Nursing Theory and Practice: Connecting the Dots

Marrs, Jo-Ann; Lowry, Louis D.

doi:10.1177/0894318405283547

Cited by 19 publications

(16 citation statements)

References 16 publications

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“…The global team properties represented the overall characteristics, such as field of practice, type of nursing care, and team size. Specific team properties expressed characteristics of individual team nurses [34,35] .…”

Section: Methodsmentioning

confidence: 99%

“…With this instrument, team members indicate their perception of the frequency of 26 team-learning activities in their team [18,32,33] . Team composition was conceptualized in global and specific team properties [34,35] . The global team properties represented the overall characteristics, such as field of practice, type of nursing care, and team size.…”

Section: Methodsmentioning

confidence: 99%

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Team learning and innovation in nursing teams: Results of a comprehensive research project

Timmermans

Linge

Petegem

et al. 2012

JNEP

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Background/Objective: Noncompliance to implementation of innovations is a problem in nursing teams. In literature, team learning is proposed as a facilitator for change. Still, studies reporting the effects of team learning activities on the implementation of innovations in nursing teams are scarce. To address this gap in literature, this study explored the influence of team learning on the implementation of two innovations.Methods: A literature and three empirical studies were performed to address the research questions of this project. Cross-sectional surveys were conducted between 2008-2011 with a sample of 1111 nurses, representing 79 nursing teams from The Netherlands and Belgium. Results:The results of the literature review revealed research on team learning and innovation in nursing is limited. Team learning included processes to gather, process, and store information from different innovations within the nursing team. The prevalence of team-learning activities was contributed or hindered by individual and contextual factors. Principal component analyses of a 26-item team learning activities scale revealed a five-factor model, explaining 78% of the variance. Team-composition explained 33% of team learning. Analyses on the influence of contextual factors yielded three models that explained 76%, 81% and 83% of the variance in team learning. Positive relationships were detected between team learning activities handling production-oriented information and implementation-effectiveness of an incremental innovation. In addition, team learning activities regarding development-oriented information positively affected the implementation of a radical innovation. Conclusions:Nursing teams undertake different team learning activities to process different types of information that cross over within the nursing team. The way the nursing team is composed had a minor effect on the prevalence of team learning activities in nursing teams. Contextual factors had a major effect on the prevalence of team learning activities. Team learning activities related to the production of nursing care had a positive effect on the implementation of an incremental innovation. Team learning activities related with the development of nursing care of the team positively affected the implementation of a radical innovation.Implications for practice and policy: Throughout team learning nursing teams can enhance their implementationeffectiveness on innovations and increase patient safety and the quality of provided nursing managers and nursing teams

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Team learning and innovation in nursing teams: Results of a comprehensive research project

Timmermans

Linge

Petegem

et al. 2012

JNEP

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show abstract

“…Additionally, the verbalization and continual development of theory is an essential component for professional advancement and the delivery of high quality nursing care. Practitioners already possess cognitive and experiential skills to engage in theoretical thinking (Marrs & Lowry 2006). The clinician is well placed to investigate the patient’s problem and context, and determine whether the patient’s healing process can be accounted for by a current theory and evidence, or if some modification or an entirely new theory is needed instead.…”

Section: Promoting Theoretical Thinkingmentioning

confidence: 99%

A paradigm for the production of practice-based knowledge

Reed

Lawrence

2008

J Nurs Manag

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“…The medical and nursing professions do not have an equal level of autonomy. The fact is that medical profession have an economic and political autonomy and the autonomy to construct standards and control the clinical practice [26][27] . The concept of professional autonomy identifies three distinct aspects, namely, the economic, political and clinical…”

Section: The Concept Of Professional Autonomymentioning

confidence: 99%

“…In everyday clinical practice the nursing experts are supposed to be able to (a) link the theory and practice and (b) engage in research (be able to use new linkages with concepts). At the forefront, a new concept of "new nursing" emerges, which is based on the abandonment of organization as a task and introduces a greater role of the patient, cooperation between professions and evidence-based practice [24][25] . The concept of knowledge in nursing includes three basic characteristics: knowledge, combination of theory and practice and new links between the concepts.…”

Section: The Concept Of Knowledge In Nursingmentioning

confidence: 99%

Untitled

2018

Croat. nurs. j.

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Background: Several elements influence the process of professionalization. The focus is on the process of professionalization in the healthcare chain. A special emphasis proportion was given to the field of nursing and its gradual transition to the profession. During the transition process endogenous and exogenous environment act as elements which should be identified. Methods:Data were analysed using quantitative and qualitative methodology. A quantitative part involved descriptive statistics, contingency analysis and ordinary least squares and multivariate linear regression with and without control variables, both based on indexation. The qualitative part consisted of the analysis of the data collected through open-ended questions and semi-structured interview. An adjusted questionnaire was designed.Results: Attributes into the process of professionalization are present in nursing professionals aged more than 51 years with more than 26 years of working experience, employed at primary level of healthcare. The acquisition of new knowledge represents the contribution to their human capital and contemporaneously raises their expert power as well. Lifelong learning, nursing professional autonomy and specific knowledge in nursing as an endogenous and exogenous factors indicate statistically significant positive impact. The analysis identified that ethics in nursing had only marginal statistically significant positive impact in the process of nursing professionalization. Conclusions:The identification of endogenous and exogenous elements allows additional planning as well as research into the practice and quality of care in general.

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Nursing Theory and Practice: Connecting the Dots

Cited by 19 publications

References 16 publications

Team learning and innovation in nursing teams: Results of a comprehensive research project

Team learning and innovation in nursing teams: Results of a comprehensive research project

A paradigm for the production of practice-based knowledge

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