| 1. |
|
|
| 2. |
- Sjöstedt, E, et al.
(författare)
-
The first nurse-patient encounter in a psychiatric setting : discovering a moral commitment in nursing.
- 2001
-
Ingår i: Nursing Ethics. - : SAGE Publications. - 0969-7330 .- 1477-0989. ; 8:4, s. 313-27
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to deepen nurses' understanding of the importance of carefully managing the first nurse-patient encounter in a psychiatric setting according to each patient's suffering and future hopes. The study was carried out using an action research approach. The action planned was the implementation of a conceptual model reflecting Eriksson's caring theory. Data were collected by interviews with nurses and observational notes kept in a research diary. The data analysis followed the procedure of qualitative content analysis. A generalization of the entire learning process shows the first nurse-patient encounter to be a moral commitment in nursing. A theoretical framework of nursing assessment conveying knowledge about the patient as unique and being a whole person can support the nurse in encouraging the patient to enter into a relationship. This insight stimulated the nurses in this study to reflect on the moral responsibility of continuing the relationship and initiating an ongoing nursing process. Awareness of this responsibility made them reflect more on the possibility of nurses taking autonomous actions in order not to abandon the patient and to avoid feeling guilty.
|
|
| 3. |
- Bégat, Ingrid B E, 1942-, et al.
(författare)
-
Nurses' reflections on episodes occurring during their provision of care : an interview study
- 2001
-
Ingår i: International Journal of Nursing Studies. - 0020-7489 .- 1873-491X. ; 38:1, s. 71-7
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to investigate nurses' reflections and interpretations regarding their provision of care, through interviews (N 46), using a hermeneutic method of analysis. Nurses work in a milieu that has undergone constant changes such as, in organisation, decreased number of staff, and with patients demanding more advanced care. The care provided, based on the nurses' narrated episodes were interpreted as two main aspects: interpersonal oriented aspects and task oriented aspects. The subaspects were identified as 'nurse-patient relationship', 'ability to understand the patients' suffering' and 'taking responsibility'.
|
|
| 4. |
- Erdner, Anette, et al.
(författare)
-
Psychosocial disadvantages in the lives of persons with long-term mental illness living in a Swedish community.
- 2002
-
Ingår i: Journal of Psychiatric and Mental Health Nursing. - : Wiley. - 1351-0126 .- 1365-2850. ; 9:4, s. 457-63
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to gain in-depth knowledge of how persons with long-term mental illness experience their everyday situation, in order to identify potential psychosocial obstacles to a meaningful existence. The focus was on psychosocial aspects, such as contact with others and the quality of these contacts. An ethnographic design was used, in order to provide an inside perspective. Four persons with long-term mental illness participated in the study. Three open-ended interviews, at 1-week intervals, were conducted with each informant. Analysis of transcribed material consisted of naive reading and content analysis guided by the investigators' understanding of the psychiatric context. Three themes were generated: feeling lonely but being unable to establish friendships; knowledge of what to do but lacking initiative; and awareness of the need for support but not wanting to be subject to control. These themes reflect contradictions between thoughts, feelings and actions, which seem to contribute to a psychosocial disadvantage in the life of persons with long-term mental illness.
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Jerlock, Margaretha, 1946, et al.
(författare)
-
Academic nursing education guidelines: tool for bridging the gap between theory, research and practice
- 2003
-
Ingår i: Nurs Health Sci.. ; 5:3, s. 219-28
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to develop educational guidelines to be used as a tool for the integration of theory, research and practice to ensure that nursing knowledge and practical skills form the basis of academic nursing education. An additional aim was to describe the nursing competence expected of the students at four academic levels: introductory, intermediate and advanced levels I and II. Clinical nursing education plays a crucial role in assisting nursing students to integrate the theory and practice of nursing at the baccalaureate level, as well as in further specialization and in-depth nursing studies at the advanced level. A research group consisting of lecturers from the Institute of Nursing, Goteborg University, Sweden, was given the objective to formulate educational guidelines for clinical practice within nursing education. The study took the form of a literature search. In addition, the Delphi method, aimed at reaching a consensus of opinion among colleagues, was used. Based on the literature review and the collegial discussions, four core concepts emerged: professional stance, reflective processes, problem-solving processes, and practical skills, from which the educational guidelines were developed. Guidelines were formulated both in general and abstract form. They were not connected to a specific care context, specific patient group or specific nursing problems. The most important objective of academic education is that the student develops abilities and techniques necessary for life-long learning. Students will, in their professional life as nurses, continuously meet situations where they are challenged to take appropriate decisions and actions. This demands training in problem-solving, reflection, decision-making and the ability to use both deductive and inductive learning strategies. The guidelines describe what is expected of the students in terms of nursing competence and personal qualifications to ensure that they will be ready to meet the demands of their future profession. PMID: 12877723 [PubMed - indexed for MEDLINE]
|
|
| 8. |
- Severinsson, E., et al.
(författare)
-
Effects of process-oriented group supervision - a comparison of three groups of student nurses
- 2014
-
Ingår i: Journal of Nursing Management. - : Hindawi Limited. - 0966-0429. ; 22:4, s. 443-451
-
Tidskriftsartikel (refereegranskat)abstract
- AimTo evaluate student nurses' perceptions of the effects of process-oriented group supervision provided during their undergraduate education. BackgroundSupervision is an important ability and part of a nurse's leadership role. Student nurses need to learn competence in clinical practice. MethodA descriptive-correlational study comparing three groups of student nurses (n=151) who attended process-oriented group supervision during their education. FindingsThe effects of process-oriented group supervision were increased awareness of interpersonal, professional and communication skills. There was a moderate relation between the three factors. The strongest correlation was found between the factors professional and communication skills (r=0.81). The correlations between the factors in group 3, the mandatory group, were identical. ConclusionsBy correlating the factors, we concluded that the student nurses' perceptions of the effects of process-oriented group supervision strengthened their professional identity, which may have a bearing on patient safety, nursing leadership and collaboration with the patient, her/his family members and other professionals. Implication for nursing leadershipThere is potential for improving the links between nursing leadership, supervision and patient safety.
|
|
