Relevant bibliographies by topics / Initial nursing training

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Initial nursing training'

Author: Grafiati
Published: 25 January 2025

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Journal articles on the topic "Initial nursing training"

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Lopez, Maria, Jose-Maria Jimenez, Mercedes Fernández-Castro, Belen Martin-Gil, Sara Garcia, Maria-Jose Cao, Manuel Frutos-Martin, and Maria-Jose Castro. "Impact of Nursing Methodology Training Sessions on Completion of the Virginia Henderson Assessment Record." Nursing Reports 10, no. 2 (November 25, 2020): 106–14. http://dx.doi.org/10.3390/nursrep10020014.

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The Virginia Henderson model, integrated in the computer application GACELA Care, helps to standardise the nursing assessment and establish precise and personalised nursing diagnoses. The aim was to determine the extent of completion of the initial patient assessment record after nurses following a training programme on nursing methodology. A quasi-experimental, retrospective, randomised, observational, single-group study was performed in two stages: pre-training and post-training. Voluntary training sessions were held for the nurses that work with GACELA Care. The completion of the initial patient assessment using the needs of Virginia Henderson and the Norton scale was evaluated before and after the training sessions. Completion of the needs of Virginia Henderson in the initial patient assessment increased from 94.2% to 100% (p = 0.014). Completion of “hygiene/skin” increased significantly from 83.3% to 95.8% (pre-training and post-training, respectively). The remaining needs did not show statistical significance. Recording of the Norton scale increased from 63.13% to 92.5% (p < 0.001). The training sessions on nursing methodology have improved the completion of records and inclusion of normal characteristics, defining characteristics and risk factors, and improving pressure ulcer risk assessment through the Norton scale.
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Hoang, Lan Van, Thuy Duong Tran, Hong Anh Phan, Thi Hoa Huyen Nguyen, Thi Hien Bui, Thi Hue Hoang, and Thi Thuy Le. "Strengthening teaching capacities for nurse lecturers: An initial report." Tạp chí Khoa học Điều dưỡng 6, no. 01 (February 20, 2023): 138–45. http://dx.doi.org/10.54436/jns.2023.01.520.

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Objectives: To assess the prior knowledge of teaching methods among nurse lecturers before participating in the train-of-trainer workshop, namely “Covid-19 and Nursing Education: Strengthening nurse lecturers’ teaching capacities and learning environments for the new nornal”. Subjects and methods: A cross - sectional study was used to assess the knowledge of teaching methods of all nurse lectures from five nursing schools. An online survey, which had 25 items related to 05 topics in the workshop, was developed. Results: 26 nurse lecturers completed this online survey. The results of the pre-test survey showed that the average score of knowledge about teaching methods was 12 (± 2.8) with the possible score ranged from 0 - 25 points. Only 02 lecturers correctly answered 19 questions out of a total of 25 questions. The most incorrect answers were given by the lecturers in the knowledge area about debriefing techniques in simulation training and peer support methods. Conclusion: The initial results of knowledge regarding teaching methods indicated the need of conducting the training program for nurse lecturers. The study outcome has potential application based on its series of training workshops, teaching demonstration and a combination of quantitative and qualitative evaluation on the effectiveness of the training program.
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Bui Thi My, Anh, Hung Phung Thanh, Xiem Chu Huyen, Anh Pham Quynh, Chang Pham Thi Huyen, Thanh Nguyen Duc, and Tac Pham Van. "An initial results of nursing care competencies among nurses at commune health level in Vietnam." Journal of Health and Development Studies 07, no. 01 (February 28, 2023): ̣97–105. http://dx.doi.org/10.38148/jhds.0701skpt22-120.

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Nurses is one of the crucial components of human resource for health to ensure the effectiveness of healthcare services. Nursing practice competencies plays an important role in ensuring the quality of care for patients and continuously improving service quality. Objective: describe nursing practice competencies at commune health centers in Vietnam in 2021-2022. Methods: A cross-sectional study in 6 provinces with a total of 578 nurses at commune health centers were selected for the study. Results: The study showed that the nursing practice competencies among nurses at the commune level was different between 11 criteria of nursing care practice, it ranged from 56.1% to 78.9%. Particularly, the nursing practice competency in safe and effective medication had the highest rate (78.9%), while the nursing practice competency in prioritizing care based on the demands of patients and their family and community was the lowest rate (56.1%). Conclusions: The study suggested that a necessary to supplement regular training, improve professional capacity, especially continuous training according to the core competency criteria of nurses in order to improve and respond adequately to their job position at commune health level. Keywords: Health workforce, competencies, nursing care practice, nurse, Vietnam.
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Lugo, Ricardo Gregorio, Inger Hjelmeland, Mette Tindvik Hansen, Erna Haug, Stefan Sütterlin, and Heidi Kristine Grønlien. "Impact of Initial Emotional States and Self-Efficacy Changes on Nursing Students’ Practical Skills Performance in Simulation-Based Education." Nursing Reports 11, no. 2 (April 21, 2021): 267–78. http://dx.doi.org/10.3390/nursrep11020026.

