Promoting positive perceptions and person centred care toward people with mental health problems using co-design with nursing students.

Background People experiencing severe mental health problems often feel excluded from society due to stigmatization and prejudice. They typically experience negativity and lack life opportunities, which can be reinforced by the attitudes of those around them. Health care professionals, especially nurses, have the opportunity to challenge negative perceptions through role-modelling hope and positive expectation, breaking down barriers to participation and challenging discrimination. However, student nurses can enter the profession with attitudes similar to those of wider society and unless addressed can foster life-limiting approaches toward those for whom they are providing care. Aim This study aimed to design a person-centred education approach in response to an evaluation of the attitudes of nursing students in Turkey toward people with mental health problems. Method A qualitative design adopting descriptive phenomenology. Data were collected from 12 undergraduate nursing students by using in-depth semi-structured interviews. Data were transcribed and themes identified which were used to co-design a person-centred education approach. Results Three themes emerged from the data; (1) meanings attributed to mental illness, (2) moving from fear to understanding, (3) promoting hope and positive change Students typically demonstrated perceptions/attitudes that could be inhibiting to future practice. Conclusions The pedagogy employed in this study moved away from a focus on signs and symptoms of illness to person-centred approaches. More positive perceptions of mental health can be developed through codesigned, person-centred educational approaches

Addressing the gaps in the standards of nursing education globally: Comparing the accreditation systems across countries and regions - A case study from Macao

Background: Professional accreditation is an importation measure for higher education quality assurance as it helps analyze and enhance the quality of education within nursing programs. Current literature indicates that accreditation is largely determined by national and regional institutions and lacks coherent international academic standards which causes a lack of consistency in nurse education around the world. Objectives: The purpose of this paper is to analyze the policy, standards and operation of professional accreditation amongst a sample of countries and regions around the world. It explores the strategies and improvement measures of accreditation and provides a useful reference for nursing education accreditation in terms of the operation and reformation of nurse education standards. Methodology: The study combined quantitative and qualitative methods through the search of websites and electronic data bases and the consultation of experts. The sources were 2 organizations, 5 countries, and 2 regions. Medical, health and nursing related databases such as CINAHL Plus, EBSCO MEDLINE, Journals@Ovid were utilized. In addition, four experts from the United States, the United Kingdom, Mainland China and Hong Kong were consulted and a case study from Macau was used to illustrate and share experience. The updated literature, related documents and expert feedback were analyzed. Results: The results indicated that the procedures and requirements for professional accreditation were similar, but were generally non-mandatory. There were differences in frequency, form and focus, and there were also variations amongst accrediting bodies, in term of terminology, jargon used as well as assessment indicators and standards. Conclusions and Recommendations: There were differences and variations between countries and regions regarding accreditation, according to their conditions and context. Practice could vary but the focus and core standards tended to be consistent. In order to promote more consistency in nurse education in the future, a strategy for accreditation should consider: 1. establishing mutual recognition of accreditation systems; 2. developing an international accreditation system; 3. recruiting international external examiners and experts to oversee standards; 4. the ICN to develop international accreditation services

Educating for Connected Health – sustaining personhood in a digital world.

The relentless growth and diversity in technology aimed at automating healthcare delivery arguably challenges nursing’s central position in care delivery as new technologies augment or replace nursing activites. Whilst not a new phenomena, this paper argues that the scale of change in the triadic relationship between the person receiving the service, the nurse and the computer, needs us to rethink our relationship with technology. The emergence of a digital humanism provides nursing with the opportunity to be active influencers rather than passive bystanders, to ensure that personhood remains central to how care is delivered

The role of human resource management and governance in addressing bullying, burnout and the depersonalization of junior and senior psychiatric nurses in Saudi Arabia

