Explore the vast range of titles available.

The nursing profession has experienced significant change over the last 100 years. Consequently, the workforce of the 21st century is a diverse entity that is edging toward the specialization of nurses in a specific clinical setting. In such an environment, a common knowledge base is demanded of nurses - a factor that has affected the development of second level, or enrolled nurses (ENs). The forces at play raise questions about nursing roles and scopes of practice. The establishment of education pathways that promote career development has been the stimulus for conversations about the effectiveness of the transition of EN to registered nurse (RN). This paper presents a review of the literature that identifies and explores common emerging themes (making the move from EN; adapting to Bachelor of Nursing; transitioning to RN) associated with this transition through the process of undertaking baccalaureate studies in nursing.

Endorsed Enrolled Nurses (EENs) articulating from diploma level to Bachelor of Nursing (BN) studies at university experience many transitional barriers. Flexible credit arrangements can create further difficulties because students may enter directly into the second year of a degree program, thus foregoing supportive interventions targeting first year students. This qualitative study explored the transitional barriers faced by EENs articulating to the second year of a BN program and the processes employed to adapt to the university learning environment. Lizzio's (2006) Five Senses of Success Model provided a framework for data analysis. Lizzio's model highlights how students' success at university depends on their sense of purpose, capability, resourcefulness, connectedness and academic culture. This study revealed EENs grapple with their dual identity, have difficulty reconciling their academic and clinical competence, and struggle to assimilate to the academic learning environment. Findings illuminate the importance of tailoring orientation and engagement activities to the specific transitional needs of articulating students.

This study aims to reveal the relevant demographic and educational determinants in predicting a transition from being a second level to a Registered Nurse. The transition from a second to a first-level regulated nurse represents a significant professional and educational milestone in the nursing career pathway. Research on determinants predicting which students will attempt this transition is scant. Retrospective cohort study using secondary data analysis. A large cohort of 2023 graduates of the Diploma of Nursing contained in the Australian Student Outcome Survey is analysed in this study with respect to their post-study outcomes. Weighted logistic regression is employed to estimate predictive margins for several covariates. Our study reveals several demographic and educational determinants that show substantial association with enrolment in bachelor-level nursing courses. In assessing the significance of predictors for enrollment in higher education, the following factors were identified in descending order of importance: reason for study, student age, institution type where the Diploma qualification was obtained, remoteness of study location, prior experience in the health sector, Indigeneity origin, English language status and gender. The present study demonstrates that the transition from a second-level to a first-level regulated nurse is not random and that several factors contribute to this transition. Academics and policymakers may find this information useful when framing policy that has an impact on the nursing workforce. •Second-level nurse grads from dual TAFE/Uni sectors are more likely to enrol in Bachelor of Nursing•Younger second-level nurse grads are more likely to enrol in Bachelor of Nursing•Second-level nurse grads with prior health work experience are less likely to enrol in Bachelor of Nursing programs

Background: The South African mining healthcare sector faces injuries, illnesses including HIV and AIDS and high staff turnover rates. In this sector, nurse managers should create an optimal environment for providing nursing care by motivating, influencing and empowering nurses. Objectives: This study aimed to investigate the relationship between nurse managers’ resilience and empowering leader behaviour in this sector. Method: The study employed a quantitative, descriptive and correlational design. The research population comprised 31 nurse managers, 101 professional nurses, 79 enrolled nurses and 79 enrolled nursing auxiliaries who participated in the study. Two questionnaires were used as data collection methods, namely Wagnild and Young’s Resilience Scale Questionnaire to investigate the resilience of nurse managers and the Empowering Leadership Questionnaire to measure empowering leader behaviour of the nurses supervised by a particular nurse manager. Results: Out of 31 nurse managers, 8 had a low level, 19 had a moderate level and 4 had a high level of resilience. According to Hoteling’s t-test the nurse managers in the low resilience group displayed lower empowering leader behaviour as perceived by their team members than those in the high resilience group in terms of the five factors included in the Empowerment Leadership Questionnaire. Conclusion: Respondents with high resilience scores tended to have higher leader empowering behaviour. Recommendations include the strengthening of nurse managers’ resilience through workshops and reflection practices, debriefing and performance feedback sessions.

