The Journal of the New York State Nurses' Association最新文献

Nurses are frequently involved in the recruitment of subjects for clinical research studies when their patients are potential study participants. As professionals, it is nurses' responsibility to make sure that patients are treated with beneficence when they are included in clinical research. Financial incentives are frequently used to encourage participation, and the concern has been raised that this practice could be coercive, especially for people who have limited financial resources.

A nursing research alliance is a group of individuals in a geographic area who come together to identify ways to promote evidence-based practice, collaborate on research projects, and raise awareness of nursing research in the healthcare community. Six alliances currently exist in New York State. These alliances are actively engaged as catalysts for the generation and use of best evidence as the basis for nursing practice. In this article the authors will provide information about how interested individuals can develop an alliance in their area.

The New York State Research Agenda promotes nursing research and evidence-based practice as a means of improving the quality, efficiency, and effectiveness of care in the state. One way to put the research agenda into action is through the development of regional nursing research alliances across New York State. These alliances are focused on ways to make research and evidence-based practice more tangible to all nurses. In this article the authors provide an overview of each alliance and detail the activities being undertaken to move the research agenda forward.

The purpose of this descriptive study was to examine the knowledge of nursing administrators about horizontal violence (HV) among New York Organization of Nurse Executive members and to ascertain if they used evidence-based leadership in their roles. In this paper the authors describe the research conducted and examine evidence-based leadership with regard to HV The authors discuss what HV is, the theories that explain HV, and the impact of HV on the nurse, the nursing profession, and patient care. Research findings were consistent with the theoretical literature, which suggests that HV is so ingrained in nursing's organizational culture that it is not recognized. Until a phenomenon is recognized and named little can be done to alter it.

In increasing numbers, nurses as members of intradisciplinary and transdisciplinary teams are implementing evidence-based practice (EBP) changes. These variations result in demonstrated improvement in outcomes for the patient and family, staff, organization, and community. Many of these EBP activities remain an untapped resource; however, they have potential for improving practice beyond a single facility or local area. Descriptions of EBP projects that dofind their way into the literature have yet to include detail on all of the steps of the EBP process from problem identification through critical appraisal and synthesis of relevant literature to development, implementation, and evaluation of the practice change. In this article, the authors aim to provide guidance to clinicians on how to document an EBP project. Guidelines addressed in the article are also included as criteria for the Evidence-Based Practice Award, as established by the Foundation of New York State Nurses Center for Nursing Research Planning Committee.

The purpose of this secondary analysis of qualitative data was to discover and articulate the nature and value of therapeutic nursing interventions (TNIs) utilized by psychiatric community health nurses (PCHNs). PCHNs encounter ethical conflict when faced with increasingly strict payment limitations on nursing practice (Sturm, 2004). This new analysis provides evidence of how TNIs, executed with a high level of sensitivity and skill, enable the PCHN to address and effectively manage the complex healthcare needs of patients with chronic mental illness. The author/researcher specifically analyzed qualitative data from two broad thematic categories of an ethnographic study of PCHN practice to explicate the nature and impact of TNIs employed by PCHNs in efforts to provide high-quality care. Specific TNIs were observed to be an integral part of the nurse-patient relationship and were executed by the PCHN, influencing patient self-esteem, socialization, and the capacity for autonomy.

Deaf individuals face many barriers when trying to access health care. The reasons why barriers are encountered, difficulties met as a result of the barriers, and ways that health professionals and others working with deaf people can overcome obstacles are included in this review of the literature. A brief summary of Deaf culture and history gives background information to better understand the problems. Misunderstandings by d/Deaf patients and hearing health professionals are addressed, as well as issues related to medical interpreters. This paper aims to make health professionals more aware of the needs and cultural differences that must be considered when providing care to the d/Deaf population.

Most nurses enter the profession at the associate degree (AD) level, however, the link between nursing education and patient outcomes supports the need for nurses to be educated at the baccalaureate level. The purpose of this phenomenological study of 11 AD nurses enrolled in a baccalaureate nursing program was to describe their perspectives on returning to school. The central question for this study was: "What are the experiences of RNs who return to school for a bachelor's degree after being nurses for at least 3 years?" A total of 11 baccalaureate nursing students were interviewed. Applying a phenomenological data analysis method, the researchers identified four themes in the context of juggling everything that was important in these students' lives: going back, sacrifices, managing, and rewards. Implications for nursing education and practice are made, including the need to encourage, support, and facilitate the process for nurses returning to school.

The purpose of this paper is to discuss and explore the historical perspectives, capacities, and usage of human patient simulators (HPS) in clinical simulations and propose future uses for HPS in nursing education. The use of HPS at all levels of nursing education appears promising because research suggests that the use of HPS facilitates the development of students' physical assessment and critical thinking skills in a user-friendly environment (Spunt, Foster, & Adams, 2004). By combining HPS scenarios with lectures and actual clinical experiences, students become actively engaged and confident in their competency of the nursing process in multiple clinical arenas. The use of this technology addresses patient safety because the student is able to refine skills and develop competency in a simulated environment.