Relevant bibliographies by topics / Nursing interventions and education

Academic literature on the topic 'Nursing interventions and education'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Nursing interventions and education"

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Hunter, C. "Cardiopulmonary cerebral resuscitation: nursing interventions (continuing education nursing)." Critical Care Nurse 7, no. 3 (May 1, 1987): 46–56. http://dx.doi.org/10.4037/ccn1987.7.3.46.

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McNally, Kimberly, Sharon Elizabeth Metcalfe, and Ramona Whichello. "Interventions to Support Diversity in Nursing Education." Journal of Nursing Education 58, no. 11 (November 1, 2019): 641–46. http://dx.doi.org/10.3928/01484834-20191021-05.

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Reising, Deanna L. "Nursing Interventions: Need for Clarity." Journal of Nursing Education 55, no. 12 (December 1, 2016): 667–68. http://dx.doi.org/10.3928/01484834-20161114-01.

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Nøst, Torunn Hatlen, Sigrun Aasen Frigstad, and Beate André. "Impact of an education intervention on nursing diagnoses in free-text format in electronic health records: A pretest–posttest study in a medical department at a university hospital." Nordic Journal of Nursing Research 37, no. 2 (September 21, 2016): 100–108. http://dx.doi.org/10.1177/2057158516668081.

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Discussions on how nursing documentation should be carried out have been ongoing for the last decade. In this study, free-text format for nursing diagnoses was introduced to nursing staff at a university hospital in Norway. The aim of the study was to investigate the impact of an education intervention introducing nursing diagnoses in a free-text format following a problem-etiology-symptom structure. A pretest–posttest design was performed to assess changes in quality and quantity in the nursing documentation using the audit instrument N-Catch II. Several elements in the nursing documentation had statistically significant changes; the largest was found for quantity in nursing diagnoses. Education interventions aimed to improve nurses’ documentation in the electronic health record may have an effect on more complete and accurate nursing documentation. The presented education intervention showed a significant impact of more accurate nursing diagnoses and significant improvements in nursing documentation.
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Kupolati, Mojisola D., Una E. MacIntyre, and Gerda J. Gericke. "School-based nutrition education: features and challenges for success." Nutrition & Food Science 44, no. 6 (November 10, 2014): 520–35. http://dx.doi.org/10.1108/nfs-01-2014-0001.

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Purpose – The aim of this review is to critically assess published articles on school-based nutrition education (NE) intervention to identify factors hindering or contributing to the success of interventions. School-based NE possesses the capacity to influence learners’ nutrition behaviours. Design/methodology/approach – An electronic search of articles was conducted in Medline, PubMed, the Cumulative Index to Nursing and Allied Health Literature databases, Google and snowballing. Included in the review were school-based studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review. Findings – Thirty-nine studies met the inclusion criteria. Features of successful NE interventions included the use of behavioural theories, especially the social cognitive theory and the involvement of trained teachers in the implementation of interventions. Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed. Originality/value – Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher-oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.
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Lee, Yoonyoung, Jongmin Lee, Jeounghee Kim, and Youngsun Jung. "Non-Pharmacological Nursing Interventions for Prevention and Treatment of Delirium in Hospitalized Adult Patients: Systematic Review of Randomized Controlled Trials." International Journal of Environmental Research and Public Health 18, no. 16 (August 22, 2021): 8853. http://dx.doi.org/10.3390/ijerph18168853.

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Delirium is a common neurobehavioral complication in hospitalized patients that can occur in the acute phase and lead to poor long-term outcomes. The purpose of this study was to identify non-pharmacological nursing interventions for the prevention and treatment of delirium in hospitalized adult patients. We conducted a systematic review to synthesize the findings of published studies. We searched the PubMed, EMBASE, CINAHL, and Cochrane Library CENTRAL databases for randomized controlled trials in January 2021. We report this systematic review according to the PRISMA 2009 checklist. The study was registered on PROSPERO (CRD42021226538). Nine studies were systematically reviewed for non-pharmacological nursing interventions for the prevention and treatment of delirium. The types of non-pharmacological nursing interventions included multicomponent intervention, multidisciplinary care, multimedia education, music listening, mentoring of family caregivers concerning delirium management, bright light exposure, ear plugs, and interventions for simulated family presence using pre-recorded video messages. These results could help nurses select and utilize non-pharmacological nursing interventions for the prevention and treatment of delirium in clinical nursing practice.
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Ramadhan, Indah, Budi Keliat, and Ice Wardani. "Assertive training and family psychological education therapy on adolescents self-esteem in prevention of drug use in boarding school." International Journal of Advanced Nursing Studies 7, no. 1 (January 8, 2018): 17. http://dx.doi.org/10.14419/ijans.v7i1.8598.