Background Globally, enrolled nurses (ENs) are embarking on an educational journey to become registered nurses (RNs) in order to enhance their knowledge and career opportunities. However, their aspiration is not without challenges. In Namibia, the experiences of these nurses have not been extensively researched. Objectives This study aims to explore and describe the experiences and challenges of ENs undertaking a Bachelor of Nursing Science at the University of Namibia. Method A qualitative, exploratory, descriptive and contextual research strategy was followed as the basis of conducting the study. A sample of 15 nursing students was purposively selected from the target population of 73 nursing students. This sample size was determined by the saturation of data as reflected in repeating themes. The collected data were analysed thematically using an inductive approach. Results Three main themes subsequently emerged from the study: ENs’ positive experiences advancing in the Bachelor of Nursing Science (BNSc) programme; nurses’ negative experiences advancing in the BNSc programme; and recommendations to ensure effective advancement in the BNSc programme Conclusion The findings of this study revealed that ENs positively experience becoming a RN when it comes to self-development; however, they have negative experiences such as not receiving exemptions for prior learning and having to learn a new curriculum. Contribution These findings may be used by the Faculty of Health Sciences, School of Nursing and Public Health management in order to develop targeted interventions and ongoing strategies during their curriculum review cycles to ensure positive student experiences and success within the programme.

Background Tanzania is experiencing a severe shortage of human resources for health, which poses a serious threat to the quality of health care services particularly in rural areas. Task shifting has been considered a way to address this problem. However, since a large percentage of health care providers in rural setting is comprised of Enrolled Nurse/Midwives (ENMs), most of the health care tasks are shifted to them. This article analyzes the performance and self-perceived competencies of ENMs at the dispensary level; the lowest health facility in Tanzania. Performance refers to routine duties performed by ENMs, and self-perceived competence means self-perceived proficiency in performing nursing/midwifery and medical duties. Methods This was a mixed methods study conducted in rural Tanzania. A purposeful sample of twelve (12) informants (six ENMs; two Community Leaders [CLs] and four Dispensary In-charges [DIs]) was recruited for semi-structured interviews. The interviews were supplemented with quantitative data from 59 ENMs. Both thematic and descriptive analysis approaches were used. Results Three themes emerged: (1) ‘ Approval of the performances of ENMs in meeting community health needs’ underscores important services the community members got from ENMs at dispensaries. (2) ‘ Experienced difficulties of meeting community health needs’ indicate the problems ENMs encountered while providing services to the community. In striving to serve a large number of demanding clients without adequate medical equipment and supplies, sometimes the ENMs ended up with prescription errors (3) ‘ Appreciating the performances and competencies of ENMs’ shows the acknowledgement of community members towards ENMs’ performance and competencies within and beyond their scope of practice. The community members as well as ENMs and their supervisors knew that ENMs must sometimes provide care that is outside their scope of training and competency. Overall, the performance among ENMs above 38 years of age ( P  < 0.05) and participants of professional development courses ( P  < 0.01) was high. Conclusions The results highlight performance and self-perceived competencies of ENMs in struggling to meet community health needs. Additionally, these results highlight the health care system shortfalls in supporting and developing an adequate number of qualified health care professionals so that health care needs of all citizens, including those in rural areas, are met.

