Journal articles: 'Nurse training'

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McKenna, Moira. "Glasgow nurse training." Vital 7, no. 4 (September 2010): 6. http://dx.doi.org/10.1038/vital1211.

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Taylor, W. "Veterinary nurse training." Veterinary Record 131, no. 10 (September 5, 1992): 223. http://dx.doi.org/10.1136/vr.131.10.223-c.

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Forbes, N. "Veterinary nurse training." Veterinary Record 131, no. 7 (August 15, 1992): 155. http://dx.doi.org/10.1136/vr.131.7.155-a.

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Davies, C. "Veterinary nurse training." Veterinary Record 164, no. 1 (January 3, 2009): 30. http://dx.doi.org/10.1136/vr.164.1.30-a.

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Bullough, Bonnie. "Nurse training act." Journal of Professional Nursing 1, no. 5 (September 1985): 257–317. http://dx.doi.org/10.1016/s8755-7223(85)80016-8.

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Garrison, Bonnie. "Flight Nurse Training." Hospital Aviation 4, no. 1 (January 1985): 5–7. http://dx.doi.org/10.1016/s0740-8315(85)80091-7.

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Leyland, A. "Veterinary nurse training." Veterinary Record 163, no. 24 (December 13, 2008): 728. http://dx.doi.org/10.1136/vr.163.24.728-b.

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Davenhall, Ella. "Nurse- training initiatives." Nursing Standard 4, no. 21 (February 14, 1990): 52–53. http://dx.doi.org/10.7748/ns.4.21.52.s62.

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Huddleson, Belinda. "Extend nurse training." Nursing Standard 27, no. 51 (August 21, 2013): 26–27. http://dx.doi.org/10.7748/ns2013.08.27.51.26.s31.

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Tan, Poh-choo, and Zaki Morad. "Training of Peritoneal Dialysis Nurses." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 23, no. 2_suppl (December 2003): 206–9. http://dx.doi.org/10.1177/089686080302302s43.

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Clinical disciplines in which the nurse plays as preeminent a role in total patient care as in peritoneal dialysis (PD) are few. The PD nurse is readily identified by the patient as the principal source of advice on day-to-day aspects of treatment, as a resource manager for supplies of PD disposables and fluids, and as a general counselor for all kinds of advice, including diet, rehabilitation, and medication, among others. The PD nurse is thus the key individual in the PD unit, and most activities involve and revolve around the nursing staff. It is therefore not surprising that most nephrologists pay considerable attention to the selection of PD nurses, particularly in long-term PD programs such as continuous ambulatory peritoneal dialysis (CAPD). The appointment of a PD nurse depends on finding an individual with the right attributes, broad general experience, and appropriate training.

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Abramczyk, A., J. B. Lewoc, and A. Izworski. "Nurse training case study: e-training of nurses in diabetes problems." Nurse Education in Practice 5, no. 2 (March 2005): 70–77. http://dx.doi.org/10.1016/j.nepr.2004.01.007.

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Simone, Shari, Carmel A. McComiskey, and Brooke Andersen. "Integrating Nurse Practitioners Into Intensive Care Units." Critical Care Nurse 36, no. 6 (December 1, 2016): 59–69. http://dx.doi.org/10.4037/ccn2016360.

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As demand for nurse practitioners in all types of intensive care units continues to increase, ensuring successful integration of these nurses into adult and pediatric general and specialty intensive care units poses several challenges. Adding nurse practitioners requires strategic planning to define critical aspects of the care delivery model before the practitioners are hired, develop a comprehensive program for integrating and training these nurses, and create a plan for implementing the program. Key strategies to ensure successful integration include defining and implementing the role of nurse practitioners, providing options for orientation, and supporting and training novice nurse practitioners. Understanding the importance of appropriate role utilization, the depth of knowledge and skill expected of nurse practitioners working in intensive care units, the need for a comprehensive training program, and a commitment to continued professional development beyond orientation are necessary to fully realize the contributions of these nurses in critical care.

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Ziebarth, Deborah J., and Christine L. Miller. "Exploring Parish Nurses’ Perspectives of Parish Nurse Training." Journal of Continuing Education in Nursing 41, no. 6 (June 1, 2010): 273–80. http://dx.doi.org/10.3928/00220124-20100401-01.

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Muggeo, Michela A., and Golda S. Ginsburg. "School Nurse Perceptions of Student Anxiety." Journal of School Nursing 35, no. 3 (January 9, 2018): 163–68. http://dx.doi.org/10.1177/1059840517752457.

