Thematische Bibliographien / Nursing evaluation

Inhaltsverzeichnis

  1. Zeitschriftenartikel
  2. Dissertationen
  3. Bücher
  4. Buchteile
  5. Konferenzberichte
  6. Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Nursing evaluation“

Autor: Grafiati
Veröffentlicht am 4. Juni 2021
Zuletzt aktualisiert am 20. Februar 2023

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Zeitschriftenartikel zum Thema "Nursing evaluation"

1

MAAS, M. L., und K. C. BUCKWALTER. „NURSING EVALUATION RESEARCH“. Alzheimer Disease & Associated Disorders 2, Nr. 3 (1988): 166. http://dx.doi.org/10.1097/00002093-198802030-00014.

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Nishimura, Satoshi, Hiroyasu Miwa, Ken Fukuda, Kentaro Watanabe und Takuichi Nishimura. „Future Prospects towards Evaluation of Robotic Devices for Nursing Care : Subjective Evaluation and Objective Evaluation“. Abstracts of the international conference on advanced mechatronics : toward evolutionary fusion of IT and mechatronics : ICAM 2015.6 (2015): 17–18. http://dx.doi.org/10.1299/jsmeicam.2015.6.17.

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3

Roohi, Zahra Riahi, und Shayesteh Salehi. „Quality of Clinical Evaluation from Viewpoint of Nurse Interns and Nursing Unit Clerks; Nursing Students of the School of Nursing and Midwifery“. Asian Journal of Pharmaceutical Research and Health Care 9, Nr. 1 (16.12.2016): 17. http://dx.doi.org/10.18311/ajprhc/0/6129.

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Quality of nurse training programs requires clinical evaluation. The purpose of this study was to achieve a perspective of realities from viewpoint of nursing students during their internship and clerkship. This study was descriptive and quantitative; 180 nurse inters and nursing unit clerks were enrolled for the study. Data was collected using a researcher made questionnaire. Content validity of the questionnaire was confirmed by a group of faculty members and clinical professors; reliability of the questionnaire was confirmed by Cronbach's alpha (0.89). The questionnaire consisted of two parts; demographic data and data related to clinical evaluation in four areas including content of evaluation, the role of instructor in evaluation, evaluation process and outcome of evaluation. The questionnaire was scored on a five-point Likert scale from always to never. At the end, there were two open questions about suggestions on clinical evaluation. Data were analyzed by SPSS22, descriptive and analytic statistics. Results showed that nurse interns evaluated the instructor as good (4.05 ± 0.06), evaluation content as average (3.65 ± 0.06), evaluation process as average (2.77 ± 0.76) and outcome of evaluation as poor (2.41 ± 0.69). Nursing unit clerks evaluated the instructor as good (3.84 ± 0.59), evaluation content as average (3.51 ± 0.68), evaluation process as average (2.60 ± 0.78) and outcome of evaluation as poor (2.56 ± 0.63). According to the results, quality of clinical evaluation of nursing students requires a review in existing processes and tools, as well as revision in programs and clinical evaluations by planners and instructors.
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Roohi, Zahra Riahi, und Shayesteh Salehi. „Quality of Clinical Evaluation from Viewpoint of Nurse Interns and Nursing Unit Clerks; Nursing Students of the School of Nursing and Midwifery“. Asian Journal of Pharmaceutical Research and Health Care 9, Nr. 1 (16.12.2016): 17. http://dx.doi.org/10.18311/ajprhc/2017/6129.

