Dissertations / Theses on the topic 'Evidence-based nursing – Study and teaching'
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Waters, Donna. "Evidence : the knowledge of most worth." University of Sydney, 2006. http://hdl.handle.net/2123/1903.
Full textSimilar to their colleagues throughout the world, nurses and midwives in New South Wales (NSW), Australia, welcome evidencebased practice (EBP) as a means to improve patient or client outcomes. This thesis explores the way nurses and midwives understand evidence for EBP and aims to determine whether members of these professions currently have the knowledge and skills necessary to implement evidence‐based care. Three separate studies were conducted to explore NSW nurses’ readiness for EBP. Attitudes, knowledge and skill were investigated using an EBP questionnaire returned by 383 nurses. The views of 23 nursing opinion leaders were elicited during qualitative in‐depth interviews, and their ideas on maximising the potential for future nurses to confidently engage in EBP were explored. Current approaches to teaching EBP in undergraduate nursing programs were investigated by examining documents issued by NSW nursing education providers. The results demonstrate many differences between the ways NSW nurses currently understand evidence for EBP, and a range of approaches to teaching EBP in undergraduate nursing programs. Under current conditions, nurses graduating from universities in NSW commence practice with varying levels of preparation for EBP and enter into a professional arena that is itself struggling to cope with the concepts and language of this approach to improving healthcare. v Evidence for the effectiveness of EBP is slowly accumulating and despite some small positive signs, the collective results of this thesis suggest that current educational approaches are not capable of producing the kind of results that are both necessary and desirable for the promotion of evidence‐based nursing practice in NSW. Articulating a commitment to EBP, using a common language and a consistent approach are among the recommendations made for the future promotion of EBP in nursing education.
Breytenbach, Cecile. "A best practice guideline for evidence based teaching strategies for nurse educators." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/4831.
Full textChan, Yung-kwan Albert, and 陳容坤. "Hong Kong nursing students' learning approaches: why and how do hospital-based general nursing students learn?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957055.
Full textPhillips, Janet Martha. "Clinical educators' adoption of socioculturally-based teaching strategies." Thesis, Connect to resource online, 2009. http://hdl.handle.net/1805/1902.
Full textTitle from screen (viewed on August 28, 2009). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Pamela Ironside, Anna McDaniel. Includes vita. Includes bibliographical references (leaves 177-197).
Ring, Nicola A. "A critical analysis of evidence-based practice in healthcare : the case of asthma action plans." Thesis, University of Stirling, 2013. http://hdl.handle.net/1893/13061.
Full textVan, Belkum Corrien. "A process of quality improvement for outcomes-based critical care nursing education." Thesis, Stellenbosch : Stellenbosch University, 2001. http://hdl.handle.net/10019.1/52125.
Full textENGLISH ABSTRACT: A thoughtfully planned learning program provides a blueprint for critical care nursing and gives direction to theory and clinical practice. The design of a learning program for critical care nursing that is adaptive, learner focussed and integrated, helps nurses acquire the necessary competencies (knowledge, technical skills and attitudes/values) needed for critical thinking. It also enables critical care nurses to grow professionally and to develop expertise in critical care nursing. Outcomes-based education has become the "new buzz word" in South Africa, and a paradigm shift from content-based to outcomes-based education has become essential. Institutions are concerned with efficient and effective approaches to critical care nursing delivery. The institution (nursing department) proves its worth by anticipating patient care needs and planning its learning program cognizant of the need to correlate activities with the institution's (nursing department) mission and outcomes. Planning that meets the learning needs of the critical care nursing learners not only provides the ability to meet job expectations, but also experiences for professional growth and satisfaction. In an age of nursing shortage, a well planned, integrated and outcomes orientated critical care learning program is essential. The outcome of the research was identified as a process of quality improvement for outcomes-based critical care nursing education, which included validated standards to facilitate quality critical care nursing education. This was researched by utilising an adapted Laing and Nish Model for Quality Assurance (1981) as the research strategy. Seven (7) steps were identified, namely: Step one included the identification and clarification of values; step two determined criteria, established standards for outcome, structure and process; step three ratified criteria and validated standards; step four identified and analysed factors influencing the results; step five selected appropriate actions to maintain or improve critical care nursing education; step six implemented the selected actions and in step seven, assessment (testing) was done. In steps two and three of the quality improvement process the Muller's (1996) Three Phase Model for Standard Development was implemented. Seven (7) standards were identified and formulated, namely: Standard one - Quality improvement; Standard two - Standard formulation; Standard three - Philosophy; Standard four - Legislative framework; Standard five - Curriculum development (learning program development); Standard six - Outcomes-based education; and Standard seven - Critical care nursing education. During the process of validation of the standards, standards five and six were combined and became Standard five - Outcomes-based learning program development. In step three the Delphi technique as part of the second phase of Muller's model (1996), was utilised to gain expert opinions / validation of standards. Operationalisation and assessment of the validated standards as part of a process of quality improvement for outcomes-based critical care education were done in a higher education institution. The results of this pilot study that was done supported the central theoretical assumption, namely that outcomes-based critical care nursing facilitates quality critical care nursing. The uniqueness of the research lies in the fact that in outcomes-based critical care nursing education there is no formal process of quality improvement for outcomes-based critical care nursing education. In this research, standards were developed and presented as part of a process of quality improvement for outcomes-based critical care nursing education. These standards should guide the developer of an outcomes-based critical care nursing education program during the development of the learning program (meso curriculum) and could be utilised to judge the quality of the current learning programs' quality. Five of the six standards are generic and could be utilised with minor adjustments in any higher education learning program.
