Developing and Sustaining a Career as a Transdisciplinary Nurse Scientist

Hickey, Kathleen T.

doi:10.1111/jnu.12359

Cited by 12 publications

(10 citation statements)

References 28 publications

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“…Because of the large-scale outbreak, multidisciplinary nurses from all over the country participated in epidemic prevention and control. A special nursing group of transdisciplinary nurses (TNs) who had not worked in respiratory medicine, infection departments, or emergency and intensive medicine but who accounted for a large proportion of all nurses attracted our attention [ 6 ].…”

Section: Introductionmentioning

confidence: 99%

A qualitative study of the vocational and psychological perceptions and issues of transdisciplinary nurses during the COVID-19 outbreak

Fan

et al. 2020

Aging

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Background: Due to its high infectivity and concealment, the coronavirus disease 2019 (COVID-19) outbreak that occurred in Wuhan attracted global attention. A special nursing group of transdisciplinary nurses (TNs) who had not worked in respiratory medicine, infection departments, or emergency and intensive medicine but who accounted for a large proportion of all nurses also drew our attention. Few studies have examined this special group of TNs. Therefore, this study collected the experiences and views of TNs at the forefront of the COVID-19 outbreak to investigate their potential problems. Results: Twenty-five TNs and 19 nurses with experience in infectious diseases (non-TNs) were enrolled in the study. Compared with non-TNs, TNs showed higher levels of perceived stress and relatively less perceived social support. For TNs, the ambiguous roles, transition of operating mode, unfamiliar work content, and reversal of their daily schedule were the most common vocational problems. Additionally, most TNs had psychological problems such as anxiety, pain and insomnia. The incomprehension of parents, concern for family members and long-term isolation were the most common causes of psychological stress. Conclusion: This survey is the first to focus on the group of TNs at the forefront of the COVID-19 outbreak and to investigate their experiences, vocational issues and psychological stresses qualitatively and quantificationally. We found that TNs had more perceived stress and less perceived social support than non-TNs. The vocational and psychological issues of TNs should be highlighted. These findings identify important issues and offer insights into the underlying issues to help TNs ultimately win the battle against novel coronavirus epidemics. Methods: Semi-structured and face-to-face individual interviews and quantitative assessments were conducted. The Braun Clarke Thematic Analysis method and the strategy outlined by Miles and Huberman were used in the data analysis process of the qualitative study. The perceived stress scale and perceived social support scale were utilized to quantificationally evaluate the perceived stress level and the amount of perceived social support. Both qualitative and quantitative methods were adopted to assess the vocational and psychological perceptions and issues.

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Section: Introductionmentioning

confidence: 99%

A qualitative study of the vocational and psychological perceptions and issues of transdisciplinary nurses during the COVID-19 outbreak

Fan

et al. 2020

Aging

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“…The paradigm shift for nursing career development with a “Genomic Nursing Care Approach” is a sensible response to biomedicine and biobank advanced science that is rapidly and remarkably changing the way we provide care to our clients (Kosma et al, 2019; Sanner et al, 2013; World Health Organization, 2020). The conceptual framework of this study is in line with the conceptual model created by Hickey (2018), which illustrates the overlapping sources on which one can build a career as a nurse in the field of genetics–genomics (Figure 2). The conceptual framework of Genomic Nursing Care comprises of three essential elements: education, research and clinical practice.…”

Section: Introductionmentioning

confidence: 67%

“…It is essential for nurses to develop roadmaps on how to include genetics–genomics into nursing practice, education and research (Calzone, Jenkins, Bakos, et al, 2013; Chuang et al, 2013; Kirk, Calzone, Arimori, & Tonkin, 2011; Lea, Skirton, Read, & Williams, 2011; Williams et al, 2017). In this genomic era, nurses are expected to be competent on the following skills: obtaining comprehensive family histories, assessing which family members are at risk of developing a genomic‐influenced condition, identifying genomic‐influenced drug reactions, helping people make informed decisions, understanding the results of genetics–genomics tests and therapies and referring at‐risk people to the appropriate healthcare professionals and agencies for specialized care (Calzone et al, 2010; Hickey, 2018; International Society of Nurses in Genetics, 2020; Kirk et al, 2011).…”

Section: Discussionmentioning

confidence: 99%

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Randomized controlled trial on the effectiveness of web‐based Genomics Nursing Education Intervention for undergraduate nursing students: a study protocol

Dumo

Laing

Lim

et al. 2020

Journal of Advanced Nursing

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Aim: To describe a randomized controlled trial protocol that will evaluate the effectiveness of two web-based genomic nursing education interventions. Background: Preparing future nurses to be competent in genetic and genomic concepts is fundamental to ensure appropriate clinical application. However, geneticsgenomics concepts are still new in the field of nursing. Little is known about what type and kind of web-based nursing education is effective in improving the knowledge of nursing students. To address these knowledge gaps, a web-based 'Genomic Nursing Education Intervention' will be developed and compared with an existing online education programme. Design: A randomized controlled trial of two groups with pre-test and repeated posttesting. Methods: The Genomic Nursing Concept Inventory, a validated tool, will be used to assess the genetics-genomics knowledge of nursing students. Participants will be randomly allocated to either a control or an intervention group. The control group will receive the standard web-based nursing education, while the intervention group will receive a newly developed web-based education intervention. Outcome measures include the students' knowledge level of nursing genetics-genomics concepts. Participants will be retested at 3 and 6 months. Conclusion: Current evidence shows that ensuring nurses have adequate education in genetic-genomic concepts is challenging. This study will demonstrate which of two webbased nursing education methods is more effective in teaching genetic-genomic concepts. This research project will better prepare the nursing profession in their careers for the emerging advance technologies in genetics-genomics and personalized health care. Impact: Current evidence shows major challenges in ensuring that nurses have adequate education in genetics-genomics concepts. Less is known about what approaches to web-based education are effective to improve the knowledge gaps of nursing students in genetics-genomics concepts. This study will determine which type of web-based nursing education is effective in improving the genetics-genomics | 3137 DUMO et al.

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“…Underlying these research content issues is the lack of exposure of students to PhD-prepared nurse scientists conducting rigorous and practice-relevant research (Hickey, 2018;Warkentin, Popik, Usick, & Farley, 2014). In research intensive universities where students are perhaps most likely to gain exposure to rigorous nursing science, faculty with active research funding often are released from teaching obligations to focus on conducting their studies.…”

Section: Lack Of Exposure Of Nursing Students To Researchmentioning

confidence: 99%