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Training through simulation has shown to increase relevant and specific skills sets across a wide range of areas in nursing and related professions. Increasing skills has a reciprocal relation to the development of self-efficacy. A study was conducted to assess changes in the development of self-efficacy in simulation training for 2nd year nursing students. Initial emotional states, pre and post self-efficacy, and expert ratings of simulation performance were assessed. Results show that students who displayed an increase in self-efficacy as a result of simulation training were also judged to perform better by expert ratings. The effect of simulation on self-efficacy could be influenced by initial states of physiological activation and over control. Results also showed that initial emotional states did not moderate self-efficacy development on outcome measures. These findings improve our understanding on the relationship between students’ self-efficacy and performance of practical skills and inform pedagogical designs and targeted interventions in relation to feedback and supervision in nursing education.
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Rebelo, M. "Initial experience of training in palliative care." BMJ Supportive & Palliative Care 1, no. 1 (June 1, 2011): 105. http://dx.doi.org/10.1136/bmjspcare-2011-000053.137.

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Scocca, A., A. Gioia, and P. Poli. "Initial Experience of a Nurse-Implemented Peripherally Inserted Central Catheter Program in Italy." Journal of the Association for Vascular Access 13, no. 1 (March 1, 2008): 27–30. http://dx.doi.org/10.2309/java.13-1-6.

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Abstract In Italy prior to 2006 central venous catheters were inserted only by anaesthesiologists. Nurses were excluded based on professional profile. In 2005 the nursing staff of the Pain Therapy and Palliative Care Unit (PTPCU) at Santa Chiara Hospital in Pisa, proposed that nurses be permitted to insert Peripherally Inserted Central Catheters (PICCs). The recommendation was submitted to the Italian National Board of Nurses with a request to implement a training program. The Board approved the proposal in January 2006. Initially the PTPCU nursing staff had PICC training programs through the St. Chiara Hospital Vocational Training Office. The program was initially implemented by a nurse volunteer who had critical care training, intravenous therapy experience and who demonstrated competence with PICC placement based on training by PTPCU interventional anaesthesiologists. To date, nearly 250 successful PICC placements have been performed using the Modified Seldinger Technique (MST) in conjunction with ultrasound guidance. Physicians and nurses identified potential candidates and the patients were assessed by the PICC nurse. The combination of PICC/MST was found to facilitate placement in patients with impalpable vessels and above the antecubital fossa as well as improve freedom of movement and reduce the likelihood of patients accidentally dislodging the device. The primary reasons for PICC placement included antibiotic or antiviral therapy (26%), total parenteral nutrition administration (35%) and chemotherapy (39%). There were 211 catheters used exclusively for inpatients and 39 catheters exclusively for outpatients. The PICC program resulted in an excellent safety profile, a high success rate, and few post-procedural complications. It was a less costly option compared to centrally inserted, tunnelled, or implanted central vascular access devices; it improved the quality of nursing care and decreased patients' waiting time for vascular access placement.
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Ostanina, S., S. Kim, A. Musagazin, and A. Verevkin. "Effectiveness of Simulation Training in the Implementation of Independent Nurse Appointment in Viamedis Clinics." Virtual Technologies in Medicine, no. 3 (September 7, 2024): 100. http://dx.doi.org/10.46594/2687-0037_2024_3_1904.

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As part of the implementation of the dynamic observation reform in Viamedis clinics, it is planned to expand the job functions of a nurse with the implementation of a full-fledged nursing reception of chronic patients. The concept of "nursing reception" includes an initial examination, physical examination, assessment of the condition in dynamics, the appointment of a research plan and their interpretation in accordance with the regulatory legal acts of the Republic of Kazakhstan, the identification of alarming clinical and laboratory signs, determination of patient management tactics within the framework of nursing competence and further routing.
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Kennedy, Katherine, A. Snow, Whitney Mills, Amy Mochel, Sylvia Haigh, Teddy Bishop, Christine Hartmann, and Michelle Hilgeman. "EVALUATING VIRTUAL MONTESSORI DEMENTIA TRAINING USING NORMALIZATION PROCESS THEORY AMONG VA NURSING HOME STAFF." Innovation in Aging 8, Supplement_1 (December 2024): 832–33. https://doi.org/10.1093/geroni/igae098.2697.

