Results for 'Newly graduated nurses'

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  1.  31
    Newly graduated nurses’ experiences of horizontal violence.Ivana Maria Rosi, Adriana Contiguglia, Kim Randall Millama & Stefania Rancati - 2020 - Nursing Ethics 27 (7):1556-1568.
    Background: Horizontal violence, defined in the literature as ‘interpersonal conflict between two nurses at the same hierarchical levels in organizations’, often associated with bullying, affects the well-being of nurses, care recipients and the professional image of nursing and the organization due to increased turnover. One in every three newly graduated nurses is a victim of horizontal violence, although they do not always know how to define it. Aim: To investigate the direct and indirect experiences of (...)
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  2.  57
    Ethical climate and nurse competence – newly graduated nurses' perceptions.Olivia Numminen, Helena Leino-Kilpi, Hannu Isoaho & Riitta Meretoja - 2015 - Nursing Ethics 22 (8):845-859.
    Background: Nursing practice takes place in a social framework, in which environmental elements and interpersonal relations interact. Ethical climate of the work unit is an important element affecting nurses’ professional and ethical practice. Nevertheless, whatever the environmental circumstances, nurses are expected to be professionally competent providing high-quality care ethically and clinically. Aim: This study examined newly graduated nurses’ perception of the ethical climate of their work environment and its association with their self-assessed professional competence, turnover (...)
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  3. Moral distress and clinical judgment among newly graduated nurses: A meta-ethnographic literature review.Ulla Nielsby, Susanne Dau, Henriette Bruun & Anne-Marie Søndergaard Christensen - forthcoming - Nursing Ethics.
    The transition from nursing education to professional practice is a critical period for newly graduated nurses, marked by significant moral challenges that can lead to moral distress and impact the development and application of clinical judgment. Understanding how moral distress affects newly graduated nurses is vital to support their integration into professional roles and ensure the delivery of quality care. Newly graduated nurses may experience moral distress due to conflicts between professional (...)
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  4.  91
    Self-Image, Self-Values and Interpersonal Values Among Newly Graduated Nurses.Bengt Sivberg & Kerstin Petersson - 1997 - Nursing Ethics 4 (5):407-423.
    This longitudinal study (1994-1996) used the Gordon Personality Inventory to measure nursing students’ self-image (Gordon A), self-values (Gordon B) and interpersonal values (Gordon C). It was performed with students from three colleges of health in the south of Sweden: Jönköping ( n = 54), Växjö ( n = 24) and Kristianstad ( n = 38). The null hypothesis of the study was that the new academic three-year programme did not have the power to change significantly the students’ self-image and professional (...)
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  5.  28
    Echoes of silence.Sharon Laver - 2024 - Nursing Philosophy 25 (3):e12481.
    Communication is an integral part of nursing practice—with patients and their relatives, other nurses and members of the healthcare team, and ancillary staff. Through interaction with the ‘other’, language and silence creates and recreates social realities. Acceptance, rejection or modification of social realities depends on what is expressed and by whom. Narratives that are offered can tell of some experiences and not others. Some nurses choose to be silent while others are silenced. In nursing situations recognising and allowing (...)
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  6.  39
    Human rights conflicts experienced by nurses migrating between developed countries.Alvisa Palese, Beata Dobrowolska, Anna Squin, Giulia Lupieri, Giampiera Bulfone & Sara Vecchiato - 2017 - Nursing Ethics 24 (7):833-846.
    Background: Some developed countries have recently changed their role in the context of international recruitment, becoming donors due to socio-economical and political factors such as recessions. This is also the case in Italy, where there has been a flow of immigrant nurses out of the country that has been documented over the past several years. In a short time, it has become a donor country to other developed European countries, such as the United Kingdom. Aims: To advance knowledge in (...)
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  7.  44
    Perceptions of moral integrity: Contradictions in need of explanation.Carolyn Laabs - 2011 - Nursing Ethics 18 (3):431-440.
