bluuebunny/crossref_metadata_2025_split huggingface dataset:
Absence and wastage in trained nurses: a selective review of the literature*
Authors: Redfern Sally J. 
Published: December 2006

This review is concerned widi two kinds of withdrawal from work in trained British nurses, absence and wastage, and, since these areas have not been widely or reliably researched in nursing, some reference is made to studies into the withdrawal behaviour of other, mainly industrial, workers. A descriptiorl of the incidence of absence and wastage is given and the problems of definition and measurement outlined. The factors associated with both forms of withdrawal are considered and, for clarity, these are grouped into three categories–person/personality, work context and external variables.Although the review of the factors, related to absence in nurses, suggests certain associations, firm generalizations cannot be made from the results and conclusions reported here. Comparisons between many of the studies are impossible because of inconsistent definitions and measurement techniques, unrepresentative sampling methods and different time periods employed. Furthermore, many authors have relied heavily on well‐informed, subjective impressions rather than objectively collected and analysed data. These studies have provided useful information for the individual organizations concerned and have raised interesting issues, but their contribution to understanding the phenomenon of absence is more limited.There is no doubt from the literature that absence, that is the frequency of absence spells, short‐term absence or uncertificated absence, is increasing for nurses as well as for other workers and is giving managers more cause for concern than longterm absence (more than 3 days duration) or certificated absence. It is more difficult, however, to reach a definite conclusion about the incidence of wastage in trained nurses, but the present trends suggest that mobility is not excessive and may even be too low. This could present as great a problem to nurse management as excessive wastage if it results in a degree of ‘in‐breeding’, ‘stagnation’ and ‘complacency’. The optimum level of mobility is presumably one which strikes a balance between innovation, fresh ideas, etc., and a necessary cohesive core of staff. That optimum level is likely to vary between units and organizations.Differing views on the nature of the relationship between absence and wastage are outlined and some suggestions for further research are made. It is outside the scope of this paper to discuss theories and models of ‘withdrawal’, but the reader is referred to several writings should he wish to pursue this.
Some patterns of disturbed behaviour in a dosed ward environment
Authors: Weaver Susan M. , Broome Annabel K. , Kat Bernard J. B. 
Published: December 2006

This article is concerned with identifying some of the causes of disturbed behaviours which are related to the psychological environment in a locked ward of a mental hospital. As part of a research project concerned with reducing the frequency of disturbed and disruptive behaviour, such incidents have been monitored and analysed with a view to better understanding their antecedents and thus establishing more effective management policies. Of special interest has been a group of disturbed forms of behaviour which appear to be related to each other by what we have termed ‘psychological factors’ in the closed setting. Specifically, these arise from and are maintained by the expectations that staff and patients have regarding normative behaviour in a locked ward.It is suggested that the closed setting implicitly defines certain disturbed behaviour as acceptable and that there are direct links between these norms and the level and particular variety of disturbed behaviour on the ward. The dangers of failing to recognize the relationship between disturbed behaviour and the psychological implications of security and illness and particularly of over‐reacting to apparent increases in disturbance are discussed.
Attitudes and beiiefs versus study resuits: exempiified hy attrition in a school of nursing in Israei during 1968–1974
Authors: Patten Mary E. 
Published: December 2006

Head nurses and faculty members have their own beliefs on and attitudes towards the process of selecting candidates to schools of nursing. Many times these are based on impressions and/or everyday experiences that might have a crucial influence on perception of the issue. These impressions are not always verified when a study is conducted.This article reports on some of the issues and fmdings regarding attrition in one school for registered nurses in Israel during the years 1968–1974. It also describes what head nurses and faculty members thought to be valid criteria in the selection process, though findings revealed that things are not always as they are believed to be. For example, psychological tester recommendations were thought to be crucial in selecting candidates and preventing attrition, but no significant correlation was found between the recommendations and attrition. Head nurses thought that the main reason for attrition was dissatisfaction, although this was not found to be a stated reason. This belief of the head nurses should evidently be investigated.Findings support the author's belief that local studies are important and that faculty members and head nurses should communicate on the issue of student nurse selection and education.
Implementation of a personalized clothing policy for long stay psychiatric patients: a study of communication
Authors: Long Anne 
Published: December 2006

