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Thematische Bibliographien / Medical-Surgical Nursing – education / Zeitschriftenartikel

Zeitschriftenartikel zum Thema „Medical-Surgical Nursing – education“

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Veröffentlicht am 25. Juli 2024

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1

Packard, Sheila, E. Carol Polifroni und Marlene Kramer. „Nursing Education“. AORN Journal 42, Nr. 6 (Dezember 1985): 888–93. http://dx.doi.org/10.1016/s0001-2092(07)64425-1.

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2

Ameduri, Phyllis. „Medical Surgical Nursing“. Journal of Continuing Education in Nursing 22, Nr. 6 (November 1991): 269. http://dx.doi.org/10.3928/0022-0124-19911101-12.

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3

Pilson, Erin M. „Using nursing theory in nursing education“. AORN Journal 89, Nr. 2 (Februar 2009): 266. http://dx.doi.org/10.1016/j.aorn.2009.01.004.

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4

Neil, Janice A. „Simulation in Nursing Education“. Perioperative Nursing Clinics 4, Nr. 2 (Juni 2009): 97–112. http://dx.doi.org/10.1016/j.cpen.2009.02.002.

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5

Latz, Paula Anne. „Patterns in Nursing: Strategic Planning for Nursing Education“. AORN Journal 47, Nr. 3 (März 1988): 783. http://dx.doi.org/10.1016/s0001-2092(07)66531-4.

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6

Hawker, Ruth Joyce. „Essentials of medical-surgical nursing: nursing process approach“. Nurse Education Today 6, Nr. 1 (Februar 1986): 45. http://dx.doi.org/10.1016/0260-6917(86)90063-8.

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7

Kane, Sister. „Changing Patterns in Nursing Education“. AORN Journal 47, Nr. 2 (Februar 1988): 606–7. http://dx.doi.org/10.1016/s0001-2092(07)69030-9.

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8

deRuyter, Lana M., und Melanie O. Leroy. „Improving Diversity in Nursing Education“. Perioperative Nursing Clinics 4, Nr. 2 (Juni 2009): 121–29. http://dx.doi.org/10.1016/j.cpen.2009.01.005.

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9

Marta, Mary R. „Surgical rotations: A must for nursing education“. AORN Journal 45, Nr. 3 (März 1987): 668–73. http://dx.doi.org/10.1016/s0001-2092(07)65060-1.

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10

Butz, Kathleen P. „Evaluation and Testing in Nursing Education“. AORN Journal 68, Nr. 5 (November 1998): 884–85. http://dx.doi.org/10.1016/s0001-2092(06)62391-0.

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11

Monroe, Heidi, Peggy Plylar und Mary Krugman. „Advancing Medical-Surgical Nursing Practice“. Journal for Nurses in Professional Development 30, Nr. 6 (2014): 303–8. http://dx.doi.org/10.1097/nnd.0000000000000075.

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12

Des Jardin, Karen E. „Political Involvement in Nursing-Education and Empowerment“. AORN Journal 74, Nr. 4 (Oktober 2001): 467–75. http://dx.doi.org/10.1016/s0001-2092(06)61679-7.

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13

Collins, Marjorie A. „Contemporary Strategies for Continuing Education in Nursing.“ AORN Journal 46, Nr. 6 (Dezember 1987): 1169–70. http://dx.doi.org/10.1016/s0001-2092(07)69732-4.

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14

Takahashi, Jacklyn J. „Research in nursing education: Assumptions and priorities“. AORN Journal 46, Nr. 1 (Juli 1987): 132. http://dx.doi.org/10.1016/s0001-2092(07)66405-9.

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15

Bailes, Barbara K. „Changes in perioperative nursing require higher education“. AORN Journal 48, Nr. 1 (Juli 1988): 124–26. http://dx.doi.org/10.1016/s0001-2092(07)67450-x.

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16

Allen, Jennifer. „Geriatric Education and Competence a Nursing Necessity“. Journal of PeriAnesthesia Nursing 24, Nr. 3 (Juni 2009): e16. http://dx.doi.org/10.1016/j.jopan.2009.05.066.