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Adolescents are prone to use drugs when they have low self-esteem. Assertiveness training and family psychological education therapies are mental health nursing specialist interventions that are expected to increase adolescent self esteem so that adolescent has ability to prevent drug use. This study aims to determine the effect of assertiveness training and family psychological education therapy on adolescent self-esteem in the prevention of drug use in boarding schools. The research design was a quasi-experimental pre-post test with a control group. Sixty four adolescent students at the boarding school were selected using purposive sampling technique and cluster random sampling. The intervention group 1 only received general nursing intervention and the intervention group 2 received general nursing intervention, assertiveness training, and family psychological education therapy. The results showed that the self-esteem of adolescent students increased significantly after receiving nursing intervention and in the high self-esteem category (p = 0.017), after assertiveness training and family psychological education therapy, adolescent self-esteem in the intervention group 2 increased greater than only general nursing intervention ( P = 0, 000) with the high self-esteem category. There is the influence of assertiveness training and family psychological education therapy on adolescent self-esteem in prevention of drugs uses in a boarding school. Community health center is recommended to do nursing care in school through school health unit program either by primary care nurse or nurse specialist of mental health nursing.
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Song, Yeoungsuk, and Seurk Park. "Effectiveness of Debriefing in Simulation-Based Education for Nursing Students: A Systematic Review and Meta-analysis." Journal of Korean Academy of Fundamentals of Nursing 29, no. 4 (November 30, 2022): 399–415. http://dx.doi.org/10.7739/jkafn.2022.29.4.399.

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Purpose: This study aimed to determine the effect of debriefing interventions on clinical competence in nursing students.Methods: A systematic review with a meta-analysis was conducted. Korean and English studies were retrieved from eight databases: KERIS, KISS, KoreaMed, NDSL, CINAHL, Cochrane Library, EMbase, and PubMed through January 2022. Fifteen studies were selected for the meta-analysis based on the inclusion criteria and low risk of bias. The data was analyzed using RevMan 5.3. and R software 3.6.2.Results: Most studies had a low risk of bias. Debriefing intervention in simulation-based education were found to be significantly effective compared to the control groups on clinical competence(Hedges’g=1.06, 95% CI=0.73~1.39, p<.001). In addition, the length of the debriefing intervention influenced the heterogeneity in the meta-ANOVA.Conclusion: Debriefing intervention in simulation-based education help improve nursing students’ clinical competence in nursing students. Futhermore, our findings suggest that nursing educators should consider the length of debriefing for nursing students to improve their clinical competence.
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Ren, Xueqiong, Jianing Jin, Yaer Chen, and Jing Jin. "Research on the Effect of Nursing Methods for Gestational Diabetes Mellitus Based on Comprehensive Nursing Intervention." Computational and Mathematical Methods in Medicine 2022 (July 14, 2022): 1–10. http://dx.doi.org/10.1155/2022/2396658.

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In order to explore the effective way of gestational diabetes care, this paper applies comprehensive nursing to gestational diabetes care. In terms of nursing intervention for pregnant women with gestational diabetes mellitus, combining the phased changes of pregnant women’s physiological and psychological needs during pregnancy, this paper comprehensively implements health education, diet intervention, exercise intervention, pregnancy monitoring, psychological intervention, infection prevention, and perinatal monitoring and other nursing interventions in a selective and focused manner. This makes the intervention measures at each stage focused, intersecting, interpenetrating, and continuing to play a role, which can effectively improve the implementation effect of the intervention measures and better promote the effective improvement of pregnancy outcomes. In addition, this paper studies the effect of gestational diabetes care based on comprehensive nursing intervention through a controlled trial, and the study verifies that comprehensive nursing has a good effect in gestational diabetes care.
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Best, Nakia C., Sonda Oppewal, and Debbie Travers. "Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review." Journal of School Nursing 34, no. 1 (December 5, 2017): 14–27. http://dx.doi.org/10.1177/1059840517745359.

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School nurses intervene with students, parents, and school staff to advance the health and academic success of students. We conducted an integrative literature review of published research to describe the types of school nurse interventions and health and education outcome measures and to examine how school nurse interventions were linked to student outcomes. Sixty-five studies met the inclusion criteria. We used the National Association of School Nurses’ Framework for 21st Century School Nursing Practice to categorize school nurse interventions and health and education outcome measures. The majority of interventions were categorized under the care coordination principle, most commonly, motivational interviewing and counseling. In 17 studies, school nurse interventions were linked to improved student outcomes. Most studies (80%) were descriptive. To advance school nursing science, researchers can build on this foundation with more rigorous research methods to evaluate the impact of school nurse interventions and activities on student health and education outcomes.
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Dissertations / Theses on the topic "Nursing interventions and education"

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Chen, Chen, and Zhou Ning. "The effect of patient education interventions on stoma patients : - A descriptive review." Thesis, Högskolan i Gävle, Avdelningen för vårdvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-30254.

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Collier, Angela. "Nursing interventions to improve breastfeeding initiation and continuation among adolescent mothers." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1388.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Nursing
Nursing
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Spielmann, Marchell Rene. "Tobacco Treatment Education Module for Nurses Working in the Inpatient Psychiatric Setting." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7080.

