Objective: Substance Use Disorder continues to be a problem within the nursing profession. Studies have been conducted to examine various aspects of Substance Use Disorder. Although programs have been implemented to help rather than punish nurses, knowledge barriers that affect reporting still exist. The purpose of this study was to examine nurses’ perceptions of impaired nurses, perceptions of reporting an impaired nurse, and perceptions of knowledge regarding Substance Use Disorder within the nursing profession.Methods: A mixed-method descriptive study was conducted using the Perception of Nursing Impairment Inventory tool, as well as three open-ended questions. Lazarus and Folkman’s Transactional Model of stress and coping was used to guide the study and nurses from one state’s nurses’ association in the southeastern region of the United States participated.Results: Based on quantitative findings, most disagreed with the statement there is little that can be done to help impaired nurses and agreed that nurses have an ethical obligation to report if impairment is suspected. Conflicting views were identified for multiple statements on the Perception of Nursing Impairment Inventory. The qualitative findings revealed average or below average knowledge of SUD and identified barriers that may affect reporting. Further, a culture surrounding the ethical dilemma of reporting was evident.Conclusions: Educational gaps exist between recognizing and reporting the problem of Substance Use Disorder. Although nurses acknowledge an obligation to report, many barriers to reporting were identified. Recommendations were made for additional qualitative research related to nursing education including conflicted feelings about doing what is “right.”
Objective: The purpose of this phenomenological study was to explore nursing faculty attitudes towards students with disabilities enrolled in baccalaureate nursing programs. Additionally, we aimed to describe the types of accommodations provided to students with disabilities in the clinical setting.Methods: In two institutions of higher education in the southeastern United States, purposive and snowball sampling was used to recruit 14 nursing faculty with experience teaching in clinical courses. One-on-one interviews were conducted using a semi-structured interview guide. Data were transcribed and analyzed using Colaizzi’s process for phenomenological data analysis. The social model of disability served as the conceptual framework for the study.Results: Six themes emerged from the data analysis: ‘Math is a basic required skill,’ ‘You can’t just skip clinical,’ ‘It’s my job to help them learn,’ ‘I’m not prepared for this,’ ‘What type of job will they get,’ and ‘overcoming obstacles.’ Nursing faculty reported positive attitudes towards students with disabilities, but also voiced concerns about patient safety and the ability for a student with a disability to find success. Several barriers including disclosure, lack of accessibility in hospitals, nursing culture, and faculty workload were identified.Conclusions: A lack of clear policies and guidelines leaves nursing faculty unsure of what accommodations are appropriate for students with disabilities and how to implement accommodations in clinical courses. The study demonstrates a need for continuing education regarding teaching methodologies that are effective and meaningful for students with attention deficit hyperactivity disorder, diagnosed anxiety, and specific learning disabilities. Further research is warranted to identify appropriate accommodations for students with disabilities in the clinical setting.
Objective: Student-faculty interaction outside the classroom in higher education is a well-studied phenomenon and is linked directly to office hours. Research has shown the significance of these interactions on student success; however, underuse of office hours remains a problem. Historical research has examined perceptions of students while fewer address faculty. There is limited investigation into nursing, where students must be successful on high stakes NCLEX testing after graduation. This study investigated nursing faculty perceptions of student-faculty interaction outside the classroom in relation to office hours.Methods: A qualitative design elicited responses from full time nursing faculty at one university school of nursing in the southeastern United States. Ten participants were interviewed using a semi-structured script. Data analysis revealed nursing faculty perceptions in relation to office hours.Results: The following themes emerged in relation to office hours and nursing faculty perceptions: (a) “At any point my door is always open”, (b) “I like having that flexibility, it does help”, and (c) “I’m basically 24/7. I really am”. Technology was embedded throughout the themes. Some limitations existed, such as reflexivity of the researchers, small sample size, and final sample bias.Conclusions: Findings from the study can guide policies in higher education, specifically the way office hour mandates are implemented. Increasing student-faculty interaction outside the classroom is a worthwhile goal that is important in schools of nursing where success on high stakes NCLEX testing reflects the integrity of the school.
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