The Decision Making Strategies of Modern Matrons

Total Page:16

File Type:pdf, Size:1020Kb

The Decision Making Strategies of Modern Matrons ` The Decision Making Strategies of Modern Matrons ELAINE McNICHOL A thesis submitted in partial fulfillment of the requirements of the University of Northumbria at Newcastle for the degree of Professional Doctorate in Healthcare Research undertaken in an NHS Trust in the North of England September 2010 Contents Sections Content Page Number Contents list 2 Abstract 6 Chapter One Introduction 8 Introduction to the Role of the Modern Matron 8 study De-centralised Decision Making 11 Decision Making in Healthcare 12 Researcher Motivation 13 Focus and Aims of Study 14 Chapter Two Introduction 17 Literature Review Existing research on the role of the Modern Matron 19 Decision Making in healthcare 28 Decision making and leadership 32 Leadership Theory and Decision Making 33 De-centralised decision making 36 Power 39 Empowerment and decision making 47 Authority 48 Credibility 51 General Decision Making Literature 52 Heuristics 53 Decision making frameworks and models 57 Conscious Competence Learning Model 64 Reflection and decision making 65 2 Section Content Page Chapter Three Paradigm decision 69 Study Methods Phenomenology 70 Hermeneutic Circle 72 Study Design 76 Data Collection Method 79 Data Analysis 82 Analysis Framework 83 Chapter Four Introduction 97 Data Analysis Stage One Analysis – Emergent themes 99 Stage Two –Analysis - Emergent themes 104 Outcomes of stage 1 & 2 analysis 113 Final six themes from analysis 114 Chapter Five Question One – The Decision Making Approaches of 118 Findings Modern Matrons Question Two – Factors that help or hinder decision making 136 Key Findings 153 Chapter Six Decision Making Approaches 155 Discussion Factors that help or hinder MM decision making 173 Conclusions 202 Framework for Leadership and Management Decision 204 Making Appendices Appendix One Search Strategy 232 Appendix Two – Study Information Leaflet 235 Appendix Three – Consent Form 239 Appendix Four – Interview Schedule 240 3 Appendix Five – Schematic Account of Analysis Process 241 Appendix Six – Mind Maps and Field Notes for each 245 Modern Matron Appendix Seven – Final Themes and Supporting Transcript Data 273 Appendix Eight – Transcribed scenarios used in thesis 276 Appendix Nine – Modern Matron demographic 279 information List of Tables No. of Table Title Page 1 Areas contained in literature review 18 2 Defining de-centralised decision making 37 3 Framework of intuitive decision making 59 4 Framework of rational decision making 61 5 Emergent themes 99 6 Summary of themes circled by Modern Matrons 106 7 Notes from second interview with MM 1 110 8 Summary of theme descriptors 110 9 Range of decision making strategies identified by the Modern 122 Matrons 10 Mapping out decision making strategies 130 11 Application of a rational decision making framework to 160 uniform scenario 4 List of Figures No: Title Page No. 1 Cognitive Continuum Theory – six modes of practice 31 2 Position Power 42 3 Personal Power 44 4 Levels of authority 50 5 Conscious Competence Learning Model 64 6 Hermeneutic circle as a method of interpretation 73 7 Hermeneutic circle as a philosophy 74 8 Mind Map from Modern Matron 1 109 9 Conscious Competence model 168 10 Integrating cognitive continuum theory and conscious competence 170 model 11 Position and personal power 176 12 Understanding and awareness 200 13 Framework for leadership and management decision making 204 5 Abstract Modern Matrons are at the vanguard of both care delivery and the NHS reforms and have an important role in the modernisation of, and future delivery of healthcare. An important contextual feature of their role and a concept that has been widely embraced by the National Health Service, is that of decentralized decision making. Unlike clinical decision making which has been extensively studied, there is little in the healthcare literature regarding leadership and management decision making or the concept of decentralised decision making. In order to maximise the effectiveness of the Modern Matron role, it is important that we gain a thorough understanding of how they make leadership and management decisions, the reality of the term decentralized decision making for them and an insight into their abilities and needs in regards to this essential skill. This study explores how Modern Matrons take leadership and management decisions, with a particular focus on the strategies they use and the factors that help or hinder them. This is an interpretive case study that has adopted an inductive approach to elicit the lived experience of decision making of a group of Modern Matrons working within an acute NHS Hospital Trust. The data was generated through two sets of 1:1 semi- structured interviews. The emergent themes were presented back to the participants for comment and prioritization and to then describe in more depth what the themes meant to them. This process of co-construction facilitated an evolving understanding of the data between the researcher and the study participants. The findings of