Practice nurses experiences of mentoring undergraduate nursing students in Australian general practice

Internationally, the delivery of health services has shifted from secondary to primary care, necessitating an exponential growth of the nursing workforce and expansion of the nursing role in general practice. This growth, and the subsequent need to develop this workforce, has created a need to expose undergraduate nurses to general practice nursing as a viable career option. Concurrently, universities are struggling to find sufficient clinical places for their undergraduate students to gain clinical experience. It is logical, therefore, to increase the number of undergraduate nursing student placements in general practice. Through qualitative research methods, this paper seeks to explore the experiences of practice nurses mentoring undergraduate students on clinical placements within the general practice setting. Findings are presented in the following three themes: (1) Promoting Practice Nursing: We really need to get students in, (2) Mentoring future co-workers: Patience and reassurance, and (3) Reciprocity in learning: It\u27s a bit of a two way street, which show the benefits of such placements. Clinical placements in general practice settings can be mutually beneficial in terms of providing quality teaching and learning experiences for students. Conversely, the experience provides an impetus for practice nurses to maintain currency of their clinical skills and knowledge through mentoring student nurses

Die stationäre und teilstationäre psychosomatische Versorgung von Kindern und Jugendlichen in der Bundesrepublik Deutschland

In Deutschland gibt es insgesamt 278 Krankenhäuser, Fach- und Rehabilitationskliniken mit einem Behandlungsangebot für psychosomatische Erkrankungen im Kindes- und Jugendalter. Davon sind 173 kinder- und jugendpsychiatrischen Abteilungen, 80 pädiatrische Abteilungen, 23 Rehabilitationskliniken und 10 psychosomatisch-psychotherapeutische Fachkliniken sowie zwei Kliniken anderer Art. Mit 60% wird der überwiegende Anteil der stationären und teilstationären psychosomatischen Versorgung von Kindern und Jugendlichen in Deutschland von Fachärzten für Kinder- und Jugendpsychiatrie gewährleistet, weitere 33% von Fachärzten für Kinder- und Jugendmedizin. Fachärzte für Psychosomatische Medizin sind nur zu 4% beteiligt. Spezielle Psychosomatikabteilungen oder –Stationen, welche interdisziplinär und multiprofessionell betrieben werden, gibt es vor allem in den pädiatrischen Kliniken, aber auch in einigen Kinder- und Jugendpsychiatrien. Von diesen Stationen gibt es 59 mit meist 4 bis 12 Betten. 75% der hier untersuchten Kliniken haben jedoch keine spezialisierte Abteilung. Hier werden zwar oft psychosomatische Erkrankungen in den Behandlungsschwerpunkten angegeben, die Patienten mit psychosomatischen Beschwerden werden jedoch zusätzlich neben vielen anderen somatischen oder psychiatrischen Krankheitsbildern behandelt. Ein entsprechendes Team oder ein überzeugendes Behandlungskonzept fehlt hier leider oft. Eine spezialisierte Versorgung, wie sie im Gebiet der Psychosomatischen Medizin und Psychotherapie im Erwachsenenbereich fast flächendeckend sowohl im stationären Krankenhausbereich sowie zusätzlich etwa 16tsd. Betten im Rehabereich besteht, findet sich für psychosomatisch erkrankte Kinder und Jugendliche mit Ausnahme der 59 speziellen Psychosomatikstationen sowie der wenigen psychosomatischen Fachkliniken in den Internetpräsenzen der übrigen Häuser nicht nachvollziehbar dargestellt. Auch der Anteil und besonders die Häufigkeit und Regelmäßigkeit der KJPkonsiliarischen Betreuung erscheint nach den Rückmeldungen sehr gering. Damit wird nicht nur möglichen Einweisern wie niedergelassenen Pädiatern oder Hausärzten wenig Transparenz geboten, sondern auch den betroffenen Eltern wird die Entscheidung bezüglich der Eignung einer Klinik für ihr erkranktes Kind nicht leicht gemacht. Insbesondere die Situation im Bereich der Kinder- und Jugendpsychiatrie, bei der in der Regel der Erstwohnsitz darüber entscheidet, welche Klinik zuständig ist, steht im krassen Gegensatz zur Freiheit, sich für eine der spezialisierten Psychosomatikstationen in den Kinderkliniken oder Psychosomatischen Kliniken zu entscheiden. Die Versorgungslage im Bundesgebiet differiert stark. Insbesondere Niedersachsen,aber auch Schleswig-Holstein und Nordrhein-Westfalen liegen hier weit unter dem Durchschnitt. Verhältnismäßig gut sieht dagegen die Lage in den meisten ostdeutschen Bundesländer aus, die überwiegend überdurchschnittlich versorgt sind. Insgesamt gibt es fast 10000 Betten und teilstationäre Plätze, die theoretisch für die Behandlung von Kindern und Jugendlichen zur Verfügung stehen, viele davon werden jedoch auch für Patienten mit anderen Erkrankungen genutzt. Speziell für die Psychosomatik stehen 898 Plätze zur Verfügung, von denen mindestens 133 nur teilstationär sind. Dies ist eine geringe Menge, wenn man von davon ausgeht, dass ca. 15% der Kinder und Jugendlichen in Deutschland unter psychosozialen Verhaltensstörungen leiden, selbst wenn nicht alle von diesen eine stationäre Behandlung benötigen

