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In 2018, the Maritimes Region of Fisheries and Oceans Canada will be undertaking a framework assessment of 4X5Y Atlantic Cod (Gadus morhua). Such assessments are intended to be a comprehensive review of the biology, stock structure, the fishery, abundance indices, current assessment methodology and approaches for determining acceptable harvest limits. This document explores a variety of data sources available for 4X5Y Cod, including tagging projects (1980s-2000s), commercial fishery information (1980-2017) and departmental research surveys (1983-2017). The results of stock structure analyses, spatial and temporal patterns in distribution, bycatch, biological attributes (length and weight at age, condition factor, growth and maturity) and updates to data inputs for stock assessment (fishery catch at age, survey indices of abundance, relative fishing mortality, total mortality) are also described here, as well as any persistent data gaps. Finally, a preliminary review of ecosystem indicators and accompanying data considered relevant to the 4X5Y Cod assessment is summarized. [ABSTRACT FROM AUTHOR]

Aim: The aim of the study was to investigate the relationship between personality traits, perception of workplace stress and coping among intensive care unit (ICU) nurses. Background: Research has indicated that ICUs are stressful environments. There is a tendency for research studies to investigate causes of stress and ways of coping, but few studies, particularly in recent years, have considered the personality traits of the staff who thrive in this challenging environment, the work stress they perceive and the coping strategies they use. Method: A convenience sample of critical care nurses ( n = 46) completed three standardised questionnaires during September 2007: the revised NEO personality inventory (NEO-PI-R); the nurses stress scale (NSI) and the Brief Coping Orientations to Problems Experienced (COPE) scale. Findings: ICU nurses did not perceive their workplaces to be stressful. Certain personality traits, openness, agreeableness and conscientiousness, were associated with problem-solving coping strategies such as active planning and reframing. Openness and extraversion were associated with less perceived stress from the 'patients and relatives' dimension of the NSI; there were also negative correlations between conscientiousness and the 'workload stress' and stress from lack of 'confidence and competence' dimensions of the NSI. Conclusion: Certain personality traits may have a buffering effect on workplace stress. Pre-employment screening to identify staff that exhibit personality and coping traits associated with low perceived stress may be considered as part of the recruitment strategy to address problems relating to stress, sickness and retention. Relevance to clinical practice: The retention and recruitment of staff who have lower perceived workplace stress and who utilise problem-focused coping may result in less reported absences and fewer critical incidents and errors. [ABSTRACT FROM AUTHOR]

AIM: To explore the nature of the nurse clinical supervisor role. BACKGROUND: Although clinical supervision in nursing has been widely explored, few studies have considered the specific role of nurse clinical supervisors. METHOD: A phenomenological approach was used to explore what it means to be a clinical supervisor. Focus groups interviews were conducted with 12 nurse clinical supervisors within one National Health Service (NHS) Trust. RESULTS: Three main categories of themes that represented the essence of the clinical supervisors' role were uncovered. CONCLUSIONS: The research demonstrated that nurses who undertake the clinical supervisor role are rarely offered guidelines for fulfilling the role. The findings reveal gaps in the structure of the clinical supervisor's role which could be hampering successful clinical supervision. IMPLICATIONS FOR NURSING MANAGEMENT: The study adds to the existing evidence base and serves to inform managers of the nature of the nurse clinical supervisor role and how it could be better facilitated. The data shed light on the needs of nurse clinical supervisors who often adopt this role in addition to their other clinical and professional commitments. The findings indicate that managerial support in the form of prioritizing training and offering support mechanisms help nurses to effectively fulfil the clinical supervisor role. [ABSTRACT FROM AUTHOR]

Aim. In this paper we explore the congruence of focus group interviews within a phenomenological framework. Background. Focus groups as a research method are popular in nursing. Similarly, phenomenology is a dominant methodology for nurse researchers globally. A number of nurse researchers have combined focus groups and phenomenology, but there are others who argue that they are incompatible. Discussion. The argument against using focus groups in phenomenological research is that phenomenology seeks essential characteristics or 'essences' of phenomena in a manner that requires an individual to describe their experiences in an 'uncontaminated' way. We recognize that traditionally most phenomenological interviews are conducted with only one interviewer and one respondent, but we question whether this needs to continue. We suggest means by which individual lived experience can be preserved within a group context. We draw on our own experience and the phenomenological literature to argue that focus groups are congruent with phenomenological research and extend this argument further by proposing that group interviews in phenomenology are actually beneficial because they stimulate discussion and open up new perspectives. Our observation is that some researchers who combine focus groups and phenomenology appear to do so uncritically and we argue that this is unacceptable. Conclusions. It is important for nurse researchers to develop critical awareness of the research methodologies and methods they employ. We argue that the phenomenological focus group is not an oxymoron. Rather, the use of focus groups can provide a greater understanding of the phenomenon under study. [ABSTRACT FROM AUTHOR]

