venture in nursing

7/31/2019 Venture in Nursing

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INTRODUCTION

Today almost all nurses are educated in either two year or four programs incommunity colleges, comprehensive colleges and universities where they exchange tuitionfor instruction, which, among other things, leads to examination for registration as aprofessional nurse. More than half of all those now studying nursing are in associate degree(two-year) programs; these students are preparing to practice as generalists. Others areenrolled in baccalaureate or masters programs to earn their first nursing credentials. Thisbackground of widely different and changing educational routes to the practice of nursingmakes the story of nursing education and practice much more complex.

TERMINOLOGIES

lanning refers to thinking ahead of time and formulation of preliminary thoughts.

designed to promote movement towards a desired goal.

Planned change is a change that results from a well thought out and deliberateseffort to make something happen. It is the deliberate application of knowledge andskills by a leader to bring about a change.

Tappen, 1995

innovation, and works to bring about the desired change.

VENTURE PLANNING

Venture Planning is a personal assessment of your feelings and the feasibility of aventure. Venture Planning answers the question, should I be doing this and why? TheVenture Feasibility process examines seven key factors in any venture. It is not aboutwriting a Business Plan. Sometimes a business plan is not needed. Venture Planningdoes not require detailed funding, source analysis, professional opinions, entityformation or detailed market analysis. Venture Planning is development of a means of comparing various business models, usually through financial modeling to answer thefollowing questions:

Which venture concept produces the most sales, the best margins, the highestnet profit and the lowest breakeven?

Which model requires the least investment by entrepreneurs and others? Which concept requires equity as opposed to debt financing? Which produces the highest "Return on Investment" and the best liquidity? Which model requires the entrepreneur to give up the least equity?

Identify and quantify the risks involved with execution of each model.


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VENTURE FORMATION INVOLVES ALL OF THE FOLLOWING STAGES:

Idea - Concept Development - Venture Development - Monitoring Progress -Initiating New Changes - Venture Feasibility Analysis - Business or Operational Plan- Budget vs. Actual - New Plans.

THERE ARE FOUR KEYS TO GOOD VENTURE PLANNING:

1. Focus on one venture at a time in one business area at a time.2. Discover the opportunity first, and then evaluate how to exploit it.3. Develop three cases good, bad & likely for each scenario of a venture concept.4. Identify what type of venture you want. Each type has an entirely different

model, implementation and end result. Each demands a different

entrepreneurial approach and each requires different management and style.

THERE ARE 11 KEYS TO A GOOD FIRST VENTURE

1) Founder's alignment with the mission.

2) Guaranteed or qualified customers.

3) Lifestyle of High Profit smaller business.

4) Routine concept.

5) Available product.

6) Advantageous Cash Flow.

7) Supportive local environment.

8) Neutral State and Federal Environment.

9) Equity Control.

10) Relevant Experience.

11) Low Overhead.

EMERGING VENTURE AREAS IN NURSING THAT NEEDS PLANNING

There often occurs a crisis situation in the healthcare set- up when nurses try to defendexisting models of practice instead of embracing change. In order to gain successfulplanning of good ventures, we should examine the existing realities (traditional), andanalyze and adapt to the changing context of nursing practice.

Some of the traditional realities are;

Institution based care


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Process oriented Procedure driven Based on mechanical and manual intervention Provider driven

Treatment based Reflective of late stage intervention Based on vertical clinical relationships

According to Porter- O Grady (2003), the emerging realities for nursing practice for thiscentury will be;

Mobility based on multiple settings Outcome driven Best- practice oriented

Emphasized by technology and minimally invasive intervention User driven Health based Geared for early intervention Based on horizontal clinical relationships

FUNCTIONS OF GOOD NURSE MANAGER

A nurse managers functions include the following;1. The nurse administrator needs to know the plans and programs of the

health facility administrator and of other departments in which personnelcontribute to the joint effort of providing health care services.

2. Should be a participatory , voting member of all committees of the institutionincluding those dealing with budgeting, planning, credentialing, auditing,utilization, infection control, patient care improvement, library or anyother committees concerned with nursing services, nursing activities andnursing personnel.

3. Should develop a marketing operational plan based on the overall viewof the agency problems and activities.

4. Marketing plan should include gathering and analysis of data related toproduct or service

5. Operational plan consist of pinpointing possible strengths, weaknesses,problems and opportunities.

6. Before launching a venture, a control plan is made to measureperformance of implementation of venture within a time frame.

