The role and key activities of Clinical Nurse Specialists and Advanced Nurse Practitioners in supporting healthcare provision for people with intellectual disability: An integrative review

Bright, Ann‐Marie; Hennessy, Therese; Doody, Owen

doi:10.1016/j.ijnurstu.2022.104207

Cited by 10 publications

(7 citation statements)

References 37 publications

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“…Nursing students are the foundation upon which nursing care for patients will be built, and patient safety must be considered the cornerstone of the student’s education before graduation to prepare them well to provide the best care with the highest quality and efficiency [ 19 ]. Working across professions in clinical fields requires an early understanding of the responsibilities of different healthcare providers and the extent of nursing students' engagement [ 20 ].…”

Section: Discussionmentioning

confidence: 99%

Nursing students’ perspectives on patients' safety competencies: a cross-sectional survey

Khider,

Allam,

Zoromba

et al. 2024

BMC Nurs

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Background Nurses constitute the largest body of healthcare professionals globally, positioning them at the forefront of enhancing patient safety. Despite their crucial role, there is a notable gap in the literature regarding the comprehension and competency of nursing students in patient safety within Egypt. This gap underscores the urgent need for research to explore how nursing students perceive patient safety and the extent to which these competencies are integrated into their clinical and educational experiences. Understanding these perspectives is essential for developing targeted interventions that can significantly improve patient safety outcomes. The objective of this study was to fill this gap by assessing the perspectives of nursing intern students on patient safety competencies, thereby contributing to the global efforts in enhancing patient safety education and practice. Methods In this research, a cross-sectional study design was employed to investigate the topic at hand. A purposive sample of 266 nursing intern students was enrolled from the Faculty of Nursing at Mansoura University. The data were collected using a patient safety survey. Subsequently, the collected data underwent analysis through the application of descriptive and inferential statistical techniques using SPSS-20 software. Results Among the studied intern nursing students, we found that 55.3% and 59.4% of the involved students agreed that they could understand the concept of patient safety and the burden of medical errors. Regarding clinical safety issues, 51.1% and 54.9% of the participating students agreed that they felt confident in what they had learned about identifying patients correctly and avoiding surgical errors, respectively. Concerning error reporting issues, 40.2% and 37.2% of the involved students agreed that they were aware of error reports and enumerated the barriers to incident reporting, respectively. There was a statistically significant difference between the nursing student patient safety overview domain and their age (p = 0.025). Conclusions Our study's compelling data demonstrated that intern students who took part in the patient safety survey scored higher overall in all patient safety-related categories. However, problems with error reporting showed the lowest percentage. The intern students would benefit from additional educational and training workshops to increase their perspectives on patients' safety competencies.

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Section: Discussionmentioning

confidence: 99%

Nursing students’ perspectives on patients' safety competencies: a cross-sectional survey

Khider,

Allam,

Zoromba

et al. 2024

BMC Nurs

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“…Higher levels of education correlate with more profound knowledge and better clinical skills in implementing nurses, enabling them to provide higher-quality care (Männistö et al, 2020). Higher education can improve the ability of implementing nurses to make decisions and solve problems, especially in complex situations, thereby improving job performance (Doody, Hennessy, and Bright, 2022).…”

Section: Discussionmentioning

confidence: 99%

Education has a significant effect on the performance of implementing nurses in hospitals

Gustini,

Situmeang,

Syaharuddin

et al. 2024

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Introduction: Higher education typically gives nurses a more profound knowledge of healthcare practices and recent developments and enhances nurses' analytical and problem-solving abilities, enabling them to provide more effective care. Aim: Knowing education significantly affects the performance of implementing nurses in hospitals. Methods: The research design is qualitative analytical descriptive research with a cross-sectional approach. The population is all nurses working in the internal care room, and as many as 50 responses using the sampling technique are total sampling. Results: Showing the chi-square test with the level of meaning (α) = 0.05, obtained p value = 0.003, education significantly influences the implementing nurse's performance. Conclusion: Education significantly influences the performance of implementing nurses, and continuing education can be an effective strategy for improving the standard of health care in hospitals. Nurses with higher education tend to have better clinical knowledge and skills, enabling them to provide higher-quality care.

