Introducing key papers and publications that focus mainly on the latest news and issues in the nursing profession.
The British Journal of Nursing, Nursing Times, British Journal of Healthcare Assistants, Journal of Perioperative Practice and the British Journal of Midwifery are all either available in print within the library or online via your OpenAthens username and password.
Please click on the links below and enter your OpenAthens username and password to download the full text or contact the library at esth.hirsonlibrary@nhs.net to request the full text.
Pre-assessment judgement framework for judging nursing students’ performance in clinical placements: a qualitative case study
Abstract: This study aims to better understand and articulate the pre-assessment judgement processes commonly used by experienced clinical facilitators when assessing nursing students undertaking clinical placement. In the Australian context, clinical facilitators are registered nurses who primarily educate, monitor, support and assess groups of nursing students on clinical placements without carrying a patient load.
Source: Simes T. Nurse Education in Practice 2023; 73: 103743
NHS England long-term workforce plan: Can this deliver the workforce transformation so urgently needed or is it just more rhetoric?
Abstract: An effective workforce plan requires collaboration between policymakers, healthcare providers, education institutions, professional bodies and stakeholders as well as drawing on available data and evidence to inform implementation. However, it is entirely dependent on urgent action and investment to be successful. What the plan fails to explain is how this will be achieved with a depleted workforce who are struggling to deliver high-quality care and with morale at an all-time low.
Source: Twycross A. Evidence-Based Nursing 2023; 26(4): 125-127
Perceived organisation support would buffer the impact of work frustration on burn-out among intensive care unit nurses
Abstract: Providing intensive care unit (ICU) nurses with organisational supports by showcasing that the organisation cares about their well-being, gives importance to their opinions, is proud of their achievements will decrease their work frustration.
Future research and auditing of programmes and events to monitor organisational support to ICU nurses in reduction of work frustration and burn-out. Such monitoring systems could translate into better patient outcome.
Source: Saravanabavan L. Evidence-Based Nursing 2023; 26(4): 142
How to be an authentic leader, 1. Understanding authentic leadership
Abstract: Strong leaders with an approach that supports, empowers and inspires staff are vital to the delivery of quality care and services for patients and service users. Over the next few months, the British Journal of Healthcare Assistants will be looking at several leadership styles and how these can impact on patients, staff and health and social care.
Source: Thomas V. British Journal of Healthcare Assistants 2023; 17(10): 361-395
How to be an authentic leader, 2. Understanding ethical leadership
Abstract: Ethical leadership has been studied widely due to the increased high-profile moral failure among organisations and leaders. This article focuses on ethical leadership, the definitions, characteristics and how one can be an ethical leader within the workplace. The reader will have the opportunity to reflect on their own personal traits in relation to the qualities and traits identified in this article to help identify any specific gaps and determine how best to develop as an ethical leader.
Source: Thomas. British Journal of Healthcare Assistants 2024; 18(1): 005-036
Making the most of libraries, part 1: libraries for healthcare assistants and nursing support workers
Abstract: This new regular series will explore what libraries can do for healthcare assistants and nursing support workers. This first article will explore the range of libraries available and the services they offer for healthcare assistants and nursing staff, both remotely (through the internet) and in the library as a physical place.
Source: Lynch C. British Journal of Healthcare Assistants 2023; 17(11): 424–425
Making the most of libraries, part 2: finding information
Abstract: Knowing how to find and navigate the wealth of health information available is an important skill for healthcare assistants and nursing staff to have. The difficulty often lies in knowing where to search to find the information. This article will explore effective ways to find trustworthy healthcare information and introduce the use of library search tools and bibliographic databases to find research and evidence and will explain where to find healthcare guidelines relevant to your practice.
Source: Shipway, A. British Journal of Healthcare Assistants 2024; 18(1): 020-021
Support for culturally and linguistically diverse mental health and learning disability student nurses
Abstract: This article explores the challenges faced by international mental health and learning disability student nurses studying in the UK and provides guidelines to address some of the issues raised. The article proposes practical interventions and pedagogical innovations to support culturally and linguistically diverse students in their nursing studies, aiming to enhance their academic success and transition into the nursing workforce.