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Anxiety disorders are common in youth. Because somatic complaints are a hallmark feature of anxiety, these students frequently visit their school nurse, creating an ideal opportunity for nurses to identify and assist them. In an effort to better understand current practices, we surveyed a large sample ( N = 93) of school nurses. Results indicated that the majority of nurses perceived anxiety as the most prevalent mental health issue in their students. Moreover, the majority of nurses reported that they did not use any formal screening tool or intervention protocol and stated wanting to expand their training in anxiety intervention. These data suggest that school nurses identify anxiety as a top problem but do not receive adequate training to address it. Data from this survey may be used to plan how best to fill gaps in nurse training and practices that can enhance nurses’ capacity to optimize outcomes for anxious students.

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Cubbin, Sally, Jane Pearce, Roger Bullock, and Rupert McShane. "Training and assessing independent nurse prescribers: a model for old age psychiatry." Psychiatric Bulletin 33, no. 9 (September 2009): 350–53. http://dx.doi.org/10.1192/pb.bp.108.020156.

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Aims and MethodThe brevity of training and assessment for independent nurse prescribers has caused some concern. We aimed to validate an Objective Structured Clinical Examination (OSCE) for potential nurse prescribers in dementia. Nurses' performance after 12 days of training for potential prescribers was compared with that of doctors of different grades.ResultsThe performance of doctors, but not nurses, correlated with years of experience. Many nurses, especially those working in memory clinics, scored better than junior doctors.Clinical ImplicationsThis OSCE provides evidence of potential prescribers' competency for employers. This could make a significant contribution to maintaining high standards of patient safety with nurse prescribing. This may also be an appropriate addition to the assessment of specialty trainees as well as for revalidation.

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Linney, Andrew. "Emergency care nurse training." Emergency Nurse 14, no. 4 (July 2006): 9. http://dx.doi.org/10.7748/en.14.4.9.s16.

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Bognar, Lora, Eileen Bersick, Nancy Barrett-Fajardo, Carolyn Ross, and Richard E. Shaw. "Training aspiring nurse leaders." Nursing Management 52, no. 8 (August 2021): 40–47. http://dx.doi.org/10.1097/01.numa.0000758688.41934.dc.

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Martin, Andrea. "Enrolled nurse training wasted." Nursing Standard 9, no. 20 (February 8, 1995): 42. http://dx.doi.org/10.7748/ns.9.20.42.s47.

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Johnson, Jean, and Jerry D. Durham. "Nurse Training Act Reauthorized." Nurse Practitioner 10, no. 12 (December 1985): 7. http://dx.doi.org/10.1097/00006205-198512000-00003.

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Smith, James P. "BRITISH NURSE TRAINING REALITIES." Journal of Advanced Nursing 11, no. 3 (May 1986): 245. http://dx.doi.org/10.1111/j.1365-2648.1986.tb01244.x.

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Miller, Patricia Gonce. "The Nurse Training Act." Advances in Nursing Science 7, no. 2 (January 1985): 47–65. http://dx.doi.org/10.1097/00012272-198501000-00008.

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Lamont, Myra. "Nurse training and accreditation." Journal of Family Planning and Reproductive Health Care 39, no. 1 (January 2013): 68–69. http://dx.doi.org/10.1136/jfprhc-2012-100537.

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Cooling, Hilary, and Wendy Dunster. "Nurse intrauterine device training." Journal of Family Planning and Reproductive Health Care 34, no. 3 (July 1, 2008): 193–94. http://dx.doi.org/10.1783/147118908784734800.

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Argent, Vincent. "Nurse training in SRH." Journal of Family Planning and Reproductive Health Care 36, no. 3 (July 1, 2010): 179. http://dx.doi.org/10.1783/147118910791749245.

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Carr, J. "Burden of nurse training." Veterinary Record 157, no. 5 (July 30, 2005): 152. http://dx.doi.org/10.1136/vr.157.5.152-a.

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Bush, Charles T. "Postgraduate Nurse Practitioner Training." JONA: The Journal of Nursing Administration 44, no. 12 (December 2014): 625–27. http://dx.doi.org/10.1097/nna.0000000000000138.

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Flurry, Mitchell, Sebastian Brooke, Brett Micholetti, Noel Natoli, Kurtis Moyer, Stephanie Mnich, and John Potochny. "Nurse Training With Simulation." Annals of Plastic Surgery 69, no. 4 (October 2012): 459–61. http://dx.doi.org/10.1097/sap.0b013e31824b3db4.

