Contemporary Nurse最新文献

{"title":"No more unimplementable nurse workforce planning","authors":"C. Park, M. Kabak, H. Kim, Sangmin Lee, G. Cummings","doi":"10.1080/10376178.2022.2056067","DOIUrl":"https://doi.org/10.1080/10376178.2022.2056067","url":null,"abstract":"Objective: This paper aims to spur thought-provoking practical debates on current nurse workforce staffing and scheduling systems in relation to a critical review of Ang and colleagues’ (2018) article entitled “Nurse workforce scheduling in the emergency department: A sequential decision support system considering multiple objectives.” Design: Discussion paper on a practical discourse in connection with the aforementioned published article. Discussion: Mathematical Programming (optimisation) (MP)-based nursing research has been published for nearly thirty years almost exclusively in industrial engineering or health business administration journals, demonstrating a widening gap between nursing research and practice. Nurse scientists’ knowledge and skill of MP is insufficient, as are their interdisciplinary collaborations, setting back the advancement of nursing science. Above all, nurse scientists skilled in decision science are desperately needed for that analytic intellection which is rooted in the ‘intrinsic nature and value of nursing care.’ It is imperative that nurse scientists be well-prepared for the new age of the Fourth Industrial Revolution through both an education in MP and interdisciplinary collaboration with decision science experts in order to prevent potential stereotyped MP-based algorithm-driven destructive influences. Conclusions: The current global nursing shortage makes optimal nursing workforce staffing and scheduling more important. MP helps nurse executives and leaders to ensure the most efficient number of nurses with the most effective composition of nurse staffing at the right time for a reasonable cost. Nurse scientists urgently need to produce a new nursing knowledge base that is directly implementable in nursing practice. Impact Statement: Nurse scientists should take the leading role in producing the mathematical programming-integrated knowledge base that is directly implementable in practice.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"64 1","pages":"237 - 247"},"PeriodicalIF":1.6,"publicationDate":"2022-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85599184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Virtual reality in nursing education 3D intravenous catheterization E-learning: A randomized controlled trial","authors":"Hilal Yildiz, A. Demiray","doi":"10.1080/10376178.2022.2051573","DOIUrl":"https://doi.org/10.1080/10376178.2022.2051573","url":null,"abstract":"Background The use of virtual reality in nursing student training for intravenous catheterization and fluid delivery was investigated. Methods In this experimental study, 29 students were part of the experimental group while 27 were in the control group. The application was presented to the experimental group using virtual reality technology and to the control group using an intravenous injection arm model. Results A statistically significant difference was found between the Intravenous Catheter Application and Fluid Delivery Skills Checklist scores of the students in the experimental and control groups. According to the Bondy Evaluation Scale, there was a statistically significant difference between the students who were at the “supervised” level in the experimental and control groups. Conclusion Virtual reality technology was found effective as a teaching method in the development of intravenous catheter application and fluid delivery skills. An increase in its use in nursing training is recommended.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"61 1","pages":"125 - 137"},"PeriodicalIF":1.6,"publicationDate":"2022-03-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84696642","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Coronavirus disease 2019 pandemic's implication on future technology-integrated healthcare education.","authors":"Claire Su-Yeon Park, Nora Jee-Young Park","doi":"10.1080/10376178.2022.2109495","DOIUrl":"https://doi.org/10.1080/10376178.2022.2109495","url":null,"abstract":"The future technology-integrated healthcare education needs: (1) empirical studies on “ two-way remote interactions ” ; (2) empirical research and learning analytics on the “ process of education ” enhanced by technology, but not “ technology ” per se; and (3) minimizing educators ’ innovation resistance to online education.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"58 2-3","pages":"109-112"},"PeriodicalIF":1.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10468997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural safety and patient trust: the Hui Process to initiate the nurse-patient relationship.","authors":"Claire Minton, Marla Burrow, Camille Manning, Shelley van der Krogt","doi":"10.1080/10376178.2022.2070518","DOIUrl":"10.1080/10376178.2022.2070518","url":null,"abstract":"<p><p>The Fundamentals of Care framework is recognised for its essential elements to provide quality patient-centred care. Connection and trust as a basis for a caring relationship is a central tenet of this framework. Indigenous people of Aotearoa New Zealand face barriers to health care that are historically and socially constituted. The Hui Process is a model informed by Māori values on connection; when used to inform the Fundamental of Care framework, offers a point of entry for nursing students to develop culturally safe fundamental nursing care. We offer the use of Hui Process and the Fundamental of Care framework as an accessible approach to teach new undergraduate nursing students' relationship-based nursing through culturally safe practice and communication. The Hui Process involves four culturally safe steps; mihi, whakawhanuangatanga, kaupapa and poroporoaki Students engage with the Fundamentals of Care and the Hui Process during their introduction to nurse-patient communication, to support their first steps towards developing culturally safe nursing praxis.