Nurse Disrespect and Abuse Toward Laboring and Child-Birthing Women.

BACKGROUND: Disrespect and abuse of laboring and child-birthing women in healthcare is a global problem that violates a woman's right to respectful care. The abuse can be life-threatening and jeopardizes their rights to health, bodily integrity, and freedom from discrimination. This study aimed to understand the factors influencing nurse and midwife disrespect and abuse of child-birthing women in healthcare settings. METHODS: An exploratory, nonexperimental, cross-sectional design was used to identify correlates and predictors of disrespect and abuse of child-birthing women by nurses/midwives. Pearson product-moment correlation and hierarchical multiple regression analyses were used to explore the relationships between nurse intrapersonal, interpersonal (Nursing Incivility Scale), organizational/structural factors (Professional Practice Work Environment Inventory), and disrespect and abuse (Disrespect and Abuse Scale) toward women during labor and childbirth.An online electronic survey was used to collect data from an international nursing and midwifery population from May 2021 to September 2021. Data were collected from 231 nurses and midwives. RESULTS: The standardized regression coefficients showed that gender, number of hours worked per week, and organizational/structural factors were all predictors of disrespect and abuse. Organizational/structural factors were the strongest predictor of disrespect and abuse, accounting for 20% of the variance in the regression model. DISCUSSION: These findings support the patient abuse in healthcare model, where researchers hypothesized that nurse/midwife intrapersonal, interpersonal, and organizational/structural factors contribute to patient abuse in healthcare settings. Work environment, gender, and number of hours worked per week were significant predictors of disrespect and abuse. The results of this study support future research that addresses unhealthy work environments and develops policies to transform the values and norms of labor and delivery.

Patient Abuse in Healthcare: A Theoretical Synthesis.

Patient abuse in healthcare is an emerging phenomenon in need of explanation and further analysis. Preventing abusive incidents in healthcare requires identifying structural imbalances that make mistreatment of vulnerable individuals possible. A theory synthesis of the vicious violence triangle and the socioecological model provides a framework to investigate factors that influence nurses' abusive behavior toward patients in hospitals. Concepts include direct violence, structural violence, cultural violence, and intrapersonal, interpersonal, and organizational factors. The patient abuse in healthcare theory supports empowerment and transformation of nursing and nursing science and offers a blueprint for research that promotes health equity.

Knowledge, attitudes, and practices of primary healthcare providers with assessing and supporting older informal caregivers.

A time burden, financial strain, and prioritizing care recipient needs over their own are key barriers preventing informal caregivers from engaging in health-promoting self-care. Primary healthcare providers are well positioned to assess and support informal caregivers. A cross sectional descriptive, correlational study was used to examine the knowledge, attitudes, and practices of healthcare providers regarding assessment and support of older informal caregivers. The Healthcare Professional Facilitated Health Promotion (HPFHP) Model guides this study by depicting the collaborative patient-healthcare professional relationship. The Caregiver Self-Care Survey for Healthcare Providers measured the knowledge, attitudes, and practices of 80 healthcare providers on assessing and supporting older informal caregivers. Descriptive and inferential statistics were calculated using IBM Statistical Package for the Social Sciences (SPSS) 28.0 software. Results indicated that despite positive attitudes, knowledge deficit and system level barriers prevented integration of caregiver assessment in practice. A caregiver identification process, user-friendly assessment tool, and system level changes are overdue.

Exploring the Charge Nurse Role Transition: A Qualitative Study of the Novice's Perspective.

The novice charge nurse role transition is not well understood. This article reports on a qualitative descriptive study of the novice charge nurse role transition. Rubin and Rubin's responsive interviewing was used. Fourteen novice charge nurses participated in Zoom interviews. Thematic analysis revealed three phases: taxiing to the runway , takeoff , and reaching cruising altitude , each with distinct themes. Nursing professional development practitioners can use these findings to better understand and support new charge nurses through this transition.

A theoretical framework to promote minority PhD and DNP student success in nursing education.