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Tobacco use among people with mental illness remain a significant problem in the western United States. At the project site, there is widespread tobacco use among patients with mental illness and lack of training for nurses to address the issue. The purpose of this project was to educate nurses working in the acute psychiatric setting about evidence-based tobacco treatment interventions. The practice-focused question addressed whether a tobacco education program would increase nurses' knowledge, confidence, and skills to provide tobacco treatment interventions to patients with a mental illness. Self-determination theory and the transtheoretical model of change provided the theoretical framework for the project. Evidence was obtained from a comprehensive literature search. The Psychiatry RX for Change education modules were used to implement the education intervention. Nine participants completed pre- and post-test knowledge-based questionnaires and the Skills and Confidence for Smoking Cessation Tool survey. Results from GraphPad t-test analysis indicated a statistically significant increase in perceived knowledge, skills, and confidence among nurses related to tobacco cessation treatment. The mean knowledge pre-test scores were 10.3 and the mean for the post-test score was 14.7. The mean on the pre-survey scores for the nine confidence questions was 16, and the mean on the postscores was 23. The mean obtained on pre-survey scores for the six skills questions was 11.0, and the mean obtained on the post-survey was 18.0. Findings support the use of tobacco education for nurses to improve tobacco treatment offered to patients. The implications of the project for positive social change are that results may be used to improve the quality of life and health outcomes for the patient population.
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Wang, Tze-Fang 1964. "Antecedents and self-help outcomes: Interventions for women with breast cancer." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/291771.

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The purpose of this secondary analysis of data from the pilot study of Self-Help Intervention Project (SHIP) was to describe the relationship among subject background and nursing interventions (self-help class, independent study, and nurse case manager) in 29 women with breast cancer at time one, prior to participation in one of three nurse interventions. Twenty six women provided data upon completion of the nurse interventions. A low statistical relationship was found between demographic variables of age (r =.29, p =.10) and income (r =.32, p =.09) with the nurse case manager intervention. Having had a partial mastectomy (r =.34, p =.07) was positively related to the independent study. Having received chemotherapy (r =.33, p =.08) was positively related to the self-help class intervention. The information seeking style blunter subscale was found to have a negatively statistically significant relationship with the self-help class intervention (r = -.31, p =.10) and a positive relationship with the nurse case manager intervention (r =.33, p =.08). The nurse case manager intervention was found to be positively related to adult self-care (r =.29, p =.10). Results indicate that nurses should continually assess their patients' individual variables in order to provide appropriate interventions.
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Gallagher, Ruth Wilmer. "A Meta-Analysis of Cultural Competence Education in Professional Nurses and Nursing Students." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3112.

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Cultural competence learning interventions have been suggested to positively improve knowledge, attitudes, and behaviors in both professional nurses and nursing students. A meta-analysis was used to examine the effectiveness of learning interventions designed to increase the cultural competence in professional nurses and nursing students. This is the first known meta-analysis of studies on cultural competence learning interventions in professional nurses and nursing students. The meta-analysis was done using 13 research studies on cultural competence educational interventions from 1999 to 2010 that were published peer-reviewed literature found in electronic databases. Analyses were computed using a fixed-effect model and effect size data reported in terms of odds-ratio. The Comprehensive Meta-Analysis [Version 2] statistical software was used for the meta-analysis. Results of Orwin's fail-safe N, funnel plot and Duval and Tweedie's Trim and Fill revealed no evidence of publication bias. The meta-analysis demonstrated that seven of the 13 studies' individual educational interventions had a significant positive effect (odds-ratio = 4.2) on improving cultural competency of nursing students and professional nurses. The study was able to determine from the meta-analysis literature that overall, learning interventions of cultural competence in nurses and nursing students significantly translates to a positive effect on the self-perceived cultural competency of nurses and nursing students in terms of knowledge, skills, attitudes, and self-efficacy regardless of intervention type and contact time. However, there is insufficient empirical evidence to support the argument that education and training in cultural competence translates into culturally competent care or that it leads to improved client health outcomes, particularly in nurses and nursing students. The results of this study should be interpreted with caution. Limitations of the study and recommendations for future research are discussed.
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Dionne-Vahalik, Michelle M. "Use of Antipsychotic Medications in Individuals With Alzheimer's Disease in Nursing Facilities." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5179.

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Patients with Alzheimer's disease or other types of dementia often require long-term care in nursing facilities (NF) where they may display out-of-character behaviors complicating their care. While antipsychotic medications are sometimes prescribed for NF residents, their use is considered inappropriate for the control of dementia behaviors. The Centers for Medicare and Medicaid Services have rated Texas the worst state in the country for the inappropriate use of antipsychotic medications for NF residents with dementia. This project was guided by the star model of knowledge transformation with the goal to reduce inappropriate use of antipsychotic medications through NF staff education. The purpose of this project was to develop an educational program for nurses, direct care staff, pharmacists, and prescribers regarding appropriate use of antipsychotic medications, reduction efforts, alternative non pharmacological interventions, and an associated toolkit of educational resources. The program development was accomplished in conjunction with a team of local experts who provided process evaluation regarding their satisfaction with the planning process through the completion of an anonymous, 10-question, Likert-type survey. All participants scored their results with a (5) strongly agree or (4) agree. A descriptive analysis of the survey data provided information that positively supported the development of the project. At the end of the project, the education program and resources were delivered to the Texas Health and Human Services Commission, with a plan for later implementation and outcome evaluation. This project has the potential to achieve positive social change through reducing the numbers of Texan NF residents with dementia who are inappropriately prescribed antipsychotic medications, which will result in an increase in their quality of life.
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Craig, Beverly F. "Climate and research productivity of collegiate nursing faculty: implications for educational and administrative interventions." Diss., Virginia Polytechnic Institute and State University, 1985. http://hdl.handle.net/10919/54747.

