Enhancing assertiveness in district nurse specialist practice

Green, Julie

doi:10.12968/bjcn.2016.21.8.400

Cited by 8 publications

(9 citation statements)

References 11 publications

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Section: Current Picture In Spqdn Educationmentioning

confidence: 99%

“…The current SPQDN degree or post graduate diploma enables the entrant the title DN when completed (Green, 2016 (NMC, 2001;UKCC, 1994). These standards currently form the basis of SPQDN education in both university and practice leading to a recordable qualification (Green, 2016;NMC, 2001). The NMC standards are built upon the SPQDN exercising higher levels of judgement in clinical care, including assessment, planning, implementation and evaluation of specialist nursing care alongside effective leadership in the role as a SPQDN (Department of Health and Social Care [DHSC], 2013;NMC, 2001).…”

Section: Current Picture In Spqdn Educationmentioning

confidence: 99%

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Challenges and opportunities: the role of the district nurse in influencing practice education

Ashworth¹

2020

Br J Community Nurs

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The responsibility of the district nurse (DN), alongside complex case management and leadership, is to ensure Specialist Practitioner Qualification District Nurse (SPQDN) education continues to create practitioners delivering quality evidence-based care. DN leadership and its importance have come to the fore during the COVID-19 crisis, where hospital discharges have increased rapidly to make way for highly complex admissions ( HM Government, 2020 ). This paper examines the importance of the SPQDN qualification, exploring the role of the DN within practice education. Continuation of the vital DN qualification will ensure that the numbers of qualified DNs increase, ultimately protecting community capacity. With a move towards an apprenticeship model to achieve the SPQDN, DNs must engage with and influence curriculum development to confirm courses deliver requirements of the workplace, commissioners and the 2019 NHS Long Term Plan. Expectations of the DN role within practice education have changed, moving away from the practice teacher standards to the new Nursing and Midwifery Council Standards for Student Support and Assessment. This poses new challenges in DN education in practice. The implications of this transition threaten to de-value the quality of the assessment process by removing the high standards of preparation previously demanded; ultimately, this is a risk to the provision of the quality practice education that previously existed.

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Section: Current Picture In Spqdn Educationmentioning

confidence: 99%

Section: Current Picture In Spqdn Educationmentioning

confidence: 99%

Challenges and opportunities: the role of the district nurse in influencing practice education

Ashworth¹

2020

Br J Community Nurs

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“…The second study (31) in the secondary interventions group was focused on mental health as a risk factor and consisted of applying an educational intervention program that promoted assertive behavior in the elder person. Assertiveness can be defined as interpersonal behavior in which individual boundaries are established, and needs are expressed clearly and directly (43) . An assertive person demonstrates the ability to defend his or her own or another's rights in a calm and positive way without alienating the rights and feelings of others (44) .…”

Section: Discussionmentioning

confidence: 99%

“…Training that promotes assertiveness has been used successfully in a variety of contexts involving abuse; with students in the context of bullying (43,(46)(47)(48) , with nurses in the context of conflicts between health professionals (44,49) , and in the context of domestic violence (33,50) .…”

Section: Discussionmentioning

confidence: 99%

Interventions to prevent elder abuse in the community: a mixed-methods systematic review

Sousa

Araújo

Souto

et al. 2021

Rev. esc. enferm. USP

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Objective: To identify the interventions proposed in the literature aimed at preventing elder abuse among community-residing elders. Method: This was a mixed-methods systematic review that followed the Preferred Reporting Items for Systematic Review and Meta-analysis Protocols checklist. The protocol of this systematic review was registered in the International Prospective Register of Systematic Reviews. We included studies published between January 2004 and December 2019 in the databases: LILACS, IBECS, CUMED, CINAHL, MEDLINE and SciELO. The methodological quality of each study included was performed using the Mixed Methods Appraisal Tool. Results: Seven studies formed the final sample. Two groups emerged after the analyses: the primary level intervention group, which used health education and coexisting elder abuse groups; and the secondary intervention level, focused mostly on the mental health care of victims of elder abuse. Conclusion: There is still a shortage of intervention studies to prevent elder abuse. All the studies selected had a positive outcome, and all interventions can be implemented in nursing care practice.

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“…However, this was not found in multivariate analysis, which may indicate that the influence of qualification was confounded by age and years of experience. Nevertheless, the relation between the level of nursing qualifications and assertiveness are still under study (Green, 2016).…”

Section: Discussionmentioning

confidence: 99%

Assertiveness and Leadership Styles among Head Nurses

Wehabe

Fakhry

Mostafa

2018

Egyptian Journal of Health Care

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Background: Assertiveness is important for effective leadership and team building in nursing. Aim: to investigate the relationship between assertiveness and leadership styles among head nurses. Design: analytic cross-sectional. Setting: the study was carried out at Ain-Shams University Hospitals. Sample: It included all available (98) head nurses. Tools: A Selfadministered questionnaire which included two different tools, assertiveness scale and the Multifactor Leadership Questionnaire (MLQ) was used for data collection. Results: The results showed that 77.6% of head nurses" had a high level of assertiveness, and high percentages were having transformational and transactional leadership, while less than two-fifth were using passive/avoidant leadership style. Significant positive correlations were revealed between the scores of assertiveness and all domains of transformational leadership, and the contingent reward domain of the transactional style, and negative correlations with passive/ avoidant leadership. Significant positive correlations were shown between the scores of assertiveness and all types of leadership outcomes. Conclusion: The study concludes that head nurses in the study settings have a high level of assertiveness. They mostly use the transformational and transactional leadership styles. Meanwhile, the scores of the transformational leadership domains of idealized influence (attributed), idealized influence (behavior), and inspirational motivation have positive effects on their assertiveness, while the laisser-faire leadership has a negative impact on it. Recommendations: The study recommends training courses for head nurses in certain areas of assertiveness and in situational leadership.

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Enhancing assertiveness in district nurse specialist practice

Cited by 8 publications

References 11 publications

Challenges and opportunities: the role of the district nurse in influencing practice education

Challenges and opportunities: the role of the district nurse in influencing practice education

Interventions to prevent elder abuse in the community: a mixed-methods systematic review

Assertiveness and Leadership Styles among Head Nurses

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