Novice nurses currently feel unprepared for the social dynamics of the workplace, due to a lack of assertiveness. Although clinical placements in nursing curricula should prepare student nurses for the demanding work environment, they do not seem to meet these expectations. Our study looked into Dutch students’ experiences of clinical placements as a learning environment for assertiveness. Twelve semistructured interviews were conducted and thematically analyzed, revealing three themes and four subthemes. Clinical placements varied greatly in their capability to stimulate assertiveness development. The team's supportiveness toward students and the didactical skill of the coach mainly influenced this capability. In general, students lacked a clear professional role with regards to their colleagues, stifling assertive behavior with the fear of failing the clinical placement. Our findings indicate that future-proof nursing curricula should support the development of assertive interprofessional conduct in students both before and during clinical placement.
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One challenge novice nurses face at the start of their career is coming to grips with the tumultuous working environment and its social dynamics. Assertive behavior and interprofessional communication play a key role in maintaining one’s health throughout this process: skills which novice nurses feel they lacked in their education. Within their education, clinical placements providea true-to-life working environment to train these skills. However, studies show that assertive behavior and interprofessional communication skills are not structurally addressed within this learning environment. To alleviate this theory-practice gap, our study focused on developing a digital tool together with nursing students that helps them structurally reflect upon and monitor these skills. Our main question was: How do students want to reflect upon their assertive behavior and interprofessional communication during their clinical placement using a digital tool?
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Aims. The aim of this study is to gain insight into the level of emotional intelligence of mental health nurses in the Netherlands. Background. The focus in research on emotional intelligence to date has been on a variety of professionals. However, little is known about emotional intelligence in mental health nurses. Method. The emotional intelligence of 98 Dutch nurses caring for psychiatric patients is reported. Data were collected with the Bar-On Emotional Quotient Inventory within a cross-sectional research design. Results. The mean level of emotional intelligence of this sample of professionals is statistically significant higher than the emotional intelligence of the general population. Female nurses score significantly higher than men on the subscales Empathy, Social Responsibility, Interpersonal Relationship, Emotional Self-awareness, Self-Actualisation and Assertiveness. No correlations are found between years of experience and age on the one hand and emotional intelligence on the other hand. Conclusions. The results of this study show that nurses in psychiatric care indeed score above average in the emotional intelligence required to cope with the amount of emotional labour involved in daily mental health practice. Relevance to clinical practice. The ascertained large range in emotional intelligence scores among the mental health nurses challenges us to investigate possible implications which higher or lower emotional intelligence levels may have on the quality of care. For instance, a possible relation between the level of emotional intelligence and the quality of the therapeutic nurse–patient relationship or the relation between the level of emotional intelligence and the manner of coping with situations characterised by a great amount of emotional labour (such as caring for patients who self-harm or are suicidal).
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PurposeThe purpose of this paper is to contribute to the marketing literature and practice by examining the effect of product pricing on consumer behaviours with regard to the assertiveness and the sentiments expressed in their product reviews. In addition, the paper uses new data collection and machine learning tools that can also be extended for other research of online consumer reviewing behaviours.Design/methodology/approachUsing web crawling techniques, a large data set was extracted from the Google Play Store. Following this, the authors created machine learning algorithms to identify topics from product reviews and to quantify assertiveness and sentiments from the review texts.FindingsThe results indicate that product pricing models affect consumer review sentiment, assertiveness and topics. Removing upfront payment obligations positively impacts the overall and pricing specific consumer sentiment and reduces assertiveness.Research limitations/implicationsThe results reveal new effects of pricing models on the nature of consumer reviews of products and form a basis for future research. The study was conducted in the gaming category of the Google Play Store and the generalisability of the findings for other app segments or marketplaces should be further tested.Originality/valueThe findings can help companies that create digital products in choosing a pricing strategy for their apps. The paper is the first to investigate how pricing modes affect the nature of online reviews written by consumers.
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Background: Due to the globally increasing demand for care, innovation is important to maintain quality, safety, effectiveness, patient sensitivity, and outcome orientation. Health care technologies could be a solution to innovate, maintain, or improve the quality of care and simultaneously decrease nurses’ workload. Currently, nurses are rarely involved in the design of health care technologies, mostly due to time constraints with clinical nursing responsibilities and limited exposure to technology and design disciplines. To ensure that health care technologies fit into nurses’ core and routine practice, nurses should be actively involved in the design process. Objective: The aim of the present study was to explore the main requirements for nurses’ active participation in the design of health care technologies. Design: An exploratory descriptive qualitative design was used which helps to both understand and describe a phenomenon. Participants: Twelve nurses from three academic hospitals in the Netherlands participated in this study. Method: Data were collected from semistructured interviews with hospital nurses experienced in design programs and thematically analysed. Results: Four themes were identified concerning the main requirements for nurses to participate in the design of health care technologies: (1) nurses’ motivations to participate, (2) the process of technology development, (3) required competence to participate (such as assertiveness, creative thinking, problem solving skills), and (4) facilitating and organizing nurses’ participation. Conclusion: Nurses experience their involvement in the design process as essential, distinctive, and meaningful but experience few possibilities to combine this work with their current workload, flows, routines, and requirements. To participate in the design of health care technologies nurses need motivation and specific competencies. Organizations should facilitate time for nurses to acquire the required competencies and to be intentionally involved in technology design and development activities.
