Changing roles of nurse educators employed in acute and chronic care settings : the impact of professional and statutory mandates in Ontario at four sites of one hospital corporation /

The role of the hospital-employed nurse educator is evolving. Factors influencing this change include the introduction of standards for nurse educators by the College of Nurses of Ontario (CNO), a change in the way nurses are educated, the emergence of nursing as a profession, and hospital restructuring as a result of budgetary constraints. Two of these influencing factors: the introduction of the updated Standards of Practice for Registered Nurses and Registered Practical Nurses (1996) and hospital restructuring occurred over the last 7 years at several hospitals in southern Ontario. Current literature as well as the Standards of Practice (1996) were utilized to examine the current roles and responsibilities of nurse educators and subsequently develop a questionnaire to study the impact of these influencing factors on the role of the nurse educator. This questionnaire was piloted and revised before its distribution at 4 hospitals in southern Ontario. Twenty-five of the 41 surveys (61%) distributed were returned for analysis. The data reflected that the Standards of Practice had a positive influence on the role of the nurse educator, while hospital restructuring had a negative impact. In addition, many of the roles and responsibilities identified in the literature were indeed part of the current role of nurse educators, as well as several responsibilities not captured in the literature. The predictions for the future of this role in its current state were not positive given the financial status of the health care system as well as the lack of clarity for the role and the current level ofjob satisfaction among practicing nurse educators. However, a list of recommendations were generated which, if implemented, could add clarity to the role and improve job satisfaction. This could enhance the retention of current nurse educators and the possibility of recruiting competent nurse educators to the role in the future.

Construing social dimensions of personality development: nurses as educators

A convenience sample of twenty registered nurses was recruited from two' general hospitals and two community college nursing schools. Kelly's (1955) Personal Construct Theory provided the theoretical framework to discover how nurses perceived themselves as educators. The nurses completed a self-administered Self-Perception Inventory (Soares, 1983) to determine their perception of self as nurse and ideal self as nurse. In an interview, each of the nurses constructed a rank-order repertory grid adapted from Kelly's (1955) Role Repertory Construct Test. Twelve constructs derived from the Self-Perception Inventory (Soares, 1983) were ranked according to a list of ten elements common to a teaching situation. Rank order correlations among the constructs were determined with Spearman's rho. Using a dependent samples t-test, significant differences were found between perceptions of current and ideal self for staff nurses. Significant differences were also found between nurse educators' perceptions of self and ideal self as nurse. No significant differences were determined in perceptions of self as nurse and ideal self as nurse between the staff nurse and nurse educator groups with an independent samples t-test. However, observations of single constructs revealed that although several constructs are shared between the groups in the perception of self in a teaching situation, both groups hold constructs that operate exclusively in their separate domains. The nature and strength of the relationships between the common and unique constructs are different for each group. Nurses I self-perceptions appear to be influenced by the historical development of nursing, role socialization during nursing education, social expectations and gender issues in the health care system.

Elements that contribute to staff nurses' commitment to lifelong professional development

This research explored the elements that contribute to staff nurses' commitment to lifelong professional development. This exploration has been undertaken to provide insights into those factors that motivate individuals to continue their education for professional development and for clinical practice improvement. This study was conducted in an acute care hospital in Southern Ontario, and investigated the thoughts and experiences ofhealth care staffworking within that setting. A qualitative case study was undertaken which involved the collection of interview, document, and class observation data. Two exemplary clinical nurse educators and two motivated, professionally committed staffnurses were interviewed during the study. Teaching document review and observation ofclasses involving the clinical nurse educators were conducted to facilitate triangulation of fmdingswith data sources and strategies. These participants provided rich data that were captured in field notes and coded for conceptual meaning. Emerging from the data were the identification ofthree major elements of influence that contribute to staffnurses' commitment to lifelong professional development. Identified within the three intersecting spheres of influence upon staff nurses' lifelong commitment to professionalleaming were the environment, the clinical nurse educator, and the staff nurse. This research explored the intersecting spheres of influence and the elements within the partnership model ofprofessional education for staff nurses.

O enfermeiro como educador nos serviços de saúde: o olhar do graduando

Pós-graduação em Enfermagem (mestrado profissional) - FMB

Images of a `good nurse` presented by teaching staff

Nursing is at the same time a vocation, a profession and a job. By nature, nursing is a moral endeavor, and being a `good nurse` is an issue and an aspiration for professionals. The aim of our qualitative research project carried out with 18 nurse teachers at a university nursing school in Brazil was to identify the ethical image of nursing. In semistructured interviews the participants were asked to choose one of several pictures, to justify their choice and explain what they meant by an ethical nurse. Five different perspectives were revealed: good nurses fulfill their duties correctly; they are proactive patient advocates; they are prepared and available to welcome others as persons; they are talented, competent, and carry out professional duties excellently; and they combine authority with power sharing in patient care. The results point to a transition phase from a historical introjection of religious values of obedience and service to a new sense of a secular, proactive, scientific and professional identity.

The nurse lecturer role in clinical practice conceptualized: helping clinical teachers provide optimal student learning

Despite the fairly wide reporting in the literature of the ma ny roles of clinical supervision by the nursing teacher, little attention has been given to conceptualizing the relative priorities these roles take during the process of supervising nursing students in clinical practice. The purpose of this paper is to consider the manifestations and implications of conflicting roles when nurse lecturers undertake clinical supervision. Previously published research will provide working examples of issues in a conceptual framework for clinical teaching.

Estudo da actividade angiogénica na nurse cell de trichinella spiralis no decurso da triquinelose em modelo roedor

A triquinelose é uma zoonose parasitária que é transmitida aos humanos e animais, através da ingestão de carne crua ou insuficientemente cozinhada, que contenha larvas infectantes de Trichinella spp., sendo actualmente considerada uma doença emergente e/ou re-emergente. O sucesso do parasitismo do nemátode Trichinella spiralis está intimamente ligado com o processo de angiogénese, ou seja, a formação de novos vasos a partir de vasos pré-existentes. Com o objectivo de estudar a actividade angiogénica na nurse cell de T. spiralis, realizaram-se técnicas imunohistoquímicas e imunofluorescentes para o factor de crescimento endotelial vascular (VEGF), molécula-1 de adesão celular endotelial a plaquetas (PECAM-1) e actina músculo liso (AML), em tecido muscular de Rattus rattus infectado com T. spiralis. Através destas técnicas observou-se marcação intensa no infiltrado inflamatório adjacente à nurse cell e também na larva. Já o citoplasma da nurse cell apresentou uma marcação moderada. Este padrão de marcação manteve-se desde os 45 até aos 120 dias após a infecção. A avaliação da densidade vascular (PECAM-1) e da densidade da expressão de células positivas para AML permitiu estabelecer uma correlação positiva entre o aumento da densidade vascular e o número de dias de infecção. Adicionalmente estabeleceu-se uma correlação negativa entre o aumento da densidade de células que expressam AML e o número de dias de infecção. Os resultados indicam uma produção constante de VEGF pela larva, pelo citoplasma da nurse cell e pelo hospedeiro (infiltrado inflamatório), durante todo período de infecção, levando à formação de uma rede vascular crescente (com um aumento médio de 79% face ao controlo), acompanhada de células murais que promovem a sua estabilização (com um aumento médio de 50% face ao controlo) com particular incidência no primeiro período estudado (45 a 55 dias).

Improving Patients' Access to Medicines: A Guide to Implementing Nurse and Pharmacist Independent Prescribing within the HPSS in Northern Ireland (PDF 704 KB)

A Guide to Implementing Nurse and Pharmacist Independent Prescribing within the HPSS in Northern Ireland