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Quality of nurse training programs requires clinical evaluation. The purpose of this study was to achieve a perspective of realities from viewpoint of nursing students during their internship and clerkship. This study was descriptive and quantitative; 180 nurse inters and nursing unit clerks were enrolled for the study. Data was collected using a researcher made questionnaire. Content validity of the questionnaire was confirmed by a group of faculty members and clinical professors; reliability of the questionnaire was confirmed by Cronbach's alpha (0.89). The questionnaire consisted of two parts; demographic data and data related to clinical evaluation in four areas including content of evaluation, the role of instructor in evaluation, evaluation process and outcome of evaluation. The questionnaire was scored on a five-point Likert scale from always to never. At the end, there were two open questions about suggestions on clinical evaluation. Data were analyzed by SPSS22, descriptive and analytic statistics. Results showed that nurse interns evaluated the instructor as good (4.05 ± 0.06), evaluation content as average (3.65 ± 0.06), evaluation process as average (2.77 ± 0.76) and outcome of evaluation as poor (2.41 ± 0.69). Nursing unit clerks evaluated the instructor as good (3.84 ± 0.59), evaluation content as average (3.51 ± 0.68), evaluation process as average (2.60 ± 0.78) and outcome of evaluation as poor (2.56 ± 0.63). According to the results, quality of clinical evaluation of nursing students requires a review in existing processes and tools, as well as revision in programs and clinical evaluations by planners and instructors.
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Polancich, Shea, Connie White-Williams, Laura Steadman, Kaitrin Parris, Gwen Childs, Terri Poe und Linda Moneyham. „Evaluating intentional quality rounding for undergraduate student nurse training during COVID-19“. Journal of Nursing Education and Practice 12, Nr. 5 (05.01.2022): 47. http://dx.doi.org/10.5430/jnep.v12n5p47.

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Nursing’s body of knowledge is ever expanding, incorporating new theoretical constructs such as quality and safety and care transitions we now consider central to the domain of nursing, and to nursing clinical education. The purpose of this article is to describe an educational quality improvement project, an alternative clinical learning experience during COVID-19 that enabled the implementation and evaluation of Bachelor of Science in Nursing (BSN) students in an intentional quality rounding process. We designed and implemented a retrospective, observational quality improvement educational project. Programmatic evaluation was used to obtain feedback from 273 pre-licensure students using a 10-item Likert scale evaluation tool in June 2020. Students averaged a 4.33 rating on the evaluation of the intentional quality rounding clinical experience as something they should incorporate into future nursing practice. A critical role for nursing education is the development of innovative teaching strategies and learning experiences that facilitate the student in the translation and application of complex constructs from nursing’s expanding body of knowledge, a task made more difficult by the COVID-19 pandemic.
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GIOVANNETTI, PHYLLIS. „Evaluation of Primary Nursing“. Annual Review of Nursing Research 4, Nr. 1 (September 1986): 127–51. http://dx.doi.org/10.1891/0739-6686.4.1.127.

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Morrison, Eileen, Lucille Y. Fisher, Holly Skodol Wilson und Patricia Underwood. „NSGAE Nursing Adaptation Evaluation“. Journal of Psychosocial Nursing and Mental Health Services 23, Nr. 8 (August 1985): 10–13. http://dx.doi.org/10.3928/0279-3695-19850801-05.

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Nilsson, Ulla-Beth, und Ania Willman. „Evaluation of Nursing Documentation“. Scandinavian Journal of Caring Sciences 14, Nr. 3 (September 2000): 199–206. http://dx.doi.org/10.1111/j.1471-6712.2000.tb00584.x.

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SOHN, KUM SOOK. „PROGRAM EVALUATION IN NURSING“. Nurse Educator 12, Nr. 2 (März 1987): 27–34. http://dx.doi.org/10.1097/00006223-198703000-00011.

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Sezer, Hale. „The coaching process evaluation scale used in nursing education“. New Trends and Issues Proceedings on Humanities and Social Sciences 4, Nr. 2 (28.08.2017): 57–63. http://dx.doi.org/10.18844/prosoc.v4i2.2461.

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Dissertationen zum Thema "Nursing evaluation"

1

Bird, Michele Marie. „Evaluation of a nursing residency program“. CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/808.