BackgroundWhile health services have been offered at various schools in Namibia since independence in 1990, coverage has been limited and there has been a notable decline in recent years. This reduction of services is of great concern, with questions being raised regarding what factors are affecting the provision of these services.AimTo explore the factors affecting the provision of health services to schools in Engela district, Ohangwena region, Namibia.SettingsSemistructured interviews were conducted at a public health care facility situated in the northern part of Namibia.MethodsA qualitative, explorative, descriptive and contextual research design was utilised. Data were collected through semistructured interviews with 15 nurses from a health centre, of whom five were enrolled nurses and 10 were registered nurses. The data were then analysed thematically.ResultsThe study revealed three themes: participants’ understanding of school health services; factors affecting the delivery of school health services; and corrective measures for improving the delivery of school health services.ConclusionThe notable decline in health service provision to various schools within the district suggests that there might be factors affecting the provision of school health services, posing a serious challenge to the active implementation of the School Health Programme.ContributionThese findings could be used to make adjustments to the provision of school health services and will also serve as an information baseline to elicit suggestions for future research related to school health services.

Objective. We aim to examine the activities undertaken by medical and surgical ward nurses at a major health service in Victoria, Australia, to inform nursing and midwifery strategic workforce planning. Methods. This descriptive, exploratory study was conducted on 17 wards from three acute care hospitals in one of Victoria's largest health services. The Work Observation Method by Activity Timing tool was used to enable participants to document the time spent in each of 10 nursing activity domains. Results. Data from 70 respondents across all shifts showed nurses spent one-third of their time in direct care. Registered nurses spent a lower proportion of time than enrolled nurses in direct care and medications overall. Compared with enrolled nurses, registered nurses spent less time in direct care on morning shifts and documentation on afternoon shifts, and more time on ward-related activities on afternoon shifts. Conclusions. Medical and surgical enrolled nurses and registered nurses spent comparable proportions of time engaged in specific activities. Further research is required to understand the influences on the time devoted to direct care and how time spent in direct care intersects with other activities, and the relationship with patient outcomes and quality of care indicators.

A culturally competent health workforce is critical to achieving equitable health outcomes for Maori people in Aotearoa New Zealand. Fundamental to this goal is the urgent need to not only increase numbers of Maori nurses but to enable them to deliver innovative models of care that are responsive to the unmet need of whanau (family) and hapori (community). This article describes a national initiative to increase the capacity and capability of the Indigenous workforce by supporting kaimahi (unregulated health workers) to become enrolled nurses delivering holistic care within their own communities. A process of co-design was actively led by, with, and for Maori, and included health providers, kaimahi, nurse leaders and programme coordinators. By using Kaupapa Maori principles, historically negative experiences and discourse for Maori nursing were shifted into a strengths-based framework, focusing on self-determination and validating matauranga Maori (Maori knowledge). The key components of the Earn As You Learn model are outlined and align with the narrative of haerenga (journey) in implementing this workforce strategy. This article provides timely knowledge of a promising approach to grow the local Maori nursing workforce by investing in kaimahi to work as enrolled nurses in the communities in which they live, work and play.

Pressure ulcer incidence varies between 1 and 56% in intensive care and prevention is an important quest for nursing staff. Critically ill patients that develop pressure ulcers suffer from increased morbidity and mortality and also requires prolonged intensive care. The aim of this study was to investigate registered nurses’ and enrolled nurses’ (1) attitudes, (2) knowledge and (3) perceived barriers and opportunities towards pressure ulcer prevention, in an ICU setting. These are important aspects in the Theory of Planned Behaviour, a conceptual framework when trying to predict, understand and change specific behaviours. The study is descriptive. Questionnaires were distributed to registered nurses and enrolled nurses in four ICUs in a Swedish hospital. The mean score regarding attitude was 34 ± 4. Correct categorisation of pressure ulcers was made by 46.8% of nursing staff with enrolled nurses having significantly less correct categorisation ( p = 0.019). Pressure relief (97.3%) and nutritional support (36.1%) were the most frequently reported preventive measures. Reported barriers were lack of time (57.8%) and severely ill patients (28.9%); opportunities were knowledge (38%) and access to pressure relieving equipment (35.5%). This study highlights areas where measures can be made to facilitate pressure ulcer prevention in intensive care units, such as raising knowledge and making pressure ulcer prevention a part of daily care.