An application of a psychometric personality type inventory to improve team development and performance

The issue of individual type preferences and how they relate to learning and human resource management are explored. Team learning, knowledge transfer, characteristics of leadership and trust and trusting in the context of team development and performance, are analyzed through the use of the Myers Briggs Type Indicator. The research is conducted with a semi professional Australian Rules football team. The team consists of a culturally diverse group. Predominantly, Australian men between the ages of 18 and 35 years. The men are university educated, trades professionals or blue collar workers, who volunteered to complete the Myers Briggs Type Indicator with the expectation of enhancing team functioning and performance. The authors’ experiences of sports coaching and the use of psychological type theory are described when applied at a pre season training camp. Critical team performance factors are compared and contrasted with individual personality type preferences over a period of several weeks. The implications, for more extensive use of type theory in sporting team development, is discussed in the context of team learning, knowledge transfer, trust and trusting and leadership

The introduction of forensic psychiatry to undergraduate nursing students as part of a Bachelor of Nursing degree

The Introduction of Forensic Psychiatry to undergraduate nursing students as part of the Bachelor of Nursing degree. The Bachelor of Nursing degree at the University of Wollongong leads to registration as a nurse in NSW Australia. Australia does not provide undergraduate Mental Health nursing degree courses. New graduates may seek employment in general or mental health settings. A percentage of these registered nurses will seek employment in the new and expanded forensic facilities in this State. Exposure to key aspects of forensic psychiatric work is seen as an important component of these undergraduate nurses education. The undergraduate curriculum includes lectures and tutorial presentations which include: common diagnostic categories, aetiologies, assessment instruments and case histories. Assignment work examines social and community attitudes towards mentally ill offenders and judicial processes i.e. unfit to plead. Workshops are conducted which examine issues relating to the potentially violent individual and various evidenced based therapeutic interventions. The study looks at the attitudes of undergraduate nursing students towards mentally ill offenders regardless of the setting: community, clinic, accident and emergency, hospital, prison etc. Attitudes towards the mentally ill offender, prior to the topic, reflected those held by the community generally, i.e. fear, intolerance, stereotyping, etc. Following the delivery of the topic, some students displayed significantly different attitudes, understanding, empathy, confidence etc. These results are presented for discussion. The implications for practice are important, regardless of the setting in which the registered nurse may practice. It is therefore asserted, by the author, that the undergraduate bachelor of nursing degree curriculum must include; an introductory component dedicated to the topic of forensic psychiatry. It is envisaged that this may stimulate further interest at the post graduate level of study

An exploratory case study of a not for profit learning organisation

This exploratory case study is situated in a not-for-profit learning organisation. Learning organisations have been put forward as an organisation that is continually expanding its capacity to create its future” (Senge 1990, p. 14). Although learning organisations have been discussed extensively in the literature, there has been little empirical evidence that unequivocally demonstrates their actual existence. The research question for this study was: To what extent do concepts of learning organisations exist and to what extent are such concepts operationalised at the NFPO. The aims of this study were to explore: • If the concepts of learning organisations existed in a large not-for-profit organisation. • How the concepts of learning organisations were operationalised in a large not-for-profit organisation. • To provide the not-for-profit organisations with unique insights concerning its current status as a learning organisation. • To provide the not-for-profit organisation with recommendations to assist it in continuing to build a learning organisation. The study encompasses a modified version of Yin’s (2009) Case Study Method, to guide the study. Strauss and Corbin’s (1990) work in the analysis; an abductive or systematic combining approach was incorporated into the research design (Blaikie 1993) and Mc Murray et al’s (2004) work on interpreting qualitative data. Case Study Method can be conducted in a variety of ways. This study uses exploratory case study design in order to obtain rich, in-depth information about the concepts being studied in order to highlight the nature of learning organisations. The purposive sampling consists of ten of the not-for-profit organisation’s senior managers and ten of the organisation’s frontline staff who had been employed for at least 12 months in one of the not-for-profit’s operational units located across the state of NSW, Australia. Twenty in-depth interviews were conducted over a twelve month period. The organisation’s documents were also scrutinised for information which alluded to the concepts of learning organisations. Analysis was conducted concurrently and the computer software application N-Vivo was used to manage the data. The study was aided by the development of a conceptual framework based upon the most cited concepts of learning organisations and in particular the work of Senge (1990) and Slater and Narver (1995). The finding showed that the participants were au fait with the concepts of learning organisations represented in the conceptual framework of learning organisations developed for this study. The extent, to which the concepts existed and were operationalised, was, from the participant’s perspectives, and from the documentation scrutinised, less than would be expected from an organisation which purported to be a learning organisation. The major themes which emerged from this study included the concepts of a) leadership, b) organisational culture and c) trust and trusting. Although lesser themes concerning the other concepts were identified they were less clear or to some extent absent. A revised conceptual framework was developed from the findings. Unlike others, this conceptual framework focuses upon the organisation’s culture as being a powerful determinant of an organisation’s capacity to become a learning organisation. A series of recommendations based upon the insights concerning the not-for-profit organisation are provided to assist the organisation to be a learning organisation

Transitioning into new clinical areas of practice: an integrative review of the literature

Aims and objectives: To critically synthesise research related to the transition of registered nurses into new areas of clinical practice. Background: Global workforce shortages and rising healthcare demands have encouraged registered nurses to move into new clinical settings. While a body of literature reports on the transition of newly qualified nurses, evidence surrounding the transition of more experienced registered nurses to new clinical areas remains poorly explored. Design: An integrative review was conducted, guided by Whittemore and Knafl (Journal of Advanced Nursing, 52, 2005, 546) framework. Methods: An electronic database search was conducted for papers published between 1996-2016. Papers were then subjected to a methodological quality appraisal, with findings synthesised using thematic analysis into core themes. Results: Ten articles met the inclusion criteria. Three themes emerged, namely Support, Professional Development and Emotional Impact. These themes suggest that transitioning nurses experience challenges in adapting to new clinical areas and developing necessary skills. Such challenges prompted various emotional and physical responses. While formal and informal support systems were regarded as valuable by transitioning nurses, they were inconsistent across the new clinical areas. Conclusions: There is some evidence to highlight the initial shock and emotional stress experienced by registered nurses during transition to a new clinical area. However, the influence of formal and informal support systems for such registered nurses is far from conclusive. Further research is needed, to examine registered nurse transition into a variety of clinical areas to inform workforce support, policy and practices. Relevance to clinical practice :The demand of health care is growing while global shortages of nursing workforce remain. To ensure retention and enhance the transition experience of registered nurses, it is important for nurse leaders, managers and policymakers to understand the transition experience and factors that impact this experience