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The purposes of this study were to (a) explore the relationship between the nursing faculty member's perception of the climate for research and the research productivity of nursing faculty members; and (b) identify educational and administrative interventions possessing the potential for increasing research productivity. The questionnaire consisted of a modification of Likert’s Profile of Organizational Characteristics Form S, perceptions of the influence of organizational climate on research productivity, several aspects of institutional support, job-related data, and research productivity for the period June 1980-May 1983. Data were analyzed using Pearson's product-moment correlation coefficient. Descriptive statistics were compared for types of institutional support. Research productivity ranged from 0-40 research publications and presentations in the 3 year period. Twenty-five percent of the faculty produced 80 percent of the research. Almost half of the respondents did no research for the period studied. Organizational climate ranged from System 1 (Exploitative-Authoritative System) to System 4 (Participative Group) with the predominate climate being System 3 (Consultative System). Although faculty perceived components of organizational climate as affecting their research productivity, the finding revealed only a low positive correlation (.173, p <.05) between organizational climate and research productivity. The relationships (p <.05) between two other measures of climate (number of current facilitators and number of additional research knowledge needs) and research productivity were low (.252, -.162 respectively). No relationship was found between other climate measures (number of facilitators needing change and number of types of research training faculty desired) and research productivity. Faculty indicated that primarily monetary-related facilitators and rewards for research were most frequently available and that time-related and knowledge and skill-related facilitators were least frequently available. High producers had some of the same needs as other producers, e.g., workload policy providing time for research. Other needs, particularly knowledge and skill needs, differed by productivity level. Two interventions were suggested: (a) a workload policy with time for research, and (b) educational interventions for faculty with various productivity levels.
Ed. D.
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Bonanno, Laura S. "Nurse Anesthesia Program Administrator's Decision-Making in Determining Interventions for a Student Exhibiting Unsatisfactory Clinical Performance." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2587.

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The purpose of this grounded theory study is to define the process that nurse anesthesia program administrators use to determine if a student nurse anesthetist’s unsatisfactory clinical performance warrants intervention by the program. There is little room for error in anesthesia practice as mishaps typically result in significant injury and death. Students who exhibit unsatisfactory clinical performance may pose an immediate risk to patient safety as well as a future risk if allowed to progress in the program. The lack of guidance in the form of clearly articulated expectations and processes contribute to the emotional strain nurse anesthesia faculty and administrators experience when observing unsatisfactory clinical performance. From the data collected in the interviews with ten nurse anesthesia program administrators, a five-phase decision-making model entitled the Nurse Anesthesia Program Administrator Decision Making Model was developed. The five phases of the model include: receiving the feedback, validating the concern, assessing accountability and planning for remediation, removing the student from clinical training and moving to dismissal, and notifying the student of the decision. The guiding principle of this model is the importance of following institutional and program policies throughout the process. This study is intended to provide guidance to nurse anesthesia program administrators who are faced with a student demonstrating unsatisfactory clinical performance regarding what behaviors may require an intervention by the program.
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Costello, Verona. "An examination of the efficacy of specific nursing interventions to the management of pain in cancer patients." Thesis, Queensland University of Technology, 2003. https://eprints.qut.edu.au/15792/1/Verona_Costello_Thesis.pdf.

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Aim of the Study: The aim of this study was to determine if the nursing interventions of patient education and multidisciplinary coordination of care were able to improve pain control in the cancer patient in an acute hospital setting. Background of the Study: The role of the nurse in cancer pain management has been defined as being that of an educator, coordinator of care and advocate. A nurse with adequate knowledge of pain and its application to the cancer population and functioning in the role as defined is believed to be able to overcome many of the barriers that exist in implementing adequate analgesia and improve pain management in cancer patients. Design of the Study: A randomized experimental control group design was utilized. The study comprised 3 experimental groups and one control group incorporating pre and post testing. The Intervention of the Study: Experimental group one: subjects received education regarding their pain management which was tailored to meet their specific needs. Experimental group two: subjects underwent a pain assessment and construction of a care plan which was communicated verbally to the treating medical and nursing team and followed up with a written report which was documented in the history and sent to the treating medical physician. Experimental group three: subjects received the combined interventions administered to groups one and two. Control group four: subjects were assessed and all information was record in the same manner as for the experimental groups. The control group received their usual care during the study and their pain scores were measured at the same time intervals as the three experimental groups. Instrumentation: The Wisconsin Brief Pain Questionnaire was used for the assessment of all subjects. The McGill Pain Questionnaire was used as the outcome measure following intervention. Data Analysis: A one-way analysis of variance was used to detect the differences between the intervention groups and the control group. T-Tests were used to detect the differences between the groups incorporating a Bonferroni adjustment for frequent T tests. Results: The main effect demonstrated a significant difference between the treatment groups and control at a significance level of 0.002. T-Tests showed no significant difference between control and communication groups and no significant difference between education and combined groups. A significant difference was detected between education and control and between combined and control. Conclusions: Nursing interventions of patient education, coordination of care and advocacy can significantly improve cancer pain management. Intervention was tailored to meet the specific patient needs based on findings from the assessment and was dependent upon an adequate knowledge base. The nursing intervention of education was the most powerful of the three intervention types and its success was in tailoring to each individual. However, it is believed that with further recognition of the role of the nurse as coordinator of care will lead to greater improvements in cancer pain management.
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Costello, Verona. "An Examination of the Efficacy of Specific Nursing Interventions to the Management of Pain in Cancer Patients." Queensland University of Technology, 2003. http://eprints.qut.edu.au/15792/.