AFRIKAANSE OPSOMMING: 'n Weldeurdagte leerprogram dien as 'n bloudruk vir kritiekesorg-verpleging, en rig beide die teorie en die kliniese praktyk. Die ontwerp van 'n leerprogram vir kritiekesorg-verpleging wat ge"integreerd,leerder-gefokus en aanpasbaar is, help verpleegkundiges om die nodige vaardighede (kennis, tegniese vaardighede en houdings/waardes) vir kritiese denke te ontwikkel. Dit stel kritiekesorg verpleegkundiges ook in staat om professioneel te groei en om kundigheid in kritiekesorg-verpleging te ontwikkel. Uitkoms-gebaseerde onderrig is die "nuwe wagwoord" in Suid-Afrika en het 'n paradigmaskuif van inhoud-gebaseerde- na uitkoms-gebaseerde onderrig genoodsaak. Instellings is begaan oor doeltreffende en effektiewe benaderings vir die lewering van kritiekesorg verpleging. Die verrnoe van 'n instelling (departement verpleging) om pasientsorq-behoeftes te voorspel en om die kritiekesorg leerprogram se aktiwiteite in ooreenstemming met die instelling (departement verpleging) se missie en verwagte uitkomstes te beplan, bewys die waarde van die instelling (departement verpleging). 8eplanning wat aan die leerbehoeftes van die kritiekesorg-Ieerders voldoen, bevredig nie aileen hul werksverwagtinge nie, maar het ook professionele groei en genoegdoening tot gevolg. In Goed-beplande, ge"integreerde en uitkoms-georienteerde kritiekesorg leerprogram is essensieel in 'n tyd waar verpleegtekorte aan die orde van die dag is. Ten einde gehalte-verpleegonderrig te fasiliteer, is die uitkoms van die navorsing as 'n proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorgverpleegonderrig, wat gevalideerde standaarde insluit, ge"identifiseer. 'n Aangepaste Laing en Nish Model vir Gehalteversekering (1981) is as navorsingstrategie vir hierdie navorsing gebruik. Sewe (7) stappe is ge"identifiseer, naamlik: Stap een sluit die identifisering en verduideliking van waardes in; stap twee bepaal kriteria en skep standaarde vir uitkoms, struktuur en proses; stap drie bekragtig en valideer die standaarde; stap vier identifiseer en ontleed faktore wat die resultate belnvloed; stap vyf selekteer toepaslike aksies om kritiekesorg-verpleegonderrig te handhaaf of te verbeter; stap ses implementeer die geselekteerde aksies en in stap sewe is assessering (toetsing) gedoen. Muller (1996) se Drie Fase Model vir Standaardontwikkeling is in stappe twee en drie van die gehalteverbeteringsproses ge"implementeer. Sewe (7) standaarde is ge"identifiseer en geformuleer, naamlik: Standaard een - Gehalteverbetering; Standaard twee - Standaardformulering; Standaard drie - Filosofie; Standaard vier - Wetlike raamwerk; Standaard vyf - Kurrikulumontwikkeling (Ieerprogramontwikkeling); Standaard ses - Uitkoms-gebaseerde onderrig; en Standaard sewe - Kritiekesorg-verpleegonderrig. Tydens die valideringsproses van die standaarde, is standaarde vyf en ses gekombineer as Standaard vyf - Uitkomsgebasseerde leerprogramontwikkeling. Gedurende stap drie is die Delphitegniek tydens die tweede fase van Muller (1996) se model gebruik om deskundige opinies te verkry I die standaarde te valideer. Operasionalisering en assessering van die gevalideerde standaarde as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde onderring is in 'n hoeronderwysinstelling gedoen. Die resultate van hierdie toetsstudie het die sentrale teoretiese aanname, naamlik dat uitkoms-gebaseerde kritiekesorg-verpleging gehalte kritiekesorg-verpleging fasiliteer, ondersteun. Die uniekheid van hierdie navorsing is gelee in die feit dat daar in uitkomsgebaseerde kritiekesorg-verpleegonderrig, geen formele proses van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig is nie. In hierdie navorsing is standaarde ontwikkel en aangebied as deel van In sisteem van gehalteverbetering vir uitkoms-gebaseerde kritiekesorg-verpleegonderrig. Hierdie standaarde kan tydens die ontwikkeling van die leerprogram (mesokurrikulum), die ontwikkelaar van In uitkoms-gebaseerde kritiekesorgverpleegondderigprogram begelei, en kan gebruik word om die gehalte van huidige leerprogramme te beoordeel. Vyf van die ses standaarde is generies en kan, met minimale veranderinge in enige hoer onderwys leerprogram gebruik word.
