Abstract:The provision of opportunities in the workplace, in the form of dialogue, to articulate often unspoken assumptions and frameworks in which nursing work is carried out can not only initiate the building of pathways of support but also assist nurses reaffirm their compassion - arguably the essence of their nursing practice.
“…Motivation to manage pain is central to nurses’ role as a carer and is based on the value of compassion. Compassion is defined as:The good which moves or motivates a nurse to act in a manner which helps in alleviating the suffering of another 66 …”
Section: Ways Of Knowing and Its Application To Pain In Cypmentioning
confidence: 99%
“…The good which moves or motivates a nurse to act in a manner which helps in alleviating the suffering of another. 66 Hence, compassion has a moral quality to it, and its manifestation can be made more difficult because of myriad demands on nurses' time, and the influence of others whose priorities the nurse might not share.…”
Section: Personal Knowingmentioning
confidence: 99%
“…Compassion is defined as: The good which moves or motivates a nurse to act in a manner which helps in alleviating the suffering of another. 66 …”
Section: Ways Of Knowing and Its Application To Pain In Cypmentioning
There are continued challenges in achieving effective pain management for children and young people (CYP). Research has found several barriers to effective CYP pain management, which include, but are not limited to, deficiencies in knowledge among nurses and other healthcare professionals. Calls for improvements in and an increase in pain education ensue, in the expectation that an increase in knowledge will lead to an improved pain care for patients. Educational initiatives, as reported in the literature, have tended to focus on increasing empirical knowledge which has not resulted in the anticipated improvements in practice. An exploration of Carper's and Chinn & Kramer's five ways of knowing helps demonstrate why an over‐reliance on empirics fails to equip nurses for the realities of clinical practice and does not facilitate knowledge mobilization or improvements in pain care for CYP. In this paper, we explore these ways of knowing to produce a model for knowledge mobilization in (pain) education. Our model puts forward a multifaceted approach to education using the active learning principles which supports and equip nurses to become effective pain practitioners.
“…Motivation to manage pain is central to nurses’ role as a carer and is based on the value of compassion. Compassion is defined as:The good which moves or motivates a nurse to act in a manner which helps in alleviating the suffering of another 66 …”
Section: Ways Of Knowing and Its Application To Pain In Cypmentioning
confidence: 99%
“…The good which moves or motivates a nurse to act in a manner which helps in alleviating the suffering of another. 66 Hence, compassion has a moral quality to it, and its manifestation can be made more difficult because of myriad demands on nurses' time, and the influence of others whose priorities the nurse might not share.…”
Section: Personal Knowingmentioning
confidence: 99%
“…Compassion is defined as: The good which moves or motivates a nurse to act in a manner which helps in alleviating the suffering of another. 66 …”
Section: Ways Of Knowing and Its Application To Pain In Cypmentioning
There are continued challenges in achieving effective pain management for children and young people (CYP). Research has found several barriers to effective CYP pain management, which include, but are not limited to, deficiencies in knowledge among nurses and other healthcare professionals. Calls for improvements in and an increase in pain education ensue, in the expectation that an increase in knowledge will lead to an improved pain care for patients. Educational initiatives, as reported in the literature, have tended to focus on increasing empirical knowledge which has not resulted in the anticipated improvements in practice. An exploration of Carper's and Chinn & Kramer's five ways of knowing helps demonstrate why an over‐reliance on empirics fails to equip nurses for the realities of clinical practice and does not facilitate knowledge mobilization or improvements in pain care for CYP. In this paper, we explore these ways of knowing to produce a model for knowledge mobilization in (pain) education. Our model puts forward a multifaceted approach to education using the active learning principles which supports and equip nurses to become effective pain practitioners.
“…Critical to nursing, it is vital for every nurse to understand him/herself and be able to be compassionate to their patients. As elaborated by Jones et al ( 17 ), the ability to express compassion toward the patients is able to ease their struggles. Finally, ethics (moral knowledge) is concerned with the nurses' integrity and moral behavior ( 15 ).…”
Section: Revisiting Carper's Fundamental Pattern Of Knowingmentioning
Although Advanced Nursing Education (ANE) in Malaysia is still in its early stages, the demand for skilled nurses, particularly those who can perform weaning processes from mechanical ventilation (WPMV), is increasing. These nurses, especially in the Cardiothoracic Intensive Care Unit (CICU) need to be equipped with critical thinking skills in order to make decisions on WPMV. However, the Malaysian ANE is still struggling to achieve this. Therefore, this paper is aimed at reconceptualizing the Malaysian ANE with a specific focus on the development of a Mechanical Ventilation Weaning Pedagogy framework. Building upon previous studies, relevant theories, and WPMV best practices outside Malaysia, this study proposed the development of a pedagogy based on four fundamentals: the Fundamental Pattern of Knowing, Curriculum Planning model, an ideal learning content for WPMV skills development, and local experts' opinions. The findings of this study can serve as a reference for stakeholders, nursing education providers, and relevant parties in improving the current ANE.
“…With the above results, we can also reflect on nursing behaviour, specifically, a nurse's responsible and caring image can enhance mutual trust between nurses and patients and achieve a win-win situation. More importantly, nursing managers should strengthen humanistic care training for nurses, improve their empathy ability (Jones et al, 2017;Bahare et al, 2019), and practice "patientcentred" nursing (Hsieh et al, 2018;Mccabe, 2004).…”
Section: Negative Predictive Effect Of Patients' Recognition Of Nursing Work On Nurse-patient Disputesmentioning
Aim: To explore the prevalence of nurse-patient disputes and the influencing factors based on an analysis of patient characteristics.
Design:A cross-sectional study.Methods: This study used the convenience sampling method. Three self-designed questionnaires based on clinical experience and literature review were used to collect the current status of nurse-patient disputes and to assess patients' humanistic qualities and patients' recognition of nursing work. The Big Five personality questionnaire was used to assess the five personality traits of patients.Results: Of the patients, 9.6% reported having a dispute with nurses. The results of binary logistic regression analysis indicated that patients' humanistic quality, recognition of nursing work and agreeableness in personality traits had a negative predictive effect on nurse-patient disputes, while family monthly income and neuroticism in personality traits positively predicted disputes.
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