Dale Rajacich

If they do call you a nurse, it is always a "male nurse": experiences of men in the nursing profession.

Background and Purpose. Men are underrepresented in nursing, accounting for less than 6% of Canadian nurses. This research explores issues surrounding recruitment, retention, and work life satisfaction for men who are nurses working in acute care settings Method and Findings. Purposive and snowball sampling was used in this descriptive, qualitative study. Sixteen men participated in four focus groups conducted in three communities in southwestern Ontario. The participants revealed that work stress, lack of full-time opportunities, and gender-based stereotypes contributed to job dissatisfaction. Providing care to patients and making a difference were personal rewards that influenced their desire to stay in the profession. To promote nursing as a viable profession, unrestricted by gender, the participants recommended that recruitment strategies begin at an earlier age. Discussion and Conclusion. Findings are discussed in relation to recruitment and retention issues with implications for education, practice, and management.BACKGROUND AND PURPOSE Men are underrepresented in nursing, accounting for less than 6% of Canadian nurses. This research explores issues surrounding recruitment, retention, and work life satisfaction for men who are nurses working in acute care settings. METHOD AND FINDINGS Purposive and snowball sampling was used in this descriptive, qualitative study. Sixteen men participated in four focus groups conducted in three communities in southwestern Ontario. The participants revealed that work stress, lack of full-time opportunities, and gender-based stereotypes contributed to job dissatisfaction. Providing care to patients and making a difference were personal rewards that influenced their desire to stay in the profession. To promote nursing as a viable profession, unrestricted by gender, the participants recommended that recruitment strategies begin at an earlier age. DISCUSSION AND CONCLUSION Findings are discussed in relation to recruitment and retention issues with implications for education, practice, and management.

Bullying in Undergraduate Clinical Nursing Education

Although a limited number of studies have focused on bullying in nursing education to date, all of those studies demonstrate the existence of bullying in clinical settings, where nursing students undertake a significant amount of their nursing education. The purpose of this study was to examine the state of bullying in clinical nursing education among Canadian undergraduate nursing students (N = 674) in all 4 years of their nursing program. Results suggest that nursing students experience and witness bullying behaviors at various frequencies, most notably by clinical instructors and staff nurses. Third-year and fourth-year students experience more bullying behaviors than first-year and second-year students. Implications for practice include ensuring that clinical instructors are well prepared for their role as educators. Policies must be developed that address the issue of bullying within nursing programs and within health care facilities where nursing students undertake their clinical nursing education.

Preventing admissions of seniors into the emergency department.

1. The Quick Response Program is a nurse-driven, client-centered model of care for seniors providing immediate assessment, counseling, and referral within emergency departments. 2. The major goals of the program are to identify and prevent potential hospital admissions by seniors and provide this population with referrals for professional and support services at home. 3. The demographic data and data regarding health problems reported by clients clearly support the need for a significant level of professional and support services in the community if clients are to be cared for safely and effectively at home.

Faculty Development: A Transcultural Experience

A collaborative education program between Schools of Nursing at the Jordan University of Science and Technology and the University of Windsor, funded by the Canadian International Development Agency (CIDA), provides advanced clinical and theoretical education for Jordanian faculty and thus enriches the education of nursing students. This article describes the preparation of the faculty development proposal and the implementation of the project in a transcultural context, and identifies strengths and limitations of the project. Recommendations for effective strategies regarding international development in nursing education are made and a discussion of the benefits that ensued to both faculties is included.

Advancing the Development of Human Resources in Nursing in Jordan

BACKGROUND This article describes a collaborative international health and development program between a Jordanian and a Canadian university. It presents a human resource development model in Jordan that has been the basis for a variety of developmental activities for practicing nurses and nurse educators in academic and clinical settings. METHOD Reciprocal visits by leaders of the project, as well as continued collaboration between key members of the two universities were instrumental in ensuring success of this venture. RESULTS The activities implemented in this project culminated in the development of a pragmatic human resource development model that is sensitive to issues particularly relevant to the Jordanian culture. CONCLUSION The collaborative venture discussed in this article has enabled nurses and nurse educators to increase their academic and clinical skills and raised the profile of the nursing profession in Jordan.

Jordanian nursing students' interpersonal behaviors

The interpersonal behaviors of Jordanian nursing students (N = 536) in relation to type of nursing program, year and level, and gender were identified. The Fundamental Interpersonal Relations Orientation Behavior Test (Schutz, 1978), a self-report questionnaire, was used to assess six dimensions of interpersonal behavior. The findings indicated that (a) there was no significant difference in the interpersonal behaviors of baccalaureate and diploma program nursing students, (b) male nursing students had more desire to control interpersonal relations than did female nursing students, and (c) third- and fourth-year nursing students had a greater need to associate with and become close to others than did first- and second-year nursing students. These findings have important implications for nursing curricula, the future status of male and female nurses, and the interpersonal relationships of nurses.