The demands of dual roles for student-athletes

Since the beginning of intercollegiate athletics in this country, there has been controversy regarding the role they play in the total program of higher education. More recently, attention has been focused on the commercial enterprise college athletics have become. Both aspects of the controversy have affected the student-athlete. Frey (1982) stated that ever since the first intercollegiate event 1n 1852, a crew race between Harvard and Yale, the history of intercollegiate athletics has been one of balancing the demands of external :interests (e.g., alumni/booster, entertainment and promotion) with those of the internal, educational constituency who asked questions about institutional control (p. 14). Athletic competition plays an important role 1n higher education. The lessons and values learned through athletic competition can be a valuable aspect of the total educational process

Special Libraries, December 1940

Volume 31, Issue 10https://scholarworks.sjsu.edu/sla_sl_1940/1009/thumbnail.jp

Development of a Physical Therapy Faculty Workload Measurement Tool

Counting credit hours is not an equitable way to measure faculty workload in physical therapy education considering online delivery with heavy workloads negatively impacting satisfaction, learning outcomes, and research productivity. The University of St. Augustine for Health Sciences (USAHS) is a graduate-level institution in the United States, with seven Doctor of Physical Therapy programs offered in four US locations. USAHS faculty workload includes 50% teaching, 20% scholarship, 30% a combination of service, administration, release, and discretionary time. The aim of this study was to develop a faculty workload measurement tool that quantifies productivity, was easy to use, and equitable. Two large faculty pilots were completed; data and open-ended responses were used to develop a final version of the workload measurement tool to be fully implemented in late 2018. The task force developed a workload measurement tool that appears to be accurate, transparent, and impartial. With the addition of directions and the self-calculating formulas, the form provides quick, consistent information to faculty and their supervisors regarding the division of workload between the four main areas of faculty time

Exploration of barriers to screening for domestic violence in the perinatal period using an ecological framework

Aims: To explore Australian healthcare providers' perspectives on factors that influence disclosure and domestic violence screening through the lens of Heise's (1998) integrated ecological framework. Design: This paper reports the findings that were part of a sequential mixed methods study with survey data informing interview questions. Participants for interviews were recruited after expressing an interest after completing surveys, as well as via snowball sampling. Methods: Semi-structured interviews were undertaken in 2017 with 12 practicing healthcare providers delivering care to women in the perinatal period in Greater Western Sydney, NSW, Australia. Data were analysed using Braun and Clarke's (2006) six-step thematic approach. Findings: The findings were framed within Heise's integrated ecological framework under four main themes. The main themes were ‘Ontogenic: Factors preventing women from disclosing’; ‘Microsystem: Factors preventing healthcare providers from asking’; ‘Exosystem: Organizational structures not conducive to screening’; and ‘Macrosystem: Cultural attitudes and socioeconomic influences affecting screening’. Conclusion: Organizational policies are needed for better systems of reminding healthcare providers to enquire for domestic and family violence and mandating this within their practices. Mandatory domestic and family violence education and training that is suitable for the time constraints and learning needs of the healthcare provider is recommended for all healthcare providers caring for perinatal women. Further research is needed in addressing culturally specific barriers for healthcare providers to enquire about domestic and family violence in a culturally appropriate way. Public and Patient Engagement and Involvement in Research (PPEI): No Patient or Public Contribution was embedded into the research reported in this paper as this research was specifically exploring healthcare providers’ perspectives on domestic violence screening within their own practice experience