    The incidence of moral distress, compromised moral integrity, and leaving nursing is highest among nurses new to the profession. Understanding perceptions of moral integrity may assist in developing strategies to reduce distress and promote workforce retention. The purpose of this study was to determine how newly graduated baccalaureate prepared nurses perceive moral integrity and how prepared they feel to manage challenges to it. The design was qualitative descriptive using a confidential short answer online survey. Data were (...)
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  8.  46
    Professional values, job satisfaction, career development, and intent to stay.Susan Yarbrough, Pam Martin, Danita Alfred & Charleen McNeill - 2017 - Nursing Ethics 24 (6):675-685.
    Background: Hospitals are experiencing an estimated 16.5% turnover rate of registered nurses costing from $44,380 - $63,400 per nurse—an estimated $4.21 to $6.02 million financial loss annually for hospitals in the United States of America. Attrition of all nurses is costly. Most past research has focused on the new graduate nurse with little focus on the mid-career nurse. Attrition of mid-career nurses is a loss for the profession now and into the future. Research objective: The purpose of (...)
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  9.  37
    Analysis of graduating nursing students’ moral courage in six European countries.Sanna Koskinen, Elina Pajakoski, Pilar Fuster, Brynja Ingadottir, Eliisa Löyttyniemi, Olivia Numminen, Leena Salminen, P. Anne Scott, Juliane Stubner, Marija Truš, Helena Leino-Kilpi & on Behalf of Procompnurse Consortium - 2021 - Nursing Ethics 28 (4):481-497.
    Background: Moral courage is defined as courage to act according to one’s own ethical values and principles even at the risk of negative consequences for the individual. In a complex nursing practice, ethical considerations are integral. Moral courage is needed throughout nurses’ career. Aim: To analyse graduating nursing students’ moral courage and the factors associated with it in six European countries. Research design: A cross-sectional design, using a structured questionnaire, as part of a larger international ProCompNurse study. In the (...)
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  10.  27
    Violence against new graduated nurses in clinical settings.Hossein Ebrahimi, Hadi Hassankhani, Reza Negarandeh, Carol Jeffrey & Azim Azizi - 2017 - Nursing Ethics 24 (6):704-715.
    Background: Ethical studies in nursing are very important topics, and it is particularly crucial with vulnerable populations such as new graduated nurses. Neglecting ethical principles and violence toward graduates can lead to their occupational burnout, job dissatisfaction, and leaving the nursing profession. Objective: This study was designed with the aim of understanding the experience of Iranian experienced nurses’ use of lateral and horizontal violence against new graduated nurses. Research design: This qualitative study used a conventional (...)
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  11.  4
    A qualitative examination of graduating nurses’ response to the Covid-19 pandemic.Rachelle J. Lancaster, Catherine Schmitt & Melanie Debish - 2021 - Nursing Ethics 28 (7-8):1337-1347.
    Background: Currently, graduating nurses face pandemic-related uncertainty including gaps in risk perception, unexpected Covid-19 moral dilemmas, and distress surrounding personal health risk. Research question/aim/objectives/Method: The purpose of this basic qualitative descriptive study is to describe the willingness of graduating nurses to provide care during the Covid-19 pandemic. Participants and research context: One week prior to graduation, students were required to submit a written assignment describing willingness to practice in light of the ongoing pandemic. Ethical considerations: This study was (...)
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  12.  18
    A New Graduate Nurse’s Story.Jill Mount - 2013 - Narrative Inquiry in Bioethics 3 (2):16-18.
    In lieu of an abstract, here is a brief excerpt of the content:A New Graduate Nurse’s StoryJill MountI was taking pre–med courses on the west coast when my mother was diagnosed with acute leukemia. I immediately finished out my classes, packed up my bags and cat and moved back to the town on the east coast where my parents lived. While my mother was fighting the leukemia, I spent many hours in her hospital room and I learned more about the (...)