this study clearly show the importance of the interplay between individual and organisational characteristics in regard to a Modern Matron’s approach to leadership and management decision making. Specifically a Modern Matron’s level and range of power bases, the authority that they hold and the credibility with which they are viewed are essential pre-cursors to the range of decision making strategies that they can then employ. These factors are then strengthened or weakened by the level of 6 active reflection engaged in by the Modern Matron and the structures and processes an organisation puts in place to support both the role of the Modern Matron and the establishment of a culture of empowerment and decentralised decision making A framework of decision making is proposed that could be used to underpin a structured approach to developing and informing both a Modern Matron’s and an organisation’s understanding of what factors and strategies support effective decentralised decision making. 7 Chapter One - Introduction to The Study Introduction This study examines the leadership and management decision making behavior of Modern Matrons (MM) within one acute hospital trust in the north of England. The role of the MM is relatively new and was introduced in 2000 within a short time frame and a political framework that was looking in part to address public confidence in the National Health Service (NHS) (Scott et al.,2005,22). This was in conjunction with a professional drive for leadership development and a combined political and professional emphasis on de-centralised decision making. Central to the success of both of these drivers is the leadership and management decision making knowledge and skill of MMs. Whilst there have been national initiatives to foster a culture of de-centralised decision making and to develop nurses’ leadership skills, none of these initiatives have explicitly addressed the theory and practice of decision making. These constituent themes set the focus of this study. This chapter provides a preliminary introduction into the key literature and emerging themes that under-pinned the development of the research question, including: the role of the MM; de-centralised decision making; decision making in healthcare and my motivation for undertaking the study. It culminates with an explanation of why this insight is required and how this study will add something new to the existing body of research. 1.1 The role of the Modern Matron The notion of a MM first became formalised in the NHS Plan (Department of Health 2000), where the government clearly stated its intentions to introduce "a strong clinical leader with clear authority at ward level" (para 9.21). Nurses appointed to MM posts were to be: Respected professionals and experienced clinical managers People who took a pride in the NHS People who had a reputation for setting and delivering high standards of care 8 People who had the skills to enable them to lead by example and motivate and empower others They were to be "given authority to resolve clinical issues, such as discharge delays and environmental problems such as poor cleanliness"(para 9.21). Alongside this they would "be in control of the necessary resources to sort out the fundamentals of care, backed up by appropriate administrative support"(para 9.21). Ten key responsibilities were identified as being core to the MM role: 1. Leading by example 2. Making sure patients get quality care 3. Ensuring staffing is appropriate to patient need 4. Empowering nurses to take on a wider range of clinical tasks 5. Improving hospital cleanliness 6. Ensuring patients nutritional needs are met 7. Improving wards for patients 8. Making sure patients are treated with respect 9. Preventing hospital-acquired infection 10. Resolving problems for patients and their relatives by building closer relationships To help facilitate the above, the government produced a Health Service Circular (HSC 2001/010 p.2) which set out "the principles to which NHS organisations should attend to when establishing matron posts." It identified a number of strategies required to introduce the role successfully. In particular, that the "personal, professional responsibility and accountability [of MMs] is matched by organisational structures and arrangements that support and enable them to exercise the authority they need to do this effectively" (HSC 2001/010 p.4). This circular recognises the importance of a robust infrastructure to enable MMs to provide strong leadership, be a positive interface between the patients and enable prompt and appropriate decision making to facilitate 9 high quality care. The circular does not, however, describe what some of those organisational structures and arrangements might look like. It could be argued that it was implicit given the wider healthcare context and emphasis on de-centralised decision making and empowerment. However, it might have been useful to have re-stated those arrangements that the government would have considered to be a priority. Evaluation of the role of the MM is inevitably in its infancy due to the newness of the role itself.
