This study, drawing on the work of van Manen and based on hermeneutic phenomenological principles, sets out to lay open an ontological substance of emergency nursing-as-caring work by exploring the experiences and lived realities of eleven emergency nurses engaged in nursing practice in emergency departments within South Australia. / Thesis (PhD)--University of South Australia, 1998

Making the transition to an area of specialist nursing practice is challenging for both the learner and staff who are responsible for education and skill development. This study uses grounded theory methodology to explore the question: "How do nurses learn critical care nursing?"The eight registered nurses who participated in this study were recruited from a range of intensive care settings. The criteria for inclusion in the study included the participant having attained competency within the critical care setting. Data was collected from individual interviews. The findings of this study developed during the coding and comparative analysis process, and subsequently theoretical sampling was used to further explore the identified concepts.This study found that nurses' focus on two main areas during their orientation and induction into critical care nursing practice. These are learning to do (skill acquisition) and learning to be (professional socialisation). The process of transition involves two stages: that of learning to do the tasks related to critical care nursing practice, and the ongoing development of competence and confidence in practice ability. The relationship of the learner with the critical care team is a vital part of the transition to competency within the specialist area.This study identifies factors that influence the learner during transition and also provides an understanding of the strategies used by the learners to attain competency. These findings are applicable to educators and leaders responsible for the education and ongoing learning of nurses within critical care practice. The use of strategies such as simulated learning and repetition are significant in skill acquisition. However attention must also be paid to issues which influence the professional socialisation process, such as the quality of preceptor input during orientation and the use of ongoing mentoring of the learner.

This study, drawing on the work of van Manen and based on hermeneutic phenomenological principles, sets out to lay open an ontological substance of emergency nursing-as-caring work by exploring the experiences and lived realities of eleven emergency nurses engaged in nursing practice in emergency departments within South Australia.

Thesis (M.S.)--University of North Texas, August, 2008. / Title from title page display. Includes bibliographical references.

Thesis--Columbia University. / On spine: Attitude toward death in nursing students. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 54-62).

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

Thesis (M.S.)--University of Michigan, 1981.

Thesis (M.S.)--University of Michigan, 1981.

Thesis (M Nursing)--Montana State University--Bozeman, 2010. / Typescript. Chairperson, Graduate Committee: Patricia A. Holkup. Includes bibliographical references (leaves 82-90).

M.Cur. (Intensive Care Nursing) / The nurse working in an intensive care unit is legally accountable for complete and accurate record-keeping. Record-keeping is especially important during a crisis incident as the sequential management or treatment depends on what happened before and during the crisis incident. Before she can be held accountable for complete and accurate record-keeping, the nurse must have the necessary abilities (knowledge, skills and values) . She will have to accept the responsibility and legally she will receive the authority for it. Complete and accurate record-keeping helps to maintain, improve and restore the critical patient's health. In this way the nurse working in an intensive care unit facilitates the patient's aim for wholeness and at the same time achieves her own aim for' quality nursing. The purpose of this research is accurate nursing records are kept intensive care unit. A contextual-descriptive research design, including a survey method and retrospective auditing were used to determine the completeness and accuracy of record-keeping by nurses during a crisis incident. Auditing was done on the basis of three structured control lists. The results showed that the graphic-symbolic report was more complete and accurate with regard to the patients' particulars and graphic accuracy. The results also showed that there is a great variance in the knowledge and skills of the nurses working in the intensive care unit, regarding record-keeping. Recommendations evolving from this study are: The purpose and use of the records should be clarified. The record system must be revised. Temporary staff must be accompanied on day duty by permanent staff members before they start working night duty. The allocation of the staff must be revised. A policy for record-keeping must be established. In-service training for expanding knowledge regarding record- keeping must be initiated. The purpose and the use of record-keeping must be included in the orientation program. Records must be evaluated to identify shortcomings.