Source: Wagstaff C. British Journal of Mental Health Nursing 2023; 12(4): 1–8
Effectiveness appraisal of interventions to increase retention of newly qualified nurses implemented in the final year of pre-registration programmes: a literature review
Abstract: This study aimed to understand the effectiveness of interventions to increase retention of early career nurses, implemented during the pre-registration programme. Retention of nurses is an issue of global concern. The transition period spanning the final year of pre-registration nurse education programmes and the first year of qualified practice is a point of high risk for attrition from the profession.
Source: Brook J. Nurse Education in Practice 2023; 74: 103851
Leadership practices that enable healthful cultures in clinical practice: A realist evaluation
Abstract: Aim: To generate, test and refine programme theories that emerged from a rapid realist review investigating practising UK Nurses' and Midwives' experiences of effective leadership strategies during the COVID-19 pandemic.
Background: The realist review of literature generated six tentative theories of healthful leadership practices reflecting, working with people's beliefs and values; being facilitative; multiple means of communication and; practical support. The review yielded little insight into the actual impact of the leadership approaches advocated.
Methods: A realist study, informed by person-centredness using mixed-methods. Online survey (n = 328) and semi-structured interviews (n = 14) of nurses and midwives across the UK in different career positions/specialities. Quantitative data analysed using descriptive statistics and exploratory factor analysis. Framework analysis for qualitative data using context (C), mechanism (M), outcome (O) configurations of the tentative theories.
Results: Three refined theories were identified concerning: Visibility and availability; embodying values and; knowing self. Healthful leadership practices are only achievable within organisational cultures that privilege well-being.
Conclusions: Leaders should intentionally adopt practices that promote well-being. ‘Knowing self’ as a leader, coaching and mentoring practice development is important for leadership development.
Implications for Clinical Practice: Nurses who feel valued, heard, cared for and safe are more likely to remain in clinical practice. Job satisfaction and being motivated to practice with confidence and competence will impact positively on patient outcomes.
Impact: The study addresses the role of leadership in developing healthful workplace cultures. The main findings were six leadership practices that promote healthful cultures. The research will have an impact on strategic and clinical leaders, nurses and midwives.
Reporting Method: This study used EQUATOR checklist, RAMASES II as reporting standards for realist evaluations.
Source: Dickson, C A W. Journal of Clinical Nursing, Dec 2023
Understanding strategies that foster nurses to act as clinical leaders in hospitals: A realist review
Abstract: Aim: To identify strategies that develop clinical nursing leadership competencies among staff nurses, and to explain the contextual elements and mechanisms that underpin the development of clinical nursing leadership competencies.
Design: Realist review according to the Realist and Meta-narrative Evidence Syntheses—Evolving Standards (RAMESES).
Data Sources: PubMed, Embase, CINAHL, Web of Science, Wiley Online Library, PsycInfo and ProQuest were searched from January 2000 until October 2022.
Review Methods: Three iterative phases: (1) development of initial programme theory, (2) structured searches for relevant published and grey literature and (3) data synthesis and interpretation by researchers and theory triangulation, and discussions within the research group.
Results: Multiple context–mechanism–outcome configurations were extracted from 10 reports that explain how, under what circumstances and why strategies can facilitate (or discourage) staff nurses to act as clinical leaders. Reports were both quantitative and qualitative in design, originating from English-speaking countries only.
Conclusions: A logic model was developed and suggests four contexts and five mechanisms underlying the development of clinical nursing leadership. Growth in clinical nursing leadership was mainly experienced through experiential learning, which was enhanced by a supportive relationship with a coach or mentor, the use of reflective practices and modelling from other leaders. Furthermore, a supportive work environment triggers ownership, confidence and motivation, and thereby growth in clinical nursing leadership competencies.