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  13.  54
    Delegation and supervision of healthcare assistants’ work in the daily management of uncertainty and the unexpected in clinical practice: invisible learning among newly qualified nurses.Helen T. Allan, Carin Magnusson, Karen Evans, Elaine Ball, Sue Westwood, Kathy Curtis, Khim Horton & Martin Johnson - 2016 - Nursing Inquiry 23 (4):377-385.
    The invisibility of nursing work has been discussed in the international literature but not in relation to learning clinical skills. Evans and Guile's (Practice‐based education: Perspectives and strategies, Rotterdam: Sense, 2012) theory of recontextualisation is used to explore the ways in which invisible or unplanned and unrecognised learning takes place as newly qualified nurses learn to delegate to and supervise the work of the healthcare assistant. In the British context, delegation and supervision are thought of as skills which (...)
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  14.  56
    Dialectic of the university: a critique of instrumental reason in graduate nursing education.Olga Petrovskaya, Carol McDonald & Marjorie McIntyre - 2011 - Nursing Philosophy 12 (4):239-247.
    Our analysis in this paper unfolds on two levels: a critique of the ‘realities’ of graduate nursing education and an argument to sustain its ‘ideals’. We open for discussion an aspect of graduate nursing education dominated by instrumental reason, namely the research industry, using an internal critique approach developed by Max Horkheimer and Theodor Adorno of the Early Frankfurt School. As we explain, internal critique arises out of, and relies on, the mismatch between goals, or ‘ideals’, and existing realities. Thinking (...)
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  15.  14
    “Who has been here that looks like me?”: A narrative inquiry into Black, Indigenous, and People of Color graduate nursing students' experiences of white academic spaces.Neda Hamzavi & Helen Brown - 2023 - Nursing Inquiry 30 (4):e12568.
    Canadian Schools of Nursing rest upon white, colonial legacies that have shaped and defined what is valued as nursing knowledge and pedagogy. The diversity that exists in clinical nursing and is emerging within the graduate student population is not currently reflected within nursing faculty and academic leadership. Black, Indigenous, and People of Color (BIPOC) nurse leaders, historically and presently, are repeatedly left unacknowledged as knowers and keepers of nursing knowledge. This lack of diversity persists across nursing knowledge generation, research, and (...)
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  16.  31
    ‘Philosophy Lost’: Inquiring into the effects of the corporatized university and its implications for graduate nursing education.Rusla Anne Springer & Michael Edward Clinton - 2017 - Nursing Inquiry 24 (4):e12197.
    Drawing on a comprehensive, pan-national analysis of the corporatization of Canadian universities, as well as the notions of ‘parrhesiastic’ mentorship and practice, the authors examine the effects of the corporatized university, its implications for graduate nursing education and nursing's relative silence on the subject. With the preponderance of business interests, the increasing dependence of universities on industry funding, cults of efficiency, research intensivity, and the pursuit of profit so prevalent in today's corporatized university, we argue that philosophical presuppositions so crucial (...)
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  17.  19
    Perception and experience of altruism in graduate nursing students.Xinyu Gu, Yanxia Yang, Hao Gong & Luojing Zhou - 2023 - Nursing Ethics 30 (7-8):1125-1137.
    Background Altruism is the core of nursing professionalism. Graduate nursing education in China started late and is still developing, exploring the current state of altruistic behavior and the perceived experience of altruism among graduate nursing students may have important implications for nursing education. Objective Explore the current state of altruistic behavior and the perceived experience of altruism among graduate nursing students in China. Research design This is a descriptive phenomenological qualitative research study, semi-structured in-depth interviews were conducted. Seventeen graduate nursing (...)
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  18.  13
    The Mythological Man: Navigating HealthCare and Traumatic Brain Injury as a Rural New Graduate Nurse.Holly Gumz - 2019 - Narrative Inquiry in Bioethics 9 (2):108-110.
