Director Of Nursing Service Research Articles

The Quebec emergency department guide: A cross-sectional study to evaluate its use, perceived usefulness, and implementation in rural emergency departments.

The Quebec Emergency Department Management Guide (QEDMG) is a unique document with 78 recommendations designed to improve the organization of emergency departments (EDs) in the province of Quebec. However, no study has examined how this guide is perceived or used by rural health care management. We invited all directors of professional services (DPS), directors of nursing services (DNS), head nurses (HN), and emergency department directors (EDD) working in Quebec's rural hospitals to complete an online survey (144 questions). Simple frequency analyses (percentage [%] and 95% confidence interval) were conducted to establish general familiarity and use of the QEDMG, as well as perceived usefulness and implementation of its recommendations. Seventy-three percent (19/26) of Quebec's rural EDs participated in the study. A total of 82% (62/76) of the targeted stakeholders participated. Sixty-one percent of respondents reported being "moderately or a lot" familiar with the QEDMG, whereas 77% reported "almost never or sometimes" refer to this guide. Physician management (DPS, EDD) were more likely than nursing management (DNS and especially HN) to report "not at all" or "little" familiarity on use of the guide. Finally, 98% of the QEDMG recommendations were considered useful. Although the QEDMG is considered a useful guide for rural EDs, it is not optimally known or used in rural EDs, especially by physician management. Stakeholders should consider these findings before implementing the revised versions of the QEDMG.

Determining Competency for Nurse Managers in Community Hospitals in Thailand: The Perspective of Nurse Managers and Directors of Nursing Services

Introduction: Competent nurse managers have been associated with achieving safe and effective outcomes. Nursing competencies differ within the context of organization depending on size of the hospital and the facilities. Also nurse manager competencies should be different that focused on viewpoints of nurse managers in community hospitals. The aim of this study was to investigate the viewpoints of nurse managers and directors of nursing services in community hospitals regarding the essential competencies of head nurses.Methods: A qualitative descriptive design was used to investigate the perspective of nurse managers and directors of nursing services about essential competencies of nurse managers in community hospitals.  A total of ten participants (four directors of nursing services and six nurse managers) were interviewed.Findings:  Nurse managers and directors of nursing services identified leadership, management, communication, professional ethics, and policy and healthcare environment as the essential competencies for their positions in community hospitals.Conclusions: These findings can be used by executives of community hospitals and nursing institute to plan for competency development for nurse managers. It should be included in nurse administration program.Key words: Competency, Nurse manager, Community Hospital

Nursing informatics education and use: challenges and prospects in Nigeria

In order to function in the increasingly complex healthcare environment, every nurse is required to have basic computer competencies, be able to access, use and evaluate relevant nursing information and possess information management skills. Nurse Faculty, Nurse/Midwife educators are vested with the responsibility of producing the crop of nurses who have the capabilities to fit into the current trend of nursing practice. Literature has shown that comprehensive informatics content is lacking in the nursing curricular at all levels of nursing education in Nigeria. There is preponderance of evidence showing that training in NI is critical in the delivery of safe and quality patient care. This paper examines the current state of nursing informatics education and use in Nigeria and proffer solutions for its future expansion. It is recommended as follows: Nursing programme accrediting bodies in Nigeria (National University Commission [NUC] and Nursing and Midwifery Council of Nigeria [NMCN] should modify their requirements to reflect the value of NI. NI should be incorporated into the nursing curricular at all levels. Nursing administrators such as Deans, Heads of Department, Director of Nursing Services and Principals as well as Nursing associations like National Association of Nigerian Nurses and Midwives [NANNM] and Nigerian Association of University Nursing Programme [NAUNP], should create opportunities for faculty members, Nurse/Midwife educators to develop knowledge & skills required to teach nursing informatics. Faculty members & Nurse/Midwife educators should acquire informatics training and advocate for curricular changes that incorporate informatics and collaborate with colleagues in the clinical settings to provide opportunities for nursing students to utilize informatics tools.KEY WORDS: Nursing informatics, Nursing informatics education, Competencies, Health informatics.

The state of perinatal nursing: current and future profiles as described by perinatal nursing service directors.

The health care industry is in the throes of remarkably penetrating and destabilizing change, the effects of which have been felt earliest by perinatal service directors. In anticipation of future trends marked by rampant change, a survey of perinatal service directors and vice presidents was conducted to elicit their opinions about the current and future states of perinatal health care. Findings supported the notions that change is a constant, that clinical and service excellence is a mandate, and that collaboration is key. Future success will require many old behaviors and systems to be replaced. Leadership to guide us to the future has never been more important.

Signs and symptoms of problem drinking.

Nurses working in general hospitals need to increase their awareness of the signs and symptoms of problem drinking and be more assertive in reporting their observations to their medical colleagues, says Malcolm Rae, Director of Nursing Services at the North Western Regional Alcohol Dependency Unit.

Opinions on time questioned.