BACKGROUND: Nursing PhD and DNP programs lack diversity and cultural responsiveness and, as a result, minority students are underrepresented in these programs. Stressors specific to being a member of a minority population, defined as minority stress, contribute to a range of barriers for ethnic/racial minority, male and LGBTQ PhD and DNP students. There is an urgent need for faculty and administrators to support minority doctoral student success by taking proactive steps to identify and begin to deconstruct these barriers. Doctorally-prepared nursing faculty serve as mentors and role models for doctoral students, provide exemplars for how to use scientific humility to research health inequities, implement evidence-based practice and develop the next generation of nurse scientists. Combating educational inequities for minority doctoral students is a first step in advancing health equity beyond academia. PURPOSE: The purpose of this paper is to develop a theoretical synthesis to promote minority PhD and DNP student success in academia. THEORETICAL FRAMEWORK: The minority doctoral student success (MDSS) framework was developed using Schneider's attraction-selection-attrition framework, key concepts from the literature, and professional and personal experience to capture the minority doctoral student experience. A systems approach was used to identify multi-level influences on the minority student experience, including antecedents at each stage of the academic journey, and how minority stress and opportunity inherently affect the process. CONCLUSIONS: Diversity is essential to reimagine nursing doctoral education. This theoretical framework provides an approach to understanding the minority PhD and DNP student experience and the role of faculty and the academic organization in mediating barriers and creating opportunities to enhance diversity, equity, and inclusion.

Nursing Science, Mental Illness, and the Family: A Conceptual Framework to Break the Cycle of Suffering.

Mental illness is an epidemic in the United States, and there is a gap in care due to minimal integrated programs and transitional community resources. This paper reports the development of a conceptual framework to identify challenges facing families living with mental illness and the integral role nursing plays to positively impact health. An inductive, bottom-up approach was used to develop the Nursing Science, Mental Illness and Family model. Concepts clustered around family health, cycle of suffering, improving outcomes, healthcare policy, and nursing science. Successful, goal-directed interprofessional collaborations are essential for individual-, family-, and system-level interventions to be effective.

Developing nurse leaders: Toward a theory of authentic leadership empowerment.

AIM: The aim of this article is to present a theoretical synthesis of the theory of authentic leadership and the theory of structural empowerment. The new middle-range theory, Theory of Authentic Leadership Empowerment (TALE), is meant to be used as a guide for the professional development of nurses into leadership roles. BACKGROUND: The Institute of Medicine's Future of Nursing Report calls for nurses across all levels and settings, to develop leadership skills to address the ever-growing complexities in health care. However, the best approach to developing nurse leaders is not known. DESIGN: Walker and Avant's method for theory synthesis was used. The two theories were critically appraised from a philosophical and theoretical perspective. Then the theories were synthesized by nesting structural empowerment concepts into authentic leadership to arrive at the proposed TALE. RESULTS: TALE highlights how a nurse's individual history, personal values, ethics, and the organization's structure interact and influence the development of leaders who are authentic. CONCLUSIONS: TALE offers nurse leaders, nursing professional development practitioners, and other stakeholders concerned with developing authentic leaders a holistic theoretical framework to understand leadership development at the individual level while also accounting for the importance of contextual influences.

Multilevel Influences on New Graduate Nurse Transition: A Literature Review.

New graduate nurses continue to experience difficulty in transitioning into practice. A literature review was conducted to identify factors that influence new graduate nurse transition. Data from 42 articles were extracted, and significant variables were synthesized from a social ecological perspective. Findings suggest that a complex interplay between intrapersonal, interpersonal, and organizational factors influence transition. A nursing professional development specialist plays a crucial role in implementing educational strategies that address factors across all three levels of influence.

Preparing students for the emotional challenges of nursing: an integrative review.

A gap exists between how nurse educators teach nursing students to identify and manage the emotional challenges of nursing and nurses' experiences after they enter practice. An integrative review was conducted to synthesize the literature on how nurse educators prepare students for the emotional challenges of practice. The literature (n = 14) revealed that the concept "emotional challenges of nursing" lacks a clear definition and conceptual clarity. Reflection was a common element found in the educational approaches identified. Research was directed at qualitatively exploring students' subjective experiences, and most researchers did not address educational outcomes beyond subjective perceptions. Although the authors recognized the importance of teaching in the affective domain, research that used a quantitative experimental design (n = 1) was scarce. A research agenda, including intervention studies, is needed to support the development of evidence-based teaching pedagogies to prepare students for the emotional challenges of practice.

Making meaning in qualitative research with conversational partnerships: a methodological discussion.

Rubin and Rubin's responsive interviewing method is based on the conversational partnership formed between researcher and participant. This method allows the researcher to understand experiences through the participant's words and stories to create meaning. In this article, the reader is guided through a 3-part interview series with a person living with traumatic spinal cord injury. The example focuses on how interview guides were developed and tailored to the participant, and how field notations were created. Findings include the importance of establishing trust and rapport in conversational partnerships for meaning making to occur.

Effective pedagogies for teaching math to nursing students: a literature review.

Improving mathematical competency and problem-solving skills in undergraduate nursing students has been an enduring challenge for nurse educators. A number of teaching strategies have been used to address this problem with varying degrees of success. This paper discusses a literature review which examined undergraduate nursing student challenges to learning math, methods used to teach math and problem-solving skills, and the use of innovative pedagogies for teaching. The literature was searched using the Cumulative Index of Nursing and Allied Health Literature and Education Resource Information Center databases. Key search terms included: math*, nurs*, nursing student, calculation, technology, medication administration, challenges, problem-solving, personal response system, clickers, computer and multi-media. Studies included in the review were published in English from 1990 to 2011. Results support four major themes which include: student challenges to learning, traditional pedagogies, curriculum strategies, and technology and integrative methods as pedagogy. The review concludes that there is a need for more innovative pedagogical strategies for teaching math to student nurses. Nurse educators in particular play a central role in helping students learn the conceptual basis, as well as practical hands-on methods, to problem solving and math competency. It is recommended that an integrated approach inclusive of technology will benefit students through better performance, increased understanding, and improved student satisfaction.

Concept maps and nursing theory: a pedagogical approach.

Faculty seek to teach nursing students how to link clinical and theoretical knowledge with the intent of improving patient outcomes. The author discusses an innovative 9-week concept mapping activity as a pedagogical approach to teach nursing theory in a graduate theory course. Weekly concept map building increased student engagement and fostered theoretical thinking. Unexpectedly, this activity also benefited students through group work and its ability to enhance theory-practice knowledge.

Evaluating the effectiveness of personal response system technology on millennial student learning.

As nurse educators, we must explore new technologies that capitalize on the characteristics of millennial learners. One such technology, the personal response system (PRS), is an effective way to promote active learning and increase comprehension. Few nursing studies have examined the benefits of PRS technology on student outcomes. The purpose of this study was to evaluate the effectiveness of PRS technology on learning outcomes in two sections of an undergraduate nursing research course. A crossover design compared class quiz averages between and within groups. Findings related to between and within class quiz scores were mixed, whereas the effectiveness of in-class PRS questions on paper-and-pencil quiz scores and PRS-targeted quiz items was significant. Knowledge gained from this study can be used to enhance our ability to actively engage our technologically savvy undergraduate students. By threading technology into the undergraduate curriculum, learning outcomes may be improved.

Symptom clusters in traumatic spinal cord injury: an exploratory literature review.

Chronic pain, spasticity, and depression are three common secondary health problems experienced by persons living with traumatic spinal cord injury. Limited research exists related to the interaction of these symptoms and their cumulative effect on patient outcomes and quality of life. This article is a report of an exploratory literature review that uses the conceptual approach of symptom clustering to classify secondary health problems in spinal cord injury. CINAHL, MEDLINE, and PsycINFO databases were searched for studies published in English between 1990 and 2008. Eleven articles met the inclusion criteria for review. Studies were categorized by levels of evidence defined by the American Association of Neuroscience Nurses Clinical Practice Guidelines. Research on the interaction of the symptom pair chronic pain and depression was evident. Several surveys reported the occurrence of multiple symptoms, but none specifically addressed the management of the interactive effects of the symptom cluster chronic pain, spasticity, and depression. Increased disciplinary knowledge of symptom clusters in the spinal cord injury population is needed for research and practice. Furthermore, determining symptom clusters in this population may assist clinicians in providing targeted interventions to simultaneously treat multiple symptoms.

Postflood disaster management and the home health nurse: using theory to guide practice.

Few frameworks exist to guide home health nurses during the response and recovery phases of disasters such as flooding. The Double ABCX Model of Family Adaptation is offered as an example of a guiding framework for nurses in postflood management. Phases of the model are linked to the nursing process, and management strategies are applied to individuals and families living in the community. Postcrisis decision-making is detailed through the discussion of nursing diagnoses, interventions, and evaluation. Implications highlight the value of using a theoretical framework to guide practice, develop knowledge, and clarify the home health nurse's role in postflood management.