Joko Gunawan

Managerial competence of first‐line nurse managers: A concept analysis

A variety of terms are used interchangeably to define managerial competence of first-line nurse managers. This has resulted in a degree of ambiguity in the way managerial competence is described. The aim of this concept analysis is to clarify what is meant by managerial competence of first-line nurse managers internationally, what attributes signify it, and what its antecedents and consequences are. The Walker and Avant concept analysis approach was applied. The attributes of managerial competence include developing self, planning, organizing, leading, managing legal and ethical issues, and delivering health care. Antecedents to managerial competence include internal and external factors. Consequences include nurse performances, nurse and patient outcomes, intention to stay of nurses, and nurse and patient satisfaction. This analysis helps first-line nurse managers to understand the concept and determine where the responsibility lies in establishing a definition of managerial competence. It is recommended that middle and top managers should be aware of the internal and external factors as antecedents of the concept. Further research is needed to illuminate the attributes of managerial competence in relation to antecedents and the potential effect upon the consequences, and the need to establish managerial competence evaluation.

The Lived Experiences of Becoming First line Nurse Managers: A Phenomenological Study

Background: Designated roles of first-line nurse managers (FLNMs) are very complex, this study aimed to develop a deeper understanding of their meaningful lived experiences. Materials and Methods: This study employed a phenomenological study using semi-structured interviews with FLNMs (n = 7) at the General Hospital of Belitung, Indonesia. The data analysis was thematic. Results: Four major themes were identified from the analysis of textual data: Feeling extraordinary, the inability to do, desire to leave the unit, and influenced by work motivation. The findings of this study revealed the positive and negative experiences of becoming FLNMs. The positive experiences were related to the feeling challenged and extraordinary to deal with many roles in management and leadership. The negative experiences included personal conflict related to the desire to leave the unit, and feeling unable to manage. However, the works of FLNMs were influenced by internal and external motivation. Conclusions: This study better informs nurse executives to develop competence and performance of FLNMs, and keep their motivation by revising performance appraisal system.

Nursing qualification and workforce for the Association of Southeast Asian Nations Economic Community

International nurse migration among Association of Southeast Asian Nations (ASEAN) countries has the potential to increase the effectiveness of health services and access for the ASEAN Economic Community. Providing equivalent nursing qualifications and licensure standards and increasing the availability of the nursing workforce has become a challenge for ASEAN members. The purpose of this study is: 1) to comparatively analyze information on nursing licensing examinations (NLE) across ASEAN countries; and 2) to present information on the human resources required for a successful nursing workforce. This study reviews all documents published on the subject within the ASEAN Economic Community. NLE systems exist in all ASEAN Member States (AMSs)s except Brunei, Vietnam, and Lao PDR. Nursing education systems also vary across ASEAN countries. Language as a means of general communication and nursing examinations also differs. The availability of a qualified health workforce at the regional level is above the threshold in some areas. However, at the national level, Indonesia, Myanmar, Cambodia, and Lao PDR fall below the threshold. Professional licensure requirements differ among ASEAN nurses as a part of the process to become a qualified nurse in host and source countries. Mutual Recognition Agreements on nursing services should address the differences in NLE requirements as well as the availability of nurses.

Behavior management in the field of nursing: A concept analysis

AIM This concept analysis is to clarify what behavior management in the field of nursing means, what attributes signify it, and what its antecedents and consequences are. BACKGROUND A variety of definitions of behavior management were identified in literature. This has resulted in a degree of confusion in the way behavior management is described. METHODS The Walker and Avant concept analysis approach was applied. Literature searches were conducted using CINAHL, Academic Search Complete, Business Source Complete, Communication and Mass Media Complete, Education Research Complete, PubMed Medline, Google Scholar and many online dictionaries, with timeline from January 2000 to November 2017. FINDINGS The analysis demonstrates that the concept of behavior management in nursing field has two core attributes: (a) conscious actions to maintain and promote positive activities, and (b) training and assisting from the person who has knowledge and experience. Antecedents include poor general knowledge, lack of ability to control, and personality. Consequences include an improvement of quality and productivity and quality of life, reduction of mortality rate of diseases, and development of pro-social skills for the youth. CONCLUSION The analysis helps nurses to understand the concept and its application into clinical practice as well as to develop appropriate intervention plans for patients.

Nursing students plan after graduation: A qualitative study

BACKGROUND: Identifying nursing students’ plan after graduation is necessary to maintain the profession in line with their nursing education. This study was conducted to explore the career plans of diploma nursing students after graduation and factors influencing their plans. MATERIALS AND METHODS: This was a qualitative descriptive study using focus group discussion, conducted in Academy of Nursing of Belitung, Indonesia. Twenty diploma nursing students at the beginning of their 1st year of study were recruited. Data were analyzed using content analysis model. RESULTS: The plan of diploma nursing students after graduation: becoming a civil servant and its influencing factors (fixed and higher salary, fair remuneration and incentives, and retirement fund); becoming a bedside nurse and its influencing factors (helping others and gaining experiences); and continuing higher education in nursing and its influencing factors (recognition as professional nurse, financial support, family responsibilities, and location of nursing schools). CONCLUSION: It is suggested that nurse educators should change the mindset of the students not to focus only becoming a civil servant, and the government should open bachelor program in nursing in Belitung and provide educational support for those who would like to continue studying nursing.