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Abstract This paper uses Normalization Process Theory (NPT) to examine staff impressions of Montessori-based program training and implementation at Veterans Affairs Community Living Centers (VA CLCs; nursing homes). We conducted a mixed-methods evaluation of Montessori Approaches to Person-Centered Care (MAP-VA) at eight VA CLCs. Trainings were conducted as either a live virtual course or a pre-recorded asynchronous class. Two NPT constructs, coherence building and cognitive participation, informed qualitative interview questions, surveys, and analyses focused on staff movement from knowledge to action during initial implementation. Data collection included staff-completed standardized post-training exams (N=906), post-training evaluations (N=761), and optional validated surveys on perceptions of Montessori training (N=307). Champions (peer-leaders) from each CLC completed semi-structured qualitative interviews post-training (N=22). The majority of staff (83%-90%) passed all courses. Staff evaluated the training highly (80%+ agreement) on learning relevant new knowledge and confidence applying new skills. On average, staff felt MAP-VA would become a normal part of their work (7.68/10 scale) and reported increased familiarity with Montessori approaches after training (p =.002). Qualitative interview data from staff trained in Montessori supported three themes concordant with the NPT dimensions of coherence building and cognitive participation. Montessori virtual training resulted in high levels of coherence and cognitive participation among multidisciplinary staff, evidenced by high knowledge, self-efficacy, and readiness to act. The asynchronous and synchronous trainings were accessible, relevant, and supported diverse learners. Virtual dementia training can be an effective and efficient method of teaching nursing home staff about Montessori approaches to reduce responsive behaviors.
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Rew, Lynn, Matthew Banner, Karen Johnson, and Natasha Slesnick. "Intervention Fidelity and Facilitator Training." Western Journal of Nursing Research 40, no. 12 (January 3, 2018): 1843–60. http://dx.doi.org/10.1177/0193945917752092.

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Intervention fidelity is an ongoing concern for rigorous research, from the initial stages of planning and study design to the maintenance of internal validity. An added concern is the balance between fidelity and design accommodation to better suit varied populations and individuals. In this article, we describe our process for monitoring intervention fidelity during an individualized, yet standardized, strengths-based intervention with homeless youths, in which we include periodic training of our professional intervention facilitators. In our ongoing study, which is based on a Solomon four-group design with repeated measures, monitoring and training are essential to ensure intervention fidelity. Despite a rich literature about intervention fidelity, little guidance is available to help researchers and practitioners implement fidelity strategies in the real world with vulnerable populations. This article addresses this gap.
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Cheng, Qinqin, Qinghui Zhang, Xiangyu Liu, and Yongyi Chen. "Initial exploration of training for palliative care specialist nurses in mainland China." Nurse Education Today 101 (June 2021): 104869. http://dx.doi.org/10.1016/j.nedt.2021.104869.

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Dissertations / Theses on the topic "Initial nursing training"

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Metcalf, Ronald Carroll. "CERTIFIED NURSING ASSISTANTS IN LONG-TERM CARE FACILITIES: PERCEPTIONS OF THEIR INITIAL TRAINING PROGRAM." NCSU, 2002. http://www.lib.ncsu.edu/theses/available/etd-20020116-181100.

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Metcalf, Ronald Carroll. Certified Nursing Assistants in long-term care facilities: Perceptions of their initial training program. (Under the direction of John M. Pettitt) Throughout the country, long-term care (LTC) facilities are faced with the challenge of providing residents with the essential care that this growing population deserves. One of the biggest challenges is the critical shortage of certified nursing assistants (CNAs) within the LTC industry. These essential frontline workers provide 90% of the care needed by residents living within these facilities. CNA training programs struggle to provide the LTC industry with well qualified care providers. This critical shortage is compounded by a career track that has maintained an excessively high turnover rate. Effective training programs could have a positive impact on this situation by preparing individuals with quality, realistic experiences during their initial training. Therefore, educators and regulatory agencies must be aware of the connection between the entire learning experience and the development of the CNA?s clinical care skills.Following an extensive literature review, a 45-item questionnaire was developed to determine if a relationship exists in the perceptions by the CNA of their initial training program and (1) the number of months since graduation; (2) the county they were employed; and (3) the type of state-approved training program they attended. The questionnaire was administered to 222 CNAs in eight LTC facilities within four counties of Western North Carolina.CNAs identified the instructor as having an important role related to the elements of effective teaching/learning. Interestingly, some CNAs felt that the length of the training program was ?too short? in relation to the skills needed to care for residents living in LTC facilities. Other CNAs reported that the ?clinical skills? was of most value to them, as related to the number of months since graduation. CNAs also identified components related to overall job satisfaction and the highest-ranking item was the ?ability to work as a team?; followed by the ?number of residents I care for each day?. This study will provide a foundation for future research in using an established questionnaire regarding CNA?s perceptions of their initial training and will provide individuals with the needed information to address job satisfaction for CNAs working in LTC facilities.

