<p> Literature evaluating the impact of faculty workload on student outcomes of graduation and first-time pass for the National Council on Licensure Examination (NCLEX-RN&reg;) is limited. Current models of workload are not specific and do not define the number of hours the faculty spends doing the work. In this day of decreased funding and increased requirement for quality in academia, it is important for nurse educators to understand how quality program outcomes, finances, and faculty workload are connected and impact student involvement. </p><p> The purpose of this study was to examine the relationship between the program outcomes of graduation and first-time pass on the National Council on Licensure Examination &ndash; Registered Nurse (NCLEX-RN&reg;) for Bachelor of Science Nursing Accelerated (BSNA) student graduates in programs that used a traditional faculty workload model versus a clock hour faculty workload model.</p><p> The study, though limited, did begin to evaluate the impact of faculty workload on program outcomes. The intent and goals of the study were to research traditional workload models and alternative models proposed to address the cost of education and establish a baseline of how the models may impact program outcomes. In addition, the intent included evaluating how future changes may ultimately impact the student. Implications of the study included the consideration by faculty, school of nursing administration, and university administration of how faculty workload impacts the classroom and practice environment. Recommendations for further research conclude the study. </p>

The purpose of this research was to identify, describe, and analyze the extent of faculty participation in administrative decision making within selected schools of nursing. The style of participation was analyzed. The secondary purpose of the research was to observe whether the dean and faculty shared similar perceptions regarding the extent and style of participation in administrative decision making. This qualitative research study utilized in-depth interviews with the dean and two faculty members from three randomly selected baccalaureate schools of nursing in New England. The dean and faculty members were interviewed regarding the extent and style of participation in administrative decision making. For the purpose of this study, administrative decisions fell into the following areas: (1) budget, (2) policy formulation, (3) facilities utilization, (4) faculty tenure, and (5) faculty workload. The formulation of these decision making areas were, in part, taken from a study conducted by O'Kane in 1984. Although categories for the styles of participation emerged as the investigation proceeded, Lawler's (1985) classifications of styles of decision making were utilized as guidelines. Conclusions from this study included the following: (1) In each of the five areas of administrative decision making, the extent of input from the deans and faculty members depended upon the type of decision to be made. (2) Perceptions expressed by each participant regarding the extent of participation in decision making were shown to be parallel. The dean and the faculty viewed both the process and the individuals engaged in the process similarly. (3) The style of decision making utilized depended upon the area of decision making addressed. (4) The following themes were commonalities within and across schools as identified by the researcher: organizational climate, structure, and the dean's style of leadership. These themes direct the style of decision making employed within the schools of nursing.

<p> Within the health care system, patient safety outcomes have been criticized for many years. Medical malpractice, common errors, and nosocomial infections (i.e., hospital-acquired infections) are safety concerns, and represent a public health problem. Since the Institute of Medicine (1999) published To Err is Human: Building a Safer Health System in 1999, changes have been made to improve the use of technology and leverage advancements in research that improve patient safety. Nurse leaders can also help to facilitate process improvements in the patient safety culture. The purpose of this capstone project was to explore the nursing leader role in improving patient safety in a hospital setting. The method utilized for this study was a literature review. Prominent articles identifying the role of nursing leadership were included. Seven drivers of patient safety were identified (Sammer, Lyken, Singh, Mains, &amp; Lackan (2011), and subsequently informed this project. The targeted populations were patients, families, nurses, nurse administrators, and medical personnel. Findings regarding the nurse leader role, patient improvements, and barriers to improvements were reviewed. Nurse leaders were found to be of critical importance to patients, medical personnel, and the health care system. The limitations of this review and implications for policy and practice are discussed. </p>

No description available.

<p> Inefficiencies in leadership and limited leadership strategies in hospitals contribute to delayed hospital discharges and an increased financial burden on a hospital. Three administrators from 2 hospitals who are part of a hospital conglomerate in Chicago, Illinois were selected for interview in this qualitative multiple case study to explore how hospital discharge strategies reduce delayed hospital discharges and improve profitability. Contingency was the primary theoretical theory for this study. The purposive sampling consisted of the selections of individual who were knowledgeable and had experience to organize, manage, and implement processes in an organization. Data collection occurred using face-to-face semistructured interviews, direct observation, and a review of discharge documents. Data analysis took place using the modified van Kaam method. Two emergent themes were identified relating to strategies for efficient communications and facilitating effective leadership. Implications for positive social change include the potential to improve health services within the community where access to health care is limited or the need exists for additional hospital beds. Positive leadership strategies in hospitals tend to contribute to the success and wellbeing of employees, patients, communities, and the economy.</p><p>