Recommended publications
  • Licensed Practical Nurse
    HEALTH CAREER INFORMATION SHEETS Licensed Practical Nurse Professional Activities Licensed practical nurses (LPNs), or licensed vocational nurses (LVNs), care for people who are sick, injured, convalescent, or disabled under the direction of physicians and registered nurses. LPNs care for patients in many ways. Often, they provide basic bedside care. Many LPNs measure and record patients' vital signs such as height, weight, temperature, blood pressure, pulse, and respiration. They also prepare and give injections and enemas, monitor catheters, dress wounds, and give alcohol rubs and massages. As part of their work, LPNs collect samples for testing, perform routine laboratory tests, and record food and fluid intake and output. They clean and monitor medical equipment. Sometimes, they help physicians and registered nurses perform tests and procedures. Some LPNs help to deliver, care for, and feed infants. LPNs also monitor their patients and report adverse reactions to medications or treatments. LPNs gather information from patients, including their health history and how they are currently feeling. They may use this information to complete insurance forms, pre-authorizations, and referrals, and they share information with registered nurses and doctors to help determine the best course of care for a patient. LPNs often teach family members how to care for a relative or teach patients about good health habits. Most LPNs are generalists and will work in any area of healthcare. However, some work in a specialized setting, such as a nursing home, a doctor's office, or in home healthcare. LPNs in nursing care facilities help to evaluate residents' needs, develop care plans, and supervise the care provided by nursing aides.
    [Show full text]
  • How Do Nurses Feel About Their Cultural Competence? a Literature Review
    How do nurses feel about their cultural competence? A Literature Review Fidele Sindayigaya Bachelor’s thesis November 2016 Degree Programme in Nursing Social services, Health & Sport Author(s) Type of publication: Date: November 2016 Bachelor’s thesis Fidele SINGAYIGAYA Language of Publication: English Number of pages Permission for web 40 publication: x Title of Publication: How do nurses feel about their cultural competence? Degree Programme in Nursing, Bachelor of Health Care Tutors: Marjo Palovaara & Garbrah William Assigned by Abstract The aim of this study was to explore and analyse through literature review, the cultural competence of Nurse. The purpose of this study was to provide information to both nursing students and nurses on how to enhance their cultural competence, and answering the future needs of social and health care services, in a multicultural environment. The method used in conducting this research is the review of literature; data for the research was acquired from electronic databases such as CINAHL and PubMed. Moreover the research filters used consist of free link full text, publication year 2000-2016, English language and reference available. The data that emerged from the studies indicated that most of the nurses reported the feelings of apprehension, loneliness, and lacks of confidence during their cultural competence. Furthermore, the studies found that nurses need to recognize their own cultural values in seeking cultural competence; the nurses perceived the fear of mistakes and crossing boundaries related to the cultural and religious practices of minority patients as particularly stressful. Keywords/tags (subjects) culture, cultural competence, transcultural nursing, and health communication Miscellaneous Table of contents 1.
