Documents found
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2903.More information
Background: The position of the charge nurse involves clinico-administrative responsibilities and requires five essential competencies: leadership, interpersonal communication, clinical-administrative caring, problem-solving, and knowledge and understanding of the work environment. However, these competencies are rarely addressed in ongoing training for charge nurses in health care institutions, and the existing trainings identified either do not cover all five required competencies or provide only limited content related to them. As a result, without appropriate training, charge nurses may be unable to fully meet the complex demands of their position and there will be a gap between the complex requirements of this position and the ability to meet them. There is a clear need for a scientifically grounded training that addresses these gaps. Objective: To identify the key elements for operationalizing and strengthening the competencies required for the position of charge nurse, with a view to incorporating them into a training to be developed for this purpose. Method: A scoping review was conducted using the Joanna Briggs Institute (JBI) methodology. Using a strategy developed by the research team, the CINAHL, MEDLINE, Cairn, and ScienceDirect databases as well as grey literature sources were queried. To be included, publications had to meet the following criteria: address the charge nurse position and include at least one key element for implementing or strengthening at least one of the five core competencies; be published between 2000 and 2021; and be written in either French or English. Findings: Out of 2,672 records identified, 23 articles met the inclusion criteria for this scoping review. Analysis of these publications revealed key elements that could be associated with conceptual content, practical application or knowledge integration. Conclusion: This scoping review helped identify the content to be incorporated into charge nurse training currently under development, thus supporting the development and reinforcement of charge nurses’ competencies, thereby enabling them to effectively fulfill their position.
Keywords: revue de la portée, assistante infirmière-chef, compétences, formation
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2907.More information
Objective - To investigate the overall prevalence of citations to theses and dissertations, as well as their prevalence in feature articles, editorials, and review articles in top research nursing journals. To evaluate differences between journals and to determine whether there was a change in use over time. Methods - Journals were selected from the Medical Library Association’s Nursing and Allied Health Resource Section’s 2012 Selected List of Nursing Journals. An evaluation was conducted of citations from 3,711 articles published in 2011 and 2018 in 7 top nursing journals. Thesis and dissertation citations were identified and categorized by type of scholarly communication: feature articles, reviews, and editorials. Analysis was conducted for the prevalence of citations for theses and dissertations based on percentage of overall citations and the percentage of articles with a thesis and dissertation citation. Results - Thesis and dissertation citations accounted for 0.41% of all citations. However, 9.43% of the articles contained at least one thesis and dissertation citation. Feature articles contained more thesis and dissertation citations than review articles and editorials. The Journal of Advanced Nursing, Journal of Clinical Nursing, and the Scandinavian Journal of Caring Sciences published a higher percentage of articles with at least one thesis and dissertation citation. Conclusion - The overall use of theses and dissertations in nursing scholarship is comparatively low compared to other forms of scholarly communication. However, this unique form of scholarship viewed from its impact on the percentage of scholarly articles in nursing demonstrates that theses and dissertations have made more of a contribution than previously reported. Our research provides libraries and the nursing academy with empirical evidence for the value of theses and dissertations. It provides librarians and the nursing academy justification for continuing efforts to preserve, enhance access through digital repositories, and to continue to explore strategies to promote the use of theses and dissertations in research.
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2908.More information
Objective – Electronic resource management challenges and “big deal” cancellations at one Canadian university library contributed to a situation where a number of electronic journal subscriptions at the university’s health sciences library lacked article level linking. The aim of this study was to compare the usage of journals with article level linking enabled to journals where only journal level linking was available or enabled. Methods – A list of electronic journal title subscriptions was generated from vendor and subscription agent invoices. Journal titles were eligible for inclusion if the subscription was available throughout 2018 on the publisher’s platform, if the subscription costs were fully funded by the health sciences library, and if management of the subscription required title-by-title intervention by library staff. Of the 356 journal titles considered, 302 were included in the study. Negative binomial regression was performed to determine the effect of journal vs. article level linking on total COUNTER Journal Report 1 (JR1) successful full-text article requests for 2018, controlling for journal publisher, subject area, journal ranking, and alternate aggregator access. Results – The negative binomial regression model demonstrated that article level linking had a significant, positive effect on total 2018 JR1 (coef: 0.645; p < 0.001). Article level linking increased the expected total JR1 by 90.7% when compared to journals where article level linking was not available or enabled. Differences in predicted usage between journals with article level linking and those without article level linking remained significant at various journal ranking levels. This suggests that usage of both smaller, more specialized journals (e.g., Journal of Vascular Research) and larger, general journals (e.g., New England Journal of Medicine) increases when article level linking is enabled. Conclusions – This study provides statistical evidence that enabling article level linking has a positive impact on journal usage at one academic health sciences library. Although further study is needed, academic libraries should consider enabling article level linking wherever possible in order to facilitate user access, maximize the value of journal subscriptions, and improve convenience for users.
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2909.More information
Objective – When teaching Information Literacy (IL) concepts, instructors often have no knowledge about the background or previous IL exposure of the students they are teaching. This study aims to create a holistic picture of the students at a large Midwestern United States university in a first year introductory course on the design process for solving engineering problems. Methods – Institutional data and course level data were traced and linked to individual students in an introduction to design thinking first year course. This course is at a major high research activity institution in the Midwestern United States. From a total course size of 650, institutional and course level data of 127 students were selected randomly and analyzed. Some data points are self-reported and some data points are performance-based. Results – Underrepresented minorities (URMs) had a higher increase in IL score from assignment 1 to assignment 3 than non-URM students. However, non-URMs performed higher on both the first and the last assignments. Students in concurrent IL designated courses had a higher increase from assignments 1 to 3 than those not in simultaneous IL designated courses. Black and international students had the highest increases from assignments 1 to 3 of any demographic. Regarding IL, the fact that none of the students had been exposed to much IL instruction justified continued collaboration in the course between the instructor of record and the IL specialist. There were significantly negative correlations between the final grade and first-generation status. Legacy students also performed more poorly from assignments 1 to 3. Conclusion – Students are more diverse in a single classroom setting than presumed prior to research; therefore, our instructional practices should be diverse and inclusive, as well. More preparation work and fact finding should be conducted by library faculty and instructors to facilitate the learning of the students, and not just the act of teaching. Librarians could ask for more information about the course demographics and respond accordingly. Librarians should also be properly trained in instructional practices to be better equipped to meet the expectations and challenges of teaching a diverse class.
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2910.
L’enseignement des langues par la tâche : le cas d’un cours visant les compétences informationnelles
More informationKeywords: Enseignement des langues par la tâche, Français sur objectif universitaire, conception de cours