Dissertations / Theses: '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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Barry, Sarah A. "Interventions for supporting women before and after elective termination of pregnancy." Honors in the Major Thesis, University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1354.

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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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Ortiz, Marie Elois. "Educational Interventions to Improve Aggressive Behavior Recognition for an Acute Psychiatric Setting." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4550.

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Nurses working in an acute psychiatric setting within a veterans' administration hospital must maintain a therapeutic milieu by recognizing and managing aggressive behaviors before violence ensues to reduce injuries to staff nurses and patients. The purpose of this project was to develop an evidence-based and theoretically grounded educational program that will help staff nurses manage escalating aggression, violence, and acting out behaviors to provide a safe environment for patients and staff through high risk identifier recognition and intervention training. During the data and information gathering stage, 23 articles were reviewed, rated, and graded to provide the most significant information used to complete the project. The project is a workshop made up of a 6-module curriculum that will be used to train staff nurses. This workshop will be shared with the partnering organization including the recommendation that it is adopted and implemented at a later date. The educational training program will have the potential to become a practice standard for other acute psychiatric settings within the Veterans Integrated Service Network to provide a tool that will assist the nurses as they care for the patient and maintain safety. Social change will occur through the empowerment of nurses who interact with veterans to bring them better and safer care.

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Trotter, Jennifer. "The Prevalence of Smoking in Nursing Students." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/honors/240.

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Tobacco use is one of the most preventable sources of death and disease, and yet remains a worldwide problem. With the rising costs of healthcare, the focus of efforts to control them has honed in on lifestyle behaviors that contribute to the escalating costs. Within the scope of this scrutiny, the prevention or cessation of smoking and tobacco usage has become a global priority and a major focal point of worldwide anti-tobacco initiatives. The World Health Organization (WHO) has identified cessation interventions by health care professionals as a crucial factor in successful patient smoking cessation, and studies have shown that personal smoking behaviors by health care professionals are a barrier to effective smoking cessation interventions by those professionals (Lally et al., 2008; Radsma & Bottorff, 2009). This knowledge fueled the creation and distribution of global surveys by the WHO, the Centers for Disease Control and Prevention (CDC), and the Canadian Public Health Association (CPHA) to investigate the prevalence of smoking behaviors in health care professionals and in health care students (“Global Health Professions,” 2014; “WHO/CDC Global,” 2014). This study utilized the Global Health Professions Student Survey. The current study investigated the prevalence of smoking in nursing students of all educational levels at East Tennessee State University, with the expectation that the percentage of students who currently smoke would be substantially lower than that of students who do not smoke. The survey also investigated attitudes towards the role of health professionals in patient smoking cessation and towards personal smoking behaviors.

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Gould, Patricia Rose. "Program Evaluation of Patient Safety and Risk Mitigation Educational Interventions for Medical Errors in Primary Care Settings by Patricia Rose Gould." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3679.

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The Institute of Medicine reported in 2016 that medical errors are the 3rd leading cause of death in the United States. In the primary care setting, frequency and severity are unknown. Medical error research is limited related to evaluation of interventions conducted by medical professional liability (MPL) companies of risk mitigation strategies. The purpose of this program evaluation was to determine the impact of multifaceted patient safety and risk mitigation educational interventions conducted in primary care settings on patient safety, reporting, and liability. The program evaluation employed a retrospective secondary analysis of actuarial data from a MPL carrier's educational interventions of 10 randomly selected Midwestern primary care clinics. Actuarial data consisted of nonparametric testing of categorical data to examine means and averages on previously conducted assessments, questionnaire responses, occurrence reports, and claims frequency. Outcome analysis of actuarial data revealed that the study population meet assessment criteria. Further actuarial analysis suggested that actual medical error occurrence reporting was inconsistent. Retrospective analysis of questionnaire responses demonstrated that despite educational interventions, more research is warranted to examine medical error understanding, language, and prevention in the primary care setting. Outcome evaluation conclusions suggest that healthcare providers are in a pivotal position to engage in proactive strategies in the primary care settings to mitigate risk; improve patient safety; and increase overall individual, organizational, and community understanding of medical error prevention. Unrecognized medical errors create a burden on society. Risk mitigation strategies of medical errors promote positive social change through improved community health.

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Olson, Martha. "Interrupting the Sepsis Process with an Evidence-Based Education Intervention." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/596.