    [Show full text]
  • Nursing Students' Perspectives on Telenursing in Patient Care After
    Clinical Simulation in Nursing (2015) 11, 244-250 www.elsevier.com/locate/ecsn Featured Article Nursing Students’ Perspectives on Telenursing in Patient Care After Simulation Inger Ase Reierson, RN, MNSca,*, Hilde Solli, RN, MNSc, CCNa, Ida Torunn Bjørk, RN, MNSc, Dr.polit.a,b aFaculty of Health and Social Studies, Institute of Health Studies, Telemark University College, 3901 Porsgrunn, Norway bFaculty of Medicine, Institute of Health and Society, Department of Nursing Science, University of Oslo, 0318 Oslo, Norway KEYWORDS Abstract telenursing; Background: This article presents the perspectives of undergraduate nursing students on telenursing simulation; in patient care after simulating three telenursing scenarios using real-time video and audio nursing education; technology. information and Methods: An exploratory design using focus group interviews was performed; data were analyzed us- communication ing qualitative content analysis. technology; Results: Five main categories arose: learning a different nursing role, influence on nursing assessment qualitative content and decision making, reflections on the quality of remote comforting and care, empowering the pa- analysis tient, and ethical and economic reflections. Conclusions: Delivering telenursing care was regarded as important yet complex activity. Telenursing simulation should be integrated into undergraduate nursing education. Cite this article: Reierson, I. A., Solli, H., & Bjørk, I. T. (2015, April). Nursing students’ perspectives on telenursing in patient care after simulation. Clinical Simulation in Nursing, 11(4), 244-250. http://dx.doi.org/ 10.1016/j.ecns.2015.02.003. Ó 2015 International Nursing Association for Clinical Simulation and Learning. Published by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/ by-nc-nd/4.0/).
    [Show full text]
  • INCREASING BREASTFEEDING SUPPORT 1 INCREASING BREAST FEEDING SUPPORT AMONG NEONATAL NURSES by Lawanda Bailey-Guess GEORGANN
    INCREASING BREASTFEEDING SUPPORT 1 INCREASING BREAST FEEDING SUPPORT AMONG NEONATAL NURSES By Lawanda Bailey-Guess GEORGANN WEISSMAN, DNP, GNP-BC, CNE, Faculty Mentor and Chair TERRI JONES, DNP, Committee Member KIMBERLY NERUD, PHD, Committee Member REGINA DENNIS, MSN, MBA Patrick Robinson, PhD, Dean, School of Nursing and Health Sciences A DNP Project Presented in Partial Fulfillment Of the Requirements for the Degree of Doctor of Nursing Practice Capella University November 2018 INCREASING BREASTFEEDING SUPPORT 2 Abstract The importance of breastfeeding support remains a global phenomenon, as breastfeeding remains the algorithm of healthcare promotion throughout the life span. The purpose of this project reviews benefits of improving breastfeeding, and breast milk production, among lactating women and their infants by increasing knowledge, skills and positive breastfeeding attitudes among Neonatal Intensive Care Unit (NICU) nurses. The project health care facility has approximately 30% of its neonatal infants who receive breast milk within four weeks of life (Project Facility, 2017) compared to the Center for Disease Control (CDC) recommendation of 75% for early breastfeeding initiation (CDC, 2017). The project‟s quality improvement program provided a descriptive quantitative design in which questionnaires were distributed among neonatal nurses and breastfeeding mothers to query access and implement the CDC guidelines, Baby Friendly benchmarks, and Healthy People 2020 goals. The Breastfeeding Support Program was implemented as a 3 day breastfeeding support class, implementation of hands-on policy, and a quality improvement tool. The key findings of this project study demonstrated evidence that neonatal nurses were not given consistent interactive breastfeeding in-service. As such, neonatal nurses should be given a „hands on‟ breastfeeding support class and policy review annually per CDC recommendations.