Oosterbroek, Tracy Ann, and University of Lethbridge Faculty of Health Sciences. "Preparing to care : creating a culture of caring in problem based learning tutorial groups." Thesis, Lethbridge, Alta. : University of Lethbridge, School of Health Sciences, c2009, 2009. http://hdl.handle.net/10133/1295.
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Wilkie, Margaret C. K. "Actions, attitudes and attributes : developing facilitation skills for problem-based learning." Thesis, Coventry University, 2002. http://curve.coventry.ac.uk/open/items/579668cc-9ec4-2005-ac69-eaab234c1396/1.
Full textYeung, Hiu-hung, and 楊曉紅. "From hospital based training to tertiary education: issues concerning an initial implementation of newnursing education policy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962075.
Full textJulie, Hester. "Community- based service-learning through reflective practice." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textVan, Schyndel Jennie L. "Nursing students' perceptions of presence in online courses." Thesis, Indiana University - Purdue University Indianapolis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737835.
Full textLack of presence in online courses can result in perceived isolation leading to student dissatisfaction with the learning experience. The purpose of this study was to measure nursing students’ perceived extent of teaching, social and cognitive presence and course satisfaction in an online undergraduate nursing course, and whether relationships and associations existed between the three presences, course satisfaction, student demographic, academic, and technology variables, and selected instructional strategies.
The Community of Inquiry theory was the framework used in this descriptive correlational study of RN-BSN students (n= 76). Variables were measured using the Community of Inquiry Survey and the Perceived Student Satisfaction Scale instruments, and a researcher developed survey.
Findings indicated students’ perceived teaching and cognitive presence were present to a greater extent than social presence. Significant positive correlations (p < .01) were found between teaching and cognitive presence (r =.79), cognitive and social presence (r =.64), teaching and social presence (r =.52), satisfaction and the teaching (r =.77), social (r =.63), and cognitive (r =.52) presences. There were no significant findings associated with age, ethnicity, race, number of online courses taken, expected course grade or GPA and perceptions of the three presences and course satisfaction. There was a significant difference (p ≤ .05) with gender and perceived social presence with male students reporting stronger levels. Students experiencing course technology difficulties reported significantly ( p ≤ .05) lower perceptions of teaching presence than those experiencing no difficulty. Significant differences (p ≤ .05) were found between specific course instructional strategies and each presence and course satisfaction. The findings provide faculty with an understanding of online course management and teaching/learning strategies that may increase students’ perceptions of presence in online courses and improve student satisfaction with online learning.
Jetha, Farah Shirazdin. "Teaching needs and evidence-based strategies to support novice nursing clinical teachers: a rapid evidence assessment." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44317.
Full textBaxley, Michelle. "School nurse's implementation of evidence-based practice| A mixed method study." Thesis, University of Phoenix, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10257368.
Full textEvidence-based practice (EBP) ensures excellent nursing care; however, limited literature exists for implementing EBP within schools. This mixed method study, using the Promoting Action on Research Implementation in Health Services (PARIHS) framework, explained EBP implementation within three school districts. Quantitative results identified the level of implementation and nursing characteristics predictive of EBP implementation. The mean EBP Implementation score (n = 64) was 8.36 (SD 9.75), indicating a low level of EBP implementation. EBP Belief scores was the only nursing characteristic that explained 34% of the variance. Qualitative results explained survey results, using a multiple case study design with interviews with six school nurses with high or low EBP Implementation scores. Analysis included pattern matching to propositional statements derived from PARIHS evidence, context, and facilitation concepts. Individual case stories varied and demonstrated both positive and negative patterns. Data synthesis examining propositions and themes indicated all cases supported four evidence propositions. No cases supported the evidence proposition about collecting and using routine student data. Three cases (n =3) with high EBP Implementation scores supported six evidence and context propositions. Three cases (n = 3) with low EBP Implementation scores supported thirteen propositions for the evidence, contest, and facilitation concepts. Common themes across cases were using evidence, cultural influences, structural supports, and impeding implementation. When integrating findings only three EBP Implementation scale items indicated routine implementation of evidence, which matched with evidence propositions supported across cases and the theme using evidence. Context and facilitation propositions and themes primarily explained low EBP Implementation items.
Smith, Amy L. "Evidence-Based Practice Self-Efficacy and Outcome Expectancy in the Nurse Resident." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1596206174965756.
Full textChang, Hui-Chen. "Evidence-based practice in nursing homes a study of Taiwanese nurses' and nursing managers' perceptions /." Connect to full text, 2008. http://hdl.handle.net/2123/3572.