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Interrupting the Sepsis Process with an Evidence-Based Education Intervention by Martha Olson MSN, Walden University, 2013 MS, Southwest Minnesota State University, 2003 BSN, The University of Iowa, 1998 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University May 2015 Abstract Sepsis is a concern, especially for the vulnerable populations. The early signs of sepsis are vague and often difficult to detect, but when detected early, are treatable with antibiotics and fluid resuscitation. When a nurse is unaware of the early signs, treatment is delayed and multiorgan failure may progress quickly. To teach nurses about changes in patient condition and thus increase their confidence in identifying sepsis, an educational intervention, guided by adult learning theory and social learning theory, was created using a PowerPoint presentation, simulation, and debriefing. The purpose of this project was to educate nurses working in a critical access hospital on the early signs of sepsis, laboratory values, and the 2012 Surviving Sepsis Campaign Guidelines. The education was implemented and evaluated using a pre-post survey which demonstrated an increased confidence level in early sign and symptom recognition, identification of laboratory values, and implementation of the guidelines for treating sepsis. Descriptive statistics revealed that the confidence level improved following the education session in all 3 areas. Interrupting sepsis based on evidence-based practice improves the outcomes for the patient with sepsis. It also improves nurses' confidence in identifying sepsis in the early stages via clinical changes and laboratory values.

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Russell-Babin, Kathleen. "A comparison of educational interventions to impact behavioral intent toward pressure ulcer prevention among nurses on medical surgical units." Thesis, Nova Southeastern University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3640069.

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Background: Implementation of evidence-based knowledge in healthcare is challenging with success rates less than optimal at times. This is particularly true in the area of pressure ulcer prevention. Attention to use of the affective domain in educational interventions to implement best practices may be part of the solution.

Purpose: The ultimate purpose of this study was to compare the use of two different educational interventions on medical-surgical nurses' behavioral intent to use evidence-based practice in preventing pressure ulcers.

Theoretical Framework: The theoretical framework for this study was the theory of planned behavior.

Methods: This study proceeded in three phases and collected both qualitative and quantitative data for instrument development and instrument testing. The resultant instrument was used to collect data for hypothesis testing in a cluster randomized experiment.

Results: The theory of planned behavior was not fully supported in this study. Attitudes toward pressure ulcers were predictive of behavioral intent. Nurses who experienced the affective domain educational intervention showed significant improvements over the control group on attitude and perceived behavioral control. Behavioral intent and subjective norm were not impacted.

Conclusions: A reliable and valid theory of planned behavior derived instrument was created. The theory of planned behavior was partially supported. An affective domain intervention has the potential to favorably impact nurses in valuing pressure ulcer prevention, despite any barriers.

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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Thesis, Queensland University of Technology, 2006. https://eprints.qut.edu.au/16293/1/Djenta_Saha_Thesis.pdf.

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Introduction The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated. Background to the study Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach. Method The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP. Results For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention. The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'. Conclusion The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.

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Saha, Djenta. "Improving Indonesian nursing students' self-directed learning readiness." Queensland University of Technology, 2006. http://eprints.qut.edu.au/16293/.

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Introduction The purpose of this study was to improve Indonesian nursing students' self-directed learning readiness. An educational intervention program (EIP) was developed, implemented and evaluated. Background to the study Many studies have documented the need for nursing students to be prepared for the rapidly changing and complex health care environment. Lifelong, self-directed learning (SDL) has been identified as an important ability for nursing graduates. However, no study has documented the needs of, or preparation required for, nursing students to function effectively in the rapidly changing health care system in Indonesia. The Indonesian diploma nursing schools still use a teacher-centred approach with little emphasis on a student-centred approach. Method The study used a mixed method involving both quantitative and qualitative design. Simple random sampling was used to select an intervention school and control school. The sample was 2nd year nursing students with 47 in the intervention group and 54 in the control group. A pre-post test questionnaire, using the Self-Directed Learning Readiness Scale (Guglielmino, 1978), was used to collect quantitative data and focus group discussions (FGD) were used to collect qualitative data regarding students' perceptions of SDL prior to and at the completion of study. The intervention group received an EIP. The Staged Self-Directed Learning Model (Grow, 1991) and the Teacher Student Control Continuum (D'A Slevin & Lavery, 1991) were used as the organising framework. A self-learning module and learning plans were used as learning strategies to operationalise SDL concepts alongside teacher-centred methods. The control group received the existing teacher-centred methods. At the completion of the intervention, clinical instructors from both the intervention and control groups participated in FGD to explore their perceptions of students' activities during the EIP. Results For the majority of students, readiness for SDL was 'below average'. The mean for the Indonesian nursing students was significantly lower than established norms (Guglielmino, 1978). The introduction of SDL concepts through an EIP improved the level of readiness for SDL in the intervention group from 'below average' to 'average' compared to the control group who remained in the 'below average' range. Higher SDL readiness was reported by female students and students who completed the educational intervention. The FGD before the intervention revealed that students perceived SDL as a 'self-activity'. Perceptions of students in the intervention group changed during the EIP compared to students in the control group. Students in the intervention group viewed SDL as a 'process of learning'. Increased self-confidence, incremental learning, and having direction in learning were identified as benefits of SDL. Knowledge and skills in SDL, learning materials and communication were identified as important issues that needed to be improved. Clinical Instructors' perceptions of students' clinical activities confirmed that students in the intervention group were 'more active' compared to the control group who were 'still inactive'. Conclusion The study confirmed the expected effect of the EIP on students' SDL readiness. The EIP improved nursing students' readiness for SDL and had a positive impact on students' perceptions of SDL. Introducing the concept of SDL through the EIP was found acceptable by the sample and was deemed feasible to implement within the Indonesian nursing education system. The study has potential to make a significant contribution to nursing education in Indonesia by promoting lifelong learning and SDL in nursing students and in curricula through the development of innovative curricula and teaching and learning practices. The study also has potential wider benefit to nursing practice and global health practice.