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  19. Integrating Ethics across the Curricula: Innovations in Undergraduate and Graduate Nursing Education.Michael J. Deem, Eric Vogelstein & Mary Ellen Smith Glasgow - 2020 - In Ea E. Emerson & Celeste M. Alfes, Innovative Strategies in Teaching Nursing: Exemplars of Optimal Learning. Springer Publishing. pp. 59-67.
     
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  20. Nursing's newly emerging social contract.Diane R. Rochelle - 1983 - Theoretical Medicine and Bioethics 4 (2).
    Social contracts are the mechanisms by which society legitimizes professions and grants them authority and autonomy to carry out their functions. The nursing profession is currently renegotiating its contract with society in a manner which clearly reflects a change from physician dominance, and emphasis on illness care to increased independent and autonomous functioning within a newly developing framework of nursing science which emphasizes health care. In return for their services, nurses are also negotiating for those benefits which historically (...)
     
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  21.  19
    Issues in Communication for Newly Licensed Nurses.June Smith & Lynda Crawford - 2004 - Jona's Healthcare Law, Ethics, and Regulation 6 (1):15-16.
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  22.  30
    Medication Errors and Difficulty in First Patient Assignments of Newly Licensed Nurses.June Smith & Lynda Crawford - 2003 - Jona's Healthcare Law, Ethics, and Regulation 5 (3):65-67.
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  23.  27
    A National Survey of Nursing Education and Practice of Newly Licensed Nurses.Suling Li & Kevin Kenward - 2006 - Jona's Healthcare Law, Ethics, and Regulation 8 (4):110-115.
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  24.  37
    The sustainability of ideals, values and the nursing mandate: evidence from a longitudinal qualitative study.Jill Maben, Sue Latter & Jill Macleod Clark - 2007 - Nursing Inquiry 14 (2):99-113.
    This article reports on research that examines newly qualified UK nurses’ experiences of implementing their ideals and values in contemporary nursing practice. Findings are presented from questionnaire and interview data from a longitudinal interpretive study of nurses’ trajectories over time. On qualification nurses emerged with a coherent and strong set of espoused ideals around delivering high quality, patient‐centred, holistic and evidence‐based care. These were consistent with the current UK nursing mandate and had been transmitted and reinforced (...)
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  25.  62
    An analysis of undergraduate and graduate student nurses' moral sensitivity.Rhonda W. Comrie - 2012 - Nursing Ethics 19 (1):116-127.
    This study describes the level of moral sensitivity among nursing students enrolled in a traditional baccalaureate nursing program and a master’s nursing program. Survey responses to the Modified Moral Sensitivity Questionnaire for Student Nurses from 250 junior, senior, and graduate students from one nursing school were analyzed. It was not possible to draw conclusions based on the tool. Moral category analysis showed students ranked the category structuring moral meaning highest and interpersonal orientation second. The moral issue ranking highest was (...)
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  26.  27
    The nurse apprentice and fundamental bedside care: An historical perspective.Sheri Tesseyman, Katelin Peterson & Emma Beaumont - 2023 - Nursing Inquiry 30 (3):e12540.
    This historical study aims to explain how the transition from student nurse service to fully qualified “graduate nurse” service in the United States in the 20th century affected assumptions about fundamental patient care in hospital wards and provide historical context for current apprenticeship programs. Through analysis of documents from 1920 when student nurse service, a nurse apprentice model, was the norm to 1960 when the nurse apprentice model was waning in favor of registered nurse service, this study found that the (...)
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  27.  34
    Implementation and Evaluation of a Nursing Ethics Course at Turkish Doctoral Nursing Programs.Leyla Dinç - 2015 - Journal of Academic Ethics 13 (4):375-387.
    Graduate nursing students should have a strong ethical theoretical foundation to identify and explore scientific and technological ethical issues impacting nursing care, to assume leadership positions in practice and education, and to conduct research contributing to nursing’s knowledge base. This paper reports the implementation and evaluation of a new ethics course at Turkish doctoral nursing programs. The first section describes course design and implementation. The second section evaluates the course and discusses results. Students’ evaluations indicated that the concept of caring (...)
