ABSTRACT
BACKGROUND: Faculty-to-faculty incivility in academic nursing is well documented, yet speaking up about the unprofessional behaviors of academic colleagues is still a challenge, particularly for junior faculty. METHOD: A unique faculty development session presented an opportunity to explore junior faculty experiences and perceptions of incivility, with the objectives of addressing concerns in a safe environment, identifying appropriate responses and resources for managing incivility, and supporting decisional influences on speaking up. RESULTS: Junior faculty were valued for their unique perspectives of the institutional culture and empowered as members of speak-up culture in the academic setting. CONCLUSION: Administrators benefit from intentionally seeking junior faculty perspectives regarding unprofessional faculty behaviors in the academic setting. Overall school culture benefits from ongoing efforts toward discussion, resource development, and upholding policies related to incivility. [J Nurs Educ. 2020;59(4):210-213.].
Subject(s)
Cultural Competency/education , Education, Nursing, Baccalaureate/organization & administration , Faculty, Nursing/organization & administration , Interprofessional Relations , Professional Misconduct/psychology , Faculty, Nursing/psychology , Humans , Professional Misconduct/statistics & numerical data , Students, Nursing/statistics & numerical dataABSTRACT
Obstetric hemorrhage is a significant cause of perinatal morbidity and mortality that requires prompt recognition and collaborative intervention to prevent poor outcomes. Medical and surgical management goals include controlling bleeding, supporting tissue oxygenation and perfusion, and monitoring for coagulopathies and complications.
Subject(s)
Maternal Mortality , Obstetric Labor Complications/therapy , Uterine Hemorrhage/therapy , Critical Care Nursing , Female , Humans , Hypovolemia , Obstetric Labor Complications/blood , Pregnancy , Risk Factors , Uterine Hemorrhage/epidemiology , Uterine Hemorrhage/prevention & controlABSTRACT
Teaching for a practice is more than the dissemination of knowledge and information to the learner. Professional nursing education requires teachers to facilitate students' self-reflection and awareness and assimilation of core professional and personal values in order for the new nurse to anchor and internalize these values as part of a professional identity. To achieve this, nursing educators recognize the importance of learning opportunities centered in the affective domain and the importance of teaching for professional formation that supports nursing students' commitment to the values of their chosen community of practice. This paper describes the development, implementation and evaluation of a learning innovation for pre-RN students. The Power of Nursing: Embracing the Healer's Art, a five-session, 15-hour discovery model course that uses guided reflection and personal sharing is described, as are course outcomes for 68 students from four nursing schools in the U.S. Overall students' reports were strongly favorable and the learning experience was valued and identified as unique within the nursing curriculum.
