Annotated Bibliographies

Annotated Bibliographies Keesha Coaxum Kaplan University Annotated Bibliographies Letvak, S., (September 30, 2014) "Overview and Summary: Healthy Nurses: Perspectives on caring for ourselves" OJIN: The Online Journal of Issues in Nursing Vol. 19, No. 3, Overview and Summary. doi: 10.3912/OJIN.Vol19No03ManOS This article discusses how nurses care for patients, but not their own lives. The author Levtak, 2014 presented some good insight on how nurses are to take on healthier lifestyles, which include physical, emotional and spiritual accolades. The presented topic will be beneficial to nurses both professionally and personally. Outside of the work environment, many nurses are either taking care of family and still often neglect themselves as an individual. Through participating in workplace health promotion programs, and educating ourselves about nutrition. The article also suggests that healthy nurses are not only about the physical being but emotional as well. Healthy nurses will be better at performing their work in caring for patients. The information was based on qualitative research of over 50,000 nurses who have worked in the profession for over 20 years (Levtak, 2014). The author is a Professor and Department Chair of Adult Nursing at UNC Greensboro, NC. She has conducted various research studies and has many publications concerning health and safety of nurses. The journal is used to assist in healthcare, so is therefore credible in my conclusion based on the background and notoriety of the author. As in the nursing profession, the article is current and provides information for everyday lifestyle approach to health. No conclusion was mentioned. Peters, A.A. (2008). Defining the boundaries of the nurse faculty role. Vol. 33, No. 5, pp. 193- 197. Wolters Kluwer Health I: Lippincott, Williams & Wilkins. The article defines the boundaries of a nurse faculty role and students. The profession of a nurse educator comes with responsibilities. In order for students to gain the needed education for his/her continued success, the nurse educator has to set limits and set an example as such. The article goes on to embrace how nurse educators/faculty are to become experts in their profession, by making sound decisions and judgment in the best interest of the nursing student. There is neither a qualitative or quantitative research conducted. The source is credible by the author being a notoriety research professor. No conclusion noted. National League of Nursing. The voice of nursing education (2013). Retrieved October 8, 2014,          from NLN Board of Governors. Website: http://www.nln.org/certification/index.htm The article speaks to the voice of nursing education. In reading the article it defines the role of a nurse educator. The nurse educator role can be practiced in a college or hospital setting. The role of a nurse educator is to educate students, peers, and the academic and health care communities that the highest standards of excellence are being met. The credibility of the NLN is based on it being a national organization for faculty nurses and leaders in nurse education. The NLN conducts consistency in its approach in providing research, review literature, education, and methodology practices to nursing across the nation (NLN, 2013). It supplies resources and information in credentialing and certification within the nursing practice. The NLN is accredited and its mission is used throughout the practicum of the nursing profession. It is the pillar of the master’s and doctorate levels in nursing. The research does not provide any qualitative or quantitative research. No conclusion conducted. The material is relevant to my nursing career as it is informative in providing updates on becoming a nurse educator along with certification and credentialing in the specialization of nurse educators. Foronda, Cynthia PhD, RN, CNE; Budhathoki, Chakra PhD; Salani, Deborah DNP, ARNP, CPON, BC-NE. (2014). Use of multiuser, high-fidelity virtual simulation to teach leadership styles to nursing students. Vol. 39, No.5, p. 209-211. Wolters Kluwer Health I: Lippincott Williams and Wilkins. doi: 10.1097/NNE.0000000000000073 Reviews of the article suggest that using virtual simulation to teach students is becoming a part of leadership styles in nursing education. The quantitative research which was conducted was of a pretest, posttest study of 20 items. It consisted of a multiple choice examination developed by faculty members. The nursing students used their laptops to enter a Blackboard simulation. The exercise consisted of logging into a virtual simulation called CliniSpace created by Innovation in Learning. At the end of the study, the nursing students felt a sense of being involved in nursing care by providing medication administration and obtain vital signs by clicking on the characters/patient. The end conclusion supports that the students were more involved and felt like they were in an actual acute care setting. In my conclusion, the source was credible and provided research and literature to back its theoretical claim of adding virtual simulation to master’s level of nursing programs. As a future nurse educator, this is something I believe would be integrated in many nursing programs. Davis, D. C., Dearman, K. Schwab, C. & Kitchens, E. (1992). Competencies of novice nurse educators. Journal of Nursing Education, 31(4), 159-164. The journal describes the variances