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Recruitment and retention of professional nurses are crucial issues for hospital departments of nursing. Recognizing the necessity to bridge the gap that persists between nursing education and nursing services, hospitals have designed programs to assist new nurses make the transition to current nursing practice. By helping individuals make the transition to current nursing practice it is hoped that staff nurses will be retained.
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Kalt, Christine Lee. „Clinical Nursing Faculty Competency“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6228.

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Nursing faculty are responsible for graduating competent students and being competent themselves; however, the required competencies of clinical nursing faculty who instruct students in the clinical area are unidentified. The practice problem addressed in this project was the lack of a structured, organized process for identifying initial and ongoing competencies of a clinical nursing facility. The purpose of this project was to explore nursing faculty clinical competency and provide a multimethod, multispecialty approach for implementing clinical nursing faculty competency. The target population was clinical nursing faculty (n= 30) in an academic setting. This project explored the impact of a multimethod, multispecialty approach for assessment and evaluation of clinical nursing faculty competency. The project was guided by Benner's theory of novice to expert; Roger's theory of diffusion and innovation; and the plan, do, check, act model. The study analyzed the data obtained from clinical nursing faculty demographics, and competency validation of 3 clinical and 3 academic, remediation, and retesting outcomes. Descriptive statistics and t test were utilized in analyzing the data. The project findings revealed the clinical nursing faculty members are 100% clinically competent and 68.7% academically competent in the areas evaluated. The project findings have implications for social change through role modeling of leadership skills by clinical nursing faculty and improving student clinical instruction by cultivating competent clinical nursing faculty.
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Yekta, Zohre Parsa. „Curriculum evaluation of nursing education in Iran“. Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/3911/.

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The purpose of this thesis is to clarify different aspects of the nursing curriculum from lecturers' and students' points of view in Iran. The evaluation employed a triangulation technique in order to assess the strengths and weaknesses of the nursing programme and to provide explanations for its successes and failures. In addition, it attempts to find whether there was any relationship between the characteristics of the respondents and their evaluation of the curriculum. The thesis begins with an introduction to the research. The general policy of The Ministry of Health in nursing education and also the main problems which the students and the teaching staff are confronted with, and the deficiencies of facilities are clarified as background to the research. After describing the main features of the nursing curriculum, some critical issues in nursing education are reviewed. At first, investigations on the nursing curriculum in general are analysed and then nursing research on a particular course of a component of the nursing curriculum is described. The conceptual framework of the research explores different concepts of curriculum and its evaluation. Methodological issues and the findings of the research are also presented in detail. In order to make inferences about the characteristics of the lecturer and student populations from the characteristics of the samples drawn from these populations, inferential statistics are applied. The most important findings of this study fall into three categories: The different components of the curriculum from viewpoints of the lecturers and students were: - Goal: ambiguous from the respondents' viewpoints; - Content: acceptable from the respondents' viewpoints: - Methodology: controversial. Lecturers were critical of the teaching methods. On the other hand, they were acceptable to the students; - Evaluation: controversial. Assessment approaches of the individuals were acceptable to the lecturers but not acceptable to the students; There was no common viewpoint among the respondents about the nursing components of the curriculum. None of the respondents' characteristics had a statistical significant relationship with their perceptions about evaluation of the nursing curriculum.
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Saltmarsh, David L. W. (David Lloyd William). „National review of nursing education : student expectations of nursing education“. Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.

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Corchón, Silvia. „The development, implementation and evaluation of a strategy to enhance nursing research in clinical nursing : a realistic evaluation study“. Thesis, University of Sheffield, 2009. http://etheses.whiterose.ac.uk/12804/.