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Lindholm, Marie. "Utbildning och dess stöd för sjuksköterskans omvårdnadsinterventioner inom rökavvänjning." Thesis, Röda Korsets Högskola, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:rkh:diva-458.

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Bakgrund: Det finns kunskaper om rökningens risker, orsaker till att sjuksköterskor röker, hur rökningen påverkar viljan till att genomföra omvårdnad i rökavvänjning och prevention och rådgivning. I studier har det framkommit att det finns ett utbildningsbehov bland sjuksköterskorna rörande omvårdnadsinterventioner inom rökavvänjning bland patienter. Det saknas kunskap kring vilket stöd utbildning ger i omvårdnadsarbetet för rökavvänjning. Syfte: Studiens syfte var att belysa sjuksköterskans utbildning i rökavvänjning och på vilket sätt utbildningen stödjer sjuksköterskans omvårdnadsinterventioner inom rökavvänjning. Metod: Studien genomfördes som en forskningsöversikt där tretton originalartiklar analyserades med deduktiv innehållsanalys. Som stöd för analysen användes Fawcetts metabegrepp för omvårdnad. Resultat: Fyra teman framkom som belyser det stöd som utbildning kan ge sjuksköterskan i omvårdnadsåtgärder inom rökavvänjning; Utbildning som stöd till att känna sin egen roll och människosyn, Utbildning som stöd till att skapa hjälpande relationer, Utbildning som stöd till att uppmuntra och behandla och Utbildning som stöd till förmåga och självkänsla att utföra omvårdnad. Slutsats: Utbildningens stöd till sjuksköterskan vid rökavvänjning är att hon får kännedom om sin egen roll och människosyn, kan motivera och behandla patienten liksom skapa hjälpande relationer åt denne och får förmåga och självkänsla i att utföra omvårdnaden. Klinisk betydelse: Den här studiens kliniska betydelse är att den belyser vikten av sjuksköterskans utbildning i rökavvänjning och hur den kan stödja sjuksköterskans omvårdnadsinterventioner i detta.
Background: There is existing knowledge to be found about the risks about smoking, causes that nurses smokes themselves, how it interferes with their own motivation to perform preventive interventions and smoking cessation for the patients. Studies have shown that a need for education exists among nurses for interventions in smoking cessation. But knowledge is lacking about what kind of support education might give nurses in their interventions for smoking cessation. Aim: The aim of this study was to describe nurse’s education and in what way it can support nursing interventions in smoking cessation. Method: The study was conducted as a research-study where thirteen scientific articles were analyzed with deductive content analysis with Fawcetts metaconcepts for nursing. Result: The analyze resulted in four thematic findings for the support which education might give the nurse in interventions for smoking cessation; Education as support for knowing once role and beliefs, Education as support for creating helping relations, Education as support for encouragement and treatment and Education as support for capacity and self-efficiacy in nursing interventions. Conclusion: Educations support to the nurse in performing interventions in smoking cessation is that it gives knowledge about one’s own role and beliefs, how the nurse can motivate and treat the patients as well as creating heliping relations for them and support the nurse’s own capacity and self-efficiacy in the nursing interventions. Clinical significance: The clinical significance of this study is that is describes the value of the education of the nurse in smoking cessation and how it can support the nursing interventions in this subject.

Röda Korsets sjuksköterskeförening stipendium 2013

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Rutherford, Dawna E. "Educational Intervention to Mitigate the Effects of Bullying in the Student Nurse Population." University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1592134952825684.

