Continuing Professional Development – Reflections from nursing and education

Kemp, Sandra; Baker, Mark

doi:10.1016/j.nepr.2013.04.009

Cited by 17 publications

(13 citation statements)

References 26 publications

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“…New nurse participants also submitted reflective journals on their transition experiences for analysis. The value of reflective practice is well established in nursing (Kemp & Baker ) and has been used in other studies about role transition (see Schweitzer , Washington ). Only new nurses were asked to submit their journals.…”

Section: Methodsmentioning

confidence: 99%

Tough love or bullying? New nurse transitional experiences

Leong

Crossman

2016

Journal of Clinical Nursing

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Section: Methodsmentioning

confidence: 99%

Tough love or bullying? New nurse transitional experiences

Leong

Crossman

2016

Journal of Clinical Nursing

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“…Long-term care settings with advanced nursing practice had lower rates of depression, urinary incontinence, pressure ulcers, restraint use, and aggressive behaviour. More residents in these settings experienced improvements in meeting personal goals, and family members expressed more satisfaction with medical services [12]. Nurses in nursing homes often work in a "mini-hospital" without doctors or nursing colleagues around [47].…”

Section: The Facilitation Constructmentioning

confidence: 99%

Research utilization in municipality nursing practice in rural districts in Norway: a cross-sectional quantitative questionnaire study

Moe

Enmarker

2020

BMC Nurs

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Background Scientific knowledge and theory constitute part of the nurse’s competence and evidence-based nursing practice. To obtain and maintain these skills, nurses require access to research utilization. The aim of the present study was therefore to describe and compare nurses in nursing homes and home-based nursing care and their use of research knowledge in their practice in elderly care in Norwegian rural districts. Methods The Research Utilization Questionnaire (RUQ) was employed in cross-sectional quantitative design. One hundred nurses were recruited from ten rural municipalities that participated in the study. Inclusion criteria for participating were registered nurses and employees working in the municipal elderly care service for 6 months or more. Results Most participants were younger than 55 years old, worked in permanent jobs, and were educated more than 5 years ago. The result showed that nurses in nursing homes were significantly more positive compared to nurses in home-based nursing care when analyzing all three domains in the RUQ together, as well as for attitudes towards research when testing each domain separated. Overall, each item in the domains revealed opinions that were more positive for nurses in nursing homes. The regression analysis showed that attitudes towards research, as well as availability and support of research utilization predicted the use of research in daily practice. Conclusions Positive attitudes, availability, and support for research utilization can contribute to greater use of research in nursing practice and improve the quality of service. Younger nurses’ knowledge about using research should be shared with senior colleagues, who possess much experience in practice. In collaboration, they can develop evidence-based practice by the implementation of research seen in the context of nurses’ experiences, user involvement, and person-centred practice. The i-PARIHS (Promoting Action on Research Implementation in Health Services) framework can be a useful tool in this implementation process.

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“…Carter (2009) however, suggests that while reflection is a critical component of teaching it is one that is the most undervalued. Kemp and Baker (2013) suggest that there is evidence that the lack of reflection may account for inconsistencies between teacher knowledge and teaching practice. Lofstrom and Nevgi (2014) suggest that reflecting on their emotions may help teachers to understand their reactions to different teaching situations and to cope with feelings that are difficult or problematic, thus avoiding contagion of negative feelings.…”

Section: Reflection and Self-awarenessmentioning

confidence: 99%

Emotional displays:-Nurse educators engaging and reflecting on their own emotional displays in preparing nursing students for the emotional complexities of nursing practice

Leonard¹

2017

Nurse Education in Practice

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In everyday practice nurses including student nurses, face many situations which can trigger a range of their own emotions, but they also deal with a variety of emotions in patients, patients' relatives and colleagues. There is a need for nurses and those involved in nurse education to understand how emotions impact on professional practice. Yet, while nursing practice involves working often in emotional circumstances, there has been little attention by educational institutions and employers on developing the ability of nurses to understand and manage the emotional demands inherent in their role. This paper examines emotions and their relationship to and appropriateness in nursing practice and education. In particular it examines whether self-understanding by attendance to emotions can enhance the role of nurses educators in preparing nursing students for the complexities of modern nursing practice.

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Continuing Professional Development – Reflections from nursing and education

Cited by 17 publications

References 26 publications

Tough love or bullying? New nurse transitional experiences

Tough love or bullying? New nurse transitional experiences

Research utilization in municipality nursing practice in rural districts in Norway: a cross-sectional quantitative questionnaire study

Emotional displays:-Nurse educators engaging and reflecting on their own emotional displays in preparing nursing students for the emotional complexities of nursing practice

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