Full textTitle from title screen (viewed 11 February 2009). Includes tables and questionnaires. Submitted in fulfilment of the requirements for the degree of Doctor of Philosophy to the School of Behavioural and Community Health Sciences, Faculty of Health Sciences. Includes bibliographical references. Also available in print form.
Norman-Marzella, Nancy L. "Evidence-Based Practice Self-Study Education Program for Staff Nurses on Genomics." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7416.
Full textPye, Sherry Elaine. "Making a Difference: Evidence Based Palliative Care Education for Neonatal Nurses." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2329.
Full textCurtis, Jessica Marie, and Jessica Marie Curtis. "Oncology Providers' Use of Evidence-Based Fatigue Assessment in Patient Care: A Descriptive Study." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621309.
Full textCulyer, Linda. "Nursing Faculty Knowledge, Beliefs in Effectiveness and Use of Evidence-Based Teaching Strategies that Facilitate Student Transfer of Knowledge Between Theory and Practice." Thesis, Sage Graduate School, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10289054.
Full textDespite the need for nursing education to emphasize active, innovative evidence-based teaching strategies that facilitate transfer of knowledge, there is a dearth of research regarding faculty teaching practices. This mixed-method descriptive study explored pre-licensure nursing faculty in New York State about their knowledge, beliefs in effectiveness, and use of evidence-based teaching strategies as well as both facilitators and obstacles to their use.
Faculty had the most knowledge about 1) problem-based learning, 2) simulation, 3) reflection, 4) small group work, and 5) case-based learning. The five top strategies that they believed to be most effectiveness were 1) simulation, 2) case-based learning, 3) problem-based learning, 4) unfolding case study, and 5) small group work. The five top strategies used most were 1) reflection, 2) problem-based learning, 3) case-based learning, 4) small group work, and 5) unfolding case study. Correlations revealed that the relationship between the 10 evidence-based teaching strategies and knowledge, belief in effectiveness and use of the strategies was significant (p < .01).
A major theme of facilitators revealed a “culture of support” which included support of administration, other faculty, technology, classroom capabilities, access to case studies, and small student groups. Conversely, the obstacles described included lack of time, resources, support from administration, other faculty, and technology.
To foster use of active, evidence-based strategies in nursing education, it is crucial to create an educational environment which includes faculty development programs and support.
Coombs, Claude. "Pilot study to evaluate an evidence-based pain management protocol for adults with Sickle cell disease." NSUWorks, 2014. https://nsuworks.nova.edu/hpd_con_stuetd/23.
Full textStevenson, Patricia. "Education Plan to Empower Wound Care Nurses for Evidence-Based Practice." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6131.
Full textSin, Lok-man Raymond, and 冼樂文. "Simulation for training of clinical anaesthesia : is it an evidence-based or a fashionable practice?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/193781.
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Blanié, Antonia. "Evaluation expérimentale du raisonnement clinique dans le cadre des jeux sérieux pour la formation des professionnels de santé. Comparative value of a simulation by gaming and a traditional teaching method to improve clinical reasoning skills necessary to detect patient deterioration: a randomized study in nursing students Assessing validity evidence for a serious game dedicated to patient clinical deterioration and communication." Thesis, université Paris-Saclay, 2020. http://www.theses.fr/2020UPASS092.
Full textImprovement of clinical reasoning (CR) is a key issue for the future of medicine because it has been established that imperfect reasoning leads to insufficient care results. CR is a complex cognitive process which synthesizes information obtained from the clinical situation, then uses it to make a diagnostic analysis and take a decision on patient management by integrating previous knowledge and experience. Training for this skill is therefore essential. To improve reasoning, knowledge of the mechanisms which build it up is necessary and a review of these mechanisms constitutes the initial part of this thesis.Training of healthcare professionals through simulation is becoming widespread with the objective of "never the first time on a patient". In rapid expansion, the use of serious games (SG) represents an interesting pedagogical tool. A review of the literature on the effectiveness of SG and more particularly in the context of CR is also included in the initial part of this thesis. Thus, SG is effective and may, among other things, target certain skills, including CR. However, most studies dealing with CR by using SG include qualitative assessments or self-assessments of learners or focus only on the outcome (decision making). Therefore, the educational value and modalities of SG in the training of CR of health professionals remain to be further explored.The SG LabForGames Warning was developed in the LabForSIMS simulation center for nursing students and targets detection of patient deterioration and the ensuing communication. The objective of this thesis is to test a learning mode using SG simulation in order to improve CR in healthcare professionals.The first study evaluated the validity of the SG LabForGames Warning according to the Messick’s Framework. This study showed that scores and playing time could not differentiate the level of clinical skills of nurses. However, evidence of validity was obtained for content, response process and internal structure. Although this version of the game cannot therefore be used for summative evaluation of students, our study shows that this SG is well accepted by students and can be used for training within an educational program.A second study evaluated the effectiveness of 2 teaching modalities on learning CR for the detection of clinical patient deterioration by comparing a group of nursing students trained by simulation with LabForGames Warning compared to a group trained by traditional teaching. CR was assessed by script concordance tests immediately and 1 month later. This randomized multicenter study included 146 volunteer nursing students. No significant difference was observed in CR change between simulation training with SG and traditional teaching. However, satisfaction and motivation were better with simulation instruction.In conclusion, we have confirmed the validity of SG LabForGames Warning as an educational tool with formative and not summative aims. Then, although no difference in learning about CR was observed between simulation training with SG and traditional teaching, satisfaction and motivation were better with simulation teaching with the game. Further studies are needed to clarify the modalities and pedagogical strategies of SG in the training of healthcare professionals, such as the place of debriefing and the role of motivation. Moreover, technological developments such as artificial intelligence might transform CR training and the available pedagogical tools in the coming years
Chung, Lisa. "AN EXPLORATION OF SELECTED CHARACTERISTICS OF REGISTERED NURSES AND THEIR USE OF EVIDENCE-BASED PRACTICE IN ACUTE CARE SETTINGS." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1430143066.
