Early Socialization of New Critical Care Nurses

2002 ◽  
Vol 11 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Deanna L. Reising
Keyword(s):  
Critical Care ◽  
Critical Care Nurses ◽  
Local Theory ◽  
Socialization Process ◽  
New Nurses ◽  
Critical Care Units ◽  
Socialization Processes ◽  
Field Notes ◽  
Experienced Difficulty ◽  
Early Socialization

• Background Critical care nurses provide care to acutely ill patients, yet little is known about the early socialization processes of new nurses to critical care units from the nurses’ perspectives.• Objectives To explore the early socialization processes of critical care nurses.• Methods A grounded theory design was used to generate a local theory of how critical care nurses experience socialization. Interviews and journals of participants (N = 10) during the first 4 to 5 months of the socialization experiences were collected. Preceptors were interviewed to triangulate data. Orientation materials and field notes were examined.• Results A process of 5 phases was uncovered: the prodrome, welcome to the unit, disengagement/testing, on my own, and reconciliation. Participants experienced difficulty while being evaluated by preceptors early in the orientation process because of changing expectations. Participants also expressed disappointment in their level of comfort at the end of the orientation. The theory termed “navigating the challenge” explains the nature of the changing expectations that new critical care nurses face during their socialization process.• Conclusions This exploratory study defines the phases that new critical care nurses experience during the early socialization process. Phase-specific recommendations are made on the basis of the results of the study.

Outcome-Focused Critical Care Orientation Program: From Unit Based to Centralized

2020 ◽  
Vol 40 (4) ◽  
pp. 54-64
Author(s):  
Kathleen Monforto ◽  
Madeline Perkel ◽  
Donna Rust ◽  
Raymond Wildes ◽  
Karen King ◽  
...  
Keyword(s):  
Critical Care ◽  
Learning Outcomes ◽  
Critical Care Nurses ◽  
Learner Engagement ◽  
Improvement Project ◽  
New Nurses ◽  
Critical Care Units ◽  
Engagement Strategies ◽  
Orientation Session ◽  
Orientation Class

Background An effective orientation ensures that new nurses are prepared to deliver competent care to patients. In organizations with several critical care units, opportunities exist to achieve standardization of core content applicable to all critical care areas. Purpose This quality improvement project, conducted in a large children’s hospital with multiple critical care units, was designed to centralize critical care orientation and standardize its content, as well as to measure learning outcomes of the revised program. Methods Before initiation of this project, a 2-day critical care orientation class was held regularly for newly hired critical care nurses. Nurses attended this class at different time points in their orientation. Critical care units also held unit-based orientation classes. Nursing professional development specialists and representatives from each critical care unit collaborated to redesign the 2-day critical care orientation class in order to standardize content taught across the organization, increase attendance at the class, and reduce redundancy of topics covered in unit-based classes. Interventions The redesigned program included online modules followed by 4-hour sessions that built on the knowledge gained in the modules. The sessions used multiple learner engagement strategies. Learning outcomes were evaluated using pretests and posttests. Results Between June 2017 and March 2018, a total of 150 nurses completed the redesigned program. Median posttest scores increased significantly from median pretest scores for each critical care orientation session. Conclusion The program achieved the goal of standardizing education and increasing critical care nurses’ knowledge.

scholarly journals Interpersonal Communication among Critical Care Nurses: an Ethnographic Study

2020 ◽  
Vol 9 (1) ◽  
pp. 57-64
Author(s):  
Tayebeh Mahvar ◽  
Nooredin Mohammadi ◽  
Naima Seyedfatemi ◽  
AbouAli Vedadhir
Keyword(s):  
Critical Care ◽  
Interpersonal Communication ◽  
Critical Care Nurses ◽  
Ethnographic Study ◽  
Critical Conditions ◽  
Structured Interviews ◽  
Critical Care Units ◽  
Effective Care ◽  
High Level ◽  
Communication Culture

