29 research outputs found
Family connections versus optimised treatment-as-usual for family members of individuals with borderline personality disorder: non-randomised controlled study
Background:
Borderline personality disorder (BPD) is challenging for family members who are often required to fulfil multiple roles such as those of advocate, caregiver, coach and guardian. To date, two uncontrolled studies by the treatment developers suggest that Family Connections (FC) is an effective programme to support, educate and teach skills to family members of individuals with BPD. However, such studies have been limited by lack of comparison to other treatment approaches. This study aimed to compare the effectiveness of FC with an optimised treatment-as-usual (OTAU) programme for family members of individuals with BPD. A secondary aim was to introduce a long term follow-up to investigate if positive gains from the intervention would be maintained following programme completion.
Methods:
This study was a non-randomised controlled study, with assessment of outcomes at baseline (pre-intervention) and end of programme (post-intervention) for both FC and OTAU groups, and at follow-up (3 months post-intervention; 12 or 19 months post-intervention) for the FC group. Eighty family members participated in the FC (n = 51) and the OTAU (n = 29) programmes. Outcome measures included burden, grief, depression and mastery. Linear mixed-effects models were used to assess baseline differences in the outcome measures by gender, age group and type of relationship to the individual with BPD. Linear mixed-effects models were also used to estimate the treatment effect (FC versus OTAU) utilising all available data from baseline and end of programme.
Results:
The FC group showed changes indicating significant improvement with respect to all four outcome measures (p < 0.001). The OTAU group showed changes in the same direction as the intervention group but none of the changes were statistically significant. The intervention effect was statistically significant for total burden (including both subscales; p = .02 for subjective burden and p = .048 for objective burden) and grief (p = 0.013). Improvements were maintained at follow-up for FC participants.
Conclusions:
The findings of the current study indicate that FC results in statistically significant improvements on key measures while OTAU does not yield comparable changes. Lack of significant change on all measures for OTAU suggests that a three session psycho-education programme is of limited benefit. Further research is warranted on programme components and long-term supports for family members
Structural and psychological empowerment of students obtaining continuing leadership education in Finland-a national survey
Background:Â In nursing, empowerment may be deemed one's potential to gain power, achieve goals and promote one's skills to advance positive changes in the working environment, or decentralization of authority. Empowerment is associated with nurses' and nurse leaders' satisfaction, performance and organizational commitment, as well as burnout, emotional exhaustion and intentions to leave the profession. Research on nurse empowerment in relation to continuing education is sparse.Objectives:Â This study describes the structural and psychological empowerment levels of students beginning a collaboratively implemented continuing leadership education program.Design:Â Cross-sectional electronic survey.Settings:Â National, continuing nursing leadership education program (37 ECT) organized by five universities that provide masters level education to nurse leaders in Finland.Participants:Â Students (N = 85) working at nine healthcare organizations across the service system as current or prospective nurse leaders and enrolled in the continuing leadership education program.Methods:Â The Conditions of Work Effectiveness Questionnaire and the Work Empowerment Questionnaire were each used to measure structural and psychological empowerment, respectively. The data were collected between October 2019 and February 2020.Results:Â A total of 69 students participated (response rate 81 %). Moderate levels of both structural and psychological empowerment were observed. In structural empowerment, the strongest dimension was access to opportunity (4.1, SD 0.7), whereas access to support was the weakest (2.7, SD 0.7). The strongest psychological empowerment dimension was verbal empowerment (8.5, SD 1.9) and the weakest was outcome empowerment (7.0, SD 1.6).Conclusions:Â Nurses and nurse leaders seem to lack the status and power required to impact their organizations, possibly causing them to apply for nursing leadership education. Nurse leaders should be given opportunities for continuing leadership education to improve empowerment and, as a result, staff outcomes.</p
Hoitotyön johtamisen tehtÀvÀnkuvat ja johtamisosaaminen jatkuvan oppimisen opintokokonaisuuteen osallistuvilla opiskelijoilla
TiivistelmÀ
Tulevaisuuden muutokset sote-alalla edellyttÀvÀt hoitotyön johtajilta uudistuvaa ja vahvaa johtamisosaamista sekÀ jatkuvaa oppimista. Tutkimuksen tarkoituksena oli kuvata hoitotyön johtamisen jatkuvan oppimisen opintokokonaisuudessa opiskelevien tehtÀvÀnkuvia sekÀ johtamisosaamista.
