Perinatal mental health : preparing the future nursing workforce

Perinatal mental health (PMH) problems occur during pregnancy and up to a year after giving birth. They can have a significant effect on the mother and family, and can affect the social, emotional and cognitive development of the child. PMH nursing is gaining increasing recognition in national policy; additional funding has been announced to align national perinatal services with agreed standards and the perinatal workforce has been identified as an area of growth. The PMH competency framework published by Health Education England and the Tavistock and Portman NHS Foundation Trust, London, is aimed at training staff to deliver high-quality care to women who experience mental health problems during the perinatal period. However, the framework does not address the competencies required from the emerging workforce: nursing students. The pre-registration nursing curriculum must align with PMH competencies to ensure that nursing students become competent practitioners who are adequately prepared to care for the PMH needs of the mother and family

Interview with Marianne Marcus

An oral history with Marianne Marcus, Professor Emerita at the University of Texas at Houston School of Nursing. Before she retired and assumed the title of Professor Emerita in 2104, Dr. Marcus chaired the UT Nursing School’s Department of Nursing Systems, directed its Master’s of Nursing Education degree track and directed its Center for Substance Abuse Prevention, Education and Research. While at UT, she was elected to its Academy of Health Science Education and named as a Fellow of the American Academy of Nursing. She was appointed the John P. McGovern Distinguished Professor of Addiction Nursing at UT Health Science Center

Lifeline of New Products- Destination: The Patient\u27s Bedside

The lifeline of a new product begins with an innovative process driven by an on-line request through our academic medical center’s intranet system. The individual championing the new product completes the request. Staff nurses have a voice in the decision making process of the acceptance or the rejection of new product(s) being used in a hospital setting. All requested products are thoroughly investigated as the item relates to new technology, cost, reimbursement, medical evidence and evidence-based practice. These critical factors assist in the decision making process to improve the quality of patient care while ensuring cost-containment and standardization, thereby, translating into positive patient outcomes. A nurse educator is intimately involved in the Product Evaluation and Implementation Process. As the nurse coordinating the evaluation of a product, there is opportunity to work in concert with supply chain/contract buyers, inventory control/distribution managers, requestors and the sales representatives to produce an efficient evaluation. Clinical effectiveness, quality and acceptance are criteria used to evaluate the product. Once the evaluation period is complete, data is collected and analyzed. A summary report is generated and shared electronically with the appropriate organizational representatives. Based upon the results the product is either accepted or rejected. If a product is accepted, the process moves onto the implementation phase. The nursing website and the hospital intranet is used to provide the nursing staff with Product Announcements, Product Information, Summary of Committee Actions and communicates in what phase the product rests. Presented at: National Conference: National Nursing Staff Development Organization 2009 Conference, July 8-12, 2009, Philadelphia, PA

A New Leadership Development Model for Nursing Education

Background Leadership competency is required throughout nursing. Students have difficulty understanding leadership as integral to education and practice. A consistent framework for nursing leadership education, strong scholarship and an evidence base are limited. Purpose To establish an integrated leadership development model for prelicensure nursing students that recognizes leadership as a fundamental skill for nursing practice and promotes development of nursing leadership education scholarship. Method Summarizing definitions of nursing leadership, conceptualizing leadership development capacity through reviewing trends, and synthesizing existing leadership theories through directed content analysis. Discussion Nine leadership skills form the organizing structure for the Nursing Leadership Development Model. Leadership identity development is supported via dimensions of knowing, doing, being and context. Conclusion The Nursing Leadership Development Model is a conceptual map offering a structure to facilitate leadership development within prelicensure nursing students, promoting student ability to internalize leadership capacity and apply leadership skills upon entry to practic

Advancing Nursing Education Science: An Analysis of NLN\u27s Grant Program 2008-2010

The National League for Nursing has responded to the increasing need for nursing education research through its grant program. Significant growth in proposals has intensified competition for funds and challenged the Nursing Education Research Advisory Council’s review process. The purpose of this article is to explore the NLN’s nursing education research proposals from 2008 to 2010 in order to improve performance and provide guidance to future nursing education researchers. Beginning with the 2008 grant cycle, a database was developed to assist in performance improvement. A total of 113 proposals were submitted; of those, 24 were funded for a success rate of greater than 21 percent. Various designs and samples were employed and all geographic regions of the United States were represented. Inter-rater reliability among reviewers remained high and the scientific rigor of proposals steadily increased. Increased funding from other sources is urgently needed to build the science of nursing education

Proceeding: 3rd Java International Nursing Conference 2015 “Harmony of Caring and Healing Inquiry for Holistic Nursing Practice; Enhancing Quality of Care”, Semarang, 20-21 August 2015