7. Selected and trained personnel will be assigned to compare expected resultswith actual results for making corrections in all elements of plan and its

implementation in future.


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PLANNING FOR CHANGE

Change occurs over time, often fluctuating between intervals of change then a time of settling and stability. Change management entails thoughtful planning and sensitiveimplementation, and above all, consultation with, and involvement of, the people affected bythe changes. If you force change on people normally problems arise. Change must berealistic, achievable and measurable. These aspects are especially relevant to managingpersonal change.

CHANGE AGENT

A change agent is someone who deliberately tries to bring about a change or innovation,often associated with facilitating change in an organization or institution. To somedegree, change always involves the exercise of power, politics, and interpersonal influence.It is critical to understand the existing power structure when change is being contemplated.

A change agent must understand the social, organizational, and political identities andinterests of those involved; must focus on what really matters; assess the agenda of allinvolved parties; and plan for action.

The change agent should have the following qualities;

The ability to combine ideas The ability to energize others Skills in human relations Integrative thinking

Flexibility modify ideas Persistent, confident and has realistic thinking Trustworthy Ability to articulate a vision, and Ability to handle resistance.

ASSUMPTIONS REGARDING CHANGE

Change represents loss. Even if the change is positive, there is a loss of

stability. The leader of change must be sensitive to the loss experienced by others. The more consistent the change goal is with the individuals personal values andbeliefs, the more likely the change is to be accepted. Likewise the more difficult thegoal is from the individuals personal values; the more likely it is to be rejected.

Those who actively participate in change process feel accountable for the outcome. Timing is important in change. With each successive change in a series of

changes, individuals psychological adjustment to the change occurs more slowly.And for this reason the leader of change must avoid initiating too many changes atonce.


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THE KEY PRINCIPLES DRIVING THE ELEMENTS OF THE CHANGEMANAGEMENT ARE:

1. Targeted Commitment Levels2. Executive Ownership3. Visible, sustained sponsorship4. Deployment/Implementation Support and Monitoring5. Employee Support6. Post Deployment Preparation

STRATEGIES FOR PLANNED CHANGE

In general, three categories of change models exist: empirical-

rationale, power-coercive, and normative-educative model. (Bennis, Benne and Chin[1969], The planning of change)

Rationale- empirical:This strategy emphasizes reason and knowledge. People are considered rational

beings and will adopta change if it is justified and in their self- interest. Here thechange agents role is communicating the merit of the change to the group. If thechange is understood by the group to be justified and in the best interest of theorganization, it is likely to be accepted. This strategy is useful when little resistance to

change is expected. It is assumed that once if the knowledge and rationales are given,people will internalize the need for change and value the result.

Normative- re-educative:This is based on the assumption that group norms are used to socialize individuals.

The success of this approach often requires a change in attitude, values, and/ or relationships. This strategy is most used when the change is based onculture and relationships within the organization. The power of the change agent,both positional and informal, becomes integral to the change process.

Power- coercive:This approach is based on power, authority, and control. Desired change is brought

about by political or economic power. It requires that the change agent havethe positional power to mandate the change. The outcome of change is often basedeither on followers desire to please the leader or fear of the consequences for notcomplying with the change. This strategy is effective for legislated changes, butother changes using this strategy are often short- lived.BARRIERS TO CHANGE AND STRATEGIES TO OVERCOME

It is important to identify all potential barriers to change, to

examine them contextually with those affected by proposed change, and todevelop strategies.


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TYPES OF CHANGES

TYPES OFCHANGES


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TYPES OF CHANGES:

Hohn (1998) identified four different types of change: Change by exception,Incremental Change, Pendulum Change and Paradigm Change.

existing belief system. For instance, if a client believes that all nurses are bossy, butthen experiences nursing care from a much modulated nurse, they may change theirbelief about that particular nurse, but not all nurses in general.

of it.

changes of points of view.

and involve a changing of beliefs, values and assumptions about how the world works.

CHANGE THEORIES IN NURSING

Change theories are used in nursing to bring about planned change. Planned changeinvolves, recognizing a problem and creating a plan to address it. There are variouschange theories that can be applied to change projects in nursing. Choosing the rightchange theory is important as all change theories do not fit every change project.Some change theories used in nursing are Lewins, Lippitts, and Havelocks theories of change.

