Judith M. Scanlan

Dealing with the Unsafe Student in Clinical Practice

How do social justice issues affect the clinical evaluation of students? An emotionally charged issue, clinical evaluation can become a mine field when it becomes entangled with issues of social justice. The authors discuss the issues of justice and fairness in relation to situations that arise when a student repeatedly fails to meet minimum expectations for clinical performance. They discuss policies developed to deal with such situations and describe the application of these policies in a case study.

Job satisfaction in nursing: a concept analysis.

Topic Concept analysis and job satisfaction in nursing. Purpose In this article, Walker and Avants concept analysis methodology is used to examine and clarify the phenomenon of job satisfaction in nursing. Sources Published literature. Conclusion A review of the published nursing literature suggests that job satisfaction is an affective reaction to a job that results from the incumbents comparison of actual outcomes with those that are desired, expected, and deserved. In health care, specifically nursing in a hospital setting, job satisfaction can be measured and identified. Job satisfaction is compromised of three attributes: autonomy, interpersonal relationships, and patient care.TOPIC Concept analysis and job satisfaction in nursing. PURPOSE In this article, Walker and Avants concept analysis methodology is used to examine and clarify the phenomenon of job satisfaction in nursing. SOURCES Published literature. CONCLUSION A review of the published nursing literature suggests that job satisfaction is an affective reaction to a job that results from the incumbents comparison of actual outcomes with those that are desired, expected, and deserved. In health care, specifically nursing in a hospital setting, job satisfaction can be measured and identified. Job satisfaction is compromised of three attributes: autonomy, interpersonal relationships, and patient care.

Grade inflation: should we be concerned?

Grade inflation is defined as an increase in grade point average without an associated increase in overall student ability. The literature supports the idea that grade inflation is rampant throughout higher education. Shoemaker and DeVos described the scope of the problem in higher education in general and note the lack of existing empirical information in nursing education. Given the perceived problem in faculties of nursing, the widespread nature of the issue of grade inflation across universities and colleges, and the lack of empirical data, understanding the nature of grade inflation is important. This article will discuss a study designed to investigate the extent to which grade inflation is an issue within a western Canadian faculty of nursing. Recommendations related to grade inflation are discussed.

Meeting the Challenge of Developing Courses for Distance Delivery: Two Different Models for Course Development

Nursing education is increasingly challenged to convert traditional course offerings to distance delivery modalities to accommodate practicing RNs who wish to pursue continuing education. There is a lack of understanding regarding the experiences of faculty and staff from other departments within the university in the development of distance education courses. The purpose of this descriptive study was to uncover the experiences of nursing faculty and members of a university support unit involved in interdisciplinary development of distance delivery courses. Interviews were conducted with 11 participants. Two organizational models were identified. Other issues that emerged in the development of distance delivery courses were: faculty ownership of distance courses; workload implications for faculty; clinical practice by distance; and faculty expertise in new technologies. Implications for incorporating the challenges facing nursing faculty in the 21st century in the development of distance delivery courses are discussed.

Empowering Nurses for Politically Astute Change in the Workplace

While studies of the shortage of nurses have documented the need for nurses to play a greater role in decision-making processes in their workplaces, it cannot be assumed that nurses have the confidence or skills for making changes in the workplace in politically astute ways that will be effective. This article describes a continuing education program that was designed to prepare nurses to realize their potential power and to develop skills for effectively bringing about changes in their workplaces. Based on a feminist model of empowerment, the program content and methods reflected three dimensions of empowerment: consciousness-raising, building self-esteem, and skill development. Both short- and long-term evaluations (immediate and at 7 months) demonstrated that education can be a vehicle for empowering nurses to effectively bring about changes in their workplaces. The program was sponsored by the Manitoba Nurses Union, The University of Manitoba Continuing Education Division, and The University of Manitoba School of Nursing.

