Professional values, job satisfaction, career development, and intent to stay.

BACKGROUND: Hospitals are experiencing an estimated 16.5% turnover rate of registered nurses costing from $44,380 - $63,400 per nurse-an estimated $4.21 to $6.02 million financial loss annually for hospitals in the United States of America. Attrition of all nurses is costly. Most past research has focused on the new graduate nurse with little focus on the mid-career nurse. Attrition of mid-career nurses is a loss for the profession now and into the future. RESEARCH OBJECTIVE: The purpose of the study was to explore relationships of professional values orientation, career development, job satisfaction, and intent to stay in recently hired mid-career and early-career nurses in a large hospital system. RESEARCH DESIGN: A descriptive correlational study of personal and professional factors on job satisfaction and retention was conducted. Participants and research context: A convenience sample of nurses from a mid-sized hospital in a metropolitan area in the Southwestern United States was recruited via in-house email. Sixty-seven nurses met the eligibility criteria and completed survey documents. Ethical considerations: Institutional Review Board approval was obtained from both the university and hospital system. FINDINGS: Findings indicated a strong correlation between professional values and career development and that both job satisfaction and career development correlated positively with retention. DISCUSSION: Newly hired mid-career nurses scored higher on job satisfaction and planned to remain in their jobs. This is important because their expertise and leadership are necessary to sustain the profession into the future. CONCLUSION: Nurse managers should be aware that when nurses perceive value conflicts, retention might be adversely affected. The practice environment stimulates nurses to consider whether to remain on the job or look for other opportunities.

Pain management knowledge and attitudes of baccalaureate nursing students and faculty.

Pain affects approximately 76 million adults in the US. Though pain management has been targeted as a top priority, it continues to be inadequately addressed. Nursing faculty are in a unique position to significantly address the problem through facilitating the acquisition and utilization of knowledge by student nurses. The purpose of this study was to determine the knowledge of and attitudes toward pain in baccalaureate nursing students and faculty to establish a foundation for a systematic and comprehensive integration of pain content in the curricula. The descriptive design included a sample of 162 junior and senior students enrolled in a baccalaureate nursing program in Texas and 16 nursing faculty. The Knowledge and Attitudes Survey Regarding Pain (KASRP) was used to measure knowledge and attitudes toward pain. A direct correlation was found between the level of education and the percentage correct score. Differences found in knowledge and attitudes among the three levels of students and faculty were significant (df = 3.173; F = 14.07, p < .001). Senior students nearing graduation scored only 68% (SD = 6.8) with faculty scoring only slightly better with a mean of 71% (SD = 13). Significant differences also were found in assessment of pain through case scenarios of a patient who was smiling and talking as compared to a patient who was lying quietly and grimacing (X2 = 37.13, p < .05 (df = 24). Reevaluation of the way pain assessment and treatment are taught is indicated. Further studies are needed to assess changes in knowledge and attitudes toward pain as curricular revisions are made.

Comparison of professional values of Taiwanese and United States nursing students.

Globalization is a part of modern life. Sharing a common set of professional nursing values is critical in this global environment. The purpose of this research was to examine the professional values of nursing students from two distinct cultural perspectives. Nurse educators in Taiwan partnered with nurse educators in the United States to compare professional values of their respective graduating nursing students. The American Nurses Association Code of Ethics served as the philosophical framework for this examination. The convenience sample comprised 94 Taiwanese students and 168 US students. Both groups reported high scores on an overall measure of values. They did differ substantially on the relative importance of individual items related to advocacy, competence, education, self-evaluation, professional advancement, and professional associations. Global implications for the collaborative practice of nurses from different cultures working together can be improved by first recognizing and then attending to these differences in value priorities.

Tell me--show me: using combined focus group and photovoice methods to gain understanding of health issues in rural Guatemala.

As health researchers, our training is more literary than visual. We are only beginning to learn about the value of photography as a qualitative data collection method. In this article we describe a project utilizing focus groups and photovoice, sequentially, to gather information about health-related conditions in rural Guatemala. In the first phase, the perceptions of a group of comadronas (birth attendants) were elicited using traditional focus group methodology. In the second phase, conducted several months later, the photovoice method was utilized. During this phase, the same participants viewed and responded to photographs taken during the intervening period by some of the phase-one participants. The findings from this two-phase approach support those from other studies that suggest that photovoice provides more in-depth data and the potential for bringing out additional information that might not emerge during traditional interviews or focus group discussions.

Changes in Taiwanese nursing student values during the educational experience.

Professional values are standards for action and provide a framework for evaluating behavior. This study examined changes in the professional values of nursing students between their entrance to and graduation from an undergraduate nursing program. A pre- and post-test design was employed. A convenience sample of 94 students from a university in Taiwan was surveyed. Data were collected from students during the sophomore and senior years. Total scores obtained for the revised Nurses Professional Values Scale during the senior year of the nursing program were significantly higher than upon program entry. The 'caring' subscale was scored highest at both program entry and graduation, but the pre- and post-test scores were not significantly different from each other. The students scored significantly higher on the 'professionalism' and 'activism' subscales at post-test than they did at pre-test. Professional values changed in a positive direction between the beginning of the student nurses' educational experience and their graduation. The results supported the premise that education had a positive effect on these students' professional values but causality could not be assumed.

Factors Influencing Organizational Commitment and Turnover in Nurse Residents.

