The Prevailing Winds of Oppression: Understanding the New Graduate Experience in Acute Care

Duchscher, Judy Boychuk; Myrick, Florence

doi:10.1111/j.1744-6198.2008.00113.x

Cited by 59 publications

(37 citation statements)

References 107 publications

(140 reference statements)

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“…I didn't actually realise what the other person had done to ruffle his feathers, and yeah I calmed him down and one of the midwives came up to me after and said "Just letting you know you did really well in that discussion". (Alison) For the NGRN it is important to build social intelligence/psychological capital to assist in the event that an incident might cause personal distress (Duchscher & Myrick, 2008;Taylor, 2012;Walker et al, 2013). Effective communication between clinicians, other staff and students has been identified as a strategy to decrease horizontal violence (Curtis, Bowen & Reid, 2007;Douglas, 2014).…”

Section: Ways I Navigatementioning

confidence: 99%

Ways of Being: Preparing Nursing Students for Transition to Professional Practice

Mellor¹,

Gregoric²

2016

J Contin Educ Nurs

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Section: Ways I Navigatementioning

confidence: 99%

Ways of Being: Preparing Nursing Students for Transition to Professional Practice

Mellor¹,

Gregoric²

2016

J Contin Educ Nurs

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“…While nursing was not initially intended to be oppressive to nurses, within time systematic changes were implemented that very much did that. Into the 21st century, this predominantly female profession continues to be placed in inferior positions to males (i.e., physicians) reproducing gender-based hierarchies within these professions (Duchscher & Myrick, 2008;Fletcher, 2006;Roberts, 1983;Roberts, Demarco, & Griffin, 2009;Witt, 1992). Into the 21st century, this predominantly female profession continues to be placed in inferior positions to males (i.e., physicians) reproducing gender-based hierarchies within these professions (Duchscher & Myrick, 2008;Fletcher, 2006;Roberts, 1983;Roberts, Demarco, & Griffin, 2009;Witt, 1992).…”

Section: Nursing Oppressionmentioning

confidence: 99%

Exploring social‐based discrimination among nursing home certified nursing assistants

et al. 2019

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Certified nursing assistants (CNAs) provide the majority of direct care to nursing home residents in the United States and, therefore, are keys to ensuring optimal health outcomes for this frail older adult population. These diverse direct care workers, however, are often not recognized for their important contributions to older adult care and are subjected to poor working conditions. It is probable that social‐based discrimination lies at the core of poor treatment toward CNAs. This review uses perspectives from critical social theory to explore the phenomenon of social‐based discrimination toward CNAs that may originate from social order, power, and culture. Understanding manifestations of social‐based discrimination in nursing homes is critical to creating solutions for severe disparity problems among perceived lower‐class workers and subsequently improving resident care delivery.

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“…Second, the professionalisation of nursing has altered entry‐to‐practice licensing requirements and increased continuing competence expectations for frontline nurses (Eraut, , Pijl‐Zieber, Grympa, & Barton, ). Third, managerialism, neoliberalism and the related rationing of resources have had a profound impact on nurses’ workplaces (Austin, ; Duchscher & Myrick, ; Sellman, ). According to Austin (), “The contemporary dominance of corporatism and commercialism is inducing some healthcare organizations to prescribe a customer service model that reframes the provision of nursing care” (p. 158).…”

Section: Introductionmentioning

confidence: 99%

Refining nursing practice through workplace learning: A grounded theory

Jantzen

2019

Journal of Clinical Nursing

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Aims and objectives To examine how experienced registered nurses in direct patient care learn within the constantly changing contemporary healthcare environment. The key objectives were to examine educational interactions amongst workplace, nurse and nursing practice, with a focus on the influence of context. Background Registered nurses must maintain competence throughout their careers. The related ongoing learning is triggered by external demands and nurses’ internal motivation. Experienced nurses, poised to retire, have worked through the recent tumultuous changes in health care and therefore provide insight into how they sustained excellent patient care. Design The methodology for this study was a grounded theory informed by symbolic interactionism. EQUATOR guidelines for qualitative research (COREQ) applied. Methods Data collection entailed semi‐structured interviews with experienced nurses across diverse settings and participant observation on two acute care units. Analysis of data was conducted using three‐level coding, constant comparison, theoretical sampling and extensive memoing. Results Refining nursing practice begins during nursing education and early employment. Getting grounded involves establishing key capabilities, specifically becoming self‐aware, setting high standards, cultivating healthy apprehension and seeing the whole patient picture. Three catalysts for workplace learning are mentor‐guides, workplace camaraderie and a highly functional workplace team. Refining nursing practice includes both formal and informal learning; however, significant nursing expertise is developed through puzzling and enquiring, an iterative process of learning while nursing. Conclusions Facilitating the development of capabilities for nurses’ workplace learning during nursing education and early work experiences contributes to excellent patient care. Healthcare organisations need to value and support the unique contributions of mentor‐guides in the clinical setting and promote individuals’ development of expertise by nurturing camaraderie and developing highly functional workplace teams. Relevance to clinical practice Attending to the processes and catalysts for nurses’ workplace learning will contribute to excellent patient care.

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The Prevailing Winds of Oppression: Understanding the New Graduate Experience in Acute Care

Cited by 59 publications

References 107 publications

Ways of Being: Preparing Nursing Students for Transition to Professional Practice

Ways of Being: Preparing Nursing Students for Transition to Professional Practice

Exploring social‐based discrimination among nursing home certified nursing assistants

Refining nursing practice through workplace learning: A grounded theory

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