    [Show full text]
  • Nurse Education Graduates
    NURSE EDUCATION GRADUATES CLASS OF 2020 THE PINNING CEREMONY 2020 Graduates The pin is a tradition in nursing. Every school of nursing Marie Andrews Alyssa Hall has its unique pin. Frequently, the pin embodies the Samantha Bahantka Carissa Hamilton school seal, and some, like SUNY Corning Community College, Vanessa Barnes Ryleigh Hancock incorporate the school colors. Erica Barrett Jessica Hand Sinead Bond Shannon Havens The book and lamp of knowledge were to represent Ashley Boyer Cassandra Hayes the educational foundation on which the “new” associate Sarah Braveman Samantha Held degree nursing programs were to be based. Melanie Cartegena Raymond Homolka Taylor Crawford Emily Houghtaling The scroll, quill, and ink bottle, which were to represent Alyssa Crout Natalie Hughes Florence Nightingale’s Notes on Nursing, should be the Amanda Denson Yasmin Hussain basis for the nursing education portion of the curriculum. Stephanie Deubler Anthony Malmquist Adam DuBois Daniel Mantz Lydia Fillmore Cassandra Miller Kristina Foglia Tyler Morehouse Meredith Foster Nicole Jayne Hannah Fox Emily Jerzak Diane Frampton Cheyenne Kepner Diane Galbraith Emilee Knapp Kristine Gessner Melissa Krause Shaylene Graves Sara Kuhnel 2020 Graduates CLASS OF 2020 NURSING SOCIETY OFFICERS Gretchen Larrison Katherine Rominger Erika Lewis Faith Scalia Marie Andrews, President Lindsey Putney, Vice-President Virginia Livermore-Johnson Ann Scott Adam DuBois, Secretary Kristi Manuilow Corin Smith Hillary Millard, Treasurer Tari McCallum Kayla Smith John Tucker, Senator Alice McDonald Samantha Snyder AWARD RECIPIENTS Brian McLinko Samantha Taylor Academic Excellence Carissa Miller Rachel Thurston Kristina E. Foglia Crystal Miller Simone Trimble Matthew Miller Christopher Vanderpoel Clinical Excellence Brian J. McLinko Hillary Millerd Tanya Vennel Shannon Nugent Jennifer Wattles Pauline J.
    [Show full text]
  • Failure to Complete BSN Nursing Programs: Students' Views
    101 Failure to Complete BSN Nursing Programs: Students’ Views Nancy Elkins, Marshall University Abstract This phenomenological research study investigated the lived experiences of students who did not succeed in completing a 4-year baccalaureate nursing school (BSN) program. The sample for this study included students who failed to completed baccalaureate nursing programs within the last ten years. The geographical area of the sample included students who attended schools in the central and south-western Appalachian counties of the state of West Virginia and the bordering counties in Ohio, Kentucky, and Virginia. A total of 18 participants were interviewed and the interviews were recorded so the data would be collected in a systematic way to facilitate data analysis. There is little empirical data regarding retention in a BSN program and students’ views as to why they were unable to complete their BSN program. Further research is needed to understand nursing student attrition, especially students’ perceptions, which would help nurse educators identify nursing students’ needs, review program’s policies, and possible curriculum changes needed to help students successfully complete their nursing program. Keywords: Nursing Education, Persistence, Student Perceptions and Motivations Introduction A nursing shortage has been predicted in the United States due to the aging nursing workforce and the future needs of the baby-boomers as they age. The Government Affairs Committee of the American Nurses Association (ANA) predict that by 2022 that the United States will need to produce more than one million additional nurses to fill both new nursing jobs and replace the wave of retiring nurses. The premise of this study is that if we better understood why students fail nursing schools, faculty could support program or policy changes, or initiate admission procedures that would better predict student success in baccalaureate nursing programs; thereby, the predicted nursing shortage could be mitigated.
    [Show full text]
  • Feminism and Nursing Can Nursing Afford to Remain Aloof from the Women's Movement?
    Feminism and Nursing Can nursing afford to remain aloof from the women's movement? PEGGY L. CHINN • CHARLENE ELDRIDGE WHEELER PEGGY CHINN, R.N., Ph.D., is a professor, Schoof of Nurs­ position of women in society is a direct result of patriar­ ing, SUNY at Buffalo. CHARLENE WHEELER, R.N., M.S., is chal dominance and pervasive sexism. president of Margaretdaughters, Inc., in Buffalo. There are four major philosophic approaches to fem­ he relationship between nursing and feminism is inist theory.3.4 The liberal feminist view, which was the obscure. The profession has been notably absent earliest to emerge, has strong roots in the fem:nist the­ Tfrom the women's movement, and with few ories of the 1800s. This view stresses equality of oppor­ exceptions, nursing literature has not incorporated tunity for women and criticizes unequal distribution of feminist thinking_and feminist theory. However, nurses wealth, position and power based on family, race and have now begun to recognize the effects of sexism on sex. Liberal feminists do not object to the roles of nurses and women health care consumers and to con­ housewife and mother per se, but rather to the politi­ sider nursing and women's health from a feminist per­ cal, social and economic imperatives that channel spective. 1 There are important links between feminism women into these roles. In the liberal point of view, and nursing. Early nursing leaders incorporated strong women's oppression stems from a lack of equal civil feminist perspectives in their lives, writing, and work. rights and educational opportunities. From this per­ Nursing, traditionally a woman's occupation, can ben­ spective, oppression can be overcome by providing efit from a better understanding of feminist theory, legal rights and opportunity for women that are equal which provides a frame of reference for examining to those of men.
