The Key to Confidence is Simulation-Based Learning
Knowledge of Workplace Violence against Nurses in the Emergency Department of Public Sector Tertiary Care Hospitals in Peshawar, Pakistan
Initiation of Nursing Education Services (NES) at Khalifa Gul Nawaz Teaching Hospital MTI Bannu, Khyber Pakhtunkhwa
Unleashing the Power of Transformational Leadership: Revolutionizing the Nursing Profession in Pakistan
Addressing the Issue of Nurses Leaving Bedside Jobs with Reasons
Cognitive Stacking: A Concept Analysis
Nightingale’s Theory and its Application to Pediatric Nursing Care
Academic Strategies that Facilitate Learning in Millennial Nursing Students
Transformational Leadership: A Strategy towards Staff Motivation
Awareness of Good And Bad Touch Among Children
Suicide Among Youth: A Preventable Public Health Concern
The Impact of Culture on Faculty Retention in Nursing Education
Emotional Intelligence as a Predictor of Nursing Student Success
Psychological and Cognitive Determinants of the Health Literacy on Soon-To-Be-Aged and Older Adults: a Systematic Review
It Takes a Village to Assure Nurse Professionalism
Lessons Learned: Employing Focus Groups as a Research Methodology
Interpersonal conflict among nurses (called 'horizontal violence' or 'bullying') is a significant issue confronting the nursing profession. Almost every nurse experiences horizontal violence in her working environment once during her life time. Horizontal violence can be disastrous for nurses’ safety and a threat to the image and dignity of the nursing profession.The paper aims to highlight the factors contributing for horizontal violence and analyze those factors under the umbrella of four major organizational frameworks given by Bolman and Deal (1985) and current literature reviews. Horizontal violence is analyzed under the four major organizational frameworks given by Bolman and deal (1985), such as structural frame, human resource frame, political frame and symbolic frame. Multiple factors leading to horizontal violence and its effects are also examined. In addition, the point of view was further supported with various literature searches to appraise the topic in depth. Factors contributing to horizontal violence includes; strong hierarchical structures, unequal power relations, oppressed group behavior, controlled environment, unsupportive management and leadership styles, lack of autonomy and feedback systems, medical dominancy and unequal distribution of resources, conflicting values, lack of role modeling, aggressive behavior, and ineffective conflict resolution. The horizontal violence if unseen can result in; low job satisfaction, negligence in patients care, stress and burnouts, low self esteem, low morale and productivity. Horizontal violence is endemic in the workplace culture and is an unacceptable and destructive phenomenon. We nurses must work together to address and eliminate such unhealthy behavior from our workplace. Recommendations include; leadership development, nurses’ empowerment, work redesign and service delivery innovation, values-driven organizational culture, recognition and reward systems, and professional growth and accountability.
Providing appropriate end-of-life care has become a primary concern of nurses. In today’s world, it is important for nurses to strengthen their knowledge regarding end-of-life especially for elder people. The purpose of this article is to study the theoretical underpinning, concepts, metaparadigms and definitions of the peaceful end-of-life framework proposed by Cornelia Ruland & Shirley Moore in 1998.Proposed theory was reviewed in depth to identify the concepts emerging from end-of-life care. Ruland & Moore have defined five major outcome standards that contribute to a peaceful EOL for terminally ill patients. (1). being free from pain, (2) experiencing comfort (3), experiencing dignity and respect, (4) being at peace and (5) experiencing a closeness to significant others or other caring person. This theory contributes the rich body of knowledge for nurses the need to provide end-of-life care. It provides insights and can contribute to increase knowledge about nursing interventions that provides peaceful end.