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Section: Introductionmentioning

confidence: 99%

“…International studies highlight that specialised nurses are essential in health care. They help convert research into practical knowledge and drive positive changes in healthcare delivery (Doody et al, 2022 ; Kerr et al, 2021 ). Due to healthcare restructuring, care demands, and policies, there has been statistically significant growth in the type and quantity of specialised nursing roles globally, since their debut (Bryant‐Lukosius et al, 2004 ; Coyne et al, 2016 ; Dunn et al, 2006 ; Gordon et al, 2012 ; Pulcini et al, 2010 ; Sherry, 2010 ).…”

Section: Introductionmentioning

confidence: 99%

Strategies employed by developed countries to facilitate the transition of internationally qualified nurses specialty skills into clinical practice: An integrative review

Kurup,

Betihavas,

Burston

et al. 2023

Nursing Open

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BackgroundRecruitment of internationally qualified nurses as a labour source is a long‐standing human resource strategy being implemented to address the current and increasing global nursing shortage. Internationally qualified nurses transitioning into the health workforce of developed countries following immigration often possess specialty skills. A lack of a clear pathway of specialty skill utilisation makes recognising and using these specialty skills complex for many nurses. The ability for nurses to transition between countries and maintain specialty practice demands immediate attention in the current atmosphere of the global pandemic and the predictions to recruit more specialist nurses from overseas.AimTo identify and synthesise strategies taken by various developed countries in transitioning specialist internationally qualified nurses into practice.MethodsAn integrative review was conducted to identify common themes, patterns, and best practices in order to inform policy development and improve the successful integration of internationally qualified nurses into the healthcare systems of developed countries. The study employed the Whittemore and Knafl five‐stage integrative review approach. To conduct a comprehensive search, four electronic databases, namely Medline, CINAHL Complete, ProQuest Health, and EMBASE, were systematically searched in October 2021. The search was updated in March 2022 to ensure the inclusion of the most recent literature. Additionally, Google Scholar was utilised to avoid overlooking any important articles. Prior to the full‐text review, three reviewers independently evaluated titles and abstracts. The included papers' quality was determined using the JBI critical appraisal tools.ResultsThis study included 10 papers, comprising three studies and seven reports. However, none of these documents provided information on how internationally qualified nurses could transfer their specialty skills acquired overseas to developed countries after immigrating. The guidelines and policies reviewed only offered generic advice on becoming a specialist nurse. Although some countries mentioned that post‐graduate qualifications were not mandatory for nurse specialists, the majority of documents in this review emphasised the need for a national framework of education at level eight or higher (equivalent to a post‐graduate level) to attain the status of a nurse specialist. Moreover, the included documents did not provide clear information on whether an international specialisation degree would be recognised during the registration process. As a result, confusion persists regarding the requirement of post‐graduate qualifications for nurses aiming to specialise and the recognition of international specialisation degrees during the registration process.DiscussionThe lack of consistency in defining nurse specialty and the skill transferability among institutions and state borders were evident in this review. According to all the 10 documents analysed, developed countries appear to have minimum policies on the transfer of internationally qualified nurse's specialty skills. Recommendations for policymakers, employers, and aspirant migrants have been proposed. Limited research has been done on how developed countries used their internationally qualified nurses' overseas‐acquired specialist skills after immigration, indicating a lack of a distinct specialist skill transition pathway.ConclusionsThis review presents data to support the need for greater research in this area to better utilise the abilities that internationally qualified nurses bring from their home country and put them to constructive use in the host country, especially in the context of a global pandemic.

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The role and key activities of Clinical Nurse Specialists and Advanced Nurse Practitioners in supporting healthcare provision for people with intellectual disability: An integrative review

Cited by 10 publications

References 37 publications

Nursing students’ perspectives on patients' safety competencies: a cross-sectional survey

Nursing students’ perspectives on patients' safety competencies: a cross-sectional survey

Education has a significant effect on the performance of implementing nurses in hospitals

Strategies employed by developed countries to facilitate the transition of internationally qualified nurses specialty skills into clinical practice: An integrative review

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