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There is a growing interest in promoting nursing research in Spain, especially with the European Convergence of educational programmes and qualifications. The aim of this study was to contribute to the development of nursing research among clinical nurses in a Spanish hospital. To do so, it explored the nursing research culture in a hospital and, designed and implemented an intervention to increase nursing research by developing research capability and modifying inhibiting factors in the context. This project followed a realistic evaluation approach. It was divided into three phases: baseline, development and evaluation. The baseline phase, conducted with clinical nurses and ward managers in a University Hospital, aimed at gaining an understanding of the nursing research culture in a hospital. This information was used for the development phase, which comprised the design and implementation of an intervention. The intervention, implemented over one year, consisted of the establishment of a mentors' network in the hospital, and an educational program with seminars, research methods courses and journal clubs. The evaluation phase was conducted to study the intervention outcomes looking at the contexts and the intervention mechanisms, through ward managers', clinical nurses' and mentors' views. Several methods of data collection, quantitative and qualitative, were used along the different phases of the study: self completion questionnaires, objective tests, scales and focus groups. The results indicated that the nursing research culture of the hospital developed moderately after the intervention as shown by an increase in participants' research capability (knowledge, skills and attitudes) and a decrease in some of the inhibiting factors identified in the baseline phase. The knowledge provided by this study helped to understand how a carefully designed intervention, based on an understanding of the context, could contribute to nursing research development. This intervention, and the understanding of why and how it worked, could be used as a model in other hospitals.
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Ramsden-Meier, Joanna L. „Evaluating Retention Strategies for At-Risk Undergraduate Nursing Students“. ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/500.

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As there continues to be a nursing shortage and a lack of diversity in the nursing profession, it is important to retain at-risk students who have been admitted to nursing programs. The purpose of this program evaluation was to compare at-risk students who had not received retention services to at-risk students who had received retention services at a Midwestern college. A formative evaluation was conducted using information from three sources: the college, the students, and the community. Guided by a constructivist theory defined by Ponticell, this study examined the effectiveness of the retention program in terms of its impact on course completion rates, semester, and cumulative GPAs, and number of students on probation and dismissed from the college. Using a retrospective quasi-experimental design, data from 72 students in 2 groups were compared using chi-square, t tests, and one-way repeated-measures ANOVA. Although the results were not significant, students who received retention services were less frequently on probation and dismissed, had higher course completion rates, and had higher GPAs. In addition, 54 graduating students were surveyed, and their perceptions of the retention services were positive, with an overall mean score of 4.02 out of 5.0. Themes identified through a community key informant interview included student/personal responsibility, family responsibility, and community responsibility. The program evaluation was summarized in an evaluation report that included the results and recommendations for continuation or the addition of retention services. This study may impact social change as the retention services are reviewed and adjusted in order to produce an increased number of qualified, diverse registered nurses.
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Benson, Johnett. „Evaluation of a Clinical Practicum Evaluation Tool to Address the Education to Practice Gap in Nursing“. Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1368114147.

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Young, Man-chi. „Evaluation of a nursing information system in Hong Kong /“. Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20972611.

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O'Connell, Beverly O. „A comparative study evaluating the effectiveness of nursing assessment formats“. Thesis, Curtin University, 1992. http://hdl.handle.net/20.500.11937/2199.

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Nursing assessment is the foundation of the nursing process. The focus and type of data collected, during such assessment is central to the effectiveness of the diagnostic process and subsequent planned nursing interventions. Whilst there is a multiplicity of factors that impact upon the diagnostic process, eminent nurse theorists espouse a relationship between assessment formats and diagnostic accuracy. This study evaluates the effectiveness of two types of assessment formats by addressing the following questions. When student and registered nurses use a Gordons Functional Health Pattern (GFHP) assessment format compared to using a Review of Biological Systems (ROBS) assessment format is there a difference in: (1) the number and type of diagnoses identified? and (2) the number of criteria achieved within the Standards for Nursing Care (ANF, 1989)?A developed case study with verified diagnoses was used. Professional actors played the part of the client and followed a standard script. Volunteer student and registered nurses (N=100) were randomly assigned to the two types of assessment formats. They were required to conduct an assessment of the client and state the nursing diagnoses. Data were analysed using Multivariate Analysis of Variance.Results indicated that when both groups of nurses used the GFHP format they stated significantly more correct and more diverse categories of diagnoses and significantly fewer diagnoses which were classified as being incorrect and medical, than when they used the ROBS format. In addition, when student and registered nurses used the GFHP format, they elicited significantly more information that complied with the criteria outlined within the Standards for Nursing Care (ANF, 1989), than when they used the ROBS format.The findings of this study indicate that both student and registered nurses are guided by the cues on the assessment format. Therefore, the choice and design of nursing assessment forms are critical as they affect diagnostic accuracy.
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Hall, Katherine C. „Didactic Evaluation Methods“. Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8290.

