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Nurs Forum ; 54(4): 681-689, 2019 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-31583727


BACKGROUND: Organizational culture affects nurse educators' psychological empowerment. Limited research exists on the organizational culture and psychological empowerment in nursing educational environments and about the type of organizational factors affecting nurse educators' psychological empowerment. AIM: To explore nurse educators' perceived organizational factors that affect their psychological empowerment. METHODS: A qualitative descriptive exploratory study was drawn from a larger sequential exploratory-mixed-methods study. Semi-structured interviews were conducted with 12 educators with both clinical and educational experience. The data were analyzed using thematic analysis. RESULTS: We generated three themes: poor organizational structure, dynamics of educators-academic administrators' relations, and educational tools and physical environment. The educators perceived factors were poor organizational structure, lack of collaboration across institutions and regulatory bodies, condescending attitudes of administrators and educators toward novice educators, limited teaching aids and scholarly resources, poorly defined roles, and underdeveloped and inconsistent curricula. CONCLUSIONS: The identified organizational factors should be addressed to enhance educators' psychological empowerment so that they can effectively teach students. Emphasis should be placed on developing collaboration among educators, academic administrators, and regulatory bodies to address these factors. Further quantitative research is warranted to assess the degree and strength of association of these factors with psychological empowerment.

Nurse Educ Today ; 81: 39-48, 2019 Oct.
Artículo en Inglés | MEDLINE | ID: mdl-31323505


BACKGROUND: Nurse educators are required to equip students with adequate theoretical and practical knowledge to provide effective nursing care. Limited studies have explored educators' challenges while teaching students. Existing studies are limited because of small sample, overreliance on qualitative approaches, and unreliable instruments that have not been tested. OBJECTIVES: To explore nurse educators' perspectives about their clinical and academic teaching, to develop a questionnaire to determine educators' challenges, and to develop a comprehensive understanding of educators' challenges. DESIGN: A sequential exploratory mixed-methods study. SETTINGS: Twelve nursing institutions in five cities of Pakistan. PARTICIPANTS: A purposive sample of 12 educators for interviews and 112 for the survey. METHODS: Semi-structured interviews and survey for data collection and expert consultations for questionnaire development. Thematic analysis for qualitative analysis, descriptive analysis for quantitative, and joint display tables for mixed methods. RESULTS: Educators experience workload and time constraints and struggle to effectively teach students due to inadequate student-educator ratio; underdeveloped curriculum; inadequate resources; inadequate clinical teaching settings for skills, simulation labs; inadequate professional development opportunities; lack of autonomous decision making; lack of educational, management, and research support from the regulatory bodies; and lack of educational research. CONCLUSIONS: Nurse educators' issues and challenges are persistent and require support from regulatory bodies and educational authorities. There is a need to develop policies to improve teaching and learning conditions for educators, provide them with the opportunities to enhance their own learning, and opportunities to collaborate with other educators in order to better prepare student nurses.

Docentes de Enfermería/psicología , Investigación en Educación de Enfermería , Estudiantes de Enfermería , Encuestas y Cuestionarios , Enseñanza/psicología , Adulto , Curriculum/normas , Bachillerato en Enfermería , Femenino , Recursos en Salud/economía , Humanos , Masculino , Pakistán , Desarrollo de Personal , Carga de Trabajo/psicología
J Prof Nurs ; 35(4): 260-276, 2019.
Artículo en Inglés | MEDLINE | ID: mdl-31345506


BACKGROUND: Calls to action have been placed for recruitment of more men to address nursing shortage and to achieve a better balance and diversity in workforce. Studies also indicated patients' demand for male nurses. Despite this, male nursing students experience challenges during their education resulting in their attrition. No reviews have explored this research area. This review explored the challenges of male nursing students during their education and identified strategies used to tackle these challenges. METHODS: Literature was searched within three databases using indexed search phrases and 1 mixed-methods, six quantitative, and 36 qualitative studies (n = 43), published from December 1990 to May 2018, were reviewed. The qualitative and quantitative data were separately extracted and analyzed using thematic synthesis and narrative summaries, and then compared using joint displays. FINDINGS: "Call me a nurse" and "Male nurses understand us better: Need more men in nursing" were the prominent themes. An array of educational and clinical challenges was identified. Students used appraisal-focused, problem-focused, and social support strategies to tackle these challenges. CONCLUSION: Considering the identified challenges, the lack of support and efforts from educators and institutions, we reiterate calls to action for strategic policies to help male nursing students adapt to educational and clinical learning environments and to increase their recruitment and retention in nursing.

Adaptación Psicológica , Estudiantes de Enfermería/psicología , Bachillerato en Enfermería , Humanos , Masculino , Enfermeros/provisión & distribución , Conducta Estereotipada