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Chapman, Velinda Jo. "Deliberate Practice Theory as an Intervention Technique to Improve Hand Hygiene in Nursing Students." Thesis, Capella University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807184.

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This study investigated the use of deliberate practice theory as a technique to improve hand hygiene performance (HHP) of first-semester associate degree nursing program students. Proper HHP at specific intervals during patient care prevents the spread of healthcare-associated infections. HHP consistently falls below industry expectations and this gap exists worldwide. Modifying established HHP behaviors of professionals in the health care setting is resource intensive, yet novice health care professionals such as nursing students are uniquely positioned to acquire optimal hand hygiene habits as they enter professional practice. The research question for this study was as follows: Is there a performance difference between a group of nursing students using a routine practice approach and a group using deliberate practice theory as a technique for the task of hand hygiene in the nursing skills laboratory setting? The research design was a multiple-measures pretest/posttest nonrandomized quasi-experimental design using a convenience sample. The target population was prelicensure first-semester associate degree nursing students in the United States and a sample of 47 nursing students was obtained from an intact cohort of first-semester associate degree nursing students. The method of data analysis was an independent-samples t test to determine if a statistically significant performance difference existed between the control and experimental groups. The experimental group using deliberate practice theory as a technique for HHP had higher performance scores (M = 97.10, SD = 9.60) than the control group using a routine approach (M = 91.67, SD = 14.74); however, it was not statistically significant, with t(39.73) = –1.503, p = .141. An additional analysis was conducted to determine hand hygiene compliance rates. The control group dropped 4.16% for hand hygiene compliance from the pretest to the posttest whereas the experimental group dropped only 0.72%. The most impressive findings from this alternative examination of the findings is that the control group had two (8.33%) of its participants with one hand hygiene omission during the pretest and the experimental group had one (4.35%). For the posttest, the control group had six (25%) of its participants with one hand hygiene omission and the experimental group had two (8.69%). The number of individuals in the experimental group with hand hygiene omissions doubled from the pretest to the posttest whereas the number of individuals with hand hygiene omissions tripled for the control group. This additional analysis indicates that deliberate practice theory as a technique to improve HHP may have important clinical implications.

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McConigley, Ruth. "Providing education and support for rural palliative care nurses in Western Australia: An intervention study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1655.

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Rural palliative care nurses (RPCNs) in Western Australia (WA) are a small population, who have embraced the specialist palliative care role since the first palliative care service in rural WA began in 1990. However, there are some challenges involved with being a specialist nurse in a generalist health care setting. fu particular, there is a suggestion in the literature that RPCNs may be professionally isolated, may be prone to burnout, and may therefore experience decreased job satisfaction and may consider leaving the palliative care field.

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Wan, Lai Ping Atalanta. "Educational Intervention Effects on Nurses' Perceived Ability to Implement Evidence-Based Practice." Thesis, University of Phoenix, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10689507.

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The purpose of this study was to examine the effects of an educational intervention on nurses’ knowledge of, beliefs about, and attitudes toward EBP, and their perceived ability to implement EBP. Also, the study was focused on examining the correlation between nurses’ knowledge of, beliefs about, and attitudes toward EBP and nurses’ perceived ability to implement EBP. A pretest/posttest quasi-experimental randomized design was used. Nineteen nurses employed in a county hospital in California participated in the study. Data were collected via a web-based survey. The knowledge and attitude subscales of the Evidence Based Practice Questionnaire, the Evidence Based Practice Beliefs Scale, and the Evidence Based Practice Implementation Scale were used to measure nurses’ knowledge of EBP, attitudes toward EBP, beliefs about EBP, and their perceived ability to implement EBP respectively. Data analysis included descriptive statistics, Wilcoxon’s signed rank test, and Pearson’s correlation coefficient test. Within subject data analysis indicated that the EBP educational intervention significantly improved nurses’ beliefs about EBP, knowledge of EBP, and their perceived ability to implement EBP (p < .05). Pearson’s r test analysis indicated that there is no relationship between nurses’ knowledge of EBP, beliefs about and attitudes toward EBP, and their perceived ability to implement EBP ( p > .05). The study results could encourage nurse leaders to promote teaching EBP in clinical settings and remove barriers to the application of evidence into nursing practice. The study served as a foundation for future studies on an educational intervention to help nurses adopt EBP.

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Gonzales, Gustavo. "Latino Community based diabetes intervention| Evaluating the effects of a Latino pastor delivered diabetes education." Thesis, The William Paterson University of New Jersey, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3577474.

