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Aims. The aim of this paper is to provide an account of the early development of what was originally known as 'mental deficiency' nursing in the UK and Ireland.Background. After a brief review of research literature, it analyses key issues behind the development of a workforce positioned on the margins of nursing in the two jurisdictions through a comparative discussion of similarities and differences.Design. The paper draws on two doctoral studies that examined the development of intellectual disability nursing using an historiographical design.Methods. Primary sources consulted included records of nursing regulatory bodies, national archives, Royal College of Psychiatrists, archives, nursing journals, individual institutional records in both jurisdictions.Results. In both countries, psychiatrists established early training programmes for nurses, although a nursing model was adopted to meet service needs in the 1950s.Conclusions. However, the way in which this branch of nursing developed laid the foundation for tensions as to whether it is appropriately located within the discipline of nursing. Ireland's colonial past and postcolonial position, the role of the church, welfare systems and diverse socio-political drivers for change represent key differences between the two jurisdictions.Implications. What eventually became known as learning or intellectual disability nursing poses a continued challenge for the profession as a whole in regard to its breadth, role and focus in working with marginalised groups in society. The paper considers the risks for UK and Irish intellectual disability nurses for marginalisation in nursing should they forge closer links to other disciplines concerned with common threads of disability, education or social care. [ABSTRACT FROM AUTHOR]

The article offers the author's comments on the paper "Newly qualified Irish nurses & interpretation of their preparation and experiences of registration" by M. Mooney published in the periodical "Journal of Clinical Nursing" 16 in the year 2007. According to him, the paper highlights that problem of clinical environment that nursing education and practice is facing. He says that functions of nurse practitioner as educational, managerial and care role are important and needs time to fulfil them.

Aims and objectives. This paper aims to analyse the concept of advanced nursing practice critically and to demonstrate an appreciation of the development of the role of the advanced nurse practitioner in the Irish context. Background. The concept of advanced nursing practice has existed in the US since the 1960s and in the UK since the early 1980s. The first signs of the advanced nurse practitioner began to emerge in Ireland in the late 1990s as a result of increasing demands and changes occurring within nursing and health care. Currently, there are 31 advanced nurse practitioners in the country, many of whom practice in the general setting. Strategies are in place to introduce advanced nursing practice into other nursing disciplines in the future. Methods. A literature review was conducted to address the various issues inherent within this concept. Results. There is a body of evidence indicating that advanced nursing practice has brought about an improvement in patient outcomes. In light of this, the advanced nurse practitioner has a valuable role to play in providing a beneficial contribution and filling a gap in healthcare services. Conclusion. This paper has demonstrated that nursing continues to be a dynamic and ever-changing phenomenon where the onus is firmly on the advanced nurse practitioner as expert, leader and collaborator, to capture the hearts and minds of nurses and healthcare workers, so as to challenge traditional values and transform clinical practice. Failure to do so may allow medicine or other interested parties to shape the future of nursing or even absorb it. Relevance to clinical practice. Nurses working at an advanced level are striving to develop their expertise, initiate nurse-led services and practice, in collaboration with other professionals in an effort to provide the highest quality care to the patient. Although the idea of the advanced nurse practitioner is relatively new to nursing in Ireland, it is the result of an idea whose time has come and there is nothing more powerful than an idea whose time has come. [ABSTRACT FROM AUTHOR]

Aims and objectives. This aim of this study was designed to investigate how a select cohort of nursing students experienced their first practice placement in a large Irish teaching hospital. The objectives of this study were to investigate whom do students learn from, what skills they learnt during their first practice placement and to identify if the use of clinical skills laboratories before their first practice placement helped students relate theory to practice during their first practice placement. The aim of this paper is to discuss if the sessions taught in the clinical skills laboratory prior to the first placement helped students integrate theory to practice during their first practice placement. Background. The debate regarding theory–practice integration has been ongoing in nursing for decades. Many studies across Europe have consistently demonstrated that the use of clinical skills laboratories have helped students integrate theory to practice during practice placements. Others have identified the difficulty students have relating theory to practice. However, as there appears to be a gap in current literature, from an Irish perspective, it is essential to highlight if Irish students can integrate theory to practice during their first practice placement. Design. A qualitative method incorporating the Heideggarian approach of phenomenology was utilized. Methods. A purposeful sampling technique was used to select six participants from all first year students. Interviews were conducted using a semi-structured interview schedule. Data were analysed using the Giorgi method of analysing phenomenological data. Results. The participants identified that sessions taught in the clinical skills laboratory before the first practice placement, which they identified as ‘basic nursing skills such as taking and recording vital signs and hygiene needs of patients were useful and helped them to integrate theory to practice during their first practice placement. These results are relevant to this paper as they identify the use of teaching sessions in the clinical skills laboratories, enabling students to link theory to practice during practice placements. Conclusions. Nursing students must be adequately prepared to carry out clinical skills competently and efficiently. Educators and practitioners must display the knowledge and skills required to promote theory–practice integration, to enhance nursing students education, which in turn will optimize high standards of patient care. Relevance to clinical practice. Clinical skills laboratories are essential to help students develop the collaborative skills required for a profession like nursing. It is essential that students are adequately prepared to carry out clinical skills during their first practice placement, and have the ability to link theory to practice. [ABSTRACT FROM AUTHOR]