in programs for nurse educators. It states that many nurse educators are at master’s level with only a few at the doctoral levels. As part of the role of nurse educators, they assume the responsibility of leadership, teaching and scholarly. Nurse educators gain competency through education, knowledge and importantly experience. In addition nurse educators engage nursing students in broadening their horizons in becoming insightful for patient care. As a nurse educator I believe that one must adhere to conducting professional behavior. The journal conducted a quantitative research by mailing questionnaires to nursing education administration at 499 colleges in the US and the District of Columbia. The survey was to gather information on what nurse educators deemed as to what competencies were important and valued for nurse educators. The results showed that the respondents agreed on the 35 competencies that were valued for nurse educators. I find this article to be credible as the Journal of Nursing Education is peer reviewed which entails research study and the journal is well known in the nation for nurses. It is also affiliated with the American Nurses Association it is also popular. In my future role as a nurse educator, I find this information useful, current and being applied to my program and master level degree. Aiken, L. H., Clarke, S.P., Cheung, R.B., Sloane, D.M., Silber, J.H. (2003). "Educational levels of hospital nurses and surgical patient mortality”. Journal of the American Medical Association (JAMA). Vol. 290, 1617-1623. The journal is that of scientific reviews with a completion of quantitative research of 168 hospitals across the US examining the proportion of BSN nurses ranged from 0% to 77%. The research conducted suggests that the variation in nursing education could have potential consequences on the nurse to patient ratio outcomes (JAMA, 2003). The authors wanted to show how nursing education has an effect on understanding the high rates of patient mortality. The outcome was that having nurses with a BSN declines the outcomes of mortality rates of patients by 5%. The journal also concludes that nurses with advanced degree such as master and doctorate level education add variation in hospital settings. The study was provided by the National Institute of Health (NIH). The journal is peer reviewed and has dedicated its time in providing appropriate research and education to nurses across the continuum of nursing practice. The authors of the journal come from different disciplines-nursing, medicine, sociology-and have a 15-year track record of publishing scientific papers in the top journals in the world on nurses, nursing care, and nursing care outcomes. This journal can assist in educating nurses in identifying the nurse to patient ratio in the clinical setting. As a future nurse educator, I find this information helpful in educating administrators on how workload can affect nursing performance. The journal is both scholarly and popular. Madhavanpraphakaran, G. K. PhD, MSN; Shukri, R. K.; Balachandra, S. Dr.PhD. MA. (Medical Law Ethics), MSN. (2014). Preceptors’ Perceptions of Clinical Nursing Education. The Journal of Continuing Education in Nursing. (45)1. 28-34. doi: 10.3928/00220124-20131223-04 The authors, researchers at Saltan Qaboos University hospital conducted a quantitative such which involved a 30 item questionnaire that was administered to 76 preceptors at the hospital whom had 10 years or more in experience. The study was to explore what were the preceptors’ perception of clinical teaching and learning process of nursing students in their last year of undergraduate school. According to the findings, 87% of the preceptors found constructive positive feedback of the students response; 75% found that the professionalism of communication and behaviors of the nursing students were positive. The delivery of having a preceptor for the novice nurse clinical rotation would be quite beneficial. These results may help faculty appreciate preceptors’ views and acknowledge areas of success, as well as areas that need improvement. The Journal of Continuing Education in Nursing is accredited with publications released monthly. The authors’ backgrounds are that of being a part of NLN, ANA, and membership of states nurses association. Sarmiento, T.P., Laschinger, H.K.S. & Iwasiw, C. (2004) Nurse educators’ workplace empowerment, burnout, and job satisfaction: testing Kanter’s theory. Journal of Advanced Nursing 46(2), 134–143. The authors reports a study to test a theoretical model specifying relationships of structural empowerment, burnout and work satisfaction. A quantitative research survey design was used to test 89 Canadian full-time college nurse educators employed in Canadian community colleges. The methodology used were the conditions of work effectiveness questionnaire, job activities scale, organizational relationship scale, Maslach burnout inventory educator survey and global job satisfaction questionnaire. The results were suggested that college nurse educators reported moderate levels of empowerment in their workplaces as well as moderate levels of burnout and job satisfaction. Empowerment was significantly related to all burnout dimensions, most strongly to emotional exhaustion. The results provide support for Kanter’s organizational empowerment theory in the Canadian college nurse educator population. Higher levels of empowerment were associated with