Ward
Accreditation: November 2021
Welcome to the latest key papers and publications focussing mainly on Ward Accreditation in the nursing profession.
The British Journal of Nursing, Nursing Times, British Journal of Healthcare Assistants, Journal of Perioperative Practice and the British Journal of Midwifery are all either available in print within the library or online via your OpenAthens username and password.
Please click on the links below and enter your OpenAthens username and password to download the full text or contact the library at esth.hirsonlibrary@nhs.net to request the full text.
Abstract: Background/Aims:
Methods:
Semi-structured interviews were undertaken with seven members of purposively recruited staff, who had lived experience of working at a hospital during an acquisition by a larger NHS trust, followed by a merger with another large NHS trust 5 years later.
Results:
Staff valued authentic, honest and visible nurse leadership that was understanding of the context in which they were delivering care. Ward managers and matrons acted as ‘shock absorbers’ to protect their teams from the negative aspects of the change process. However, this came at an emotional cost and demonstrates the need for continued support structures.
Conclusions:
This case study shows that staff value being able to deliver compassionate care; it gives meaning to their work, especially the ‘small things’. However, the context of care delivery can affect their ability to do this. There remains a great need for emotional support for staff to sustain their resilience in the face of changing staff, policies, practices and clinical models.
Source: British Journal of Healthcare Management, 2021; 27(7): 186-193
Abstract: Background:
Objective:
This review comprehensively compiled an update on factors affecting retention among hospital nursing staff.
Methods:
Five online databases; EMBASE, MEDLINE, SCOPUS, CINAHL and NICE Evidence were searched for relevant primary studies published until 31 December 2018 on retention among nurses in hospitals.
Results:
Forty-seven studies met the inclusion criteria. Nine domains influencing staff turnover were found: nursing leadership and management, education and career advancement, organisational (work) environment, staffing levels, professional issues, support at work, personal influences, demographic influences, and financial remuneration.
Conclusion:
Identified turnover factors are long-standing. To mitigate the impact of these factors, evaluation of current workforce strategies should be high priority.
Source: British Journal of Nursing; 2021, 30(5): 302-308
Abstract: As part of my studies, I recently read an article that discussed the public image of nursing and the perceptions people have about what a nurse's job involves (ten Hoeve et al, 2014). This public perception often does not reflect the professionalism, skill and autonomy of the profession. Nurses' skills and attributes are set to increase with the latest standards for nurses published by the Nursing and Midwifery Council (NMC) (2018).
Abstract: Ward accreditation is fundamental in contemporary healthcare delivery. One NHS trust in southwest England that had been placed in special measures introduced a ward accreditation programme - known as the ASPIRE programme - but the trust's senior nursing leadership team raised concerns about the level of quality assurance provided. Therefore, the trust revised its newly created ward accreditation programme, referring to the evidence base to re-evaluate the metrics used for assessment. Five new elements, including direct registered nurse care time and ward climate, were introduced in the accreditation process. The revision improved confidence in the quality assurance provided by the programme, which became central to the trust's overall improvement plans.
Source: Nurse Management, 2020; 27(5); 35-40
Abstract: The use of nursing assistants has increased across health systems in the past 20 years, to alleviate licensed nurses' workload and to meet rising health care demands at lower costs. Evidence suggests that, when used as a substitute for licensed nurses, assistants are associated with poorer patient and nurse outcomes. Our multimethods study evaluated the impact of a policy to add nursing assistants to existing nurse staffing in Western Australia's public hospitals, on a range of outcomes. In this article, we draw the metainferences from previously published quantitative data and unpublished qualitative interview data. A longitudinal analysis of patient records found significantly higher rates adverse patient outcomes on wards that introduced nursing assistants compared with wards that did not. These findings are explained with ward-level data that show nursing assistants were added to wards with preexisting workload and staffing problems and that those problems persisted despite the additional resources. There were also problems integrating assistants into the nursing team, due to ad hoc role assignments and variability in assistants' knowledge and skills. The disconnect between policy intention and outcomes reflects a top-down approach to role implementation where assistants were presented as a solution to nurses' workload problems, without an understanding of the causes of those problems. We conclude that policy makers and managers must better understand individual care environments to ensure any new roles are properly tailored to patient and staff needs. Further, standardized training and accreditation for nursing assistant roles would reduce the supervisory burden on licensed nurses.