Nurses' assumptions about how they spend their time are not always reliable and can limit their ability to explore alternative management strategies, Glynis Markham, Director of Nursing Services at the Royal Marsden Hospital, told the International Cancer Conference.

A shoulder to cry on.

Managers must support nurses under stress, according to Er- ville Millar, Director of Nursing Services at the National Temperance Hospital, London.

Caution required in burns care.

Burn injuries must be seen as a total body illness, not just a skin wound, A&E nurses heard. Many burn injury patients who present to hospital will appear to be well, but then quickly deteriorate, said Ms Brenda Lamb, Director of Nursing Services, Orsett Hospital, Essex. 'What looks like an innocuous wound can turn out to be fatal,' she warned.

Managing Bites.

Bites inflicted by dogs and humans occur more frequently than we believe and can be very dangerous, according to Lisa Hadfield, Director of Nursing Services, Accident and Emergency Department at St Bartholomew's Hospital.

Have Nursing Service Directors Abdicated Their Leadership Role?

Have Nursing Service Directors Abdicated Their Leadership Role?

District Health Authority policy and the 'extended clinical role of the nurse' in primary health care.

Historical trends encouraging the extended role of the nurse in general practice are described, and Department of Health and Social Security (DHSS) policy regarding this and the legal position of the nurse, discussed. The results of a postal questionnaire to all 192 Directors of Nursing Services (DNSs) (Community) in England are presented. The study aimed to document the extent to which nursing policies at district level had been developed to meet DHSS recommendations. Although 71% of the DNSs questioned said a policy on the extended role of the nurse had been drawn up in their districts, few met all three criteria recommended by the DHSS: specific task definition, training requirements and legal safeguards.

Cultural Diversities of Health and Nursing Care

In the future, as nurses work with people from many different cultures, our efforts must go beyond the interest of caring only for the four Federally defined minority cultures (Chicanos, Afro-Americans, North American Indians, and Asian-Americans) to many cultural and subcultural groups in the world. In addition, we will be dealing with acculturation processes, sudden cultural contacts, and all kinds of cultural identity concerns related to rapid transportation, communication, and new technologies. How can the nurse of today become a sensitive and knowledgeable transcultural nurse to function in tomorrow’s world? What steps need to be initiated immediately to learn about transcultural nursing and health care? How do we prepare nursing faculty and nursing service directors to meet this inevitable huge challenge and responsibility to meet the needs of many diverse cultural groups? How can we guide nurses to deal effectively with cultural conflicts, gaps, and stresses in providing care? These questions and many others are extremely important ones to study and resolve. Presently, there are great voids in the nurse’s knowledge and awareness of working with people of diverse cultural and minority groups as well as dealing with the range of variations among cultures. Hence steps must be taken soon to remedy the situation for the immediate future. Presently, I find that a number of nurses are actively seeking ways to increase their knowledge and skills in order to work with many people of different cultural and subcultural value orientations. Their interest and response to caring for minority and majority cultural groups has been highly encouraging. Indeed, some Anglo-American nurses and others have performed with a marked sensitivity and open learning attitude in working with minority groups. All has not been unfavorable in our nursing efforts. Nonetheless, nurses must move to consider ways to provide more formal and informal transcultural nursing education, experiences, and guidance to work effectively in our multicultural society and in other parts of the world. I believe we can meet this tremendously stimulating challenge if our thoughts are focused upon this big goal to be achieved in transcultural nursing.

The DIRECTOR of NURSING SERVICE and Her Choice of Positions

framework existing at the time of employment, she needs some standards by which to evaluate the working situation. A recent publication, Employment Guide for Directors of Nursing, was developed to assist one group of nurses to predict conditions which would govern their work in positions which they may be considering (2). Directors of nursing in modern hospitals carry great responsibility. When they accept such positions they assume the task of providing the quantity and quality of nursing service needed to carry out the purposes of the hospital. That responsibility extends to every patient and continues 24 hours a day, seven days a week. It requires judgment of a very high order to determine if, given one's own personal capacity, the possibilities of the local situation, and the necessary authority and finances, discharge of that responsibility is possible. Nurses risk their professional standing on such decision.

Selecting a Director of Nursing Service: How to avoid a few problems

Selecting a Director of Nursing Service: How to avoid a few problems

The Decision Was No

T HE question, "Why don't you teach nursing students how to start intravenous fluids?" kept coming to us from our graduates and also from nursing service directors in hospitals throughout the state. By "starting" was meant inserting the needle into the vein. All students are taught how to set up the equipment for intravenous fluids and to assist the physician. The frequency of this remark impelled us to take a look at the procedure and to question the validity of our stand on starting intravenous fluids. We compiled a questionnaire of 17 questions. The answers we thought would guide us and provide a basis for making a decision. One hundred questionnaires in all were sent to: all the schools of professional nursing in Oklahoma; all the National League for Nursing fully or provisionally accredited schools in Texas, Kansas, Missouri, Colorado, and Arkansas; and to an arbitrarily selected group of collegiate and large, well-known hospital schools of nursing throughout the rest of the United States. The return of 88 questionnaires with only two of those not usable was above our expectations. The results were tabulated according to geographic areas. The returns were small in three geographic areas, and one area sent no replies (Table 1). Of the schools replying, 24 were collegiate, 49 were hospital, and 13 did not indicate their classification.