mckenna hp, keeney s&hasson f (2005) Journal of Clinical Nursing14, 426–434Views on the ground: teaching and clinical assessors’ views on vocational training for healthcare assistants in IrelandThis paper reports the views of teaching staff and clinical assessors on their experience of programme delivery and assessment.In 2001, the Irish Department of Health and Children developed a vocational training programme for healthcare assistants. This programme was piloted nationally across 14 hospital and community sites. Teaching staff and clinical assessors at each site delivered the programme.One-to-one semi-structured interviews were undertaken with 16 clinical staff and 26 teaching staff. With consent, all interviews were tape-recorded, from which the transcripts were subject to content analysis.A lack of experience and preparation among teaching staff and clinical assessors was evident. The staff's commitment to their role on the programme while maintaining their normal duties caused frustration and uncertainty. Not withstanding, the value of the programme in terms of increased motivation, satisfaction and knowledge of healthcare assistants and the impact on care delivery, was recognized by respondents.This programme represents the provision of a national standard training programme for healthcare assistants. It provides an insight into the delivery of such a programme and the educational and training needs of healthcare assistants through the views of staff that taught and assessed on it.Findings suggest that the development and implementation of a national training programme for healthcare assistants is achievable. [ABSTRACT FROM AUTHOR]

Aims and objectives. The aim of this paper is to report on the insights of newly qualified Irish nurses into their preparation for registration as general nurses and to develop insights into the postregistration experience. Background. Nurse education in Ireland has undergone much reform over the past decade. These changes include the introduction of supernumerary status for nursing students and the formation of links with institutes of higher education. No Irish literature was found on this subject. Method. Individual semi-structured, in-depth interviews were held with 12 newly registered nurses, from two cohorts, within 10 months of qualification. A grounded theory approach was adopted and content analysis employed to analyse the data. Results. Two categories, entitled Learning the Ropes and The Metamorphosis emerged from the analysis of data. Within each of these categories there were two subcategories. All respondents reported that since qualification, they had become increasingly conscious of their isolation and unmet needs as nursing students. Postregistration, they enjoyed their increased status and widespread recognition by others. Conclusions. This study details how improvements can be made at clinical level to assist the preparation of nursing students for registration. The positive aspects of registration are revealed through descriptions of comparisons of pre- and postregistration experiences, while the shortcomings of the journey to registration are described. Relevance to clinical practice. Pre-registration nurses have unmet clinical needs which, if fulfilled, would benefit them post-registration. Good ward morale is elementary for student learning and enhances the post-registration experience. Registered nurses are highly conscious of their altered status. These findings are pertinent to clinicians and educationalists as they prepare nursing students for practice. [ABSTRACT FROM AUTHOR]

Fundamental changes are taking place in health and social care. The drivers for these changes include new discoveries, new treatments and globalization and the need to examine and consider cross-boundary work. This paper will outline some of the issues generated from a research project that aimed to provide an all-Ireland perspective on health and social care futures and to examine the implications of these trends both for nursing specifically and health and social care generally. Cross-boundary working is important in relation to health and social care futures. This incorporates cross-boundary working to include interprofessional, intraprofessional and interagency but also cross-border working with the Republic of Ireland. There is a great potential for cross-boundary work in nursing as we look towards the future. Nonetheless, it needs to be acknowledged that working across sectors, departments and even borders is not easy and barriers do exist. Some of the implications for nursing include the need to re-examine nursing roles and span the boundaries of our profession with the increasing development of nurse-led services. In addition nurses need to develop ways of 'working together' strategically with others to achieve the public health agenda. [ABSTRACT FROM AUTHOR]

