Experienced nurses depart the workforce in significant numbers; therefore, it is critical to understand how those departures affect patient care and safety. The focus of this systematic review included appraisal of recent research to provide an understanding of strategies used in acute care settings to retain experienced nurses. Guided by Benner's model of skill acquisition, the purpose of this systematic review was to identify factors that influence the decision of nurses with experience to leave or remain working in acute care work settings. The 19 articles selected for this review were limited to those pertaining to experienced registered nurses who have worked in the acute care setting for 2 years and longer. The review excluded articles pertaining to registered nurses with fewer than 2 years of experience, who were considered at the novice or proficient level of nursing. The results of this literature review showed that management conflicts, lack of support, work environments, work schedules, and disproportionate staffing levels were among the factors leading to morale distress and burnout in experienced nurses. These findings have the potential to contribute to positive social change by guiding administrative efforts to retain experienced nurses and improve mentoring of newer nurses and, ultimately, improve patient outcomes.

In a Level II trauma center, experienced nurses are retiring from nursing positions, which is causing an unstable workforce. According to the literature, there are not enough experienced nurses to mentor the new nurses. Evidence suggests that experienced nurses are associated with improved patient outcomes and that experienced nurse mentors can improve the work environment for less experienced nurses. Focusing on Watson's theoretical framework of caring and Covell's theoretical framework of intellectual capital, this phenomenological study explored the lived experiences of a small group of nurses. Five nurses with 15 years of experience and who had served as mentors were selected for in-depth individual interviews. Open coding and thematic analysis were used to analyze the data, and 5 themes emerged: lengthening work shifts and related effects, increasing workload and responsibilities due to higher patient acuity, learning new technologies, mentoring with a decreased patient ratio, and surveying customers as the main focus of patient care. The results of this study guided the development of a proposal for a computer-based learning module on nurse mentoring. The module explains what mentoring is, the importance of mentoring, and proper ways to mentor. Implications for positive social change include retaining intellectual capital in an organization through mentoring positions for experienced nurses.

Deliberate self harm as defined pathologically as well as socially is becoming an increasing phenomenon within forensic psychiatry. Nurses working with patients who have self harm behaviour and are confined to forensic psychiatry face different challenges which affect their feelings and attitudes in different ways, in their nursing practice. Purpose: To explore nurses’ experiences of caring for patients who suffer from deliberate self harm behaviour and are confined to forensic psychiatry. Method: Qualitative semi- structured interview s from eight nurses working within the forensic psychiatric clinic. Interviews were analysed by using a qualitative content analysis. Results: They worked strategically and emphasized the importance of teamwork, good communication and urged for the need to get necessary education, staff focused tutoring and patient focused therapy. Conclusion: Need for necessary education, patient focused therapy and staff focused tutor is needed to empower staff working with patients who are confined within forensic psychiatry and suffer from deliberate self harm behaviour. / Introduktion: Självskadebeteende beskrivs vanligtvis utifrån ett patologiskt perspektiv och är allt vanligare inom rättspsykiatrisk vård. Beteendet anses ofta vara socialt oacceptabelt i samhället. Sjuksköterskor ställs ofta inför olika emotioner och synsätt i mötet med patienter med självskadebeteende. Dessa känslor och attityder påverkar både sjuksköterskan och patienter på olika sätt. Syfte: Examensarbetets syfte var att belysa sjuksköterskors erfarenheter av att vårda patienter med självskadebeteende, som vårdas inom rättspsykiatrisk vård i Sverige. Metod: Studien har genomförts med hjälp av kvalitativa semi-strukturerade intervjuer, som analyserats med innehållsanalys. Åtta sjuksköterskor deltog i studien. Resultat: Från intervjuerna framkom det att sjuksköterskorna upplevde olika känslor och reaktioner gentemot patienter med självskadebeteende. Känslorna var av frustration, hjälplöshet, ilska, ångest och rädsla. Sjuksköterskorna betonade vikten i att ha en god kommunikation i omvårdnaden med sina kollegor, samt efterlyste behovet av utbildning och handledning till personalen samt patientfokuserad terapi. Slutsats: För att stärka sjuksköterskorna i deras omvårdnadsarbete och professionella roll gentemot patienter med självskadebeteende, som vistas inom den svenska rättspsykiatriska vården, krävs det faktabaserade utbildning och handledning för att kunna ge en god vård. Deliberate self harm as defined pathologically as well as socially is becoming an increasing phenomenon within forensic psychiatry. Nurses working with patients who have self harm behaviour and are confined to forensic psychiatry face different challenges which affect their feelings and attitudes in different ways, in their nursing practice.

