Building Nurses' Capacity in Community Health Services

Edwards, Nancy; MacDonald, Jo-Anne

doi:10.2202/1548-923x.1760

Cited by 7 publications

(6 citation statements)

References 30 publications

(27 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…These researchers provided critical learning opportunities outside the realms of formal education and functioned in this sense as mentors in accordance with Priest et al . () and Edwards and MacDonald (). By participating in the R&D programme, the nurses obtained knowledge on three levels, i.e.…”

Section: Discussionmentioning

confidence: 98%

Nurses' experiences of participation in a research and development programme

Bäck‐Pettersson

Jensen

Kylén³

et al. 2012

Journal of Clinical Nursing

View full text Add to dashboard Cite

Aims and objectives. To describe clinical nurses' experience of participating in a Research and Development (R&D) programme and its influence on their research interest and ability to conduct and apply nursing research. Background. To stimulate nurses' research interest and to overcome barriers for building research capacity in nursing, there is a need for sustainable research programmes. A two-year programme was designed for nurses, to take part in both an academic education for master and research seminars and workshops to conduct a research project from idea to publication. Design. A qualitative approach using using focus group interviews. Methods. Registered nurses (n = 12) with a bachelor's degree in nursing, participated. Data were collected in focus group interviews, after one year and when the programme ended. Content analysis was used to analyse the data. Results. The findings consist of two themes: being a traveller in the world of nursing research, which included three categories, and experiencing professional growth as a result of nursing research training, in both cases focusing on the experience of students involved in a cohesive programme which included four categories: discovering new dimensions of clinical nursing practice; selected and confirmed; supported by professional others; development of professional self-concept. Conclusions. To support early career researchers, there is a need for strong leadership, an organisational and supportive infrastructure underpinning research capability building in nurses. In this context, research strategies, programmes and collaboration between leaders of academia and clinical institutions appear to be essential. Relevance to clinical practice. The R&D programme illustrates an effective way of stimulating nurses' lifelong learning by building the capacity to conduct and apply nursing research in clinical practice. The structure of the programme can be used as a model in other contexts.

show abstract

Section: Discussionmentioning

confidence: 98%

Nurses' experiences of participation in a research and development programme

Bäck‐Pettersson

Jensen

Kylén³

et al. 2012

Journal of Clinical Nursing

View full text Add to dashboard Cite

show abstract

“…The development of the discipline of nursing is a global challenge amidst reduced funding levels for research and the increased demands on nursing faculty (Edwards & MacDonald, 2009;Segrott et al, 2006;Thompson et al, 2010). At the same time, there is momentum and capacity in nursing research that over the past four decades continues to flourish and make a difference to population health.…”

Section: Introductionmentioning

confidence: 99%

Confronting the social mandate for nursing scholarship – One school of nursing’s journey.

Duncan¹,

Mahara²,

Holmes³

2014

Quality Advancement in Nursing Education - Avancées en formatio

View full text Add to dashboard Cite

“…They concerned new graduates and mentoring in groups or circles; of these, three were research articles (Darwin & Palmer, 2010;Johnson, 2007;Ritchie, 1999;Ritchie & Genoni, 2002;E. S. Scott & Smith, 2008;Shaw et al, 2003), two were programme evaluations, two were informed opinion pieces (Edwards & MacDonald, 2009;Raumati Hook, Waaka, & Raumati, 2007) and one described a group mentoring method (Whitbeck, 2001).…”

Section: Group Mentoring In Other Disciplinesmentioning

confidence: 99%

“…The effectiveness of this programme was evidenced by 18 grant submissions, four poster presentations and seven submitted articles. Another article describing a three month internship for nurse researchers which involved group mentoring; it asserted that the mentoring was valued by both junior and senior staff but no formal data was gathered (Edwards & MacDonald, 2009). The group did, however, have a clear purpose to which all participants subscribed.…”

Section: Group Mentoring In Other Disciplinesmentioning

confidence: 99%

Group Mentoring of New Graduate Midwives: Emerging Professional Capacity: A Naturalistic Inquiry

Lennox¹

View full text Add to dashboard Cite

<p>This research explores an innovative group mentoring model developed at the request of four newly graduated midwives who were mentored as a group by four experienced midwives. Since virtually all research on mentoring, both internationally and in New Zealand assumes that mentoring is a one-to-one activity, this study aimed to describe how this group mentoring model operated and explore whether it was successful in supporting new midwives to gain confidence. A naturalistic study design was used with a mixed methods approach to collecting and analysing a large amount of richly descriptive data. Data were gathered from records of individual contacts between mentors and new graduates, from a series of interviews with each of the eight participants, and from the actual audio recordings of regular group mentoring meetings across the mentoring year. Simple descriptive analysis of quantitative data and detailed thematic analysis of qualitative data were undertaken. The study found the group mentoring model provided everything that is expected of one-to-one mentoring and the new graduates felt well supported as they gained confidence during their first year in practice as autonomous self-employed midwives. The group model provided new graduates with 24/7 one-to-one mentor support whenever they asked for it. This was found to occur mostly in the first half of the year and was highly valued. The new graduates and the mentors all agreed that the most important part of the model were the regular group meetings. These meetings were entirely focused on day to day experiences that the new graduates chose to present to the group. Analysis of the meeting transcripts showed that the new graduates' issues ranged across the whole scope of practice; that they were sometimes prompted by self-reflection, sometimes by issues to do with relationships with others, and sometimes by a need to discuss technical matters. The mentors' responses were variously supportive; listening and exploring; directing or informing; and questioning or challenging. The group aspect of this mentoring model added a number of features that would not be possible in one-to-one mentoring. The new graduates valued how the group meetings exposed them to multiple perspectives from several mentors. The group meetings modelled a supportive and collegial way of working together that facilitated their emerging professional capacity now and into their future. The group provided a safe yet challenging space: a "stimulating sanctuary" for the new graduates' development. Overall the study found that group mentoring can successfully meet the needs of new graduates and provides several advantages over one-to-one mentoring. Group mentoring may be a more sustainable model than one-to-one, particularly where there are shortages of mentor midwives available. It is a model that promotes a supportive professional midwife culture, contributes to new knowledge in the area and is the preferred approach to mentoring in the future.</p>

show abstract

Building Nurses' Capacity in Community Health Services

Cited by 7 publications

References 30 publications

Nurses' experiences of participation in a research and development programme

Nurses' experiences of participation in a research and development programme

Confronting the social mandate for nursing scholarship – One school of nursing’s journey.

Group Mentoring of New Graduate Midwives: Emerging Professional Capacity: A Naturalistic Inquiry

Contact Info

Product

Resources

About