Nursing Education - Science topic

I need to use this tool for a study in my country but will like to know how to get the permission to use it.

To teach nursing diagnosis. first enlist NANDA diagnosis.

Provide scenarios or actual patient to student and make them identify present needs and possible need of patients.

than co- relate all needs with given NANDA diagnosis list.

further NCP practise may improve to select the problem need based.

Use skill practise rather than teaching

Teaching and Learning After COVID-19 - Inside Higher Ed

https://www.insidehighered.com › t

Nursing Theories and Models

Introductory Readings.

Sister Callista Roy: Adaptation Model of Nursing.

Dorothea Orem: Self-Care Deficit Nursing Theory.

Synergy Model (AACN)

Patricia Benner: Professional Advancement Model.

Jean Watson: Theory of Human Caring.

Madeleine Leininger: Cultural Care Diversity & Universality.

Am in line with Fatema Miah

My personal experience=good nurse=survival.

No. However, we begin by: where did you get the reference from? then, definitely it must be somewhere if you tirelessly search for it.

Palmer: Le sugiero utilizar la Historia de vida como caso único que podría explicar un fenómeno en un contexto particular,Utilizando el teórico Ferrarotti.A través de una historia de un caso, es posible leer un fenómeno en una sociedad X.

- A specialized course about infection outbreak and pandemic througth the history should be included as a course or at least it as a topic.

- one course in the curriculum should be designed to be taught online.

- guidelines for reuseing and extended use of PPE sould be taught.

Virginia Henderson's theory is also positive (although my favorite is logotherapy) :

http://nursing-theory.org/theories-and-models/henderson-need-theory.php

You can check our scales if you can modify them:

This is a wonderful question. I typically use focused mentoring within an inter professional team. The interprofessional team research provides a setting where students, fellows, and other trainees gain first hand experience in needed skills such as building and engaging team members, holding colleagues accountable for promised work, negotiating roles and responsibilities on a project, presentation, or paper, and handling disciplinary differences in academic support for team science, culture and communication patterns, and measures of success, .

As challenges emerge, I try to provide opportunities for discussion of both the rewards and challenges of interprofessional team work. More recently, I have been interested in developing resources for trainees in the most important skills needed for interprofessional teams.

Looking for suggestions on resouces for interprofessional training, including any curriculum development on training in interprofessional team research and any program that involve explicit training in the important knowledge and skill domains needed for interprofessional team research.

TQ very much Prof Gulzar Shah for your kind response. That was very helpful.

These days patients often ask health care providers about TCM. Therefore, curriculum for training health care providers should have at least basic content about TCM.

Hello,

If you haven't got this yet, maybe contact the authors on ResearchGate:

Very best wishes,

Mary

In India, biomedical waste management system is not leak proof.

Many used medical items come to the market after just washing in the water. The waste gather in the private nursing homes AMD laboratories are just thrown in the garbage without any treatment. The overall hyginic condition is also very poor. You can get actual picture by collecting the single data:

How many nursing homes/ laboratories/ doctor's chambers/ dentist chamber are equipped with Autoclave and Hot air oven machine?

Good evening, colleague: I send you this study that may be of your interest for the pertinent Colombia Médica Vol. 38 Nº 4 (Supl 2), 2007 (October-December) Evaluation indicators in nursing teaching-learning ZAIDER TRIVIÑO, ENF., M.S.P., PH.D.1, JASNA STIEPOVICH, PH.D.2

I agree also a great question. How can clinical nurse educators prove their worth? 

I think that Charlene Chu is suggesting the measuring work performance (in all of its dimensions) to determine an increase. This would be measuring changed behaviour and this confounds a few issues. What leads to changed behaviour? Knowledge and motivation. 

For example if a nurse educator delivered an education on how to perform a skill, but the nurses did not value the skill because there was insufficient perceived benefit, then the change in behaviour (measured through performance) is unlikely to be significant.

However, if you simply measured the nurses confidence and self-efficacy in their acquisition of the knowledge learned, then a separate translational study can be conducted as follow up. 