This paper outlines efforts to improve the teaching and learning methods for research on a second year pre-registration nursing programme in one university in Wales, UK. This focussed on experiential approaches supported by electronic learning resources. A subsequent evaluation aimed to elicit participating students' and lecturers' perceptions of the success of the experiential approaches and the supporting resources. A questionnaire was distributed to 53 student nurses who participated in the experiential learning and this was supplemented with an informal qualitative 'graffiti board' evaluation with the cohort; and a group interview with 4 of the lecturers who had acted as group facilitators during the experiential research sessions. The findings revealed that similar issues were pertinent for both lecturers and students and these were contained within three distinct themes relating to the structure, process and outcomes of the teaching and learning approaches. The student-led approach to evaluation offers a fresh outlook which ensures that the emic perspective is included through the study. The study sheds light on the strengths and limitations of experiential approaches to research teaching and suggest that this is a challenging approach both for students and lecturers, which should not be entered into lightly. [ABSTRACT FROM AUTHOR]

Aim. This paper is a discussion of the use of poststructuralism as a means of exploring power and empowerment in nursing. Background. Power and empowerment are well-researched areas of nursing practice, but the issue of how to empower nurses and patients continues to cause debate. Power and empowerment are complex issues and other researchers have provided some clarity by proposing three theoretical approaches: critical social theory, organizational theory and social psychological theory. We support their work and propose an additional poststructural approach as a means of analyzing power and empowerment in nursing. Discussion. The concept of power in nursing may be critiqued by drawing on the work of Michel Foucault and paying particular attention to two areas: disciplinary power and knowledge/power relationships. Foucault's contention was that behaviour is standardized through disciplinary power and that power and knowledge are intertwined. Nurses who seek an understanding of empowerment must first grasp such workings as hierarchical observation, normalizing judgement, the examination, and power/knowledge relationships, and that cognizance of such issues can promote nursing practice that is empowering. They need to adopt a more critical stance to understanding power and empowerment in nursing, and one way of fostering such criticism is to view nursing practice through a poststructural lens. Conclusion. A poststructural approach merits a place alongside other approaches to understanding power and empowerment in nursing. [ABSTRACT FROM AUTHOR]

Aim. This paper is a report of a study to explore the phenomenon of empowerment cross-culturally by comparing the situations in which nursing students from the United Kingdom and Japan experienced empowerment and disempowerment in clinical practice. Background. Empowerment has been the focus of many studies, but most focus on the experience of Registered Nurses and few have explored the phenomenon crossculturally. Method. This was a cross-cultural, comparative study using the critical incident technique. Anonymous written data were collected from nursing students in Japan and United Kingdom between November 2005 and January 2006. Japanese data were translated and back-translated. Analysis of the transcripts revealed three themes: Learning in Practice, Team Membership, Power. Findings. Nursing students in these countries are exposed to different educational and clinical environments, but their experiences of empowerment and disempowerment are similar. For both, learning in practice, team membership and power are associated with either empowerment or disempowerment; depending on the context. United Kingdom students are aware of the importance of acting as patient advocates, although they cannot always find the voice to perform this. Japanese students however, appear to be unaware of the concept of advocacy. Conclusion. Student nurse empowerment may transcend cultural differences, and learning in practice, team membership and power may be important for the empowerment of nursing students globally. Further cross-cultural exploration is required into the association between advocacy and empowerment. [ABSTRACT FROM AUTHOR]

Aim. This paper is a report of a study to explore the meaning of empowerment for nursing students in relation to their clinical practice experiences. Background. Empowerment and power are well-researched areas of nursing practice, particularly in relation to Registered Nurses. Furthermore, several studies have considered the experiences of nursing students in terms of nursing culture and socialization. However, few researchers have focused specifically on nursing student empowerment. Method. The critical incident technique was used and anonymous data were collected between November 2005 and January 2006. One hundred and nine written critical incidents were provided by 66 nursing students relating to empowering and disempowering experiences in clinical practice. The data were content analysed. Findings. Nursing students experience both empowerment and disempowerment in clinical placements, centring on three issues: learning in practice, team membership and power. Continuity of placement, the presence of a mentor and time underpinned empowering experiences whereas their absence had a disempowering effect. Conclusion. The consequences of nursing student empowerment are high self-esteem, motivation for learning and positive regard for placement. Supportive mentors play a pivotal role in the empowerment of nursing students and it is essential for the nursing profession that they are supported to undertake their mentorship role. [ABSTRACT FROM AUTHOR]