China
Africa
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The Nurse User
Published in William C. Beck, Ralph H. Meyer, The Health Care Environment: The User’s Viewpoint, 2019
Team nursing puts several workers, nurses, orderlies, aides, and vocational nurses, under the supervision of one professional nurse. Such a team needs to hold team conferences to organize patient care, thus a conference room is required as well as a large nursing station to accommodate the number of personnel. A circular unit is useful for this type of staffing. In a circular unit, the team leader has great visibility of both the patients and workers under her supervision. This is a very important factor when one nurse is responsible for knowing the diagnosis, medications, treatments, and tests on each patient as well as planning for their care, giving and receiving reports, supervising team members, and being responsible for the activities for her team.
Settings for the study
Published in Steven J. Ersser, Nursing as a Therapeutic Activity, 2019
The nursing team demonstrated a commitment to individual patient care. They highlighted their wish to offer patient-centred care through the use of team nursing, whereby one nurse assumed lead responsibility for a group of patients for the duration of their stay and planned care in conjunction with their nursing team. The had a history of being active in nursing development and the wards had each received some support from clinical development nurses. The nurses and student nurses appeared to be committed and conscientious. The ward had a fairly relaxed and friendly atmosphere. I was always given a warm reception on entry to the ward. Staff would often offer me a drink on arrival.
Can Virtual Simulation Replace Clinical Practical Training for Psychiatric Nursing?
Published in Issues in Mental Health Nursing, 2022
The VS examined in the present study was vSim for NursingTM (co-developed by Laerdal and Wolters Kluwer Health from Lippincott). The nursing college in South Korea from which our participants were recruited used vSim during the second semester of 2020 as part of an online practical-training programme for fourth-year nursing students that replaced practical training in psychiatric nursing. The online practical-training schedule comprised daily nine-hour sessions over a 10-day period. Some of this time was designated to simulated scenarios regarding schizophrenia, bipolar disorder, anxiety disorder, and depressive disorder, respectively, with two hours allocated to each scenario. For schizophrenia cases, case studies that involved team nursing (4–5 members) and conferences with the instructor were added.
Can the physical environment itself influence neurological patient activity?
Published in Disability and Rehabilitation, 2019
Michelle M. Shannon, Marie Elf, Leonid Churilov, John Olver, Alan Pert, Julie Bernhardt
Ward A was a 30 bed combined acute neurological/respiratory, and gastroenterology ward with a dedicated four-bed acute stroke unit situated on the third floor of Box Hill Hospital, Melbourne, Australia. The old environment ward layout comprised a traditional linear-shaped configuration with traffic flow mostly from the entrance and a combination of single (20% of total room types), and shared (two- and four-bed type) patient rooms as shown in Figures 1 and 3 (Ward A). There was one communal area located near the ward entrance that served multiple purposes as a visitor waiting area and staff meeting room. The therapy room was located off the ward in a separate location. The nurse care policy was “team nursing” hence teams of nurses worked at three de-centralized “pod” locations. Neurological patients were predominantly housed separately to gastroenterology and respiratory patients according to hospital infection control policy.
Novice clinical nurse educator’s experience of a self-directed learning, education and mentoring program: a qualitative study
Published in Contemporary Nurse, 2018
Suzanne Sheppard-Law, Sharon Curtis, Jodie Bancroft, Wendy Smith, Ritin Fernandez
Role ambiguity was a theme of barriers to the SEM program. Novice educators had limited understanding of what their role entailed and many reported undertaking tasks that were outside the scope of a nurse educator’s practice and responsibility. Although role clarification is important, mentors’ time and focus were distracted from achieving the educational objectives of the SEM program. The overlap of nursing roles and responsibilities across various designations of nurses and cross-generations is well described in the Australian and international literature (Conway & Elwin, 2007; Sayer & DiGiacomo, 2010). Role ambiguity is commonly reported within health and a key contributor to ineffective team nursing work and professional discord (Sayer & DiGiacomo, 2010), job dissatisfaction and staff retention (Conway & Elwin, 2007; Kalisch, Lee, & Rochman, 2010). In addition, a temporary loss of identity during transition from an expert clinician to novice CNE (Manning & Neville, 2009), a change in the way nurses interact with an educator (Manning & Neville, 2009) and cross-generational gaps (Nelsey & Brownie, 2012) may contribute to role confusion. Clarification of an educator’s role and responsibilities was an unexpected finding. Future strategies aim to orientate and clarify a nurse educators’ role upon commencement of employment and prior to SEM program commencement. Understanding the role of an educator serves to minimise anxiety, stress and confusion that is experienced by novice educators (Cangelosi et al., 2009; Manning & Neville, 2009) and will enable educators to maximise a nurse educator’s role.