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Nursing Knowledge (nursing + knowledge)
Selected AbstractsNursing Knowledge for the 21st Century: Opportunities and ChallengesJOURNAL OF NURSING SCHOLARSHIP, Issue 2 2000Ada Sue Hinshaw [source] Uncovering the evidence of non-expert nephrology nursing practiceINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 2 2006Ann Bonner BAppSc(Nurs) MA PhD RN MRCNA Expertise in nursing has been widely studied although there have been no previous studies into what constitutes expertise in nephrology (renal) nursing. This paper, which is abstracted from a larger study into the acquisition and exercise of nephrology nursing expertise, provides evidence of the characteristics and practices of non-expert nephrology nurses. Using the grounded theory method, the study took place in one renal unit in New South Wales, Australia, and involved six non-expert and 11 expert nurses. Sampling was purposive then theoretical. Simultaneous data collection and analysis using participant observation, review of nursing documentation and semistructured interviews was undertaken. The study revealed a three-stage skills-acquisitive process that was identified as non-expert, experienced non-expert and expert stages. Non-expert nurses showed superficial nephrology nursing knowledge and limited experience; they were acquiring basic nephrology nursing skills and possessed a narrow focus of practice. [source] Using NANDA, NIC, and NOC (NNN) Language for Clinical Reasoning With the Outcome-Present State-Test (OPT) ModelINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 3 2006CRRN-A, Donald D. Kautz RN PURPOSE.,To analyze the degree to which standardized nursing language was used by baccalaureate nursing students completing Outcome-Present State-Test (OPT) model worksheets in a clinical practicum. METHODS.,A scoring instrument was developed and 100 worksheets were retrospectively analyzed. FINDINGS.,NANDA nursing diagnoses were correctly stated in 92% of the OPT models. Nursing Outcomes Classification (NOC) outcomes were explicitly stated in 22%, and implied in 72%. Interventions matched appropriate Nursing Interventions Classification (NIC) activities in 61%. CONCLUSIONS.,NANDA, NIC, and NOC (NNN) language was used inconsistently by students in this sample. IMPLICATIONS FOR PRACTICE.,If NNN language is to advance nursing knowledge, its promotion, representation in curriculum development, and active use is necessary. Educational research is needed on the facilitators and barriers to NNN language use. [source] Nursing Diagnosis in Medical-Surgical PatientsINTERNATIONAL JOURNAL OF NURSING TERMINOLOGIES AND CLASSIFICATION, Issue 2003Márcia Paschoalina Volpato PURPOSE. To identify nursing diagnoses identified in patients in a medical-surgical unit. METHODS. Data were collected through interviews and physical examination of 60 patients on a female ward in order to formulate NANDA diagnoses. The data collection tool was based on Gordon's 11 Functional Health Patterns. Four researchers with medical-surgical nursing expertise reached the nursing diagnosis through consensus. FINDINGS. A total of 338 diagnoses were identified from 49 different categories. Nineteen categories were identified in more than 10% of the sample: risk for infection (58%), pain (50%), constipation (42%), activity intolerance (35%), sleep pattern disturbance (28%), altered physical mobility (27%), impaired skin integrity (27%), fatigue (25%), sexual pattern dysfunction (23%), anxiety (23%), risk for ineffective manipulation of therapeutic regimen (20%), risk for trauma (20%), risk for impaired skin integrity (18%), ineffective coping (18%), altered nutrition: more than body requirements (12%), impaired communication (12%), urinary incontinence (10%), fluid volume excess (10%), and altered nutrition: less than body requirements (10%). The most frequent diagnoses related to Health Functional Patterns were identified in health control and perception, with 28% of the 338 formulated diagnoses, activity-exercise and nutritional-metabolic with 20% each. CONCLUSIONS. There was great diversity in the quality of the reported needs in the studied sample, which demands extensive knowledge and a wide range of abilities to identify needs as well as implement care in the affected patients. Studies such as this one will enhance delineation of the nursing knowledge base in order to justify allocation of human resources in specific areas. [source] Editorial: Clinical nursing knowledge and interventionsJOURNAL OF CLINICAL NURSING, Issue 1 2008Carol Haigh [source] Systematic reviews: gatekeepers of nursing knowledgeJOURNAL OF CLINICAL NURSING, Issue 5 2001David Evans BN, DipN ,,The past few decades have seen a considerable increase in the number of available health care products and interventions. This growth has been matched by a similar expansion in the health care literature. As a result of these factors, the demand for evidence to support practice is growing, but finding the best evidence is becoming increasingly difficult. ,,In response, the use of systematic reviews is increasing and they are starting to replace the primary research as the basis for health care decisions. ,,To date, these reviews have focused predominantly on effectiveness and so have been limited to randomized controlled trials. As a result of this, the interpretive, observational and descriptive research methods that are utilized by nursing have commonly been either excluded from the review or are classified as ,low level' evidence. ,,To address this, nursing must participate in the development of systematic review methods that better answer the questions posed by the profession. [source] An exploratory study of forensic nursing education in North America: Constructed definitions of forensic nursingJOURNAL OF FORENSIC NURSING, Issue 4 2009Arlene Kent-Wilkinson RN Abstract The aim of this study was to explore forensic nursing knowledge as a specialty area of study, and factors influencing its educational development. A purposeful sample of nurse educators who had established some of the earliest forensic nursing programs in North America were sought for their perspective to