    [Show full text]
  • Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource
    St. Catherine University SOPHIA Doctor of Nursing Practice Projects Nursing 5-2013 Role Development of the CRNA Clinical Educator Utilizing an On- Line Resource Ann Bernice Sullivan St. Catherine University Follow this and additional works at: https://sophia.stkate.edu/dnp_projects Recommended Citation Sullivan, Ann Bernice. (2013). Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource. Retrieved from Sophia, the St. Catherine University repository website: https://sophia.stkate.edu/dnp_projects/36 This Doctor of Nursing Practice Project is brought to you for free and open access by the Nursing at SOPHIA. It has been accepted for inclusion in Doctor of Nursing Practice Projects by an authorized administrator of SOPHIA. For more information, please contact [email protected]. Role Development of the CRNA Clinical Educator Utilizing an On-Line Resource Systems Change Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice St. Catherine University St. Paul, Minnesota Ann Bernice Sullivan March 2013 i Role Development of the CRNA Clinical Educator Utilizing an On-line Resource ST. CATHERINE UNIVERSITY ST. PAUL, MINNESOTA This is to certify that I have examined this Doctor of Nursing Practice systems change project written by Ann Bernice Sullivan And have found that it is complete and satisfactory in all respects, and that any and all revisions required by the final examining committee have been made. Graduate Program Faculty Name of Faculty Project Advisor __________________5/20/13__________________ Date DEPARTMENT OF NURSING ii Role Development of the CRNA Clinical Educator Utilizing an On-line Resource © Ann Bernice Sullivan March 2013 All Rights Reserved iii Role Development of the CRNA Clinical Educator Utilizing an On-line Resource Executive Summary Clinical education is an essential component of nurse anesthesia education.
    [Show full text]
  • Clinical Case Management Practice
    chapter 2 CliniCal Case ManageMent PraCtiCe “I think one’s feelings waste themselves in words; they ought all to be distilled into actions which bring results.” —Florence Nightingale Case managers focus on care coordination, financial management, and resource utilization to yield cost-effective outcomes that are patient-centric, safe, and provided in the least restrictive setting. When case management is practiced in this manner, costs are contained and patients, families, and stakeholders are viewed as essential members of the team. Case management is a fluid and dynamic practice that is most effective when it changes and adapts with the challenges of the healthcare system. Stewardship of the healthcare dollars, safe transitions of care, evaluating patient adherence, and consistent stakeholder communication are critical interventions that case managers employ, while maintaining a primary and consistent focus on quality of care and patient self-determination. 22 NursiNg Case MaNageMeNt review aNd resourCe MaNual, 4th editioN Case management is not a new concept. It traces its history back to the early 1900s, when it simply functioned as a means of providing care and containing healthcare costs. In the 1920s, the practice found its roots in the fields of psychiatry and social work, and focused on long- term chronic illnesses that were managed within the community. Case management processes were also used by visiting and public health nurses in the 1930s, when making house calls was a common practice. Throughout the next 50 years, case management remained essentially in the community. The mid-1980s saw the introduction of prospective payment system (PPS) case management, which became widespread within the acute and post-acute settings (Cesta, Tahan, & Fink, 2002).
