Anaesthetic Nurse Specialist Role: Leading and Facilitation in Clinical Practice

Fynes, E; Martin, Daphne; Hoy, Leontia; Cousley, Ann

doi:10.1177/175045891402400502

Cited by 6 publications

(3 citation statements)

References 38 publications

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“…Fynes et al (2014) discuss the anaesthetic nurse specialist role. They regard education as a key dimension of this work which is reinforced by the Nursing and Midwifery Council.…”

Section: Literature Reviewmentioning

confidence: 98%

How can the presence of a surgical care practitioner improve training for staff who are learning how to scrub for robotics cases in a urology theatre?

Barry

2018

Journal of Perioperative Practice

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Aim This study examines how a surgical care practitioner can contribute to the learning needs of junior scrub staff learning to scrub for urological robotics cases. Key themes include education, technical training, non-technical skills, patient safety and the specialist practitioner as educator. Methods Data collection was via an online survey, distributed by a gatekeeper to 13 participants. These were junior scrub practitioners who had completed their robotic rotation. Results A 62% response rate was achieved. The majority of respondents indicated that there was a difference in interactions when a surgical care practitioner was assisting compared to a surgical trainee. Half of the respondents felt more confident when the surgical care practitioner was assisting. Conclusions A range of approaches were proposed for how the surgical care practitioner could enhance learning. Structured input is likely to be more appropriate to avoid the surgical care practitioner being distracted from their own duties whilst assisting. There is scope for further research.

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“…Fynes et al (2014) discuss the anaesthetic nurse specialist role. They regard education as a key dimension of this work which is reinforced by the Nursing and Midwifery Council.…”

Section: Literature Reviewmentioning

confidence: 98%

How can the presence of a surgical care practitioner improve training for staff who are learning how to scrub for robotics cases in a urology theatre?

Barry

2018

Journal of Perioperative Practice

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“…Leadership types, styles and experiences impact teamwork and team culture (Cardiff et al , 2020; Manley et al , 2019; Manley et al , 2011). The use of different leadership styles continues to be recognised as relevant to different situations, particularly when creating the conditions through relationships for enabling individuals, teams, organisations and more widely, communities to become empowered or in situations that require a more transactional style, for example, in the context of emergencies and safety (Fynes et al , 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Strengthening nursing, midwifery and allied health professional leadership in the UK – a realist evaluation

Jackson

McBride

Manley

et al. 2021

LHS

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Purpose This paper aims to share the findings of a realist evaluation study that set out to identify how to strengthen nursing, midwifery and allied health professions (NMAHP) leadership across all health-care contexts in the UK conducted between 2018 and 2019. The collaborative research team were from the Universities of Bangor, Ulster, the University of the West of Scotland and Canterbury Christ Church University. Design/methodology/approach Realist evaluation and appreciative inquiry were used across three phases of the study. Phase 1 analysed the literature to generate tentative programme theories about what works, tested out in Phase 2 through a national social media Twitter chat and sense-making workshops to help refine the theories in Phase 3. Cross-cutting themes were synthesised into a leadership framework identifying the strategies that work for practitioners in a range of settings and professions based on the context, mechanism and output configuration of realist evaluation. Stakeholders contributed to the ongoing interrogation, analysis and synthesis of project outcomes. Findings Five guiding lights of leadership, a metaphor for principles, were generated that enable and strengthen leadership across a range of contexts. – “The Light Between Us as interactions in our relationships”, “Seeing People’s Inner Light”, “Kindling the Spark of light and keeping it glowing”, “Lighting up the known and the yet to be known” and “Constellations of connected stars”. Research limitations/implications This study has illuminated the a-theoretical nature of the relationships between contexts, mechanisms and outcomes in the existing leadership literature. There is more scope to develop the tentative programme theories developed in this study with NMAHP leaders in a variety of different contexts. The outcomes of leadership research mostly focussed on staff outcomes and intermediate outcomes that are then linked to ultimate outcomes in both staff and patients (supplemental). More consideration needs to be given to the impact of leadership on patients, carers and their families. Practical implications The study has developed additional important resources to enable NMAHP leaders to demonstrate their leadership impact in a range of contexts through the leadership impact self-assessment framework which can be used for 360 feedback in the workplace using the appreciative assessment and reflection tool. Social implications Whilst policymakers note the increasing importance of leadership in facilitating the culture change needed to support health and care systems to adopt sustainable change at pace, there is still a prevailing focus on traditional approaches to individual leadership development as opposed to collective leadership across teams, services and systems. If this paper fails to understand how to transform leadership policy and education, then it will be impossible to support the workforce to adapt and flex to the increasingly complex contexts they are working in. This will serve to undermine system integration for health and social care if the capacity and capability for transformation are not attended to. Whilst there are ambitious global plans (WHO, 2015) to enable integrated services to be driven by citizen needs, there is still a considerable void in understanding how to authentically engage with people to ensure the transformation is driven by their needs as opposed to what the authors think they need. There is, therefore, a need for systems leaders with the full skillset required to enable integrated services across place-based systems, particularly clinicians who are able to break down barriers and silo working across boundaries through the credibility, leadership and facilitation expertise they provide. Originality/value The realist evaluation with additional synthesis from key stakeholders has provided new knowledge about the principles of effective NMAHP leadership in health and social care, presented in such a way that facilitates the use of the five guiding lights to inform further practice, education, research and policy development.

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“…Student supervision is a process that occurs in parallel with the provision of safe care to patients [ 2 ]. In the operating room (OR), supervision takes place in an advanced setting [ 3 ] with an increasing number of surgical procedures [ 4 ]. NAs’ supervisory role facilitates student learning [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

Nurse anaesthetists’ experiences of student nurse anaesthetist learning during clinical practice: a qualitative interview study

Hedlund,

Blomberg,

Hjelmqvist

et al. 2024

BMC Nurs

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Background The professional role of a nurse anaesthetist involves taking a pedagogical approach towards students, including supervision during clinical practice. Although supervisors are facilitators of student learning, they are offered little training in adult learning principles. The aim of this study was to describe supervisors’ experience of student nurse anaesthetist learning during clinical practice in the operating room. Method In this qualitative interview study, 12 semi-structured individual interviews were carried out with clinical supervising nurse anaesthetists. The data were analysed inductively using thematic analysis. Results The results are illustrated with one theme and five sub-themes. The clinical learning situation of student nurse anaesthetists is described as a reflection of different cultures coming together. The operating room environment is a new context to students, and students enter with different clinical background and experiences. There is tension in facilitating student learning due to demands for productivity; supervisors suggest the use of separate operating rooms with a special focus on learning in the future. Conclusion Clinical practice facilitates student learning and is a parallel process to routine care. Thus, it requires the cultures of higher education and healthcare organizations to co-exist. This is illustrated with the theme “Contributing to students’ future professional roles by bridging the hospital and university cultures”. In the operating room, student learning is challenged by a new context and time pressure as shown by subthemes. To overcome challenges and support student learning in the operating room from a supervisors’ perspective, interprofessional student teams are suggested as a future approach and need to be further investigated.

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Anaesthetic Nurse Specialist Role: Leading and Facilitation in Clinical Practice

Cited by 6 publications

References 38 publications

How can the presence of a surgical care practitioner improve training for staff who are learning how to scrub for robotics cases in a urology theatre?

How can the presence of a surgical care practitioner improve training for staff who are learning how to scrub for robotics cases in a urology theatre?

Strengthening nursing, midwifery and allied health professional leadership in the UK – a realist evaluation

Nurse anaesthetists’ experiences of student nurse anaesthetist learning during clinical practice: a qualitative interview study

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