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Bücher zum Thema "Nursing evaluation"

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Dolores, Bower, und National League for Nursing, Hrsg. Evaluation instruments in nursing. New York: National League for Nursing, 1988.

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Mellish, J. M. Evaluation in clinical nursing. Durban: Butterworths, 1986.

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Nursing theory: Analysis, application, evaluation. 3. Aufl. Glenview, Ill: Scott, Foresman/Little, Brown, 1990.

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Nursing theory: Analysis, application, evaluation. 4. Aufl. Philadelphia, PA: Lippincott, 1994.

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Nursing theory: Analysis, application, evaluation. 5. Aufl. Philadelphia: Lippincott, 1998.

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H, Oermann Marilyn, Hrsg. Behavioral objectives: Evaluation in nursing. 3. Aufl. New York: National League for Nursing, 1990.

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Sorrentino, Sheila A. Nursing assistant review for competency evaluation. St. Louis: Mosby Year Book, 1991.

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Oermann, Marilyn H. Evaluation and testing in nursing education. New York, NY: Springer, 1998.

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Curriculum development and evaluation in nursing. Philadelphia: Lippincott Williams & Wilkins, 2006.

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Curriculum development and evaluation in nursing. New York: Springer Publishing Company, 2015.

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Buchteile zum Thema "Nursing evaluation"

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Peterson, Hans, und Ulla Gerdin Jelger. „Evaluation: A Means to Better Results“. In Nursing Informatics, 64–77. New York, NY: Springer New York, 1988. http://dx.doi.org/10.1007/978-1-4757-4160-5_8.

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Hunt, Eleanor Callahan, Sara Breckenridge Sproat und Rebecca Rutherford Kitzmiller. „System Evaluation“. In The Nursing Informatics Implementation Guide, 213–34. New York, NY: Springer New York, 2004. http://dx.doi.org/10.1007/978-1-4757-4343-2_11.

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Eaton, Nicola, und Pam Moule. „Assessment and Evaluation“. In E-learning in Nursing, 112–24. London: Macmillan Education UK, 2006. http://dx.doi.org/10.1007/978-1-137-08846-8_7.

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Milne, Derek. „Introduction to Evaluation“. In Psychology and Mental Health Nursing, 203–37. London: Macmillan Education UK, 1993. http://dx.doi.org/10.1007/978-1-349-22666-5_9.

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Powell, Jean. „Reflection and the evaluation of experience: prerequisites for therapeutic practice“. In Nursing as Therapy, 26–42. Boston, MA: Springer US, 1991. http://dx.doi.org/10.1007/978-1-4899-3091-0_2.

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Seipp, K. A., und J. P. O’Donnell. „An Evaluation Study of Off-the-Shelf Patient Classification Systems“. In Nursing and Computers, 357–62. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_44.

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Mulhall, Anne. „Research evaluation and utilisation: the role of epidemiology“. In Epidemiology, Nursing and Healthcare, 189–212. London: Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13579-0_7.

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Marks-Maran, Di, und B. Gail Thomas. „Assessment and Evaluation in Problem-based Learning“. In Problem-based Learning in Nursing, 127–50. London: Macmillan Education UK, 2000. http://dx.doi.org/10.1007/978-0-333-98240-2_8.

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Clement, I. „Nursing Evaluation“. In Textbook on Professional Trends and Adjustments in Nursing, 306. Jaypee Brothers Medical Publishers (P) Ltd., 2016. http://dx.doi.org/10.5005/jp/books/12786_53.