This study examined the level of perceived responsibility junior and senior psychiatric nurses have for human resources and governance in Saudi Arabia. Bullying is a significant issue in nursing and an entrenched cultural practice that highlights a failure in governance and human resource responsibilities. A total of 90 responses (43.1%) to a 5-point Likert Scale survey that sought respondent perceptions on leadership, governance and human resources. This study is reported using EQUATOR network recommendations (SQUIRE 2.0). This survey revealed that junior and senior nursing respondents weakly agree with all statements. Neither nurse rank, educational status nor nationality affected the answers of the respondents; there were age, gender and experience effects. There is a significant correlation between all responses to the statements implying there is a social desirability bias to the responses. If bullying, and its derived consequence of burnout, is to be addressed there needs to be a cultural shift in the attitudes of junior and senior nurses towards more acceptance of their HR and governance responsibilities. Furthermore, there needs to be an increased focus on shared leadership responsibilities, with greater nurse-manager interaction and cooperation on transformational practices that will bring cultural change to the clinical space

Workplace violence in Nurse Education: An Issue of Workforce Retention

Bullying and harassment is sadly too prevalent in nursing, causing victims work-based stress that can affect not only the individual but also quality of care and their perspective on the profession. Such negative experiences can impact on victim’s professional development and whether they decide to remain in the profession on qualification. The aim of the survey was to assess impact of workplace violence, in the form of bullying and harassment, on nursing student’s experience during placement and to make recommendations for education and placement providers. This is a qualitative study adopting a descriptive phenomenological approach. The study was conducted between June and July 2015. Open-ended questions were uploaded in the format of a commercial internet survey provider (SurveyMonkey.com) and distributed across a sample of nursing schools in the UK. The number of respondents was 657. Responses of students were analysed and coded by using thematic content analysis. Responses of students were grouped under three main themes and some sub-themes. These main themes are (1) Culture of nursing, (2) Acceptance of the culture and (3) Impact of the culture. Many indicated they experienced workplace violence and it made them consider leaving nursing. Some had normalized the poor behaviours as part of nursing. In conclusion, current students are the future of the profession and have a key role in shaping the culture for generations to come. Workplace violence, in the form of bullying and harassment, is prevalent and can negatively influence their view of the profession and their professional development. Universities and placement providers need to work together to reduce the incidence and impact of workplace violence in order to improve the culture of practice and foster a more positive image of the profession

Designing for quality experiences and outcomes

To know whether something as complex as a programme of nurse education is successful we have to determine what ‘success’ looks like and then seek evidence to judge its worth. Whilst this may sound straightforward, those with an interest in the quality of nurse education - students, healthcare providers, commissioners, professional bodies, academics, patients, the university and the wider public - will each have their own, quite legitimate, perspective on success. Success to a student may mean good academic support and achievement, to a patient it may mean developing the competence and compassion for care, to healthcare providers it could mean readiness for employment within an evolving service, and to professional bodies it will mean the students’ proficiency and fitness to practise for professional registration. Whilst these perspectives on success are not mutually exclusive they do require education providers to design programmes that can evolve over the duration of their validation, accreditation or licensing period in order to maintain contemporaneousness, to draw on a range of data sources to evaluate learning quality within University and practice placements, and to demonstrate performance metrics that communicate the programme’s worth. The worth of a programme is increasingly judged on the basis of value for money. Across the world, most higher education students take out government-funded loans or rely on family support and incur significant financial debt in order to complete their programmes, and hence there is expectation that programmes will lead directly to better pay graduate employment. There is also a highly competitive higher education market internationally and within most developed nations, and therefore the issue of designing for quality experience and outcomes takes on greater significance in order to ensure that degree programmes stand out from the crowd and are an applicant’s first choice. This chapter takes the reader on a journey exploring the different dimensions of quality and the measures that can be used to evaluate the student’s learning experience, progress, achievement and outcomes. It will consider the most effective governance arrangements, exploring international perspectives that ensure internal programme coherence as well as the confidence of external stakeholders, which include the public as well as employers. By drawing on contemporary international evidence and experience of those leading in the field of nurse education, this chapter will help the reader understand the importance of quality whilst also recognising its value in achieving a competitive edge

