Student Paper

2015 ◽  
Vol 19 (1) ◽  
pp. 63-65
Author(s):  
Christine Moffa
Keyword(s):  
Job Satisfaction ◽  
At Risk ◽  
Nurse Educators ◽  
Clinical Skills ◽  
Novice Nurse ◽  
Staff Members ◽  
Unique Position ◽  
Student Paper ◽  
Novice Nurses ◽  
Fitting In

Novice nurses face several challenges, including increased clinical responsibilities and fitting in with other staff members, leaving them at risk for decreased job satisfaction, burnout, and possibly exiting their position or the profession altogether. Frequently, novice nurse orientation focuses on the acquisition of clinical skills; it serves the facility’s needs, but lacks a caring component that acknowledges the nurse as an individual. Nurse educators are in a unique position to develop orientations that will support and enhance the experience of novice nurses. This paper presents an exemplar of applying caring to novice nurse orientation using Swanson’s theory of caring.

Concept-based curriculum: design and implementation strategies

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Carmen V. Harrison
Keyword(s):  
Critical Thinking ◽  
Nursing Students ◽  
Curriculum Design ◽  
Nurse Educators ◽  
Health And Safety ◽  
Implementation Strategies ◽  
Health Care Environment ◽  
Care Environment ◽  
Nursing Curricula ◽  
Novice Nurses

AbstractObjectivesNovice nurses are struggling to exercise the critical thinking skill set needed to make competent clinical decisions in today’s complex health care environment. This poses immense threats to the health and safety of patients. To address this alarming concern, many prominent organizations have called for a widespread overhaul of nursing curricula.MethodsA consistent theme among the recommendations for revising nursing curricula is the utilization of innovative curricula designs that focus on enhancing the critical thinking ability of nursing students, such as a concept-based curriculum.ResultsPlanning and implementing a curriculum revision is an overwhelming undertaking.ConclusionsProviding nurse educators with a guide on how to transition to a concept-based curriculum may help to facilitate a course revision.

Competencies of Novice Nurse Educators

1992 ◽  
Vol 31 (4) ◽  
pp. 159-164
Author(s):  
Debra C Davis ◽  
Catherine Dearman ◽  
Charlene Schwab ◽  
Edeth Kitchens
Keyword(s):  
Nurse Educators ◽  
Novice Nurse

Changing the Culture of Long-Term Care: Combating Heterosexism

2015 ◽  
Vol 20 (2) ◽  
Author(s):  
Susan Schwinn ◽  
Shirley Dinkel
Keyword(s):  
Long Term Care ◽  
The Elderly ◽  
Holistic Care ◽  
Culturally Competent ◽  
Sexual Diversity ◽  
Term Care ◽  
Culturally Competent Care ◽  
Staff Members ◽  
Unique Position

The purpose of this article is to describe how heterosexism impedes the provision of culturally competent care for lesbian, gay, bisexual, transgender, and queer (LGBTQ) residents in long-term care (LTC) facilities. LTC facilities continue to employ staff members who lack an understanding of sexuality and sexual diversity in the elderly. In this article, we identify the heterosexual assumption, namely heterosexism, as the primary issue surrounding the holistic care of the LGBTQ elder in LTC. We first review the literature related to LGBTQ elders in LTC facilities, identifying the themes that emerged from the review, specifically the definitions of homophobia and heterosexism; perceptions of LGBTQ elders as they consider placement in LTC facilities; and staff knowledge of and biases toward sexuality and sexual diversity in LTC settings. Then, we suggest approaches for changing the culture of LTC to one in which LGBTQ elders feel safe and valued, and conclude by considering how facility leaders are in a unique position to enable LGBTQ elders to flourish in what may be their last home.

Self-harm: A guide for schools on how to respond

2019 ◽  
Vol 14 (6) ◽  
pp. 295-297
Author(s):  
Charlie Waller
Keyword(s):  
At Risk ◽  
Young People ◽  
School Nurses ◽  
School Staff ◽  
Staff Members ◽  
University Of Oxford ◽  
Self Harm ◽  
The University

A guide from the University of Oxford and the Charlie Waller Memorial Trust offers practical ways in which schools can support young people at risk from self-harm, which school nurses can share with school staff members to help them respond.

scholarly journals Novice nurse educators’ lecture room instructional management competence

Curationis ◽  
2001 ◽  
Vol 24 (2) ◽  
Author(s):  
M Durrheim ◽  
VJ Ehlers
Keyword(s):  
South Africa ◽  
Nurse Educators ◽  
Instructional Management ◽  
Novice Nurse ◽  
Reality Shock ◽  
Teaching Situation ◽  
Lecture Room ◽  
Exploratory Survey ◽  
The Republic

