Maura MacPhee

Professor

Relevant Degree Programs

 

Great Supervisor Week Mentions

Each year graduate students are encouraged to give kudos to their supervisors through social media and our website as part of #GreatSupervisorWeek. Below are students who mentioned this supervisor since the initiative was started in 2017.

 

As the #GreatSupervisor week comes to a close, I’d like to extend a huge thank you to @salthorne & Dr Maura MacPhee from @UBCNursing for all the guidance & support they provide to ensure my graduate experience and scholarly work are enriched! @UBC @canadanurses #NursesWeek2019

Raluca Radu (2019)

 

Dr. MacPhee is a #GreatSupervisor because she is my cheerleader. Dr. MacPhee is a #GreatSupervisor because she motivates me, inspires me, and creates an encouraging environment for me to grow. Dr. MacPhee is a #GreatSupervisor because she is very passionate about empowering the nursing profession through education and leadership to make a difference. #GreatSupervisor #cheerleader #rolemodel #UBCMSNjourney #UBCNursing

Lara Gurney (2019)

 

Graduate Student Supervision

Doctoral Student Supervision (Jan 2008 - Mar 2019)
The effect of mode of nursing care delivery and skill mix on quality and patient safety outcomes (2017)

Aims: This study examined the effect of various components of a model of nursing care delivery, the mode of nursing care delivery and nursing skill mix on (a) quality of nursing care (i.e., nurse reported quality of nursing care and nursing tasks left undone), (b) patient adverse events, and (c) nurse outcomes (i.e., job satisfaction and emotional exhaustion) after controlling for nurse demographic characteristics, work environment and workload factors. This study also explores the moderating effects of mode of nursing care delivery and skill mix on the relationship between workload factors and the five outcome variables. Background: Research into redesigning care delivery has typically focused on only one care delivery component at a time (e.g., skill mix). There exists little research focusing on both components, and controlling for one factor while the other is investigated to determine quality of nursing care delivery and nurse and patient outcomes. Method: This cross-sectional exploratory correlational survey study drew upon secondary data from 416 direct care registered nurses (RNs) from medical-surgical settings.Results: Nurses working in a team-based mode of care delivery reported a greater number of nursing tasks left undone compared to those working in a total patient care mode of delivery. Nurses working in a skill mix with licensed practical nurses (LPNs) reported a higher frequency of patient adverse events compared to those working in a skill mix without LPNs. Two moderating effects were found. At higher levels of acuity, nurses in a team-based mode of care delivery reported a higher frequency of patient adverse events than did nurses in a total patient care mode of delivery. At higher levels of acuity, nurses working in a skill mix with LPNs reported lower levels of emotional exhaustion than nurses in a skill mix without LPNs.Conclusion: Models of nursing care delivery components influenced quality and safety outcomes. Implications: To be effective, a team-based mode of care delivery requires collaborative teamwork. Policy makers, administrators and healthcare providers should work together to clarify and optimize the scopes of practice for RNs and LPNs.

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The mechanisms by which professional development may contribute to critical care nurses' intent to stay (2015)

The current international nursing shortage is worsening and is particularly acute in critical care settings. In Canada, there is a rapidly aging nursing workforce and at the same time a significant shortfall in the number of new graduates to replace the large numbers of retiring nurses. Intensive Care Units have been shown to have the highest turnover rates and there is currently limited scientific evidence on how to retain critical care nurses. Studies have shown that one of the most commonly listed incentives for this group of nurses is organizational support in the form of access to educational opportunities and career development. This study tested a theoretical Critical Care Nurse Retention model that consisted of a professional development intervention, two mediator variables (perceived organizational support and critical care self-efficacy) and three moderator variables (work environment, general self-efficacy and transfer of learning) as mechanisms that may influence intent to stay in the organization, unit and nursing profession. A quasi-experimental longitudinal design was used in a random sample of 363 critical care nurses from multiple hospital sites in Ontario. The 374-hour intervention included an online component, high fidelity simulation, and a preceptored clinical component. ANCOVA and hierarchical regression were used to analyze the hypothesized model. Findings showed the professional development intervention had a direct effect on intent to stay in the unit and intent to stay in the profession. In addition, the model demonstrated the influence of perceived organizational support as a mediator between the relationship of professional development and intent to stay in the profession. Final analysis revealed that the model explained 23% of the variance in intent to stay in the profession. This research provides new evidence supporting the relevance and importance of investing in professional development opportunities and its subsequent impact on intent to stay.

