Dozens of studies throughout a wide range of professions and settings have demonstrated significant correlations between emotional intelligence and high levels of perfonnance, productivity, team effectiveness, lower levels of job stress and other positive organizational outcomes. There is little research on the emotional intelligence of nurses and none in the United States on the measured EI of clinical staff nurses.This descriptive, explorative and quantitative study was undertaken to analyze the emotional intelligence of clinical staff nurses. Clinical staff nurses from three urban hospitals on Oahu, Hawaii, participated in the study. An emotional intelligence instrument was used that was based on the ability model of emotional intelligence (MSCEIT v2). Findings from this study support the conclusion of previous studies in non­ nursing literature that perfonnance level correlates positively with emotional intelligence scores. Nurses in this study demonstrated greater ability in emotional intelligence skills related to strategizing with emotions than the skills related to experiencing them. The highest branch scores were related to the skills of managing emotions and the lowest the skills of perceiving emotions. The findings of this study suggest that inclusion of emotional intelligence skills in nursing curricula, both in the academic and clinical practice settings, may be important to retaining and supporting a resilient and thriving nursing workforce in the future.

The purpose of the study was to compare the relationship between educational preparation, clinical experience, and the nurses’ self-perceived decision making characteristics. The characteristics analyzed were frequency of making decisions, difficulty in making decisions, influential factors in decision making, and process used in decision making. The retrospective correlational design used a convenience sample of 93 associate and baccalaureate degree nurses from hospitals within Midwestern United States. Informed consent for the study was assumed by the completion and return of the demographic data form and the two questionnaires: Clinical Decision Making in Nursing (Jenkins, 1985) and the Decision Making Questionnaire (Pardue, 1987). Confidentiality of the subjects was maintained through the use of coding. There were no foreseeable risks or discomforts.Eight hypotheses were developed and analyzed by multivariate analysis of variance and post-hoc univariate analysis. The results indicated no significant differences in frequency of making decisions, difficulty in making decisions or process used in decision making between baccalaureate and associate degree nurses. The only significant difference in influential factors was in the factor of “stress”. No significant differences existed for frequency, difficulty, or process used between experienced and inexperienced nurses. However, a significant difference was found in the influential factors of decision making between the two groups. The areas of difference were “experience” and “role-modeling”. / School of Nursing

No description available.

This study was based upon the requirements of the Scope of Practice of the Registered Nurses (R2598 of 1984 as amended) as prescribed by the South African Nursing Council. The clinical competency of new graduate nurses, with regard to the care of individual clients, depends on their ability to correlate theoretical knowledge learned in the classroom with practice and the development of clinical skills. Its foundation lies in the ability to identify and solve problems that emanate from critical thinking, analytic reasoning and reflective practice. It is clear that the quality of clinical exposure plays a leading role in the development of learners into nursing professionals. Nursing skills alone cannot ensure quality care of clients without the application of theory. Facilitation of this theory to practice remains, therefore, an essential component of nursing education. This study was aimed at identifying areas of incompetence of new graduate nurses (1998-2001) in the clinical area, by determining the new graduates and professional nurses perceptions of the competence of the new graduate nurses. The intention was to make recommendations regarding the identified areas of incompetence. Descriptive research was found appropriate to the study, using the parameters of the Scope of Practice of the Registered Nurse (R2598 of 1984 as amended) A quantitative non-experimental descriptive survey was undertaken to generate information on the clinical competence of new graduate nurses (1998-2001). <p. An in-depth literature study was conducted to generate information that was used as the basis for the study. For data collection, two types of structured questionnaires were used to obtain information from professional nurses and new graduate nurses (1998-2001). Permission to conduct research from the selected institutions was granted by the Department of Health in Mmabatho and the ethical committees of management of identified hospitals in the North West Province. An analysis of the data obtained from the study yielded the following findings with regard to clinical area: <ul> <li>Shortage of staff, equipment and supplies negatively affect the competency of new graduate nurses. </li> <li>New graduate nurses are expected to perform beyond their scope of practice and there is discrepancy between what the new graduate nurses learned in the classroom and what they see in the clinical area. </li> <li>Orientation programmes need to be reviewed and they are often neglected due to shortage of staff. <br> </ul> Findings with regard to performance of new graduate nurses: <ul><li>Ethics and professional practice need to be emphasized and graduates educated regarding the rights of patients. </li> <li>New graduate nurses have sufficient theoretical knowledge but lack competency in basic nursing skills due to an inability to correlate theory to practice. </li> <li>New graduate nurses are perceived to be arrogant and perceive themselves as having a higher education or qualifications. </li> <li>College graduates are perceived to be more competent than university graduates because of their "extensive" exposure to clinical practice. </li> <li>New graduate nurses consider themselves to be above certain basic skills after completion of training. <br> </ul> Conclusions that can be drawn from this study are that there are many factors that impact negatively on the competency of new graduate nurses. These emanate from the clinical area, as well as during the education and development of new graduate nurses. Recommendations regarding the education and development, evaluation of students and the clinical practice area have been made. / Dissertation (MCur (Nursing Education))--University of Pretoria, 2005. / Nursing Science / unrestricted

No description available.