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17

Allen, Jennifer. „Geriatric Education and Competence a Nursing Necessity“. Journal of PeriAnesthesia Nursing 25, Nr. 3 (Juni 2010): 185. http://dx.doi.org/10.1016/j.jopan.2010.04.002.

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18

Bryan, Dennis. „Developing Online Learning Environments in Nursing Education“. AORN Journal 90, Nr. 1 (Juli 2009): 138–39. http://dx.doi.org/10.1016/j.aorn.2009.06.015.

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19

Garrett, Caroline K. „Doctoral Education in Nursing: History, Process, and Outcome“. AORN Journal 51, Nr. 3 (März 1990): 880. http://dx.doi.org/10.1016/s0001-2092(07)66640-x.

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20

Rosentreter, Janet, und Mary Lynn Talboy. „A Didactic and Experiential Approach to Nursing Education“. AORN Journal 78, Nr. 2 (August 2003): 274–88. http://dx.doi.org/10.1016/s0001-2092(06)60777-1.

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21

Kaufman, Melissa W., und Anita C. All. „Raynaud's disease: Patient education as a primary nursing intervention“. Journal of Vascular Nursing 14, Nr. 2 (Juni 1996): 34–39. http://dx.doi.org/10.1016/s1062-0303(96)80013-6.

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22

Schild, Sophia M. „Computers and Nursing: Application to Practice, Education and Research“. AORN Journal 47, Nr. 3 (März 1988): 786. http://dx.doi.org/10.1016/s0001-2092(07)66533-8.

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23

Pease, Gene. „Access Device Guidelines: Recommendations for Nursing Practice and Education“. AORN Journal 82, Nr. 3 (September 2005): 493. http://dx.doi.org/10.1016/s0001-2092(06)60348-7.

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24

Bashaw, Marie. „Integrating Simulations Into Perioperative Education for Undergraduate Nursing Students“. AORN Journal 103, Nr. 2 (Februar 2016): 212.e1–212.e5. http://dx.doi.org/10.1016/j.aorn.2015.12.017.

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25

Parfait, Kaitlyn. „Commentary on Addressing the Perioperative Nursing Shortage Through Education“. AORN Journal 111, Nr. 4 (April 2020): 389. http://dx.doi.org/10.1002/aorn.13006.

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26

Bryant, Ruth, und Bonnie Rolstad. „WOC/ET NURSING EDUCATION“. Journal of Wound, Ostomy and Continence Nursing 31, Supplement (Mai 2004): S18. http://dx.doi.org/10.1097/00152192-200405001-00049.

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27

Byrnes, Tru. „Impact of Delirium Education on Medical-Surgical Nurses' Knowledge“. Journal of Nursing Care Quality 36, Nr. 4 (28.01.2021): 291–93. http://dx.doi.org/10.1097/ncq.0000000000000551.

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28

McMall, Janice M. „Watson medical-surgical nursing & related physiology 4th ed“. Nurse Education Today 13, Nr. 5 (Oktober 1993): 393–94. http://dx.doi.org/10.1016/0260-6917(93)90084-f.

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29

Hooper, Vallire D. „A Nursing Education Still Has the Power to Change Lives“. Journal of PeriAnesthesia Nursing 36, Nr. 3 (Juni 2021): 209–10. http://dx.doi.org/10.1016/j.jopan.2021.04.019.

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30

Lee, Esther, und Maura Adams. „A Multi-Modal Performance Improvement Project to Improve Nursing Education“. Journal of PeriAnesthesia Nursing 32, Nr. 4 (August 2017): e51-e52. http://dx.doi.org/10.1016/j.jopan.2017.06.029.

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31

Kaneshiro, Susan. „Strategic Planning, Marketing, and Evaluation for Nursing Education and Service“. AORN Journal 52, Nr. 3 (September 1990): 642–44. http://dx.doi.org/10.1016/s0001-2092(07)69897-4.

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32

Spry, Cynthia. „Doctoral education in nursing: An assessment of quality, 1979-1984“. AORN Journal 46, Nr. 1 (Juli 1987): 130. http://dx.doi.org/10.1016/s0001-2092(07)66403-5.