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Master's Student Supervision (2010-2017)
Family presence and visitation in critical care : a rapid evidence assessment (2015)

Patients and families want to be in close proximity to one another during the phase of critical illness. This has historically been challenged by restrictive hospital visiting hours. Nurses have played the gatekeeper role and decided who could visit the patient, when, and for how long. A scholarly review of the existing literature was conducted to identify what patients, families and nurses believe about visiting and to determine and suggest best evidence for practice, policy, education and research. Using a Rapid Evidence Assessment (REA) methodology 18 studies were evaluated through the lens of Patient and Family Centred Care. The best evidence is presented as well as the recommendations for best practice, policy, education and future research to help promote family presence in the Intensive Care Unit. Families and patients had improved outcomes, physiological and psychological, when Intensive Care Unit policy supports the presence of the family at the bedside. Nurses felt that working with families was part of their expected practice but struggled with the increased workload. They also struggled with relinquishing control over visitation but when they did patients and families felt empowered. The key recommendations are to create flexible patient controlled visitation policies in the Intensive Care Unit, replicate studies to reinforce the findings from the studies presented, provide education for nurses about family nursing, and education for families and patients regarding the unit policies and events.

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Identifying critical information for nursing handover : designing a nurse to nurse handover form (2014)

Patient handover represents a significant safety risk. At each handover information could be lost, misinterpreted or not well communicated. Patient handover refers to any time responsibility for a patient’s care is transferred from one care provider to another. This process requires succinct communication between the care providers, in this case nurses, to ensure continuity and safety of patient care. A significant handover that occurs daily on any nursing unit is the handover that occurs between nursing shifts: the off-going nurse reports to the oncoming nurse. The purpose of this research was to use an appreciative inquiry process to answer the question: what is the critical information that should be included in a nurse-to-nurse inter-shift report on an acute medical unit at a tertiary, urban teaching hospital? A purposive sample of nurses from the study unit worked together over three separate project group meetings to develop, pilot and refine a new handover form. The 4 D process of the appreciative inquiry method was used including: discover, dream, design and deliver.Thematic analysis was used for each cycle of the apprecitive inquiry process and the main themes found are presented. The central findings from this project include developing a handover form that presents succinct, organized, objective and written information that focuses on the critical events or information from the previous twelve hours and what needs to happen in the next twelve hours. To ensure appropriate use of the form the purpose of the form should be emphasized to all staff and connected to patient safety and continuity of care. In addition, the team discussed implementing a formal and informal feedback process to further encourage appropriate use of the form. Finally, promoting professional accountability to ensure completion of the handover form and accompanying documentation, such as the kardex and careplans.

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Staff nurse perceptions on the influence of a formal leadership development program on their first-line nurse leaders (2013)

Aim: To build on previous British Columbia Nursing Leadership Institute (BC NLI) evaluative research by analyzing the perceptions of staff nurses and identifying whether they have seen any behavior differences in their first-line leaders during the one year period following their leaders’ participation in a formal leadership development program.Background: The healthcare system is absorbed with many demands and complexities that are challenging every aspect of the system. To be able to shift away from the current path, the system requires committed and effective nurse leaders that play a fundamental role in healthcare and its necessary system transformations. To assist nurses to become effective leaders it is essential that organizations recognize the role of structured leadership development education, such as the BC NLI, in shaping nurse leaders who have the potential to impact patient, workplace, staff, and organization outcomes. The BC NLI is a collaborative initiative designed to support first-line nurse leaders by employing an empowerment framework.Methods: Staff nurses working with first-line nurse leaders who attended the BC NLI between 2008–2009 were included in one of ten focus group sessions that took place one year after their leaders took part in the institute. A qualitative approach of inductive thematic analysis was utilized to conduct a secondary analysis of the staff focus group data and derive code categories and themes.Results: The BC NLI focus group participants showed support for their first-line leaders. They recognized that leaders face many organizational challenges, possess transformational and transactional qualities, and play a key role in the workplace environment. The importance of organizational support and formal leadership development education were identified as key parts of the leaders’ leadership development. Participants reinforced their support for leadership development education, such as the BC NLI, by attributing their leaders’ growth to their participation in the programme. However, some BC NLI focus group participants also expressed their hesitation regarding the possibility of external factors, such as prior experience, having possible influence on leadership development.Conclusion: This study provides evidence that formal leadership development, such as the BC NLI, is vital for the development of first-line nurse leaders.

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The influence of nurse leaders on the presence of horizontal violence on staff nurses (2013)

Horizontal violence is a reality for many staff nurses; it has been recognized as an issue across the nursing profession for more than three decades, and yet there is very little interventional research on how nurse leaders can, and should, address the problem. This study has assessed the research evidence obtained using the Rapid Evidence Analysis (REA) method. What can be concluded from this analysis is that leaders should use tools such as authentic leadership, education of horizontal violence and cognitive behavioral rehearsal training to influence the presence of horizontal violence among staff nurses. Due to the limited number of studies, and methodologies used in those studies, further interventional research is needed to strengthen the science.

