RESUMEN
Globally, patients with the co-morbidity of physical and mental illness experience greater health complexities than the general population. Yet nurses caring for medical-surgical patients with a secondary diagnosis of mental illness are often unprepared for these complexities. This paper focuses on professional experiences from a more extensive parent study that evaluated components of nursing preparedness (nursing care self-efficacy and mental health care competency) to provide care for medical-surgical patients who also have mental illness. The parent study explored characteristics of variables (personal, educational and professional) more frequently associated with and more predictive of nursing preparedness. Discussed will be the findings from characteristics of professional experiences that best indicated nurse preparedness to care for medical-surgical patients with mental illness. A descriptive correlational design was used with a convenience sample of RNs (N = 260) from a tertiary health system in the south-eastern United States. Findings significantly indicated three characteristics of professional experiences - mentoring, frequency of care and continuing education - best prepare a registered nurse to care for this complex population. Further research is necessary to locate, grow and develop mentors and to construct accessible, affordable continuing education regarding care of this population for a prepared nursing workforce and work environment.
Asunto(s)
Actitud del Personal de Salud , Competencia Clínica , Enfermería Médico-Quirúrgica/normas , Trastornos Mentales/enfermería , Rol de la Enfermera/psicología , Personal de Enfermería en Hospital/psicología , Personal de Enfermería en Hospital/normas , Adulto , Femenino , Humanos , Masculino , Persona de Mediana Edad , Sudeste de Estados Unidos , Estados UnidosRESUMEN
The shortage of nurse scientists in the United States complicates nursing's ability to sustain research-intensive environments, build knowledge for translation, and advance nursing science. More emphasis is needed on the preparation of PhD doctoral students to better equip them for a career of scholarship. Four recent PhD graduates participating in a writing group, examined the influence of social capital on their ability to develop capacity for scholarship. They found that a strong social factor supported their efforts to engage as scholars, be accountable for their writing, and make contributions to the research community. Although the writing group provided a space to practice scholarly writing and increased scholarly productivity, the experience was transformative in building capacity for scholarship. This article includes recommendations for academic leaders to both create and support writing groups within doctoral nursing programs using a social capital framework. Strategies are provided using the three dimensions of social capital: structural, relational, and cognitive. Investing in strategies that build social capital within a community can directly impact the advancement of science by elevating capacity for scholarship.
Asunto(s)
Docentes de Enfermería/psicología , Becas , Capital Social , Estudiantes de Enfermería/psicología , Escritura/normas , Educación de Postgrado en Enfermería , Humanos , Investigación en Enfermería , Estados UnidosRESUMEN
The concept of diversity varies widely in its definition, conceptualization and connotations. Addressing issues of diversity within a college of nursing is necessary if the cultures of our academic units are to change and become more inclusive. The article provides an overview of how this CON began to address changing its culture to one of a more inclusive nature and across all groups represented within the college, not bound only by ethnicity and gender. The process described in this article may provide an example for others to follow.
Asunto(s)
Diversidad Cultural , Educación en Enfermería/organización & administración , Docentes de Enfermería/provisión & distribución , Cultura Organizacional , Comités Consultivos , Humanos , Innovación Organizacional , Estados UnidosRESUMEN
Traditional nursing pedagogies using teacher-centered learning approaches have produced efficient, knowledgeable nursing graduates for many years. However, 21st century learners will require and demand new educational approaches. The information age of computers has challenged all facets of education to keep pace. Nursing education must evolve with ever-changing forms of communication and technology and recognize generational differences in learning. The creation of partnerships in learning, rather than the traditional hierarchy of education, is projected to meet the needs of today's learners more effectively. The National League for Nursing, in its position statements, has challenged nurse educators to develop new research-based pedagogies responsive to the changing health care environment and reflective of new partnerships between and among students, teachers, and clinicians. This article will explore examples of one approach, narrative pedagogy, and its usefulness in nursing education as a way to expand the pedagogical literacy of nurse educators.