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Yeung, Hiu-hung. "From hospital based training to tertiary education : issues concerning an initial implementation of new nursing education policy /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22967710.

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Yeung, 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.

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Meziani, Mekki Meriam. "La place de la culture professionnelle dans les pratiques initiales de formation initiale des infirmiers à l'éducation thérapeutique du patient, un agir énacté." Electronic Thesis or Diss., Université de Lille (2022-....), 2025. http://www.theses.fr/2025ULILH002.

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L'éducation thérapeutique du patient (ETP) et sa mise en œuvre dans la formation initiale des infirmiers constituent un enjeu pour la santé publique et pour le développement de la profession, dans un contexte dominé par les paradigmes biomédical et néolibéral. Dans ce contexte, des études empiriques récentes révèlent des contradictions entre les ambitions théoriques portées par divers cadres de référence et l'opérationnalisation de l'ETP sur le terrain, soulignant la complexité de sa mise en œuvre individualisée et de son enseignement. Parallèlement, la transition professionnelle des formateurs passant des soins à la formation s'effectue avec peu de préparation spécifique à ces enjeux qui s'ajoutent à ceux de la professionnalisation des étudiants dans le cadre d'une formation réformée par le LMD. De plus, l'analyse de l'évolution de la profession infirmière, tant dans sa trajectoire historique que dans ses dynamiques contemporaines, montre la persistance et la reproduction de subordination au paradigme médical, en contradiction avec les principes du prendre soin qui se trouvent au cœur de l'ETP, en tant qu'elle constitue un soin. Ces paradoxes soulèvent des interrogations sur les pratiques de formation initiale des infirmiers mises en œuvre pour permettre aux étudiants de développer des compétences d'ETP et conduisent à s'intéresser aux dynamiques culturelles qui sous-tendent les pratiques. S'il existe de nombreuses recherches sur les pratiques des formateurs en soins infirmiers, aucune d'entre elles ne traite de l'enseignement de l'ETP ni de leur dimension culturelle. Cette recherche se propose de combler cette lacune, en participant à l'intelligibilité des pratiques de formation initiale des infirmiers à l'ETP, dans leur dimension culturelle.Pour ce faire, nous nous appuyons sur un ancrage théorique combinant la phénoménologie, le pragmatisme de Dewey et l'anthropologie culturelle. Cette approche interdisciplinaire permet d'explorer trois dimensions complémentaires : le vécu subjectif des formateurs, la manière dont ils reconstruisent continuellement leur expérience en situation et les structures culturelles qui sous-tendent leurs pratiques. D'un point de vue méthodologique, nous utilisons une triangulation de méthodes combinant 20 entretiens semi-directifs avec une attention particulière au récit d'expérience et 19 entretiens s'appuyant sur les techniques de l'explicitation développées par Vermersch (1994). Notre démarche d'interprétation des données empiriques s'appuie sur la méthode d'analyse par catégories conceptualisantes (Paillé & Mucchielli, 2016). Les résultats montrent que l'expérience du soin et celle de l'ETP affinent les capacités sensibles et de transaction des formateurs leur permettant de développer des schèmes relevant du prendre soin qu'ils réinvestissent dans leurs pratiques de formation. Ils mettent en lumière des patterns culturels, tels qu'une culture de l'écoute clinique et de l'empathie transposée du soin ainsi qu'une valorisation de l'expérience dans toutes ses dimensions. Cet ensemble de savoirs laisse émerger un agir énacté s'appuyant sur une praxis psychophénoménologique
Therapeutic Patient Education (TPE) and its implementation in initial nursing education represents a significant challenge for public health and the development of the nursing profession, within a context dominated by biomedical and neoliberal paradigms. In this context, recent empirical studies reveal contradictions between the theoretical ambitions supported by various frameworks and the operationalization of TPE in practice, highlighting the complexity of its individualized implementation and teaching. Concurrently, the professional transition of educators from healthcare to teaching occurs with minimal specific preparation for these challenges, which are in addition to those of professionalizing students within a curriculum reformed by the LMD system. Moreover, analysis of the nursing profession's evolution, both in its historical trajectory and contemporary dynamics, demonstrates the persistence and reproduction of subordination to the medical paradigm, contradicting the principles of care that are central to TPE as a form of care. These paradoxes raise questions about the initial nursing education practices implemented to enable students to develop TPE competencies and lead to an interest in the cultural dynamics underlying these practices. While numerous studies exist on nursing educators' practices, none address TPE teaching or its cultural dimension. This research aims to fill this gap by contributing to the understanding of initial nursing education practices in TPE, focusing on their cultural dimension. To achieve this, we rely on a theoretical foundation combining phenomenology, Dewey's pragmatism, and cultural anthropology. This interdisciplinary approach allows for the exploration of three complementary dimensions: the subjective experiences of educators, how they continuously reconstruct their experience in situ, and the cultural structures underpinning their practices. Methodologically, we employ a triangulation of methods combining 20 semi-structured interviews with a particular focus on experience narratives and 19 interviews utilizing the explicitation techniques developed by Vermersch (1994). Our approach to interpreting empirical data is based on the method of analysis using conceptualizing categories (Paillé & Mucchielli, 2016). The results demonstrate that experiences in care and TPE refine educators' sensory and transactional capacities, allowing them to develop schemas related to care that they reinvest in their educational practices. They illuminate cultural patterns such as a culture of clinical listening and empathy transposed from care, as well as a valorization of experience in all its dimensions. This body of knowledge gives rise to an enacted agency based on a psycho-phenomenological praxis
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Barraud, Catherine. "Professionnalisation des étudiants infirmiers et construction identitaire : une approche par les représentations du métier et sous l'angle de la catégorisation sociale inter IFSI." Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22035/document.