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Background: Diabetes was recently declared the fifth leading cause of death in minority groups with minorities constituting 25% of all adult patients with diabetes in the United States (USDHHS, 2012). A 2007–2009 National Survey of people, aged 20 or older, diagnosed with diabetes demonstrated a prevalence rate of 7.1% for non–Hispanic whites, 8.4% for Asian Americans, 12.6% for non–Hispanics black, and 11.8% for Hispanics (CDC, 2010).

Problem: Decreasing avoidable risk factors for diabetes complications through effective culturally competent diabetes education can diminish diabetes related complications. Yet, culturally appropriate approaches for minority groups infrequently have been investigated (ADA, 2009).

Research question: Does Latino pastor delivered diabetes education increase diabetes knowledge in a Latino population?

Research Design and Method: This study used a two–group pretest posttest quasi–experimental design. A convenience sample of Latino patients volunteering from two different churches were recruited, n=40 non-intervention group n=42 intervention group. Outcome measurement included The Diabetes Knowledge Questionnaire (DKQ–24) level measured before and after the intervention. The nonintervention group had standard passive booklet distribution. The intervention group also had standard booklet distribution and active participation of a respected community leader.

Results: One hundred thirteen Latino volunteers completed the diabetes survey. Eighty–two respondents (non–intervention n=40, intervention n=42) were met the criteria of completing the surveys correctly. The independent–samples t–test comparing the mean scores of the non–intervention and intervention groups found a significant difference between the mean scores (t= -37.584; df= 65.547; p <0.00). The mean score of the posttest for the non–intervention group (m= 5.92) was significantly lower than that of the intervention group (m=19.14).

Importance: The significant findings from this study with the pastor as the health educator, underscores the potential force that lives within a community, and the need for health care professionals to engage and utilize the trusted community leaders to disseminate important health information.

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Hendrickson, Sherry Lynn. "Effects of a nursing intervention on home safety in a low-income community /." Full text (PDF) from UMI/Dissertation Abstracts International, 2000. http://wwwlib.umi.com/cr/utexas/fullcit?p3004283.

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Johnston, Kimberly S. "Intellectual and developmental disabilities nursing| An educational intervention in the District of Columbia." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3601880.

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Monitoring bodies in the District of Columbia articulated that people diagnosed with an intellectual and developmental disability (IDD) who reside in community-based group home settings are vulnerable to safety issues, poor quality of care from registered nursing services, and poor oversight. Those monitors have identified the lack of knowledge of roles and responsibilities among registered nurses (RNs) in these settings as a significant risk factor. The District of Columbia Developmental Disabilities Administration (DDA) has no formal orientation or training for RNs that encompasses the multifaceted needs of people diagnosed with IDD. This capstone project aimed to identify the effectiveness of an educational intervention and the effect of continuing education on RNs' perception of their practice in the field of IDD. After review of current literature, an educational presentation addressing all facets of entry-level registered nursing was developed. The presentation focused on the fundamentals of IDD nursing. A group of RNs working in the District of Columbia IDD community participated in an all-day educational program and completed a pre- and posttest evaluation to measure their knowledge prior to the intervention and their knowledge gain immediately after the intervention. A standard five-point Likert scale survey was delivered on the third and sixth months after educational intervention (EI). The survey asked the participants to rate the impact of the EI at three and six months post intervention to measure their perceived confidence level and actual practice changes. Eighty-seven percent of the RNs that participated in the EI and responded to the questionnaire reported that their role as an IDD nurse had changed because of participating in this training, and 93.8% reported that they would recommend this training to other RNs entering or working in this subspecialty.

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Baah, Juliana. "Minimizing Home Health Care-Acquired Pressure Injuries through Effective Nursing Teamwork." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4589.

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Pressure injuries (PIs) affect an estimated 2.5 million people in America and cost the nation approximately $11.6 billion each year. The goal of this DNP project was to minimize the rate of PIs at a home health care agency through effective teamwork. Prevention of PIs is very important because PIs damage patients' skin integrity, cause significant amount of pain, are costly to treat, and cause life-threatening infections. The purpose of this DNP project was to evaluate nursing compliance with PI prevention measures and the level of nursing teamwork at the project agency. The Braden-Bergstrom conceptual framework was used to explain the etiology and progression of PI while Lewin's Change Theory was used to promote behavioral change in the nursing team. The practice-focused questions for closing the gap between nursing knowledge and practice were what percentage of nurses complied with standard PI prevention guidelines and what was the level of nursing staff teamwork in the agency per the Nursing Teamwork Survey [NTS]. This PI prevention initiative used a cross-sectional design. Data collection involved review of nursing documentation and electronic surveying of all nursing staff using the MISSCARE survey, the NTS, and the AHRQ assessment checklists, which were completed via SurveyMonkey, an online survey software. The impact of the PI prevention initiative was assessed by comparing the results of the documentation review and surveys pretest to the posttest results. There was significant improvement in nursing compliance with PI prevention and treatment. Pressure injury incidence rate fell from 13.6% to 5.1%. The positive social impact includes improving patient care and safety, minimizing PI incidence and producing an efficient team.

