i-manager Publications

i-manager's Journal on Nursing (JNUR)

Current Issue Vol. 14 Issue 3

Healthcare Should Be Public or Private?
Men's Transformative Role in Nursing Leadership and Healthcare Delivery Systems: Breaking the Gender Barriers
Enhancing Engagement in Nursing Education: The Impact of Gamification on eLearning Modules
A Study to Assess the Effectiveness of Constraint-Induced Movement Therapy on Motor Function among Stroke Patients in Selected Hospitals in Erode
Effectiveness of Guided Imagery on Stress among High Risk Pregnant Mothers
A Study to Evaluate the Effectiveness of a Structured Teaching Program on Knowledge Regarding Breast Complications and their Management among Primi Post Natal Mothers in a Selected Hospital in Bangalore
Honey and Cancer: A Sustainable Parallel Relationship Especially for Developing Nations
Nursing Perspective on Pain Management

Most Cited

Volume 3 Issue 1 February - April 2013

Article

Comparison and contrast of Orem’s Self Care theory and Roy’s Adaptation model

Neelam Saleem*

*The Aga Khan University, School of Nursing and Midwifery, Pakistan

Punjani, N.S. (2013). Comparison and contrast of Orem’s Self Care theory and Roy’s Adaptation model. i-manager’s Journal on Nursing, 3(1), 1-5. https://doi.org/10.26634/jnur.3.1.2222

Abstract

This article elucidates nursing practice through two unique theories: Orem’s self care theory (1971) and Callista Roys’s adaptation model (1970). The key similarities and differences between Orem’s theory and Roy’s Model are identified. Nursing is an evolving and unique profession for which theory can be utilize as a guide for practice. This article demonstrates two of these nursing theories through the four concepts of the nursing meta-paradigms which consist of person, health, environment, and nursing. Moreover, these two theories are compared through its application from the perspective of clinical practice.

References

[1]. Andrews, H.A., & Roy, Sr. C. (1991). Essential of the Roy adaptation model. Norwalk,, CT: Appletion-Century-Crofts.

[2]. Alligood, M., & Tomey, A. (2006). Nursing Theory: Utilization & Application (3rd ed.). St. Louis, MO: Mosby.

[3]. Bertalanffy, L. V. VON (1968): “General Systems Theory”. New York: George Braziller.

[4]. Clark, M. (1980). The utilization of theoretical concepts in patient education. Nursing Administration Quarterly, 4, 55-60.

[5]. Clark, M. D. (1986). Application of Orem's Theory of Self- Care: A Case Study. Journal of Community Health Nursing, 3(3), 127-135

[6]. Current Nursing. (2012). Dorothea Orem's Self-care Theory. Retrieved from http://currentnursing.com/nursing_ theory/self_care_deficit_theory.html

[7]. Current Nursing. (2012). Roy's Adaptation Model Retrieved from http://currentnursing.com/nursing_theory/ Roy_adaptation_model.html

[8]. Fawcett, J. (2005). Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories (2nd ed). Philadelphia: FA Davis.

[9]. Feild, L., & Winslow, E. H. (1985). Moving to a nursing model. AJN The American Journal of Nursing, 85(10), 1100.

[10]. George, J. B. (2002). Nursing theories: The base for professional nursing practice. 5th ed. Upper Saddle River, NJ: Prentice Hall.

[11]. Helson, H. (1964). Adaptation-level theory (p. 732). New York: Harper & Row.

[12]. McCarthy, C. T., & Aquino-Russell, C. (2009). A Comparison of Two Nursing Theories in Practice Peplau and Parse. Nursing science quarterly, 22(1), 34-40.

[13]. Phillips, K. D. (2010). Sister Callista Roy: Adaptation model. In A. M. Tomey & M. R. Alligood (Eds.), Nursing theorist and their work (7th ED., PP 335-365) Mayland Heights, MO: Mosby.

[14]. Roy, Sr.C. (2009). The Roy adaptation model (3rd ed.). Upper Saddle River, NJ; pearson.

[15]. Tomey, M. (1994). Nursing theorists and their work (3rd ed.). St. Louis, Mo: Mosby.