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Le processus de professionnalisation des infirmières en France semble se baser préférentiellement sur une professionnalisation par les savoirs et les activités. La professionnalisation des individus par la construction d'une identité professionnelle est peu interrogée. Adoptant un regard psychosocial, nous nous proposons dans ce travail d'appréhender le développement identitaire professionnel des étudiants infirmiers. La construction de l’identité professionnelle des étudiants infirmiers s’appuie d’une part sur l'élaboration et l'évolution des représentations socioprofessionnelles de la profession infirmière et d’autre part, dans les relations intergroupales et sur le processus de catégorisation sociale qu'adoptent les étudiants infirmiers tout au long de leur formation. Réalisée dans quatre Instituts de Formation de la région Aquitaine auprès d’étudiants en début et en fin de formation, l’enquête allie méthode quantitative et méthode qualitative en deux séquences : des entretiens de groupe restreint et naturel ont été effectués en début et en fin d’année scolaire ; un questionnaire a été administré en milieu d’année scolaire aux promotions dans leur totalité. Les résultats montrent une différence et une évolution dans les représentations socioprofessionnelles qu’ont les étudiants de leur future profession. Une distinction est repérée non seulement selon l’année de formation mais aussi selon l’IFSI d’origine. La catégorisation sociale inter IFSI montre une évolution dans les modalités de catégorisation selon les IFSI et peu de corrélation avec les années de formation
The professionalization process of nurses in France seems to be preferentially based on knowledge and activities. The professionalization of individuals through the building up of a professional identity is hardly taken into account. In this study, we suggest to examine the professional identity development of nursing students from a psychosocial viewpoint. The building up of nursing students’ professional identity rests on the elaboration and development of socio-professional representations of the nursing profession on the one hand, and of cross-group relationships and the process of social categorization embraced by nursing students through their training on the other. Conducted among beginning and advanced students in four Training Institutes of the Aquitaine Region, this two-stage survey combines quantitative and qualitative methods: small, spontaneous group interviews were conducted at the beginning and end of the school year; the full student body was also given a questionnaire halfway through the school year. The results indicate differences and changes in the students’socio-professional representations of their future profession. Differences were observed not only depending on training level but also depending on the students’ home IFSI (Institut de Formation en Soins Infirmiers - Nursing Assistant Training Institute). The cross-ISFI social categorization reveals changes in categorization methods depending on the IFSI, and little correlation with training levels
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Williams, Stephen, and Steve Bates. "Cognitive Behavioural Therapy: Initial Orientation and Training for Undergraduate Mental Health Nursing Students in the UK." 2015. http://hdl.handle.net/10454/10051.

