scholarly journals Population health as a ‘platform’ for nurse education: A qualitative study of nursing leaders

2020 ◽  
Vol 86 ◽  
pp. 104313 ◽  
Author(s):  
Kathie Lasater ◽  
Iain M. Atherton ◽  
Richard G. Kyle
2017 ◽  
Vol 51 ◽  
pp. 117-119 ◽  
Author(s):  
Iain M. Atherton ◽  
Kathie Lasater ◽  
Elizabeth A. Richards ◽  
Launa Rae Mathews ◽  
Vicki Simpson ◽  
...  

2020 ◽  
Vol 25 (6-7) ◽  
pp. 509-520
Author(s):  
Richard G Kyle ◽  
Michelle Beattie ◽  
Annetta Smith

Background Global nurse shortages present a threat to the sustainability of remote and rural healthcare. Interventions have been developed to support recruitment and retention of nurses that focus on providing pre-nursing experience for school pupils who intend to pursue nursing careers. However, there is a lack of evidence around how pre-nursing experience supports transition into nurse education. Aims This study aims to explore the impact of a pre-nursing scholarship for school pupils in remote and rural areas of Scotland on experiences of transition into nurse education. Methods This was a qualitative study involving semi-structured telephone and face-to-face interviews with pre-nursing scholarship participants. Results An authentic pre-nursing experience supported school pupils’ transition to nurse education. First, it increased students’ self-efficacy, both in their decision to choose nursing as a career and their ability to nurse. Second, it helped students to realise that the opportunity to study closer to home was available to them. Third, it supported students’ educational and social integration, helping them feel prepared for university teaching and learning approaches and the social experience of being a student. Conclusions Pre-nursing experience can support transition into nurse education and contribute to career pathways that support recruitment and retention of nurses in remote and rural areas.


2017 ◽  
Vol 55 ◽  
pp. 128-133 ◽  
Author(s):  
Zenobia C.Y. Chan ◽  
David John Stanley ◽  
Robert J. Meadus ◽  
Wai Tong Chien

2019 ◽  
Vol 39 (4) ◽  
pp. 157-166
Author(s):  
Rachel Malena-Chan

Introduction Decades of widespread knowledge about climate change have not translated into adequate action to address impacts on population health and health equity in Canada. Research has shown that context-based perceptions and interpretations mediate engagement. Exploring climate change engagement involves inquiry into contextual experience. Methods This qualitative study has employed narrative methodology to interpret the meaning of climate change among community leaders in Saskatoon, Saskatchewan, Canada, age 20-40 (n = 10). Climate change narratives were explored both structurally and thematically. Results A model was developed to organize results and to describe concepts of fidelity and dissonance within participant narratives. Findings suggested that knowledge of climate change and personal motivation to act did not preclude narrative dissonance, which served as a barrier to a meaningful personal response. Dissonance can result where internal and external barriers mediate mobilization at moments in the plot: (1) moving from knowledge of the challenge to a sense of agency about it; (2) from agency to a sense of responsibility to choose to address it; (3) from responsibility to a sense of capacity to produce desirable outcomes despite contextual challenges; and (4) from capacity to a moral sense of activation in context. Without narrative fidelity, meaningful mobilization can be hindered. Conclusions A narrative model is useful for exploring climate change engagement and highlights opportunities for a population health approach to address the conditions that hinder meaningful mobilization. By framing climate change narratives with emotional and moral logic, population health framing could help young leaders overcome internal and external barriers to engagement.


2020 ◽  
Vol 31 (7) ◽  
pp. 300-303
Author(s):  
Catherine Best

As the demographics of the nursing workforce change, attitudes to some kinds of workforce development are shifting. This article looks at how leaders of nursing teams can act as coaches, to improve their junior colleagues' practice As a new generation of nurses enter the profession and take their rightful place as registered nurses and as new pre-registration nursing standards have now replaced old, the profession is perhaps uniquely poised to take a step further and embrace coaching as a viable form of academic and professional support, either working alongside or replacing the traditional model of mentorship. With the nursing literature continuing to highlight the importance of coaching, this paper will argue that ‘The Tide is indeed…Turning’ and that coaching with its emphasis on empowerment should be given a ‘strong seat at the table’ of nurse education, with nursing leaders in particular adopting this considered approach to responsible learning.


Author(s):  
David Malloy ◽  
Elizabeth Fahey-McCarthy ◽  
Masaaki Murakami ◽  
Yongho Lee ◽  
Eunhee Choi ◽  
...  

Sixty nurses from five countries (Canada, India, Ireland, Japan, and Korea) took part in 11 focus groups that discussed the question: Do you consider your work meaningful? Fostering meaning and mentorship as part of the institutional culture was a central theme that emerged from the discussions. In this article, we begin with a background discussion of meaning and meaningful work as presented in the literature related to existentialism and hardiness. Next, we describe the method and analysis processes we used in our qualitative study asking how nurses find meaning in their very challenging work and report our findings of four themes that emerged from the comments shared by nurses, specifically relationships, compassionate caring, identity, and a mentoring culture. After offering a discussion of our findings and noting the limitations of this qualitative study, we conclude that nursing leaders and a culture of mentorship play an important role in fostering meaningful work and developing hardy employees.


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