One of the important and integral parts of teaching in any field is evaluation. It comprises of many different forms of assessment. To assess the clinical competence; Objective Structured Clinical Examination (OSCE) was introduced in the health professional education. In nursing, OSCE is a structured assessment of specific, clearly defined clinical skills, in which students complete a sequence of practical examinations designed to assess separate components of a consultation. OSCE is the part of an effective assessment strategy of nursing competencies which requires the use of advance clinical practical skills, such as history taking and physical examination. There are number of advantages such as it is used as a tool for the assessment of clinical skills and also plays an integral role in the summative and formative components of assessment which includes evaluation of performance and feedback. It also depicts students’ specific behavior in a simulated environment, where strict control over the clinical context could be possible for students learning. This review will highlight the advantages and appropriate use of OSCE for assessing clinical competence in nursing education and it will provide a brief overview of the challenges pertaining to this mode of assessment in nursing curriculum.
Globally Geriatric population is growing rapidly as per the advancement in the care facilities and increased life expectancy. According to WHO (1999), nearly 60% of the 580 million elderly people globally are living in the developing countries and it is estimated that by 2020, this will raise upto 70% of the total elderly population. Pakistan, currently the sixth most populous country in the world, has an estimated geriatric population of around 7 million. Changing trends in the lifestyle and the influence of the nuclear family system in the society also contributes to the need of geriatric services and care. With the overall strains on familial networks in the face of poverty, the vulnerability of many elderly people in Pakistan increased in recent years, particularly when their children are themselves too poor and over-burdened to care for them (Itrat, Taqai, Qazi, & Qidwai, 2007). Despite, Geriatric health care is a most neglected area and receives less attention both internationally and in Pakistan. Currently, in the public sector there are not specialized or separate health care facilities for the elderly or any specialized geriatric nursing homes, other than few privately run senior citizen homes where the elderly are charged nominal fees per month or they are provided welfare if affordability is an issue for the family (Baig, Hasan, & Iliyas, 2000, Saleem, Khalid, Qidwai, 2009 & Sabzwari & Azhar, 2010). Caring for the elderly involves all aspects of care such as physical, social, psychological and spiritual and should not be restricted to the medical and technical aspects of care. Therefore, it is essential that the health care personnel should look around all these care dimensions and takes the responsibility for the overall care needs of the elderly and give it a prime importance. In order to accomplish this task, the health care personnel need to be prepared for such advanced care practices. In general, both the current medical and nursing curricula in Pakistan does not addresses the geriatric as a specialty in its program, except very few where these concepts are taught at a preliminary level. The Aga Khan University in Pakistan has started a separate outpatient clinical geriatric program in the year 2008 and planning to include geriatric care into its undergraduate and graduate curriculum and continue to strengthen it across both medical and nursing schools (Sabzwari & Azhar, 2010).
The selection processes of nursing programs are commonly used mechanisms to identify potentially successful students. The selection processes of most nursing programs today are based solely on academic ability; however, it is clear that non-academic skills, such as those encompassed by the concept of emotional intelligence, are also important for success in nursing school and in the nursing profession. Consistent identification of students most likely to succeed can assist in decreasing attrition rates. The purpose of this study was to determine what correlation exists between nursing students’ emotional intelligence and their success in a nursing program. In addition, the predictive ability of emotional intelligence was compared with that of traditional academic variables in the realm of nursing student success. The Trait Emotional Intelligence Questionnaire (TEIQue) was used to measure trait emotional intelligence in a sample of 115 baccalaureate nursing students attending a public university in the mid-south United States. No significant relationship was found between emotional intelligence and end-of-semester nursing grade point averages (GPAs). Emotional intelligence was not found to be a significant predictor of nursing student success. Among the academic and non-academic variables used in regression analysis, only pre-nursing GPAs were found to be significant predictors of end-of semester nursing GPAs. Implications for nurse educators are discussed.
Adolescence is a fundamental period of development because it represents the transition between life as a child, and life as an adult. Obesity is now considered a disease of epidemic proportions with increasing prevalence worldwide. The World Health Organization (2006) defines obesity as a ‘global epidemic’ existing in both developed and developing countries. The incidence of overweight and obesity are continually rising among females who are between the age group of 11—16 years. Behavior modification programs, positive reinforcement, counseling sessions for enhancing physical activity and balanced nutrition is recommended.