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  28.  14
    Leadership moments: Understanding nurse clinician‐scientists' leadership as embedded sociohistorical practices.Dieke Martini, Mirko Noordegraaf, Lisette Schoonhoven & Pieterbas Lalleman - 2023 - Nursing Inquiry 30 (4):e12580.
    Nurse clinician‐scientists are increasingly expected to show leadership aimed at transforming healthcare. However, research on nurse clinician‐scientists' leadership (integrating researcher and practitioner roles) is scarce and hardly embedded in sociohistorical contexts. This study introduces leadership moments, that is, concrete events in practices that are perceived as acts of empowerment, in order to understand leadership in the daily work of newly appointed nurse clinician‐scientists. Following the learning history method we gathered data using multiple (qualitative) methods to get close to their (...)
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  29.  33
    Nurses, formerly incarcerated adults, and G adamer: phronesis and the S ocratic dialectic.Elizabeth Marlow, Marcianna Nosek, Yema Lee, Earthy Young, Alejandra Bautista & Finn Thorbjørn Hansen - 2015 - Nursing Philosophy 16 (1):19-28.
    This paper describes the first phase of an ongoing education and research project guided by three main intentions: (1) to create opportunities for phronesis in the classroom; (2) to develop new understandings about phronesis as it relates to nursing care generally and to caring for specific groups, like formerly incarcerated adults; and (3) to provide an opportunity for formerly incarcerated adults and graduate nursing students to participate in a dialectical conversation about ethical knowing. Gadamer's writings on practical philosophy, phronesis, and (...)
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  30.  18
    Implicit and explicit attitudes toward gay men and lesbian women among heterosexual undergraduate and graduate psychology and nursing students.Oz Hamtzani, Yaniv Mama, Ayala Blau & Talma Kushnir - 2022 - Frontiers in Psychology 13.
    ObjectivesTo examine implicit and explicit attitudes toward gay men and lesbian women among heterosexual undergraduate and graduate psychology and nursing students.MethodsImplicit attitudes were measured via the Implicit Association Test and explicit attitudes via the Attitudes Toward Lesbian Women and Gay questionnaire.Main resultsAll groups held negative implicit attitudes toward gay men and lesbian women. Among undergraduates, nursing students reported holding more negative explicit attitudes toward gay men and lesbian women than psychology students.ConclusionThe curricula in both nursing and psychology studies need to (...)
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  31.  18
    Postgraduate nursing students’ experiences of practicing ethical communication.Catarina Fischer Grönlund & Margareta Brännström - 2022 - Nursing Ethics 29 (7-8):1709-1720.
    Background Ethics communication has been described as a pedagogical form, promoting development of ethical competence among nursing students. The ‘one to five method’ was developed by this research group as a tool for facilitating ethical communication in groups among healthcare professionals but has not yet been evaluated. Aim To explore post-graduate nursing students’ experiences of practicing ethical communication in groups Research design The study design is qualitative. Participants and research context The study comprised 12 nursing students on a post-graduate course (...)
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  32.  45
    What Nurse Bioethicists Bring to Bioethics: The Journey of a Nurse Bioethicist.Connie M. Ulrich - 2017 - Perspectives in Biology and Medicine 60 (1):33-46.
    Istarted my nursing career as a pediatric nurse working with children and their families at the Children's Hospital National Medical Center in Washington, DC. My first position was a staff nurse on a busy surgical floor called 4 Blue. To some degree, and as I reflect on that time, one is never truly prepared as a newly minted nurse or physician for the realities of becoming a clinician. So it was for me. I initially worked a rotational schedule of (...)