[16]. Shosha, kalaldeh,G.A., & Mahmoud Al. (2012). A Critical Analysis of Using Roy's Adaptation Model. Nursing Research. International Journal of Academic Research, 4 (4), p26.

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Article

Are we pushing the graduate nurses too fast in critical care areas?

Shaista Rajani Meghani* , Salma Sajwani**

* Student, The Aga Khan University, School of Nursing and Midwifery.

** Instructor, The Aga Khan University, School of Nursing and Midwifery, Pakistan.

Meghani, S.R., and Sajwani, S. (2013). Are we pushing the graduate nurses too fast in critical care areas?. i-manager’s Journal on Nursing, 3(1), 6-12. https://doi.org/10.26634/jnur.3.1.2223

Abstract

The objective of the literature review is to focus on the journey of transition for new graduate entering in critical care areas that often remains challenging, frustrating and stressful. A systemic search of the literature is performed for the period of 1979 to 2012. A total 20 research articles were reviewed. The results of the literature review indicated that the new graduates generally have limited practical nursing experience, lack social and developmental maturity and struggle with basic clinical work management skills along with balancing time with responsibilities and assigned task. Critical care areas are high tech specialized areas that require nurses’ vigilance, competencies, and expertise to deal with immediate life threatening situations. New graduates feel lack of confidence while working independently in the hospital environment during transition phase. If this is a case for novice nurses working in wards, then critical care areas are even more complex and high tech skilled specialty to accommodate amateurs. This paper will highlight the transition of new graduates in critical care areas, characteristics, and requirements for critical care nursing, stages of transition theory in critical care, and recommendations to offer new graduates to the less critical workplace to make them expert, to ensure in order to deliver safe patient care when transferred to the high-tech skilled specialty areas.

References

[1]. American Nurses Association. (2004). Handle with care. Retrieved from http://www.nursingworld.org/ MainMenuCategories/OccupationalandEnvironmental/o ccupationalhealth/handlewithcare/hwc.aspx

[2]. American Nurses Association. (n.d.). Certification. Retreived from http://www.aacn.org/dm/mainpages/ certificationhome.aspx

[3]. Benner, P., Sutphen, M., Leonard, V., & Day, L. (2009). Educating nurses: A call for radical transformation (Vol. 15). Jossey-Bass.

[4]. Boswell, S., Lowry, L. W., & Wilhoit, K. (2004). New nurses' perceptions of nursing practice and quality patient care. Journal of Nursing care Quality, 19 (1), 76-81.

[5]. Carayon, P., & Gurses, A. P. (2005). A human factors engineering conceptual framework of nursing workload and patient safety in intensive care units. Intensive and Critical Care Nursing, 21, 284-301.

[6]. Duchscher, J.E.B. (2008). A process of becoming: The stages of new nursing graduate professional role transition. The Journal of Continuing Education in Nursing, 39(10),441.

[7]. Duchscher J.E.B. (2007). Professional Role Transition into Acute- care by Newly Graduated Baccalaureate Female Registered Nurses. Dissertation Abstracts International (DAIB 68/10): AAT NR32924.

[8]. Duchscher, J. E. B. (2001). Out in the real world: Newly graduated nurses in acute care speak out. Journal of Nursing Administration, 31, 426-439

[9]. Duchscher, J. E. B., & Cowin, L. (2004). Multigenerational nurses in the workplace. Journal of Nursing Administration, 34(11), 1–9.

[10]. Ellis, J. R., & Hartley, C. L. (2012). Nursing in Today's World: Trends, Issues, and Management (10 ed.): Wolters Kluwer health I Lippincott Williams & Wilkins.

[11]. Evans, K. (2001). Expectations of newly qualified nurses. Nursing Standard, 15(41), 33-38.

[12]. Freiburger, O. A. (2002). Preceptor programs: Increasing student self-confidence and competency. Nurse Educator, 27, 58-60.

[13]. Hemani, H. (1996). History of nursing in Pakistan: a struggle for professional recognition. Alberta, Canada: University of Alberta; M.S. thesis.