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Basuki, Duwi, Ana Zakiyah, Windu Santoso, and Isbatuhul Khoirod. "INFLUENCE OF PEER GROUP SUPERVISION ON THE NURSE PERFORMANCE IN MEDICATION." INTERNATIONAL JOURNAL OF NURSING AND MIDWIFERY SCIENCE (IJNMS) 6, no. 1 (April 25, 2022): 34–41. http://dx.doi.org/10.29082/ijnms/2022/vol6/iss1/379.

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The number of deaths and disabilities is one of them due to errors in medication. This can be prevented with optimal supervision. The purpose of the study was to determine the influence of Peer Group Supervision on the performance of nurses in medication The study sample numbered 23 implementing nurses and 23 nurse leaders. The results of observation of the performance of nurses before being given supervision training at the head of the nurse (70%) are sufficient and after being given good performance training (100%). The results of the analysis found a meaningful influence of peer group supervision on the performance of nurses (p = 0.00) by showing a positive pattern. The better the leadership supervises, the performance of nurses is also increasing. Efforts to improve nurse performance by improving peer group supervision in a planned and scheduled manner, continuous training on supervision, and socialization of Standard Operating Procedures to nurses.

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Gleason, Alexander. "Business Impact of Nurse-Designed Training for Claims Case Managers." AAOHN Journal 57, no. 5 (May 2009): 202–9. http://dx.doi.org/10.3928/08910162-20090416-04.

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Teaching is a fundamental role of occupational health nurses. The primary purpose of any training is to change behavior. Time, resources, money, and personnel required for effective training are in short supply. Occupational health nurses must be able to quantify the effect of their training for business leaders to increase occupational health nurse funding. This article details how to calculate the business impact of training conducted by occupational health nurses. Two separate groups of claims case managers were evaluated for best practice scores. One group was trained by an occupational health nurse to determine occupational injury or illness causality. Best practice scores were analyzed 4 months later. A 14% difference was observed between the trained group and the control group. Occupational health nurses can quantify the effect their training has and use those results to improve their training and secure more resources from business leaders.

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Gleason, Alexander, Phyllis Berryman, and Eileen Lukes. "Business Impact of Nurse-Designed Training for Claims Case Managers." AAOHN Journal 57, no. 5 (May 2009): 202–9. http://dx.doi.org/10.1177/216507990905700508.

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Teaching is a fundamental role of occupational health nurses. The primary purpose of any training is to change behavior. Time, resources, money, and personnel required for effective training are in short supply. Occupational health nurses must be able to quantify the effect of their training for business leaders to increase occupational health nurse funding. This article details how to calculate the business impact of training conducted by occupational health nurses. Two separate groups of claims case managers were evaluated for best practice scores. One group was trained by an occupational health nurse to determine occupational injury or illness causality. Best practice scores were analyzed 4 months later. A 14% difference was observed between the trained group and the control group. Occupational health nurses can quantify the effect their training has and use those results to improve their training and secure more resources from business leaders.

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Rezeki, Vina, Arifah Devi Fitriani, Iman Muhammad, and Lucia Lastiur. "Analysis of the Effect of Motivation and Training on the Performance of Nurses in Datu Beru Takengon Public Hospital." Journal La Medihealtico 1, no. 5 (November 7, 2020): 54–60. http://dx.doi.org/10.37899/journallamedihealtico.v1i5.160.

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Nurses who work in emergency room must have more skills, which is implied for every nurse who works in the emergency room to have a good performance. The study aims to analyze the influence of motivation and training on the performance of nurses in the emergency room at Datu Beru Takengon General Hospital in 2018.The design used a quantitative analytic survey. The population were all nurses in the emergency room of Datu Beru Hospital in Takengon by totalling 32 nurses and all were taken as the sample by using total population technique. Data analysis was performed by univariate, bivariate and multivariate analyses.The results showed that out of 15 respondents who had less motivation had a poor performance in the category of less than 9 people (60%) and of the 17 respondents who were motivated, motivation with nurse performance with Chi-Square statistical test obtained p-value =.032 <α .05, which means that there is an influence between training and nurse performance .001 <α .05, which means there is an influence between training and nurse performance.The conclusion is that there is an influence between motivation and training on the performance of nurses in the emergency room. It is recommended that the hospital management pay attention to the performance of the nurses, by giving riward to nurses who have good performance and giving sanctions to nurses who break the rules.

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Duthie, G. S., P. J. Drew, M. A. P. Hughes, R. Farouk, R. Hodson, K. R. Wedgwood, and J. R. T. Monson. "A UK training programme for nurse practitioner flexible sigmoidoscopy and a prospective evaluation of the practice of the first UK trained nurse flexible sigmoidoscopist." Gut 43, no. 5 (November 1, 1998): 711–14. http://dx.doi.org/10.1136/gut.43.5.711.