This study raises the following question. Should the policy maker be responsible for ensuring adequate monitoring of policy implementation? A policy lays down a course of action for achieving a particular end. Implementation of a policy implies adherence to the course of action stated in the policy.This study was concerned with the relationship between a policy of personalized clothing and the implementation of a particular scheme. Divergence from the original policy occurred because of inadequate communication between those who formulated the policy, those who implemented the policy and the staff who were reponsible for day‐to‐day management associated with the policy. The finding of this study was that the way policy was implemented did not relate to the original objective of the policy.Policy relating to a particular area of health cannot progress scientifically unless evaluation of the implementation of formulated policy occurs. This research therefore advocates that the policy maker should be responsible for ensuring adequate monitoring of the policy when it is implemented.
Reassurance: a nursing skill?
Authors: French Heinz‐Peter 
Published: December 2006

The proposition of this paper is principally that if the term ‘reassurance’ is used by nurses its meaning should be clearly stated and the methods by which it may be achieved should be clearly identified.The author begins by attempting to identify a workable definition of the term and by arguing a case for taking the approach that it is a nursing interpersonal skill rather than a nursing psychotherapy. Using this as the basis for the rest of the discussion he then suggests that as an interpersonal skill it is open to analysis and behaviours can be identified which help to achieve a restoration of the patient's confidence. Further to this, learning objectives are stated in the hope that the concept of reassurance can be seen as a skill which can be enhanced by educational processes. Full competence in the use of interpersonal skills is not a stable feature in all human beings; in every individual nurse there is scope for the development and training of interpersonal skills.Finally, the author attempts to achieve the major aim of the paper‐stating nursing actions which may be employed in order to achieve this reassurance of the patient.
Mobilizing nursing skills*
Authors: Tiffany Robert 
Published: December 2006

The author argues that the practice of nursing should be based on the ‘nursing model’ related to care, not the ‘medical model’ related to cure. Using the nursing model entails making an assessment of the patient's needs and an individualized nursing care plan to meet them.It is conceded that the historical development of nursing practice as a series of stereotyped, ritualized activities within a hierarchical profession militates against implementing the nursing model; but the author illustrates how the Royal Marsden Hospital, a specialist hospital for the treatment of cancer patients, has innovated and developed the concept, as well as creating specialist roles for nurses who maintain continuity of patient care from the first appointment in the hospital's outpatients’ clinic through to his after‐care following his discharge home.
The inability to transfer classroom learning to clinical nursing practice: a learning problem and its remedial plan
Authors: Wong Julia 
Published: December 2006

The inability to transfer classroom knowledge to clinical nursing practice is a common learning problem encountered by many nursing students. Manifestations of this problem may involve both the academic performance and personal development of the students: inability to solve problems in nursing situations; inflexibility and rigidity in the exercise of nursing care; fragmentation of nursing care; and apathy towards clinical practice.Because of the seriousness of this learning problem, a plan must be formulated to rectify it. This plan is developed with major emphasis on the teaching process, the student and the curriculum. One of the important roles of a teacher is to help students understand many widely useful relationships, principles or generalizations. In order to enhance transfer, nursing students must be given ample opportunities to apply the learned principles in a variety of nursing situations.Learning is a self‐active process; an ideal transfer demands the students' conscious realization that transfer is possible. Students need to be committed to the belief that particular facts in the classroom study are pertinent in other situations. To promote transfer, the curriculum must be designed in such a way so that it has transfer value in terms of the students' goals and purposes. Furthermore, proper sequence of curricular activities is crucial if transfer of classroom knowledge to clinical practice is to occur.
Development of a mental health programme in the Central Coast of New South Wales, Australia*
Authors: Gallagher Rex M. 
Published: December 2006

The Central Coast Programme is considered to have begun in December 1969 with the arrival and commitment of Dr Donald Scott‐Orr (specialist psychiatrist) in the Central Coast, and with the parallel commitment of the then Medical Superintendent of Morisset Hospital, Dr Howard Gorton to support the development of a regional programme for the Central Coast. It was decided not to re‐establish any clinics and so avoid waiting lists. There was an emphasis on groups as a means of interaction and a family orientation in the work.In the early years the role of the nurse was changing. Initially, the extramural role was expected by the hospital to be ‘following‐up’ patients. However, the service was based on commitment to a community rather than hospital. Increasingly the nurses’ work was directly referred to them independently of hospital admissions. Staff visited general practitioners (GPs) on the Central Coast in their surgeries and regular letters were sent keeping the GPs informed of changes in the service. Consultations and transactions were recorded on referral forms and files were opened on all persons concerning whom the service was consulted. A client's name was always linked with the name of their general practitioner who was encouraged to make telephone contact freely to seek consultative support in connection with problems in their practice.Priority for crisis intervention and orientation towards family and group was backed up by domiciliary visits and widespread communication and consultation. The attempt was made to use therapeutic community principles for the in‐patient programme. The processes of care were seen as being as important as the content of care in assuring an optimum quality care.There is a continuing need to focus on the flexible interchange between intra‐ and extramural staff in providing continuity for clients in care and integration with primary care services and agencies. In January 1978 Dr Max Chapman was appointed director of the psychiatric and mental health services on the Central Coast and he is currently in that position.
Commitment by the nurse as the foundation of cancer nursing*
Authors: Tiffany Robert 
Published: December 2006