Does Synergy Exist in Nursing? A Concept Analysis

canlanAim The aim is to analyze the concept of synergy, particularly as the concept applies to teamwork, and determine if the concept has utility in improving the work environment for nurses. Tackling nursing shortages that result from a poor work environment is a priority for many nurse leaders. Producing synergy among teams may be an effective strategy in enhancing the work environment. However, the understanding of synergy and the ability to produce synergy among teams has been seldom highlighted or discussed within nursing literature. Walker and Avants approach was used to guide this concept analysis of synergy. Sources Literature searches involved databases (PsycInfo, Medline, Cumulative Index for Nursing and Allied Health Literature [CINAHL], and Scopus), Internet search engines (Google), and hand searches. Conclusion The analysis suggests that synergy is an outcome of the successful collaboration of the following three attributes: group cohesion, the pursuit of a common goal, and the achievement of a positive gain, considerably more than what was thought possible by the group. The foundation for this accomplishment requires an underlying feeling of special importance, the acknowledgment of each members role, and open communication and dialogue among members. Nursing leaders would benefit from a broader understanding of synergy, and the mindful application and utility of synergy as an outcome of effective teamwork among nurses. ScanlanAIM The aim is to analyze the concept of synergy, particularly as the concept applies to teamwork, and determine if the concept has utility in improving the work environment for nurses. Tackling nursing shortages that result from a poor work environment is a priority for many nurse leaders. Producing synergy among teams may be an effective strategy in enhancing the work environment. However, the understanding of synergy and the ability to produce synergy among teams has been seldom highlighted or discussed within nursing literature. Walker and Avants approach was used to guide this concept analysis of synergy. SOURCES Literature searches involved databases (PsycInfo, Medline, Cumulative Index for Nursing and Allied Health Literature [CINAHL], and Scopus), Internet search engines (Google), and hand searches. CONCLUSION The analysis suggests that synergy is an outcome of the successful collaboration of the following three attributes: group cohesion, the pursuit of a common goal, and the achievement of a positive gain, considerably more than what was thought possible by the group. The foundation for this accomplishment requires an underlying feeling of special importance, the acknowledgment of each members role, and open communication and dialogue among members. Nursing leaders would benefit from a broader understanding of synergy, and the mindful application and utility of synergy as an outcome of effective teamwork among nurses.

Challenges of implementating a doctoral program in an international exchange in Cuba through the lens of Kanter's empowerment theory

The literature in international education focuses primarily on the experiences of western students in developing countries, international students in western universities, the development of an educational program in a developing country, or internationalization of curricula in western universities. There is little in the literature that addresses the challenges students and participating faculty face when implementing a graduate program in a developing country. The purpose of this paper is to describe and analyze the challenges of implementing a doctoral program in an international exchange through the lens of Kanters theory of empowerment. Recommendations to address these challenges will be made.

Graduate Students’ Experiences: Developing Self-efficacy

Abstract The nurse educator shortage continues without an increase in the numbers of graduate prepared nurses. Studies identified challenges in recruitment of nursing graduate students. No studies explore the experiences of nurses during graduate education. The framework used was Bandura’s self-efficacy theory. The population for this study included 15 nurse educators with a master’s or doctoral degree currently teaching in an undergraduate or graduate program in a western Canadian city. In semi-structured interviews, participants shared their experiences. Two themes emerged from the data: i) the hurdles of learning and ii) being a graduate student. The purpose of this article is to report the findings of faculty members’ experiences as graduate students. Understanding these experiences will help graduate faculty understand how graduate students develop self-efficacy throughout their graduate programs. Moreover, findings of this study will help graduate students succeed in a graduate program. Finally, issues related to recruitment and retention are addressed.

Failing Clinical Practice & the Unsafe Student: A New Perspective.

Abstract Students who fail clinical courses is a long standing issue in nursing education. Although faculty intuitively “know” a student is in clinical difficulty, the research literature is limited to delineating and describing characteristics of these students. A retrospective analysis of students’ files in which there was at least one clinical failure was conducted to identify clinical failure indicators. Files included students who were successful, required to withdraw, or voluntarily withdrew. This study integrates these characteristics in a manner not discussed in the literature. Two themes emerged that characterize student practices: (i) How students are in practice and (ii) Aspects of practice. A third theme surfaced as clinical teachers responded to these students by labelling the practice unsafe and increasing vigilance. A model was developed that shows the relationship between these characteristics and unsafe student practice.