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  33.  59
    Perception of Palliative Care and Euthanasia Among Recently Graduated and Experienced Nurses.Tomasz Brzostek, Wim Dekkers, Zbigniew Zalewski, Anna Januszewska & Maciej Górkiewicz - 2008 - Nursing Ethics 15 (6):761-776.
    Palliative care and euthanasia have become the subject of ethical and political debate in Poland. However, the voice of nurses is rarely heard. The aim of this study is to explore the perception of palliative care and euthanasia among recent university bachelor degree graduates and experienced nurses in Poland. Specific objectives include: self-assessment of the understanding of these terms, recognition of clinical cases, potential acceptability of euthanasia, and an evaluation of attitudes towards palliative care and euthanasia. This is (...)
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  34.  20
    Moral distress in nursing students: Cultural adaptation and validation study.Rocco Mazzotta, Maddalena De Maria, Davide Bove, Sondra Badolamenti, Simonì Saraiva Bordignon, Luana Claudia Jacoby Silveira, Ercole Vellone, Rosaria Alvaro & Giampiera Bulfone - 2022 - Nursing Ethics 29 (2):384-401.
    Background: Moral distress, defined as moral suffering or a psychological imbalance, can affect nursing students. However, many new instruments or adaptations of other scales that are typically used to measure moral distress have not been used for nursing students. Aim: This study aimed to translate, culturally adapt and evaluate the psychometric properties of an Italian version of the Moral Distress Scale for Nursing Students (It-ESMEE) for use with delayed nursing students (students who could not graduate on time or failed the (...)
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  35.  31
    Reflective Practice for Nurses.Claire Boyd - 2023 - Wiley-Blackwell.
    What is Reflection? -- Human Factors -- Models of Reflection -- Reflection and NMC Revalidation -- Writing Reflectively -- Improving Care Through Reflection -- Critical Reflection -- Reflective Assignments -- Case Study 1 - Reflection in Practice - Newly Qualified Nurse (using Through the looking glass model of reflection) -- Case Study 2 - Reflection in Practice - Nursing Associate (using ERA Model of reflection) -- Case Study 3 - Reflection in Practice - Mental Health Nurse (using Rolf et (...)
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  36.  31
    The Nurse Project: an analysis for nurses to take back our work.Janet M. Rankin - 2009 - Nursing Inquiry 16 (4):275-286.
    This paper challenges nurses to join together as a collective in order to facilitate ongoing analysis of the issues that arise for nurses and patients when nursing care is harnessed for health care efficiencies. It is a call for nurses to respond with a collective strategy through which we can ‘talk back’ and ‘act back’ to the powerful rationality of current thinking and practices. The paper uses examples from an institutional ethnographic (IE) research project to demonstrate how (...)
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  37.  31
    Nurses’ values on medical aid in dying: A qualitative analysis.Judy E. Davidson, Liz Stokes, Marcia S. DeWolf Bosek, Martha Turner, Genesis Bojorquez, Youn-Shin Lee & Michele Upvall - 2022 - Nursing Ethics 29 (3):636-650.
    Aim: Explore nurses’ values and perceptions regarding the practice of medical aid in dying. Background: Medical aid in dying is becoming increasing legal in the United States. The laws and American Nurses Association documents limit nursing involvement in this practice. Nurses’ values regarding this controversial topic are poorly understood. Methodology: Cross-sectional electronic survey design sent to nurse members of the American Nurses Association. Inductive thematic content analysis was applied to open-ended comments. Ethical Considerations: Approved by the (...)
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  38.  55
    Comparison of professional values of Taiwanese and United States nursing students.Danita Alfred, Susan Yarbrough, Pam Martin, Janice Mink, Yu-Hua Lin & Liching S. Wang - 2013 - Nursing Ethics 20 (8):917-926.
    Globalization is a part of modern life. Sharing a common set of professional nursing values is critical in this global environment. The purpose of this research was to examine the professional values of nursing students from two distinct cultural perspectives. Nurse educators in Taiwan partnered with nurse educators in the United States to compare professional values of their respective graduating nursing students. The American Nurses Association Code of Ethics served as the philosophical framework for this examination. The convenience sample (...)