The characteristics of change theories are;

Kurt Lewins change theory:The theoretical foundations of change theory are robust: several theories now exist, many

coming from the disciplines of sociology, psychology, education, and organizationalmanagement. Kurt Lewin (1890 1947) has been acknowledged as the fa ther of socialchange theories and presents a simple yet powerful model to begin the study of changetheory and processes. He is also lauded as the originator of social psychology, actionresearch, as well as organizational development.

"Unfreezing" involves finding a method of making it possible for people

to let go of an old pattern that was counterproductive in some way. In this stage, the need


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for change is recognized, the process of creating awareness for change is begun andacceptance of the proposed change is developed.

"Moving to a new level" involves a process of change--in thoughts,feelings, behavior, or all three, that is in some way more liberating or more productive. Theneed for change is accepted and implemented in this stage.

"Refreezing" is establishing the change as a new habit, so that it nowbecomes the "standard operating procedure." Without some process of refreezing, it iseasy to backslide into the old ways.The new change is made permanent here.

Lewin also created a model called force field analysis which offersdirection for diagnosing situations and managing change within organizations andcommunities.

According to Lewins theories, human behavior is caused by forces beliefs, expectations, cultural norms, and the like within the "life space" of anindividual or society. These forces can be positive, urging us toward a behavior, ornegative, propelling us away from a behavior.

Driving Forces - Driving forces are those forces affecting a situation that arepushing in a particular direction; they tend to initiate a change and keep it going. Interms of improving productivity in a work group, pressure from a supervisor,incentive earnings, and competition may be examples of driving forces.

Restraining Forces - Restraining forces are forces acting to restrain or decrease thedriving forces. Apathy, hostility, and poor maintenance of equipment may beexamples of restraining forces against increased production.

Equilibrium - This equilibrium, or present level of productivity, can be raised orlowered by changes in the relationship between the driving and the restraining forces.Equilibrium is reached when the sum of the driving forces equals the sum of the restrainingforces.

LIPPITTS PHASES OF CHANGE THEORY:

Lippitts theory is based on bringing in an exte rnal change agent to put a plan in place toeffect change. There are seven stages in this theory. The first three stages correspond toLewin's unfreezing stage, the next two to his moving stage and the final two to hisfreezing change. In this theory, there is a lot of focus on the change agent. The thirdstage assesses the change agents stamina, commitment to change and power to makechange happen. The fifth stage describes what the change agents role w ill be so that it isunderstood by all the parties involved and everyone will know what to expect from him. Atthe last stage, the change agent separates himself from the change project. By this time, thechange has become permanent.


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The seven phases shift the change process to include the role of a change agentthrough the evolution of the change.

Phase 1:Diagnose the problem

Phase 2:Assess the motivation and capacity for change

Phase 3:Assess the resources and motivation of the change agent(commitment the

change, power, and stamina)

Phase 4:Define progressive stages of change

Phase 5: Ensure the role and responsibility of the change agent is clear andunderstood

(communicator, facilitator, and subject matter expert. Phase 6:Maintain the change through communication, feedback, and group coordination

Phase 7:Gradually remove the change agent from the relationship, as the change becomes

part of an organizational culture.

Havelock's change model:

Havelock's change theory has six stages and is a modification of the Lewin's theory of change. The six stages are building a relationship, diagnosing the problem, gatheringresources, choosing the solution, gaining acceptance and self renewal. In this theory,there is a lot of information gathering in the initial stages of change during whichstaff nurses may realize the need for change and be willing to accept any changes that areimplemented. The first three stages are described by Lewin's unfreezing stage the next twoby his moving stage and the last by the freezing stage.

John P Kotter's 'eight steps to successful change'

John Kotter's highly regarded books 'Leading Change' (1995) and the follow-up 'TheHeart Of Change' (2002) describes a helpful model for understanding and managingchange. Each stage acknowledges a key principle identified by Kotter relating topeople's response and approach to change, in which people see, feel and then change:Kotter's eight step change model can be summarized as:

Increase urgency - inspire people to move, make objectives real and relevant. Build the guiding team - get the right people in place with the right emotional

commitment, and the right mix of skills and levels. Get the vision right - get the team to establish a simple vision and strategy

focus on emotional and creative aspects necessary to drive service and efficiency.


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Communicate for buy-in - Involve as many people as possible, communicatethe essentials, simply, and to appeal and respond to people's needs. De-cluttercommunications - make technology work for you rather than against.