Full textChandler, Erol. "Increasing Evidence Based Reasoning in an 8th Grade Classroom Through Explicit Instruction." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1474.
Full textBerrick, Richild. "Use of Evidence-Based Test Development in Pre-Licensure Nursing programs: A Descriptive Study of Faculty Beliefs, Attitudes and Values." Diss., NSUWorks, 2019. https://nsuworks.nova.edu/hpd_con_stuetd/56.
Full textAl, kalaldeh Mahmoud. "Enteral nutrition in the critically ill : a mixed-methods study of adherence to evidence-based protocols, nursing responsibility and teamwork." Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/2007/.
Full textNesbitt, Jason L. "Journal Clubs: A Two-Site Case Study of Nurses' Continuing Professional Development." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20309.
Full textMacedo, Vanessa Luciana. "Validação de conteúdo das intervenções de enfermagem “Ensino Pré-operatório” e “Ensino: Procedimento/Tratamento” da Classificação das Intervenções de Enfermagem, para procedimento percutâneo em hemodinâmica /." Botucatu, 2016. http://hdl.handle.net/11449/138121.
Full textResumo: Introdução: O ensino pré-operatório traz benefícios diretos ao paciente submetido a procedimento percutâneo, tanto no procedimento como na recuperação pós-operatória. Objetivo: Realizar a validação de conteúdo das intervenções de enfermagem “Ensino: Pré-operatório” (5610) e “Ensino: Procedimento/Tratamento” (5618) da Classificação das Intervenções de Enfermagem (NIC), para procedimento percutâneo em hemodinâmica. Desenvolver um protocolo para a realização do Processo de Enfermagem na consulta pré-operatória em hemodinâmica. Método: Estudo descritivo, tendo por população expertos em cardiologia ou hemodinâmica, em uma amostra por conveniência. Foi critério de inclusão a experiência clínica de, pelo menos, quatro anos em hemodinâmica ou cardiologia. Os expertos foram convidados a responder um instrumento que avaliou as 31 atividades de enfermagem da intervenção “Ensino: Pré-operatório” e as 28 atividades de enfermagem da intervenção “Ensino: Procedimento/Tratamento” da NIC, considerando sua pertinência para a consulta de enfermagem pré-operatória em hemodinâmica. Foram atribuídos pelos expertos, para cada atividade de enfermagem, por meio de escala tipo Likert, os seguintes níveis: 1 – muitíssimo pertinente; 0,75 – muito pertinente; 0,50 – de algum modo pertinente; 0,25 – pouco pertinente; 0 – nada pertinente. As atividades foram classificadas segundo a média ponderada apresentada, como: média ponderada maior ou igual a 0,80 - principais; médias ponderada entre 0,50 e 0,79 - se... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: Introduction: Preoperative teaching brings direct benefits to patients undergoing percutaneous procedure, both in procedure and in the postoperative recovery. Objective: Perform content validation of the nursing interventions “Teaching: Preoperative” (5610) e “Teaching: Procedure/Treatment” (5618) of Nursing Interventions Classification (NIC), to percutaneous procedure in hemodynamic. Develop a protocol for carrying out the nursing process in the preoperative consultation in hemodynamic. Methods: Descriptive study, with the population experts in cardiology or hemodynamics, a convenience sample. Were the inclusion criteria, clinical experience of at least four years in hemodynamic or cardiology. Experts were asked to respond an instrument on which evaluated 31 nursing activities of intervention “Teaching: Preoperative” and 28 nursing activities of intervention “Teaching: Procedure/Treatment” of NIC, considering their pertinence to the preoperative nursing consultation in hemodynamic. Experts attributed for each nursing activity through Likert scale, the following levels: 1 - highly pertinent; 0.75 - very pertinent; 0.50 - of any pertinent; 0.25 - little pertinent; 0 - nothing pertinent. The activities were classified according to the weighted average presented as: weighted average higher or equal to 0.80: Major; weighted averages between 0.50 and 0.79: Secondary; and less than 0.50: irrelevant. The project was approved by the Research Ethics Committee of the Botucatu Medical S... (Complete abstract click electronic access below)
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Abdullah, Ghadah Mubarak. "Mentoring as a Knowledge Translation Intervention to Inform Clinical Practice: A Multi-Methods Study." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/32497.