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Background—Flexible sigmoidoscopy is a technical skill that has been successfully performed by suitably trained colorectal nurse practitioners in the USA. However, no recognised training course exists for nurse practitioners in the UK.Aims—To design and evaluate a training programme for nurse endoscopists.Methods—A multidisciplinary committee of nurses and clinicians developed a structured programme of study and practice. This involved a staged process of observations, withdrawals, and ultimately, full procedures. Once training had been completed the nurse practitioner was permitted to practice independently. Patients with colorectal symptoms referred for flexible sigmoidoscopy were examined for the final stages of training and independent practice. A prospective evaluation of the training and practice of the first trained nurse flexible sigmoidoscopist was performed. Barium enema, video, clinical follow up, and histology were used to validate the results of the flexible sigmoidoscopies.Results—The training programme required that 35 observations, 35 withdrawals, and 35 supervised full procedures were performed prior to the development of independent practice. Subsequent to the completion of this programme 215 patients have been examined independently by the nurse practitioner. Ninety three per cent of the examinations were judged successful and pathology was identified in 51%. The nurse endoscopist successfully identified all “significant” pathology whereas barium enema failed to identify pathology in 12.5%. There were no complications.Conclusion—With suitable training nurse endosocopists are able to perform flexible sigmoidoscopy safely and effectively.

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Leisubun, Rosina, Asnet Leo Bunga, and Sudibyo Supardi. "Effect of Interactive Supervision Training on Improving of Nursing Behavior in Prevention of Infection and Effective Communication." Indonesian Journal of Health Research 2, no. 2 (August 30, 2019): 60–74. http://dx.doi.org/10.32805/ijhr.2019.2.2.50.

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Introduction. Nurse behavior in prevention of infection and effective communicate aimed at minimizing arrows and maximizing patient safety. Implementation of nurse behavior can be realize by hand washing and communicate is effective and complete. To evaluate the associated behaviors of implementing nurses can be done by supervision method by chief of the room or nursing supervisor. This study aims to determine the effect of interactive supervision training on improving the behavior of nurses in prevention of infection: hand washing & effective communication. Methods. The research is a quantitative research with a quasi-experimental design using pre & post test design with a control group. The sample in the study was 17 supervisor and 70 nurse nurses. Interventions carried out are interactive supervision training for chief of the room & team leader/PJ Shift. Results. The result of the study found difference in behavior of nurses on hand washing & SBAR communication before & after training (p value=0,000) Further analysis shows a good influence between interactive supervision training on improving nurse performance in hand washing & SBAR communication compliance (p value=0,000). Conclusion. Expected to he carried out in a interactive supervision of all implementing nurses in an effect to improve safety of patients.

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Metalita, Eva, Hanny Handiyani, Tuti Afriani, and Lilis Rayatin. "Analisis Jenjang Karir dan Minat Menjadi Perawat Intensif." Jurnal Keperawatan Silampari 5, no. 1 (October 31, 2021): 156–67. http://dx.doi.org/10.31539/jks.v5i1.2907.

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This study aims to analyze career paths and interest in being an intensive nurse and develop problem-solving solutions by conducting interactive discussion activities to disseminate intensive unit services to attract interest in becoming an intensive nurse. The method used is a case study and analysis of results and implementation gaps with a discussion based on the literature review. The results of the career path analysis research, respondents have a D3 nursing education level (90%), 5-8 years of service (87.5%), occupy the last PK level 1-5 years (93.4%) and attend BHD, PPI training, PCNT, BHL/PALS, and basic KMB training (53.3%). Interest in being an intensive nurse (63.3%). Interest in carrying out their respective roles as caregivers, educators, and researchers (60%). In conclusion, some nurses are interested in becoming intensive nurses with the appropriate level of education, tenure, and career level and have attended basic training to become intensive nurses. However, when internal recruitment is carried out to become intensive nurses, few nurses are willing to become intensive nurses, so that still needs proper implementation. Keywords: Career Path, Interests, Intensive Nurse

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Igneri, Tara, Michael Rota, and Nora Lowy. "Naloxone training." Journal of the American Academy of Physician Assistants 31, no. 12 (December 2018): 1. http://dx.doi.org/10.1097/01.jaa.0000549513.11729.f7.

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Ningrum, Nining, Laksmono Widagdo, and Sutopo Patria Jati. "ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI KINERJA PERAWAT GIGI DALAM PELAKSANAAN KEGIATAN UKGS (USAHA KESEHATAN GIGI SEKOLAH) DI PUSKESMAS WILAYAH DINAS KESEHATAN KABUPATEN BANDUNG." Jurnal Kesehatan Gigi 2, no. 2 (December 1, 2015): 64–71. http://dx.doi.org/10.31983/jkg.v2i02.1116.

