Home About us Contact
|
Home About us Contact | ||
|
|
||
Role Clarity (role + clarity)
Selected AbstractsPrescriptive Authority for Nurses: The Canadian PerspectivePERSPECTIVES IN PSYCHIATRIC CARE, Issue 1 2009Cheryl Forchuk RN PURPOSE.,This study aims to describe the role of prescriptive authority for nurses within Canada. CONCLUSIONS.,Prescriptive authority for Canadian nurses is linked to the development of advanced practice nursing generally and nurse practitioners specifically. Recent legislative changes allow nurse practitioners to function more independently regardless of the availability of medical practitioners. The smaller population results in less legislative variety for specific nurse practitioner specialty areas. Facilitators and barriers to implementing effective prescriptive authority remain as challenges and mirror findings from other literature. PRACTICE IMPLICATIONS.,Role clarity, strength in nursing focus, and support from administrators and legislation are required for prescriptive authority to be fully enacted. [source] Support workers in social care in England: a scoping studyHEALTH & SOCIAL CARE IN THE COMMUNITY, Issue 3 2010Jill Manthorpe MA Abstract This paper reports the findings of a scoping study designed to describe the evidence base with regard to support workers in social care in the United Kingdom and to identify gaps in knowledge. Multiple bibliographic databases were searched for studies published since 2003. The results revealed that the support worker role, though not well-defined, could be characterised as one aimed at fostering independence among service users, undertaking tasks across social and health-care, and not being trained in, or a member of, a specific profession. The studies identified were predominantly small-scale qualitative projects which considered issues such as role clarity, training and pay, worker satisfaction, service user views and the amount of time support workers are able to spend with service users compared to other staff. The review concluded that the research base lacks longitudinal studies, there is definitional confusion and imprecision, and there is limited evidence about employment terms and conditions for support workers or about their accountability and performance. The desirability and value of training and how it is resourced need further analysis. It is concluded that moves to self-directed support or personalisation and the increased reliance on and use of support workers, in the form of personal assistants, call for closer scrutiny of the role. [source] Staff Morale in Day Care Centres for Adults with Intellectual DisabilitiesJOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES, Issue 3 2007Katerina Mascha Background, Levels of burnout, job satisfaction and intended turnover of staff working in day care centres for adults with intellectual disabilities are investigated in relation to role clarity, staff support and supervision, and coping strategies used by staff. Materials and methods, Thirty six direct-care staff of four day care centres in the UK were administered the Maslach Burnout Inventory, The Staff Support Questionnaire (SSQ), and The Shortened Ways of Coping (Revised) Questionnaire (SWC-R). Results, Although staff reported high levels of job satisfaction, they experienced moderate degrees of emotional exhaustion and personal accomplishment and reported a high propensity to leave the service. Factors identified as relating to staff morale were staff support and supervision, role clarity, wishful thinking, staff cooperation, and other practical issues regarding the day-to-day running of the service. Conclusions, Staff in day care services for people with intellectual disabilities experience similar stressors to those experienced by staff in residential facilities with the informal culture of the service being of most importance to staff morale. Suggestions for the enhancement of staff morale are provided. [source] Clinical education facilitators: a literature reviewJOURNAL OF CLINICAL NURSING, Issue 6 2005Veronica Lambert BNS Aims and objectives., The aim of this literature review, set within an Irish context, is to present a broad overview of former and existing clinical support personnel, explore the concept of facilitation and examine what is known about the role of the clinical education facilitator. Background., The importance of providing a supportive clinical environment to enhance clinical teaching and learning is strongly portrayed in the literature. While the past two decades have borne witness to various clinical support personnel, the literature identifies conflicting demands that these personnel face. No suggestions are advanced as to how to overcome these difficulties, which inevitably influence the quality and quantity of their clinical teaching role. An identifiable gap exists over who has prime responsibility for clinical teaching. It is timely that alternative possibilities for organizing clinical teaching are investigated. A new post emerging in practice settings is that of the clinical education facilitator who is meant to be the key linchpin in clinical areas for reducing the theory,practice gap. Method., Relevant literature for this review was sourced using the computerized databases CINAHL, Medline and Synergy. Manual searching of relevant nursing journals and sourcing of secondary references extended the search. Government reports and other relevant documents were obtained through pertinent websites. Results., Papers that explicitly examined the concept of facilitation and explored the posts of clinical education facilitators were included; six research papers were accessed and reviewed. In addition seven non-empirical papers were included. Conclusions., It is clear that considerable lack of role clarity resides over what constitutes clinical facilitation and the role of the clinical facilitator. Thus, it is paramount to strengthen this support role with Irish empirical evidence. Relevance to clinical practice., A major advantage in having a ward-based clinical education facilitator is the benefit of having access to someone who can concentrate solely on clinical education and support with attempts to narrow the theory,practice divide. [source] Patient safety and quality of care: the role of the health care assistantJOURNAL OF NURSING MANAGEMENT, Issue 6 2004AdvDipEd, DipN (Lond), FEANS, FRCN, FRCSI, Hugh P. McKenna BSc (Hons) The role of the Health Care Assistant emerged primarily to support the professional nurse and to undertake perceived ,non-nursing' duties under the direction and supervision of qualified nurses. Health Care Assistants are employed in a variety of clinical settings and carry out a range of tasks and procedures. While they represent a substantial proportion of the health care workforce, the growth of their role has taken place without regulation, clear boundaries, or systematic education and training. This has raised serious concerns, especially with regard to the issues of patient safety and quality of care. For health professionals, regulations, role clarity and validated education and training are key elements of ensuring the safety of the public. This paper explores these issues with regard to the Health Care Assistant role and finds them wanting. [source] Managers' Active Support when Implementing Teams: The Impact on Employee Well-BeingAPPLIED PSYCHOLOGY: HEALTH AND WELL-BEING, Issue 3 2009Karina Nielsen Research has shown that a variety of organisational change interventions can be effective but the powerful positive results of an intervention do not always generalise to other similar settings. Problems with implementation and a difficult intervention context have been shown to undermine the effectiveness of promising interventions. The impact that middle managers have on the change process and intervention outcomes has not been widely researched. This longitudinal intervention study was carried out in the elderly care sector in a large Danish local government organisation (N = 188), where poor social support, and lack of role clarity and meaningful work had been identified as significant problems. To tackle these problems, teamwork was implemented, with teams having some degree of self-management. It examined whether middle managers' active support for the intervention mediated its impact on working conditions, well-being and job satisfaction. Structural equation modelling showed that middle managers' active involvement in implementing the change partially mediated the relationship between working conditions at time 1 and time 2. Working conditions at time 2 were in turn related to time 2 job satisfaction and well-being. These results suggest that the degree to which employees perceive their middle managers to play an active role in implementing change is related to intervention outcomes. [source] | ||||||||||