Here are some articles on ANA’s Nursing Code of Ethics.
Winland-Brown J,Lachman VD, Swanson EO. The New ‘Code of Ethics for Nurses With Interpretive Statements’ (2015): Practical Clinical Application, Part I. Medsurg Nurs. 2015 Jul-Aug;24(4):268-71.
Brown CS, Finnell DS. Provisions of the Code of Ethics for Nurses: Interpretive Statements for Transplant Nurses. Nephrol Nurs J. 2015 Jan-Feb;42(1):37-43; quiz 44.
Landrum, B J. “Marketing innovations to nurses, Part 2: Marketing’s role in the adoption of innovations.” Journal of wound, ostomy, and continence nursing 25.5 (1998):227-32.
“This article is the second in a two-part series concerning marketing techniques to enhance nurses’ adoption of innovations. Introducing and getting staff to implement new policies and procedures constitute an important part of the WOC nurse’s role. The application of Rogers’ Diffusion of innovation Theory provides WOC nurses with a framework to introduce innovations into the clinical setting and to change subsequent practice patterns. This article introduces the WOC nurse to marketing principles needed to successfully introduce a practice innovation to nurse colleagues; it also builds upon Rogers’ Diffusion of Innovation Theory and presents a sample marketing plan as a template for marketing innovations in the clinical setting.”
Landrum, B J. “Marketing innovations to nurses, Part 1: How people adopt innovations.” Journal of wound, ostomy, and continence nursing 25.4 (1998):194-9.
“This article is the first in a two-part series that explores marketing techniques to enhance nurse’s adoption of innovations in practice. Introducing new policies and procedures and persuading colleagues to implement them constitute an important part of the WOC nurse role. Nursing research reveals a lag of 8 to 30 years between the time new ideas are generated and nurses use them in practice. This article presents a theoretic grounding based on the Everett Rogers Diffusion of innovation Theory and uses the author’s experiences introducing a research-based practice innovation to illustrate concrete and practice-relevant examples of innovation adoption theory and marketing principles in action.”
Here is a search strategy that finds 13 articles in PubMed. Go here, click on PubMed, and run this search. Then you can click the Find It at Emory button within an article’s entry to see if Emory has full-text access for an article.
24885821[uid] OR 24313025[uid] OR 21517280[uid] OR 19998628[uid] OR 19181202[uid] OR 18840217[uid] OR 18165723[uid] OR 17430533[uid] OR 16183359[uid] OR 14767231[uid] OR 19207524[uid] OR 8648420[uid] OR 8987274[uid]
Here are three articles that state that standardized documentation improves patient outcomes. The others seem to only briefly mention that standardizing documentation may improve patient outcomes. However, they may give you ideas on how to best standardize documentation.
Huffman, Melinda H, and Jennie ACowan. “Redefine care delivery and documentation.” Nursing Management 35.2 (2004):34-8.
Müller Staub, Maria, et al. “Improved quality of nursing documentation: results of a nursing diagnoses, interventions, and outcomes implementation study.” International Journal of Nursing Terminologies and Classifications 18.1 (2007):5-17.
Müller Staub, Maria. “Evaluation of the implementation of nursing diagnoses, interventions, and outcomes.” International Journal of Nursing Terminologies and Classifications 20.1 (2009):9-15.
I searched PubMed using these search terms: (nurses OR hospital staff nursing) AND (recruitment OR retention) AND (inservice training OR continuing education OR nursing residency OR mentoring). The evidence suggests that many types of educational formats may improve nursing recruitiment/nursing retention.
Do different pairings of teaching styles and learning styles make a difference? Preceptor and resident perceptions.
Teaching and learning in medicine [1040-1334] yr:2008 vol:20 iss:3 pg:239
“Impact of preceptor and orientee learning styles on satisfaction: a pilot study.” Journal for nurses in staff development 23.1 (2007):36.
Preceptorship planning is essential to perioperative nursing retention: matching teaching and learning styles.
Canadian Operating Room Nursing Journal [0712-6778] yr:2010 vol:28 iss:1 pg:8
Learning style theories: matching preceptors, learners, and teaching strategies in the perioperative setting.
Seminars in perioperative nursing [1056-8670] yr:2001 vol:10 iss:4 pg:184
“Orientation with style: matching teaching/learning style.” Journal for nurses in staff development 14.4 (1998):192.
Jasmine, Lee Xin Yu. Registered nurses’ perception of their preceptor role towards pre-registration nursing students during clinical placement: A systematic review.. [Systematic Review Protocols] AN: JBI4677
Joyce . Faculty strategies that influence the student transition from registered nurse to nurse practitioner: a systematic review protocol 2014 vol:12 iss:5 pg:34 -41
Searched CINAHL and Joanna Briggs using keywords: preceptorship, learning style.
1. Go to http://health.library.emory.edu and then click on the PubMed link on right side of page.
2. When PubMed opens, copy/paste this search strategy in the search box and click “Search:”
bedside AND ((shift AND (report OR reports OR reporting)) OR (handoff OR handoffs)) AND (quality OR safety) NOT 22157495[uid] NOT 24264936 [uid] NOT 18989136[uid] NOT 17102266[uid] NOT 19540761[uid] NOT 21041119[uid]
The search will find at least 31 articles.
White Williams, Connie, et al. “Use, knowledge, and attitudes toward evidence-based practice among nursing staff.” The Journal of Continuing Education in Nursing 44.6 (2013):246-54.
Levin, Rona F, et al. “Fostering evidence-based practice to improve nurse and cost outcomes in a community health setting: a pilot test of the advancing research and clinical practice through close collaboration model.” Nursing administration quarterly 35.1 (2011):21-33.
Johansson, Birgitta, MarieFogelberg Dahm, and BarbroWadensten. “Evidence-based practice: the importance of education and leadership.” Journal of nursing management 18.1 (2010):70-77.
Kiss, Teri L, MaureenO’Malley, and Thomas JHendrix. “Self-efficacy-based training for research literature appraisal: a competency for evidence-based practice.” Journal for nurses in staff development 26.4 (2010):170-177.
Strickland, Rosemary J, and ColleenO’Leary Kelley. “Clinical nurse educators’ perceptions of research utilization: barriers and facilitators to change.” Journal for nurses in staff development 25.4 (2009):164-71.
Mehrdad, Neda, MahvashSalsali, and AnooshiravanKazemnejad. “The spectrum of barriers to and facilitators of research utilization in Iranian nursing.” Journal of clinical nursing 17.16 (2008):2194-2202.
Morris, Jenny, and VeronicaMaynard. “The value of an evidence based practice module to skill development.” Nurse Education Today 27.6 (2007):534-541.
Caldwell, Kay, et al. “Preparing for professional practice: how well does professional training equip health and social care practitioners to engage in evidence-based practice?.” Nurse Education Today 27.6 (2007):518-528.
Olade, Rosaline A. “Attitudes and factors affecting research utilization.” Nursing forum 38.4 (2003):5-15.
Though this article does not address the question of whether nurses who receive EBP training are more likely to implement EBP projects, this article includes a survey that may be of use in a future study.
McCleary, Lynn, and G T TBrown. “Research utilization among pediatric health professionals.” Nursing and health sciences 4.4 (2002):163-171.
Wyatt, J C, et al. “Randomised trial of educational visits to enhance use of systematic reviews in 25 obstetric units.” BMJ. British medical journal 317.7165 (1998):1041-1046.
Evidence Matters 