The research aims to investigate Pedagogical Content Knowledge (PCK) of a junior high school Chinese teacher, and to analyze its content, sources of construct, reasoning and action, and its instructional presentation. This research adopted case study that targeted an experienced Chinese teacher (Pseudonym: Miss Huang). The researcher, a main research instrument, entered Miss Huang¡¦s teaching field to collect data for one semester by means of classroom observation, formal and informal interviews and documents, expecting the research findings can be used as reference of Chinese-related curriculum of Teachers Training Institute. The results indicated as follows. First of all, the content of Miss Huang¡¦s PCK, based on teaching belief, and integrates the knowledge of subject matter, of teaching, understanding to the learners and the grasp of context. Miss Huang continuously expanded her content and her PCK presents three characteristics: (1) Teacher¡¦s belief and attitude toward subject affect the development of PCK (2) Teacher adopts appropriate ways to solve students¡¦ problems by realizing their difficulties in learning (3) Teacher¡¦s cognition to context influences the presentation of PCK. Secondly, there are three sources of constructing Miss Huang¡¦s PCK. (1) The practical teaching experience is the most important source of PCK. The novice¡¦s teaching experience plays an important role in learning teaching. (2) With the accumulation of the teaching experience, the source of constructing PCK becomes diversified. (3) The practical teaching and learning experience complement each other. Miss Huang¡¦s reasoning and action is divided into three stages: pre-teaching, in-teaching, after-teaching. The pre-teaching preparation is based on the previous teaching experience, and derives new thought from prior experience. The in-teaching presentation is diversified, and the interpretation is the most common way of presentation. The after-teaching evaluation still adopts paper-and-pencil test, together with other ways of evaluation, such as reports, learning sheets, and activities.

The main purpose is to determine whether or not the modern teacher has developed a well-integrated personality and to locate traits that are most in need of correction.

In many professions world-wide it is common that there is supervised training called induction for newly qualified professionals before they can be appointed permanently in their positions (Health Professions Council of South Africa (HPCSA), 2017:1). The designations of the programmes differ from one profession to another. In some professions they are referred to as internships, probations or induction. What such programmes have in common is that they confirm and enhance a practitioner’s awareness of his or her status as a professional (HPCSA, 2017:1). In some countries like Scotland and regions like Ontario in Canada there are professional teacher registration bodies that use induction for beginning teachers as contemplated in the paragraph above to complete a teacher’s professional training (Ontario Teachers’ College, 2010:3; General Teaching Council for Scotland GTCS, 2012:2). However, in South Africa, although induction is intended to be available for all beginning teachers, it is not always the case in practice. Moreover, the successful completion of an induction programme is not a prerequisite for a permanent appointment as a teacher. In South Africa the professional council for education is the South African Council for Educators (SACE). Its registration requirements for educators (which allow them to teach) do not include the successful completion of an induction programme and are limited to pre-service academic qualifications and registration with SACE. The problem is that beginning teacher induction is still not fully realised in most schools in South Africa and that its purpose is uncertain (Hudson, 2012:2). The focus in this study is beginning teacher induction in primary schools in Mbombela in the Mpumalanga province. It investigates the views of beginning teachers, experienced teachers and their principals about induction in primary schools in the Mbombela area in Mpumalanga to gain insight into how induction for beginning teachers can be improved in schools to enhance the quality of education and to promote teachers’ awareness of their status as professional practitioners. / Dissertation (MEd)--University of Pretoria, 2020. / Education Management and Policy Studies / MEd / Unrestricted