The lecture room instructional management competence (LRIMC) of novice nurse educators (NNEs) in the Republic of South Africa (RSA) was investigated by means of a quantitative exploratory survey using questionnaires. The findings indicated that NNEs benefited from mentors’ guidance, experienced reality shock on entering their first teaching situation, and lacked LRIMC - according to the perceptions of the NNEs themselves, their students and their mentors. NNEs could benefit from effective orientation programmes and from ongoing in-service education programmes as well as from the availability of mentors assigned to specific NNEs.

Nurse educators' workplace empowerment, burnout, and job satisfaction: testing Kanter's theory

2004 ◽  
Vol 46 (2) ◽  
pp. 134-143 ◽  
Author(s):  
Teresa P. Sarmiento ◽  
Heather K. Spence Laschinger ◽  
Carroll Iwasiw
Keyword(s):  
Job Satisfaction ◽  
Nurse Educators ◽  
Workplace Empowerment

Addressing Career Obstacles within a Changing Higher Education Work Environment: Perspectives of Academics

2009 ◽  
Vol 39 (3) ◽  
pp. 376-385 ◽  
Author(s):  
Cobus Pienaar ◽  
Coen Bester
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Performance Management ◽  
Academic Staff ◽  
Point Of View ◽  
Tertiary Institutions ◽  
Staff Members ◽  
General Management ◽  
Effective Performance ◽  
Specific Career

Many changes have occurred in Higher Education Institutions (HEI), which contribute to high levels of work stress among academic staff members and that impact on job satisfaction, job involvement and job engagement. Owing to these changes, academics attached to tertiary institutions are being confronted with specific career obstacles that impact negatively on their job satisfaction and productivity. Our purpose in this study was to determine, from the academic's point of view, the role that HEIs can play to address these obstacles. In terms of positive psychology, persons should not only become aware of their problems, but also come up with alternative solutions on how to address them. A sample of 93 academics from one university, representing the early, middle, and late career stages was selected. The data were obtained by means of the Delphi technique in order to enable respondents to reveal fully what they were experiencing. Respondents were requested to suggest specific actions that could be taken to address the career obstacles academics are confronted with. The most important solutions were related to better remuneration, more effective management of role overload, more effective performance management, more training and development opportunities, more support regarding individual career management, more effective general management, more support regarding research outputs, elimination of discrimination practices, transformation initiatives, encouraging of entrepreneurship, improvement of equipment and working conditions, creation of job security, and promotion of networking.

scholarly journals Teachers' Burnout Profile: Risk and Protective Factors

2017 ◽  
Vol 10 (1) ◽  
pp. 190-201 ◽  
Author(s):  
Ilaria Buonomo ◽  
Marilena Fatigante ◽  
Caterina Fiorilli
Keyword(s):  
Job Satisfaction ◽  
At Risk ◽  
Cluster Analysis ◽  
Protective Factors ◽  
Collective Efficacy ◽  
Professional Growth ◽  
Teaching Experience ◽  
Well Being ◽  
Burnout Syndrome ◽  
School Teachers

Background:Burnout syndrome represents a factual risk for school teachers during their career. Several factors have been analyzed as stress sources enabled to menace teachers’ general well-being; nevertheless, protective factors mostly related to their personal resources may differently characterize teachers’ profiles.Objectives:The current study aimed to define different teachers’ profiles based on their burnout levels and attitudes towards job (i.e., job satisfaction, self-efficacy, attitudes toward professional growth, collective efficacy, positive and negative emotions, and hedonic balance).attitudes towards jobMethods:Participants were 266 school teachers (F=69.1%) ranging from 26 to 65 years old (M=48.95; SD=8.31), with teaching experience ranged from 1 to 41 years (M=21.72; SD=10.36). Data were collected by three self-report questionnaires: Copenhagen Burnout Inventory, Attitudes towards job questionnaires, School Collective efficacy.Results:Cluster analysis approach showed two distinct teacher's profiles named at-risk and non at-risk teachers. Main differences were due to burnout levels, attitudes toward job and extra-mansions at work. No differences were found related to teachers' socio-demographic characteristics and their years of experience.Conclusions:The two teachers’ profiles resulting from the cluster analysis show several similarities, including collective efficacy and job satisfaction levels. Results are discussed in relation as to how teachers’ positive emotions towards their job can work as protective factors against the risk of burnout.

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