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Books on the topic "Initial nursing training"

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Zaider, Talia, Shira Hichenberg, and Lauren Latella. Advancing family communication skills in oncology nursing. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198736134.003.0028.

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This chapter presents a new communication skills training initiative designed to advance family-centred care in the inpatient oncology setting. Because of their consistent contact with families, oncology nurses are well-positioned to initiate and model supportive care to the family. Two formats of training are presented: (i) a single-session module for acute care nurses focuses on responding to challenging family interactions at the bedside; (ii) a comprehensive, six-month curriculum for advanced practice nurses focuses on conceptualization and intervention skills, as applied to a range of complex family situations that arise during a patient’s admission. The training presented here teaches nurses to effectively partner with families, assess support needs, facilitate collaborative problem-solving, and transition families to psychosocial resources. Both training efforts were piloted at a large, comprehensive cancer centre. Preliminary data supports the feasibility and perceived relevance of training content, as well as gains in nurses’ confidence working effectively with families.
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Carmo, Leide Silva do, and Nelson Iguimar Valerio. Psicologia & saúde treino de habilidades de vida e saúde mental em universitários. Brazil Publishing, 2021. http://dx.doi.org/10.31012/978-65-87836-06-5.

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Several factors can cause damage to the mental health of university students, e.g. academic adaptation, housing change, distance from family and friends, and dealing with stressors regarding new requirements, which need some resources to cope with such situations. The content of this book, from the Master's Dissertation developed by the authors at the Stricto-Sensu Psychology and Health Post-Graduation Program at the Medical School of São José do Rio Preto - FAMERP, aims at describing the presence of mental disorders and demonstrating the implementation of a life-skills training in university students (Medicine and Nursing), randomly chosen in a teaching institution in a medium-sized city, interior of São Paulo state. The participants expressed high symptoms of anxiety, depression and stress in the initial evaluation, however, after the training of group life skills, they showed significant improvements with maintenance of these rates during the follow-up. This training can be stood out to improve the mental health and life skills of the students. It is likely that the intervention group may have helped these students to cope with negative pressures, avoiding risky behaviors, communicating effectively; moreover, coping with adaptations and changes in such academic process. It is worthwhile to point out that this study may encourage further research in relation to mental health and life-skills in university students, and that it will encourage the insertion of programs with these skills training, due to their effectiveness, low cost, the participants´ acceptance, improvement in mental health, and provide increasing academic performance.
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Book chapters on the topic "Initial nursing training"

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Fowles, Jo Anne. "Initial Training of Nurses." In Nursing Care and ECMO, 101–7. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-20101-6_11.

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Liaskos, Joseph, Sotirios Anagnostopoulos, Spyros Zogas, and John Mantas. "Continuing Educational Program in Nursing Informatics for Greek Nurses." In Studies in Health Technology and Informatics. IOS Press, 2024. http://dx.doi.org/10.3233/shti240589.

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Nurses are required to adapt to a complex and rapidly evolving environment that incorporates new IT technologies. Continuing, lifelong learning, especially in the fast-growing fields of Nursing Informatics, eHealth and related Information and Communication Technologies, is vital to the professionalism of nurses. The study presents the curriculum development and implementation of the educational project entitled “Training of Nurses in Nursing Informatics and Information and Communication Technologies (ICT)” which has been designed and offered to Greek nurses as a continuing – lifelong online educational program by the Health Informatics Laboratory of the National and Kapodistrian University of Athens. The training material was created in three modules and 29 sub-modules, considering the new advancements and recommended competencies, necessary for the nurse, in the fields of Nursing Informatics and ICT. So far, eight training cycle courses have been offered to 1388 nurses, free of charge. Each course integrates synchronous and asynchronous distance learning methods and requires a workload of 70 hours over 10 weeks. The initial evaluation of the course by the participants, concerning its effectiveness, usefulness, and innovation are very encouraging.
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Heinrichs, Karin, Christin Siegfried, and Alfred Weinberger. "Potentiale der Unterrichtskonzeption VaKE (Values and Knowledge Education) in der Berufsbildung – erste Befunde einer Interventionsstudie." In PH Wien - Forschungsperspektiven, 85–103. LIT Verlag, 2023. http://dx.doi.org/10.52038/9783643511355_5.