Empower action - Remove obstacles, enable constructive feedback and lots of

support from leaders - reward and recognize progress and achievements. Create short-term wins - Set aims that are easy to achieve - in bite-sizechunks. Manageable numbers of initiatives. Finish current stages before starting newones.

Don't let up - Foster and encourage determination and persistence - ongoingchange - encourage ongoing progress reporting - highlight achieved and futuremilestones.

Make change stick - Reinforce the value of successful change via recruitment,promotion, and new change leaders. Weave change into culture.

GENERAL CONSIDERATIONS FOR PLANNING CHANGE Secure and maintain commitment to change Define and communicate desired end state Identify critical success factors Establish targets and prioritize activities Develop a theme Understand why the change is desired/ required General considerations for planning change Secure and maintain commitment to change Define and communicate desired end state Identify critical success factors Establish targets and prioritize activities Develop a theme Understand why the change is desired/ required

NURSE LEADER (MANAGER) AS ROLE MODEL FOR PLANNED CHANGE

Implement a comprehensive and coordinated change management program: Discover,develop, detect.

Identify change agents and engage people at all levels in the organization. Ensure the message comes from the top, and executives and line managers are

walking the talk. Make change visible with new tools and/or environment. Ensure clear, concise, and compelling communication. Integrate change goals with day-to-day activities, e.g., recruiting, performance

management, and budgeting.

Address short-term performance while setting high expectations about long-termperformance.


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Help management avoid attempts to short circuit the change management process. Foster change in peoples attitudes first, then focus on change in processes,

then change in the formal structure. Manage both supporters and champions, as well opponents and possible detractors.

Accept that all people go through the same steps some faster, some slower and itis not possible to skip steps.

Build a safe environment that enables people to express feelings, acknowledge fears,and use support systems.

Acknowledge and celebrate successes regularly and publicly!

MISTAKES BY A LEADER MANAGER

Fail to provide visible support and reinforce the change with other managers. Do not take the time to understand how current business processes would be affected

by change. Delayed decision-making, which leads to low morale and slow project progress. Are not directly or actively involved with change project. Fail to anticipate the impact on employees. Underestimate the time and resources needed Abdicate ownership of the project to another manager. Fail to communicate both the business reasons for the change and the expected outcome to employees and other managers Change the project direction mid-stream Do not set clear boundaries and objectives for the project

PLANNING FOR CHANGES IN NURSING EDUCATION SECTORS

Move from teacher-centered to student-centered with Focus on Educational Outcomes :

Move from teacher-centered to student-centered with Focus on EducationalOutcomes professionals capable of evaluating knowledge, thinking critically anddemonstrating creativity in managing care and health services. Educators principle functionis to manage the learning environment rather than be the main conduit of information tostudents.

Increase Demand for More Advanced Educational Preparation :Increase Demand for More Advanced Educational Preparation Pressure to raise the

level of basic nursing/midwifery education. Heightened interest in post graduate studies,especially at the master level. Practice-focused doctorate

More Flexible Educational Systems :


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More Flexible Educational Systems Allow progression to higher qualifications e. g.diploma to degree, practical to registered nurse. Have different entry points e.g. through thevocational training system. Take account of prior learning. Using multiple providers, publicand private. Diverse delivery modes traditional, distance or combination. Full-time, part-time or at own pace basis.

Competency Based Curriculum:Competency Based Curriculum Trend to greater accountability nursing education

Educators need to demonstrate graduates can perform in accordance with a level of competence set by the profession. Curricula designed around competency statements orperformance-based abilities necessary for contemporary practice. National and internationalwork to identify competencies for entry into practice and for other categories of nursing .

Shared Competencies:Shared Competencies No one provider owns any set of skills. Within accepted

scopes of practice, discipline roles change as client needs and context of practice change.Central to the notions of flexibility and adaptability -use of diverse mix of healthcareproviders, promotes interprofessional collaboration. Claimed benefits include promote moreintegrated, coordinated care, improved outcomes, more effective and efficient services.

Changes in Teaching-Learning Methods/ Technologies of Instruction :Changes in Teaching-Learning Methods/ Technologies of Instruction Promotion of

self-directed/active learning. More creative and interactive models e.g. problem/case based,project work, role play, developing clinical portfolios. Use of open-ended problems based onreal life situations that actively engage students. Assessment of learning is multiple anddiverse focus on demonstrating mastery of learning outcomes. Integration of educationaltechnology and the use of distance learning e.g. email , electronic presentation, virtuallibraries, online conferencing , web-based courseware, computer assisted simulation.