Full textDouglas, Natalie Franko. "Supporting Speech-Language Pathologist Evidence-Based Practice Use: A Mixed-Methods Study in Skilled Nursing Facilities within the Promoting Action on Research Implementation in Health Services Framework." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4663.
Full textNadalin, Penno Letitia. "Understanding the Sustainability of Selected Recommendations for a Nursing Best Practice Guideline within an Acute Care Context." Thesis, Université d'Ottawa / University of Ottawa, 2021. http://hdl.handle.net/10393/42666.
Full textVolpato, Marcia Paschoalina. "Ensino clínico sob o paradígma da prática embasada em evidências: integração da teoria e prática para a prevenção da úlcera por pressão." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/22/22132/tde-09022015-201722/.
Full textPressure ulcers, considered an adverse event, compromise the safety of patients under the care of health professionals. One way to provide safety is through evidence-based practice, which can be implemented with students through the use of active teaching-learning methods. The general study objective was to propose a teaching method for students from the Nursing program at the Universidade Estadual de Londrina, to assess the risk of pressure ulcer development in patients hospitalized at a medical-surgical unit and to identify the nursing prescriptions for this prevention in the records in patient files. Approval for the research was obtained from the institutional Research Ethics Committee and quantitative and qualitative methods were applied, with a descriptive design, involving three phases. The first was a workshop on evidence-based practice. The second was developed by the students and researcher and the data were collected with 21 patients, hospitalized at the medical-surgical unit for 15 continuous days, in which the risk of pressure ulcer was assessed through the Braden Scale and the records of the nursing prescriptions related to the use of evidences to prevent pressure ulcers. The third was developed with the students to investigate the meaning of the experience with the teaching method. The 21 patients assessed had a mean age of 44.76 years and the most frequent medical diagnoses were diseases of the musculoskeletal system and connective tissue (42.86%). On the first assessment day, considering the total score on the Braden Scale, 17 patients (80.95%) had a moderate to very high risk. In the skin inspection, 25 pressure ulcers were identified, with the sacral region as the most frequent location (44%) and stages I and II as the predominant classifications. In the analysis of the files, no nursing notes were identified with regard to the risk assessment, nor related to the use of the Braden Scale. The most frequent nursing prescriptions to prevent ulcers were decubitus change, use of cushions, protection against humidity and use of hydrating creams, and the least frequent was the maintenance of the headrest at 30 degrees. No association was found between the prescribed prevention measures and the subscores of the Braden scale. The meaning of the experience of the eight students who participated in the research was investigated by means of the content analysis of the statements obtained in the group discussions and two categories were identified: learning about the theme pressure ulcer and getting to know the reality of the institution and nursing with regard to pressure ulcer. In conclusion, the students related the theory with the practice, identified the nurses\' competences in the assessment of patients with risk of pressure ulcers, improved the knowledge on the pressure ulcer stages and identified the Braden Scale to support the risk assessment for pressure ulcer. The students also identified the lack of care by the nursing team and the importance of the family\'s presence and perceived the need for safe practice with regard to pressure ulcers
Starling, Roosevelt Riston. "Prática controlada: medidas continuadas e produção de evidências empíricas em terapias analítico-comportamentais." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/47/47133/tde-29032010-163308/.
Full textAiming to establish public and empirically based controls for the therapist-practitioner\"s clinical verbal behavior, a model of Evidence Based Psychological Practice, called Controlled Practice, was adapted, tested and explored in real-world conditions of application. This model is based on a specific arrangement of the therapeutic procedures and on five instruments for collecting qualitative and quantitative pre-intervention information and empirical data and for collecting continued empirical data on the client\"s level of psychological distress, on the therapeutic relationship\"s quality and on the client\"s level of performance at therapeutic tasks along the first 20 sessions of behavior-analytic oriented psychological treatments of 34 clients (10 males, 33,3 ± 14,2 yrs., and 24 females, 35,6 ± 9,9 yrs.) in three different towns. The therapies were delivered by three experienced therapists and four inexperienced. Results indicates that this model of controlled practice may anchor the practitioner verbal behavior (his/her clinical and theoretical interpretations and judgments) on empirically based indexers that are, at the same time, sensitive to the short, medium and long-term evolution of the therapy and may provide clinically and socially relevant public evidences of the treatment\"s intermediate and outcome results. Through the analysis of the time-series collected results also suggested that the client\"s evaluation of his/her level of psychological distress, his/her engagement in the therapeutic tasks and his/her appraisal of the therapeutic relationship may respond to independent controls and/or to idiosyncratic variables. A discussion of the theory of measurement, measurement scales and measures in psychology and psychotherapy is presented and some suggestions for future researches are offered.