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TITLEAnalysis of factors influencing dental nurse performances in UKGS program among Puskesmas in public health department of Bandung DistrictABSTRACTIn Bandung District data showed that many students suffer from bleeding gums, dental caries in students tend to rise nearly 90% in elementary school students, the average incidence of dental caries occur in the age group 6-12 years with DMF-T = 2,7. Where as the target of Healthy Indonesia 2010 on caries incidence is not more than two. Not optimal oral health care in children aged 6-12 years (primary school age), showed that the performance of dental nurses in UKGS care services was not optimal.This study was an explanatory research with cross sectional approach. Data were collected by interview and observation. The number of samples is 50 dental nurses.The results showed that the performance of dental nurses in the implementation of the District Health Office UKGS in Bandung is only about 58.0% and that have a good performance is only 42.0%. Variables that are directly related to the performance of dental nurses in the implementation of UKGS are training, knowledge and motivation The variables most affect the dental nurse performance of the implementation UKGS was training (RP 20.931) means that dental nurse with a good level of 21 times likely to have a better performance compared to the dental nurse with less knowledge, and the most influential factor was training. Means that dental nurses who have high training will have 21 times better performance compared with dental nurses with low training in the implementation of UKGS. Key words : Performance, dental nurse at implementation, UKGS

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Eckardt, Patricia, Marilyn J. Hammer, Margaret Barton-Burke, Margaret McCabe, Christine T. Kovner, Liza Behrens, Heather Reens, and Barry S. Coller. "All nurses need to be research nurses." Journal of Clinical and Translational Science 1, no. 5 (October 2017): 269–70. http://dx.doi.org/10.1017/cts.2017.294.

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IntroductionNurses are critical to the research enterprise. However all nurses are not prepared to participate as members of the research team since education and training in clinical research nursing and nurse-specific Good Clinical Practice are not consistently included in nursing curricula. The lack of nurse education and training in clinical research and Good Clinical Practice leaves research participants vulnerable with a nursing workforce that is not prepared to balance fidelity to protocol and patient quality care and safety.MethodsA collaborative network of nurses within Clinical and Translational Science Awards and beyond was established to address this education and training need. Over a 2-year period, using expert opinion, Delphi methods, and measures of validity and reliability the team constructed curriculum and knowledge test items.ResultsA pilot modular electronic curriculum, including knowledge pretest and post-tests, in clinical research nursing and nurse-specific Good Clinical Practice competencies was developed.ConclusionsAs the scope and setting of clinical research changes, it is likely that all practicing nurses, regardless of their practice setting or specialty, will care for patients on research protocol, making all nurses, in essence, clinical research nurses. The curriculum developed by this protocol will address that workforce education and training need.

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Carney, Brian T., Priscilla West, Julia B. Neily, Peter D. Mills, and James P. Bagian. "Improving Perceptions of Teamwork Climate With the Veterans Health Administration Medical Team Training Program." American Journal of Medical Quality 26, no. 6 (August 2, 2011): 480–84. http://dx.doi.org/10.1177/1062860611401653.

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There are differences between nurse and physician perceptions of teamwork. The purpose of this study was to determine whether these differences would be reduced with medical team training (MTT). The Safety Attitudes Questionnaire was administered to nurses and physicians working in the operating rooms of 101 consecutive hospitals before and at the completion of an MTT program. Responses to the 6 teamwork climate items on the Safety Attitudes Questionnaire were analyzed using nonparametric testing. At baseline, physicians had more favorable perceptions on teamwork climate items than nurses. Physicians demonstrated improvement on all 6 teamwork climate items. Nurses demonstrated improvement in perceptions on all teamwork climate items except “Nurse input is well received.” Physicians still had a more favorable perception than nurses on all 6 teamwork climate items at follow-up. Despite an improvement in perceptions by physicians and nurses, baseline nurse–physician differences persisted at completion of the Veterans Health Administration MTT Program.

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I, Idelriani, Hadijah H, and Robertus Masyhuri. "Pemberdayaan Siswa Sekolah Dasar dalam Pelatihan dan Edukasi Perawat Cilik untuk Pencapaian Desa Peduli Kesehatan." Idea Pengabdian Masyarakat 2, no. 05 (September 30, 2022): 248–52. http://dx.doi.org/10.53690/ipm.v2i05.176.