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Moral conflict situations in nursing and social care often represent a high stress potential for professionals. The promotion of ethical competence to deal with these conflict situations is therefore considered an important goal in vocational education and training. Therefore, the question of how ethical competence can be promoted is investigated. For this purpose, the teaching concept VaKE (Values and Knowledge Education) is used for the first time in an intervention study in a vocational school for nursing and social care (N = 41). Initial results show that VaKE promotes in-depth reflection on moral decisions and is attributed with positive learning emotions.
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Semmens, Kenneth J. "Paddlefish: Ecological, Aquacultural, and Regulatory Challenges of Managing a Global Resource." In Paddlefish: Ecological, Aquacultural, and Regulatory Challenges of Managing a Global Resource, edited by William L. Shelton, Steven D. Mims, and Rafael Cuevas-Uribe. American Fisheries Society, 2019. http://dx.doi.org/10.47886/9781934874530.ch9.

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<i>Abstract</i>.—Detailed knowledge of the life history of Paddlefish <i>Polyodon spathula</i> is a relatively recent scientific chapter. The foundation was initially established in Missouri, where there was a significant sport fishery for Paddlefish; initial observations on natural spawning and subsequent techniques for artificial propagation were developed there. Building on this impetus, a different trajectory was initiated in the late 1970s by our research group, one focusing on aquaculture with a goal of developing a breeding program to produce all-female progeny; our collaboration continued over the next three and one-half decades. Managed reproduction through artificial propagation, nursing of juveniles and grow-out for commercial production were components of this program, but more detailed techniques such as ploidy manipulation, sperm physiology, and cryopreservation were also developed. Our present objective is to highlight the improvements in artificial propagation that have been incorporated into hatchery programs. Initially, ovulation was induced with pituitary glands, but today Luteinizing Hormone Releasing Hormone analog (LHRHa) is used; ovulated eggs were collected by laboriously stripping, then a caesarian-section technique used in sturgeon was adopted, and subsequently the Minimally Invasive Surgical Technique (MIST) was introduced. Today, a Modified MIST technique offers a more efficient means of collecting eggs. Nursing of juveniles continues to evolve; primary nursing is now commonly done in tanks where fish may be offered live food during training to a prepared diet instead of starting culture in enriched ponds managed for zooplankton. The development of Paddlefish artificial propagation has benefitted from techniques which were initially developed and used in sturgeon culture. These operational hatchery techniques are common to both culture for restoration stocking and food fish production.
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Oliver, Sandy, James Thomas, Angela Harden,, and Ann Oakley. "Accumulating evidence to bring policy, practice, and research together." In Public Health Evidence, 125–40. Oxford University PressOxford, 2006. http://dx.doi.org/10.1093/oso/9780198520832.003.0010.

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Abstract In 1995, when evidence-based health policy and practice was well established in medicine and was making headway in nursing and various therapies (Evidence Based Medicine Working Group 1992; Rosenberg and Donald 1995; Bury and Mead 1998; Dicers et al. 1998), the Department of Health (England) commissioned the EPPI-Centre to develop methods and an infrastructure to transfer the approach to the area of health promotion. Building on earlier work funded by the Economic and Social Research Council (ESRC) to establish a database of social interventions (Oakley and Fullerton 1996), initial outputs included systematic reviews, bibliographies of evidence, and training programmes, as well as work to establish what is now known as the Health Promotion and Public Health Field within the Cochrane Collaboration.
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Cisne, Alana Freire, Antônia Rejânia Ávila, Débora Sousa Paiva, Diego Bruno Santos Pinheiro, Leidiane Maria da Silva de Paiva, Maria de Lourdes Santos Rocha, Maria Deluza Alves da Silva, Priscila Dias Pinto, and Fernanda Maria Gonçalves. "Implantation and implementation of the SAEP of obstetric patients in a reference hospital in the North Zone of Ceará: A case study." In Medicine: an exploration of the anatomy of the human body. Seven Editora, 2024. http://dx.doi.org/10.56238/sevened2024.005-024.

