This ethnographic study describes how a group of women with chronic pelvic pain (CPP) learned to develop self-care strategies that allowed them to function in their culturally prescribed roles throughout their illnesses. The sample consisted of 12 European American and 2 African American women from 19 to 52 years of age who had experienced CPP for the previous 6 months to 12 years. Data were collected by means of interviews and participant observations in a CPP clinic. Interviews were audiotaped and transcribed verbatim onto the Ethnograph and analyzed by the constant comparative method. Women's experiences with CPP were described as a process of self-care consisting of three strategies: assessing the need for self-care, developing self-care practices, and sustaining self-care practices.
Background: There is continued need for enhanced medical ethics education across the United States. In an effort to guide medical ethics education reform, we report the first interprofessional survey of a cohort of graduate medical, nursing and allied health professional students that examined perceived student need for more formalized medical ethics education and assessed preferences for teaching methods in a graduate level medical ethics curriculum. Methods: In January 2018, following the successful implementation of a peer-led, grassroots medical ethics curriculum, student leaders under faculty guidance conducted a cross-sectional survey with 562 of 1357 responses received (41% overall response rate) among students enrolled in the School of Medicine, College of Nursing, Doctor of Physical Therapy and BS/(D) MD Professional Scholars programs at The Medical College of Georgia at Augusta University. An in person or web-based questionnaire was designed to measure perceived need for a more in-depth medical ethics curriculum. Results: The majority of respondents were female (333, 59.3%), white (326, 58.0%) and mid-20s in age (340, 60.5%). Almost half of respondents (47%) reported no prior medical ethics exposure or training in their previous educational experience, while 60% of students across all degree programs reported an interest in more medical ethics education and 92% noted that an understanding of medical ethics was important to their future career. Over a quarter of students (28%) were interested in pursuing graduate-level training in medical ethics, with case-based discussions, small group peer settings and ethics guest lectures being the most desired teaching methods. Conclusions: The future physician, nursing and physical therapist workforce in our medical community demonstrated an unmet need and strong interest for more formal medical ethics education within their current coursework. Grassroots student-driven curricular development and leadership in medical ethics can positively impact medical education. Subsequent integration of interprofessional training in medical ethics may serve as a vital curricular approach to improving the training of ethically competent healthcare professionals and overcoming the current hierarchical clinical silos.
Aims We aim to evaluate the frequency and outcomes of workplace incivility in healthcare for nursing management. Background Incivility in the workplace is a significant problem that is important to nurse managers, as it goes directly against the fundamental values and ethics of providing high‐quality care to patients. The Joint Commission (2021) and the American Nurses Credentialing Center have called on healthcare organizations to identify and intervene in the problem of workplace incivility. Evaluation Studies included in this scoping review were those that measured and analysed the frequency and outcomes of workplace incivility in healthcare. Four databases were searched, and 28 articles were reviewed. Evaluation was based on general quality, including study characteristics, instruments, and statistical analyses. Key issues Studies used a quasi‐experimental design, and most focused on the Registered Nurse population. The Workplace Incivility Scale was the most commonly used instrument to measure workplace incivility frequency. The most frequently studied work‐related outcomes were burnout, satisfaction, and turnover. Conclusions Although the frequency of workplace incivility in healthcare is not clear, its consequences are substantial. Multiple studies have revealed significant relationships between workplace incivility and work‐related outcomes that are important to nurse managers. Research is needed on non‐nursing healthcare professionals, and validation studies are needed on instruments used to measure workplace incivility frequency. Implications for Nursing Management The findings of this review can help nurse managers better understand the phenomenon, frequency, and impact of workplace incivility in the healthcare setting and move toward addressing the problem of workplace incivility among nurses and other healthcare professionals.
The development of frameworks for nursing research, practice, and education is in its infancy. The focus in clinical research has commonly been on the variables patient and practice, not on the significant variable, technology products. However, in interventional and medical cardiology and orthopedic surgery, for example, products used are significant variables that affect clinical outcomes and subsequent recalls. The purpose of this article is to introduce the Healthcare and Technology Synergy (HATS) framework and discuss its use in comparative effectiveness research on health care-associated infections as well as its usefulness in nursing practice, education, and policy. Research in nursing that focuses on product as a variable has examined intravenous connectors and their association with catheter-related bloodstream infections, but more research specific to technology products is needed. The significance of products in nursing has been underappreciated, and the variable has been underutilized in research. This is a study limitation that can significantly affect research outcomes. Use of the HATS framework in nursing research can facilitate the development of clinically relevant nursing curricula, practice interventions, and policy based on research results. Appropriate development and evaluation of research that uses the HATS framework also has implications for cost-benefit analyses, product evaluation, and implementation of evidence-based practices.
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