answer predominantly qualitative questions. Unexpected findings from this study resulted in the concept of forensic nursing being described, differentiated, and defined. Since the inception of forensic nursing, numerous definitions have been written to articulate the knowledge of the specialty. The constructed definitions of forensic nursing from this study not only validated prior definitions developed by individuals and associations by nonresearchable methods, but also led to a discussion of what concepts are important to include in definitions of forensic nursing. [source] Forensic nursing education in North America: Social factors influencing educational developmentJOURNAL OF FORENSIC NURSING, Issue 2 2009Arlene E. Kent-Wilkinson RN Abstract In the mid 1990s, some of the first formal forensic nursing educational programs were established. Now more than a decade later, courses exist at educational levels from certificate to doctorate programs, with little educational research having been conducted. This recent study explored forensic nursing knowledge as a specialty area of study and factors influencing educational development. This paper reports on social factors that facilitated and impeded educational development in the forensic nursing specialty from the perspective of forensic nurse educators in North America. Changing attitudes to previously sanctioned professional roles in society provided discussion for implications for forensic nursing practice. [source] New graduate transitions: leaving the nest, joining the flightJOURNAL OF NURSING MANAGEMENT, Issue 3 2009ENC(C), PNC(C), SANDRA MORROW RN Aim, This review will explore the lived experience of the transition of new nursing graduates in their first year of practice, the implications to nursing and consequences of status quo, and actions required to support new graduates in their transition to practice. Background, The new graduate eagerly anticipates their first position in the ,real world' but often experience challenges in their first year of practice. Evaluation, A literature review highlights the historical inaction and the confirmed lived experiences of new graduate nurses. Key issues, New graduate transition into the workforce has implications on both an individual and societal level. No longer can one ignore the need to recruit and retain nurses, especially new graduates. Conclusion, Implemented collaborative and innovative efforts are required to support new graduate nurse transition to practice. Implications for nursing management, Nurse Managers must question why the disenfranchisement and marginalization of new graduates continues. Persistent inertia impacts recruitment and retention of graduate nurses and patient safety, transforming episodic challenges into chronic systemic issues. This article will contribute to new nursing knowledge by providing a Canadian perspective of demographic trends of the Registered Nurse (RN) and salient actions required to resolve the discourse of new graduate transition into the workplace. [source] Understanding the role of knowledge in the practice of expert nephrology nurses in AustraliaNURSING & HEALTH SCIENCES, Issue 3 2007Ann Bonner bappsc(nurs), mrcna Abstract This paper, which is abstracted from a larger study into the acquisition and exercise of nephrology nursing expertise, aims to explore the role of knowledge in expert practice. Using grounded theory methodology, the study involved 17 registered nurses who were practicing in a metropolitan renal unit in New South Wales, Australia. Concurrent data collection and analysis was undertaken, incorporating participants' observations and interviews. Having extensive nephrology nursing knowledge was a striking characteristic of a nursing expert. Expert nurses clearly relied on and utilized extensive nephrology nursing knowledge to practice. Of importance for nursing, the results of this study indicate that domain-specific knowledge is a crucial feature of expert practice. [source] Globalization of tertiary nursing education in post-Mao China: A preliminary qualitative assessmentNURSING & HEALTH SCIENCES, Issue 4 2001Zhaomin Xu RN Abstract This article examines China's collaborative initiatives with Western countries to assess the impact of globalization on Chinese nursing education, especially at the post-secondary level, in the post-Mao era. Through the theoretical framework of mutuality, it evaluates the outcomes of globalization in two broad domains: pedagogy and system-institution-program building. In addition, case studies on two collaborative projects between Chinese nursing programs and Western institutions were conducted to further illustrate the principles of mutuality. This qualitative assessment is primarily based on a systematic review of published studies on the multifaceted dimensions of globalization in Chinese post-secondary nursing education in both English and Chinese nursing literature since 1990. It is supplemented by unpublished documents and data obtained from a research trip to China in 2000. The study concludes that globalization has been, and will remain, one of the major forces underpinning Chinese nursing education (and the nursing profession in general), which is moving towards integration into the global nursing community. However, there is a significant imbalance in the knowledge transfer equation both in the national and international context. Great efforts need to be made to synthesize nursing knowledge in the East and West to achieve an integrative nursing science. [source] Strategies for Managing Barriers to the Writing ProcessNURSING FORUM, Issue 4 2000Celia E. Wills RN Publication is essential to advancing nursing knowledge for clinical practice, but relatively few nurses publish the results of their research or other writings about clinical practice issues. This article identifies some common barriers to writing for publication-personal factors, such as inadequate knowledge and writing skills, lack of confidence, and low motivation for writing for publication; and situational factors, such as limited time, energy, and other resources constraints-and discusses strategies for managing such barriers. Key words: [source] | ||||||||||