No / Aims This paper aims to explore and describe how qualified nurses working with in, in-patient surgical areas cope with the daily experiences they are exposed to. It has long been recognised that many aspects of nursing work can result in high levels of stress, with negative consequences for the individual nurse and patient care. Difficulties in coping with nursing work can also result in burnout, as well as raising concerns about cognitive dissonance, emotional labour and the use of emotional barriers. Why some nurses are more prone to experience these phenomena than others, is unclear. Method A descriptive qualitative approach is taken using a purposive, theoretically congruent sample of 16 qualified registered nurses all of whom participated in a semi-structured interview during 2002. All interviews were tape recorded and transcribed verbatim and then analysed using the four stages outlined by Morse and Field [Morse, J.M., Field, P.A., 1996. Nursing Research: The Application of Qualitative Approaches. Chapman & Hall, London]. Findings Three key themes emerged from analysis; relationships with patients, being a person and the effect of experience. All three interlink to describe a process whereby the individual switches off from the environment around them by adopting a working persona which is different but related to their own personal persona and is beneficially enhanced as a consequence of experience. Conclusion Working as a nurse results in exposure to potentially distressing and stressful events from which it is important to protect the self. Participants in this study achieve protection by the development of a working persona which facilitates switching off and is beneficially enhanced by experience.

<p>The aim of this Master’s thesis is to investigate Umeå University Library’s provision for its visiting international students. Questions addressed include: whether this library considers its international students to have specific needs which are different from those of domestic students; what kind of provision is offered to international students; and whether and what kind of affective barriers international students experience in this academic library.</p><p>For this case study two semi-structured interview questionnaires were designed, one for librarians and the other for international students. Three contact librarians and five international students were interviewed. The students differ as to nationality, gender, and level of education. They are non-native English speakers and have stayed in Sweden longer than six months.</p><p>The theoretical framework for this study is partially based on Budd’s library instruction model and partially on Bostick‘s five dimensions of library anxiety: barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers.</p><p>The empirical findings are that apart from a library introduction and a library tour the library does not provide any special services for international students. The library appears to work on a one-size-fits-all assumption, sprinkled with a feel-free-to-ask-me attitude, rather than offering course-integrated library instruction sessions. At best, international students might get one timely library instruction opportunity. At worst, they use the library only for studying in it rather than for information searching. The study confirms the findings from the literature that the international students experience library anxiety. In order to overcome this anxiety, this thesis proposes that library instruction sessions are introduced into all international programmes and courses; that a liaison librarian should be appointed; and that a library website tailored to the needs of international students should be designed.</p>

The aim of this Master’s thesis is to investigate Umeå University Library’s provision for its visiting international students. Questions addressed include: whether this library considers its international students to have specific needs which are different from those of domestic students; what kind of provision is offered to international students; and whether and what kind of affective barriers international students experience in this academic library. For this case study two semi-structured interview questionnaires were designed, one for librarians and the other for international students. Three contact librarians and five international students were interviewed. The students differ as to nationality, gender, and level of education. They are non-native English speakers and have stayed in Sweden longer than six months. The theoretical framework for this study is partially based on Budd’s library instruction model and partially on Bostick‘s five dimensions of library anxiety: barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers. The empirical findings are that apart from a library introduction and a library tour the library does not provide any special services for international students. The library appears to work on a one-size-fits-all assumption, sprinkled with a feel-free-to-ask-me attitude, rather than offering course-integrated library instruction sessions. At best, international students might get one timely library instruction opportunity. At worst, they use the library only for studying in it rather than for information searching. The study confirms the findings from the literature that the international students experience library anxiety. In order to overcome this anxiety, this thesis proposes that library instruction sessions are introduced into all international programmes and courses; that a liaison librarian should be appointed; and that a library website tailored to the needs of international students should be designed.