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Community service activities carried out in Sapanang village, Kec. Binamu, Kab. Jeneponto on Saturday, March 20, 2021, 09.00-13.00 WITA is a community service activity by empowering elementary students in training and educating little nurses in the context of achieving health care villages. The purpose of this activity is to provide an introduction to little nurses to elementary school students and provide training skills in the form of little nurse education to elementary school students so that people will understand better and know the right first treatment that can be done if there are health problems. The community will also be more familiar with the nursing profession in daily life so that the community will be able to create a healthcare village. From the 25 children who participated in the little nurses training and education activities, the results were quite satisfied with the children who were given education regarding little nurses' understanding of what the role of a nurse was. Some of the obstacles in the implementation of training and education for little nurse training include (1) there are limitations in supporting facilities, including limited tools and health workers in demonstrating the duties and functions of little nurses in caring for patients so that the activity lasts quite a long time. (2) the little nurse demonstration activity which was planned to run for 1 day could not be realized optimally due to the limited distribution of time for school entry considering that it was still in pandemic condition so the number of participants was limited.

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Sudarmika, Putu, I. Wayan Santyasa, I. Made Tegeh, and I. Komang Sudarma. "How to assess nurse learning needs through training needs analysis." International journal of health sciences 7, no. 1 (January 12, 2023): 13–25. http://dx.doi.org/10.53730/ijhs.v7n1.13843.

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Training has a very important role in improving the performance of nurses. This study aims to assess nurses' learning needs through the training needs of nurses. This study used a mixed-methods design. The first phase involved an online survey. The second phase of qualitative research involved conducting structured interviews with 8 nurses. A total of 413 nurses participated in this survey. Nurses' competence was found in the competence of meeting fluid and electrolyte needs with a mean of 3.8 (SD: 0.7), the most expected training model was mixed training (47.2%), the most expected form of audio-visual media (94.7%), internal training (95.2%), and the flexibility of the training time (68%). The results of the interviews indicate that it is necessary to map the nurse’s competence. Learning needs can describe the competence of nurses and the training needed to improve their self-competence. Training Needs Assessment should be carried out thoroughly, including the need for forms of learning and media, which need to be facilitated by nurse management to motivate nurses to learn and improve their skills.

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Harrison Dening, Karen, Caroline Scates, George McGill, and Kay De-Vries. "A training needs analysis of admiral nurses to facilitate advance care planning in dementia." Palliative Care: Research and Treatment 12 (January 2019): 117822421985018. http://dx.doi.org/10.1177/1178224219850183.

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Education of health and social care professionals is essential in preparation to confidently and effectively support families affected by dementia to undertake advance care planning. This article describes a training needs analysis of Admiral Nurses, dementia specialists, in facilitating advance care planning for future care. Methods: A questionnaire survey was completed by Admiral Nurses attending end-of-life care masterclasses in 2017 and 2018. Both quantitative (years registered as a nurse, years as an Admiral Nurse and subjective level of confidence in completing advance care plannings) and qualitative data (interventions perceived to increase confidence) were collected. Findings: There were 75 completed responses (two incomplete returns). There was no correlation between levels of confidence and years registered as a nurse. However, there was a small positive correlation between confidence and number of years as an Admiral Nurse ( r = 0.23; p < 0.05). Themes identified qualitatively to enhance practice were advanced communication skills, supervised practice, resources to frame conversations and a guide and template for advance care planning. Conclusion: Although Admiral Nurses are specialists in dementia, several educational initiatives could be employed to better enable them to support advance care planning for families affected by dementia. This training needs analysis is contributed towards developing an educational intervention for Admiral Nurses to improve advance care planning support.

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Rao, Anitha C., and Prasannakumar Shetty. "Evaluative Study on Effectiveness of Maternal and Child Health Care Participatory Training Program among Staff Nurses, Auxiliary Nurse Midwives and Lady Health Visitors." Journal of South Asian Federation of Obstetrics and Gynaecology 4, no. 2 (2012): 120–22. http://dx.doi.org/10.5005/jp-journals-10006-1191.

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ABSTRACT Objectives The objectives of the study are to: (i) Determine the learning needs of staff nurses, auxiliary nurse midwives and lady health visitors on maternal and child health care. (ii) Determine the level of knowledge and selected maternal and child health care practices of staff nurses, auxiliary nurse midwives and lady health visitors on maternal and child health care before and after the implementation of the educational intervention program. (iii) Evaluate the effectiveness of maternal and child health educational intervention program. Materials and methods This evaluative study at selected health centers of Udupi district in India enrolled 50 staff nurses, auxiliary nurse midwives and lady health visitors who were currently employed. Results Major findings of the study were: There was a significant improvement (p < 0.05) in the performance skill related to antenatal, postnatal and newborn. Conclusion The training was effective in improving the overall performance of the workers. However, repeated in-service training is necessary in maintaining the levels of improvement. How to cite this article Rao AC, Shetty P. Evaluative Study on Effectiveness of Maternal and Child Health Care Participatory Training Program among Staff Nurses, Auxiliary Nurse Midwives and Lady Health Visitors. J South Asian Feder Obst Gynae 2012;4(2):120-122.

