ABSTRACT
BACKGROUND: Workplace violence (WPV) against nursing professionals by patients and visitors occurs frequently, and rates of WPV increased during the COVID-19 pandemic. All nursing teams, including oncology nursing professionals, are at risk for WPV and need current WPV-related information applicable to their clinical experiences. OBJECTIVES: This overview aims to increase awareness of trends and personal safety issues related to clinical oncology nursing practice and provide strategies and resources to enhance personal safety in nursing practice. METHODS: This overview used literature reviews, publicly reported sources, other scholarly resources, and real-world examples to identify and synthesize WPV trends related to clinical nursing. FINDINGS: This overview's findings suggest that the COVID-19 pandemic contributed to the increased rate of WPV and subsequent harm to nursing staff victims. Oncology nursing professionals can implement best practices to reduce their risk of being harmed, and healthcare institutions can operationalize best practices by having systems and resources in place that prevent and mitigate WPV.
Subject(s)
COVID-19 , Nursing Staff , Workplace Violence , Humans , COVID-19/epidemiology , COVID-19/prevention & control , Pandemics , Workplace Violence/prevention & control , Medical OncologyABSTRACT
Mentorship programs are an emerging strategy in the nursing profession to support and develop new staff in the field; this 12-month structured program found those in the mentoring role benefit, too. The sample included 11 oncology RNs working in the inpatient acute hospital setting, serving as mentors in the oncology nurse residency program. The results were statistically significant for compassion satisfaction, and burnout scores decreased. Qualitative analysis of the open-ended questions revealed mentors felt confident they make a difference, enhanced professional growth, and reduced burnout.
Subject(s)
Burnout, Professional , Mentoring , Nurse Clinicians , Burnout, Professional/prevention & control , Humans , Mentors , Pilot ProjectsABSTRACT
The purpose of this study was to create a system-wide education program in a large academic medical center to increase exposure and understanding of the evidence-based practice (EBP) process with multidisciplinary healthcare professionals. We also hoped to increase their confidence in utilizing and implementing EBP at the bedside. Although our approach to educating professional staff on EBP provided initial benefits, holding the gains over a 1-year period proved to be difficult.
Subject(s)
Academic Medical Centers/organization & administration , Allied Health Personnel/education , Education, Professional/methods , Evidence-Based Practice/education , Patient Care Team , Allied Health Personnel/psychology , Humans , Surveys and QuestionnairesABSTRACT
Formal pairing of student nurses to work collaboratively on one patient assignment is a strategy for improving the quality and efficiency of clinical instruction while better utilizing the limited resources at clinical agencies. The aim of this qualitative study was to explore the student nurse and patient experiences of collaborative learning when peer dyads are used in clinical nursing education. Interviews were conducted with 11 students and 9 patients. Students described the process of collaborative learning as information sharing, cross-checking when making clinical decisions, and group processing when assessing the outcomes of nursing interventions. Positive outcomes reported by students and patients included reduced student anxiety, increased confidence and task efficiency. Students' primary concern was reduced opportunity to perform hands-on skills which had to be negotiated within each dyad. Meeting the present and future challenges of educating nurses will require innovative models of clinical instruction such as collaborative learning using student peer dyads.