lower levels of burnout and greater work satisfaction. These findings have important implications for nurse education administrators. The consequences of burnout have serious implications for nurse educators, students, educational institutions, and ultimately the nursing profession. We are living in a time where nursing is facing a nurse shortage due to burnout and feelings of less empowerment. Many nurses are retiring or choosing other professions with less stress and feelings of not belonging. Having qualified nursing educators play a significant role now and the future of this profession. It is imperative in finding ways to disseminate negative work environment and find ways in creating a satiable workplace. The article is peer reviewed and releases publications yearly around the world. Tomajan, K., (2012) "Advocating for Nurses and Nursing" OJIN: The Online Journal of Issues in Nursing. Vol. 17, No. 1. doi: 10.3912/OJIN.Vol17No01Man04 The nursing profession has been the pillar of healthcare for nearly a century. The field of nursing has expanded as nurses are actively involved in decision making. This involvement increases the need for staff with more fully developed leadership skills and the ability to advocate effectively. Nurses in staff development roles contribute to this process of role formation by providing ongoing mentoring to nurses in practice. In many ways faculty in academic settings and nurse educators in professional development roles serve as the culture carriers for the profession. Nurse educators are the conductors of the development of the nursing profession as well as advocates. It is noted that the future will bring expanded nursing roles, enhanced opportunities for colleges, and a foundational voice for nurses at the organization and healthcare level. It is essential that we prepare nurses now with the advocacy skills they will need to bring about this new world of healthcare. In 2006, the American Nurses Association invited academic nursing programs to serve as pilot sites to test a curriculum for safe patient handling. One component of this curriculum included the teaching of advocacy skills to prepare the students to use advocacy in overcoming barriers to the use of equipment that enhances the safety and quality of care. This is a scholarly journal supported by the American Nurses Association. The author is active within the state nursing association as well as the American Nurses Association (ANA) and serves as Chairperson for the ANA Congress on Nursing Practice and Economics. Pravikoff, D.S., Tanner, A.B., & Pierce, S.T. (2005). Readiness for U.S. nurses for evidence- based practice. American Journal of Nursing. 105(9), 40 – 51. From the article it was determined that only 46% of respondents were familiar with the term evidence-based practice, and the number one barrier to research was nurses do not believe it has value to nursing practice. Participants found that evidence based practice does not improve patient care outcomes. Respondents found that article was weak in its discussion of the research limitations. However, overall, it was agreed that the results of the survey were reliable. Participants agreed that the nurses participating in the survey, which assessed the readiness for evidence-based practice of RNs in various work settings, were representative of nurses at Ball Memorial Hospital (BMH), with the exceptions that BMH employs more BSNs, and does not have enough ethnical diversity as respondents to the survey. Conclusion to the study showed that there were barriers in using literature amongst older nurses lacking computer skills, literature research and research training. It was pointed out that pre-1990 nursing education did not emphasize research, nursing literature, or statistical methods, and that nurses trained before 1990 are not comfortable with obtaining information from the literature, or engaging in research. Generational differences in their approach to technology and research/literature management was also conducted. There were 138 BMH nursing respondents; 50% responded that they were aware that research was integrated into their unit’s processes; 75% responded that they were interested in learning more about evidence based practice. The outcome of the survey revealed that there is a new awareness of nursing research and evidence based practice along with the numbers of nurses who look at the literature for evidence is growing. The credibility of the source is conducted through peer reviewed and monthly publication. Nurses utilize the journal to become aware of the changes in nursing practice. Reflection In my conclusion of completing this assignment, I had a difficult time finding journals, because many were subscriptions you had to buy. I had a hard time identifying whether how close I was writing in abstract versus annotation. I look at my work and see it is quite long, I know I would get feedback on this. Research and literature review has some similarities, but I did figure out how to decipher between the two. Most of the articles I obtained were peer reviewed which were from popular journals and scholarly. They integrated evidence based on research; however the ones that did not provide research were still articles that provided relevancy of today’s nursing practice. They were relevant to nursing practice today and shed light on past nursing practices. ANNOTATED BIBLIOGRAPHIES 9 Running Head: ANNOTATED BIBLIOGRAPHIES 1