Cardiovascular disease has long been the leading cause of death in the United States, and predicted to affect forty percent of our population by 2030 (Narang et al., 2016). Furthermore, research indicates that the cardiovascular workforce is inadequate to meet the rising demands of this patient population (Narang et al., 2016). In particular, a subset of cardiac care nurses, cardiac catheterization laboratory nurses are key members of this cardiovascular workforce. Although this nursing specialty only cares for patients during specific cardiovascular procedures, this short-term nursing interaction in no way diminishes the knowledge necessary to provide quality patient-centered care.
As a former cardiac catheterization laboratory nurse, it …show more content…
The “self-reported” data collected during this study came from face-to-face interviews with three nurses having different levels of cardiac catheterization laboratory experience (Driscoll, 2011). Each semi-structured interview had participants respond to predetermined open-ended questions dealing with the ‘local knowledge’ of new cardiac catheterization laboratory nurses, to gain a greater understanding of their acculturation to the discourse community (See Appendix …show more content…
The ‘local knowledge’ is not only learning necessary skills, but learning the social norms of the department. Interestingly, the nurse with the least experience, involved in this study, quickly identifies the power structure of this discourse community, as well as the broader context of the institution as important aspects of learning (Beaufort, 1999). Nurses with critical care experience have the general knowledge and skills to care for critically ill patients, but must gain in-depth context-specific knowledge to be an active member of this community (Beaufort, 1999). Enculturation into the cardiac catheterization laboratory’s discourse community is complex and occurs over a significant amount of time. At the end of the preceptorship, nurses will have a working knowledge of “how” to accomplish a task, but may not fully understand the
As a former cardiac catheterization laboratory nurse, it …show more content…
The “self-reported” data collected during this study came from face-to-face interviews with three nurses having different levels of cardiac catheterization laboratory experience (Driscoll, 2011). Each semi-structured interview had participants respond to predetermined open-ended questions dealing with the ‘local knowledge’ of new cardiac catheterization laboratory nurses, to gain a greater understanding of their acculturation to the discourse community (See Appendix …show more content…
The ‘local knowledge’ is not only learning necessary skills, but learning the social norms of the department. Interestingly, the nurse with the least experience, involved in this study, quickly identifies the power structure of this discourse community, as well as the broader context of the institution as important aspects of learning (Beaufort, 1999). Nurses with critical care experience have the general knowledge and skills to care for critically ill patients, but must gain in-depth context-specific knowledge to be an active member of this community (Beaufort, 1999). Enculturation into the cardiac catheterization laboratory’s discourse community is complex and occurs over a significant amount of time. At the end of the preceptorship, nurses will have a working knowledge of “how” to accomplish a task, but may not fully understand the