Reconciling professional identity: A grounded theory of nurse academics' role modelling for undergraduate students.

Role modelling by experienced nurses, including nurse academics, is a key factor in the process of preparing undergraduate nursing students for practice, and may contribute to longevity in the workforce. A grounded theory study was undertaken to investigate the phenomenon of nurse academics' role modelling for undergraduate students. The study sought to answer the research question: how do nurse academics role model positive professional behaviours for undergraduate students? The aims of this study were to: theorise a process of nurse academic role modelling for undergraduate students; describe the elements that support positive role modelling by nurse academics; and explain the factors that influence the implementation of academic role modelling. The study sample included five second year nursing students and sixteen nurse academics from Australia and the United Kingdom. Data was collected from observation, focus groups and individual interviews. This study found that in order for nurse academics to role model professional behaviours for nursing students, they must reconcile their own professional identity. This paper introduces the theory of reconciling professional identity and discusses the three categories that comprise the theory, creating a context for learning, creating a context for authentic rehearsal and mirroring identity.

Student nurses' breast self-examination health beliefs, attitudes, knowledge, and performance during the first year of a preregistration degree program.

Very little information is available about young women's breast self-examination (BSE) health beliefs and practice. The purpose of this descriptive survey was to determine if changes occurred in young women's BSE health beliefs, attitudes, knowledge, and performance over the first year of a registered nursing degree program. The convenience sample consisted of female students ages 40 years or younger who were surveyed at the beginning (n = 105) and end (n = 71) of the first year of the course. The Health Belief Model was used as the conceptual model in the study to measure the students' health beliefs and to calculate mean health belief scores. Data were collected using self-administered questionnaires and analyzed using descriptive and inferential statistics. Results found students' BSE health belief scores to be high for perceived seriousness and benefits; moderate for susceptibility, control, and health motivation; and low for perceived barriers. These beliefs were not found significantly to predict or increase student's attitudes, knowledge, or performance of BSE, even though significant associations were identified between individual health beliefs. Students consistently reported positive attitudes toward the importance of BSE and in learning more about the procedure. Approximately one-third of students reported performing BSE monthly. No significant differences were identified in their BSE knowledge or performance over the year. Positive correlations were found between students' BSE frequency and their nursing experience as well as BSE instruction gained outside the course. In summary, no statistically significant differences were found between students' pretest and posttest BSE variables.

Registered nurses' breast self-examination practice and teaching to female clients.

Many registered nurses (RNs) do not regularly perform breast self-examination (BSE), and even fewer routinely teach the procedure. The aim of this descriptive survey was to investigate registered nurses' BSE practice and teaching to female clients. A systematic random sample of 171 female Australian RNs aged 20 to 65 who worked in acute or long-term care areas was surveyed. A questionnaire I developed and mailed to participants was used to collect the data, and descriptive statistics were used in data analysis. Ninety-three percent of participants reported performing BSE in the preceding 12 months. However, less than half (46%) had performed BSE monthly, and the major reason cited for not performing monthly BSE was "forgetting" (57%). Most participants (81%) stated they did not include the teaching of BSE in their nursing care; the major reason identified was "it was not relevant to their work context" (86%). However, 77% indicated feeling confident in teaching BSE, and most (94%) would teach BSE if they had the opportunity. Furthermore, participants were found to be more likely to teach BSE if they performed monthly BSE, felt confident with their BSE teaching skills, and had completed other nursing courses. The implications of this study are that nurses' teaching to clients may be increased if more emphasis on BSE occurs in the workplace and in undergraduate and postgraduate courses. Also, the provision of BSE educational programs is necessary to increase nurses' knowledge, confidence, performance, and teaching of BSE.

Paracetamol overdose: pathophysiology and nursing management.

Paracetamol overdose now represents one third of all self-poisoning cases. In contrast to other drugs, the use of paracetamol as a self-poisoning agent is increasing. As very large doses of the drug cause severe liver injury, which can result in fulminant hepatic failure when left untreated, it is essential that nurses have a complete understanding of the mechanisms of normal paracetamol metabolism, effects of overdosage and treatment strategies to guide the nursing management of clients. This review therefore critically examines the pathophysiology and nursing management of clients with acute paracetamol overdosage.

Young women's breast self-examination knowledge and practice.

A descriptive survey was conducted to identify and describe breast self-examination (BSE) knowledge and practices of young women (< 45 years). The sample consisted of 65 female university nursing students, whose ages ranged between 17 and 45 years (M = 19). Data were collected using a self-administered questionnaire and analyzed using descriptive statistics. The results of the study were that 99% of the sample had performed BSE in the previous 12 months. Fewer than half (44%) of these participants indicated that they would classify their BSEs as regular; only 27% of the participants reported they had examined their breasts from 9 to 12 times in the previous 12 months, which would normally be considered regular BSE. No significant relation was found between a family history of breast cancer and regular BSE (r = .262). A large percentage of the sample (77%) correctly identified the recommended time for BSE in relation to their menstrual cycle, although only 37% of the participants performed BSE at this time. Significant differences were found between the recommended times for performing BSE and the days of the menstrual cycle on which the participants performed BSE, chi 2(16, N = 64) = 35.330, p < .01. Forty percent of participants indicated they would ask their doctor to obtain more information about BSE. A further 36% of participants indicated they would go to a community health center. The most commonly cited community resource stated by the participants for obtaining BSE information was a doctor.

Nursing faculty practice: benefits vs costs.

The transfer of nurse education from the hospital setting to the university sector has increased the dichotomy between theory and practice. Nurse academics have been exploring methods of maintaining clinical competence and credibility through organizational structures such as faculty practice. Faculty practice is a formal arrangement which exists between a clinical setting and a university which allows nurse academics to consult and deliver client care resulting in research and scholarly outcomes. The most important advantage of faculty practice is its potential to contribute to nursing knowledge and validate theories through the use of reflective practice and professional journaling by nurse academics which can help demystify and analyse the intricate elements of nursing. Other advantages of faculty practice are described as improving student's learning and client care through the application of an advanced knowledge base and facilitation by a faculty member. It also facilitates communication with clinical staff and assists in the professional development of nurse academics. The major barriers which need to be addressed to facilitate faculty practice are the allocation of time in the nurse academic's workload which incorporates consultation and faculty practice, organization and administrative support and the recognition of clinical competence in the promotion and tenure process of universities.

Perioperative care of the neonate.

The neonate is a unique individual with his/her own needs. This article deals with the adjustments the neonate has to make to extrauterine life; some of the differences between neonates and older children and adults, and the special needs of the neonate who needs surgery.