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Hawthorne-Kanife, Rita Chinyere. "Staff Educational Program to Prevent Medication Errors." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6040.

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Medication administration errors (MAEs) may lead to adverse drug events, patient morbidity, prolonged hospital stays, and increased readmission rates, and may contribute to major financial losses for the health system. MAEs are the most common type of error occurring within the health care setting leading to an estimated 7,000 patient deaths every year. Interventions have been designed to prevent MAEs including education for nurses who administer medications; however, little effort has been made to design systematic educational programs that are based on local needs and contexts. The purpose of this project was to identify internal and external factors related to MAEs at the practice site, develop an education program tailored to the factors contributing to MAEs, and implement the program using a pretest posttest design. The Iowa model was used to guide the project. The 26 nurse participants who responded to an initial survey indicated that nurses felt distractions and interruptions during medication administration, and hesitancy to ask for help or to report medication errors increased MAE risks. After the education program, the pretest and posttest results were analyzed and revealed improvement in knowledge and confidence of medication administration (M = 3.2 pre, M = 3.7 post, p < .05). Open-ended question responses suggested a need for dedicated time for preparation and administration of medications without interruptions. Positive social change is possible as nurses become knowledgeable and confident about medication administration safety and as patients are protected from injury secondary to MAEs.

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Raimey, Deirdre D. "NURSE PRACTITIONERS’ UNDERSTANDING OF SEXUAL HEALTH INTERVENTIONS." Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1491944101518218.

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Russell-Babin, Kathleen. "Comparison of educational interventions to impact behavioral intent toward pressure ulcer prevention among nurses on medical surgical units." Thesis, NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/5.

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Background: Implementation of evidence-based knowledge in healthcare is challenging with success rates less than optimal at times. This is particularly true in the area of pressure ulcer prevention. Attention to use of the affective domain in educational interventions to implement best practices may be part of the solution. Purpose: The ultimate purpose of this study was to compare the use of two different educational interventions on medical-surgical nurses' behavioral intent to use evidence-based practice in preventing pressure ulcers. Theoretical Framework: The theoretical framework for this study was the theory of planned behavior. Methods: This study proceeded in three phases and collected both qualitative and quantitative data for instrument development and instrument testing. The resultant instrument was used to collect data for hypothesis testing in a cluster randomized experiment. Results: The theory of planned behavior was not fully supported in this study. Attitudes toward pressure ulcers were predictive of behavioral intent. Nurses who experienced the affective domain educational intervention showed significant improvements over the control group on attitude and perceived behavioral control. Behavioral intent and subjective norm were not impacted. Conclusions: A reliable and valid theory of planned behavior derived instrument was created. The theory of planned behavior was partially supported. An affective domain intervention has the potential to favorably impact nurses in valuing pressure ulcer prevention, despite any barriers.

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Smith, Heather. "Educating Medical--Surgical Nurses to Improve Nursing Knowledge and Understanding of Health Literacy." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6674.

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Low health literacy levels put patients at greater risk for poorer compliance and access to care, which leads to worse patient outcomes. Nurses must understand health literacy to improve health literacy for their medical surgical patient population. It is necessary for a formal education program on this topic. The purpose of this project was to increase medical surgical nurses' awareness and knowledge of the importance of health literacy and to introduce the REALM-SF tool to assess a patient's literacy level, allowing a nurse to better individualize the education provided to the patient. Lewin's change management theory was key in the development of this project with attention to his three stages of change acceptance. The practice focus question was, "Will medical-surgical nurses show an improvement in their knowledge of health literacy when comparing measurement of knowledge pre education and immediately post education?" The HL-SF12 for registered nurses tool was used to collect data for this project as a pre- and post-implementation knowledge assessment. Thirty-one medical surgical nurses participated in this education session. The results of this analysis show that there is a significant gap in medical-surgical nurses' knowledge of health literacy. However, all participates showed a significant increase in their scores from pretest to posttest after the educational module, which signifies that this education program was successful. Assessing health literacy is a major step towards improving the delivery of patient education by nurses and assists the patients in the management of their medical problems. All of this leads to positive social change by making sure that the education provided by the nurses is understood and received well by the patients and their families.