[14]. Kovner, C. T., Fairchild, S., Poornima, S., Kim, H., & Djukic, M. (2007). Newly licensed RNs' characteristics, work attitudes, and intentions to work. AJN The American Journal of Nursing, 107(9), 58-70.

[15]. Kramer, M., (1979). Reality shock. St. Louis, MO: CV Mosby.

[16]. Lalani, N. S., & Dias, J. M. (2012). The Role Transition of Nurses in a University Teaching Hospital in Pakistan. Journal for Nurses in Staff Development, 27(4), E1-E5.

[17]. Pellico, L. H., Brewer, C. S., & Kovner, C. T. (2009). What newly licensed registered nurses have to say about their first experiences. Nursing outlook, 57(4), 194-203.

[18]. Proulx, D. M., & Bourcier, B. J. (2008). Graduate nurses in the intensive care unit: an orientation model. Critical Care Nurse, 28(4), 44-52.

[19]. Roberts K. & Farrell G. (2003). Expectations and perceptions of graduates' performance at the start and at the end of their graduate year. Collegian 10(2), 13–18.

[20]. Vance, G., Koczen-Doyle, D., Mcgee-Mccullough, D., Kuzma, A. M., & Butler-Lebair, M. (2010). Nursing Care in the Intensive Care Unit Setting: The Role of the Nurse in the ICU. Critical Care Study Guide, 225-238.

[21]. Whitehead, J. (2001). Newly qualified staff nurses' perceptions of the role transition. British Journal of Nursing, 10, 330-339.

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Article

Welcoming Future Nurses: Preparing undergraduate nursing students for role transition

Sahreen Malik Bhanji*

*MScN Student, Aga Khan University, School of Nursing and Midwifery.

Bhanji, S.M. (2013). Welcoming Future Nurses: Preparing undergraduate nursing students for role transition. i-manager’s Journal on Nursing, 3(1), 13-17. https://doi.org/10.26634/jnur.3.1.2224

Abstract

The preceptor, preceptee and the faculty plays an important part in student’s learning and contribute towards role transition. Therefore, it is essential that all three of them work in collaboration, extend their support and have well developed understanding to make the experience meaningful. In my paper to follow, I will discuss the background and significance of preceptorship and its application in clinical practice. Integrate the Synergy model of preceptorship for learning and care. Later in the paper, I will discuss the roles and functions of the preceptor, challenges, training needs, and the benefits of preceptorship model at the organization level.

References

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[2]. Barker, E. R., & Pittman, O. (2010). Becoming a super preceptor: A practical guide to preceptorship in today's clinical climate. Journal of the American Academy of Nurse Practitioners, 22(3), 144-149.

[3]. Billay, D., & Myrick, F. (2008). Preceptorship: An integrative review of the literature. Nurse Education in Practice, 8(4), 258-266.

[4]. Billay, D. B., & Yonge, O. (2004). Contributing to the theory development of preceptorship. Nurse education today, 24(7), 566-574.

[5]. Duteau, J. (2012). Making a Difference: The Value of Preceptorship Programs in Nursing Education. Journal of Continuing Education in Nursing, 43(1), 37 43.

[6]. Earle-Foley, V., Myrick, F., Luhanga, F., & Yonge, O. (2012). Preceptorship: Using an Ethical Lens to Reflect on the Unsafe Student. Journal of Professional Nursing, 28(1), 27-33.

[7]. Giallonardo, L. M., Wong, C. A., & Iwasiw, C. L. (2010). Authentic leadership of preceptors: predictor of new graduate Nurses' Work Engagement and job satisfaction. Journal of Nursing management, 18(8), 993-1003.

[8]. Happell, B. (2009). "A Model of Preceptorship in Nursing: Reflecting the Complex Functions of the Role." Nursing Education Perspectives 30(6), 372-376.

[9]. Hayes, E., & Harrell, C. (1994). On being a mentor to nurse practitioner students: the preceptor-student relationship. In Nurse Practitioner Forum 5(4), 220-228.

[10]. Hickey, M. T. (2009). Preceptor perceptions of new graduate nurse readiness for practice. Journal for Nurses in Staff Development, 25(1), 35-41.