Source: Policy, Politics & Nursing Practice, 2019; 204); 228-238
Abstract: It is important to evaluate stakeholder feedback regarding any change to a clinical supervision model to maintain quality. The Quality Practical Experience (QPE) instruments offer both the nurse on the ward involved with supervising student learning and the student nurse the opportunity to evaluate their satisfaction with the supervision model. This paper reports on the evaluation of the construct validity and the reliability of the QPE instruments measuring nurse and nursing student satisfaction with the clinical supervision model. Methodological design for the reliability and validation of a measuring instrument. The nurse and the student QPE instruments were tested with convenience samples of 488 nurses and 1116 student nurses, respectively. Psychometric tests included internal reliability, test-retest reliability and factor analyses. Exploratory factor analysis for both QPEs supported a three-factor solution; the nurse QPE explained 48% and student nurse QPE 45% of variance. Internal reliability and test-retest reliability were stable over time (nurse QPE ICC = 0.82; student nurse QPE ICC = 0.71). Both QPE instruments were found to be valid and reliable. Feedback from all stakeholders involved with supporting student nurses during clinical placement is important.
Source: Nurse Education in Practice, 2020; 43
Abstract: A self-directed learning laboratory (SDL Lab) was established in which undergraduate nursing students were provided access to experienced nurses in a simulated ward environment to enhance preparedness for clinical practice. The aim of this study was to explore perspectives of final year, undergraduate student nurses about the SDL Lab and directed self-guidance, with particular focus on the impact on learning and preparedness for professional practice. The study was framed within a qualitative descriptive approach using semi-structured, digitally recorded face-to-face interviews. The purposive sample included undergraduate students enrolled in their final year of a Bachelor of Nursing program, who had accessed the SDL Lab on at least two occasions. Thematic analysis was used. Twelve students participated. Three main themes were identified: 1) A safe environment that fosters effective learning; 2) Directed self-guidance strengthens confidence and competence during workplace experiences; 3) Enhancing accessibility and realism will improve learning. Reports of increased confidence in performing nursing skills was found in this study. Evaluation of the SDL Lab found that this alternative teaching strategy was favourable, and students appreciated the safe learning environment. Future research might explore measurement of the effect of directed self-guidance in an SDL facility on competence and confidence.
Source: Nurse Education in Practice, 2020; 42
Abstract: The NAAS quality improvement framework provides a 'ward to board' channel, and is designed to create a culture of safety as well as monitoring performance around quality of care. Evidence suggests high-performing hospitals have the following characteristics: * a positive organisational culture with a focus on excellence - staff are recognised for good work and a safety culture is promoted * receptive and responsive senior leaders, who are visible and strive for quality and improvement. The maternity tool consists of 13 standards; each one is made up of a number of different elements, such as: * quality and safety infection prevention and control safeguarding * infant feeding * medication safety The NAAS improvement framework provides a 'ward to board' channel * pressure-area care * person-centred care * communication and safety culture, etc. [...]the RCM has called for action not only on midwifery staffing to be resolved but also for trusts to equip their teams with the resources and support they need to provide safe and personalised care.
Source: Midwives, 2021; 24(44)
Abstract: Nurse educators are essential to the success of other nurses by supporting the attainment of professional competencies, knowledge, and continual development. In addition, board-certified nurse educators are also role models in lifelong learning. They are in an optimal position to promote and support others in pursuit of board certification.
Source: The Journal of Continuing Education in Nursing; 2021; 52(11): 497
Abstract: Background:
Objective:
To describe the Brazilian nurses’ perceptions of the work environment and their relationship with hospital accreditation.
Methods:
A cross-sectional survey study was carried out in three Brazilian hospitals. Nurses who delivered direct patient care and worked for at least 6 months were invited to participate. Those who were on vacation or leave for any reason during data collection were excluded. The participants were asked to fill out the personal and professional characterization form and the Brazilian version of the Revised Nursing Work Index.
Results:
The work environment was evaluated as favourable by Brazilian nurses. Linear regression analysis evidenced that hospital accreditation is associated with the nursing work environment, affecting the nurse–physician relationship (OR = 0.266, p < .001), organisational support (OR = 0.256, p < .001), control over the practice setting (OR = 0.229, p < .001) and autonomy (OR = 0.227, p < .001).
Conclusion:
The findings suggest that there is a positive influence of hospital accreditation on nurses’ perceptions of the work environment concerning autonomy, nurse–physician relationship, control over the practice setting and organisational support.
Implication for nursing management:
Nurse managers can apply the recommendations of certification programmes in practice settings to improve the nursing work environment.
