Student nurses’ use of their interpersonal skills within clinical role-plays

Clinical role of the nurse: concept analysis

“…Critical thinking is an antecedent of the clinical role and involves ethical sensitivity (Chaloner ), interpersonal communication skills (Jones & Cheek , Ashmore & Banks ), clinical (O'Brien et al . , Tornabeni & Miller ), cognitive (Hoffman et al .…”

“…The development of clinical decision processes in areas identified as part of the nursing domain was also found: rest, nutrition, elimination, mobility, daily patient activities, dressings, medication administration, emotional support and referrals (Hoffman et al 2004). Satisfaction of patient needs (Davies 1993), To compare opinions of graduating nursing students, rating their own competence, with the opinions of experienced nurses on the competence of newly-graduated nurses Grindel (2005) USA Theoretical To discuss about Clinical Nurse Leader and the doctorate in nursing practice Griscti et al (2005) Canada Empirical To explore the clinical role of nurse educator in Malta Ashmore and Banks (2004) UK Empirical To analyze student nurses' current skills and to compare them with earlier findings Hoffman et al (2004) Australia Empirical To investigate the contextual factors that influence clinical decision-making Jones and Cheek (2003) Australia Empirical To detail the diversity that exists in contemporary nursing practice and workplaces, in Australia Roberts-Davis and Read (2001) UK Empirical To identify the differences between the Specialist and the Nurse Practitioner, in order to clarify the latter's role Mullally (2001) UK Theoretical To discuss how to meet the call to improve the quality of nursing care, alongside the need to use nurses' new skills and talents Cox and Ahluwalia (2000) UK Empirical…”

“…Critical thinking is an antecedent of the clinical role and involves ethical sensitivity (Chaloner 2007), interpersonal communication skills (Jones & Cheek 2003, Ashmore & Banks 2004), clinical (O'Brien et al 2008, Tornabeni & Miller 2008, cognitive (Hoffman et al 2004) and analytical skills (Mantzoukas & Watkinson 2007), associated with educational and management abilities (Mantzoukas & (Jones & Cheek 2003, Lofmark et al 2006, Mantzoukas & Watkinson 2007, Tornabeni & Miller 2008, Courtenay et al 2010, because they create a scientifically supported clinical and professional leadership style.…”

A Comparative Study of Staff Perspectives on Design Based Learning in Engineering Education

“…The need for nurses to be effective communicators has been acknowledged in such literature as Nursing -A Concept-Based Approach to Learning by North Carolina Concept Learning Editorial Board (2011); Babatsikou & Gerogianni, (2012); Ashmorea & Banks (2004). It is through effective communication that nurses can form a caring relationship with patients and convey to the patients that they can understand their problems.…”

Analysis of supervisory interventions in a transdisciplinary youth mental health service.

“…Cathartic and confronting interventions have been identified by Heron (2001) as requiring particular skill and sensitivity. The difference in student versus qualified nurses' confidence in cathartic interventions has been attributed to greater attention to interpersonal skills in nurse training in recent years, but it is of note that the perceived difficulty in using confronting interventions was constant across studies and qualification status (Ashmore & Banks, 2004). In relation to teaching practice, Yürekli (2013) found that both teachers and observers most favored supportive interventions in their This document is copyrighted by the American Psychological Association or one of its allied publishers.…”