[11]. Hyrkas, K. & Shoemaker, M. (2007). Changes in the preceptor role: re-visiting preceptors' perceptions of benefits, rewards, support and commitment to the role. Journal of Advanced Nursing 60(5), 513–524.

[12]. Lee,T., Tzeng,W., Lin,C., & Yeh,M. (2009). Effects of a preceptorship programme on turnover rate, cost, quality and professional development. Journal of Clinical Nursing, 18(22), 1217-1225.

[13]. Newton, J. M., Cross, W. M., White, K., Ockerby, C., & Billett, S. (2011). Outcomes of a clinical partnership model for undergraduate nursing students. Contemporary Nurse, 39(1), 119-128.

[14]. Speers, A. T., Strzyzewski, N., & Ziolkowski, L. D. (2004). Preceptor preparation: An investment in the future. Journal for Nurses in Staff Development, 20(3), 127-133.

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Article

Nurses’ Motivation: an emphasis on Managers’ role

Shahina Pirani*

*The Aga Khan University, School of Nursing and Midwifery, Pakistan.

Pirani, S. (2013). Nurses’ Motivation: an emphasis on Managers’ role. i-manager’s Journal on Nursing, 3(1), 18-26. https://doi.org/10.26634/jnur.3.1.2225

Abstract

Motivation is the willingness or desire to work well and perform effectively on the job. There are two types of motivation; intrinsic and extrinsic motivation. Intrinsic motivation is the internal desire to accomplish the task in a productive way and it deals with personal value or strong work ethics which give them passion to do the best. On the other hand, extrinsic motivation refers to the motivation which comes from outside an individual which include promotions, appreciation, bonuses and days off. There are various factors which cause lack of motivation among nurses. Some of them include; manager’s management style, strict policy, lack of appreciation, workload, salary, promotion and so on. Frederick Herzberg was behavioral scientist who proposed a motivation-hygiene theory. This theory has been applied in this paper to emphasis the role of managers to enhance nurses’ motivation specifically in terms of nurses’ recognition and their growth and development. It requires nurses to be ambitious, responsible, to be proud of being a nurse and the employing institution need to take initiative to bring change and demonstrate individual abilities.

References

[1]. Abualrub, R. F., & Al-Zaru, I. M. (2008). Job stress, recognition, job performance and intention to stay at work among Jordanian hospital nurses. Journal of Nursing Management,16, 227-236.

[2]. Atshison, T. A. (2003). Exposing the myths of employee satisfaction. Health care Executive, 17(3), 20.

[3]. Berkhout, A. J., Boumans, N. P. G., Van Breukelen, G. P .J., Abu-Saad, H. H., & Nijhuis, F. J. N. (2004). Residentoriented care in nursing homes: effects on nurses. Journal of Advanced Nursing, 45 (6), 621–632.

[4]. Borkowski, N. (2009). Content theories of Motivation. In. N. Borkowski. Organizational behavior, theory and design in health care. (pp.105-126). USA: Jones and Bartlett.

[5]. Camerino, D., Conway, P.M., Sartori, S., Campanini, P., Estryn-Behar, M., Van der Heijden, B.I.J.M., & Costa, G. (2008). Factors affecting work ability in day and shiftworking nurses. Chronobiology International, 25 (2-3), 425–442.

[6]. Clavreul, G. M. (2008). Keep that Nurse want a motivated, low-turnover nursing team? Start by understanding your nurses' needs. Working Nurse, Accessedfrom http://www.workingnurse.com/articles/ Keep-That-Nurse

[7]. Clavreul, G. M. (2004). Demotivation in the Nursing profession. The downward spiral. Working Nurse, 10, 7-10.

[8]. Drenkard, K., & Swartwout, E. (2005). Effectiveness of clinical ladder program. JONA, 35(11), 502-506.

