PubMed Health⌕ Search

Biomedical subjects

M MacRobert

Publications and source records attributed to M MacRobert.

5 recordsLinked to original sources
PubMed1993

An analysis of job morale factors of community health nurses who report a low turnover rate. The research.

Nurse executives are continually faced with issues related to nursing turnover and staff morale. This sample included 217 registered nurses working in a state health department where the turnover rate was 8%. In this study, the authors found that nurses with advanced educational preparation, higher-level positions, or both, demonstrated increased levels of morale. Conversely, nurses with increased years of service and nursing experience had lower morale levels. These findings could be useful in delineating situations to improve morale and lower turnover rates.

Adult↗
PubMed1990

Role development: the nursing quality assurance coordinator.

This application of the Benner Model to the role experiences of the NQA coordinator demonstrates the usefulness of this framework to describe the progressive development of the role. In Benner's model, there are three distinct areas for discussion. First, as the nurse moves from the expert role of staff nurse or head nurse to the role of novice NQA coordinator, many very real situations are encountered that have the potential to create frustrations and adverse feelings within the nurse. It is equally important for the position holder, as well as the supervisor, to recognize these as the normal growth stage of the novice, so that appropriate actions can be taken to positively help the NQA coordinator through these early developmental stages. Secondly, initial acceptance of the NQA coordinator role creates feelings of anticipation, challenge, and excitement. However, in spite of this, the novice is soon likely to feel threatened and alone. This feeling is related to various situations, such as the lack of formal guidance and role preparation. As a result, the novice NQA coordinator often needs to accept the responsibility for self-direction in role preparation. At this point, it may be quite overwhelming for the NQA coordinator to take personal responsibility for obtaining the knowledge and skills necessary to be successful in the role. To be successful, it is vital for the novice and advanced beginner to identify developmental needs and to obtain the resources and support needed during these crucial stages. Finally, the personal reflection on the experiences of two NQA coordinators demonstrates that, although the developmental stages are relatively well defined, they may not always be clear-cut, and there may be vacillation between stages. These are normal phenomena for which strategies can be identified to enhance adaptation and growth within the particular stages of skill acquisition. The proposed time frames noted for each stage of role development may be somewhat arbitrary. Many variables, such as degree of specialization, urgency of the task, and characteristics of the position holder, organization, and health care environment will influence role development. Thus, the individual may not experience a straightforward and clear-cut progression but rather a back-and-forth movement through the various stages. The role experiences of the NQA coordinator are easily conceptualized using the Benner framework.(ABSTRACT TRUNCATED AT 400 WORDS)

Clinical Competence↗
PubMedDate not supplied

A faculty case management practice: integrating teaching, service, and research.

Like many other schools, the faculty of the University of Oklahoma College of Nursing (OUCN) recently revised its baccalaureate and master's curricula to prepare students better for the evolving changes in the nursing profession and the health care job market. Our personal visions of needed changes, reviews of the literature, and feedback from nursing leaders and community employers supported the need for four significant changes. First, students needed more experiences in the community and clients' homes, with the aged, the chronically ill, and the disabled in all age brackets. Second, students needed greater familiarity with Medicare, Medicaid, and managed care, and more active involvement in the wise use of limited resources. Third, they needed more experience with interdisciplinary teams and with the management of care across sites and levels of acuity. Fourth, there was a need for more consistent integration of health promotion and research content into student learning related to emerging trends in health care and nursing practice.

Case Management↗