Supernumerary status:definition, operationalisation and its effect in practice

Brian McGowan, Brendan McCormack

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

This paper presents an evaluation of the implementation of supernumerary status in intensive care units in the Greater Belfast area. The evaluation focused on three questions,what did staff understand by the term supernumerary status. How was supernumerary status implemented in the Trusts? What effect did supernumerary status have on the staff/Trusts involved? The results of the evaluation are presented here and issues for further development identified.The study was qualitative in nature and used semi-structured interviews and focus group interviews to collect data. Participants were purposively selected by virtue of their experience of supernumerary status. Interviews and focus groups were audiotaped and transcribed verbatim. These transcripts were then analysed line-by-line and coded. Data analysis described 10 common themes.In general, the concept of supernumerary status was well received and was supported by all involved who believed that its goal of producing adequately trained and skilled practitioners in an intensive care environment was a worthwhile exercise that benefited both staff and patients.Overall, exploring the operationalisation of a supernumerary status programme helps us to explore the challenges of supporting neophyte nurses in all areas of practice and challenges service providers to consider creative approaches to providing such support. However, whilst making a positive contribution to the recruitment and development of nurses new to the intensive care environment, further study is required to gauge the long-term effect of this programme on retention of staff.
LanguageEnglish
Pages308-317
JournalIntensive and Critical Care Nursing
Volume19
Issue number5
DOIs
Publication statusPublished - Oct 2003

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Interviews
Critical Care
Focus Groups
Nurses
Intensive Care Units
Exercise

Keywords

  • Supernumerary status
  • Support
  • Recruitment

Cite this

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title = "Supernumerary status:definition, operationalisation and its effect in practice",
abstract = "This paper presents an evaluation of the implementation of supernumerary status in intensive care units in the Greater Belfast area. The evaluation focused on three questions,what did staff understand by the term supernumerary status. How was supernumerary status implemented in the Trusts? What effect did supernumerary status have on the staff/Trusts involved? The results of the evaluation are presented here and issues for further development identified.The study was qualitative in nature and used semi-structured interviews and focus group interviews to collect data. Participants were purposively selected by virtue of their experience of supernumerary status. Interviews and focus groups were audiotaped and transcribed verbatim. These transcripts were then analysed line-by-line and coded. Data analysis described 10 common themes.In general, the concept of supernumerary status was well received and was supported by all involved who believed that its goal of producing adequately trained and skilled practitioners in an intensive care environment was a worthwhile exercise that benefited both staff and patients.Overall, exploring the operationalisation of a supernumerary status programme helps us to explore the challenges of supporting neophyte nurses in all areas of practice and challenges service providers to consider creative approaches to providing such support. However, whilst making a positive contribution to the recruitment and development of nurses new to the intensive care environment, further study is required to gauge the long-term effect of this programme on retention of staff.",
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note = "Reference text: Barrett C,Myrick F 1998 Job satisfaction in preceptorship and its effect on the clinical performance of the preceptee. Journal of Advanced Nursing 27(2): 364–371 Charnley 1999 Occupational stress in the newly qualified staff nurse. Nursing Standard 13(29): 32–36 Downes M 2001 Support for student training: a new role as demonstrators. Nursing Times 97(7): 39 Dunn SV,Burnett P 1995 The development of a clinical learning environment scale. Journal of Advanced Nursing 22: 1166–1173 Field A 1999 Starters orders. (Development programme for newly qualified nurses in a Birmingham Trust to improve retention). 17 June 109: 26–27 Gerrish K 2000 Still fumbling along? A comparative study of the newly qualified nurse’s perception of the transition from student to qualified nurse. Journal of Advanced Nursing 32(2): 473–480 Gray M,Smith L 1999 The professional socialisation of diploma of higher education in nursing students (Project 2000): a longitudinal qualitative study. Journal of Advanced Nursing 29(3): 639–647 Hart G,Rotem A 1995 The clinical learning environment: nurses perceptions of professional development in clinical settings. Nurse Education Today 15: 3–10 Hayes M 2001 Acute Hospitals Review Group Report. DHSSPS-NI ICN 2000 Nurse retention,transfer and migration. Nursing Standard 14(36): 33 Lankshear A 1998 Helping students find a place in the team. Nursing Times 94(29): 64–65 Marquis B 1988 Attrition: the effectiveness of retention activities. Journal of Nursing Administration 18(3): 25–29 Murray KH 1988 Intrinsic,Extrinsic and Contextual Work Variables Influencing Job Satisfaction/Turnover Among Registered Nurses in Selected New Jersey Hospitals. Seton Hall University School of Education Northcott N 2000 Mentorship in nursing. Nursing Management 7(3): 30–32 Parahoo K 1992 Perceptions of supernumerary status. Nursing Standard 6(50): 37–40 Parahoo K 1997 Nursing Research: Principles,Pr ocess and Issues. Palgrave Macmillan,London Robinson N 1999 The use of focus group methodology— with selected examples from sexual health research. Journal of Advanced Nursing 29(4): 905–913 Watson R,Stimpson A,T opping A 2002 Clinical competence assessment in nursing: a systematic review of the literature. Journal of Advanced Nursing 39(5): 421–431 Webb C,Kevern J 2001 Focus groups as a research method: a critique of some aspects of their use in nursing research. Journal of Advanced Nursing 33(6): 798–805 Yassin T 1994 Exacerbation of a perennial problem? The theory practice gap and changes in nurse education. Professional Nurse 10(3): 183–187",
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Supernumerary status:definition, operationalisation and its effect in practice. / McGowan, Brian; McCormack, Brendan.

In: Intensive and Critical Care Nursing, Vol. 19, No. 5, 10.2003, p. 308-317.

Research output: Contribution to journalArticle

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