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1800 results in Nursing

Page 73 of 90

  • 10 - Conducting research in rural contexts

  • Karen Francis, Charles Sturt University, Wagga Wagga, New South Wales, Ysanne Chapman, Central Queensland University, Carmel Davies, Charles Sturt University, Wagga Wagga, New South Wales
  • Book:
    Rural Nursing
    Published online:
    06 August 2018
    Print publication:
    22 August 2014, pp 159-175

  • Summary

    Learning objectives

    On completion of this chapter, the reader will be able to:

  • discuss various reasons for implementing research

  • describe the research process

  • identify methods for data generation and collection

  • list strategies for dissemination of research findings

  • discuss the implications of research for rural nursing practice.

    • Key words

  • Research, methodology, methods, dissemination, rural nursing and midwifery

    • Chapter overview

    It is fitting that a chapter of this book considers the place of research in rural nursing. Research in health disciplines potentiates quality in healthcare delivery and can introduce new and effective evidence-based practices, consider the success and usefulness of health policies, or describe and comment on clients’ or patients’ experiences of particular phenomena. Initiating research may at times seem an overwhelming venture, and we hope this chapter will provide some insights into how to start. The authors have used a research study they undertook in 2007 with three other colleagues on overseas trained nurses’ experiences in rural settings as an exemplar to illustrate the approaches adopted to ask and answer questions of practice (Francis, Chapman, Doolan, Sellick & Barnett, 2008).

    Introduction

    Enquiry – asking questions of practice

    Good research stems from a well-designed and articulated research proposal. The proposal is a snapshot that captures the depth and breadth of the research study and provides a frame of reference as researchers progress the research. Without a robust proposal, research can be fragmented, tangential or may never come to fruition. Initial ideas about a research project can be captured on a one-page document and diagram. This summary can be used to ‘sell’ the research idea to collaborators and provide a template to develop a proposal (see Figure 10.1).

  • 11 - Conclusion

  • Karen Francis, Charles Sturt University, Wagga Wagga, New South Wales, Ysanne Chapman, Central Queensland University, Carmel Davies, Charles Sturt University, Wagga Wagga, New South Wales
  • Book:
    Rural Nursing
    Published online:
    06 August 2018
    Print publication:
    22 August 2014, pp 176-184

  • Summary

    Learning objectives

    On completion of this chapter, the reader will be able to:

  • discuss the implications for nursing practice in rural and remote Australia

  • describe the diversity of populations who reside in rural and remote Australia

  • appreciate the common health challenges of rural people at each stage of the lifespan

  • identify strategies for securing a sustainable nursing and midwifery workforce for rural and remote practice

  • isolate future opportunities for nurses and midwives working in rural and remote practice settings.

    • Key words

  • Rural and remote populations, culture, health status, nursing and midwifery, research

    • Chapter overview

    The final chapter provides a précis of the book content followed by concluding remarks on the future of rural communities, the health workforce, and challenges and opportunities for nurses and midwives who wish to practise and advance their careers in rural settings.

    Introduction

    Understanding the nature and character of rural Australia and of the people who live there is a prerequisite for anyone contemplating practice in these contexts. The vastness of the land and the diversity of the populations who reside in it are reflective of the opportunities available. Nurses and midwives are the largest group of health professionals and the most evenly distributed throughout Australia (Francis & Mills, 2011; Health Workforce Australia [HWA], 2012). The contribution they make to the health and wellbeing of rural Australians is significant. Choosing to work in rural and remote Australia is a wise career option that affords opportunities to extend and advance practice that impacts positively on individuals, groups and communities.

  • Foreword: Consumer

  • Edited by Nicholas Procter, University of South Australia, Helen P. Hamer, University of Auckland, Denise McGarry, Charles Sturt University, Bathurst, New South Wales, Rhonda L. Wilson, University of New England, Australia, Terry Froggatt, University of Wollongong, New South Wales
  • Book:
    Mental Health
    Published online:
    06 August 2018
    Print publication:
    20 December 2013, pp viii-viii

  • Summary

    The best nurse I ever had walked beside me and never got in my way. She would appear unobtrusively by my side and gently encourage me to get off my bed and go for walks with her. She hardly said a thing to me, but I could feel her calmness and acceptance through all the static of my distress. Other nurses got in my way; they tore off my blankets, threatened me, berated me for being inappropriate or for not facing the world, or gave me strange looks when I expressed my pain.

