The Similarities and Differences in Transition to Practice Experiences for New-Graduate RNs and Practical Nurses in Long-term Care.

OBJECTIVE: The aim of this study was to describe the transition-to-practice experience of new-graduate nurses (NGNs) in long-term-care (LTC) settings. BACKGROUND: Transitioning to professional practice is a challenging time for an NGN. This experience is scarcely described for RNs outside of acute care settings and not described for the LPN. METHODS: A qualitative case study was used to explore the described transition-to-practice experience of new-graduate RNs and LPNs in LTC. RESULTS: This study revealed that the transition-to-practice experience of new-graduate LPNs was similar to the experience described by RNs. Differences in experience were related to leadership roles in the setting. CONCLUSIONS: Findings contribute to new understanding of the experience of the NGN in LTC settings. This study reinforces the need for greater support for nursing graduates in this setting.

Optimizing Licensed Practical Nurses in Home Care: Their Role, Scope and Opportunities.

This research examined the role and scope of licensed practical nurses (LPNs) in home care (HC) and case management. Case management is relatively new to LPNs in Alberta having been added to their list of competencies in 2015. The extent to which LPNs are performing functions and the circumstances or criteria that shape their reported case management functions and role are not clear. Our research questions were: a) What roles do LPNs play within HC and case management? and b) What roles could LPNs play within HC and case management given their scope of practice to achieve optimal client outcomes and system efficiencies? We used a mixed methods multiple case study design to engage LPNs in case management practice, their managers and HC leaders from rural, urban and suburban HC offices. Approaches for data collection included semi-structured interviews, participant observation, focus groups, document review and survey.

Processo de trabalho de técnicas e auxiliares em enfermagem em hospitais públicos / Work process of nursing technicians and assistants in public hospitals

O objetivo geral é verificar diferenças entre o processo de trabalho das técnicas e auxiliares em enfermagem em hospitais públicos. Estudo descritivo, com abordagem quantitativa. O recorte para este estudo foi 15 hospitais gerais e especializados da rede estadual do Sistema Único de Saúde. A amostra é composta por 338 técnicas e 319 auxiliares em enfermagem, entrevistadas entre março de 2015 até fevereiro de 2016. As variáveis foram reorganizadas para caracterizar os elementos que compõem o processo de trabalho: agentes, objeto, instrumento e atividade/ finalidade. Calcularam-se frequências simples e absoluta, os testes utilizados foram Exato de Fisher e Qui-quadrado de Tendência Linear, com significância estatística de 5%. O processo de trabalho das técnicas e auxiliares em enfermagem se revelou semelhante, dado que os resultados descritos em cada elemento que o compõem evidenciaram proporções equivalentes. Conclui-se que as trabalhadoras são em sua maior parte mulheres pretas; mais qualificadas do que é exigido para sua formação; se evidencia sem diferenças entre seus processos de trabalho. Este resultado permite afirmar que a divisão social e técnica do trabalho, que gera a existência das duas categorias de trabalhadoras, se justifica para o barateamento da força de trabalho em enfermagem. As proporções com diferença estatisticamente significante sugerem uma relação com fatores geracionais entre as categorias de trabalhadoras, o que deve ser aprofundado em novas pesquisas.

Information literacy skills and training of licensed practical nurses in Alberta, Canada: results of a survey.

BACKGROUND: Although information literacy skills are recognized as important to the curriculum and professional outcomes of two-year nursing programs, there is a lack of research on the information literacy skills and support needed by graduates. OBJECTIVE: To identify the information literacy skills and consequent training and support required of Licensed Practical Nurses (LPNs) in Alberta, Canada. METHOD: An online survey using a random sample of new graduates (graduated within 5 years) from the registration database of the College of Practical Nurses of Alberta (CLPNA). RESULTS: There was a 43% response rate. Approximately 25-38% of LPNs felt they were only moderately or to a small extent prepared to use evidence effectively in their professional practice. LPNs use the internet and websites most frequently, in contrast to library resources that are used least frequently. Developing lifelong learning skills, using information collaboratively, and locating and retrieving information are areas where LPNs desire more effective or increased training. CONCLUSION: The results suggest there are significant gaps in the preparedness and ability of LPNs to access and apply research evidence effectively in the workplace. There are several areas in which the training provided by Librarians appears either misaligned or ineffective.

Building Capacity for Evidence-Based Practice: Understanding How Licensed Practical Nurses (LPNs) Source Knowledge.

BACKGROUND: In Canada, all nurses are required to engage in evidence-based practice (EBP) as an entry-to-practice competency; however, there is little research that examines Licensed Practical Nurses' (LPNs') information seeking behaviors or preferred sources of knowledge to conduct EBP. AIMS: Due to the differences in education and roles of LPNs and Registered Nurses (RNs), it is both necessary and important to gain an understanding of how LPNs utilize evidence in their unique nursing practice. The purpose of this study was to investigate how LPNs source knowledge for their nursing practice. METHODS: A descriptive, cross-sectional survey of LPNs from Alberta, Canada asked participants to rank sources of knowledge that inform their practice. Responses were correlated with age and years of practice. Analysis of variance was used to determine if there were significant mean differences between average scores and place of employment. RESULTS: LPN participants used similar sources of knowledge as RNs. The top source of knowledge for both RNs and LPNs was the information they learn about each individual client and the least utilized sources of knowledge were articles published in nursing, medical, and research journals, tradition, and popular media. This finding is consistent with previous studies on RNs that found nurses do not often access current research evidence to inform their practice. LINKING EVIDENCE TO ACTION: Since relatively few LPNs access nursing and research journals, it is important to tailor EBP education information to the workplace context. Future avenues of research might explore the potential of using in-services and webinars to disseminate information and skills training on EBP to the LPNs, as this was a popular source of practice knowledge.