Alexander-Goreá, Trenika. "Development of a Guideline for Hospice Staff, Patients, and Families on Appropriate Opioid Use." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4496.
Full textJayasekara, Rasika Sirilal. "The development of an evidence-based conceptual framework for undergraduate nursing curricula in Sri Lanka." 2008. http://hdl.handle.net/2440/47521.
Full texthttp://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1317073
Thesis(Ph.D.) -- University of Adelaide, School of Population Health and Clinical Practice, 2008
Mthiyane, Gloria Nozipho. "The experiences of nurse educators in implementing the evidence-based practice in teaching and learning." Diss., 2018. http://hdl.handle.net/10500/24763.
Full textHealth Studies
M.A. (Health Studies)
Mtshali, Ntombifikile Gloria. "A grounded theory analysis of the meaning of community-based education in basic nursing education in South Africa." Thesis, 2003. http://hdl.handle.net/10413/6291.
Full textThesis (Ph.D.)-University of Natal, Durban, 2003.
Madiope, Maria. "Web-based instruction for critical care nursing science." Thesis, 2014. http://hdl.handle.net/10210/11519.
Full textThe study started by establishing that there Is a need for further education for nurses in general. It'was further stated that due to increased technology and the need for patient care, effective further education becomes a priority. But the problem that remains Is how nurses could further their education In the circumstances of the current nature of their work, I.e. the lack of accessibility to flexible learning programmes, long working hours, staff shortfall, low staff morale and institutional constraints. The aim of this study Is to Investigate and report on the Web-based Instruction environment programme in Critical Care Nursing Science Education presented by Technikon Pretoria for nurses. The rationale led to .the formulation of the research question as: "To what extent can Web-based Instruction be used to facilitate a course in Critical Care Nursing Science Education at the Technikon Pretoria?" A literature review of the field of Web-based Instruction was undertaken. It was established that Web-based Instruction is an instructional strategy where the course presenter and the students are not in contact, and it can bridge the gap in tenns of time and space because of its flexibility and accessibility. The students and the course presenter generally reported positive experiences in the Web-based Instruction environment. Web-based Instruction is certainly not the only method for.all our teaching strategies, but it is a strategy that could be used tohelp course presenters to teach more effectively. In terms of the experiences of the students and the course presenter with regard to the Web-based Instruction environment as reported in this study, as well as the technological changes In education. it must be concluded that Web-based Instruction could be considered an acceptable Instructional method and that Critical Care Nursing Science education can be presented in this way...
Mfidi, Faniswa Honest. "Comparative analysis of the effects of two curricular approaches to the development of clinical reasoning abilities in nursing students following comprehensive basic nursing programmes." Thesis, 2001. http://hdl.handle.net/10413/5443.
Full textThesis (M.Cur.)-University of Natal, Durban, 2001.
Maboe, Kefiloe Adolphina. "Computer assisted instruction in nursing education." Diss., 2006. http://hdl.handle.net/10500/1799.
Full textHealth Studies
M.A. (Health Studies)
Mogale, Noria Mosehle. "Problem-based case study to enhance critical thinking in student nurses." Thesis, 2012. http://hdl.handle.net/10210/8236.
Full textThe use of traditional teaching methods, for example the lecture method, does not stimulate ·critical thinking in student nurses. This problem can be solved by the utilisation of problem-based case study in the classroom/clinical setting. The purpose of this study is to describe guidelines for the implementation of problembased case study in dinical setting .among. first year, comprehensive course students at the Northern Province College of Nursing: Sovenga Campus. The research design of this study is qualitative, explorative, descriptive and contextual. The following data is collected: Phase 1: The development and implementation of a program for problem-based case study in the clinical setting; Phase II: The experiences of student nurses who Were. exposed to problem-based case study in the clinical setting; Phase Ill: The perceptions of tutors regarding the implementation of problem-based case study in the clinical setting (focus group), and, Phase IV: Guidelines for the implementation of problem-based case study. The principles were obtained from Phases I, II and Ill and were used to formulate guidelines for the implementation of problem-based case study. The sample group consists of all 69 first year student nurses at the Northern Province College of Nursing: Sovenga Campus and ten tutors teaching clinical courses at the same campus.
Mthembu, Sindisiwe Zamandosi. "The analysis of knowledge construction in community based service-learning programmes for basic nursing education at two selected nursing schools in South Africa." Thesis, 2011. http://hdl.handle.net/10413/4747.
Full textThesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2011.
Beepat, Somavathy Yvonne. "The influence of peer mentoring on critical care nursing students' learning outcomes." Thesis, 2015. http://hdl.handle.net/10321/1420.
