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This qualitative study investigates patients' awareness of the relational work done by nurses. Relational work, a component of many women's jobs, is the work involved in dealing with, and managing, feelings and emotions. It is said to be invisible because it is unnoticed, undervalued, or taken for granted. Patients expect relational care but few classify it as work. They value it personally but do not see how it contributes to medical or technical work in the hospital. Patients attribute the skill involved in doing this work to personality, link the motivation for doing it to altruism, and overlook the constraints which determine how nurses provide emotional care. This research provides a comparison to studies which examine relational work done by women in other roles and raises questions about how work is defined.

No description available.

No description available.

The need for nurses to be collaborative and practice-ready upon entering the profession has never been more important than it is today. The Institute of Medicine has identified that teamwork and collaboration should be essential parts of the nursing curriculum to prepare nurses to be ready to manage patient care with a team-based approach. The literature supports the idea that by learning out of silos and bringing students together from all different pre-professional programs, the professional working environment can be mirrored and the processes of collaboration and communication within teams can start. Transition into practice has been studied for decades regarding the “burnout” and “reality shock” that result from the experience. However, no literature has been uncovered that has investigated the nurses’ experiences of transitioning into practice after receiving an interprofessional education. The present study used Merleau-Ponty’s phenomenological perspective and vanManen’s phenomenological research method to illuminate the experiences of nurses transitioning into practice after having IPE. Ten practicing nurses who had received IPE were interviewed about their experiences transitioning into practice. Each participant shared stories about her transition period into professional practice. Through the process of reading and rereading transcripts, four essential themes emerged that shed light on the transition into practice after receiving IPE: (a) Understanding Team Dynamics, (b) Competent and Responsive Communicators, (c) Valuing Team Members, and (d) Recognized Self-Readiness. For this study, the lived experience of nurses who transitioned into practice after receiving an education with an IPE curriculum and practice is one of understanding team dynamics as competent and responsive communicators, valuing team members, and recognizing self-readiness. Interprofessional education does not have to occur only with students in nursing, medicine, or other allied health programs. Being creative with multiple programs at any institution can enrich students’ education by developing their communication and collaboration skills and adding quality and scope to their education experiences while preparing them for the real-world environment.

Thesis (Ph. D.)--York University, 2000. Graduate Programme in Sociology. / Typescript. Includes bibliographical references (leaves 296-315). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pNQ56235.

This thesis is about patient/nurse interaction in a community practice. My aim is to advance sociologically informed understandings about patient/nurse interaction. The key areas of inquiry in my grounded theory study are: The meanings and understandings expressed in patient/nurse interaction. The influence of socio-cultural characteristics in patient/nurse interaction. My study was conducted in a community practice setting using the traditional discovery methodology of Glaser and Strauss (1967). The community practice setting is four health centres with social and geographical differences. The participants in the study are patients attending those health centres and practice nurses who work there. Research methods are observations, informal interviews and semi-structured interviews. Constant comparative analysis supports my research process. My substantive theory is constructed from the generation of two categories: Investment and Experience. The category of Investment relates to the social assets and resources brought to patient/nurse interaction. The category of Experience relates to the historically crafted meanings and understandings that individuals bring to patient/nurse interaction. Together, these categories contribute to understandings of patient/nurse interaction in a community practice setting. I argue in this thesis that the meanings and understandings that patients and nurses bring to interaction provide the social dimension that is quintessential and foundational in their relationship. I also argue that the social construction of reality of being a patient or a nurse is related to the socio-cultural characteristics that they bring to their performance in patient/nurse interaction. I show that performance as a patient or a nurse is initiated and achieved via processes of acting and reacting to each other in relation to socio-cultural characteristics. I demonstrate that the meanings and understandings patients and nurses generate from experiences beyond and including their situated need/care interaction are pivotal in the negotiation of their relationship. Empowerment plays a central role in processes of negotiation and is connected to the social construction of reality in patient/nurse interaction. My substantive theory contributes to understanding of patient/nurse interaction and raises the visibility of negotiation, empowerment, and the influential role of socio-cultural characteristics. The implications of my substantive theory relate to the involvement and participation of stakeholders in health care practice and delivery. In nurse education, the standards of proficiency for eligibility to register with the NMC should be revised to include the social dimension of patient/nurse interaction as a domain of practice. I conclude by arguing that sociologically informed understandings need to be expanded and applied in health care and nursing with contemporary social policy and current priorities for health in mind.

Thesis (MNurs)--University of South Australia, 1999