[9]. Frey, B. S. & Osterloh, M. (2002). A dual edged factor of production. In. B. S. Frey M. Osterloh. Successful management by Motivation. Balancing Intrinsic and Extrinsic Incentives. (PP.3-23). Germany: Springer In. B. S. Frey M. Osterloh. Successful

[10]. Goode, C. J., Ibarra, V., Blegen, M. A., Anderson- Bruner, J., Boshart-Yode, T., Cram, E.,… Winter, C. (1993). Working with people. What kind of recognition do staff nurses want? American Journal of Nursing, 93(5), 66-68.

[11]. Hertting, A., Nilsson, K., Theorell, T., & Larsson, U. (2004). Downsizing and reorganization: demands, challenges and ambiguity for registered nurses. Journal of Advanced Nursing 45 (2), 145–154.

[12]. HR connect. (2007). Staying in touch. Motivating e m p l o y e e p e r f o r m a n c e . A c c e s s e d f r o m h t t p : / / w w w. s f a r c h d i o c e s e . o r g / m e d i a / f i l e s / h r - docs/HRConnect54.pdf

[13]. Huber, D. (2000). Leadership and Nursing care management (2nd ed.). Philadelphia: W.B. Saunders Company.

[14]. Hughes, E. (2005). Nurses' perceptions of continuing professional development. Nursing Standard, 19(43), 42- 49.

[15]. Janssen, P.P.M., De Jonge, J., & Bakker, A.B. (1999). Specific determinants of intrinsic work motivation, burnout and turnover intentions: a study among nurses. Journal of Advanced Nursing, 29 (6), 1360–1369.

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[17]. Jishi, H. A. (2009). Motivation and its effect on performance on nurses in Aramco health center. Project paper, Malaysia.

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[21]. Lacy L. (2003). Called into question: what nurses want. Nursing Management, 34, 25–26.

[22]. Mackintosh, C. (2007). Making patients better: a qualitative descriptive study of registered nurses' reasons for working in surgical areas. Journal of Clinical Nursing, 16 (6), 1134–1140.

[23]. Marquis, B. L. & Huston, C. J. (2008). Creating a Motivating climate. In. B. L. Marquis & C. J. Huston. (6th ed.) Leadership roles and Management functions in Nursing: Theory and Application. (pp. 421-440). Lippincott Williams and Wilkins:China.

[24]. Maslow, A. H. (2000). The Maslow Business reader. John Wiley & Sons: New York.McConnell, C. R. (2005). Motivating your employees and yourself. Health care Manager, 24(3), 284-292.

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Article

Interpretation and Management of Arrhythmia

Havinder Kaur* , C. Ramesh, L. Gopichandran*

* Tutor, Govt College of Nursing, Patiala, Punjab, India.

Lecturer, Noor College of Nursing, Bangalore, India.

* Professor & Head, Noor College of Nursing, Bangalore, India.

Kaur, H., Ramesh, C., and Gopichandran, L. (2013). Interpretation and Management of Arrhythmia. i-manager’s Journal on Nursing, 3(1), 27-32. https://doi.org/10.26634/jnur.3.1.2226

Abstract

Cardiovascular diseases are the major circulation disorders around the world amongst human beings. This study explains conduction system of heart, review of ECG. Arrhythmia can produce a broad range of symptoms, from barely perceptible to cardiovascular collapse. It is focused on Arrhythmia, different types, interpretation and complications which will be of great help for health care nurses.

References

[1]. American Heart Association (2005). Heart diseases and stroke statistics; 2005 update, Dallas, Tex 2005.

[2]. P. Windyga (2006). Journal of Medical and Biological Engineering and Computing, published by Springer Berlin/ Heidelberg, Vol: 29, P.No: 254-260.

[3]. Chermecky CC (2004). Laboratory tests and diagnostics, procedures, 4th edition, published by, Sounder Philadelphia.

[4]. Brunner and Suddarth's (2006). Textbook of medical - surgical nursing, Eleventh edition, published by Lippincott Williams and Wilkins Philadelphia, Page No.823-851.

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[6]. Addison-Wesle's (1991). Nursing examination review, California, page No.293-294. 4th edition, Benjamin / Cummings publishing company,

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Article

Role of Basic Science and its Impact in Nursing Education/Curriculum

Shehla Khan*

*Assistant Professor, Aga khan university, School of Nursing & Midwifery Karachi, Pakistan.

