Browsing by Author "McCloskey, Rose"

Now showing 1 - 5 of 5
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    An institutional ethnographic exploration of the transitional experience of registered nurses entering the long-term care environment
    (University of New Brunswick, 2017) MacDonald, Emily, Ellen; McCloskey, Rose
    As the Canadian population advances in age, and the proportion of citizens’ aged 65 years and older increases, greater strain is placed on the health care system, particularly the long-term care (LTC) sector. Registered Nurses (RN) are vital members of the LTC team; however, little is known about the transition period for them into the LTC environment. Understanding the lived experiences of RNs who transition into LTC will not only support the development of strategies to positively impact recruitment and retention, but will also enhance the quality of care and life for LTC residents. The purpose of this research was to investigate the lived experiences of RNs who are transitioning, or have transitioned, into the LTC environment. Dorothy Smith’s Institutional Ethnography (Smith, 1987) was adopted as a creative approach to the issue under study. The experiences of RNs who transition into LTC and the social, political, historical, and economic factors that influence their role and experiences were explored. Findings from the study reveal a complex transition period for RNs and the social and ruling relations that mediate their everyday/everynight lives and shape their transitional experience were identified.
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    Frontline nursing staff provisions for self-determination with nursing home residents with cognitive impairments: a scoping review in partnership with Loch Lomond Villa
    (University of New Brunswick, 2020) Morris, Patricia Anne; McCloskey, Rose; Keeping-Burke, Lisa; Donovan, Cindy
    Making decisions about daily activities is important for older adults' health and well-being. In nursing homes, frontline nursing staff are challenged with preserving residents' self-determination in the face of ritualistic care routines and time pressures. Staff may also experience tension when their professional responsibilities require them to protect residents against their own unwise decisions that pose a risk to their safety. This tension is amplified in the care of residents with cognitive impairments. This report represents the findings from a scoping review about nursing staffs' provisions for self-determination in nursing homes. It was conceived and prepared in collaboration with Loch Lomond Villa (LLV) as a community partner. This report maps the boundaries of nursing staffs' role in negotiating residents' self-determination. Nursing staffs' roles as investigators, advocates, protectors, and assessors emerged as critical roles to providing for self-determination. Based on these findings, recommendations are offered for practice at LLV.
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    “Heartbreaking, hardest part of the job”: Acute care nurses’ work with patients with dementia who self-neglect their hygiene
    (University of New Brunswick, 2024-04) Morris, Patricia; McCloskey, Rose; O’Regan, Karla
    Introduction: When nurses encounter people in institutional settings who are living with dementia and self-neglecting their hygiene, they are challenged to provide care that respects autonomy while upholding the ethical principles of beneficence and nonmaleficence. Method: The method of inquiry for this project was simulation-primed interviews. Eighteen acute care nurses were first immersed in a simulated nursing hand-off report where they heard the story of a patient who had declined offers of assistance with personal hygiene care. Participants were then asked to share how they would respond to this patient as an on-coming staff member. Findings: In response to the simulation, all participants described what they would do in an ideal world when working with the patient, as well as what they would not do. They talked about the daily work of nursing, and they shared the many creative ways that they would work with the patient to accomplish personal hygiene care in an ideal world. They also shared the many barriers they experience to providing desired care. Analysis: In describing how they would get the patient washed for the day, participants highlighted the importance of washing someone the right way. They described caring for the patient in the right way as a moral imperative that must be fulfilled to be a Good Nurse. When they encountered barriers to actualizing that care, participants worried that their status as Good Nurses was being called into question. Participants identified the primary barriers to actualizing the moral imperative in the context of dementia care as 1) neoliberal healthcare reform and 2) patients who had been incontinent and continued to decline their assistance with care. In the context of neoliberal healthcare reform, nurses were often unable to re-establish themselves as Good Nurses and experienced moral injury. In the context of self-neglect and incontinence, though, participants were often able to re-establish themselves as Good Nurses through three discursive strategies: 1) describing dementia as a pathological condition inherent to who the person is, 2) nominalizing care, rendering it a deliverable, and 3) describing fecal incontinence as an emergency.
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    Information, services, and support needs of people experiencing memory loss: qualitative findings
    (2017) Bulman, Donna; Rickards, Tracey; Henry, Justine; McCloskey, Rose; Deitch, Patricia
    Alzheimer’s disease and related dementia (ADRD) are increasing in incidence globally; by 2031 there will be 937,000 people living with dementia in Canada (Alzheimer’s Society of Canada, 2017a). The burden associated with living with dementia is multi-faceted and involves the lives of multiple people. Since 1978, the Alzheimer Society of New Brunswick (ASNB) has been dedicated to helping people and their families live with ADRD. The values of “C” – caring, “A” – accountability, “R” – respect, and “E” – excellence have helped to guide the ASNB in helping to alleviate the personal and social consequences of ADRD through support, education, and advocacy. As researchers with the Faculty of Nursing at the University of New Brunswick (UNB) we were asked to obtain a ‘snapshot’ of the current services available for people living with ADRD and their families in NB and of family informal caregiver satisfaction with these services. The three objectives of this project were to 1) examine family informal caregiver’s experiences in obtaining services for their family member within the health care and social support systems through in-depth semi-structured interviews, 2) examine health care provider’s (HCPs) experiences in obtaining appropriate services for clients experiencing ADRD and their informal caregivers through in-depth semi-structured interviews, and 3) conduct a secondary analysis of electronically-available data collected by the ASNB to describe usage patterns of the First Link Program since its introduction in June 2015. In this report the first two objectives of this project are addressed. A separate report will address the third objective. What follows is the report of our findings from the many consultations with the ASNB and in-depth interviews completed with informal caregivers of people with ADRD and HCPs from around the province. We interviewed 19 informal caregivers of people living with ADRD and 19 HCPs who work directly with people experiencing ADRD. Words of the participants, both informal caregivers and HCPs have been interwoven throughout the document (in italics) to bring to life the very real experience of dealing with ADRD in New Brunswick. The proposed research was reviewed by, and is on file with, the UNB Research Ethics Board prior to commencing data collection. We have done our best to protect the identity of the participants, respecting their right to privacy.
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    Knowledge retention after blended learning CPR first aid training
    (University of New Brunswick, 2023-09) Sommerville, Shauna; McCloskey, Rose; Shamputa, Isdore Chola
    Knowledge retention after cardiopulmonary resuscitation (CPR) first aid training delivered through blended learning is an area that has not been extensively researched. Previous research conducted has not been specific to blended learning, was limited to only CPR, and often the participants were healthcare professionals. This study employed a cross-sectional design to address this research gap by examining knowledge retention after blended learning CPR first aid training for non-healthcare professionals. Former students from two CPR first aid training companies were recruited to participate and all study data was collected using an online survey. Measures of central tendency were used to describe the data collected, while CPR first aid knowledge retention was analyzed using inferential statistics. The study findings have important implications for education delivered though blended learning, current policies for CPR first aid re-training intervals, and future research related to CPR first aid knowledge retention specifically when delivered through blended learning.