findings: The electronic passport significantly improved identification of medical device training needs compared with paperwork or spreadsheets for all device groups, except for medical devices used on high dependency units ( P ≤0.005). However, there may be issues related to nurses' behaviours and expectations, particularly that staff do not always recognise their need for training.

Conclusion: The findings of this pilot study suggest that the use of an electronic medical device training passport has many benefits and could make it easier to identify ICU nurses' training needs in clinical practice.

Nursing vacancies are high across the UK, with some nurses considering leaving the profession. Evidence suggests that employers, including the NHS, need to be more flexible about working times to support employees' work-life balance and job satisfaction. Self-rostering is one approach that has the potential to enhance nurses' work-life balance and job satisfaction, enabling scope for greater autonomy. This could in turn lead to fewer nurses leaving the profession and contribute to making nursing more attractive as a career. This literature review focused on nurses in the NHS and found that self-rostering had a positive effect on their work-life balance and job satisfaction. However, a move to self-rostering can pose challenges and it should be assessed for suitability before implementation. Given the nursing vacancy crisis in the UK and many nurses' intentions to leave the profession, the potential benefits of self-rostering for nurses cannot be overlooked.

Workplace violence against nurses is an international public health issue with likely detrimental consequences for individuals, systems and societies. To effectively address workplace violence against nurses, its root causes must be understood and its effect on nurse outcomes quantified. In line with Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, the authors rapidly reviewed the international literature to identify determinants of workplace violence against hospital-based nurses and the effects of workplace violence on nurse outcomes. Twenty-one studies (22 articles) formed the final sample - 16 quantitative, three qualitative and two mixed-methods studies. Supervisors, other nurses and physicians were the major perpetrators of workplace violence against nurses. Perpetrators of workplace violence were other nurses or physicians, the workplace, patients, and organisational management. Workplace violence was linked to deficits in nurses' health, job satisfaction and intention to stay in their role. To address workplace violence, evidence-based zero-tolerance policies, preventive interventions and appropriate disciplinary actions must be implemented at organisational and national level.

During the coronavirus disease 2019 pandemic, nurse leaders and managers have been compelled to prioritise immediate issues in their clinical areas and put aside the professional development of staff. However, leadership development for individuals and teams is essential to ensure nurses feel valued and develop the skills required for team cohesion, problem-solving, decision-making and innovation. Simple and effective approaches to staff leadership development are needed. Two such approaches are coaching and action learning. This article provides an introduction to coaching and action learning as approaches nurse leaders and managers can use to promote leadership development among individual team members and within the team. It describes how coaching and action learning work and their potential benefits and challenges. It explains how the two approaches can be used to underpin effective problem-solving and goal setting, and support nurses in their professional development, the ultimate aim being to deliver safe and effective patient care.

This article details a systematic review that aimed to synthesise and analyse the published research on the effects of mindful self-compassion interventions on stress in nurses. Five studies were identified that met the inclusion criteria and were analysed in terms of sample characteristics, intervention, measurement of self-compassion, additional psychosocial outcome measures, intervention duration and adherence, intervention outcomes and effect size and follow-up. The review found that mindful self-compassion interventions had medium-to-large effect sizes for self-compassion, traumatic stress, burnout, stress and compassion satisfaction. There was also high intervention adherence (mean=86%) in the included studies. Since these interventions can improve self-compassion and compassion in nurses, they have the potential to enhance the quality of compassionate care provided by nurses who undergo training in mindful self-compassion.

Background: Leadership and conflict management are essential skills that nursing students need to acquire and practise. There is a gap in the existing literature on conflict management strategies, the role of leadership styles in conflict management and the relationship between leadership and conflict management styles among nursing students.

Aim: To investigate nursing students' leadership and conflict management styles and determine the relationship between their leadership and conflict management styles.

Method: A descriptive correlational study was conducted with 250 third-year and fourth-year students at a nursing college in Saudi Arabia. Participants completed the Leadership Styles Questionnaire and Rahim Organizational Conflict Inventory-II. Descriptive statistics were used, and correlation and regression analyses were conducted.

Results: Overall, the democratic style of leadership and the integrating style of conflict management were the most favoured by participants, while the laissez-faire leadership style and the dominating style of conflict management were the least favoured. Significant positive correlations were established between the leadership styles of participants and their conflict management styles. The regression analysis showed a significant predictive power of leadership styles, specifically the democratic and autocratic styles, on 30% of the variance in conflict management styles.

Conclusion: Leadership skills are essential for clinical decision-making, while leadership style can affect the choice of conflict management style. Nurse educators have a crucial role in teaching and modelling effective leadership and conflict management for students.

Despite recent discussions and campaigns to widen nursing's appeal to people of diverse gender identities, it continues to be perceived as a largely female profession. In the context of an ageing workforce, and alongside recruitment and retention challenges, efforts should be directed at developing a more inclusive profession rather than focusing on why people other than women do not become nurses. To attract more men, transgender people and those who identify as nonbinary, as well as women, the approach to nursing recruitment needs to change. The profession must develop a more inclusive culture and examine and promote the advantages that gender diversity can bring to nursing. This article explores the lack of gender diversity in contemporary nursing, briefly examines the history of gender in nursing, and considers how the profession might evolve into a more gender-diverse and inclusive workforce.