Impact: Fostering competencies for clinical leadership among staff nurses requires multifaceted strategies. Strategies are successful if, and only if, they combine learning by doing, by knowing and by observing, and establish a responsive work environment. Hospital policy should ensure that staff nurses have access to reciprocal relationships with role models or a coach. In order to grow as clinical nurse leader, ownership and self-reflection on own leadership behaviour need to be facilitated.
Source: Duprez, V. Journal of Advanced Nursing, Oct 2023
Evaluating psychometric properties of three mentoring scales among nurses and midwives in hospital settings: A methodological study
Abstract: Background: Scales used to evaluate nurses’ perspectives of mentoring programmes are mainly designed in developed countries, making them unsuitable for nurses and midwives working in resource-poor developing countries.
Aim: To explore the psychometric properties of the perceived cost of mentoring (PCM) scale, negative mentoring experiences (NME) scale and relational mentoring index (RMI) for adaptation in hospital settings in Uganda.
Methods: A cross-sectional study design was used. In total, 303 hospital nurses/midwives in Ugandan participated in the study to evaluate the psychometric properties of the three mentoring scales.
Results: Revisions based on word choice were made in adapting the scales to the Ugandan context. The PCM showed three factors (risk to reputation, mentoring effort and nepotism) and had an intra-class correlation (ICC) of 0.609 (95% CI, 0.324–0.793) and Cronbach's alpha of 0.705. The NME scale had two factors (lack of mentor expertise and mismatch between the dyad) consistent with the original scale with an ICC of 0.568 (95% CI, 0.271–0.767) and Cronbach's alpha of 0.841. The RMI showed two factors (individual influence and relational quality) with an ICC of 0.664 (95% CI, 0.410–0.824) and Cronbach's alpha of 0.933.
Conclusions: The initial psychometric assessment indicates satisfactory validity and reliability of the scales for implementation among nurses and midwives within Ugandan hospital contexts. Subsequent research is warranted to validate the factor structures of the scales on a different sample.
Implications for nursing and health policy: In using mentoring programmes to develop the hospital workforce, nurse and midwifery policymakers need to use culturally adapted and validated PCM, NME, and RMI scales to evaluate the quality of these mentoring programmes to maximise the benefits while avoiding unintended consequences.
Source: Kakyo, T A. International Nursing Review, Oct 2023
Characteristics and effectiveness of mentoring programmes for specialized and advanced practice nurses: A systematic review
Abstract: Aims: (1) To identify, evaluate and summarize evidence about the objectives and characteristics of mentoring programmes for specialized nurses (SNs) or nurse navigators (NNs) and advanced practice nurses (APNs) and (2) to identify the effectiveness of these programmes.
Design: A systematic review based on PRISMA guidelines.
Data Sources: From November 2022 until 7 December 2022, four databases were searched: PubMed, EMBASE, CINAHL and The Cochrane Library.
Review Methods: Study selection was performed independently by two researchers. Disagreements were discussed until consensus was reached. Data extraction was undertaken for included studies. Data synthesis was conducted using narrative analysis. Quality appraisal was performed using the Critical Appraisal Skill Programme (CASP) and Mixed Methods Appraisal Tool (MMAT).
Results: Twelve articles were included, all of which focused on mentoring programmes for APNs. Different forms of mentorship (e.g. (in)formal mentorship, work shadowing, workshops) were reported. Studies reported positive outcomes on job retention (n = 5), job satisfaction (n = 6), skills improvement (n = 7), satisfaction with the programme (n = 7) and confidence improvement (n = 4) among participants of mentoring programmes.
Conclusion: There is a lack of uniformity and consistency in various elements of mentoring programmes. Further research is needed to develop mentoring programmes for both APNs and SNs/NNs in a systematic and theoretically underpinned manner. It is necessary to establish a thorough evaluation methodology, preferably using a mixed methods design that includes both a qualitative process evaluation and a comprehensive outcome evaluation using validated questionnaires, taking into account the NN/APN, the interprofessional team and organizational level.