    In their training and professional development, nurses learn many things – much of it is irrelevant to the experience of the person using the service. I do not remember any of the nurses I encountered for their professional skills. But I do remember them for their human qualities. Above all, I remember the nurses who were kind and compassionate.

    Compassion is hard to teach and impossible to enforce, but it is the single most important attribute any mental health professional needs to develop. Compassion means being able to stand in the shoes of the other and be with the person in her or his distress. It allows the helper to stand on the ledge between deflecting the other person’s pain and losing herself or himself in it. Compassion takes a strong sense of self, patience and an acceptance of difference.

    Unfortunately, compassion cannot thrive in services that control people and pathologise their experience. A recovery-based service promotes people’s autonomy and respects their subjectivity; this is the best setting for compassion to grow. Wherever we work in the mental health system we have a responsibility to foster compassion, not only in our one-to-one relationships with the people who use the service and our colleagues, but in creating a service environment that encourages empowering and respectful relationships at all levels.

  • Foreword: Carer

  • Edited by Nicholas Procter, University of South Australia, Helen P. Hamer, University of Auckland, Denise McGarry, Charles Sturt University, Bathurst, New South Wales, Rhonda L. Wilson, University of New England, Australia, Terry Froggatt, University of Wollongong, New South Wales
  • Book:
    Mental Health
    Published online:
    06 August 2018
    Print publication:
    20 December 2013, pp v-vii

  • Summary

    Earlier this year I was waiting to turn right at the traffic lights when I suddenly became aware of a young man standing at the pedestrian crossing on the opposite side of the road. I looked again at the handsome face. The blonde hair cut in a style I remember so well. He was wearing blue jeans and a denim jacket. My heart skipped a beat. Once again, the universe had found a way to bring him back to me for a few moments. My son, Nicholas. My son who, in November 2000, had died in the psychiatric ward of a public hospital in Adelaide. He was 26 years old.

    I’d visited Nicholas in hospital shortly before he died. We went for a walk in the grounds of the hospital that day, and I noticed one of the other patients, an elderly woman, was following us. We sat down on a bench and the woman came and stood close by. After a while Nicholas got up and walked over to the woman. He put his hand on her arm very gently and in a quiet voice I heard him say, ‘My mother and I are having some time together, would you mind very much moving further away?’ The woman nodded and without speaking moved away a little. We started to talk but we were interrupted again; this time the woman had started to sing. Looking over at Nicholas she sang to him. The words of the song were: ‘A certain smile, a certain place can lead an unsuspecting heart on a merry chase.’ It was an unlikely serenade but he listened attentively to her until she finished singing, then he turned back to me, and we continued our conversation.

  • 15 - Conclusions: Looking to practice

  • Edited by Nicholas Procter, University of South Australia, Helen P. Hamer, University of Auckland, Denise McGarry, Charles Sturt University, Bathurst, New South Wales, Rhonda L. Wilson, University of New England, Australia, Terry Froggatt, University of Wollongong, New South Wales
  • Book:
    Mental Health
    Published online:
    06 August 2018
    Print publication:
    20 December 2013, pp 336-340

  • Summary

    Introduction

    By now readers of this book would have been thinking quite deeply about the topic of mental health and the practical ways in which they might collaborate with and support people with a mental illness, their families and carers. The preceding chapters have given considerable emphasis to a narrative approach. This final chapter is orientated towards a discussion of leadership – particularly for new entrants into mental health settings.

    Effective clinical care requires consideration being given to the lives and needs of consumers, carers and families, and having all of this richness combined with evidence-based practice. At the heart of the decision to take this approach in this book has been the fundamental belief in human connectedness. Each of the chapters contained within this book has set about encouraging discovery and learning by making sensitive revisions regarding the ways in which nursing, health and human services practices can be made more meaningful in the lives of those who need them.

    By working through each of the chapters, readers will have been challenged to think about how and when to move in new ways when working with resilient and vulnerable people, which might be helpful across a range of practice settings when seeking to make a difference in the lives of people experiencing a mental illness. And while this is important in providing a theoretical and practical basis for care, it is at the point of care that effective leadership is required.

Page 73 of 90