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  39.  19
    Double degree destinations: Nursing or midwifery.K. Yates, M. Birks, H. Coxhead & L. Zhao - 2020 - Collegian 27 (1):135-140.
    Background: Double degrees in nursing and midwifery have evolved in Australia as a proposed solution to possible impending shortages of qualified midwives in the healthcare workforce. The double degree is seen as a more acceptable option in non-metropolitan areas in particular. Concern has been expressed however, about dilution of midwifery philosophy and graduates opportunities in respect of future clinical practice. Aim: This study aimed to provide a better understanding of motivations and intentions of students who undertake the Bachelor of Nursing (...)
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  40.  28
    Brave spaces in nursing ethics education: Courage through pedagogy.Natalie Jean Ford, Larissa Marie Gomes & Stephen B. R. E. Brown - 2024 - Nursing Ethics 31 (1):101-113.
    Background Nursing students must graduate prepared to bravely enact the art and science of nursing in environments infiltrated with ethical challenges. Given the necessity and moral obligation of nurses to engage in discourse within nursing ethics, nursing students must be provided a moral supportive learning space for these opportunities. Situating conversations and pedagogy within a brave space may offer a framework to engage in civil discourse while fostering moral courage for learners. Research Objective The aim of this research is (...)
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  41.  36
    Israeli Nurse Managers' Organizational Values in Today's Health Care Environment.Tova Hendel & Michal Steinman - 2002 - Nursing Ethics 9 (6):651-662.
    The total value set of a working individual consists of three components: personal, professional and organizational values. In the light of the changing health care environment, the individual nurse manager’s values may no longer be applicable for coping with the needs of the work environment. For many nurses who developed their values in keeping with the humanistic tradition, the ‘new’ organizational values may create confusion, frustration and conflict. The purpose of this study was to determine if the organizational domain (...)
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  42.  33
    Neonatal nurse practitioner ethics knowledge and attitudes.Mobolaji Famuyide, Caroline Compretta & Melanie Ellis - 2019 - Nursing Ethics 26 (7-8):2247-2258.
    Background: Neonatal nurse practitioners have become the frontline staff exposed to a myriad of ethical issues that arise in the day-to-day environment of the neonatal intensive care unit. However, ethics competency at the time of graduation and after years of practice has not been described. Research aim: To examine the ethics knowledge base of neonatal nurse practitioners as this knowledge relates to decision making in the neonatal intensive care unit and to determine whether this knowledge is reflected in attitudes toward (...)
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  43.  22
    Nursing and health care ethics: a legacy and a vision.Winifred Pinch & Amy Marie Haddad (eds.) - 2008 - Silver Spring, MD: American Nurses Association.
    Although thousands of articles and books appear annually in the field of nursing ethics, the sheer volume of scholarly publications points to the need to provide assessment and focus, and that is what this book offers. Nursing and Healthcare Ethics documents the work of nurse scholars in ethics, and goes well beyond a mere documentation of what has transpired and a list of what can be done in the future. It creatively looks back to assess previous accomplishments and forward to (...)
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  44.  23
    Nurses' (Un)Partner-Like Relationships With Clients.Majda Pajnkihar - 2009 - Nursing Ethics 16 (1):43-56.
    The aim of a previous study was to describe nursing in Slovenia generally, and to identify the most appropriate nursing model for that country. One specific finding was the issue of partner-like relationships; this article deals with that issue only. An interpretive paradigm and qualitative research design were used with a modified grounded theory approach. Interviews were carried out with selected nursing leaders ( n = 24) and other professionals (n = 6) in order to draw on their knowledge and (...)