Hi Anna-Marie,

hopefully these links will be useful for you:

1- https://link-springer-com.ezproxy.aut.ac.nz/chapter/10.1007/978-3-319-16486-1_17 

2- https://www.researchgate.net/publication/281961706_TIGER-based_assessment_of_nursing_informatics_competencies_TANIC

Best wishes

Sam

Hello James, 

I haven't looked into this myself, but found these links online in the UK. However, they relate to other problems in addition to those relating to the non-English speaking:

UNDERSTANDING TRANSCULTURAL NURSING. Nursing: January 2005 - Volume 35 - Issue - pp 14,16,18,21,23

Very best wishes,

Mary

Dear Omar

There is a systematic review entitled  'Effectiveness of Teaching Evidence-Based Medicine to Undergraduate Medical Students - A BEME Systematic Review' which included 27 trials. Therefore, it may useful to look at this review and going through all included studies which may provide you a lot of information and the reliability about the surveys that have been used in these studies.

Please check the following link or download the attached document: https://www.ncbi.nlm.nih.gov/pubmed/25401408

Good Luck

Hi Terry,

Very much appreciated! That is very helpful of you to suggest the appropriate articles to refer to. Will check on them! Thanks a lot!

Best wishes,

Frannelya

Dear colleague,

I think you have two choices complete each othe. First of all, to have a good translation for certain instrument, you should refine litratures review cover the used scale in specific then the leadership skills in general. This is followed by cheking content validity by an expert pannel then start your data collection. The second choice is to apply vadity test  that could be the confirmatory factor analysis on the already collected data.This test  will help attribute each item to its category.

The obvious choice of approach for the question you have posed would be a qualitative design using Interpretative Phenomenological Analysis (Smith et al).  This would involve using a semi-structured interview format to talk with a number of individuals who meet your inclusion criteria (ie nurses - you might want to specify level of experience or qualification; who are expats - you may want to specify originating country and country of current practice; nature of the 'special population').   An example of this approach being used for a related question can be found in the attached publication.

Hello,

I believe that the theories of Margaret Rogers and Watson can help in part, just as theories related to the laws of quantum physics help support the approach. The book of knowledge written by Bulent Corak presents another totally different look.  

Sintergetica is other 

Successes

Thank you, Ms. Crittenden for the very useful answer you provided.

 i need a scale for measurement of learning stress among student. learning stress is based on chaild learning and factors which creat stress in the mind of chaild.

I suggest professionals in education, psychology, and nursing with MA.

Thanks to all for your comments. I had gone through the links that you have sent.. For an undergraduate curriculum in Community Medicine, the core competencies would be, (https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4347100/)

However, I would like to enquire about core competencies other than the aforementioned. Moreover, the list does not include basics of general epidemiology, which is an important part of what we teach.

Thank you for your feedback.

@Nashwan: Yes, compliance and confounders are important. We are thinking of the following confounders: organizational Problems, interpersonal conflicts, team climate, job satisfaction, compliance, participation, and social desirability. However, we won't be able to measure all of these factors with larger constructs.

@Rodrigues: We are planning to use the German SAQ. However, we are not satisfied with this instrument. We think that the SAQ is not a sensitive instrument for measuring effects by SBAR communication in a pre-post-survey. Many items are not suitable or too general. For example, there are only items for handoff communication (shift change), but we will integrate SBAR in postsurgical communication.

Nursing care in chidren vong

May be I need see. If i get means...what next

I agree with Leo, it would be measuring the knowledge on the topic of the simulation/lecture.  If you look at Clinical Simulation in Nursing, there is a wealth of articles on this exact topic.

I agree Sudeep. But it also pays to think outside the box. Sometimes doing something as simple as getting the person a cup of coffee or a meal can open the door to impart information or getting other services like Social services involved. Our Social Workers are an amazing group of people with outstanding resources. I encourage those that work in any field to look at the other services available and utilize them. You might be surprised at what they can achieve. 

Are you certain it is competency (behavior) you want to assess or awareness? Please see the following references (I received permission to use the scale from the author):

Measuring cultural awareness of nursing students: a first step toward cultural competency. Krainovich-Miller B, Yost JM, Norman RG, Auerhahn C, Dobal M, Rosedale M, Lowry M, Moffa C. J Transcult Nurs. 2008 Jul;19(3):250-8. doi: 10.1177/1043659608317451.