Khan, S. (2013). Role of Basic Science and its Impact in Nursing Education/Curriculum. i-manager’s Journal on Nursing, 3(1), 33-36. https://doi.org/10.26634/jnur.3.1.2227

Abstract

The purpose of the paper is to explore the role of Basic sciences in the development of nurses. Since the profession has moved into higher education, diversity has developed in the amount, depth and methods of science teaching in nursing and midwifery courses. It has been observed that nurse educators themselves are concerned about the difficulty of linking the study of basic sciences directly to nursing theory and practice. In this paper it is discussed that one needs to see closely the contributions of the basic sciences to nursing education.

References

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[9]. J. B. Nicoll, L. & Butler, M. (1996). The study of biology as a cause of anxiety in student nurses undertaking the common foundation programme. Journal of Advanced Nursing, 24, 615-624. Lippincott Company: Philadelphia.

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Research Paper

Clinical Presentation to Nursing Offices in Elementary and Middle School Children

Catherine Cummins* , Mohan Kumaratne, Franck Vigneron, Jennifer Encinas, Natalie Kumaratne

* Assistant Professor, California State University, Long Beach, California, USA.

Pediatrician, CHOC Children's Hospital, and Huntington Beach California.

* Professor, California State University, Northridge, USA

Clinical Researcher, University of Southern California, California, USA.

* PG Student, Media and Public relations, University of Southern California, California, USA

Cummins, C., Kumaratne, M., Vigneron, F., Encinas, J., and Kumaratne, N. (2013). Clinical Presentation to Nursing Offices in Elementary and Middle School Children. i-manager’s Journal on Nursing, 3(1), 37-42. https://doi.org/10.26634/jnur.3.1.2228

Abstract

The parents and the school district have been concerned about why children present to school nursing offices in elementary and middle schools. There is a limited amount of research that study these reasons. A retrospective survey study was conducted using the school nurses’ visit logs from 7606 children. Minor trauma and abdominal pain were the most common reasons. A majority of students were returned to class, however a significant minority of 15.29% were excluded from schoolKnowledge of the common reasons for presentation to school nursing offices is useful in preventing avoidable injuries and decreasing absence from school.

References

[1]. American Academy of Pediatrics, Council on School Health (2008). Role of the School Nurse in Providing School Health Services, Pediatrics, 121 (5), 1052-1056.

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[7]. National Association of school Nurses (2013). Position Statement: Assuring Safe High Quality Care in Pre K Through 12th Grade Educational Setting, Available at www.nasn.org/portals/0/binder_papers_reports.pdf.

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Case Study

Clinical Application of Nightingale’s Environmental Theory

Shirin Rahim*

*Aga Khan University School of Nursing, Karachi, Pakistan.

Rahim, S. (2013). Clinical Application of Nightingale’s Environmental Theory. i-manager’s Journal on Nursing, 3(1), 43-46. https://doi.org/10.26634/jnur.3.1.2229

Abstract

Florence Nightingale (1820-1910) the first nursing theorist and the first one to lay the foundation of modern nursing has based her philosophy on spiritualism. Selanders (2010) quotes (Cook, 1913, Vol. 1, p. 15) in saying, that “She records in her diary an interaction with God at age 16 when He “called her to His service” (p.82). Her devotion towards God and her belief of spirituality was the foundation of almost all that Nightingale did as a nurse and for nursing profession. (Allighood and Tommy 2010). Nightingale has taken the same premise for her environmental theory. In this theory Nightingale (1860) has emphasized that nature has some laws which if applied correctly on humans, help those who are ill to restore health and those who are healthy to remain prevented from illness and promote health. The 13 sub concepts of environment which are called canons by Nightingale (1860) are actually the conditions which if adequately present in the environment help in healing. This paper will analyze a clinical scenario in light of Nightingale’s environmental theory and its three canons (ventilation, bed and bedding and personal cleanliness), and propose hypothesis which can be used to test a nursing intervention based on Nightingale’s theory to change the unpleased outcome of this and more like scenarios.