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Aim of the Study The aim of this study was to determine if the nursing interventions of patient education and multidisciplinary coordination of care were able to improve pain control in the cancer patient in an acute hospital setting. Background of the Study The role of the nurse in cancer pain management has been defined as being that of an educator, coordinator of care and advocate. A nurse with adequate knowledge of pain and its application to the cancer population and functioning in the role as defined is believed to be able to overcome many of the barriers that exist in implementing adequate analgesia and improve pain management in cancer patients. Design of the Study A randomized experimental control group design was utilized. The study comprised 3 experimental groups and one control group incorporating pre and post testing. The Intervention of the Study Experimental group one: subjects received education regarding their pain management which was tailored to meet their specific needs. Experimental group two: subjects underwent a pain assessment and construction of a care plan which was communicated verbally to the treating medical and nursing team and followed up with a written report which was documented in the history and sent to the treating medical physician. Experimental group three: subjects received the combined interventions administered to groups one and two. Control group four: subjects were assessed and all information was record in the same manner as for the experimental groups. The control group received their usual care during the study and their pain scores were measured at the same time intervals as the three experimental groups. Instrumentation The Wisconsin Brief Pain Questionnaire was used for the assessment of all subjects. The McGill Pain Questionnaire was used as the outcome measure following intervention. Data Analysis A one-way analysis of variance was used to detect the differences between the intervention groups and the control group. T-Tests were used to detect the differences between the groups incorporating a Bonferroni adjustment for frequent T tests. Results The main effect demonstrated a significant difference between the treatment groups and control at a significance level of 0.002. T-Tests showed no significant difference between control and communication groups and no significant difference between education and combined groups. A significant difference was detected between education and control and between combined and control. Conclusions Nursing interventions of patient education, coordination of care and advocacy can significantly improve cancer pain management. Intervention was tailored to meet the specific patient needs based on findings from the assessment and was dependent upon an adequate knowledge base. The nursing intervention of education was the most powerful of the three intervention types and its success was in tailoring to each individual. However, it is believed that with further recognition of the role of the nurse as coordinator of care will lead to greater improvements in cancer pain management.
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Books on the topic "Nursing interventions and education"

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N, Knollmueller Ruth, ed. Handbook of community and home health nursing: Tools for assessment, intervention, and education. 2nd ed. St. Louis: Mosby, 1996.

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N, Knollmueller Ruth, ed. Handbook of community and home health nursing: Tools for assessment, intervention, and education. St. Louis, Mo: Mosby Year Book, 1992.

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N, Knollmueller Ruth, ed. Handbook of community-based and home health nursing practice: Tools for assessment, intervention, and education. 3rd ed. St. Louis: Mosby, 2000.

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A, Swanson Elizabeth, Tripp-Reimer Toni 1946-, and Buckwalter Kathleen Coen, eds. Health promotion and disease prevention in the older adult: Interventions and recommendations. New York: Springer, 2001.

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Mariah, Snyder, ed. Independent nursing interventions. New York: Wiley, 1985.

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Hanna, Beverly P. Psychosocial nursing interventions. Vancouver: B.L.M. Publications, 1989.

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Spencer, Dorothy. Nursing education. London: Distance Learning Centre, South Bank University, 1993.

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Spencer, Dorothy. Nursing education. London: Distance Learning Centre, South Bank University, 1992.

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M, Bulechek Gloria, and Dochterman Joanne McCloskey, eds. Nursing interventions: Treatments for nursing diagnoses. Philadelphia: Saunders, 1985.

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Bauman, Monika E. Rapid nursing interventions--pediatric. Albany: Delmar Publishers, 1996.

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Book chapters on the topic "Nursing interventions and education"

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Palesy, Debra, and Tracy Levett-Jones. "Reflection Revisited: Educational Interventions for Advancing the Professional Disposition of Postgraduate Nursing Students." In Enriching Higher Education Students' Learning through Post-work Placement Interventions, 229–46. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48062-2_13.

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Shorey, Shefaly, and Violeta Lopez. "Self-Efficacy in a Nursing Context." In Health Promotion in Health Care – Vital Theories and Research, 145–58. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63135-2_12.