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"15 1","pages":"228-236"},"PeriodicalIF":1.2,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91267250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"There is no health without Cultural Safety: why Cultural Safety matters.","authors":"S McGough,&nbsp;D Wynaden,&nbsp;S Gower,&nbsp;R Duggan,&nbsp;R Wilson","doi":"10.1080/10376178.2022.2027254","DOIUrl":"https://doi.org/10.1080/10376178.2022.2027254","url":null,"abstract":"<p><p><i>Background:</i> Nurses and midwives predominately work in western-centric health care settings, which may not align with Indigenous perspectives of health and wellbeing. Nurses and midwives will also view care through their own cultural lens. Culturally inappropriate health care can reduce access and engagement in services and contribute to reduced health outcomes for Indigenous peoples. Australian codes of conduct for nurses and midwives now advocate for care that is holistic, free of bias and racism, challenges beliefs based on assumption, and is culturally safe for Indigenous peoples. However, there are varying understandings of cultural care, what it looks like, and how to best achieve it.<i>Aim:</i> To highlight the importance of cultural safety in health care and discuss the integration into nursing and midwifery practice.<i>Design:</i> Discussion paper.<i>Discussion:</i> Cultural safety has emerged in Australia as the framework to improve the access and quality of health care for Indigenous people and to improve disparities in health care outcomes. However, the application of these principles for nurses and midwives has not been widely explored. Misconceptions around the concept remain despite the inclusion in national standards and practice frameworks.<i>Conclusion:</i> Evaluation and research that contributes to evidence-based knowledge specifically on the integration of cultural safety in nursing and midwifery practice is required.<i>Impact Statement:</i> This paper provides an overview of the importance of cultural safety in nursing and midwifery practice. Although cultural safety is now embedded in professional codes and standards, there is limited evidence of how this is translated to clinical care. Research and evaluation are needed to evaluate the application of cultural safety principles by nurses and midwives.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"58 1","pages":"33-42"},"PeriodicalIF":1.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39671398","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural Safety: teachers' engagement with an Indigenous pedagogical method in undergraduate nursing education.","authors":"Frances Doran,&nbsp;Beth Wrigley","doi":"10.1080/10376178.2022.2044873","DOIUrl":"https://doi.org/10.1080/10376178.2022.2044873","url":null,"abstract":"Background: Given the continued disparity between the health of Indigenous Australian people’s health and that of the broader Australian population, cultural safety is mandated as a component of undergraduate education as a strategy to improve health care. Evidence suggests that academics are not confident to teach cultural safety to undergraduate nursing students. Objectives: To explore the efficacy of an Indigenous teaching method (Teaching in Circle) to create culturally safe classrooms and to build the capacity and confidence of teachers to teach about cultural safety. Design: An Indigenous pedagogy was adapted for use in tutorials by teachers, with mentorship provided by an Indigenous knowledge expert. Teaching in Circle (TiC) methodology was implemented by teachers in tutorials. Methods: All nurse academics teaching in the Bachelor of Nursing program at a small regional Australian university were eligible to participate. Information about the project was provided in team meetings, with invitations to participate. Teachers provided a written reflection on the method and participated in regular on-line mentored support meetings throughout the teaching session. Data were analysed, using a reflective, inductive systematic process. Results: Final themes were “Sticking with initial disconcertment and discomfort”; “A renewed enjoyment of teaching”; “Learning and adapting”, “The influence of the method on safety” and “Shifts in classroom dynamics”. Impact Statement: ‘Teaching in Circle’, underpinned by respectful practice, positively influences culturally safe teaching and learning environments. The method enhances academics’ confidence to teach cultural safety to undergraduate nursing students and supports an understanding of the essential components of culturally safe health care. Conclusions: Evidence suggests the method built capacity to teach and foster experiential learning of safety, and thus what is required to create a culturally safe teaching and learning space.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"58 1","pages":"58-70"},"PeriodicalIF":1.