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33

Thompson, Gelene T. „Effects of End-of-Life Education on Baccalaureate Nursing Students“. AORN Journal 82, Nr. 3 (September 2005): 434–40. http://dx.doi.org/10.1016/s0001-2092(06)60339-6.

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34

Trice, Lucy B., Catherine Brandvold und Elizabeth Bruno. „Practice and Education: Partnering to Address the Perioperative Nursing Shortage“. AORN Journal 86, Nr. 2 (August 2007): 259–64. http://dx.doi.org/10.1016/j.aorn.2007.05.001.

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35

Dumchin, Mark. „Redefining the Future of Perioperative Nursing Education: A Conceptual Framework“. AORN Journal 92, Nr. 1 (Juli 2010): 87–100. http://dx.doi.org/10.1016/j.aorn.2009.11.068.

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36

Beitz, Janice M. „Addressing the Perioperative Nursing Shortage Through Education: A Perioperative Imperative“. AORN Journal 110, Nr. 4 (27.09.2019): 403–14. http://dx.doi.org/10.1002/aorn.12805.

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37

Antequera, Isabela Granado, Amanda Saba und Maryana da Silva Furlan. „Phlebitis in Medical-Surgical Units“. Journal of Infusion Nursing 47, Nr. 2 (März 2024): 132–41. http://dx.doi.org/10.1097/nan.0000000000000541.

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The most commonly used vascular access is the peripheral intravenous catheter (PIVC). However, it can trigger complications and the occurrence of adverse events, such as phlebitis. This study evaluated the variables that are associated with the occurrence of phlebitis in medical and surgical inpatient units. This is an observational, retrospective, case-control study in medical and surgical hospitalization units of a private general hospital in the city of São Paulo. Participants were an average age of 66.3 years, and 71% were hospitalized in medical units. The risk variables associated with phlebitis were medical hospitalization (odds ratio [OR] = 4.36; P = .002), presence of comorbidity (OR = 10.73; P < .001), and having 5 or more PIVCs (OR = 53.79; P = .001). Regarding intravenous therapy, the use of contrast was a risk variable (OR = 2.23; P = .072). On the other hand, patient education regarding PIVCs was a protective measure against the development of phlebitis. The nursing team plays an essential role in the care of patients with PIVCs, inpatient guidance, planning, and device choice, taking into account the risk factors for phlebitis to maintain the preservation of vascular health and reduce adverse events.

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38

Gregory, Lindsay C., Fatenah Issa und Emily Lowder. „There’s an APP for That: Bringing Nursing Education to the Bedside“. Journal of PeriAnesthesia Nursing 28, Nr. 3 (Juni 2013): e31. http://dx.doi.org/10.1016/j.jopan.2013.04.094.

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39

Markey, Bernadine T. „The effects of continuing education on nursing practice: A meta-analysis“. AORN Journal 55, Nr. 2 (Februar 1992): 646–48. http://dx.doi.org/10.1016/s0001-2092(07)68640-2.

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40

Beitz, Janice M. „Author Response: Commentary on Addressing the Perioperative Nursing Shortage Through Education“. AORN Journal 111, Nr. 4 (April 2020): 391. http://dx.doi.org/10.1002/aorn.13005.

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41

&NA;. „MAINE LEGISLATION STANDARDIZES NURSING EDUCATION“. Journal of Wound, Ostomy and Continence Nursing 13, Nr. 4 (Juli 1986): 36A. http://dx.doi.org/10.1097/00152192-198607000-00025.

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42

Motta, Glenda. „LOBBYING FOR NURSING EDUCATION FUNDS“. Journal of Wound, Ostomy and Continence Nursing 14, Nr. 3 (Mai 1987): 25A. http://dx.doi.org/10.1097/00152192-198705000-00003.

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43

Broadwell-Jackson, Debra. „Issues for ET nursing education“. Journal of Wound, Ostomy and Continence Nursing 18, Nr. 6 (November 1991): 182–83. http://dx.doi.org/10.1097/00152192-199111000-00009.