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AbstractSelf-efficacy is one of the most ubiquitous term found in social, psychological, counselling, education, clinical and health literatures. The purpose of this chapter is to describe and evaluate self-efficacy theory and the studies most relevant to the nursing context. This chapter provides an overview of the development of self-efficacy theory, its five components and the role of self-efficacy in promoting emotional and behavioural changes in a person’s life with health problems. This chapter also discusses the role of self-efficacy in nursing interventions by providing examples of studies conducted in health promotion in patients and academic performance of nursing students.
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Zlotnick, Cheryl, and Mary McDonnell-Naughton. "“Thinking outside the Box”: Social Innovations Emerging from Academic Nursing-Community Partnerships." In Innovation, Technology, and Knowledge Management, 245–72. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-84044-0_12.

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AbstractNurses comprise the largest group of healthcare workers in the world. Increasingly, nurses in higher education institutions are collaborating with not-for-profit and community-based organisations to devise programs, projects and interventions that benefit both their students’ education and individuals in the community. This chapter describes an integrative review of these academic nursing-community partnerships, focusing on the nurses’ roles, the students’ role and the lessons learned from the partnership strategies that blend the expertise of the community members and nurses in higher education.
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Degn, Lise, Hanne Selberg, and Anne-Lene Rye Markussen. "Learning Without a Teacher: Perceptions of Peer-to-Peer Learning Activities in Simulation Training." In How Can we Use Simulation to Improve Competencies in Nursing?, 77–89. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-10399-5_7.

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AbstractThis chapter reports from an experimental study carried out at University College Copenhagen. In the experiment, fifth-semester nursing students were subjected to an intensified simulation intervention, combined with supporting elements designed to increase collaborative and peer learning. One supporting element was a series of peer-to-peer sessions in which students in small groups trained technical nursing skills for mastery learning, e.g., duodenal tube placement. We describe the study and analyze how the students perceive strengths and weaknesses of the peer-to-peer format and how these perceptions seem to be linked to the students’ perceptions of learning and authority. We discuss how the method may be a positive addition to simulation training in nursing education and particularly how the role of the teacher should be conceived.
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Tsui, Pui Ki Kitty, and Yin Ling Tabitha Ng. "New Intervention Strategy in Teaching and Learning Under Covid-19 Pandemic: Nursing Simulation on Health Worker Training in Tertiary Education, Hong Kong." In Applied Degree Education and the Future of Learning, 273–91. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9812-5_16.

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Finnema, Evelyn, Cora van der Kooij, Rose-Marie Dröes, and Linda Wolter. "Psychosocial Interventions." In Dementia in Nursing Homes, 29–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-49832-4_4.

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Triggs, Lynne Newton, Hannah Pugh, Jean Rogers, and Anna Timms. "Key Musculoskeletal Interventions." In Orthopaedic and trauma nursing, 80–95. Chichester, UK: John Wiley & Sons, Ltd., 2014. http://dx.doi.org/10.1002/9781118941263.ch8.

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Woodrow, Philip. "Cardiac surgery and interventions." In Intensive Care Nursing, 304–13. Fourth edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315231174-30.

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Cowdell, Fiona, and Steven Ersser. "Nursing Interventions in Psychodermatology." In Practical Psychodermatology, 72–78. Oxford, UK: John Wiley & Sons, Ltd, 2014. http://dx.doi.org/10.1002/9781118560648.ch9.

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Alexander, Randell C., and Louise R. Greenswag. "Medical and Nursing Interventions." In Management of Prader-Willi Syndrome, 55–67. New York, NY: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4684-0316-9_7.

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Conference papers on the topic "Nursing interventions and education"

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Arifah, Nurul, Rustafariningsih Rustafariningsih, Nansy Delia Pangandaheng, and Ira Ayu Maryuti. "The Effectiveness Of Cognitive Behaviour Therapy (CBT) And Internet Cognitive Behavior Therapy (ICBT) As Non-Pharmacological Interventions On Patients With Anxiety: A Systematic Review." In 8th International Nursing Conference on Education, Practice and Research Development in Nursing (INC 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/inc-17.2017.14.

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Monteiro, Juliana, Conceição Reisinho, and Fernanda Carvalho. "Parental Education in Paediatric Oncology—Nursing Intervention Plan." In International Meeting on Literacy and Positive Mental Health. Basel Switzerland: MDPI, 2022. http://dx.doi.org/10.3390/msf2022016005.

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Li, Shuhua. "Application Analysis of Palliative Nursing Intervention in Nursing Care of Elderly Cancer Patients." In 2021 2nd International Conference on Mental Health and Humanities Education（ICMHHE 2021）. Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210617.030.

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Meng, Fanping, and Min Zhang. "Application Value of Holistic Nursing Intervention in Nursing Care of Patients Undergoing Cholelithiasis Surgery." In Proceedings of the 2nd Symposium on Health and Education 2019 (SOHE 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/sohe-19.2019.39.

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Calduch, Isaac, Gabriel Hervas, Beatriz Jarauta Borrasca, and José Luís Medina. "University classroom interactive situation microanalysis: cognitive attunement and pedagogical interpretation." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8113.