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  45.  2
    Reworking Nursing Expertise: Directors of Nursing's Tactics to (Re)Connect Knowledge and Power in Hospital Governance.Dieke Martini, Mirko Noordegraaf, Lisette Schoonhoven, Jet Spits, Pauline Van Bokhorst & Pieterbas Lalleman - 2025 - Nursing Inquiry 32 (1):e12696.
    Shared governance in hospitals promotes the inclusion of nurses' expertise, knowledge and skills in organisational processes, and nurses increasingly fulfil positions in organisational hierarchies. However, incorporating nursing expertise in strategic governance structures might be complicated, as these structures are primarily linked to managerial and biomedical expertise. Drawing on a Foucauldian perspective on knowledge and power, intertwined and embedded in everyday (inter)actions, we study how newly appointed directors of nursing challenge these dominant ‘modes of knowing’. By focusing on (...)
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  46.  23
    Modification proposal to the Nursing program to include topics on the child disability.María Cristina Pérez Guerrero - 2013 - Humanidades Médicas 13 (3):606-621.
    Con el objetivo de diseqar una propuesta de modificacisn al programa de la formacisn de enfermeros y sugerir la inclusisn de temas sobre la discapacidad infantil, que permitan instruir al personal en formacisn, se realizs un estudio descriptivo cualitativo, en dos etapas, en la primera, mediante entrevistas se recogis la opinisn del claustro de profesores de la Licenciatura en Enfermerma de la Universidad de Ciencias Midicas de Camag|ey, en una segunda etapa se aplics el mitodo de Panel de Expertos, en (...)
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  47. The stakeholders' perceptions of the requirements of implementing innovative educational approaches in nursing: a qualitative content analysis study.Enayat A. Shabani - 2021 - BMC Nursing 20.
    Background Improving the competencies of nurses requires improving educational methods through the use of novel methods in teaching and learning. We aim to explore the perceptions of stakeholders (including nursing education directors, faculty members and nursing students) of the requirements of implementing innovative educational approaches in nursing. -/- Methods In this qualitative descriptive study, 19 participants, including educational directors, faculty members, and undergraduate and graduate nursing students, were selected through the purposeful sampling method. Achieving the theoretical saturation in extracted (...)
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  48.  25
    Academic nursing leadership in the U.S.: a case study of competition, compromise and moral courage.Eileen Walsh & Tom Olson - 2019 - International Journal for Educational Integrity 15 (1).
    Public, private, non-profit and for-profit nursing education enterprises in the U.S. are competing with one another in a newly complex and volatile educational landscape, placing academic leaders into situations fraught with moral, ethical and legal compromise with few precedents for guidance. This case study provides a richly contextualized narrative exploration of ethical and legal challenges to one leader’s moral courage, a fictionalized exploration drawn from multiple sources over time, to form a composite that is nonetheless firmly rooted in the (...)
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  49.  21
    Nursing students doing gender: Implications for higher education and the nursing profession.Lesley Andrew, Ken Robinson, Julie Dare & Leesa Costello - 2023 - Nursing Inquiry 30 (1):e12516.
    The average age of women nursing students in Australia is rising. With this comes the likelihood that more now begin university with family responsibilities, and with their lives structured by the roles of mother and partner. Women with more traditionally gendered ideas of these roles, such as nurturing others and self‐sacrifice, are known to be attracted to nursing as a profession; once at university, however, these students can be vulnerable to gender role stress from the competing demands of study. A (...)
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  50.  42
    Changes in Taiwanese nursing student values during the educational experience.Yu-Hua Lin, Liching Sung Wang, Susan Yarbrough, Danita Alfred & Pam Martin - 2010 - Nursing Ethics 17 (5):646-654.
    Professional values are standards for action and provide a framework for evaluating behavior. This study examined changes in the professional values of nursing students between their entrance to and graduation from an undergraduate nursing program. A pre- and post-test design was employed. A convenience sample of 94 students from a university in Taiwan was surveyed. Data were collected from students during the sophomore and senior years. Total scores obtained for the revised Nurses Professional Values Scale during the senior year (...)
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