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44

THOMPSON, J. „ET nursing education in Australia“. Journal of WOCN 23, Nr. 3 (Mai 1996): 130–33. http://dx.doi.org/10.1016/s1071-5754(96)90008-x.

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45

Gray, Mikel. „ET Nursing Education in Transition“. Journal of Wound, Ostomy and Continence Nursing 23, Nr. 3 (Mai 1996): 119. http://dx.doi.org/10.1097/00152192-199605000-00001.

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46

Thompson, Julia M., und Elizabeth English. „ET Nursing Education in Australia“. Journal of Wound, Ostomy and Continence Nursing 23, Nr. 3 (Mai 1996): 130–33. http://dx.doi.org/10.1097/00152192-199605000-00004.

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47

Harrison, Penny. „Simulation in gastrointestinal nursing education“. Gastrointestinal Nursing 16, Nr. 8 (02.10.2018): 51. http://dx.doi.org/10.12968/gasn.2018.16.8.51.

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48

Bustami, Abdurrahman, Wirda Hayati, Erlangga Galih Zulva Nugroho, Cut Mutiah und Muhammad Nazar. „Developing a Mobile Learning Virtual Nursing Diagnosis (VND) Media for Medical Surgical Nursing Course“. Bali Medical Journal 12, Nr. 3 (07.11.2023): 3156–64. http://dx.doi.org/10.15562/bmj.v12i3.4744.

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Link of Video Abstract: https://youtu.be/4zHCrIC1IGE Background: The development of innovative and technology-aligned learning media is a necessary solution for nursing students. Students require access to interactive, practical, and easily accessible learning resources. An application that can facilitate students' learning in nursing diagnosis for surgical nursing, such as Virtual Nursing Diagnosis (VND), is needed. This study focuses on the development of the VND application specifically designed for the Surgical Nursing Care course. Patients and methods: The research is a Research and Development (R&D) study involving 253 nursing students from Aceh Health Polytechnic. A needs analysis was conducted to identify the difficulties faced by students in applying nursing diagnoses to topics related to surgical nursing, particularly the cardiovascular system. Based on the findings of the needs analysis, it was discovered that students face difficulties in determining nursing problems. Therefore, the VND application was developed with features such as assessment forms, assessment tools, disease pathology, and nursing diagnoses. Additionally, the application is equipped with competency tests on interesting nursing cases that are user-friendly for students. Results: The research results indicate that the VND application has received positive feedback from 253 students who have used it in real classroom environments. The application is user-friendly, efficient in performing nursing diagnoses, and provides available nursing case questions. VND application provides an interactive, innovative, and effective learning tool for understanding nursing diagnoses while enhancing accessibility and flexibility through mobile-based learning. The application equips students with the necessary skills to apply nursing diagnoses in real-world surgical medical practice. Conclusion: the VND application significantly contributes to the development of nursing education. It not only improves understanding of nursing diagnoses but also provides an engaging and interactive learning experience. It is hoped that the use of the VND application in surgical nursing education can be an effective and innovative solution to enhance competency in applying nursing diagnoses in clinical practice.

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49

Wong, Team Leader: Diana, und Team Member: Danielle Ward. „PeriAnesthesia Education Block“. Journal of PeriAnesthesia Nursing 38, Nr. 4 (August 2023): e16-e17. http://dx.doi.org/10.1016/j.jopan.2023.06.083.

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50

Oakley, Melanie. „Education in post anaesthetic care nursing“. British Journal of Anaesthetic and Recovery Nursing 3, Nr. 1 (Februar 2002): 4–6. http://dx.doi.org/10.1017/s1742645600000747.

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ABSTRACTPost anaesthetic care nursing was viewed for many years as the ‘poor relation’ of theatre and anaesthetic nursing. This was for a number of reasons, but primarily because recovery of the anaesthetised patient was, until relatively recently ward based. However with the advent of anaesthesia becoming more ‘high tech’ the skill required to look after a patient post anaesthesia has increased and with that increase the need for a high level of education for nurses within this speciality. There is now a long English National Board course for the Post anaesthetic care nurse, and opportunities are arising for nurses working in this area to add to the body of knowledge in post anaesthetic care nursing.

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