To consider commitment by the nurse requires reflection upon what is the unique and particular role and function of nursing in achieving optimum support for patients requiring the help of health care agencies.Excellence in this role and function can only be judged by the quality of care actually delivered to patients. It is useless to boast of excellent teaching programmes, a first class nursing management structure or a flourishing nursing research unit if the standards of nursing practice do not directly reflect the contribution of such agencies.In this paper the author considers the present, apparently subordinate role, of the clinical nurse and suggests that if nurses have a commitment to nursing then they must begin to re‐establish the position of the clinical nurse as equal to that of her colleagues in other spheres of nursing. Possible ways in which this can be achieved are outlined together with the support that will be required from colleagues in nursing education, management and research.
The effectiveness of clinical teaching: a model for self‐evaluation
Authors: Wong Shirley , Wong Julia 
Published: December 2006

The effectiveness of clinical teaching: a model for self‐evaluationThe most widely med process for evaluating teachers' effectiveness is student ratings. Although student ratings of teachers are vitally important in the evaluation process, self‐evaluation and that of peers are equally important in accurately defining an individual's effectiveness in his/her teaching role.The model for self‐evaluation of clinical teaching presented in this paper is adapted from the analysis in Jacobson's model of instruction evaluation. This model comprises three steps: the pre‐active, interactive, and post‐active. The pre‐active step in clinical teaching includes such activities as preparing objectives for both teacher and students, and communicating them to the students before clinical practice. The interactive step in clinical teaching may be seen as the actual process of teaching in the clinical area, with its central activity as being the preparation and presentation of clinical assignments to the students. It is in this step when the teacher‐student relationship is put to a real test. The post‐active step is a process for finding out the extent to which the teacher has achieved the desired results. This step also entails such activities as grading assignments, evaluating students' clinical performance, and conducting post‐experience clinical conference. A check list for self‐evaluation of clinical teaching is included.
Indicators for nursing practice: the use of research findings*
Authors: Hunt Jennifer 
Published: December 2006

Until recently discussion about nursing research centred on the need to get it carried out. Attention is now being focused on how to get nursing research used, since so far, such research findings have not, on the whole, been assimilated into practice. Until this occurs the practice of nursing will not and cannot be research‐based in any meaningful way. It is postulated that nursing research findings provide nurses with indicators for practice. This assumes that such findings are available and that the main barrier to their use is the poor communication of this research, (in a form they can understand) to nurse practitioners. However recent research into the use of research findings casts doubt on this assumption and it can be argued that such a view is too simplistic. In this paper therefore, three questions are asked: (1) Are relevant nursing research findings available which provide indicators for practice? (2) What indicators do such findings provide? (3) Are such findings used by nurse‐practitioners?Using specific examples from nursing research, ideas and suggestions are put forward which provide a basis for possible answers. Finally the paper discusses the interdependence of research and practice and the need for them to develop together.
The public health nurse as a guide in infant child‐care and education
Authors: Lauri Sirkka 
Published: December 2006

The prime aim of the study was to develop the child‐care and education guidance provided by public health nurses at health centres for parents of children aged 1 or 2. The research was partly carried out according to the principles of action research. The researcher's purpose was to influence the public health nurses' child‐care and education guidance by designing measures and forms for the documentation and evaluation of the development, environment, and care practices of children aged 1 or 2. Methods were improved by the collaboration between the researcher and the nurses in the course of the research. In addition, the investigator designed a child‐care and guidance programme for parents of such children. The premise of the public health nurse's action was the WHO's process model for nursing.The study focused on public health nurses and on children aged 1–2 and their parents. The overall action model of the public health nurses (needs assessment, goal‐setting, implementation of action and evaluation) improved in the course of the experiment. The methods facilitated the implementation of action and provided it with clear objectives. The reliability and validity of the methods were reasonably high. The parents of the experimental group felt significantly more often than those of the control group that they had obtained information about the development, care, and education of the child aged 1–2 from the public health nurses. The guidance had also helped the parents solve child rearing problems. The level of development in the children of the experimental group was higher than that of the control group at 24 months, in certain areas.
Adaptation problems with nursing home application for elderly persons: an application of the Roy adaptation nursing model
Authors: Farkas Ludmilla 
Published: December 2006