Source: Journal of Nursing Management, 2021; 29(7): 2183
Abstract: Advanced certification in nursing professional development is scheduled to launch fall 2021. This column delineates the eligibility, submission, and recertification requirements and shares lessons learned about portfolio development from the nursing professional development specialists who developed the certification processes.
Source: Journal of Continuing Education in Nursing, 2021; 52(10): 449-451
Abstract: The American Nurses Credentialing Center (ANCC) Practice Transition Accreditation Program (PTAP) sponsors an annual symposium for participants to share in best practices across the globe. Due to COVID-19, the 2021 symposium was held virtually. With close to 700 participants, the ANCC PTAP team was challenged to provide an engaging virtual conference. This column speaks to the success of the symposium based on creating, cultivating, and celebrating best practices.
Source: Journal of Continuing Education in Nursing, 2021; 52(8): 352-354
Abstract: Background:
Methods:
The module included simulations before and after an online module on patient/family teaching for hospital discharge. Evaluation measures were student and independent rater evaluations using the Quality of Discharge Teaching Scale- Evaluation form (QDTS-E).ResultsStudents (n = 153) improved their performance on both content and delivery subscales of the QDTS-E by 20% (student self-evaluations) and 18% (independent raters). However, correlations between student and rater scores were low (r = 0.08-0.22).
Conclusion:
Use of simulation with online learning in a discharge teaching module can help students build patient education skills to improve post-discharge patient outcomes, contributing to national health priorities to reduce hospital readmissions. With further refinement and testing, the learning module and QDTS-E evaluation form may also be useful for evaluation and continuing education of clinical nursing staff.
Source: Nurse Education in Practice, 2021; 52: Published online
Abstract: Interactive and engaging experiences are crucial to learning. Using scenario-based approaches supports adult-based learning and allows students to assimilate new knowledge with lived experiences while directing their own learning experience. This article describes an innovative approach to continuing nursing education that integrates scenario-based learning into a course required by administrative law for public health nurses in a large southeastern state. Example scenarios and the student worksheet are provided.
Source: The Journal of Continuing Education in Nursing, 2021; 52(1): 34-38
Abstract: Background:
Methods:
A cross-sectional survey design was used, with a convenience sample of 310 nurses from six general hospitals. Nurses were asked to complete the self-reported Korean version of the Hospital Survey on Patient Safety Culture and the experience of hospital accreditation. A hierarchical multiple regression analysis was used to examine the associations between hospital accreditation experience and perception of patient safety culture.
Results:
The patient safety composites with the highest positive response were the frequency of events reported (90.6) and supervisor/manager expectations promoting patient safety (69.4%). The composites with the lowest scores were non-punitive responses to errors (22.9%) and organizational learning/continuous improvement (35.5%). Hierarchical multiple regression analysis showed that the experience of hospital accreditation had a very small increase on overall perceptions of safety (β = 0.097, p = 0.023).
Conclusions:
This study found that general hospital nurses’ experience of hospital accreditation had very weak relationship with their overall perceptions of patient safety. Therefore, a longitudinal study is needed to confirm the influence of hospital accreditation on nurses’ patient safety culture in general hospitals.
Source: BMC Nursing, 2021; 20: 1
Abstract: Background:
Method:
Thematic content analyses were conducted on qualitative data obtained from semi-structured interviews (N = 26). Results Complex factors contributed to delayed completion of online RN-BSN programs, including student-, institutional-, and faculty-related factors.
Conclusion:
This study validated and extends previous studies without delineating students in fully online programs from hybrid and face-to-face programs. Students, faculty, and institutions all have a role to play in facilitating on-time program completion. Recognizing and mitigating the barriers that delay on-time program completion is required to foster nurses to obtain a BSN degree.
Source: BMC Nursing, 2021; 20: 1
Abstract: Aim:
Design:
Methodological research.
Methods:
The checklist was designed in three phases (conceptualization, item generation and item reduction). In the first phase, a qualitative study using conventional content analysis was performed to clarify the concept of accreditation of clinical nursing services. In the second phase, using the views of experts was obtained in phase 1 and then by a review of the literature, related items were extracted, and item pool was formed. In the last phase, validity and reliability of the checklist were examined.
Result:
Based on three phases (Conceptualization, Item Generation and Item Reduction), the accreditation indicators of clinical nursing services were extracted in three dimensions including structure, process and outcome at two levels of organizational (including structural and outcome indicators) and individual performance appraisal (process indicators) in 19 main categories.
Source: Nursing Open, 2020; 7(5): 1338