Impact: The synthesis of evidence may be useful to organizations developing and implementing mentoring programmes for both SN/NN and APN. The development of a mentoring programme for nursing experts should be considered a complex intervention that requires theoretical frameworks and contextual considerations.
Source: Vlerick, I. Journal of Advanced Nursing, Dec 2023
The nurse faculty role: A lived experience of mentoring nurses while coping with anxiety during the COVID-19 pandemic
Abstract: Background: Providing patient care and nurse education in today's healthcare environment is high-stress, often resulting in high-anxiety among both nurses and nurse educators. The impact of the COVID-19 pandemic on nurse faculty is largely unexplored.
Aims: The aim was to share the experience of living and work working with anxiety in the nurse faculty role during the COVID-19 pandemic.
Materials & Methods: This is a lived experience narrative of one nurse faculty member.
Results: Through daily purposeful self-motivation and reflection, yoga, and brief out-door respites, the author was able to strengthen professional identity, to see value in her work and to activate the personal resource of hope (Nursing Management, 52, 2021, 56; Journal of Occupational and Organizational Psychology, 93, 2020, 187).
Discussion: ‘Nursing faculty are essential to the profession’ and likely experienced ‘emotional exhaustion’ during the pandemic (Nursing Education Perspectives, 42, 2021, 8) in their efforts to buoy students. It needs to be acknowledged that nursing faculty can experience anxiety, secondary trauma (International Journal of Environmental Research and Public Health, 17, 2020, 8358) and compassion fatigue, through listening to students’ experiences and offering reinforcement during chaotic times.
Conclusion: Little is known about what nursing faculty experienced as they attempted to support students (Nursing Education Perspectives, 42, 2021, 285). It is hoped that by sharing this lived experience, nurses and nurse faculty will understand how employing hope as a personal resource and re-engaging with their professional identity will help them cope with the significant stresses that future healthcare pandemics or disasters may bring.
Source: Orth, S J. Journal of Psychiatric and Mental Health Nursing; Aug 2023
Nurses' experiences and perspectives regarding evidence-based practice implementation in healthcare context: A qualitative study
Abstract: Aim: To explore nurses' experiences and perspectives about evidence-based practice (EBP) implementation in the healthcare context.
Design: A qualitative descriptive study design using focus group discussions (FGDs).
Method: Sixty-four nurses who purposefully selected and worked at various healthcare organizations in Bisha Governorate, Saudi Arabia, were included. Eight FGDs were used to obtain data using open-ended questions. The collected data underwent inductive qualitative content analysis.
Results: Two main categories were extracted: experiences and perspectives towards EBP. The experiences category emerged into four sub-categories: familiarity with concepts and benefits, steps, dissemination sources of EBP and sources of EBP knowledge, while perspectives towards the EBP category included four sub-categories: application of EBP in clinical practice, barriers, facilitators and EBP application methods. The participants experienced being in a non-supportive and non-encouraging atmosphere which results from a lack of organizational commitment to EBP implementation and illuminates the complexities involved in the integration process.
Conclusion: The nurses' experience with EBP indicated that there was limited support for the implementation of this approach. Furthermore, they experienced varying barriers to EBP implementation. They viewed EBP as a complex technique as they lacked knowledge and skills related to the formulation of research questions, and retrieving, applying and disseminating of EBP in clinical practice decision-making. That is due to barriers pertinent to the individual, organizational and patient factors. The key to successfully implementing an EBP in nursing practice is to promote professional development, comprehensive and continuous training, a culture of change, organizational support and motivation.
Clinical Relevance: Through the construction and provision of ongoing educational interventions and mentoring programmes about EBP, healthcare organizations and nursing leadership may develop a comprehensive strategy to encourage staff nurses' participation in the EBP process. This is to enhance nurses' experiences and perspectives towards the EBP approach and overcome the barriers to effective implementation.
Source: Mohamed, R A. Nursing Open; Jan 2024