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This conference paper aims to elucidate the attuning processes between teacher knowledge and the learning moment of the students, in interactive situations within the university classroom, under a situated perspective and in real-time; specifically, in relation to the process of didactical interpretation. An episode performed by an expert teacher is analyzed; it took place in the Clinical Nursing subject of the nursing degree and was about the use of the physiological serum in certain situations. The analysis focuses on the interaction between the teacher and the students, adopting a research methodology close to the ethnography of communication -in its microethnographic aspect-, adopting the sequence S-T-S' (student-teacher-student) as the unit of analysis. The results show how the teacher has the ability to evaluate the appropriateness of the students’ interventions in situ, thanks to which she is able to adjust her response (dynamic coupling), generating a pedagogic resonance. Concurrently, it can also be seen how, beyond tuning in with a particular student, she manages to tune in with the rest of the class (collective attunement).
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Rainho, Conceiçao, Maria Joao Monteiro, Alice Mártires, Zita Castelo-Branco, and Rita Payan-Carreira. "Peer review and critical thinking in nursing students." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2847.

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Different models are available to help engage and motivate students as well as to model professional thinking and action (Irby, 1994). Their effect increases when regularly used, particularly when supplemented with feedback. Among them, the Paul-Elder´s Elements of Thought, or the Ennis´s FRISCO guidelines may be used for develop clinical skills. The objective of this study is analyse the effect of educational intervention on critical thinking, in nursing students of the 2nd year, based on the peer review, using the Cornell test (Level X) before and after intervention. Of the 74 students who participated in the study, 75.7% were female with an average age of 20.8 years. The average scores of critical thinking before intervention was 21.3 and after was 28.5, the average was statistically significant different between the two time points (p &lt;0.01).
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Nam, Hyeongil, Chanhee Kim, Kangsoo Kim, Ji-Young Yeo, and Jong-Il Park. "An Emotionally Responsive Virtual Parent for Pediatric Nursing Education: A Framework for Multimodal Momentary and Accumulated Interventions." In 2022 IEEE International Symposium on Mixed and Augmented Reality (ISMAR). IEEE, 2022. http://dx.doi.org/10.1109/ismar55827.2022.00052.

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

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Zhou, Yan. "Obstetrics and Gynecology Patients Postoperative Pain Effect Assessment by Comprehensive Nursing Intervention." In 2015 3rd International Conference on Education, Management, Arts, Economics and Social Science. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemaess-15.2016.178.

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Benítez-Andrades, José Alberto, Isaías García, Carmen Benavides, Javier Pérez-Paniagua, Pilar Marqués-Sánchez, and Mercedes Reguera. "Networks that Cross the Boundaries of the Classroom: A Quasi-Experimental Study of University Students." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9282.

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Currently there is a trend towards facilitating multidisciplinary research and collaborations between different faculties and/or multi-university collaboration. In order to achieve standardization, we believe that this culture should begin with the teaching-learning processes. This research has investigated collaborative work between nursing students and computer engineering students. To analyze the group response, an analysis of the contacts was carried out through Social Network Analisys, pre- and post-intervention. The student networks analyzed were friendship, collaboration and negative networks. The results show that the intervention had a positive impact on networks among students, creating greater cohesiveness due to the resources they shared. The research adds useful evidence for proposing innovative and multidisciplinary strategies in terms of networks.
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Reports on the topic "Nursing interventions and education"

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Contreras, Claudia Torres, Lina María Vargas Escobar, Jorge Yecid Triana Rodríguez, and Wilson Cañon-Montañez. Spiritual Care Competency in Nursing: An Integrative Literature Review Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2021. http://dx.doi.org/10.37766/inplasy2021.11.0081.

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Review question / Objective: To review studies with perspectives and intervention strategies for the formation and education in spiritual care for both professionals and nursing students. Condition being studied: Development of empirical studies in the field of nursing education that allow to visualize the developments in the formation of competence in spiritual care, investigating the educational interventions and pedagogical strategies implemented in the formation of nursing professionals and nurses in this specific field. Information sources: Electronic databases: Medline (via PubMed), ProQuest (via EBSCO), Scopus, LILACS and BDENF (via Biblioteca Virtual en Salud – BVS) and SciELO. Scopus, Medline (via PubMed) and LILACS.
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Cubelo, Floro, Anndra Dumo Parviainen, Hannele Turunen, and Krista Jokiniemi. Workplace Integration Strategies for Internationally Educated Nurses (IENs): Mixed-Method Systematic Review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, November 2022. http://dx.doi.org/10.37766/inplasy2022.11.0075.