Measuring cultural awareness in nursing students. Rew L, Becker H, Cookston J, Khosropour S, Martinez S.J Nurs Educ. 2003 Jun;42(6):249-57.

Assessing awareness would allow you to target areas for improvement. I hope these are helpful.

I am not sure about fall risk monitoring but I can tell you my observation from psychiatry filed. The initial response for the video-monitoring and recording of patients' area was always negative, but, when it in place, multiple cases of violence in mental health area (emergency department, psychiatric intensive care and general floor), actually, helped to protect staff legally each time when patient or his / her family decided to complain, as each time we saw a proper conduct from the staff site and extreme behavior dis-regulation from the patients' site. Therefore, usually, some time after the installation of the video monitoring (and recording) system, nursing staff like and appreciate it as a part of protection for the liability.

Dear Paul

Before asking how we can stop this trend (a political / campaigning question) we should stop to ask if we should. In this regard I think it is extremely important to note

i) emerging evidence that having both more and more highly educated registered nurses in hospitals improves outcomes / reduces harms... it's not the only evidence and it's not definitive but the obvious source is:

Aiken, L. H., Sloane, D. M., Bruyneel, L., Van den Heede, K., Griffiths, P., Busse, R., . . . Lesaffre, E. (2014). Nurse staffing and education and hospital mortality in nine European countries: a retrospective observational study. Lancet, 383. doi:10.1016/s0140-6736(13)62631-8

ii) All the evidence associating nurse numbers with patient safety has focussed on registered nurse staffing. There is relatively little evidence on "nurses" or assistants with lower levels of qualification and what there is suggests that they are NOT associated with the improvements in patient outcomes seen with higher nurse staffing levels and indeed there is some evidence of harm

Griffiths, P., Ball, J., Drennan, J., Dall'Ora, C., Jones, J., Maruotti, A., . . . Simon, M. (2016). Nurse staffing and patient outcomes: Strengths and limitations of the evidence to inform policy and practice. A review and discussion paper based on evidence reviewed for the National Institute for Health and Care Excellence Safe Staffing guideline development. International Journal of Nursing Studies, 63, 213-225. doi:10.1016/j.ijnurstu.2016.03.012

Griffiths, P., Ball, J., Murrells, T., Jones, S., & Rafferty, A. M. (2016). Registered nurse, healthcare support worker, medical staffing levels and mortality in English hospital trusts: a cross-sectional study. BMJ Open, 6(2), e008751. doi:10.1136/bmjopen-2015-008751

Some of the economic modelling studies also suggests that reducing skill mix is the least cost effective solution....

Studies looking at the implementation of assistants as an additional role in Australia do not lend much support...

Twigg, D. E., Myers, H., Duffield, C., Pugh, J. D., Gelder, L., & Roche, M. (2016). The impact of adding assistants in nursing to acute care hospital ward nurse staffing on adverse patient outcomes: An analysis of administrative health data. International Journal of Nursing Studies, 63, 189-200. doi:http://dx.doi.org/10.1016/j.ijnurstu.2016.09.008

Peter

 

It is essential for nurses especially in managerial positions to learn project management because nurses do project management e.g. when an infectious patient is admitted like with typhoid, As nurse manager immediately you have an objective to prevent cross infection from time of admission to time of discharge. Here we have input that is patient with typhoid and output patient recover without contaminating other patients, staff and visitors. Resources are used for isolation like human resource, skills knowledge, equipment. To get these resources there is cost involve so how much is the patient/ government going to pay for this service. Therefore in your unit budget how much will be used to care for this patient with typhoid and how long will it take to treat the patient. The process used to take care of this patient has all the elements of project management: Time, quality, scope and cost. We implement project management but we do not interpret it as project management. I think for one to understand PM it is better to study it as PM not as Nursing PM.

Have a really good think about  what you mean by values, moral distress is not the same thing, it is a consequence of value dissonance.