Life-Long Learning:Life-Long Learning Traditional model of concentrated selective learning over a

limited period of time no longer meets todays needs. Continuing competence is receivingconsiderable attention as the public and funders demand accountability from healthcareproviders. Why learning through work life? Rapidly altering practice; daily advances inhealth sciences and technology; and reforms in professional regulation. Responsibility of theindividual practitioner, profession, regulators, and employers.

Challenges :Challenges Challenges for Education Becoming comfortable in working in primaryhealth care, homecare and other forms of community-based care. Providing a broad andintegrated knowledge base. Developing a relevant range of clinical, communication andinterpersonal skills. Having the ability to navigate ethical issues arising daily and inexceptional situations. Learning to work co- operatively and collaboratively.

Options for Action :

1. Define categories (levels) of nursing/midwifery personnel and how they relate to eachother. - Scope of practice, role, function, competencies expected of each level ,within the

broader tasks of human resources planning, development and management.- Clear careerpathways linked to competency levels, education preparation and experience.


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2. Multiple points of entry and educational pathways which draw on existing resources,strengths, and increase the range of potential recruits. - Open-ended educational systemsdefining routes for educational progress, - Specific upgrade programmes, - Shorterprogrammes for graduates

3 . Establish a system for recognition of prior learning and experience, and credit transfer.

4. Explore alternative modes of programme delivery Part-time, distance and e-learningoptions

5. Upgrade quality of faculty, clinical teachers/preceptors Standards for faculty. Upgradedcompetencies in heath professions education. Research skills. Academic qualifications ineducational sciences, Improved incentives and Rewards.

6. Establish and maintain relevance in curricula Orienting curricula toward national priorityhealth problems. Prepare for new/emerging roles, keeping pace rapid expansion and changein knowledge technology, and practice. Linking theory to practice. Building in periodicevaluation and revision .

7. Establish plan for improving the quality of education Setting standards institutions,programmes clinical learning sites. Developing accreditation/quality processes. Developingexpertise to establish, implement, maintain and improve the quality system.

8. Establish partnerships (national and international) Assistance with programmedevelopment, implementation and evaluation. Faculty development. Faculty and studentexchange.

9. Explore different types of educational providers public and private, national andinternational : Collaborate with diverse education providers Public & private; National &international. Outreach campuses of national/international institutions. Partnering in jointeducational ventures. Creating special overseas programmes to meet needs of internationalclients. Assisting with capacity and institutional building. Challenges -- relevance & quality;recognition of qualifications.

THE FUTURE OF NURSING EDUCATION

Ten Trends to Watch :1. Changing Demographics and Increasing Diversity2. The Technological Explosion3. Globalization of the World's Economy and Society

4. The Era of the Educated Consumer, Alternative Therapies and Genomics, and PalliativeCare.5. Shift to Population-Based Care and the Increasing Complexity of Patient Car6. The Cost of Health Care and the Challenge of Managed Care7. Impact of Health Policy and Regulation8. The Growing Need for Interdisciplinary Education for Collaborative Practice

9. The Current Nursing Shortage/Opportunities for Lifelong Learning and WorkforceDevelopment


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10. Significant Advances in Nursing Science and Research

REVIEW OF LITERATURE

1.Towards a team-based, collaborative approach to embedding e-learning within

undergraduatenursing programmes.

Kiteley RJ , Ormrod G .

Source

Department of Behavioural and Social Sciences, University of Huddersfield, Queensgate,Huddersfield, UK. [email protected]

AbstractE-learning approaches are incorporated in many undergraduate nursing programmes but thereis evidence to suggest that these are often piecemeal and have little impact on the wider,nurse education curriculum. This is consistent with a broader view of e-learning within thehigher education (HE)sector, which suggests that higher education institutions (HEIs) arestruggling to make e-learning a part of their mainstream delivery [HEFCE, 2005. HEFCEStrategy for E-Learning 2005/12. Bristol, UK, Higher Education Funding Council forEngland (HEFCE). [online] Available at: Accessed: 30 May 07]. This article discusses some of the challenges that face contemporarynurse education and seeks to account for reasons as to why e-learning may not be fullyembedded within the undergraduate curriculum. These issues are considered within a widerdebate about the need to align e-learning approaches with a shift towards a more studentfocused learning and teaching paradigm. The article goes on to consider broader issues in theliterature on the adoption, embedding and diffusion of innovations, particularly in relation tothe value of collaboration. A collaborative, team-based approach to e-learning development isconsidered as a way of facilitating sustainable, responsive and multidisciplinarydevelopments within a field which is constantly changing and evolving.