Clinical Instructors' Strategies for Preventing Nursing Student Incivility during their Preparatory Training: A Qualitative Exploration

Background: Incivility during the learning process has consequences for instructors and learners. The purpose of this study was to explore the strategies clinical instructors use in the prevention of nursing students’ incivility during their preparatory nursing training.Method: This study was conducted using qualitative methods involving semi-structured interviews of clinical instructors who were selected by purposive sampling. 10 interviews were conducted and data saturation was achieved. The text of the interviews was transcribed verbatim and analyzed using thematic content analysis (Graneheim and Lundman 2004).Results: In order to prevent incivility, strategies included restating the rules and boundaries, culture shaping through group work, reenergizing the students, and coordinating instruction. Incivility requires a range of active management approaches and pre-planning to reduce incidence.Conclusion: Clinical instructors and educational managers should continually monitor incivility within their educational systems and seek innovative and effective approaches to address issues as they arise. Incidence of incivility is an increasing likelihood and planning is necessary to raise awareness for students and instructors of these behaviors, in order to establish a closer working relationship and become familiar with each others’ perspectives. This will help foster a culture conducive to learning rather than conflict

Experience of Workplace Violence Toward Nursing Students in Iran: A Qualitative Study

Background and Aims: This study explores the dimensions of violence experienced by student nurses in Iran, during their nurse education. The incidence of violence toward students has become a major concern and strategies are needed to reduce the incidence. Methods: A qualitative study was conducted. Participants were 7 male and 9 female third-year undergraduates nursing student. Purposive sampling was used and qualitative data from semi-structured interviews were analyzed using thematic content analysis. Results: From the qualitative data, five categories emerged including, instances of violence, causes of violence, feelings after the violence, reaction after violence and violence prevention strategies. Conclusion: Nursing students need to be taught preventive measures and to receive appropriate support from nurses, instructors, and educational managers, in order to reduce the incidence and provide safer learning environments. Forensic nurses should be active stakeholders in monitoring, supporting and referring nursing students who experience workplace violence. Keywords: Violence, Nursing, Students, Qualitative, Forensic

Successful fault current interruption on DC circuit breaker

This study focus on the interruption capability of the DC circuit breaker employing a current commutation approach and evaluates the two main factors that determine the success rate for breaker current interruption, namely the current slope di/dt before current zero and the rate of rise of the transient recovery voltage dv/dt across the mechanical breaker contacts after current zero. A vacuum circuit breaker is used to evaluate DC breaker characteristics. Detailed mathematical and graphical analysis are presented for the proposed circuit operation used in analysing the circuit breaker properties, with simulation and experimental results at fault current levels up to 330 A

Cameos of compassion: exploring compassionate care using secondary analysis of digital patients’ stories.

Patient stories have been identified as a powerful tool to improve quality of care. Healthtalk.org is a digital resource (specific health-related website) presenting patients’ experiences of illness and healthcare through trigger films, videos and articles. Data have been generated from narrative interviews conducted by experienced researchers, based at the Health Experiences Research Group (HERG), University of Oxford. Our project explored the potential use of secondary analysis of digital sources as a methodological innovation to develop as a tool for teaching compassion to nursing students. For that, a purposive sample of transcripts from the HERG archive were selected for secondary analysis. Patients expressed both positive and negative experiences of care. Positive themes included: continuity of care and attentiveness to the fundamentals of care. Negative themes were related to poor quality of care; ignoring patient and family needs; and not being available for patients and family when needed. We concluded that secondary analysis of narrative interviews provides a powerful resource for identifying positive and negative patient experiences for learning and teaching. These can be designed into a digital toolkit and used as a learning and teaching resource to develop staff and students’ reflexivity in relation to the values and leadership behaviours associated with compassionate care and positive practice