Many Schools of Nursing’s Deans and Directors throughout the nation find themselves hiring novice nurse educators for a wide variety of reason such as expansion of their nursing programs, retirement of nursing faculty, and presentation of other opportunities for experienced nursing faculty. Deans and Directors for Schools of Nursing in Tennessee are faced with the same challenge. As a result, the Tennessee Deans and Directors for Schools of Nursing have made a commitment to help novice nurse educators, in particular, to be successful in their new role. These Deans and Directors know the specific needs of novice nurse educators they are hiring and essential topics that these nurse educators must become familiar with in order to be successful. In 2017, the Deans and Directors for Schools of Nursing in Tennessee developed the Tennessee Nurse Educator Institute. In its third year, the Tennessee Nurse Educator Institute is offered annually before the start of the academic school year. The purpose is “to provide knowledge and skills for the novice nurse educator and a refresher for more experienced faculty.” Initially, it began as a two-day activity but since has been expanded to three days. Topics include valuable information for the novice nurse educator such as writing test items and analysis; a perspective on surviving the first year as a novice nurse educator; designing a curriculum; engaging students in the 21st century; the importance of the RN-NCLEX blueprint; the basics of clinical teaching; teaching with simulation; evaluation methods for didactic and clinical courses; developing a syllabus; and the importance of program evaluation. Since the launch of the Tennessee Nurse Educator Institute, the total number of nurse educators attending the institute is 195. At the end of the three-day educational activity, nurse educators complete an evaluation to ensure the institute is its goals. In addition, participants are asked for input on what they felt helped them the most, the strengths and weaknesses of the program, and future topics to include. Responses from the evaluations have been overwhelmingly positive. Participants completing the survey was n = 133. Results of the evaluations from the three years showed the following: 98% (131/133) of the participants strongly agreed or agreed that the purpose of the conference was met, the information received will help them be more effective in their position, and they could use the information they learned right away; and 97% (129/133) of the participants strongly agreed or agreed the conference met their expectations. No barriers or obstacles have been encountered in achieving the program’s goal. The Tennessee Deans and Directors for Schools of Nursing plan to continue with the institute every year to help meet the needs of novice and more experienced nurse educators. When nurse educators are given the proper tools to be successful, nursing education is ultimately advanced with outcomes consonant with excellence. The goal is to make sure that nursing educators are using evidence-based practice when teaching future nurses.

The nursing profession is facing a potentially devastating shortage of nurses by the year 2020. Contributing to the shortage is the retirement of experienced nurses who are over the age of 45, and an aging baby boomer population. The loss will place a considerable strain on the overloaded health systems. As a result, it is important to identify successful strategies for addressing the problem of experienced nurse retention. Therefore, the purpose of this project was to conduct a systematic review of literature to answer the question of what retention strategies have been used to prevent the loss of the experienced nurse who is approaching retirement age. The systematic review, guided by Benner's theory of novice to expert and Kanter's empowerment theory, included quantitative, qualitative and mixed methods studies published between 2007 and 2017. Studies published in the United States and Canada were 8studies selected for detailed review, were graded using the Joanna Briggs Institute grading criteria. The themes identified in this study included five key indicators: nurse autonomy and empowerment (75%), stress and burnout (62%), workplace engagement (68%), leadership commitment (56%), and training/career development action plans (56%). The key indicators may provide the basis for recommendations for managers and leaders in promoting experienced nurse retention in their work settings. Positive social change is possible when management takes into consideration the value of the key indicators above in experienced nurse retention efforts. By retaining experienced nurses, the nursing profession can promote positive patient outcomes and a mentoring plan for nurses approaching retirement age.

This paper introduces a dynamic model to illustrate how the self, the work, and the environment interactively influence the experience of work meaningfulness during the employment period. While individuals might enter an organization with intent to improve or protect others¡¦ well-being, their perceived degree of work meaningfulness might be strengthened or weakened within jobs. Other factors from their work and the environment could come into play. Specifically, the proposed model presents how the interplay between prosocial motivation, perceived task significance, and perceived external prestige of an organization affect the experienced meaningfulness of work jointly. This paper tests the model by surveying employees from the high-tech sector and the police sector using the questionnaire method. The results show that individuals who have prosocial motivation indeed experience a sense of work meaningfulness initially. Even when individuals are prosocially motivated, the perceived external prestige of their organizations positively affects their experience in meaningfulness of work. Furthermore, the perceived level of task significance of one¡¦s work overpowers the existing prosocial motivation when it comes to altering the perception of work meaningfulness. The findings indicate that factors from different dimensions could alter the experienced meaningfulness of work together, and the relation between prosocial motivation and work meaningfulness is dynamic.

The purpose of this research is to investigate teaching strategies and teaching reflections of an experienced elementary teacher in the mathematical classroom. This study explored the changing process of students¡¦ learning attitudes toward mathematics. This research adopted qualitative research methods as a main means of inquiry and used quantitative questionnaires as a supplement means of inquiry. Researcher had inquired by observations, in-depth interviews, video recordings, document data collections and the pre-post questionnaire survey during one semester. This research used triangulation methods, including methodological triangulation, data triangulation, and investigator triangulation. The research concludes as follows: 1.The experienced teacher delivered the class mainly by lectures and questions, and added other multi-teaching strategies in accordance to the contents of the courses. 2.The experienced teacher has specific steps in mathematical classes: help students calm down