Introduction: Interpersonal communication in critical care units is one of the most important factors due to complicated and critical conditions of patients. Nurses’ confrontation with ethical distresses and conflict resolution techniques are often influenced by the culture governing these units. This study aimed to explore interpersonal communication culture among critical care nurses. Methods: A focused ethnographic approach was used to conduct study in Iran. The research method was based on the research evolutionary cycle model recommended by Spradley (1980). Data were collected over six months through purposeful sampling and semi structured interviews (n=18) and participation observation (n=43). The data were obtained over six months of observation and interview with participants. Data analysis was done by Spradley method and was interpreted to discover the meaning units from the obtained themes. MAXQDA10 was used to manage data. Results: Five major domains of observations and high-level consensus were extracted in this study, including grouping, work-life interaction, professionalism, organizational atmosphere and experience. Conclusion: Development of interpersonal communication culture is influenced by various factors. Besides, the working models and nurses’ use of workspace are indispensable components of effective communication at workplace. The findings of this study can be helpful in determining appropriate strategies and practices to resolve communication problems among nurses by specifying challenges, thereby leading to proper communication among nurses, promoting this communication and finally providing high quality and more effective care.

scholarly journals Assessing the caring behaviors of critical care nurses

2018 ◽  
Vol 8 (10) ◽  
pp. 77 ◽  
Author(s):  
Samah Anwar Shalaby ◽  
Nouf Fahad Janbi ◽  
Khairiah Khalid Mohammed ◽  
Kholud Mohammed Al-harthi
Keyword(s):  
Job Satisfaction ◽  
Critical Care ◽  
Educational Background ◽  
Critical Care Nurses ◽  
Affecting Factors ◽  
Caring Behaviors ◽  
Factors Affecting ◽  
Critical Care Units ◽  
Depth Analysis ◽  
The Impact

Objective: To assess the critical care nurses’ perception of their caring behaviors and factors affecting these behaviors.Methods: Participants of this descriptive correlational exploratory study included 277 critical care nurses selected conveniently from nurses worked in all critical care units in King Khalid Hospital, Jeddah. A self-reported questionnaire namely, “Critical Care Nurses Caring Behavior Perception” developed by the researchers after reviewing related literature was used to assess caring behaviors and their affecting factors as perceived by critical care nurses.Results: Seventy percent of the nurses aged between 31 to 50 years old and more than half of nurses had ICU experience ranged from 6 to 10 years, while two thirds of nurses had no previous training about caring behaviors. The study findings revealed that the majority of nurses had high scores of perceived caring behaviors, whereas the mean of their perception was 296.96 ± 18.32. There was a statistical significant positive relationship between nurses’ perception and their work circumstances, workload, job satisfaction, educational background and patient characteristics.Conclusions: It is important to consider critical units’ circumstances, nurses’ educational background, job satisfaction, as well as the nature of critically ill patients in order to promote nurses awareness and implementation of caring behaviors. Moreover, replication of the current study using qualitative approach for in-depth analysis of the impact of factors could affecting caring behaviors on nurses’ perception in various highly specialized critical care units.

Current nursing practice of point-of-care laboratory diagnostic testing in critical care units

1995 ◽  
Vol 4 (6) ◽  
pp. 429-434 ◽  
Author(s):  
Lamb LSJr ◽  
RS Parrish ◽  
SF Goran ◽  
MH Biel
Keyword(s):  
Critical Care ◽  
Patient Care ◽  
Laboratory Testing ◽  
Point Of Care ◽  
Diagnostic Testing ◽  
Critical Care Nurses ◽  
Point Of Care Testing ◽  
Critical Care Units ◽  
In Vitro Diagnostic

BACKGROUND: The development of user-friendly laboratory analyzers, combined with the need for rapid assessment of critically ill patients, has led to the performance of in vitro diagnostic testing at the point of care by personnel without formal laboratory training. OBJECTIVES: To determine the range of laboratory testing performed by critical care nurses and their attitudes toward this role. METHODS: A survey of critical care nursing consultants was conducted, using a modified Likert scale, to assess objective measures of point-of-care testing practice in critical care units and to determine nurses' attitudes toward the practice of point-of-care testing. Statistical analysis was performed to determine significant trends in responses. RESULTS: Of the units responding to the survey, 35% used critical care nurses exclusively to perform point-of-care testing, 32.5% used laboratory technicians and critical care nurses, and 25% used other personnel. Of critical care nurses performing laboratory testing, 95.5% performed blood glucose analysis; 18.7%, arterial blood gas analysis; 4.5%, electrolyte analysis; 4.5%, hematology profiles; and 22.7%, other testing. Most agreed that stat tests were not reported promptly, thereby necessitating bedside testing. Respondents indicated that they would prefer that laboratory personnel operate in vitro diagnostic equipment and that requirements for critical care nurses to perform laboratory testing detracted from other patient care duties. CONCLUSIONS: Most nurses who perform point-of-care testing responded that it was necessary and helpful in patient management. However, they would prefer, because of their other patient care responsibilities, that laboratory personnel take this responsibility.