Good luck

hello there, 

I just want to say..your question got me confused, because it has two main parts:

1. perception of nurses towards EOL decisions

2. desicioin making at EOL, but such decisions are made by patients themselves ( right...we advocate for what patients want, and not try to be paternalistic)

so, are you trying to find out nurses perception only as in ethical reasoning ...OR, their perception of EOL decisions made by patients ? like thier reaction or implication to patients requests near time of death?

part of what I have practiced, and currently teaching is ethical decision making in EOL field ...the perception of nurses is quite dependent on thier understanding of ethical principles and theories, and finally law system and regulatoring policies,and how to apply them...but if you are asking about perception ( I would prefer the word attitude) towards patients` decisions at EOL.

i have few good articles on hand, if you can be more exact on what you are looking for, I may be able to help you with some  literature.

Hi Sarah, I'm really glad I've come across your post. I'm currently exploring patient sleep within inpatient mental health environments. Although, we do not check vital signs throughout the night (unless clinically indicated) we do check on patients every hour or even every 15 minutes if the risk is high. The observation policy is there to maintain safety but severely impacts sleep and therefore patient recovery. I will use this paper to support my findings. Thank you for sharing. 

Thanks Helen for your feedback and the encouragement!

Kim

Thanx Sharon

Thank you Vakilian, Ellis and Qtait.

 The students can actually be engaged in cultural activities in their communities in order to learn how to accept and mix with the different ethnic groups in their communities

Can you please tell me what are some proven Middle School Character Education programs that schools or afterschool programs can implement? - ResearchGate. Available from: https://www.researchgate.net/post/Can_you_please_tell_me_what_are_some_proven_Middle_School_Character_Education_programs_that_schools_or_afterschool_programs_can_implement [accessed Aug 16, 2016].

Can you please tell me what are some proven Middle School Character Education programs that schools or afterschool programs can implement? - ResearchGate. Available from: https://www.researchgate.net/post/Can_you_please_tell_me_what_are_some_proven_Middle_School_Character_Education_programs_that_schools_or_afterschool_programs_can_implement [accessed Aug 16, 2016].

Dear Gemma, 

check the link: 

Salam Dr. Hamza,

Please read the following article regarding Competency Assessment: Methods for Development and Implementation in Nursing Education.

Best Regards

I suggest you try the Virtual Library of Sigma Theta Tau the International Honor Society of Nursing. As a nurse educator and member of this organization I receive their journal which contact articles that may need your needs. The Virtual Library at their website contains articles submitted from authors worldwide

esto es muy interesante, tambien recomiendo revisarlas competencias Tuning, los concensos GENAUPP

Dear Patience,

I do believe that compassion is crucial for high quality nursing care and nurses must be competent in this matter. I also agree with Jonas about the effect of cultural differences on perception of compassion among nurses and nurse students. I'm interested in doing this study too.

I have enclosed a recently published paper on development and validation of an instrument to measure nurses' compassion competence. Thanks. Alaa

I have not read or written any papers about Hyperemesis and Psych Component because i havent had enough cases to write something compelling.

I did write one about:  Mothers and long dysfunctional labors. Midwifery Today Int Midwife.2006:80:32-3 that is posted on research gate:

I think, in England, the role of the nurse midwife in the community in conjunction with community  nursing  was/is one of the first primary care including family nursing programs and practice which, in my view, preceded any contemporary primary care.today.  Ontario, Canada had an active family/primary care nursing program at McMaster University in the 1970s. The role is resurrecting again. with a focus on multidisciplinary health care team approaches.   

I have found recently, that it's just as important to train the physicians as the nurses.  Doctor's will know what specific infomation nurses will provide and not be overwhelmed by what is coming at them over the phone. Nurses have a tool to give doctors quick, pertinent information so that doctors can make a quick, informed decision about care. I've used it and feel it saves time for both the physician AND the nurse. SO, when training for its use....include doctors.