* This paper reports the results of a study that was designed to explore and examine the perceptions of two groups of newly qualified community nurses about the factors they considered to be embedded within the concepts of health, health-enhancing behaviours at individual, family and community levels and their 'innermost self'.* The research was exploratory in nature, and included two sample groups: group 1 comprised 16 newly qualified health visitors; group 2 comprised 16 newly qualified community mental health nurses. Purposive sampling was used and data were collected using semi-structured interviews.* The group of health visitors perceived health in terms of physical fitness and functional states. At a global level they perceived the need to provide education on health matters. They gave generously to 'charities' and perceived the 'inner self' as 'that part that matters'.* The group of community mental health nurses perceived health in terms of holism and being states. Their concept of health was related to listening to each individual's perception of what is 'right' and 'health-enhancing' for them. At a global level they considered the protection of the ozone layer and the promotion of a just and equitable society which focused on the reduction of poverty, to be key health-enhancing activities. They perceived their 'innermost self' to be 'that part of me that makes life worth living', and the soul.* The findings have implications for developing new and creative approaches for teaching the holistic concept of health and healing. Educational activities could be designed which strive to ensure that nurses themselves have safe and health embracing opportunities for exploring all the elements that are embedded within the topic of health. Their role in facilitating holistic health promoting activities for all clients also needs to be addressed. [ABSTRACT FROM AUTHOR]

This article reports on various congresses and other developments related to the field of nursing as of July 1996. Ireland-based Royal College of Surgeons, Faculty of Nursing will organize 16th Annual Nursing & Research Conference on February 27-28, 1997. The theme for this conference is "Research-the Basis for Innovation in Nursing Practice." There will be plenary lectures, concurrent papers, workshops and poster presentations. England-based Royal Society of Medicine will organize an symposium "Ante-natal Screening and Abortion for Fetal Abnormality: Medical and Ethical Issues" on September 26, 1996.

This paper is based on an investigation into the learning experiences of student midwives in the clinical setting in one maternity unit in the Republic of Ireland. A questionnaire approach was adopted for the data collection and 42 student midwives participated in the study. A number of factors were identified which appear to influence students' experiences of 'learning on the job.' The quality of their clinical teaching and their observations of the way in which trained staff practise midwifery may influence their decision to continue practising midwifery following registration. These findings clearly point to the importance for midwives to reassert their true role as 'independent practitioners' of normal maternity care. [ABSTRACT FROM AUTHOR]

The article comments on the study of the importance of nursing and midwifery research in Ireland. It is found out that nursing and midwifery are new academic disciplines and their influence on the health research agenda does not match the significance of their clinical influence. However, nursing and midwifery researches are still under funded.

The article comments on the study of the quality of life issues for long-term breast cancer survivors. It describes the relationship between menopausal symptoms, physiologic health effects of cancer treatment and the physical constraints on quality of life the long-term survivors of breast cancer has experienced.

The article comments on the issues and concerns relating to the extent of work responsibility of healthcare assistants (HCA) in Ireland. Due to the lack of training on patient care of healthcare staff, there has been disagreement over which tasks should healthcare staff in support roles should be allowed to undertake. There are also considerations on who will devise and deliver program of education to ensure that HCA are adequately prepared for the work they will be undertaking.

Aims and objectives. The comparative element of this study is to describe safety and security measures in psychiatric acute admission wards in the Republic of Ireland and London; to describe differences and similarities in terms of safety and security patterns in the Republic of Ireland and London; and to make recommendations on safety and security to mental health services management and psychiatric nurses. Background. Violence is a serious problem in psychiatric services and staff experience significant psychological reactions to being assaulted. Health and Safety Authorities in the UK and Ireland have expressed concern about violence and assault in healthcare, however, there remains a lack of clarity on matters of procedure and policy pertaining to safety and security in psychiatric hospitals. Design. A descriptive survey research design was employed. Methods. Questionnaires were circulated to all acute wards in London and in Ireland and the resulting data compared. Results. A total of 124 psychiatric wards from London and 43 wards from Ireland were included in this study and response rates of 70% (London) and 86% (Ireland) were obtained. Differences and similarities in safety and security practices were identified between London and Ireland, with Irish wards having generally higher and more intensive levels of security. Conclusions. There is a lack of coherent policy and procedure in safety and security measures across psychiatric acute admission wards in the Republic of Ireland and London. Given the trends in European Union (EU) regulation, there is a strong argument for the publication of acceptable minimum guidelines for safety and security in mental health services across the EU. Relevance to clinical practice. There must be a concerted effort to ensure that all policy and procedure in safety and security is founded on evidence and best practice. Mental health managers must establish a review of work safety and security procedures and practices. Risk assessment and environmental audits of all mental health clinical environments should be mandatory. [ABSTRACT FROM AUTHOR]