References

[1]. Nightingale, F. (1860). Notes on Nursing: what it is and what it is not. London; Harrison, 59, Pall mall, bookseller to the Queen.

[2]. Selanders, L.C. (2010). The Power of Environmental Adaptation: Florence Nightingale's Original Theory for Nursing Practice. Journal of Holistic Nursing.(28) 81-88.

i-manager's Journal on Nursing (JNUR)

Current Issue Vol. 14 Issue 3

Most Read

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Volume 3 Issue 1 February - April 2013

Neelam Saleem*

*The Aga Khan University, School of Nursing and Midwifery, Pakistan

Punjani, N.S. (2013). Comparison and contrast of Orem’s Self Care theory and Roy’s Adaptation model. i-manager’s Journal on Nursing, 3(1), 1-5. https://doi.org/10.26634/jnur.3.1.2222

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Shaista Rajani Meghani* , Salma Sajwani**

* Student, The Aga Khan University, School of Nursing and Midwifery. ** Instructor, The Aga Khan University, School of Nursing and Midwifery, Pakistan.

Meghani, S.R., and Sajwani, S. (2013). Are we pushing the graduate nurses too fast in critical care areas?. i-manager’s Journal on Nursing, 3(1), 6-12. https://doi.org/10.26634/jnur.3.1.2223

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Sahreen Malik Bhanji*

*MScN Student, Aga Khan University, School of Nursing and Midwifery.

Bhanji, S.M. (2013). Welcoming Future Nurses: Preparing undergraduate nursing students for role transition. i-manager’s Journal on Nursing, 3(1), 13-17. https://doi.org/10.26634/jnur.3.1.2224

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Shahina Pirani*

*The Aga Khan University, School of Nursing and Midwifery, Pakistan.

Pirani, S. (2013). Nurses’ Motivation: an emphasis on Managers’ role. i-manager’s Journal on Nursing, 3(1), 18-26. https://doi.org/10.26634/jnur.3.1.2225

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Havinder Kaur* , C. Ramesh**, L. Gopichandran***

* Tutor, Govt College of Nursing, Patiala, Punjab, India. ** Lecturer, Noor College of Nursing, Bangalore, India. *** Professor & Head, Noor College of Nursing, Bangalore, India.

Kaur, H., Ramesh, C., and Gopichandran, L. (2013). Interpretation and Management of Arrhythmia. i-manager’s Journal on Nursing, 3(1), 27-32. https://doi.org/10.26634/jnur.3.1.2226

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Shehla Khan*

*Assistant Professor, Aga khan university, School of Nursing & Midwifery Karachi, Pakistan.

Khan, S. (2013). Role of Basic Science and its Impact in Nursing Education/Curriculum. i-manager’s Journal on Nursing, 3(1), 33-36. https://doi.org/10.26634/jnur.3.1.2227

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Catherine Cummins* , Mohan Kumaratne**, Franck Vigneron***, Jennifer Encinas****, Natalie Kumaratne*****

Cummins, C., Kumaratne, M., Vigneron, F., Encinas, J., and Kumaratne, N. (2013). Clinical Presentation to Nursing Offices in Elementary and Middle School Children. i-manager’s Journal on Nursing, 3(1), 37-42. https://doi.org/10.26634/jnur.3.1.2228

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Shirin Rahim*

*Aga Khan University School of Nursing, Karachi, Pakistan.

Rahim, S. (2013). Clinical Application of Nightingale’s Environmental Theory. i-manager’s Journal on Nursing, 3(1), 43-46. https://doi.org/10.26634/jnur.3.1.2229

Abstract

References

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* Student, The Aga Khan University, School of Nursing and Midwifery.

** Instructor, The Aga Khan University, School of Nursing and Midwifery, Pakistan.

Havinder Kaur* , C. Ramesh, L. Gopichandran*

* Tutor, Govt College of Nursing, Patiala, Punjab, India.

Lecturer, Noor College of Nursing, Bangalore, India.

* Professor & Head, Noor College of Nursing, Bangalore, India.

Catherine Cummins* , Mohan Kumaratne, Franck Vigneron, Jennifer Encinas, Natalie Kumaratne