BACKGROUND: Newly licensed RNs (NLRNs) are at risk for leaving employment in the first year. Nurse residency programs have demonstrated success for NLRN retention, yet other variables remain to be explored. METHOD: A retrospective correlational approach was used to determine the effect of autonomy, competence, group cohesion, structural empowerment, and job satisfaction on organizational commitment, turnover intent, and actual job turnover using secondary data of 1,498 nurse residents. RESULTS: At 1 year post-residency, turnover intent was low. The turnover rate at year 2 was 8.3% (n = 125). Group cohesion, job satisfaction, and structural empowerment had a significant effect on organizational commitment. Organizational commitment had a significant effect on turnover intent. CONCLUSION: As part of the global NLRN population, findings based on the U.S. residency programs provide nursing professional development with information to foster the needs of NLRNs and nursing administrators with information to support the development and effectiveness of nurse residency programs in the organization. J Contin Educ Nurs. 2018;49(10):482-488.

Globalization, commodification and mass transplant of nurses: Part 1.

This two-part article examines the mass transplantation of nurses within the context of globalization. Part one focused on the international data regarding the global shortage of nurses, the increase in nurse migration from 'underdeveloped' to 'Western' countries, definitions and descriptions of global health and summarized the debate so far, such as it is. Part two draws attention to how this group of migrating nurses is more often than not comprised disproportionately of women and accordingly, draws on critical feminist ideas to demonstrate how such mass transplantation of nurses adds to the idea of women as a commodity. It then draws attention to other similar examples of the commodification of women and highlights the impacts of the loss of this labour force on the 'exporting' countries. The article concludes by joining with others who have proffered constructive suggestions for addressing this problem.

Globalization, commodification and mass transplant of nurses: Part 1.

The world is currently facing a shortage of nurses and this is predicted to worsen as a result of the looming en masse retirement of the so-called 'baby-boom' generation. Moreover, this problem is foreseen to be far more pronounced in Western countries where the post-Second World War 'baby-boom' demographic was (and is) most prominent. Data collected by various international organizations illustrates a corresponding recent increase in nurse migration and that such mass transplantation inevitably involves the unidirectional movement of nurses from developing countries to developed Western countries. As a result, this two-part article examines this mass transplantation within the context of globalization. Part one provides compelling international data regarding the global shortage of nurses and the corresponding increase in nurse migration from 'underdeveloped' to 'Western' countries. It then situates the phenomenon in the context of global health and highlights the extent of the debate so far, such as it is.

Using a strengths model to build an on-line nursing education program.

The on-line environment is the new frontier for academia struggling to define its place in the evolving economy. A concern is how to engage students who maximize their on-line experience and graduate in a timely manner. A strengths model was used as the basis for development of an on-line doctoral nursing program. Upon entering the program, students were given a strengths assessment that focused both students and faculty on the positive attributes students were bringing to their doctoral studies. A positive feedback methodology using on-line discussions in each course was used to support the identified strengths. The optimal picture of a successful entering doctoral student appears to be a person whose top five strengths are learner, achiever, input, connectedness and responsibility. A strengths model promotes a positive learning environment and supports a teacher-learner dynamic where faculty members are encouraged to focus on the students' strengths rather than their challenges.

Journey to a doctoral program.

Several nursing programs will be developing either doctor of philosophy or doctor of nursing practice programs in the near future. There is little literature available to advise and guide program planners about the challenges and rewards encountered when creating a new doctoral program. The intent of this article is to assist program planners in meeting some of the challenges associated with initiating a doctoral program by describing one institution's experiences in launching a doctoral program in nursing. Potential difficulties are identified, and recommended solutions are provided.

Journal editor survey: information to help authors publish.

Faculty are expected to publish but often do not know how to write a manuscript that avoids major reasons for subsequent rejection. The authors share the results of a survey of 63 journal editors who reported journal characteristics and reasons for rejection of manuscripts. Suggestions to improve the acceptance rate of faculty publications are offered.

Incorporating cultural issues in education for ethical practice.

The population of most non-dominant ethnic groups in the USA is growing dramatically. Faculty members are challenged to develop curricula that adequately prepare our future nurses. An increased focus on clinical ethics has resulted from the use of sophisticated technology, changes in health care financing, an increasing elderly population and the shift of care from inpatient to outpatient settings. Nurses frequently face situations demanding resolution of ethical dilemmas involving cultural differences. Nursing curricula must include content on both ethics and cultural sensitivity. Active student participation is an important element providing a foundation for ethical practice. A proposed educational format was introduced with graduating baccalaureate students. In a pilot study, curricular content on cultural sensitivity and ethical practice was taught in separate modules. Students were then asked to identify and problem solve an ethical dilemma involving patients and professional caregivers from vastly different cultures. Course faculty members provided discussion questions to guide the students' thinking.

Professional values held by baccalaureate and associate degree nursing students.

PURPOSE: To determine the congruency in value orientation of graduating students in baccalaureate and associate degree programs. DESIGN AND METHODS: A survey design with a convenience sample of 1,450 graduating nursing students from all baccalaureate and associate degree nursing programs in Texas. Data were collected using the Nurses Professional Values Scale (NPVS). Descriptive and parametric statistics were used for analysis. FINDINGS: ADN and BSN students did not differ significantly on the NPVS total score, however, ADN student scored higher on 5 of the 11 subscales than did their BSN counterparts. Men from both programs scored significantly lower than did women on the total scale and all subscales. Ethnic groups differed on the responses to three of the subscales representing nurses' values: respect for human dignity, safeguarding the client and public, and collaborating to meet public health needs. CONCLUSIONS: Professional values in graduating nursing students were significantly related to sex and ethnicity, regardless of educational program. Nursing faculty members are challenged to address these differences during the educational process and mentoring of students.