2. The role of the public health nurse in a changing society.

Nic Philibin CA , Griffiths C , Byrne G , Horan P , Brady AM , Begley C .

Source

School of Nursing & Midwifery, Trinity College Dublin, Ireland.AbstractAIM:This study is a report of a study to clarify the role of the public health nurse in one Irishcommunity care area in the light of acknowledged problems in defining boundaries of therole.

BACKGROUND:Demographic developments and planned reorientation towards primary care of thehealth service in Ireland have changed the workload of public health nurses, which is uniquecompared with other countries. However, there is a lack of clarity and consequent problemsin defining the role of the Irish public health nurse.METHOD:

A descriptive qualitative study was conducted with 25 representatives of community nursing from one county in Ireland with a population of 209,077 and a
http://www.ncbi.nlm.nih.gov/pubmed?term=Kiteley%20RJ%5BAuthor%5D&cauthor=true&cauthor_uid=19261358http://www.ncbi.nlm.nih.gov/pubmed?term=Kiteley%20RJ%5BAuthor%5D&cauthor=true&cauthor_uid=19261358http://www.ncbi.nlm.nih.gov/pubmed?term=Ormrod%20G%5BAuthor%5D&cauthor=true&cauthor_uid=19261358http://www.ncbi.nlm.nih.gov/pubmed?term=Ormrod%20G%5BAuthor%5D&cauthor=true&cauthor_uid=19261358http://www.ncbi.nlm.nih.gov/pubmed?term=Ormrod%20G%5BAuthor%5D&cauthor=true&cauthor_uid=19261358http://www.ncbi.nlm.nih.gov/pubmed?term=Nic%20Philibin%20CA%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Nic%20Philibin%20CA%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Griffiths%20C%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Griffiths%20C%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Griffiths%20C%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Byrne%20G%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Byrne%20G%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Byrne%20G%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Horan%20P%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Horan%20P%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Horan%20P%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Brady%20AM%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Brady%20AM%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Brady%20AM%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Begley%20C%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Begley%20C%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Begley%20C%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Begley%20C%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Brady%20AM%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Horan%20P%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Byrne%20G%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Griffiths%20C%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Nic%20Philibin%20CA%5BAuthor%5D&cauthor=true&cauthor_uid=20423362http://www.ncbi.nlm.nih.gov/pubmed?term=Ormrod%20G%5BAuthor%5D&cauthor=true&cauthor_uid=19261358http://www.ncbi.nlm.nih.gov/pubmed?term=Kiteley%20RJ%5BAuthor%5D&cauthor=true&cauthor_uid=19261358


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complement of 65 full-time equivalent public health nurses. Purposive sampling was usedand 21 public health nurses, two registered general nurses, one assistant director and oneschool nurse participated. Tape-recorded, individual semi-structured interviews wereconducted over a 15-month period from 2002 to 2004. The constant comparative method wasused for analysis.

FINDINGS:Four themes emerged: 'Jack of all trades: the role of the public health nurse defined anddescribed', 'the essence of the role', 'challenges to the role of the public health nurse' and'communication'. The first theme is discussed in this paper.

CONCLUSION OF THE STUDYPublic health nurses need to define and redesign their role so that they no longer think thatthey are the catch-all service in the community. This will enable them to deal with the rapiddemographic, sociological and cultural changes in the population, a change that hasinternational resonance.

CONCLUSIONThe investment society is willing to make in educating nurses depends on the

expectations placed on them. Nurses have been very important to society for a long time, butin the last half century people rather quickly turned to nurses to know and do more. Equallyimportant is the change in self-expectation on the part of nurses. Nurses in the latter part of the twentieth century began, to an extent not found in previous generations, to seethemselves as knowledge workers. More and more nurses came to believe that education wasa good investment for them and came to expect lifelong careers. The education they soughtoffered knowledge and expertise to recognize and solve patient care problems.

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