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Een website waarop online tools op het gebied van psychosociale informatie en hulp aan jeugd/jongeren en gezinnen worden beschreven
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Many students graduating in higher education will achieve a managerial or professional position, with leadership qualities being highly important. The need to reflect on leadership as an important developmental goal in higher education is highlighted by pointing out that many curricula, especially in the managerial, organisational and economic domain, include specific courses on leadership. It seems that some of our thinking on leadership needs revision. According to Kellerman, leaders’ ability to connect to followers is paramount to gain and remain in power. Dutch management scholar Manfred Kets de Vries (2004) underlines that the main responsibility of a leader is to envision and inspire. In this chapter we will examine the role of personality and personal values in the ability of informal leaders to inspire other team members. In the first section we will elaborate on transformational leadership and shared leadership. In the next, we will link these forms of leadership to personality and personal values. In the third section the findings of our empirical study will be discussed. We conclude with the implications of our study for leadership practice and the scholarly field of leadership. From an educational point of view our findings are important. The results shed additional light on the importance of personality traits on leadership, and informal leadership in particular. As leadership is an important phenomenon in society and working life, (under)graduates can be assisted in understanding and developing it. But in the context of this book it should be highlighted that transformational leadership is highly relevant in knowledge innovation (García-Morales et al., 2012), which is a core issue in higher education. Consequently, inspiring others is relevant, because group work is commonly used in higher education. Understanding group dynamics within student teams, informal leadership specifically, can help lecturers to explain and discuss effective and ineffective group work. In our opinion, the results of this study offer interesting evidence-based insights to reflect on and develop those personal characteristics that can be important for informal leadership effectiveness.
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This book consists of thirteen chapters with elaborations on several perspectives of the Universities kaleidoscope. The aim of our book is not meant as a purely scientific endeavour, but as a contribution to the future development of universities. The style is popular science, primarily targeted at our lecturers as one of the most important social capitals we have. As the book is addressed to them, all chapters discuss their role, directly or indirectly. The focus is always on the ability to offer students the best possible learning environment. This requires first and foremost a dialogue on the professional diversity of lecturers. Innovative behaviour appears to be crucial for all of them. In addition to these abilities of lecturers, the design of the curriculum is essential for all parties involved. A curriculum largely determines the themes and contents addressed, how work-related, engaging and stimulating learning activities are developed and how lecturers design these on the micro level based on their expertise. Frans Jacobs & Ellen Sjoer (Editors). (See also seperate chapters).
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District nurses have a crucial position in healthcare provision and are expected to use leadership practices to ensure optimal quality patient care. To better equip them, a leadership program named the ambassador project was developed to support the development of a liaison role between policy and district nursing practice. This research aims to evaluate from different perspectives the impact of this nationwide, five-year leadership program for district nurses at the organizational, regional, and societal levels. A mixed-methods study was conducted using two focus groups based on peer-to-peer shadowing (n =14), semistructured interviews (n =13), and an online questionnaire (n =45). The analysis shows that the impact of a nationwide leadership program for district nurses was perceived as predominantly positive, and nurses experienced an increase in courage, assertiveness, professional pride, and leadership skills. They obtained confidence in representing the group of district nurses at the organizational, regional, and societal levels when speaking with various key stakeholders from the healthcare system. They were able to bridge the gaps among daily practice, policymaking, and politics by using translations and shaping actions and information into terms suiting the needs of those involved.
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Organizing entrepreneurial collaboration in small, self-directed teams is gaining popularity. The underlying co-creation processes of developing a shared team vision were analyzed with a core focus on three underlying processes that originate from the shared mental models framework. These processes are: 1) the emergence of individual visions and vision integration, 2) conflict solving, and 3) redesigning the emerging knowledge structure. Key in the analysis is the impact of these three processes on two outcome variables: 1)the perceived strength of the co-creation process, 2) the final team vision. The influence of business expertise and the relationship between personality traits and intellectual synergy was also studied. The impact of the three quality shared mental model (SMM) variables proves to be significant and strong, but indirect. To be effective, individual visions need to be debated during a second conflict phase. Subsequently, redesigning the shared knowledge structure resulting from the conflict solving phase is a key process in a third elaboration phase. This sequence positively influences the experienced strength of the co-creation process, the latter directly enhancing the quality of the final team vision. The indirect effect reveals that in order to be effective, the three SMM processes need to be combined, and that the influence follows a specific path. Furthermore, higher averages as well as a diversity of business expertise enhance the quality of the final team vision. Significant relationships between personality and an intellectual synergy were found. The results offer applicable insights for team learning and group dynamics in developing an entrepreneurial team vision. LinkedIn: https://www.linkedin.com/in/rainer-hensel-phd-8ba44a43/ https://www.linkedin.com/in/ronald-visser-4591034/
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