The Decision Was No

T HE question, Why don't you teach nursing students how to start intravenous fluids? kept coming to us from our graduates and also from nursing service directors in hospitals throughout the state. By was meant inserting the needle into the vein. All students are taught how to set up the equipment for intravenous fluids and to assist the physician. The frequency of this remark impelled us to take a look at the procedure and to question the validity of our stand on starting intravenous fluids. We compiled a questionnaire of 17 questions. The answers we thought would guide us and provide a basis for making a decision. One hundred questionnaires in all were sent to: all the schools of professional nursing in Oklahoma; all the National League for Nursing fully or provisionally accredited schools in Texas, Kansas, Missouri, Colorado, and Arkansas; and to an arbitrarily selected group of collegiate and large, well-known hospital schools of nursing throughout the rest of the United States. The return of 88 questionnaires with only two of those not usable was above our expectations. The results were tabulated according to geographic areas. The returns were small in three geographic areas, and one area sent no replies (Table 1). Of the schools replying, 24 were collegiate, 49 were hospital, and 13 did not indicate their classification.

NURSING HOME MANAGEMENT - Ralph C. Willims, B.S., M.D., Director, Division of Hospital Services, State Department of Public Health, Atlanta, Georgia; Margaret Bull Armstrong, R.N., Director of Nursing Services, Thomas Memorial Hospital, South Charleston, W. Virginia; J. Fred Gunter, B.B.A., Assistant Administrator, Kennestone Hospital, Marietta, Georgia; Edith McCulloch, R.N., formerly Director of Nurses, Kennestone Hospital, Marietta, Georgia; Jack Stiller, Chief

NURSING HOME MANAGEMENT - Ralph C. Willims, B.S., M.D., Director, Division of Hospital Services, State Department of Public Health, Atlanta, Georgia; Margaret Bull Armstrong, R.N., Director of Nursing Services, Thomas Memorial Hospital, South Charleston, W. Virginia; J. Fred Gunter, B.B.A., Assistant Administrator, Kennestone Hospital, Marietta, Georgia; Edith McCulloch, R.N., formerly Director of Nurses, Kennestone Hospital, Marietta, Georgia; Jack Stiller, Chief

The decision was no

T HE question, Why don't you teach nursing students how to start intravenous fluids? kept coming to us from our graduates and also from nursing service directors in hospitals throughout the state. By was meant inserting the needle into the vein. All students are taught how to set up the equipment for intravenous fluids and to assist the physician. The frequency of this remark impelled us to take a look at the procedure and to question the validity of our stand on starting intravenous fluids. We compiled a questionnaire of 17 questions. The answers we thought would guide us and provide a basis for making a decision. One hundred questionnaires in all were sent to: all the schools of professional nursing in Oklahoma; all the National League for Nursing fully or provisionally accredited schools in Texas, Kansas, Missouri, Colorado, and Arkansas; and to an arbitrarily selected group of collegiate and large, well-known hospital schools of nursing throughout the rest of the United States. The return of 88 questionnaires with only two of those not usable was above our expectations. The results were tabulated according to geographic areas. The returns were small in three geographic areas, and one area sent no replies (Table 1). Of the schools replying, 24 were collegiate, 49 were hospital, and 13 did not indicate their classification.

The care of the patient in surgery, including techniques. By Edythe Louise Alexander, R.N., B.S., M.A., Director of Nursing Service and Principal of the School of Nursing, Lutheran Medical Centre, Brooklyn, N.Y. Third edition. 9¾ × 6½ in. Pp. 840, with 555 illustrations, including 5 in colour. 1958. London: Henry Kimpton. 95s

The care of the patient in surgery, including techniques. By Edythe Louise Alexander, R.N., B.S., M.A., Director of Nursing Service and Principal of the School of Nursing, Lutheran Medical Centre, Brooklyn, N.Y. Third edition. 9¾ × 6½ in. Pp. 840, with 555 illustrations, including 5 in colour. 1958. London: Henry Kimpton. 95s

Practical Nursing Curriculum

Miscellaneous Publication No. 11, U. S. Office of Education, Division of Vocational Education. 140 pages. For sale by the Superintendent of Documents, U. S. Government Printing Office, Washington 25, D. C. 1950. Price, 65 (no stamps). Reviewed by Etta A. Creech, R.N., M.A., Director, Central School of Practical Nursing, Family Health Association, Cleveland, Ohio. Reviewed by Elizabeth S. Moran, R.N., B.S., Director of Nursing Service and of the School of Nursing, Henry Ford Hospital, Detroit, Mich.