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Devika, Janae Alyna. "Implementing an Online Education and Reminder System to Aid a Clinic's Dietary Intervention Program." Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/311578.

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Obesity and diet-associated chronic illnesses are a major burden on the health of the U.S. population. Healthcare providers are challenged with the treatment of patients with chronic illness but are not equipped to manage and influence patient lifestyle choices. Effective, long-term behavior change using interventions such as a dietary program can be costly and time consuming. Pioneer Comprehensive Medical (PCM) is a small clinic located in Draper, Utah that uses a dietary intervention program to improve patient health, but program application is inconsistent, patients feel ill equipped to make changes, and attrition is high. Like many small clinics, PCM has limited resources to adopt new policies and programs. This practice inquiry (PI) proposes to address this practice gap with behavior change theory as a foundation (Chapter 1) and improving the program at PCM with a quality improvement (QI) process using a Plan-Do-Study-Act (PDSA) model. In the "Plan" phase (Chapter 2), a systematic review of the research literature determined the key components for effective dietary interventions. Six characteristic features found in these interventions include: self-efficacy building education, web-based delivery, sequential delivery of information, consistent messaging with reminders, a supportive social environment and individually-tailored feedback. The "Do" phase (Chapter 3) is the design of a program delivery method that incorporates the findings from the literature. The "Study" phase (Chapter 4) is the design of a pilot study to assess the usability, feasibility, and sustainability of the program. The "Act" phase (Chapter 5) is the implementation plan for all PCM patients based on findings in the pilot study and to assess the impact of the program. This final phase will provide detailed data to assess the short, intermediate, and long-term outcomes of the program.

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Peiravi, Mozhgan. "Staff Education Intervention to Enhance Care Planning for Older Adults." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813206.

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Abstract The increased prevalence of cognitive deterioration has increased the challenges of caring for older adults. This study?s project site offers a psychiatric program for older adults with customized care for complex geriatric mental health patients. Clinical assessment and care management are often overlooked in geriatric mental health patients diagnosed with behavioral and psychological symptoms of dementia (BPSD). The purpose of this project was to deliver an education program developed from the Staff Training in Assisted Living Residences-Veterans Administration, P.I.E.C.E.S ? model and the Castle framework to 42 nursing and allied health staff of the project site. The project question explored whether an education program on care of patients with BPSD increased staff members? perceived knowledge and competence in providing care to these patients. This education program focused on comprehensive assessment, individualized care planning, and individualized nonpharmacological interventions to manage older adults with dementia. Descriptive statistics were used to analyze performance outcomes data before and after staff education. In addition, care plans of patients were reviewed. Results included a 100% increase in recognition of core concepts of the education program; a 48% to 86% increase in staff willingness to use interdisciplinary care plans; and a 6.6% to 95% increase in documentation of key interventions in care plans for 6 behaviors of dementia. The results of this project might bring about social change by improving the skills and competence of nursing staff in managing the patients with dementia, thus positively impacting the quality of life of patients with BPSD by benefiting from nonpharmacological interventions.

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Frenkel, Heather Frances. "A health education intervention to improve oral health among institutionalised elderly people : a randomised controlled trial." Thesis, University of Bristol, 1998. http://hdl.handle.net/1983/479da1aa-9043-4d6e-8177-3846bb16cefc.

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Traister, Tyler. "Registered Nurses' Attitudes and Knowledge of LGBTQ Health and the Impact of an Educational Intervention." Thesis, Carlow University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10813566.

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The health of lesbian, gay, bisexual, transgender, and queer (LGBTQ) people has recently become a national health priority. The National Institutes of Health (NIH) cited provider knowledge and attitudes as one of the key areas needing further research. One of the largest barriers to culturally congruent LGBTQ care is the lack of knowledge about LGBTQ people and possible negative attitudes among nurses and providers (Strong & Folse, 2015). Research and data have shown that LGBTQ people face significant health disparities stemming from years of systemic discrimination and stigmatization.

To establish a baseline understanding of the knowledge and attitude of registered nurses about LGBTQ people as well as measure the impact of a newly designed educational intervention on the nurses’ knowledge and attitudes.

Registered nurses (n = 111) were offered a one hour educational intervention at various inpatient hospitals within a major metropolitan area. Pre-and post-tests were administered to establish baseline knowledge and attitude as well as the effectiveness.

