Journal of Research in Nursing current issue

Nursing's future in healthcare; understanding global challenges

Bishop, V. — Tue, 22 Dec 2009 08:54:03 PST

Review of Pre Registration Nursing Education (RPNE): an opportunity

Barr, O. — Tue, 22 Dec 2009 08:54:04 PST

In praise of compassion

Maben, J., Cornwell, J., Sweeney, K. — Tue, 22 Dec 2009 08:54:04 PST

Evaluation of the Royal College of Nursing's 'Dignity: at the heart of everything we do' campaign: exploring challenges and enablers

Baillie, L., Gallagher, A. — Tue, 22 Dec 2009 08:54:04 PST

Dignity in care has become a key policy, practice and political priority. This development has become more pressing as media, anecdotal and research reports have highlighted dignity deficits in care. In response to such reports and to concerns of the membership and general public, the Royal College of Nursing initiated a high-profile campaign (Dignity: at the heart of everything we do) involving engagement with stakeholders, a survey of members and the development and dissemination of educational and practice development materials. This article details findings from part of the evaluation of the Royal College of Nursing dignity campaign, which used a qualitative case study design across seven UK sites. The study used interviews with 51 staff members, direct observation of the physical care environment and document analysis, and data were analysed using thematic analysis. The article focuses on two areas: enablers (staff receptivity and creativity; organisational support and leadership; and campaign educational materials) and challenges (time constraints; and staff attitudes and insight).

Use of emotional touchpoints as a method of tapping into the experience of receiving compassionate care in a hospital setting

Dewar, B., Mackay, R., Smith, S., Pullin, S., Tocher, R. — Tue, 22 Dec 2009 08:54:04 PST

Improving the patient and family experience in hospital and supporting people to deliver compassionate dignified care is a priority on the policy agenda in the UK. The purpose of this paper is to describe our experiences of using the method of emotional touchpoints to learn about compassionate care in hospital settings. This work is part of the Leadership in Compassionate Care Programme which is using an action research approach to embed compassionate care in practice and education. Data were generated using the touchpoint method from 16 patients and 12 relatives from a range of care settings that included medicine for the elderly, older people’s mental health and a stroke unit. The benefits of using this approach include its ability to help practitioners to see in a more balanced way both the positive and negative aspects of an experience, and to help service users to take part in a meaningful and realistic way in developing the service. Significant learning arose from these stories that has directly influenced change on the wards. The changes have not only focused on practical solutions but have also provided a platform for discussing some of the more complex cultural aspects that contribute to the delivery of compassionate care.

Dignity and significance in urgent care: older people's experiences

Bridges, J., Nugus, P. — Tue, 22 Dec 2009 08:54:04 PST

In this paper we report the role that a sense of significance plays in the experiences of older patients in urgent care settings, and explore the factors that influence these experiences. The paper draws on findings from a UK study in which 69 patients and 27 relatives from 31 English NHS Trusts were interviewed about their urgent care experiences using semi-structured qualitative interviews. Key among the findings was that older patients experienced a diminished sense of their individual significance. Some questioned the legitimacy of their presence in the urgent care setting and believed that they mattered little in relation to other patients and the other tasks which health professionals were undertaking. The three key features of this diminished sense of significance were: the primacy of technical, medical care; an imbalance of power; and the subordination of patients’ non-medical needs. These features suggest that interventions to enhance care delivery that promotes a sense of significance will need to target practitioners and the wider organisational culture.

Sustainability in an action research project: 5 years of a Dignity and Respect action group in a hospital setting

Crow, J., Smith, L., Keenan, I. — Tue, 22 Dec 2009 08:54:04 PST

In March 2004 we delivered a new module entitled ‘Fostering Dignity and Respect in Health Care Settings’. This was a collaborative venture between Anglia Ruskin University lecturers and Southend University Hospital Staff and was the first step in our Action Research project. We had expected the project to be a short-term one, terminating with the first three deliveries of the module. However, the education programme led to the formation of a Dignity and Respect Action Group within the hospital that continues to this day alongside deliveries of the module, and thus the Action Research project continues. In this paper we outline the achievements of the Action Research study and identifies some of the features that we believe have sustained it over a period of 5 years. These factors were not always the consequence of planned strategies but often arose as we responded to events during the trajectory of the project. Issues relating to dignity and respect are to be found in many large institutions and we maintain that Action Research can be useful in harnessing and focussing the necessary commitment to bring about long-term changes in a hospital setting.

Promoting dignity, respect and compassionate care

Meyer, J. — Tue, 22 Dec 2009 08:54:04 PST

Improving learning in the clinical nursing environment: perceptions of senior Australian bachelor of nursing students

Smedley, A., Morey, P. — Tue, 22 Dec 2009 08:54:04 PST

Learning in the clinical environment has traditionally formed an integral part of nursing education programs in Australia. In tertiary-based nursing courses today, students can spend equal or more hours learning in the clinical workplace as they do in their classroom-based studies. Developing ways to improve teaching and learning in the clinical environment can help to develop a more positive workplace culture, which in turn, has been identified as producing more effective learning outcomes for students. This quantitative study used the Clinical Learning Environment Inventory (CLEI) questionnaire (Chan, 2002) as a platform for data collection to investigate Avondale College’s (an Australian tertiary education institution) senior Bachelor of Nursing (BN) students’ perceptions of their clinical learning environment. It was highlighted that even though the students perceived that their clinical experiences were generally positive, they indicated that there was still room for improvement. With respect to the five domains of the clinical environment identified by the CLEI (personalisation, student involvement, teacher innovation, task orientation and individualisation), the students identified the personalisation and student involvement domains as the most important in generating appropriate clinical environments, and even though the students expected less in the areas of task orientation, teaching innovation and individualisation, these were the areas they saw a need for greatest improvement. Students also suggested that the development of a positive relationship with the clinical teaching staff was paramount in generating the ideal clinical environment. Finally, the study indicated that student satisfaction is increased when there is an ongoing student involvement, that is, in the words of Lave and Wenger (1991), when they become an integral part of the ‘community of practice’ in their clinical nursing placement.

Improving learning in the clinical nursing environment: perceptions of senior Australian bachelor of nursing students

Esterhuizen, P. — Tue, 22 Dec 2009 08:54:04 PST

Top 10 Downloaded Papers from SAGE Journals Online / Totals for Top 10 Papers August 2008--July 2009

Tue, 22 Dec 2009 08:54:04 PST

Reviewers 2009

Tue, 22 Dec 2009 08:54:04 PST