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Clement, I. „Nursing Evaluation“. In Textbook on Nursing Foundation for PB BSc Nursing, 250. Jaypee Brothers Medical Publishers (P) Ltd., 2015. http://dx.doi.org/10.5005/jp/books/12616_22.

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Konferenzberichte zum Thema "Nursing evaluation"

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King, M. L., D. Nussbaumer, C. J. Davison, C. Symes, J. Shimoda und C. Wolsey. „Testing Tablet Computers in Nursing Education: A Comprehensive Evaluation Framework“. In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.68.

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McGrath, Ian, und Simon Barroclough. „Usability and Utility: The missing link in evaluation of Healthare information systems“. In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.120.

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Shin, Sujin, Wonsuk Lee und Eunhee Hwang. „Literature review to seek the direction of the evaluation of nursing education curriculums“. In Healthcare and Nursing 2013. Science & Engineering Research Support soCiety, 2013. http://dx.doi.org/10.14257/astl.2013.40.26.

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Shihong Huang, Marilyn Parker, Sam Hsu, Abhijit Pandya und Shubhang Tripathi. „Knowledge-based Evaluation of Nursing Care Practice“. In Integration (IRI). IEEE, 2009. http://dx.doi.org/10.1109/iri.2009.5211546.

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Wang, Yan. „THE EVALUATION METHODS FOR EVIDENCE-BASED NURSING TEACHING“. In 24th International Academic Conference, Barcelona. International Institute of Social and Economic Sciences, 2016. http://dx.doi.org/10.20472/iac.2016.024.094.

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Saithanu, Kesorn, Somchit Luprasong und Sanguan Thanee. „Using the Objective Structured Clinical Examination for Evaluation Nursing Students’ Performances in Psychiatric Nursing Practicum“. In Proceedings of the Third International Conference on Sustainable Innovation 2019 – Health Science and Nursing (IcoSIHSN 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icosihsn-19.2019.34.

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Uprianingsih, Ayudiah, Winda Agustina und Uchira Uchira. „Evaluation The Effect of Gardening Intervention On nutritious foods Consumption of Children and adolescent : A systematic Review“. In 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.20.

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Neto, Júlia, Paula Campos, Francisco Mendes und Celeste Bastos. „Hand Hygiene among Paediatric Nurses: Evaluation of Practices and Intervention Perspective“. In International Congress of Research in Nursing ESEP. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/msf2022017004.

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Nurhidayah, Jumratul, und Ani Margawati. „Evaluation of Public Health Nursing Program: A Systematic Review“. In The 5th International Conference on Public Health 2019. Masters Program in Public Health, Universitas Sebelas Maret, 2019. http://dx.doi.org/10.26911/theicph.2019.04.65.

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Asano, Yoshihiro, Hiroya Tanaka, Shoko Miyagawa und Junki Yoshioka. „3D printing and IoT for personalized everyday objects in nursing and healthcare“. In SPIE Smart Structures and Materials + Nondestructive Evaluation and Health Monitoring, herausgegeben von Vijay K. Varadan. SPIE, 2017. http://dx.doi.org/10.1117/12.2261651.

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Berichte der Organisationen zum Thema "Nursing evaluation"

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McKinney, Ellen, und Armine Ghalachyan. Proposed Typologies for the Dress Needs of Nursing Mothers and Babies and Available Nursing Dress: An Evaluation of the Relationship between Concepts in These Typologies. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-465.

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Carnahan, Ryan, Grant Brown, Marianne Smith, Elena Letuchy, Linda Rubenstein, Bryan Gryzlak, Susan Schultz et al. Evaluating a Training Program for Rural Doctors and Nursing Home Staff on Safe Medicine Use for Patients with Dementia and Nursing Home Residents. Patient-Centered Outcomes Research Institute (PCORI), Juni 2020. http://dx.doi.org/10.25302/06.2020.cer.1131.