This study sought to identify adaptation problems on the part of elderly persons and significant others that were associated with nursing home applications for elderly persons. Within the framework of the Roy Adaptation Nursing Model, an ex post facto research design was utilized to identify these adaptation problems. The four adaptive modes in this model are: physiological, selfconcept, role function, and interdependence. The study group (n= 22) and a control group of elderly persons living in Calgary, as well as their significant others, were administered a structured questionnaire.Five hypotheses relating to overall adaptation problems, powerlessness, role reversal, guilt, and knowledge and utilization of services were formulated and tested. Only the hypothesis indicating role reversal on the part of the significant others w as accepted. Adaptation problems encountered by the elderly which were associated with nursing home applications occurred in the self‐concept and interdependence adaptive modes. The adaptation problems perceived by the significant others, which were associated with nursing home applications for their elderly, occurred in the self‐concept, role function, and interdependence modes. Adaptation problems from the significant others’ perception rather than from the elderly persons’ perception appear to be more significantly associated with nursing home applications.
‘The nurse should consider.’ Critical care ethical issues*
Authors: Lawrence Jeanette A. , Farr E. Helen 
Published: December 2006

A hypothetical dilemma on resuscitation of an intensive care patient was presented to nurses at a workshop on ethics of critical care nursing. Nurses responded to separate questionnaires about what a charge nurse should do, and what they themselves would do in relation to ten considerations arising from the dilemma.Nurses were agreed that legal consequences, patient wishes and rights, and physician authority should and would be considered, and that peer influence should not. Nurses were divided in their attitudes to following procedure and personal moral beliefs, and to job risk. The most contentious issues were related to the nurse's role as a decision‐making member of the health care team. Implications for regarding nurses as independent decision‐makers are discussed.
The effects of brief psychiatric training on the attitudes of general nursing students to psychiatric patients
Authors: Wilkinson D. 
Published: December 2006

The attitudes of an unselected sample of general nursing students to a series of matched medical and psychiatric case‐examples were assessed before and after they received 9 weeks training in either a general hospital psychiatric unit or a geriatric unit. The major component in cluster analyses of construct ratings of case‐ descriptions by both groups before and after training was a factor of fear, or distrust, on which students differentiated clearly between medical and psychiatric cases, tending to expect the psychiatric patients to be more frightening, less likely to cooperate, more likely to be violent and dangerous and to need strict control. Psychiatric training, therefore, did not eliminate students’ distrust of psychiatric patients. This highlights the importance, during training, of attending to issues of trust and responsibility, and the problems of fear and prejudice caused by psychiatric labels. The attitudes of permanent psychiatric staff are highly relevant in considering how students will be affected by psychiatric work experience.Some benefits of contact with psychiatric patients were found, and the implications of these are discussed. These benefits support the value of the training experience, overall, and it is suggested that students should work with psychiatric patients earlier in their course (in the first year). The scope of psychiatric training should be broadened and improved to make this a more attractive, worthwhile option.
A method of estimating nursing workload
Authors: Henney C. R. , Chrissafis I. , McFarlane John , Crooks James 
Published: December 2006

A real‐time nursing computer system operational on six medical wards allows the automatic data capture of all nursing procedures carried out for all patients.Each nursing procedure has been graded by an experienced nurse on a 5‐point scale (Ninewells Index I), with grade 5 representing the greatest workload. A Delphi type survey was carried out by a questionnaire involving 115 medical charge nurses in Scotland who graded the same procedures on a 5‐point scale (Delphi Index I). Good agreement with the two indices was found. The Delphi Index I was transferred from the original ordinal scale to an interval scale (Delphi Index II) to facilitate statistical handling of data and conversion to timings.The conversion of Delphi Index II to timings (Ninewells Index II) was achieved by using data from three extensive work studies. It is suggested that Ninewells Index II is a practical problem of staff allocation in medical wards.