Hi,

I have my active interest and project on IPE / IPC and have done some preliminary work in training of real teams (driven by nursing staff and students) in neonatal resuscitation in Kerala, India....and have now taken up an Interdisciplinary training / curriculum and submitted the same for my masters in HPE

Hi Barbara, you might find it interesting: http://www.ncpc.org.uk/sites/default/files/Public_Health_Approaches_To_End_of_Life_Care_Toolkit_WEB.pdf

BW,

Heloise

You might like to have a look at an old chapter 'Doctors' handmaidens: the legal contribution' from January 1992 in book: Health, Health Regulation and the Law, Publisher: Dartmouth Publishing Co., Aldershot, Editors: McVeigh S & Wheeler S, pp.141-168. The text is here on ResearchGate. The legal details are outdated, but the issues seem current.

Hello Carmeenita

Are these of any help?

Weston, M. (2006). Integrating generational perspectives in nursing. Online Journal of Issues in Nursing, 11(2).

Sherman, R. (2006). Leading a multigenerational nursing workforce: Issues, challenges and strategies. Online Journal of Issues in Nursing, 11(2).

Berk, R. A. (2013). Multigenerational diversity in the academic workplace: Implications for practice. Journal of Higher Education Management, 28(1), 10-23.

Johnson, S. A., & Romanello, M. L. (2005). Generational diversity: Teaching and learning approaches. Nurse educator, 30(5), 212-216.

Very best wishes

Mary

Its seems very feasible provided that you have the authority and ethical structures for approval in place. There seems to be much research work needed in this space and some fundamental consensus of the data definitions for data that we collect so that studies can be compared and we can develop more evidence based practices. 

You need to connect with Michelle Aebersold at The University of Michigan School of Nursing.   She is very familiar with Second Life and has done research with simulations.

I have used instructional design frameworks in this regard but not in health but workforce education and development and hope the attach is helpful for you,

Many thanks,

Debra

I agree with Lucille. Compiling a competency checklist is useful, With this technique, students can be "checked off" as knowing and being able to perform a particular skill. There are probably some standard checklists out there, but at our school, one was compiled to reflect what we teach, specific to each class or clinical experience.

I also think the use of a clinical log can be helpful, not only to determine if a student has had as opportunity to perform a certain skill, but they can also reflect on the experience, and include some self-evaluation.

The experience inspired from University of Dundee has shown significant improvement in 9 outcome measures. You can have a look on the summary below by Davis (2003).

I am currently looking into this particular area of nursing education especially for the Diploma in Nursing Program in Malaysia. I am looking into implementing and evaluating the effectiveness of Outcome Based Education for the Diploma in Nursing Program. I hope to gain more insight into this area as I will be doing a systematic review as part of my doctoral thesis.

Here are a few articles that might help you.  

Zigmont, J.J, Kappus, L, Sudikoff, S.N. (2011) Theoretical Foundations of Learning Through Simulation. Seminars in Perinatology, April, Vol 35, Issue 2, p. 47-51 

Zigmont, J.J, Kappus, L, Sudikoff, S.N. (2011) The 3D Model of Debriefing:  Defusing, Discovering, and Deepening. Seminars in Perinatology, April 2011, Vol 35, Issue 2, p. 52-58

Zigmont, J.J., Wade, A., Edwards, T., Hayes, K., Mitchell, J., Oocumma, N., (2015) Utilization of Learning Outcomes Model Reduces RN Orientation by >35%, Clinical Simulation in Nursing Vol. 11, No 2, pp.79-94

The care of the morbidly obese patient is embedded in my critical care course for BSN students. I treat it like any other risk factor for each disease process that we cover in my critical care course.  For example, when discussing myocardial infarction/cardiac arrest/cardiogenic shock, I talk about the increased risk to obese patients (increased demand on an impaired pump and decreased peripheral circulation).  I include discussion about why many patients in these higher risk groups are unable to maintain a cardiac diet and exercise regimen.  (Dependence upon others for meals, limited financial resources, physical debilitation, fear/anxiety/depression, etc.).  Therefore, the importance of setting realistic goals for each patient and involving caregivers is included.  I also discuss the use of specialty beds and lifts in maintaining skin integrity, mobility, and decreasing the risk of infection.  I discuss the need to match the physical ability of the nurse to perform CPR to the size of the patient he or she is attempting to compress.  (At 120 lbs., I often found it difficult to provide adequate compressions to obese patients, despite correct technique. I didn't have the strength or mass to be effective.  I make sure the students understand that asking for help with compressions provides better patient outcomes; it's about the patient not your pride).