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CONNOLLY, MARIE, AKAKPO DOMEFA KONOU und MARIE-LOUISE LEROUX. Evaluating the relationship between income, survival and loss of autonomy among older Canadians. CIRANO, Februar 2023. http://dx.doi.org/10.54932/njrj5247.

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Evaluating the relationship between health at old age and income is crucial for the design of equitable public policies targeted toward the elderly. Using 2016 Canadian survey data on adults aged between 50 and 70, we estimate the relationships between individual income, longevity and dependency at the old age. We use both subjective and objective measures of the probability to survive to age 85, of the probability to have activities of daily living (ADL) limitations, and of the probability of entering a nursing home. We find that income and the (objective and subjective) probability to live to age 85 and over are positively related while income and the (objective and subjective) probability to suffer from ADL limitations are negatively related. We also find that while the objective probability to enter a nursing home is negatively correlated with income, the subjective probability is positively correlated with income. Most of our results are driven by individuals in the highest tercile of the income distribution. Our results are robust to different sensitivity checks.
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Rieder, Karen A., und Susan S. Jackson. An Evaluative Study of the Navy Medical Department's Patient Classification System and Staffing Allocation System. (The Workload Management System for Nursing). Fort Belvoir, VA: Defense Technical Information Center, Dezember 1985. http://dx.doi.org/10.21236/ada170377.

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James-Scott, Alisha, Rachel Savoy, Donna Lynch-Smith und tracy McClinton. Impact of Central Line Bundle Care on Reduction of Central Line Associated-Infections: A Scoping Review. University of Tennessee Health Science Center, November 2021. http://dx.doi.org/10.21007/con.dnp.2021.0014.

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Purpose/Background Central venous catheters (CVC) are typical for critically ill patients in the intensive care unit (ICU). Due to the invasiveness of this procedure, there is a high risk for central line-associated bloodstream infection (CLABSI). These infections have been known to increase mortality and morbidity, medical costs, and reduce hospital reimbursements. Evidenced-based interventions were grouped to assemble a central line bundle to decrease the number of CLABSIs and improve patient outcomes. This scoping review will evaluate the literature and examine the association between reduced CLABSI rates and central line bundle care implementation or current use. Methods A literature review was completed of nine critically appraised articles from the years 2010-2021. The association of the use of central line bundles and CLABSI rates was examined. These relationships were investigated to determine if the adherence to a central line bundle directly reduced the number of CLABSI rates in critically ill adult patients. A summary evaluation table was composed to determine the associations related to the implementation or current central line bundle care use. Results Of the study sample (N=9), all but one demonstrated a significant decrease in CLABSI rates when a central line bundle was in place. A trend towards reducing CLABSI was noted in the remaining article, a randomized controlled study, but the results were not significantly different. In all the other studies, a meta-analysis, randomized controlled trial, control trial, cohort or case-control studies, and quality improvement project, there was a significant improvement in CLABSI rates when utilizing a central line bundle. The extensive use of different levels of evidence provided an excellent synopsis that implementing a central line bundle care would directly affect decreasing CLABSI rates. Implications for Nursing Practice Results provided in this scoping review afforded the authors a diverse level of evidence that using a central line bundle has a direct outcome on reducing CLABSI rates. This practice can be implemented within the hospital setting as suggested by the literature review to prevent or reduce CLABSI rates. Implementing a standard central line bundle care hospital-wide helps avoid this hospital-acquired infection.
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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben und James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, Mai 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.

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Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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Clavet, Nicholas-James, Réjean Hébert und Pierre-Carl Michaud. The future of long-term care in Quebec: what are the cost savings from a realistic shift towards more home care? CIRANO, April 2022. http://dx.doi.org/10.54932/zrzh8256.