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Review question / Objective: a. Population: Internationally Educated Nurses (IENs) are those who have received their initial education and registration from their home countries and have migrated abroad to work as Registered Nurses); b. Intervention: Integration into a new workplace abroad; c. Comparison intervention: Impact of integration intervention; d. Outcome measures: Impact of Integration Intervention on work satisfaction and professional competencies in nursing. • Review Question: Does IEN who receive integration intervention have better work satisfaction and professional competencies compared to those who did not receive any integration program/intervention into a new workplace healthcare environment? • Objective: To explore and summarize the current evidence-based integration strategies as a guide to creating effective integration policies for IENs.
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Nelson, Gena. Special Education Math Interventions. Boise State University, March 2021. http://dx.doi.org/10.18122/sped_facpubs/133/boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code 22 mathematics intervention meta-analyses focused on participants with or at-risk of disabilities. The author drafted this coding protocol based on the meta-analysis quality indicators recommended by Talbott et al. (2018, pp. 248–249); specifically, the author considered the variables presented in Table 1 of Talbott et al. and supplemented the information so that the variables and definitions were specific to the purpose of this systematic review. We coded each meta-analysis for 53 variables across eight categories, including: Quality of Clear Research Questions, Quality of Eligibility Criteria, Quality of Search Procedures, Quality of Screening Criteria, Quality of Coding Procedures, Quality of Research Participants and Contexts, Quality of Data Analysis Plan, and Quality of Reporting Results. The mean interrater reliability across all codes using this protocol was 87.8% (range across categories = 74% –100%).
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Nelson, Gena. Proportional Reasoning Interventions in Special Education Synthesis Coding Protocol. Boise State University, April 2021. http://dx.doi.org/10.18122/sped136.boisestate.

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The purpose of document is to provide readers with the coding protocol that authors used to code nine group and single case design intervention studies focused on proportional reasoning interventions for students (grades 5-9) with learning disabilities (LD) or mathematics difficulty (MD). The studies yielded intervention effects ranging from g = −0.10 to 1.87 and from Tau-U = 0.88 to 1.00. We coded all of the studies for variables in the following categories: study information, intervention features, dependent measures, participant demographics, LD and MD criteria and definitions, instructional content, study results, and quality indicators for group and single case design. The study quality indicator coding portion of this coding protocol was adapted from Gersten et al. (2005) and Horner et al. (2005). This code book contains variable names, code options, and code definitions. The mean interrater reliability across all codes using this protocol was 91% (range across categories = 82%–96%). The publication associated with this coding protocol is Nelson et al. (2020).
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Fryer, Roland, Steven Levitt, John List, and Anya Samek. Introducing CogX: A New Preschool Education Program Combining Parent and Child Interventions. Cambridge, MA: National Bureau of Economic Research, October 2020. http://dx.doi.org/10.3386/w27913.

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Mhlanga, Ephraim. Review of interventions used in different contexts to enhance access to education and attainment. Institute of Education, University of London, 2008. http://dx.doi.org/10.35648/20.500.12413/11781/ii082.

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Bond, Gail. Applying Technology to Enhance Nursing Education in the Psychological Health and Traumatic Brain Injury Needs of Veterans and their Families. Fort Belvoir, VA: Defense Technical Information Center, October 2012. http://dx.doi.org/10.21236/ada575211.

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Millican, Juliet. Education and Stability Learning Journey: Lessons Learned and Emerging Issues. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/k4d.2022.013.

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This document brings together key findings from a Foreign, Commonwealth and Development Office (FCDO) Learning Journey designed to explore the relationship between education, conflict, and stability. Prepared by the Knowledge, Evidence and Learning for Development Programme (K4D), it responds to questions from FCDO on how education interventions can build peace and stability, drawing together research and lessons from FCDO posts, and input from leading academics. The Key messages are: 1) Education matters for peace. 2) At the same time, education can exacerbate conflict. 3) All education interventions need to be grounded in robust political economy and conflict analyses. 4) To avoid instrumentalising education simply as a tool for security. 5) Taking a pragmatic inter-sectoral approach to maximise opportunities. 6) Recogniseing the links between education and inclusive economic development 7) Acknowledging unavoidable trade-offs in meeting the needs of different groups. 8) Aiming for nationally owned systemic change rather than piecemeal interventions 9) To consider the importance of different educational sectors, 10) Recognising that the recommendations set out by the global education agenda are difficult to achieve in situations of extreme instability.
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Haider, Huma. Education, Conflict, and Stability in South Sudan. Institute of Development Studies (IDS), July 2021. http://dx.doi.org/10.19088/k4d.2021.129.

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This Emerging Issues Report explores the relationship between education, conflict, and (in)stability in South Sudan, drawing on a wide range of academic, policy, and programming literature. There is a growing body of research on the ways in which education can both exacerbate conflict and contribute to peace. The 4Rs framework (focusing on aspects of Redistribution, Recognition, Representation, and Reconciliation) provides a holistic way to explore and address the education system’s relationship to economic, social, cultural and political development processes; and its role in producing or exacerbating inequalities that fuel grievances and ultimately conflict (Novelli et al., 2019, 2016). The 4Rs framework is adopted throughout this report, at the start of each main section, providing summaries of key issues in the delivery of education and outcomes in South Sudan. These summaries are also presented in this overview. The report also looks at the interaction of donor interventions in education with conflict and stability in South Sudan, focusing on the Girls’ Education South Sudan (GESS) programme (see below), but also drawing on a few other interventions. While there is a range of donor reports and other literature that outline and discuss these initiatives and their impacts, there is limited research that makes explicit connections to their interactions with conflict and (in)stability.
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Du, Lin, Tianxin Xu, Xuemiao Huang, Wanting Zu, Lisheng Wang, and Wenbo Nie. The potential of a novel teaching strategy: blended learning VS traditional teaching in nursing education - a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, July 2021. http://dx.doi.org/10.37766/inplasy2021.7.0020.

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