Wishing you and your family all the best, more power and success, and be blessed with love, peace, joy, good health, and prosperity, and with what your heart desires. Happy new year

Thank you for your up votes, endorsement, and following my posts.

Sincerely,

Florencia T. Maldia RN.,PhD

Thanks for your answer.

I'm already aware of this research which is conclusive on the subject.

merry X-mas & happy new year.

hope to be able to help you to in the future.

Hi Prof São-Romão-Preto

One of my colleagues did her doctoral research on Basic Life Support. Part of which involved high school students and their teachers exploring attitudes and knowledge among others. You might want to contact her directly. Dr Catherine Madden, School of Health SCiences, Waterford Institute of Technology waterford Ireland. Email: cmadden@wit.ie 

Regards

Brian

Hello, Janeen.

I concur with the above listed articles.  However, just to chime in on a personal note,

successful orientation programs are based in mentorship and teamwork.  If the new hire feels like they have been "thrown to the wolves" or that the other nurses are  "eating their young", they will not do as well as they would in a nurturing environment. 

We stress to students the care and compassion that goes into being a nurse.  The new hire is scared to do ANY wrong.  If they have support and growth within their orientation time, they will view their work environment through different eyes.

Again, just personal note from experience. 

Hi Irena,

would be useful to provide both a link and a title

Thanks

Dear Dr,

I have an article about your problem that you can use it.

Iran J Nurs Midwifery Res. 2012 Jan-Feb; 17(1): 12–15.

 

PMCID: PMC3590688

Nurses’ attitude to patient education barriers in educational hospitals of Urmia University of Medical Sciences

Nader Aghakhani,1 Hamid Sharif Nia,2 Hadi Ranjbar,3 Narges Rahbar, BSc,4 and Zahra Beheshti, MS5

Some are the same as for any policy. One might ask:

1. Cui bono? ('To whom the good?) i.e. what are the motives for it? Who gains, what do they hope to gain, and at whose expense? (As Sophia Schlette says, 'In the end it all boils down to money and power, influence and interests, doesn't it?')

2. By what mechanisms are the policy-makers proposed to achieve these aims? Often a harder question than it sounds because policy advocates do not always explain this (either they don't know or they don't want to say: see point 1).

3. What is the evidence that their proposed mechanisms will actually produce the intended outcomes? This is where evidence-based XYZ (substitute 'medicine', 'teaching', 'crime-control' etc. as relevant) comes in.

4. What context or circumstances are required for it to work as planned? A good modern framework for do this sort of analysis is realistic evaluation - See Pawson & Tilley's book of that name. For analysis of existing data see the attached.

5. And, of course, are the relevant actors able and willing to implement it anyway? (Is it feasible? Will there be resistance? Etc.)

Student nurses to be prepared prior to the clinical posting. That can create an impact on the clinical performance, but this will help the students to face the reality. The preparation can be done through discussions, experience from the teachers, senior students, staff nurses etc.. even with the help of videos. If any such incidents took place in the ward that should be informed to the clinical supervisor, such instructions and preparation will help the students to face the real situation  

Good Morning Debra- I am the Director of Palliative Care Services at Univeristy Hospital in San Antonio, Texas.  We have many different levels of training here in our system.  Two of the most effective trainings we offer here have been quite successful.  We offer unit training for nursing staff for each different unit here in our hospital.  We have a 30min, 1hr, and 2.5hr training option.  The unit directors are approached and informed of the opportunity to educate their staff.  These trainings have been very successful and the feed back from the nurses has been overwhelmingly positive.  The presentations are mainly pulled from ELNEC material and source but we also add in unit specific points for the population each unit serves.   Our second training offer is a monthly luncheon series for physician (anyone can attend but the MD's can get CE's).  Each month we focus on a different aspect of palliative care that is related to bedside palliative practice.  In the three years we have been offering this series we have educated over 800 physicians alone. 

I hope this helps in your practice and ability to educate. 