<p> The AACN has asked academic leaders to align the performance of their organizations to the prescribed standards within the <i>Essentials of Baccalaureate Education for Professional Nursing Practice</i> document and has provided indicators of quality suggestions for program enhancement as a means of promoting continuous performance improvement. However, the AACN has not prescribed a strategy that specifies the manner in which colleges should achieve these benchmarked standards, which has created uncertainty among administrators about whether the indicators of quality lead to improvements that are actually indicative of improved performance.</p><p> This dissertation used multiple linear regression research design to determine whether predictive relationships exist between the American Association of Colleges of Nursing (AACN) indicators of quality and the Baldrige core values and concepts of performance improvement within Commission on Collegiate Nursing Education accredited baccalaureate colleges of nursing.</p><p> The purpose of this study was to determine whether the behaviors associated with specific AACN indicators of quality reflect behaviors that the Baldrige core values and concepts have already proven to be successful in achieving continuous performance improvement. The results revealed nine AACN indicators of quality behaviors most likely to enhance performance improvement outcomes within baccalaureate colleges of nursing. They include; (1) Resources are budgeted for research, development, business operations, public relations, marketing, and human resources; (2) Establishing and upholding policies that reflect faculty and leadership development resources; (3) Student experiences include service learning opportunities; (4) Practice partnerships include collaborative practice initiatives; (5) Collecting data and making program changes that focus on the level of graduate satisfaction with their preparation for the profession; (6) Faculty have input into the governance of the college/school; (7) The majority of faculty have a presence in state, regional, national, and international professional activities; (8) Opportunities for baccalaureate graduate's employment with practice partnerships; and (9) Formal mentoring program for clinical preceptors.</p><p> The results underline the fact that continuous performance improvement within baccalaureate colleges of nursing is a deliberate and dynamic analysis-driven endeavor dependent on an organization's ability, willingness, and initiative to continually strive to narrow the chasm between actual and potential performance results.</p>

Thesis (Ph. D.)--University of New South Wales, 2005. / Also available online.

<p> Bullying has long been associated with school children. In recent years, however, more attention has been paid to the bullying that has reached beyond the playground and into the workforce. One population facing this problem is staff nurses. To date, no one has found an effective way to address workplace bullying in the healthcare field, nor have effective methods been found for retaining trained nurses affected by this problem. The focus of this dissertation was on understanding nurses&rsquo; lived experiences and how nurses decided to remain in their current working position despite these problems. Taking a phenomenological approach and using the conceptual framework of resilience, the study included telephone interviews of 2 pilot study participants and 12 main study participants. Recorded and transcribed participant responses to interview questions were coded thematically and analyzed. Three main themes emerged: stories of working with workplace bullying, challenges of the lived experiences of being bullied, and special techniques of nurses being bullied. Three subthemes also emerged: despair, love of being a nurse, and resilience. This study gave a voice to nurses affected by this problem, revealing special challenges they encounter and coping strategies they employ. Hospital administrators can use the findings of this study to create social change within nurses&rsquo; working environment by implementing policies that will keep their nurses safe and happily employed. Future research should focus on workplace bullying in the nursing field and how it affects patient safety.</p><p>

The purpose of this study was to identify, through a needs analysis, the skills required of the clinical supervisory role in certified home health agencies as described in the literature and as perceived by clinical supervisors and agency administrators. The identified skills were then used to propose elements for a training curriculum. The general problem guiding this research is the lack of a systematic approach to supervisory training and development in certified home health agencies in Massachusetts that may result in supervisory employees being inadequately prepared to assume the responsibility of that role. A descriptive survey design was utilized. A questionnaire was mailed to first-line clinical supervisors and their administrators to assess the skill requirements of the supervisory role as perceived by these respective groups. The sample survey, which consisted of 125 certified home health agencies, was obtained from the Massachusetts Department of Public Health. The response rate was 63% for the administrators and 65% for the supervisors. A modified version of the conceptual framework of the needs identification process as presented by Watson (1979) was utilized in conducting the analysis, and the skills were categorized using Katz's model (1974) of conceptual, technical, and human competencies. The findings of the analyses showed that the administrative respondents perceived a greater need for the skill development of their supervisors in all three areas of conceptual, technical, and human skills than the supervisors perceived for themselves. In addition, supervisory respondents with 6-10 years of professional experience and those with over 21 years of supervisory experience reported the greatest need in all three areas. The findings also showed that the majority of incumbent supervisors in certified home health agencies were technically at an entry-level stage of management, and that the combined responses of both the administrative and supervisory respondents supported the need for additional training in the technical and human skill areas. As a result, the concluding recommendations for curricula development for training programs for incumbent and future clinical supervisors were focused on those skills specific to the technical and human competency areas as described in the study.

Across Scotland, there is a lack of research in care homes. This thesis explores this topic by examining links between inclusion, participation in general and participation in research and whether those who work and live in the care home environment experience social citizenship. Using a national survey and interviews with residents, staff, relatives and experts in care home research, this thesis investigated whether participation generally was linked to participation in research for residents, staff and visitors in a care home setting. The thesis further explored how social citizenship functions in a care home environment and whether there is a link between participation and citizenship. The findings suggest there is a lack of general participation which is connected with the leadership style and management within the care homes. There is misunderstanding about research and legislation amongst the care home staff, residents, visitors, as well as the junior research staff which inhibited staff and resident participation. Furthermore, citizenship is not experienced universally by residents or staff due to disempowerment, and exclusion occurs amongst residents due to age, frailty and dementia. By facilitating good leadership, communication and relationship-building such issues may be overcome. In addition, the analysis suggests a link is evident between inclusion, participation and citizenship. Where choice is provided and residents have their social position maintained, as well as have a degree of responsibility for shaping events, this leads to participation and inclusivity as described in Bartlett and O’Connor’s (2010) definition of social citizenship. Furthermore, if inclusion is adapted for cognition and frailty, then participation leads to the experience of social citizenship, encouraging a culture which can welcome research. The explicit emphasis on inclusion and participation in research has enabled this under-researched area of participation and experience of social citizenship in care homes to be more fully explored.