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The improvement of surgical techniques, innovation and technological development have increased the occurrence of cesarean deliveries in various parts of the world. In this scenario, the professional who works in the CCO is of fundamental importance in the safety of the perioperative process, assuming managerial and care functions. This study aims to describe the case study for the implementation of the SAEP of obstetric patients in a reference hospital in the North Zone of Ceará. This is a descriptive study, of the case study type. The study took place in the city of Sobral, located in the North Zone of Ceará, more specifically in the Surgical Center of the Northern Regional Hospital. Initially, a literature search was conducted on topics related to NCS, as well as the risks and complications in the peripartum period, aiming at the standardization of instruments, which are essential for NCS to be a reality in the nurses' care experience. Subsequently, possible diagnoses, interventions, and results were identified to collaborate with the implementation of the NCS stages aimed at hospitalized users in obstetric services who need surgical intervention. Several nursing diagnoses (ND) were listed with their respective interventions and results based on Wanda Horta's theory of basic human needs and guided by the NANDA I taxonomy (2021 to 2023). Data analysis was based on observation, the answers obtained, and the evaluation of the educational intervention carried out in the third stage of the study, based on pertinent literature. The implementation and training brought rich discussions and fruitful moments of exchange of experiences, evidencing the need for integration and dialogue among those involved in care: class entities, professionals, users and managers. In addition, they emphasized the information that professionals recognize the importance of using NP for the valorization and scientificity of the profession; however, they did not use it satisfactorily due to lack of scientific preparation and/or institutional administrative demands that are concomitantly delegated to clinical care. This study is limited by the gap found in its central theme and by the fact that it is an initial process of the use of APS in obstetric patients. However, it is relevant to show that the challenges and potentialities of the NP and SAEP in the CC are not only related to professional practice. But also, to the publications on the subject. It is hoped that the work developed here can be a driving force for future publications and in-depth research.
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Farley, John. "Northern Lights: London and Toronto." In To Cast Out Disease, 216–38. Oxford University PressNew York, NY, 2003. http://dx.doi.org/10.1093/oso/9780195166316.003.0014.

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Abstract In the 1920s, the Health Board endowed two schools of hygiene, one in London and the other in Toronto, which they regarded as model institutions, sharing with Johns Hopkins the distinction of being centers of research with the very highest standards-and so recipients of by far the most funding. At the same time, it turned its back on Rio and hospital schools of nursing, deciding instead to endow university schools of nursing, none more important than that at the University of Toronto. The Brazilian experiments were not to be repeated. Initially, both London and Toronto were seen as schools of the British empire, the former the central home and the latter serving Canada and the British Caribbean. Once the idea that schools should be opened in the poorer countries had seemingly been abandoned, London and Toronto would have seemed the logical next step where colonial nationals could be trained in first-class institutions. But such a smooth transition did not occur. European schools that had no link with the tropics predated the Health Board’s endowments of London and Toronto, although the European schools were never to attain the same status as Toronto and London. And in the end, the Health Board seemed more concerned with opening schools of hygiene in London and Toronto to serve the health needs of the British and Canadians than in creating centers of colonial training. Clearly, the Health Board’s attention was turning northward away from the problems of the tropical and colonial countries where they had started.
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Conference papers on the topic "Initial nursing training"

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Choi, Kup-Sze. "Virtual Reality Wound Care Training for Clinical Nursing Education: An Initial User Study." In 2019 IEEE Conference on Virtual Reality and 3D User Interfaces (VR). IEEE, 2019. http://dx.doi.org/10.1109/vr.2019.8797741.

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Lee, Elizabeth, Jane Alsofrom, Mary Streeter, Anjuli Cherukuri, Kristen DeStigter, John Kisandi Bwambale, Mary Angela Njeri, Jane Frances Anyango, and Matovu Alphonsus. "Obstetric and gynecologic ultrasound training at the Uganda nursing school Bwindi: Initial experiences and challenges." In 2015 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2015. http://dx.doi.org/10.1109/ghtc.2015.7344007.

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Olegário, Raphael Lopes, and Einstein Francisco Camargos. "The potential role of neurotechnology-based cognitive training for older adults: A scoping review." In II SEVEN INTERNATIONAL MEDICAL AND NURSING CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/iicongressmedicalnursing-177.

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Background: There is a considerable variety of neurotechnology-based cognitive training using immersive and computerized technologies, although this wide variety of training is not well explored by the literature in manuscripts that describe what types of approaches exist and what training is most appropriate for certain individuals' necessities, especially for perceptual and cognitive outcomes. Aim: To synthesize neurotechnology-based cognitive training interventions for healthy older adults. Methods: We followed the guidelines set forth for conducting systematic scoping reviews proposed by Peters et al. (2015). Consistent with this methodology, our review was conducted in five steps (developing the specific research questions, identifying relevant studies, selecting studies, charting data, and summarizing and reporting results). Results and Discussion: The initial search of electronic databases yielded 417. After the removal of duplicates, 328 studies were screened. After abstract and title screening, we assessed 36 full texts for eligibility and included 13 studies in the final synthesis. From our first specific research question, the most frequently mentioned type of training in recent literature is computer-based cognitive training. From our second specific research question, the most frequently mentioned cognitive outcomes in healthy older adults are global cognition, inhibitory control, and processing speed. Conclusion: The results of this brief scoping review show the importance of evaluating the impact of neurotechnology-based cognitive training to verify its effects on the cognitive performance of healthy older adults.
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