Administration and faculty are now being held accountable for the learning process in educational programs at the institutional level. The purpose of this study was to describe and compare baccalaureate graduates' perceptions of Ball State University School of Nursing's education program and employers' perceptions of those graduates. This study also examined graduates demographic characteristics such as, personal information, education, professional practice, and professional activities. Stufflebeam's (1966) CIPP Model for evaluation was utilized as a theoretical framework. A convenience sample of all graduates of 19881990 one year after graduation and 1986-1987 graduates five years after graduation and employers willing to participate completed the questionnaires and/or demographic sheet. The perceptions of graduates towards Ball State University School of Nursing's educational programs and employers'perceptions towards the graduates were examined in descriptive design.A list of names was received from Ball State University's Alumni Office. Questionnaires were coded and mailed with a cover letter and a stamped, self-addressed envelope.All participants were informed of rights as human subjects and the confidentiality of this study. A cover letter informed subjects of procedures, risks, and benefits. Ball State University's Institutional Review Board granted permission to conduct the study.The findings of this study of one and five year postgraduates lead to the general conclusion that Ball State University's baccalaureate nursing program has been successful. These findings are consistent with those found in the literature. In general, the graduates expressed satisfaction with all aspects of the baccalaureate nursing education.The findings from the instrument to measure employers' perceptions (one and five years after graduation) were positive. Approximately three fourths of employers indicated the graduates functioned at above expected levels in regards to communication, nursing, leadership skills, andprofessionalism. The graduates had a successful transition into practice, and employers were satisfied with the graduates' performances. / School of Nursing

Thesis (M.Cur.) --University of Limpopo, 2012 / The implementation of a Performance Management System (PMS) and its impact on the professional nurses have never been evaluated and, therefore, the experiences of professional nurses are not known. The purpose of this study was to explore and describe the experiences of professional nurses with regard to performance assessment at the Polokwane Mankweng Hospital Complex. Upon obtaining the clearance to conduct the study from the Medunsa Reseach and Ethics Committee, permission to conduct the study was granted by the Department of Health. A qualitative research approach was used by applying the principles of a phenomenological, exploratory, descriptive and contextual design. Data were collected from fourteen (14) professional nurses by using unstructured face-to-face interviews. Data were audio recorded and field notes were also written. Trustworthiness was ensured by applying the Lincoln and Guba’s criteria. Transferability was ensured by utilizing purposive sampling to include participats. Confirmability was ensured by by collecting data from thr participants who have experience on the problem studied. Data were analysed qualitatively by using Tech’s open coding method. The results indicated that there was conflict between the nurse managers and professional nurses that was arising from dissatisfaction with the assessment rating and scores allocated. Professional nurses complained about unfair ratings, stating that scores were based on personality and not performance. Those professional nurses who were obtaining high scores were perceived as the nurse managers’ favourites. Professional nurses called for a change in or review of the method of performance assessment. The results indicated that nurse managers were lacking knowledge about performance assessment and, therefore, feedback about performance were not given. It is recommended that on-going training of the nurse managers and a change in the method of assessment will remedy the situation.

The purpose of this qualitative, explorative descriptive study was to describe how registered nurses at a specific tertiary hospital perceive the annual performance appraisal. A sample of 20 registered surgical nurses working in the ten Surgical Care Divisions was purposively selected to meet the inclusion criteria. Data was collected through two focus group interviews with 10 participants each. The transcribed interviews were manually analysed according to Collaizzi‟s (1978) method. Findings were described according to six main themes, of which the last theme described the nurses‟ suggestions for improving the annual performance appraisal. The 15 sub-themes addressed, among other things, the process of conducting annual performance appraisals, scoring the performances, incentives, loyalty to the hospital, communication, and competency certification of registered nurses. Recommendations were made for developing guidelines to ensure a standardised process of annual performance appraisal and to involve all stakeholders in the review of the competency assessment certification process. / Health Studies / M.A. (Nursing Science)

This research is concerned with the assessment of student nurses' practice, implementation of which has been considered problematic since the move of initial training into higher education. It examines clinical nurses' accounts of assessment, and rejects an approach based on identification of competencies as too rationalistic for a situated practice. Insights from, in particular, Foucault, Deleuze, and Derrida were used to analyse practitioners' alternative discourse of practice, and the processes of self-constitution and decision-making. Eighteen practitioners from different settings were interviewed in depth about how they determine acceptable performance. Three participants were interviewed twice to develop ideas arising from the first round of conversations. Practitioners' accounts challenged the conventional understanding of assessment, and the construction of practice implicit in current policy. The analysis suggests a more fluid, un-predetermined understanding, characterised by hesitation and uncertainty, though without losing a concern with safe practice. Several implications for policy and practice are presented. These require a shift of authority towards practitioners' situated judgements and away from predetermined outcomes, both in respect of programme planning and policy guidelines on the specification of standards. A new alliance is proposed to encourage a more authentic engagement with the process from both clinical and educational practitioners.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished