Sadly caught up in the moment: an exploration of horizontal violence.

The behaviors associated with horizontal violence can have negative consequences for nurses, patients, and organizations. Participants in this study were sent a survey that listed nine behaviors associated with horizontal violence. They were asked if they had witnessed, experienced, or neither witnessed nor experienced the nine behaviors. Participants were also asked to respond to three open-ended questions intended to capture their uniquely personal experiences with horizontal violence. For all but one behavior, the majority of participants stated they had witnessed or experienced eight of the nine behaviors associated with horizontal violence in their workplace. In response to the findings of this study, an educational program was developed to assist nurses in recognizing and responding to horizontal violence.

Gradually Guiding Nursing Students through Their Capstone Course: Registered Nurse Preceptors Share Their Experiences.

Professional precepted immersion courses (capstone) have become the standard as a means to prepare senior nursing students to enter the workforce. Preceptors have a significant role in developing the student nurse, yet exactly how to prepare preceptors for this role has been an ongoing discussion. This qualitative inquiry explored the educational needs of clinical registered nurse (RN) preceptors who work directly with senior nursing students in a professional precepted immersion (capstone) course. A descriptive qualitative design was used to examine preceptors responses to a prepared set of questions about their educational needs. Results showed that preceptors have three distinct sets of learning needs: the need to know the expectations of their role, wanting to know how best to role model for the student, and knowing how to socialize the student into the profession of nursing. Overall, preceptors communicated their desire and commitment to doing the best job possible. They also clearly stated their expectation of faculty to have a physical presence on the nursing unit that included being proactive in resolving mismatches and exposing the student to the roles of provider of care, leader and manager of care, and member of profession.

Voices of experience: reflections of nurse educators.

BACKGROUND: Recent data reported by the American Association of Colleges of Nursing suggest that nursing education is experiencing a continued increase in applicants. However, because of a faculty shortage, many qualified students are denied enrollment. Strategies that would encourage individuals to consider a career in nursing education would somewhat alleviate applicant restrictions. METHODS: A descriptive phenomenological study was conducted exploring experienced baccalaureate educators' perspectives. Questions were posed about their role experiences. Analysis was conducted with van Manen's procedural steps for examination. RESULTS: Emergent themes were identified. These themes, reflective of the educators' experience, offer insight and guidance to novice educators striving for success. CONCLUSION: To alleviate the nursing shortage, increased efforts should be directed toward encouraging qualified individuals to pursue a career as a nurse educator and mentoring those who are novices. The wisdom gleaned from experienced nurse educators may help achieve these goals.

From the bedside to the boardroom: Resuscitating the use of nursing research.

This article describes the process used by a multi-institutional organization to engage nurses in using and conducting nursing research using the Clinical Scholar Model. The challenges faced on the journey to engage nurses in questioning their practice and searching for answers are highlighted. Key resources necessary for a successful outcome are identified.

Assessing clients' sexual health as a component of holistic nursing practice: senior nursing students share their experiences.

A phenomenological study was conducted to investigate baccalaureate nursing students' experiences with assessing the sexual health of their clients. The participants were 10 female nursing students. The participants were asked to respond to the statement: Tell me about your experiences with assessing your clients' sexual health and concerns. Data were analyzed using Van Manen's criteria for analysis. The common themes were (a) recognized sexual assessment as a component of holistic nursing, (b) experienced discomfort exploring clients' sexual health, (c) believed that sexual assessment was warranted only if related to the diagnosis, and (d) held that the assessment was less important than other assessments. Information from this study has potential to inform nurse educators engaged in clinical teaching and curriculum development that sexual health assessment must be valued as a study area if holistic nursing care is to be a part of professional nursing practice.