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39813906","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies for culturally safe research with Native American communities: an integrative review.","authors":"Teresa N Brockie,&nbsp;Kyle Hill,&nbsp;Patricia M Davidson,&nbsp;Ellie Decker,&nbsp;Lydia Koh Krienke,&nbsp;Katie E Nelson,&nbsp;Natalie Nicholson,&nbsp;Alicia M Werk,&nbsp;Deborah Wilson,&nbsp;Deana Around Him","doi":"10.1080/10376178.2021.2015414","DOIUrl":"https://doi.org/10.1080/10376178.2021.2015414","url":null,"abstract":"<p><p><i>Background</i>: A history of unethical research and deficit-based paradigms have contributed to profound mistrust of research among Native Americans, serving as an important call to action. Lack of cultural safety in research with Native Americans limits integration of cultural and contextual knowledge that is valuable for understanding challenges and making progress toward sustainable change. <i>Aim</i>: To identify strategies for promoting cultural safety, accountability, and sustainability in research with Native American communities. <i>Method</i>: Using an integrative review approach, three distinct processes were carried out: (1) appraisal of peer-reviewed literature (Scopus, PubMed, and ProQuest), (2) review of grey literature (e.g. policy documents and guidelines), and (3) synthesis of recommendations for promoting cultural safety. <i>Results</i>: A total of 378 articles were screened for inclusion, with 55 peer-reviewed and grey literature articles extracted for full review. Recommendations from included articles were synthesised into strategies aligned with eight thematic areas for improving cultural safety in research with Native American communities. <i>Conclusions</i>: Research aiming to understand, respect, and acknowledge tribal sovereignty, address historical trauma, and endorse Indigenous methods is essential. Culturally appropriate, community-based and -engaged research collaborations with Native American communities can signal a reparative effort, re-establish trust, and inform pragmatic solutions. Rigorous research led by Native American people is critical to address common and complex health challenges faced by Native American communities. <i>Impact statement</i>: Respect and rigorous methods ensure cultural safety, accountability, and sustainability in research with Native Americans.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"58 1","pages":"8-32"},"PeriodicalIF":1.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/59/72/nihms-1841920.PMC9596189.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39838074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Indigenous-led First Peoples health interprofessional and simulation-based learning innovations: mixed methods study of nursing academics' experience of working in partnership.","authors":"Roianne West,&nbsp;Vicki Saunders,&nbsp;Leeona West,&nbsp;Renee Blackman,&nbsp;Letitia Del Fabbro,&nbsp;Georgina Neville,&nbsp;Fiona Rowe Minniss,&nbsp;Jessica Armao,&nbsp;Thea van de Mortel,&nbsp;Victoria J Kain,&nbsp;Katina Corones-Watkins,&nbsp;Elizabeth Elder,&nbsp;Rachel Wardrop,&nbsp;Martha Mansah,&nbsp;Cieon Hilton,&nbsp;Jamie Penny,&nbsp;Kerry Hall,&nbsp;Kylee Sheehy,&nbsp;Gary D Rogers","doi":"10.1080/10376178.2022.2029518","DOIUrl":"https://doi.org/10.1080/10376178.2022.2029518","url":null,"abstract":"<p><p><i>Background</i>: Collaborative, Indigenous-led pedagogical and research approaches in nursing education are fundamental to ensuring culturally safe curriculum innovations that address institutional racism. These approaches privilege, or make central, Indigenous worldviews in the ways healthcare practices are valued and assessed. With the aim of informing excellence in cultural safety teaching and learning, and research approaches, this study draws on the experiences and key learnings of non-Indigenous nursing academics in the collaborative implementation of First Peoples Health interprofessional and simulation-based learning (IPSBL) innovations in an Australian Bachelor of Nursing (BN) program.<i>Methods</i>: An Indigenous-led sequential mixed method design was used to investigate non-Indigenous nursing academics' experiences in the design, development and delivery of two IPSBL innovations. A validated survey (the Awareness of Cultural Safety Scale, (ACSS)) was administered to nursing academics before and after the innovations were delivered. Phenomenological interviews were also conducted following the implementation of the innovations.<i>Results</i>: Of the 27 staff involved in the delivery of the innovations, six nursing academics completed both pre-and post-surveys (22%). Nine (33%) participated in phenomenological interviews. There was a non-significant trend towards improved scores on the ACSS following the delivery of the innovations. Nursing academics' perceptions of the innovations' relevance to their practice were enhanced. An increased awareness of culturally safe academic practices was reported among those actively involved in innovations.<i>Impact statement</i>: Indigenous-led approaches in teaching and research promote excellence within mandatory cultural safety education for nurses and midwives.<i>Conclusions</i>: This study confirms the importance of educating the educators about cultural safety in teaching and learning, and research approaches. It also provides important insights into how non-Indigenous nursing academics can work within Indigenous-led pedagogical and research approaches to design culturally safe curriculum innovations.