Self-care model application to improve self-care agency, self-care activities, and quality of life in patients with systemic lupus erythematosus

Objectives This study aimed to examine the effect of the application of a self-care model to improve self-care agency (SCA), self-care operation, and quality of life (QoL) in patients with systemic lupus erythematosus (SLE). Methods This study employed a pre-experimental design with one pretest-posttest group. Thirty-six respondents were selected through total sampling. The experimental group was provided self-care management training, followed by four weekly home visits. Self-care agency was measured with the self-care agency scale, the other variables through self-rated abilities on the health practices scale and Lupus quality inventory. Data were analysed using paired t-tests with α < 0.05. Results SLE was common in actively working married women of childbearing age, most of whom had had SLE for 1–2 years (33.3%), with arthritis being the most common symptom (reported by 61.1%). The major flare trigger factor was physical stress (66.7%), resulting in fatigue. On average, the self-care model was able to improve SCA by 19.93%, self-care operation by 17.53%, and QoL by 12.19%. It was significantly effective in enhancing SCA, self-care operation, and QoL in patients with SLE (p < 0.001). Conclusions The application of Orems self-care model is effective in improving SCA, self-care, and QoL, and this study provides evidence of the benefits of its use in the nursing care of patients with SLE in a community setting. Health care providers should incorporate Orems self-care model in nursing care to enhance SCA, self-care, and QoL in patients with SLE.

Factors contributing to managerial competence of first‐line nurse managers: A systematic review

AIMS To determine the factors contributing to managerial competence of first-line nurse managers. BACKGROUND Understanding factors affecting managerial competence of nurse managers remains important to increase the performance of organizations; however, there is sparse research examining factors that influence managerial competence of first-line nurse managers. DESIGN Systematic review. DATA SOURCES The search strategy was conducted from April to July 2017 that included 6 electronic databases: Science Direct, PROQUEST Dissertations and Theses, MEDLINE, CINAHL, EMBASE, and Google Scholar for the years 2000 to 2017 with full text in English. Quantitative and qualitative research papers that examined relationships among managerial competence and antecedent factors were included. REVIEW METHODS Quality assessment, data extractions, and analysis were completed on all included studies. Content analysis was used to categorize factors into themes. RESULTS Eighteen influencing factors were examined and categorized into 3 themes-organizational factors, characteristics and personality traits of individual managers, and role factors. CONCLUSION Findings suggest that managerial competence of first-line nurse managers is multifactorial. Further research is needed to develop strategies to develop managerial competence of first-line nurse managers.

Stigma and increase of leprosy cases in SouthEast Sulawesi Province, Indonesia

Leprosy remains an important health issue. The disease is characterised by a chronic granulomatous infection of the skin and peripheral nerves caused by Mycobacterium leprae. The disease is classified into two, namely paucibacillary (PB) or multibacillary (MB) leprosy. PB leprosy is a milder form of disease, characterized by several (ie, up to five) hypopigmented, pale and reddish lesions, and hypoor anesthetic lesions. MB leprosy is associated with

Managerial competence of first-line nurse managers: A concept analysis: Managerial competence of FLNM: A concept analysis

A variety of terms are used interchangeably to define managerial competence of first-line nurse managers. This has resulted in a degree of ambiguity in the way managerial competence is described. The aim of this concept analysis is to clarify what is meant by managerial competence of first-line nurse managers internationally, what attributes signify it, and what its antecedents and consequences are. The Walker and Avant concept analysis approach was applied. The attributes of managerial competence include developing self, planning, organizing, leading, managing legal and ethical issues, and delivering health care. Antecedents to managerial competence include internal and external factors. Consequences include nurse performances, nurse and patient outcomes, intention to stay of nurses, and nurse and patient satisfaction. This analysis helps first-line nurse managers to understand the concept and determine where the responsibility lies in establishing a definition of managerial competence. It is recommended that middle and top managers should be aware of the internal and external factors as antecedents of the concept. Further research is needed to illuminate the attributes of managerial competence in relation to antecedents and the potential effect upon the consequences, and the need to establish managerial competence evaluation.

Is it bachelor of nursing, bachelor of nursing science, or bachelor of science in nursing?

1. Mathwig GM. Nursing science. Image (IN) 1969;3:9-14. Sir, As a nursing student, I often get many questions from other students in other disciplines, which sometimes make me confused how to answer. We often argue about the difference between bachelor of nursing science (BNS), bachelor of science in nursing (BSN/BScN), and bachelor of nursing (BN) with no conclusion to explain whether nursing is a part of science, or nursing is a science.