Tutkimukseen osallistui hoitotyön johtajina toimivia tai tulevaisuudessa hoitotyön johtamistehtĂ€viin suuntaavia hoitotyöntekijöitĂ€ (N=69). Aineisto kerĂ€ttiin kyselyllĂ€ 10/2019â02/2020 ja analysoitiin tilastollisesti.
Enemmistö vastaajista oli naisia ja toimi hoitotyön johtotehtÀvissÀ. TehtÀvÀnkuvissa painottuivat henkilöstövoimavarojen suunnittelu ja johtaminen. VÀhemmÀn niissÀ ilmeni strategista johtamista ja toiminnan kehittÀmistÀ, talouden johtamista sekÀ yhteistyötÀ ulkoisten sidosryhmien kanssa. Johtamisosaamisessa painottuivat hoitotyö ja sen kehittÀminen sekÀ viestintÀ ja yhteistyö. Johtamisosaaminen arvioitiin heikoimmiksi talouden johtamiseen sekÀ palveluiden suunnitteluun ja markkinointiin liittyen.
Jatkuvan oppimisen kehittÀmistyössÀ tulisi huomioida talouden johtamiseen, palvelujen suunnitteluun ja markkinointiin sekÀ strategiseen kumppanuuteen liittyviÀ teemoja. Jatkuvan oppimisen tulisi olla joustavaa sekÀ opiskelijoiden lÀhtökohtia ja aiempaa ammatillista osaamista tukevaa.Abstract
Work descriptions and leadership skills of students participating in continuing education in the social- and healthcare sector
The future changes in social- and health care require renewing and strong leadership skills as well as continuous learning from the health care leaders. The aim of this study was to describe the work descriptions and leadership skills of studentsâ participating in continuing education.
Participating students (n=69) worked as leaders in health care sector or aimed to become a leader in the future. The data was collected by a questionnaire between 10/2019 and 02/2020 and analyzed statistically.
Majority of the participants were women and worked as a nursing leader. The planning and management of human resources were emphasized in the participantsâ work descriptions. The strategic leadership as well as development of the operations, financial management and collaboration with the external stakeholders had lower emphasis in participants work descriptions. Strongest leadership skills were reported in clinical care and its development as well as communication and collaboration. Participants considered their skills to be weakest in financial management. Further weakness was reported by participants in service planning and marketing.
Based on the results, the content of future leadership educations should include themes of financial management and strategical change management in collaboration with external stakeholders
Structural and psychological empowerment of students obtaining continuing leadership education in Finland:a national survey
Abstract
Background: In nursing, empowerment may be deemed oneâs potential to gain power, achieve goals and promote oneâs skills to advance positive changes in the working environment, or decentralization of authority. Empowerment is associated with nurseââ and nurse leadersâ satisfaction, performance and organizational commitment, as well as burnout, emotional exhaustion and intentions to leave the profession. Research on nurse empowerment in relation to continuing education is sparse.
Objectives: This study describes the structural and psychological empowerment levels of students beginning a collaboratively implemented continuing leadership education program.
Design: Cross-sectional electronic survey.
Settings: National, continuing nursing leadership education program (37 ECT) organized by five universities that provide masters level education to nurse leaders in Finland.
Participants: Students (N = 85) working at nine healthcare organizations across the service system as current or prospective nurse leaders and enrolled in the continuing leadership education program.
Methods: The Conditions of Work Effectiveness Questionnaire and the Work Empowerment Questionnaire were each used to measure structural and psychological empowerment, respectively. The data were collected between October 2019 and February 2020.
Results: A total of 69 students participated (response rate 81%). Moderate levels of both structural and psychological empowerment were observed. In structural empowerment, the strongest dimension was access to opportunity (4.1, SD 0.7), whereas access to support was the weakest (2.7, SD 0.7). The strongest psychological empowerment dimension was verbal empowerment (8.5, SD 1.9) and the weakest was outcome empowerment (7.0, SD 1.6).
Conclusions: Nurses and nurse leaders seem to lack the status and power required to impact their organizations, possibly causing them to apply for nursing leadership education. Nurse leaders should be given opportunities for continuing leadership education to improve empowerment and, as a result, staff outcomes