USING SIMULATION TO IMPROVE PROFESSIONAL PERFORMANCE OF CRITICAL CARE NURSES AT KING ABDUL-AZIZ MEDICAL CITY, RIYADH

2015 ◽  
Vol 1 (1) ◽  
pp. 41.1-41 ◽  
Author(s):  
Maha Aljuaid
Keyword(s):  
Critical Care ◽  
Clinical Education ◽  
Technical Skills ◽  
Critical Care Nurses ◽  
Nursing Knowledge ◽  
Nursing Orientation ◽  
New Nurses ◽  
Simulation Education ◽  
Simulation Based ◽  
Medical City

IntroductionHealth care institutions strive to develop orientation programs that are effective and efficient to prepare nurses entering to critical care. Clinical education must have combined knowledge of physical, behavioural and technical clinical education (American Association of Critical Care Nurses, 2004).Objectives:1. To identify the effect of simulation based education in standardizing nursing orientation2. To share the experience of KAMC-R in utilizing simulation education to improve patient safety and the quality of careBackgroundSimulation provides safe learning environment, allows debriefing, and stimulates critical thinking skills (Critical Care Nursing, 2007). Neuro Critical Care unit (NCCU) at King Abdul-Aziz Medical City (KAMC-R) faces influx of new nurses; therefore continuous education is imperative to those nurses. Simulation education strategy is utilized to improve technical and non-technical skills for new nurses. The critical care collaborative leadership adopted simulation based education to replace the old nursing orientation. The new‖orientation program piloted in Trauma ICU and Surgical ICU for two months, it was then implemented into all adult critical care units.MethodologyClinical resource nurses (CRNs) are the educators who run the program to the new staff. Clinical skills are validated by using Mosby skills checklist in which nurses demonstrate the skills on high fidelity simulation manikins.ResultsDecember 2010, nurses' anecdotal reports used to evaluate the experience of NCCU in utilizing simulation education. 32 nurses reported increase nursing knowledge, and improve technical skills. April 2014, survey was conducted to evaluate the effectiveness of the new orientation participated by CRNs, practice facilitators, and new nurses. The result showed that using of simulation enhances nursing knowledge and skills, simulation activities are engaging, and staffs build more confidence.ConclusionA healthy learning environment is essential for optimal nursing training. Nursing orientation requires abundant resources to ensure patient safety and competency of critical care nurses.

scholarly journals Improving the nursing informatics competency of critical care nurses: results of an interventional study

2020 ◽  
Author(s):  
Somayeh Jouparinejad ◽  
Golnaz Foroughameri ◽  
Reza Khajouei ◽  
Jamileh Farokhzadian
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Nursing Practice ◽  
Intervention Group ◽  
Educational Programs ◽  
Critical Care Nurses ◽  
Nursing Informatics ◽  
Interventional Study ◽  
Critical Care Units ◽  
The Impact

Abstract Background Along with growth and development of health information technology (HIT), nursing informatics (NI) is becoming a fundamental part of all domains of nursing practice especially in critical care settings. Nurses at different levels of the nursing continuum are expected to equip with NI competency for providing patient-centered evidence-based care. Therefore, improvement of the nurses’ NI competency through educational programs is important and necessary for effective using of HIT. This study aimed to evaluate the impact of a training program on NI competency of critical care nurses. Methods In this interventional study, 60 nurses working in critical care units at hospitals affiliated with a large University of Medical Sciences in the southeast of Iran were randomly and equally assigned to the control and intervention groups. NI competency was trained to the intervention group in a three-day workshop. Data were collected using demographic questionnaire and Nursing Informatics Competency Assessment Tool (NICAT) before and one month after the intervention. Results In the pretest stage, both intervention and control groups were at the “competent” level in terms of the NI competency, and no significant difference was observed between them ( p =0.65). However, in the posttest, the NI competency and its dimensions significantly increased in the intervention group with a large effect size compared with the control group ( p = 0.001). This difference showed that the intervention group achieved the “proficient” level in posttest stage. Conclusions The improved scores of NI competency and its dimensions after using the training program implied the effectiveness of this method in enhancing the NI competency of nurses working in the critical care units. The higher efficiency of the training program can be determined by its application in diverse domains of nursing practice. The project is a fundamental for improving nurses’ NI competency through continuous educational programs in Iran, other cultures and contexts.