This is the proceeding of the 3rd Java International Nursing Conference 2015 organized by School of Nursing, Faculty of Medicine, Diponegoro University, in collaboration with STIKES Kendal. The conference was held on 20-21 August 2015 in Semarang, Indonesia. The conference aims to enable educators, students, practitioners and researchers from nursing, medicine, midwifery and other health sciences to disseminate and discuss evidence of nursing education, research, and practices to improve the quality of care. This conference also provides participants opportunities to develop their professional networks, learn from other colleagues and meet leading personalities in nursing and health sciences. The 3rd JINC 2015 was comprised of keynote lectures and concurrent submitted oral presentations and poster sessions. The following themes have been chosen to be the focus of the conference: (a) Multicenter Science: Physiology, Biology, Chemistry, etc. in Holistic Nursing Practice, (b) Complementary Therapy in Nursing and Complementary, Alternative Medicine: Alternative Medicine (Herbal Medicine), Complementary Therapy (Cupping, Acupuncture, Yoga, Aromatherapy, Music Therapy, etc.), (c) Application of Inter-professional Collaboration and Education: Education Development in Holistic Nursing, Competencies of Holistic Nursing, Learning Methods and Assessments, and (d) Application of Holistic Nursing: Leadership & Management, Entrepreneurship in Holistic Nursing, Application of Holistic Nursing in Clinical and Community Settings

Should I stay or should I go? Stress, burnout and nurse retention.

Janet Scammell, Associate Professor (Nursing), Bournemouth University looks at problems retaining nurses

Incorporating Environmental Health into Pediatric Medical and Nursing Education

Pediatric medical and nursing education currently lacks the environmental health content necessary to appropriately prepare pediatric health care professionals to prevent, recognize, manage, and treat environmental-exposure–related disease. Leading health institutions have recognized the need for improvements in health professionals’ environmental health education. Parents are seeking answers about the impact of environmental toxicants on their children. Given the biologic, psychological, and social differences between children and adults, there is a need for environmental health education specific to children. The National Environmental Education and Training Foundation, in partnership with the Children’s Environmental Health Network, created two working groups, one with expertise in medical education and one with expertise in nursing education. The working groups reviewed the transition from undergraduate student to professional to assess where in those processes pediatric environmental health could be emphasized. The medical education working group recommended increasing education about children’s environmental health in the medical school curricula, in residency training, and in continuing medical education. The group also recommended the expansion of fellowship training in children’s environmental health. Similarly, the nursing working group recommended increasing children’s environmental health content at the undergraduate, graduate, and continuing nursing education levels. Working groups also identified the key medical and nursing organizations that would be important in leveraging these changes. A concerted effort to prioritize pediatric environmental health by governmental organizations and foundations is essential in providing the resources and expertise to set policy and provide the tools for teaching pediatric environmental health to health care providers

Caring attributes and preparedness to care: effects of a pre-enrolled nursing certificate programme in Singapore

Background: Caring is a highly complex and abstract concept, and nurturing a caring attribute among individuals for a nursing career is believed to be best introduced at the start of student journey in preparatory courses specifically designed for nursing. However, because of the need to professionalise nursing, pre-enrolled nursing programmes have been discontinued and replaced by generic healthcare programmes in many parts of the world. Aim: This study aims to evaluate the impact of pre-enrolled certificate nursing education on students’ caring attributes and their preparedness to care. Methodology: A mixed methods approach using unstructured questions and the Caring Behaviour Inventory was employed to determine student caring attributes and their preparedness to care. The participants were final year pre-enrolled nursing students in Singapore. Findings: Students demonstrated attributes of caring based on an average CBI score of 4.55 (SD 0.32). Expressions of professional nurse caring were explicit in students’ entire learning journey and these took various forms of approach embedded in both curricular and extracurricular activites. The study also found that nurturing caring attributes was associated with a high expectation of student social behaviour and closely linked to the increasingly good reputation of nursing as a profession in that region. Conclusions: This study indicates the high potential value of pre-enrolled nursing education for developing the caring attributes of individuals. A nursing-oriented programme title and its high status associated with nursing were critical elements for nurturing the caring attributes. The implications for developments in nurse education and research are discussed

Participation in Practice A Review of Service User Involvement in Mental Health Nursing

Aim: To explore the current literature on service user participation in mental health nursing care and the effectiveness of participation practices. Background: Service user involvement in mental health nursing is a requirement of current practice including research and education. A review of the literature was undertaken as part of a research study on involvement practices in mental health nursing. Method: Original research documents were explored that related to participation in mental health nursing practice. The review included mental health nursing research, education and practice in order to capture the extensive areas of practice. Findings: There are various levels of participation occurring within mental health nursing. The review identified that there is a need for training and knowledge development in order to become familiar with the different levels and develop participation in practice. Conclusion: Information and training in mental health nursing would develop knowledge of participation practices and empower service users to have more control