Full textIntroduction Critical care nursing is one of the most stressful specialities in the nursing profession that involves caring for patients who are suffering with life threatening illness or injuries. The highly technological environment where critical care nursing is rendered is associated with a great amount of stress, frustration and burnout. The critical care nursing student needs to be prepared, mentored and supported for the role transition from student to professional nurse. Nursing education and training cannot succeed without proper theory and practice integration. Therefore, the critical care nursing environment should be supportive of the improvement of teaching and learning. Peer mentoring is one important strategy to help foster an environment that is supportive of the critical care nursing student, allowing them to grow and succeed as experts within the speciality of critical care nursing. Aim of the study The aim of the study was to explore the influence of peer mentoring on critical care nursing students’ learning outcomes in critical care units in KwaZulu- Natal. Methodology A qualitative exploratory research design was used to conduct the study. Ten nurses were recruited from the critical care units in five private and two public hospitals. Descriptions of their experiences were gained through individual face-to-face interviews. The broad question to the participants was: “What influence does peer mentoring have on the critical nurses’ learning outcomes in the critical care unit?” iii Results The findings of the study revealed that peer mentoring is a vital strategy in helping the critical care nursing students to attain their learning outcomes so that they will be proficient in the critical care unit. Peer mentoring was however, not consistent in all hospitals and the critical care nursing students were not given the necessary support and supervision. There were no structured support systems in place to ensure that peer mentoring was formalized and that all required nursing personnel took on the responsibility to teach and facilitate learning for critical care nursing students. Recommendations Recommendations were made with regards to policy development, service provision, nursing education and research. These include that a formalized mentorship programme should be incorporated into the core competencies of all qualified critical care nurses, and to be reflected in their performance appraisal in order to motivate the registered nurses to fulfil their independent function as teachers. Each unit mentor should familiarize him/herself with the prescribed learning objectives of the critical care nursing student in order to be able to delegate appropriately so that learning outcomes are achieved by the mentee. There should be an allocation of supernumerary time for the critical care nursing student and their mentor to allow time for formal mentoring responsibilities to take place away from the clinical area, to facilitate assessment and feedback, and enhance consolidation. Ongoing evidencebased practice research should be conducted on this topic, to provide more information on how peer mentoring effects the mentee, nursing education and retention of skilled staff.
Harricharan, Revashnee. "Primary health care nursing students' perceptions of the case-based learning approach employed at a selected nursing education institution in Durban : an exploratory-descriptive study." Thesis, 2013. http://hdl.handle.net/10413/11103.
Full textThesis (M.N.)-University of KwaZulu-Natal, Durban, 2013.
de, El-Kantar Lina Abi Faker. "Critical thinking skills development among the diploma nursing students in a case-based curriculum." Thesis, 2001. http://hdl.handle.net/10413/5244.
Full textThesis (M.Cur.)-University of Natal, Durban, 2001.
Kaddoura, Mahmoud Ali. "Critical thinking in a case-based and a traditional nursing education program." Thesis, 2001. http://hdl.handle.net/10413/8970.
Full textThesis (M.Cur.)-University of Natal, Durban, 2001.
Arunachallam, Sathasivan. "Community based curriculum in psychiatric nursing science." Thesis, 2012. http://hdl.handle.net/10210/6328.
Full textThe purpose of this study is to describe guidelines for a Community Based Curriculum in Psychiatric Nursing Science for a nursing college in KwaZulu Natal. The study consists of 4 phases. To reach the purpose of the study, a situational analysis was done in 3 phases to identify the principles for a Community Based Curriculum in Psychiatric Nursing Science. In Phase I - a document analysis of relevant government policies and legislation was conducted to obtain the principles of mental health care. In Phase H - the statistics of the psychiatric diagnoses of patients from two community psychiatric clinics and one psychiatric hospital admission unit were collected. From the prevalence of the mental disorders, the mental health needs and problems were identified. These were the principles of Phase II. Phase III - was the focus group interviews with the psychiatric nurse educators of a nursing college in KwaZulu Natal to ascertain their viewpoints on a Community Based Curriculum in Psychiatric Nursing Science. From the findings of the focus group interviews, a literature control and conceptual framework were done. Thereafter, the principles of mental health care from this phase were identified. The principles of Phase I, II and III were used to formulate Phase IV, which was the guidelines for the operationalisation of Community Based Curriculum in Psychiatric Nursing Science. The outcomes based approach was used in the Community Based Curriculum in Psychiatric Nursing Science in accordance with the National Qualifications Framework of the South African Qualifications Authority. Recommendations concerning nursing practice, nursing education and further study were made at the end of the study including the limitations affecting the study
Mthembu, Sindisiwe Z. "A survey of the assessment of clinical learning in selected nursing education institutions in KwaZulu Natal within an outcomes-based education (OBE) context." Thesis, 2003. http://hdl.handle.net/10413/4193.
Full textThesis (M.N.)-University of Natal, Durban, 2003.
Hassanein, Nada Abou. "The relationship between learning styles, stages of self-direction in learning and academic performance in a case-based nursing program." Thesis, 2001. http://hdl.handle.net/10413/5320.
Full textThesis (M.Cur.)-University of Natal, Durban, 2001.