Best, Julieanne Wisloff, RN, BSE, CHPN

Attached implications of my study:

Nurses, who represent 65% of human resources in the Bolivian health system structure, must actively participate in the design of culturally adapted prevention programmes and health education interventions. In this regard, governmental health authorities, NGOs and international organisations should be actively engaged and aware of our study’s results, particularly highlighting the importance of local agents to promote their capacitation as well as the empowerment of indigenous populations. Nursing could develop programmes and interventions based on the transcultural care theory, preserving healthy cultural practices, negotiating the adaptation of others and remodelling those which support risk behaviours. Without an in-depth knowledge of this population’s cultural framework, any attempt at an intervention runs the risk of being done in vain.

       No two research projects or topics will be the same. You may have to take the initiative yourself. I am attaching some suggestions of what I had to do before I wrote my Dissertation.

       Please see the attachment!

Respectfully,

Dr. William N. Moore, DBA, MBA

Independent International Business Researcher Professional

Hello Susan Lynne

I was not sure whether you wanted papers regarding help seeking for academic or more personal reasons. This is regarding clinical resources:

Dee, C., & Stanley, E. E. (2005). Information-seeking behavior of nursing students and clinical nurses: implications for health sciences librarians. Journal of the Medical Library Association, 93(2), 213. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1082938/pdf/i0025-7338-093-02-0213.pdf

This is similar but relates to qualified nurses:

Pravikoff, D. S., Tanner, A. B., & Pierce, S. T. (2005). Readiness of US Nurses for Evidence-Based Practice: Many don’t understand or value research and have had little or no training to help them find evidence on which to base their practice. AJN The American Journal of Nursing, 105(9), 40-51.              http://biblioteca.asmn.re.it/allegati/ILB8.pdf

The below paper relates to stress and more loosely covers help seeking:

Jones, M. C., & Johnston, D. W. (1997). Distress, stress and coping in first-year student nurses. Journal of Advanced Nursing, 26(3), 475. http://www.ncbi.nlm.nih.gov/pubmed/9378866

Their in text reference re help seeking is to an older paper which is written by a ResearchGate member, Katharine Parkes who has written other papers around this subject (listed in her publication pages):

Parkes, K. R. (1982). Occupational stress among student nurses: A natural experiment. Journal of Applied Psychology, 67(6), 784.https://www.researchgate.net/profile/Katharine_Parkes/publications?sorting=title&page=2

Another paper relating to stress (but does not enter detail about help seeking):

Tully, A. (2004). Stress, sources of stress and ways of coping among psychiatric nursing students. Journal of Psychiatric and Mental Health Nursing, 11(1), 43-47. http://www.ncbi.nlm.nih.gov/pubmed/14723638

This paper's references to help seeking are:

Jones, M. C., & Johnston, D. W. (1997). Distress, stress and coping in first‐year student nurses. Journal of Advanced Nursing, 26(3), 475-482, which also references Parkes (as cited above) and:

Beck, D. L., & Srivastava, R. (1991). Perceived level and sources of stress in baccalaureate nursing students. The Journal of Nursing Education, 30(3), 127-133, which discussed the students' problems but no detail about help seeking.

'Hope this is of some help; your students are very fortunate to have your support,

Mary

You may wish to search on "community based participatory research" to learn of a methodology that explicitly engages the community and clinical practitioners to identify problems and match and test interventions.  This may help you to explore some of the work done here in the US.

Another concept that is growing here in the US is the certification as a clinical nurse specialist who is able to combine functions as clinical practitioner, nurse educator, and QI facilitator in clinical environment, in your case a community.

Thank you Dr. Griffiths for your vision. Definitely I agree with you regarding "not to consider or claim nursing specific concepts" for conducting research in nursing. I was also talking about concepts in psychosocial fields (as most of the concepts used in nursing research are mainly borrowed from other disciplines), however, even major concepts are still debatable in its definition such as Health, coping, stress. Consequently, the operational definition will not be highly valid! 

dear collegous

one of my teacher in isfahan university medical sciencese- nursing faculty

can help you his thesis was about identity in nursing you cat contact with him