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"58 1","pages":"43-57"},"PeriodicalIF":1.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39910547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Teaching in Circle” with student nurses contributes to experiential understanding of Cultural Safety","authors":"F. Doran, Beth Wrigley, E. Rix","doi":"10.1080/10376178.2022.2054840","DOIUrl":"https://doi.org/10.1080/10376178.2022.2054840","url":null,"abstract":"Background: Cultural safety is mandated for Australian nursing practice and education. Cultural safety privileges the knowledge of the client, who determines whether healthcare is culturally safe. Understanding and learning cultural safety requires critical self-reflection to expose clinicians’ assumptions, unconscious biases, beliefs and actions, and their impact on clients. More research is required on best-practice strategies on how students learn about cultural safety in nursing education. Experiential pedagogical methods may be one such strategy to promote understanding of principles that underpin safe environments. Objectives: To explore the influence of “Teaching in Circle” to enhance students’ understanding of cultural safety within the classroom environment. Methods: Students in first-year undergraduate Bachelor of nursing units participated. Teachers facilitated tutorials using a respectful adaptation of “Teaching in Circle” methodology; it was underpinned by the principles of Yarning, an Aboriginal and Torres Strait Islander Peoples way of learning and communicating in groups. Students developed principles to guide the facilitation of a more culturally safe classroom, providing written feedback on the environment and their participation in the circle. Results: Student feedback was reflected in three themes: “Journey through unfamiliar territory”; “More personable way of learning and sharing” and “Relational engagement creates safety”. Student perspectives resonated strongly with the principles of cultural safety or lack of within healthcare settings. The method disrupted normative classroom/learning environments and supported experiential learning about the principles of cultural safety. Conclusions: “Teaching in circle” provided an experiential means of enhancing first-year nursing students’ understanding of the principles of cultural safety. This learning should be embedded in the nursing curriculum and on-going education to prepare nurses to provide culturally safer care to Aboriginal and Torres Strait Islander Peoples. The study supports similar research calling for innovative learner-focused, experiential methods for the development of the practice of cultural safety in Australian nursing education. Impact statement: Exploratory research project, “Teaching in Circle” with student nurses contributes to experiential understanding of cultural safety principles.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"6 1","pages":"82 - 94"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81257450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Talking Circle For Young Adults (TC4YA) intervention: a culturally safe research exemplar","authors":"J. Lowe, Eugenia Millender, Odette Best","doi":"10.1080/10376178.2022.2080087","DOIUrl":"https://doi.org/10.1080/10376178.2022.2080087","url":null,"abstract":"Background: As a result of the intergenerational trauma impact and experience, Native Americans continue to exhibit trauma-related issues such as high rates of substance use. After leaving high school, the pressures and stress of continuing an education, finding work/employment, and the responsibilities related to family and tribal community obligations result in the Native American young adult being more vulnerable to substance use. Objective: The purpose of this paper is to report findings of the Talking Circle intervention impact on the outcome variables of Native-Reliance, substance use, stress, and behavioural health, depression, and cumulative trauma. Methods: Native-Reliance was the theoretical underpinning for the study, demonstrating culturally safe research. A pre-test/post-test one-group design was utilised to examine how the Talking Circle intervention influenced the outcome variables. In total, 75 Native American participants, ages 18–24, participated in the Talking Circle intervention sessions. Baseline pre-intervention measures were completed and were repeated at 6-month post-intervention. Results: At 6-month post-intervention, Native-Reliance significantly revealed an increase of 40.55 (t = 22.13, p < .001), sources of stress (SS) revealed a significant decline of 3.68 (t = −18.39, p < .001), behavioural health issues (BH) showed a significant decline of 3.63 (t = −15.36, p < .001), substance-related issues (SR) showed a significant decline of 3.57 (t = −15.24, p < .001), depression (PHQ-9) showed a significant decline of 4.85 (t = −17.02, p < .001), and cumulative trauma revealed a significant decline of 2.77 (t = −13.39, p < .001). Conclusions: The use of a culturally safe Talking Circle intervention evidenced a research approach that resulted in a positive impact on reducing substance use and increasing the well-being of young Native American young adults. Impact Statement: Culturally safer intervention environments are conducive to results in outcomes that are positive and effective.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"112 1","pages":"95 - 107"},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87935824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}