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Hasan, Hani, Sunil Mamtora, and Nimish Shah. "Setting up a successful nurse-led intravitreal injections service: pearls from Swindon." British Journal of Nursing 29, no. 20 (November 12, 2020): 1178–85. http://dx.doi.org/10.12968/bjon.2020.29.20.1178.

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The demand for performing intravitreal injections has increased in recent years, prompting the need for more nurse training in their administration. The Great Western Hospitals NHS Trust in Swindon has developed a structured nurse training programme and now has 8 independent nurse injectors trained to undertake injections independently; nurse practitioners now contribute upwards of 85% of the total number of injections. The authors have also demonstrated the financial benefits of using injection assistant devices and shown the positive impact such devices have on training. In September 2019, the authors organised the first course to offer nurses and doctors hands-on experience in administering injections, using the Swindon training model to provide participants with a structured approach to learn how to perform intravitreal injections safely. Nurses made up 96% of participants; the remainder were doctors and managers; 6% had never performed an intravitreal injection; of units where they had, disposable drapes and a speculum were used in 71% of these. The number of injections performed per session at participants' units at the time they attended the course was: 17 or more injections=46%, 13–14=39%, and 11–12=15%. The course was rated 8.9/10 overall for content, with 85% very likely to recommend it to colleagues. All participants indicated that using the Swindon model made them feel confident to deliver injections safely. The authors demonstrated that using a structured training protocol and intravitreal assistant device improves the quality of nurse training and increases confidence in administering intravitreal injections.

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Abd Rabou, Hanaa Mohamed, and Dalal Talaat Akel. "Workplace ergonomics training intervention and its effect on quality of nursing work life among nurse interns." Clinical Nursing Studies 8, no. 3 (September 6, 2020): 35. http://dx.doi.org/10.5430/cns.v8n3p35.

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Objective: The current study aim is to evaluate impact of workplace ergonomics training intervention on the Intern nurses’ work life quality.Methods: The study accompanied through a quasi-experimental design with all nurse interns who registered in internship year, in operating rooms and critical care units at El Demerdash Hospital which are allied to Ain Shams University Hospitals. A triple-section questionnaire was used for data collection: First, part I - nurse interns’ socio demographic profile. Part II - self-administered knowledge questionnaire. Second, nurse interns’ performance observational checklist. Third, Brooks’ Quality of Nursing Work Life survey.Results: The study reported that nurse intern’ knowledge and practice related to workplace ergonomics were improved in the post intervention and follow up phases. Also, interns’ total quality of nursing work life was highly statistically significant different during post intervention and follow up phases when compared with pre intervention phase.Conclusions: The findings of this study concluded that ergonomics training intervention had positive impact on nurse interns’ work life quality in post and after three months from the intervention of training intervention compared to the pre intervention phase. The study recommends that nurse interns should adhere to safety guidelines in all their practices and provides nurse interns with safe patient handling and mobility training programs.

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Swain, Sharon. "The Role of Clinical Nurse Educators in Organ Procurement Organizations." Progress in Transplantation 21, no. 4 (December 2011): 284–87. http://dx.doi.org/10.1177/152692481102100405.

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Clinical nurse educators are advanced practice nurses with preparation at the master's level or higher. Such nurses play an important role in organ procurement organizations. As leaders and members of the team, they provide structure and design to the training process. These educators oversee orientation of new employees, serve as mentors to preceptors, assess the learning needs of the organization, and provide ongoing training to veteran staff. Clinical nurse educators also contribute to continuous quality improvement for the organization and help to comply with regulatory standards.

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Bradley, Eleanor, Carole Blackshaw, and Peter Nolan. "Nurse lecturers’ observations on aspects of nurse prescribing training." Nurse Education Today 26, no. 7 (October 2006): 538–44. http://dx.doi.org/10.1016/j.nedt.2006.01.008.