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Streaming in the emergency department : an innovative care delivery design (2012)

Emergency departments (EDs) in urban settings are experiencing extreme challenges such as overcrowding, long wait times, and patient dissatisfaction (Kelley, Bryant, Cox, & Jolley, 2007). Streaming in the Emergency Department is an innovative care delivery design that is designed to reduce ED overcrowding and improve access to care. Streaming enables moderately acute ambulatory Triage Level 3 patients, who often wait the longest, to be cared for in a separate area embedded within the main ED. These patients receive care to the same standards but sit in a chair for most of their stay, only lying in a bed for examinations, treatments, and tests. This care approach often closely matches the way fast track or minor treatment clinics are run for lower acuity Triage Levels 4 and 5 patients in many urban EDs. This study aims to create a deeper understanding of “streaming.” The research examined what factors influenced the successful streaming of moderately acute ambulatory patients within the streaming unit of Hospital X (British Columbia, Canada). A qualitative descriptive design using a single site case study was employed. The data analysis involved reducing data into meaning units, then reducing them to sub-themes which were finally grouped into four major themes (Graneheim & Lundman, 2003; Yin, 2004). These themes were: “facing health care realities,” “doing it right,” “maintaining flow,” and "what matters?” From this research, it is clear that streaming is improving care, patient outcomes, and staff satisfaction in Hospital X’s emergency department. This innovative care delivery design for moderately acute ambulatory patients is challenging the traditional paradigm of ED care, bringing positive changes in a complex health care environment. Timely care for ED patients, through such innovative models as a streaming unit, can save lives (Devkaran, Parsons, Van Dyke, Drennan, & Rajah, 2009).

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An examination of front line nurse leaders' project work (2011)

No abstract available.

Nurses survey responses about knowledge of nurse practice councils at St. Paul’s Hospital (2011)

This electronic survey study was designed to examine the perceptions, knowledge and commitment of nursing staff regarding shared governance (Nurse Practice Council) at St. Paul’s Hospital (SPH). A cross-sectional survey design was used in this study. The study was conducted in the summer of 2010 at St. Paul’s Hospital, a tertiary hospital in Vancouver, B.C. A 114 nurses participated in the survey who were eligible and agreed to participate in the study. An electronic standardized SG survey was used to collect data for this study. The survey used Likert-like questions to measure the nurses’ perception, knowledge and commitment to the Nurse Practice Council (NPC). Additionally a small number of open-ended questions were used to verify the data from the Likert-like responses. Descriptive statistics were used to measure the level of perception, knowledge and commitment of nurses toward the Nurse Practice Council.Finally content analysis was employed to analyze the nurses’ responses to the open-ended questions.The SG study findings suggest: (1) Staff at SPH supports NPC and has a positive perception of NPC; (2) Staff members do not have enough knowledge about the NPC; and (3) Staff is not sure if administration at SPH is committed to the work of the NPC.The findings also indicate that staff believes the NPC has the potential to make a difference by increasing frontline nurse staff involvement, through education and awareness. Additionally leaders require education in order to increase administrative support and indirectly improve frontline attendance.Results of the one-way ANOVA showed that knowledge of NPC was statistically significant and varied according to practice area. However, no significant results were identified when examining perceptions and commitment according to practice area.In considering the literature that suggests perceptions, knowledge and commitment are essential in the implementation and sustainment of SG, it is surprising that the only significant result was knowledge. These findings indicated that more work is required to improve nurses’ perceptions of NPC, moreover improving the commitment level of staff to SG and the NPC.

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The experiences of undergraduate nursing students enrolled in a team teaching curriculum (2011)

Contemporary nursing education has seen a shift towards student-centred teaching and learning strategies. Team teaching is a student-centred strategy that involves the collaboration of multiple teachers to plan, deliver, and evaluate a course. Team teaching has been used in disciplines outside of nursing education, but there is little literature to support its use within the classroom in undergraduate nursing education. The purpose of this qualitative descriptive study is to examine the experiences of undergraduate nursing students enrolled in a newly revised curriculum at the University of British Columbia School of Nursing (UBC SON) that has adopted team teaching as its main pedagogical teaching and learning strategy. The aim of this research is to provide an evidence-based evaluation of the team teaching strategy with the intent of suggesting ways to improve its delivery. Constructivism and adult learning theory were used to guide this study. Non-randomized convenience sampling produced a study population of 49 third-term undergraduate nursing students enrolled in the UBC Bachelor of Science in Nursing (BSN) program starting in September 2009. Students completed a survey consisting of six open-ended questions designed to describe their experiences with team teaching. Content analysis methodology was used to analyze the data. Findings suggested that students supported the use of team teaching and viewed it as a positive influence on their learning experience. Four positive themes from team teaching emerged from the research: challenging student learning, increasing teacher credibility, teams acting as nursing role models, and promoting student learning. The implications of this research focused primarily on nursing education. Seven recommendations on how team teaching delivery can be improved within the UBC SON curriculum are suggested.

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Current Students & Alumni

This is a small sample of students and/or alumni that have been supervised by this researcher. It is not meant as a comprehensive list.
 

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