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dc.contributor.authorSt John, Winsomeen_US
dc.contributor.authorFlowers, Karenen_US
dc.contributor.editorJohn Dalyen_US
dc.date.accessioned2017-04-24T09:21:12Z
dc.date.available2017-04-24T09:21:12Z
dc.date.issued2009en_US
dc.date.modified2009-12-15T03:18:00Z
dc.identifier.issn13227696en_US
dc.identifier.doi10.1016/j.colegn.2009.04.001en_AU
dc.identifier.urihttp://hdl.handle.net/10072/27545
dc.description.abstractAim: This qualitative study explored clinicians' and educators' perspectives o how knowledge and skills about family assessment and family nursing are translated from student learning to clinical nursing practice, together with barriers and supports to family-centred nursing practice. Background: Previous studies have explored educational preparation for family nursing and indicated that family-focussed nursing contributes to greater satisfaction with practice, however, little research has explored nurses' perceptions about the usefulness of family nursing content and theory in clinical settings. Method: Data were collected from a Canadian school of nursing offering comprehensive undergraduate, postgraduate and staff development workshops in family nursing. Collection methods included participant observation in the school, a review of the school's teaching and learning documentation, and in-depth interviews/focus groups with teachers, students, graduates and workshop participants. Data were collected from 26 current students, undergraduate and postgraduate graduates, workshop participants and teachers from the school. Data were analysed for themes using grounded theory techniques of constant comparison and theoretical sampling. Findings: It was found that family nursing is more likely to be implemented in clinical practice areas where: patients experience serious or life-threatening illnesses, staff are educationally prepared, there is ongoing mentorship, and management support for family nursing. A family focus is less likely in areas with high patient turnover, such as acute medical-surgical wards. Conclusion: There is a need to adequately prepare nurses for family nursing, provide staff development and management support in the workplace to promote family-centred nursing practice.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent73965 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherElsevier BVen_US
dc.publisher.placeNetherlandsen_US
dc.publisher.urihttp://www.collegianjournal.com/en_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom131en_US
dc.relation.ispartofpageto138en_US
dc.relation.ispartofissue3en_US
dc.relation.ispartofjournalCollegianen_US
dc.relation.ispartofvolume16en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchNursing not elsewhere classifieden_US
dc.subject.fieldofresearchcode111099en_US
dc.titleWorking with families: From theory to clinical nursing practiceen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyGriffith Health, School of Nursing and Midwiferyen_US
gro.rights.copyrightCopyright 2009 Elsevier. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


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