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This paper aims to estimate the future long-term care needs and expenditures in Quebec while proposing and evaluating a reform package that could deliver increased coverage as well as be more financially sustainable than current policy. This reform package consists of a shift towards more intensive use of home care while increasing public coverage of care needs. A key feature of the proposed reform is to improve the ability of users to choose their provider with the creation of a senior’s care account, an account that grants individuals in need to purchase services from several providers, including both home and institutional care. To improve the neutrality of public support across care arrangements, we also propose to increase residents’ contribution in nursing homes while favoring the continued use of existing tax credits to help seniors with lower needs in terms of care. Using detailed dynamic modelling of care needs, living arrangements, and expenditures, we estimate that long-term care needs will grow rapidly in the next two decades and the costs will quickly become prohibitive under current policy. We show that substantial cost savings may exist.
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Clavet, Nicholas-James, Réjean Hébert und Pierre-Carl Michaud. The future of long-term care in Quebec: what are the cost savings from a realistic shift towards more home care? CIRANO, April 2022. http://dx.doi.org/10.54932/zrzh8256.

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This paper aims to estimate the future long-term care needs and expenditures in Quebec while proposing and evaluating a reform package that could deliver increased coverage as well as be more financially sustainable than current policy. This reform package consists of a shift towards more intensive use of home care while increasing public coverage of care needs. A key feature of the proposed reform is to improve the ability of users to choose their provider with the creation of a senior’s care account, an account that grants individuals in need to purchase services from several providers, including both home and institutional care. To improve the neutrality of public support across care arrangements, we also propose to increase residents’ contribution in nursing homes while favoring the continued use of existing tax credits to help seniors with lower needs in terms of care. Using detailed dynamic modelling of care needs, living arrangements, and expenditures, we estimate that long-term care needs will grow rapidly in the next two decades and the costs will quickly become prohibitive under current policy. We show that substantial cost savings may exist.
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Brown, Candace, Chudney Williams, Ryan Stephens, Jacqueline Sharp, Bobby Bellflower und Martinus Zeeman. Medicated-Assisted Treatment and 12-Step Programs: Evaluating the Referral Process. University of Tennessee Health Science Center, November 2021. http://dx.doi.org/10.21007/con.dnp.2021.0013.

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Purpose/Background Overdose deaths in the U.S. from opioids have dramatically increased since the COVID-19 pandemic. Although medicated-assisted treatment (MAT) programs are widely available for sufferers of opiate addiction, many drop out of treatment prematurely. Twelve-step programs are considered a valuable part of treatment, but few studies have examined the effect of combining these approaches. We aimed to compare abstinence rates among patients receiving MAT who were referred to 12-step programs to those only receiving MAT. Methods In this prospective study, a cohort of participants from a MAT clinic agreeing to attend a 12-step program was compared to 15 controls selected from a database before project implementation. Eligible participants were diagnosed with OUD, receiving buprenorphine (opiate agonist), and at least 18. Participants were provided with temporary sponsors to attend Narcotics Anonymous, Alcoholics Anonymous, and Medication-Assisted Recovery meetings together. The primary endpoint was the change in positive opiate urine drug screens over 6 months between participants and controls. Results Between March 29, 2021, and April 16, 2021, 166 patients were scheduled at the clinic. Of those scheduled, 146 were established patients, and 123 were scheduled for face-to-face visits. Of these, 64 appeared for the appointment, 6 were screened, and 3 were enrolled. None of the participants attended a 12-step meeting. Enrollment barriers included excluding new patients and those attending virtual visits, the high percentage of patients who missed appointments, and lack of staff referrals. The low incidence of referrals was due to time constraints by both staff and patients. Implications for Nursing Practice Low enrollment limited our ability to determine whether combining medication management with a 12-step program improves abstinence. Failure to keep appointments is common among patients with OUD, and virtual meetings are becoming more prevalent post-COVID. Although these factors are unlikely to be controllable, developing strategies to expedite the enrollment process for staff and patients could hasten recruitment.
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Health hazard evaluation report: HETA-90-252-2167, Northland Terrace Nursing and Rehabilitation Center, Columbus, Ohio. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control, National Institute for Occupational Safety and Health, Dezember 1991. http://dx.doi.org/10.26616/nioshheta902522167.

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