Workplace gender discrimination in the nursing workforce : an integrative review

Aim: To critically synthesise the literature that explores the experiences of workplace gender discrimination from the perspective of registered nurses. Design: Integrative review. Review Methods: Primary research articles reporting on the experience of workplace gender discrimination towards registered nurses in any setting were eligible for inclusion. Studies were critically appraised for methodological quality using a modified Critical Appraisal Skills Program list. The six phases of thematic analysis proposed by Braun and Clarke (2006) were used to guide the analysis. Data were extracted and coded, and themes were identified according to the review aims and significant findings of each study. Data Sources: CINAHL, MEDLINE, SCOPUS, Cochrane Library, published between January 2012 and June 2022. Results: Twenty studies met the inclusion criteria. Major themes identified were (1) career progression, (2) career interruption, (3) positioning of men in nursing and (4) positioning of women in nursing. Conclusion: This review shows that both men and women in nursing experience workplace gender discrimination; however, the forms and consequences of this discrimination differ substantially by gender. Conclusion: This review shows that both men and women in nursing experience workplace gender discrimination; however, the forms and consequences of this discrimination differ substantially by gender. Implications for the Profession: It is important that the pursuit of greater numerical representation of men in nursing does not result in further reinforcing patriarchal advantage. Professional development for nurse leaders in managing gender issues is recommended. Impact: This integrative review presents current issues on workplace gender discrimination for men and women in nursing. The findings suggest gender roles and norms have an effect on the careers of both men and women in nursing. The time has come to alter restrictive gender norms and to challenge notions of hegemonic masculinity and femininity. Reporting Method: We have adhered to relevant EQUATOR guidelines—PRISMA. No Patient or Public Contribution: For this literature review on workplace gender discrimination for registered nurses, we did not engage members of the patient population, nor the general public

Evidence to impact: A community knowledge mobilisation evaluation framework

Many strategies guide knowledge-sharing to enhance uptake of evidence-based programs in practice, though few have been designed specifically for community settings. We highlight the importance of understanding and evaluating knowledge mobilisation in community settings and present a framework for evaluating knowledge mobilisation that captures short-term knowledge use as it relates to community stakeholders’ goals. To examine the utility of this framework, we applied it to the Pan-Canadian knowledge mobilisation activities of Better Beginnings, Better Futures, a community, university and government collaboration to support child development to its full capabilities. Participants included 31 community stakeholders who had attended a Better Beginnings workshop in one of six Canadian provinces and territories. Qualitative phone interviews were conducted to examine the extent to which knowledge mobilisation activities met participants’ learning needs, and how participants had applied the knowledge gained. Findings demonstrate that most participants had used the information, although the ways information was used varied greatly based on the community context. This application of the knowledge mobilisation framework shows it is useful for capturing diverse forms of short-term knowledge use in community settings. Lessons learned through the evaluation were used to refine the framework. The implications of this framework for academic researchers engaged in undertaking and evaluating community knowledge mobilisation are discussed

Walking alongside: a qualitative study of the experiences and perceptions of academic nurse mentors supporting early career nurse academics

Purpose: This study explores the experiences and perceptions of academic nurse mentors supporting early career nurse academics (ECNAs). Methods: Interviews were undertaken with mentors following a mentoring partnership with ECNAs. Data were transcribed verbatim and analysed using a process of thematic analysis. Findings: Four themes emerged from the data, namely; motivation for mentoring; constructing the relationship; establishing safe boundaries and managing expectations. Conclusions: This study provides a unique insight into the experiences of mentoring within the context of an academic leadership programme for nurses. Such insights highlight the issues facing academics from professional disciplines and can inform strategies to support their career development. Clinical relevance: A sustainable academic nursing workforce is crucial to ensure that effective preparation of future generations of expert clinical nurses. Therefore, it is important to consider strategies that could strengthen the academic nursing workforce