Aim. To evaluate a one year training scheme for Macmillan Nurses. Background. The role of the clinical nurse specialist has evolved and expanded greatly over the past few years so that it now encompasses components far beyond the traditional nursing remit of direct clinical practice. While several studies have looked at the barriers and facilitators to this process for clinical nurse specialists in particular, none has looked at the benefits of a structured training scheme which involves both a theoretical and clinical component. Methods. Tape recorded, semi-structured interviews were undertaken with a purposive sample of trainees who undertook the scheme, their practice-based facilitators and another person(s) involved in the trainee's support Analysis. Tapes were transcribed verbatim and each transcript anonymized to prevent identification of participants. Data were analysed thematically using the main headings of expectations, experience and impact and the structured prompts from the aide-memoir within these headings. Results. Results showed that the majority of respondents felt the scheme had been successful with one of the main achievements being that trainees were perceived to be adequately prepared to take on the role of a CNS on completion of the scheme. While the Role Development Programme was thought to provide a good academic structure for the scheme some participants thought that more theory on symptom control and communication skills and a placement in a specialist palliative care centre should also be included. Conclusion. The Macmillan Trainee Scheme has succeeded in its objectives to facilitate the transition from generalist to specialist nursing. It should be extended to include an induction and consolidation period and more theoretical input on communication skills and symptom control. Relevance to clinical practice. With these improvements, the scheme could be used as a standard model for training specialist practitioners and a means to address the current issues of workforce planning. [ABSTRACT FROM AUTHOR]

Aim. The aim of this research was to explore nurses’ perceptions of the attributes of quality care and the factors that facilitate or hinder high-quality nursing care in long-term care. Background. The quality of care for older people living in long-term care has been identified as an issue of concern in many nursing research studies. While many factors have been identified, it is difficult to determine key factors from current research. Method. The study was a qualitative exploration of nurses’ perceptions of quality care for older people and the factors that facilitate or hinder quality care. It involved 20 interviews with nurses. Respondents were asked to illustrate their accounts with examples from practice. This phase of the research was guided by the principles of hermeneutic phenomenology and the analysis process by Van Manen. Findings. The findings indicated that nurses perceived quality care for older people in Ireland as holistic, individualized and focused on promoting independence and choice. The research revealed, however, that care in many practice areas was not individualized, patient choice and involvement in decision making was limited and some areas engendered dependency. While staffing was identified as a factor which had an impact on the provision of patient choice, other issues, such as the motivation of staff, the role of the ward manager and the dominance of routine were also highlighted. Conclusion. There is a need to review organizational approaches to care, develop patient centred approaches to care and provide educational support for managers. Relevance to practice. This research focuses on care for older people; it helps practitioners identify key factors in the provision of quality care for older people living in long-term care. [ABSTRACT FROM AUTHOR]

Background. Studies have consistently demonstrated that nurses are increasingly recognizing the role research has to play in their daily practice. Despite this recognition the actual application of research findings in the practice setting is still poor. To date, the barriers to implementing research findings in the Republic of Ireland's practice setting have not been explored empirically. This study sought to address this gap.Aims. The aims of this study were to ascertain what Registered Nurses practising in the Republic of Ireland perceive as barriers to the implementation of research findings in the practice setting and to explore what they perceive would facilitate them in using research findings in their daily practice.Design. Cross-sectional survey.Methods. A non-probability strategy was employed with all Registered Nurses who commenced a nursing-focused academic course accredited by the University of Dublin, Trinity College, between September 2001 and February 2002 invited to participate. The ethical rights of the participants in terms of anonymity, privacy and informed consent were assured through a number of mechanisms. Data were collected via the Barriers scale.Findings. Eight of the top 10 ranked barriers were organization centred. The top barrier was a perception of insufficient authority to instigate change in the practice setting. The perceived key facilitators to implementing research findings included protected time for retrieval and evaluation of research findings, instrumental support from management, informed supportive personnel in the practice settings and accessible educational opportunities to augment critical reading skills.Relevance to clinical practice. The Irish Government is committed to provide the people of Ireland with an evidence-based health service. From a nursing perspective the findings of this study indicate that a number of strategies have to be introduced or enhanced in the practice settings before this commitment can be realized. [ABSTRACT FROM AUTHOR]

The purpose of this study was to develop a framework for implementing supernumerary learning in a preregistration Diploma in Nursing programme in an Irish hospital. Experiences of student nurses (n=31), clinical nursing staff (n=8) and nurse teachers (n=4) were explored, regarding the introduction of supernumerary status in this programme. An action research approach, employing phenomenological methods for gathering and analysing the data, was used to carry out the study. A framework for implementing supernumerary learning in a Diploma in Nursing programme was developed, based on the study. This framework reflects the level of knowledge, skills and attitudes of individuals partaking in supernumerary learning, and the role of the supervisor in the clinical area at each level. Possible implications of the changing role of the student nurse for nursing practice for education, management and research are suggested. Copyright (c) 1999 by W.B. Saunders Company [ABSTRACT FROM AUTHOR]

The author reflects on the interpretation of newly qualified Irish nurses of their preparation and experience of registration undertaken by Mooney M. An overview of the discussion is offered. According to the author, Mooney's study may have been useful to illuminate further why it was expected that Irish nurses' interpretations and experiences would be significantly different to those of other nurses in other settings.