scholarly journals Improving the informatics competency of critical care nurses: results of an interventional study in the southeast of Iran

2020 ◽  
Author(s):  
Somayeh Jouparinejad ◽  
Golnaz Foroughameri ◽  
Reza Khajouei ◽  
Jamileh Farokhzadian
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Intervention Group ◽  
Critical Care Nurses ◽  
Nursing Informatics ◽  
Management Skills ◽  
Control Groups ◽  
Interventional Study ◽  
Critical Care Units ◽  
And Control

Abstract BackgroundNursing informatics (NI) along with growth and development of health information technology (HIT) is becoming a fundamental part of all domains of nursing practice especially in critical care settings. Nurses are expected to equip with NI competency for providing patient-centered evidence-based care. Therefore, it is important and necessary to improve nurses’ NI competency through educational programs for effective using of HIT. This study aimed to evaluate the impact of a training program on NI competency of critical care nurses.MethodsThis interventional study was conducted in 2019. Stratified sampling technique was used to select 60 nurses working in critical care units of three hospitals affiliated with a large University of Medical Sciences in the southeast of Iran. These nurses were assigned randomly and equally to the control and intervention groups. NI competency was trained to the intervention group in a three-day workshop. Data were collected using demographic questionnaire and the adapted Nursing Informatics Competency Assessment Tool (NICAT) before and one month after the intervention. Rahman in the US (2015) developed and validated the original NICAT to assess self-reported NI competency of nurses with 30 items and three dimensions (Computer literacy, Informatics literacy Information management skills). The NICAT is scored on a five-point Likert scale and the overall score ranges from 30 to150. Two medical informatics specialists and eight nursing faculty members approved the validity of the adapted version of NICAT and its reliability was confirmed by Cronbach’s alpha (95%). Results: All 60 participants completed the educational program and returned the completed questionnaire. Majority of participants in the intervention and control groups were female (83.30%), married nurses (70.90%, 73.30%) aged 30-40 years (51.6%, 35.5%). In the pretest stage, both intervention and control groups were competent in terms of the NI competency and its dimensions, and no significant difference was observed between them (p=0.65). However, in the posttest, the NI competency and its dimensions in the intervention group significantly increased with a large effect size compared with the control group (p = 0.001). This difference showed that the intervention group was proficient in the posttest stage. The highest mean difference in the intervention group was associated with the informatics literacy dimension and the lowest mean difference was associated with the informatics management skills dimension.Conclusions: The improved scores of NI competency and its dimensions after using the training program implied the effectiveness of this method in enhancing the NI competency of nurses working in the critical care units. The application of the training program in diverse domains of nursing practice shows its high efficiency. The project is fundamental for improving nurses’ NI competency through continuous educational programs in Iran, other cultures and contexts.

scholarly journals Model of facilitation of emotional intelligence to promote wholeness of neophyte critical care nurses in South Africa

2015 ◽  
Vol 20 (1) ◽  
Author(s):  
A. Towell ◽  
W. E. Nel ◽  
A. Muller
Keyword(s):  
South Africa ◽  
Emotional Intelligence ◽  
Critical Care ◽  
Critical Care Nurses ◽  
Main Concept ◽  
Phase Step ◽  
Critical Care Units ◽  
Latent Ability ◽  
Three Phases

This study was undertaken in order to develop a model of facilitation of emotional intelligence to promote wholeness in neophyte critical care nurses in South Africa. A theory generative, explorative, descriptive, contextual research design was used. The model was developed utilising the four steps of theory generation as proposed by Dickoff, James, and Wiedenbach (1968), Chinn and Kramer (2011) and Walker and Avant (2011). Step one dealt with the empirical phase in which the concepts were distilled. The facilitation of inherent affective and mental resourcefulness and resilience was the main concept of the model. Step two comprised the definition and classification of central and related concepts. Step three provides a description of the model. The model operates in three phases namely the dependent phase, partially dependent phase and the independent phase. Step four entailed the description of guidelines for operationalizing the model. During the three phases of the model a new nurse who starts to work in critical care moves from a latent ability to develop an inherent affective and mental resourcefulness and resilience to a state of developing an inherent affective and mental resourcefulness and resilience. This model provides a structured framework for the facilitation of emotional intelligence (EI) to promote wholeness in nurses who commence to work in critical care units.

Sign in / Sign up

Export Citation Format

Share Document