    [Show full text]
  • Nursing Informatics: the Future Now
    IOSR Journal of Nursing and Health Science (IOSR-JNHS) e-ISSN: 2320–1959.p- ISSN: 2320–1940 Volume 3, Issue 2 Ver. IV (Mar-Apr. 2014), PP 51-53 www.iosrjournals.org Nursing Informatics: The Future Now Mamta M.Sc Nursing (Community Health Nursing), M.Sc Applied psychology, PGD Health, Family Welfare & Population education. Nursing Tutor, College of Nursing, AIIMS, Jodhpur Abstract: Technological advancements in the health care field have always impacted the health care disciplines in a way they are being practiced. Nursing practice has also been greatly influenced by the technology a lot. In the recent year’s use of information technology, computers, handheld digital devices, internet has advanced the nursing by bridging the gap from nursing as an art to nursing as science. In every sphere of nursing practice, nursing research and nursing education nursing informatics plays a very important role. If used properly it is a way to save time, helps to provide quality nursing care and increases the proficiency of nursing personnel. Key words: Nursing Informatics, Nursing Information System I. Introduction Nursing informatics is a relatively new area and speciality of nursing. It is a rapidly developing area of nursing that has been recognized as a profession.1With the consideration that today’s nurses spend up to 50% of their work time only in documentation, Information technology and computerization comes to their saviour.2,3 Being recognized by American Nurses Association in 1992, nursing informatics is defined as a specialty that integrates nursing science, computer science, and information science to manage and communicate data, information, knowledge, and wisdom in nursing practice.
    [Show full text]
  • Role of Information Technology in Nursing
    Cumhuriyet Üniversitesi Fen Fakültesi Cumhuriyet University Faculty of Science Fen Bilimleri Dergisi (CFD), Cilt:36, No: 3 Özel Sayı (2015) Science Journal (CSJ), Vol. 36, No: 3 Special Issue (2015) ISSN: 1300-1949 ISSN: 1300-1949 Role of information technology in nursing Shahnaz ISMAILZADH1*, Yousef MAHMOUDIFAR2 1Student computing, Mahabad Branch, Islamic Azad University, Mahabad, Iran 2Department of Nursing, Mahabad Branch, Islamic Azad University, Mahabad, Iran Received: 01.02.2015; Accepted: 05.05.2015 ______________________________________________________________________________________________ Abstract. Nursing information system development such as the impact on the workload, planning and working methods of communicating between multiple jobs care organizations to meet the challenges associated with it. This study aimed to investigate nurses' experiences of their impact on the performance of nursing is nursing information. Most nurses effect on speeding up information systems in nursing, having more time for patient care, easy exchange of information between parts had experienced. They believed that when clinical information into the computer at the same time they cannot care and there was duplication in data entry. Between some demographic characteristics of computer literacy and experience of nurses and there was a significant relationship. Information and communication technologies along with community-wide health promotion, due to a change in the quality of health care has become. The main field of application is remote care information technology, based on developments within health systems, and changing attitudes of health-oriented perspective, and a community-oriented and based on the quality of health services. Despite the widespread penetration of advanced technologies in the field of health, ranging from diagnosis and treatment - treatment and medical education ict because of the challenges facing not been able to find its place fully in this area.
    [Show full text]
  • Building Blocks of Nursing Informatics
    © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC sectionNOT FOR SALE i OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Building Blocks of © Jones & Bartlett Nursing InformaticsLearning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION Chapter 1 Nursing Science and the Foundation of Knowledge Chapter 2 Introduction to Information, Information Science, and Information Systems © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC Chapter NOT3 Compu FORter SALE Science OR and DISTRIBUTION the Foundation of Knowledge ModelNOT FOR SALE OR DISTRIBUTION Chapter 4 Introduction to Cognitive Science and Cognitive Informatics Chapter 5 Ethical Applications of Informatics © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC © Jones & Bartlett Learning, LLC NOT FOR SALE OR DISTRIBUTION NOT FOR SALE OR DISTRIBUTION © Jones & Bartlett Learning, LLC© Jones & Bartlett Learning, LLC.© NOTJones FOR
    [Show full text]