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Moving Beyond Borders is the first book-length history of Black health care workers in Canada, delving into the experiences of thirty-five postwar-era nurses who were born in Canada or who immigrated from the Caribbean either through Britain or directly to Canada. Karen Flynn examines the shaping of these women's stories from their childhoods through to their roles as professionals and community activists. Flynn interweaves oral histories with archival sources to show how these women's lives were shaped by their experiences of migration, professional training, and family life. Theoretical analyses from postcolonial, gender, and diasporic Black Studies serve to highlight the multiple subjectivities operating within these women's lives. By presenting a collective biography of identity formation, Moving Beyond Borders reveals the extraordinary complexity of Black women's history.
"It is very exciting to see all of these studies compiled in one book. It can be read sequentially or just for certain transitions. It also can be used as a template for compilation of other concepts central to nursing and can serve as a resource for further studies in transitions. It is an excellent addition to the nursing literature." Score: 95, 4 Stars. --Doody's "Understanding and recognizing transitions are at the heart of health care reform and this current edition, with its numerous clinical examples and descriptions of nursing interventions, provides important lessons that can and should be incorporated into health policy. It is a brilliant book and an important contribution to nursing theory." Kathleen Dracup, RN, DNSc Dean and Professor, School of Nursing University of California San Francisco Afaf Meleis, the dean of the University of Pennsylvania School of Nursing, presents for the first time in a single volume her original "transitions theory" that integrates middle-range theory to assist nurses in facilitating positive transitions for patients, families, and communities. Nurses are consistently relied on to coach and support patients going through major life transitions, such as illness, recovery, pregnancy, old age, and many more. A collection of over 50 articles published from 1975 through 2007 and five newly commissioned articles, Transitions Theory covers developmental, situational, health and illness, organizational, and therapeutic transitions. Each section includes an introduction written by Dr. Meleis in which she offers her historical and practical perspective on transitions. Many of the articles consider the transitional experiences of ethnically diverse patients, women, the elderly, and other minority populations. Key Topics Discussed: Situational transitions, including discharge and relocation transitions (hospital to home, stroke recovery) and immigration transitions (psychological adaptation and impact of migration on family health) Educational transitions, including professional transitions (from RN to BSN and student to professional) Health and illness transitions, including self-care post heart failure, living with chronic illness, living with early dementia, and accepting palliative care Organization transitions, including role transitions from acute care to collaborative practice, and hospital to community practice Nursing therapeutics models of transition, including role supplementation models and debriefing models
The tremendous impact of community-based nursing upon health care has educators to the height of innovation. Contributors from the Council o f Associate Degree Programs (CADP) provide the "dreams they have caugh t in a web," demonstrating their collective vision for nursing's futur e.
Explores mentoring relationships among women in a female-dominated environment through life stages and career development stages in a nursing facility, including exploration of the effects of early socialization experiences, the impact of socialization on career growth, and the influence of the organizational environment. Interviews fifteen full-time faculty women from a university school of nursing who were interviewed to discuss early career history, individuals who had been helpful in early career development, and the perceived nature of assistance given by senior nursing faculty to new faculty.
Advanced Practice Palliative Nursing is the first text devoted to advanced practice nursing care of the seriously ill and dying. This comprehensive work addresses all aspects of palliative care including physical, psychological, social, and spiritual needs. Chapters include: symptoms common in serious illness, pediatric palliative care, spiritual and existential issues, issues around the role and function of the advanced practice nurse (APN), reimbursement, and nursing leadership on palliative care teams. Each chapter contains case examples and a strong evidence base to support the highest quality of care. The text is written by leaders in the field and includes authors who have pioneered the role of the advanced practice nurse in palliative care. This volume offers advanced practice content and practical resources for clinical practice across all settings of care and encompassing all ages, from pediatrics to geriatrics.
Based on a 2003 workshop, this study describes current public and private programs and recommends ways to recruit and retain more women and underrepresented minorities into clinical research, especially physician-scientists and nurses. Federal sponsors should improve data collection, evaluate existing training programs, and increase the diversity of study section review panels. Public and private sponsors should create funding mechanisms with flexible career paths, and universities and professional societies should both play enhanced roles in fostering diversity. A significant push is needed to recruit minorities into nursing and provide more clinical research training for nurse-scientists, nursing students, and nursing faculty.
This book discusses the roles and responsibilities of nursing faculty and deans related to student education, nursing program management, and success within the academic and clinical environments. Various chapters cover topics such as significant role factors and their influence on role strain--time constraints, pressure to do research and secure funding, and lack of adequate support services; strategies to reduce role strain; the use of mentoring, which decreases role strain and enables faculty to better negotiate the promotion and tenure system; the changing demographics of the student body and the effect that adult students have on teaching styles; the multiple roles of deans; and the recruitment and retention of minority students.
The nation is facing a critical shortage of registered nurses (Keller & Jones, 2004). At a time when the health care industry requires more nurses, the capacity of the nursing education system is diminishing (Henry & Zane, 2006). The nursing shortage is intricately tied to the nursing faculty shortage (AACN, 2006). The shortage of nurses requires educational programs to supply more graduates; however, the shortage of nursing faculty limits student enrollments and likely decreases the number of graduates. The nursing shortage is due, in the past, to a decrease in the number of individuals entering the profession. Additionally, an inadequate number of teaching facilities, a limited number of clinical sites, and decreased availability of qualified nursing faculty are contributing to the shortage (AACN, 2006). Nursing is bound in an ideology based on women's duty and members of the profession have had to battle sexist beliefs and values (Orla & Reilly, 2003). Hierarchies within the health care system and academia place the status of women subservient to men. Subsequently, the crisis in the nursing profession cannot be explored without examining the relationship between the role of the nurse and the position of women (Kane & Thomas, 2000). The purpose of this qualitative study was to explore the influence of gender, practice, and policy on the nursing faculty shortage as perceived by nurse educators. Using a qualitative approach through the phenomenological method, the researcher elicited information about lived experiences of female nurse educators. Feminist critical analysis provided the framework to explore the nursing faculty shortage. Two major themes were revealed: "Being a woman, nurse, and faculty member" and "Gender-role conflict." Minor themes that expressed the richness of the major themes included: gender role orientation, reward and punishment in higher education, paradoxical communication, us and them mentality, lack of support within the profession, and more career opportunities for women. The data indicated nurse educators perceive that employment in gendered institutions may influence their work environments, compensation levels, and federal and state policy development thus contributing to the nursing faculty shortage.