“…The respondents rate the items on a four‐point Likert scale from ‘no extent’ (1) ‘to a great extent’ (4). A ‘no opinion’ response is also offered.…”
Section: Methodsmentioning
confidence: 99%
“…In a description of nurses’ experiences of critically ill children and their own learning needs, it was shown that the nurses needed both specialized knowledge for developing assessment skills and astuteness, but also interpersonal skills (4). The nurses also needed to articulate the nursing role in a multidisciplinary team to become aware of their personal value and to develop a professional identity.…”
The aim was to describe how nurses in different professional levels evaluated their professional self and perceived barriers to research utilization in paediatric care. The sample consisted of three groups of nurses: control, trainee and specialists (n = 113) employed at two Paediatric University hospitals in Sweden. The control and trainee groups were nurses with a general education and the specialists had a specialist education in paediatric care. The nurses answered the two questionnaires: the Professional Self Description Form (PSDF) and the Barriers Scale. The results showed that the highest scores in the PSDF were found in sensitivity in all the three groups and consideration (in control and specialist group) and creativity (trainee group). The control group scored significantly higher in the item persistence. In the Barriers Scale, the three groups scored the greatest barriers in; 'there is insufficient time on the job to implement new ideas' and 'the nurses do not have time to read research'. The lowest barriers were found in; 'the nurse is unwilling to change/try new ideas' and 'the nurse is unaware of research'. The specialist nurses had significantly higher barriers in; 'the nurse is isolated from knowledgeable colleagues with whom to discuss the research', 'the nurse is unwilling to try new ideas' and 'administration will not allow implementation'. No correlations were found between the PSDF and the Barriers Scale. In conclusion, the self-evaluation of professional self and perceived research utilization showed few differences between the nurses. These findings indicate that the professional self is independent of educational level and work experiences while barriers to research utililization increases with competence and experience.
“…The respondents rate the items on a four‐point Likert scale from ‘no extent’ (1) ‘to a great extent’ (4). A ‘no opinion’ response is also offered.…”
Section: Methodsmentioning
confidence: 99%
“…In a description of nurses’ experiences of critically ill children and their own learning needs, it was shown that the nurses needed both specialized knowledge for developing assessment skills and astuteness, but also interpersonal skills (4). The nurses also needed to articulate the nursing role in a multidisciplinary team to become aware of their personal value and to develop a professional identity.…”
The aim was to describe how nurses in different professional levels evaluated their professional self and perceived barriers to research utilization in paediatric care. The sample consisted of three groups of nurses: control, trainee and specialists (n = 113) employed at two Paediatric University hospitals in Sweden. The control and trainee groups were nurses with a general education and the specialists had a specialist education in paediatric care. The nurses answered the two questionnaires: the Professional Self Description Form (PSDF) and the Barriers Scale. The results showed that the highest scores in the PSDF were found in sensitivity in all the three groups and consideration (in control and specialist group) and creativity (trainee group). The control group scored significantly higher in the item persistence. In the Barriers Scale, the three groups scored the greatest barriers in; 'there is insufficient time on the job to implement new ideas' and 'the nurses do not have time to read research'. The lowest barriers were found in; 'the nurse is unwilling to change/try new ideas' and 'the nurse is unaware of research'. The specialist nurses had significantly higher barriers in; 'the nurse is isolated from knowledgeable colleagues with whom to discuss the research', 'the nurse is unwilling to try new ideas' and 'administration will not allow implementation'. No correlations were found between the PSDF and the Barriers Scale. In conclusion, the self-evaluation of professional self and perceived research utilization showed few differences between the nurses. These findings indicate that the professional self is independent of educational level and work experiences while barriers to research utililization increases with competence and experience.
“…‘It’s very difficult to handle parents and siblings because we were never taught to be counselors’ ( Coetzee et al. 2004)…”
Section: Resultsmentioning
confidence: 99%
“…Various studies have indicated the need for family‐centred care within the South African context (Coetzee et al. 2004, Neal et al.…”
Section: Recommendationsmentioning
confidence: 99%
“…2007). Nurses find interacting with and giving emotional support to families and siblings of children in the ICU extremely challenging, as the family members, because of their high stress levels, may not have sufficient coping strategies (Coetzee et al. 2004).…”
Nurse managers should take responsibility for the training of staff in implementing COPE as a possible empowerment programme in Paediatric ICUs to ensure that emotional support is not neglected.
The study qualitatively describes how poor communication amongst staff members in respect of relationships and decision-making impacted on trust and how this tended to compromise care-giving practices in the PICU. The data suggested that this was more evident in informal rather than formal clinical decision-making procedures. The strength of the study was that the participatory action design in the research allowed staff members to address the very dynamics that they themselves cited as problematic.
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