In this paper the authors draw attention to the value of nurse dignity in the work-life of nurses. How does the profession currently understand this as a concept and construct? How might the valuing of worker dignity in the workplace affect the wellbeing of the workforce? A review of nursing literature and a theoretical lens on worker dignity derived from recent work by Hodson (2001) was used to explore these questions. In the context of current and international workforce issues associated with recruitment and retention, analysis of the construct of worker dignity within the profession takes on a strong imperative. The large existing body of research into nursing workplace environments highlights concern that nurses have in understanding and improving work-life quality. Findings of this inquiry reveal that while there is a degree of coherence between the nursing research and elements of Hodson's (2001) research on worker dignity, the dignity of nurses, as a specific construct and as an intrinsic human and worker right has received little explicit attention. Reasons for this may lie partly in approaches that privilege patient dignity over nurse dignity and which rely on the altruism and self-sacrifice of nurses to sustain patient care in environments dominated by cost-control agendas. The value of dignity in the work-life of nurses has been under-explored and there is a critical need for further theoretical work and research. This agenda goes beyond acceptance of dignity in the workplace as a human right towards the recognition that worker dignity may be a critical factor in sustaining development of healthy workplaces and healthy workforces. Directing explicit attention to nurse dignity may benefit the attainment of both nurse and organisational goals. Hodson's (2001) framework offers a new perspective on dignity in the workplace and leads to new insights and a slightly different view of a 'road well travelled' in nursing literature.
In this paper we aim to share the evolution of innovative ways to explore, 'unpack' and reframe clinical issues that exist in everyday practice. The elements of these processes, which we call 'puzzling practice', and the techniques associated with them, were delineated over a two year period by the four authors using action theory based processes. The authors have evolved several different frameworks for 'puzzling practice' which we draw on and use in our practice development work and in our research practice. This paper pays attention to a particular form of puzzling practice that we have found to be useful in assisting individual clinicians and teams to explore and find workable solutions to practice issues. The paper uses a semi-fictitious example of 'Puzzling Practice' gleaned from our experience as practice development facilitators. In this example 'puzzling practice' uses seven different elements; naming the issue; puzzling the issue; testing the puzzle exploring the heart of out practice; formulating the puzzle question; visualizing the future; and generating new strategies for action. Each of the elements is illustrated by the story and the key foundations and ideas behind each element is explored.
Purpose The purpose of this paper is to compare health and information literacy with a focus on how the development of these concepts within two disciplines (nursing and library/information science) impacts librarian/nurse educator shared understanding. Design/methodology/approach This paper uses a modified concept comparison method. The comparison, grounded in two seminal concept analysis articles, identifies common and unique antecedents, attributes and consequences of each concept. Findings Health and information literacy share common antecedents and attributes: literacy, health or information need, comprehension, decision-making and degree of technological competency. Unique to health literacy is an emphasis on interactive communication and unique to information literacy is a focus on discovery and search skills. Research limitations/implications This concept comparison uses a snapshot approach rather than a full literature review. This work suggests further research into health literacy and information literacy as related concepts in the literature and how multidisciplinary concept comparison can be effectively framed. Practical implications Librarians and nurse educators collaborating on complex concepts such as these should use available definitions, and evidence, to reach shared understanding. Librarians are encouraged to communicate with database developers to address questions and inconsistencies in subject headings. Originality/value This paper presents the first concept comparison of health and information literacy using the concept comparison method – an adaptation of concept analysis methods frequently used in nursing literature, developed by Walker and Avant, Rodgers and Knafl and others.
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