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Beserra, Eveline Pinheiro, Fabiane Do Amaral Gubert, Mariana Cavalcante Martins, Viviane Mamede Vasconcelos, Gabrielle Amaral de Figueiredo, Leonardo Alexandrino da Silva, and Maria Alzete de Lima. "Conflict management in nurse training." Revista de Enfermagem UFPE on line 12, no. 10 (October 7, 2018): 2891. http://dx.doi.org/10.5205/1981-8963-v12i10a236080p2891-2896-2018.

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RESUMOObjetivo: identificar algumas questões relacionadas ao gerenciamento de conflitos na equipe de enfermagem a partir de revisão da literatura. Método: estudo qualitativo, do tipo análise reflexiva, desenvolvido a partir de artigos pesquisados nas bases de dados PubMed/MEDLINE e SciELO. Resultados: as situações de conflito na equipe, quando não efetivamente solucionadas, geram desorganização no serviço, desmotivação profissional, comprometimento na prática do cuidado e põe em risco à segurança do paciente e do profissional. O enfermeiro em sua formação continuada deve compreender que sua atividade profissional envolve o trabalho em equipe, sendo a ele atribuído obrigatoriamente o papel de líder de sua equipe de enfermagem ou multiprofissional. As atitudes essenciais dos enfermeiros para o gerenciamento de conflitos são liderança, comunicação e trabalho em equipe, os quais devem ser adquiridos por meio de treinamento contínuo, em que há o desenvolvimento dessas e outras habilidades capazes de pautar uma prática de enfermagem de qualidade. Conclusão: existe a necessidade de educação continuada sobre administração e gestão no processo de formação dos estudantes de enfermagem para se fortalecer suas habilidades profissionais indispensáveis para o adequado desempenho futuro no cuidado aos clientes. Descritores: Liderança; Comunicação; Educação; Enfermagem; Tomada de Decisão.ABSTRACTObjective: to identify some issues related to conflict management in the nursing team from the literature review. Method: qualitative study, reflexive analysis, from articles researched in the PubMed/MEDLINE and SciELO library. Results: the situations of conflict in the team, when not effectively solved, imply in disorganization of the service, demotivation of the professionals, impairment in the practice of care and at risk to patient and professional safety. The nurse in her continuing education should understand that her professional activity involves teamwork and that she is required to play the role of team leader, whether nursing or multi-professional. Nurses' essential attitudes towards conflict management are leadership, communication, and teamwork, which must be acquired through ongoing training in which there are the development of these and other skills capable of supporting the quality of nursing practice. Conclusion: it presents the need for continuing education in administration and management in the training process of nursing students, strengthening professional skills indispensable for future good performance in the care for the sick. Descriptors: Leadership; Communication; Education; Nursing; Decision Making.RESUMENObjetivo: identificar algunas cuestiones relacionadas con la gestión de conflictos en el equipo de enfermería a partir de la revisión de la literatura. Método: estudio cualitativo, del tipo análisis reflexivo, desarrollado a partir de artículos encuestados en las bases de datos PubMed/MEDLINE y SciELO. Resultados: las situaciones de conflicto en el equipo, cuando no son efectivamente solucionadas, generan desorganización en el servicio, desmotivación profesional, compromiso en la práctica del cuidado y pone en riesgo a la seguridad del paciente y del profesional. El enfermero en su formación continua debe comprender que su actividad profesional involucra el trabajo en equipo, siendo a él atribuido obligatoriamente el papel de líder de su equipo de enfermería o multiprofesional. Las actitudes esenciales de los enfermeros para la gestión de conflictos son liderazgo, comunicación y trabajo en equipo, los cuales deben ser adquiridos por medio de entrenamiento continuo, en que hay el desarrollo de esas y otras habilidades capaces de pautar una práctica de enfermería de calidad. Conclusión: existe la necesidad de educación continuada sobre administración y gestión en el proceso de formación de los estudiantes de enfermería para fortalecer sus habilidades profesionales indispensables para el adecuado desempeño futuro en el cuidado a los clientes. Descriptores: Liderazgo; Comunicación; Educación; Enfermería; Toma de Decisiones.

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Gamble, Catherine. "The thorn nurse training initiative." Nursing Standard 9, no. 15 (January 4, 1995): 31–34. http://dx.doi.org/10.7748/ns.9.15.31.s34.

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Houghton, Natalie. "Nurse training can be gruelling." Nursing Standard 18, no. 26 (March 10, 2004): 30. http://dx.doi.org/10.7748/ns.18.26.30.s48.

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Hehir, Bríd. "Doing good for nurse training." Nursing Standard 29, no. 2 (September 16, 2014): 64–65. http://dx.doi.org/10.7748/ns.29.2.64.s52.

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Journal articles on the topic 'Nurse training'

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