A statistically significant impact on the nurses’ knowledge of LGBT health (p < .0001) was found after the intervention. While attitudes did show some improvement from the intervention, it was not statistically significant and could be an area of further research. Qualitative responses from nurses showed an overwhelming desire to have LGBTQ education for their nursing practice.

Implications for practice include implementing LGBTQ cultural competence into initial and ongoing educational trainings for registered nurses within healthcare organizations, and improved nursing care of LGBTQ people. Future research is needed to examine the impact of the educational intervention over an extended period of time.

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Joyce, Sherri Marie. "Implementation of an Education Program to Mitigate Inpatient Disruptive Behavior." Mount St. Joseph University Dept. of Nursing / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=msjdn1588683839397587.

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Penniman, Megkian Aliisa. "Environmental risk reduction through nursing intervention and education a look at parents' perceptions of risk of children's exposure to environmental toxins /." Thesis, Montana State University, 2005. http://etd.lib.montana.edu/etd/2005/penniman/PennimanM0805.pdf.

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Leibold, Nancyruth Hawkins Peggy L. Morin Patricia J. McKinney-Williams Angela. "The effect of a school nurse led education intervention on blood pressure and physical activity levels in adolescents." Click here for access, 2009. http://www.csm.edu/Academics/Library/Institutional_Repository.

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Thesis (Ed. D)--College of Saint Mary -- Omaha, 2009.
A dissertation submitted by Nancyruth Leibold to College of Saint Mary in partial fulfillment of the requirement for the degree of Doctor in Education with an emphasis on Health Professions Education. This disseratation has been accepted for the faculty of College of Saint Mary by: Peggy Hawkins, RN, PhD, chair ; Patricia J. Morin, RN, PhD, committee member ; Angela McKinney-Williams, PhD, committee member. Includes bibliographical references.

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Armstrong, Dometrives. "Educational Module Toolkit to Assist Adult Patients with Type II Diabetes Mellitus." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4498.

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Diabetes is a challenging chronic disease for adult patients to manage effectively. Poor adherence to prescribed medications treatment is one of the main reasons for poor blood sugar control. Despite healthcare providers' efforts to emphasize the importance of taking medications, adult patients with Type II diabetes frequently present with complications related to persistent failure to adhere to prescribed medication regimen. These patients should thoroughly understand why adhering to a strict medication regimen to maintain control of their blood sugar is so important. The purpose of this project, guided by Orem's self-care deficit nursing theory, was to develop an educational module toolkit that identifies best practices for nurses to address issues of medication adherence with adult patients with Type II diabetes. Future implementation of these toolkit resources may enhance nurses' ability to teach adult patients how to adhere to their medication regimen. Five participants, all considered professional diabetes content experts, were invited to evaluate the educational module toolkit subject matter. The completion response rate was 100% (n = 5). The content experts rated survey items using a 5-point Likert scale where 1= strongly disagree, 2= disagree, 3= not applicable, 4 = agree and 5= strongly agree and responded to 2 questions that allowed for narrative feedback. The experts were satisfied with the content of the educational module toolkit; suggesting that the toolkit may serve as a functional guide for nurses assisting adult patients with diabetes. Improved medication regimen compliance may produce cascading effects; helping these patients achieve a better quality of life while producing positive social change within their families and communities.

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Smith, Sharon Lanier. "Effects of an Educational Intervention on Hospital Acquired Urinary Tract Infection Rates." UNF Digital Commons, 2009. http://digitalcommons.unf.edu/etd/309.

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In today's hospital environment, good care has become synonymous with positive patient outcomes. Marring this landscape is the alarming rate of hospital acquired (nosocomial) infections. Urinary tract infection (UTI) is one of the most common hospital acquired infections. The major cause associated with these infections is the use of indwelling urinary catheters. Bacteria invade the lower urinary tract by ascending through or around the catheter. Morbidity associated with urinary catheter-associated UTI can be minimized by prudent decisions concerning catheter usage and good catheter care. The principle route of dispersal of nosocomial infections is likely from patient-to-patient via transiently contaminated hands of hospital personnel. The purpose of this evidence-based project was to determine if hospital-acquired catheter-associated urinary tract infection rates among patients admitted to an acute care facility could be decreased through staff education and consistent application of nursing care using selected perineal infection control interventions. The setting was a 43-bed medical/surgical floor in a 321 bed not for profit Magnet hospital in Northeast Florida. Twenty-four registered nurses and 18 patient care technicians completed targeted in-service education on general nosocomial infections, perineal care, and hand hygiene. A catheter dwell time notification system was also implemented. Chart review data was obtained from 383 admissions (197 pre-intervention, 133 after the educational intervention, and 53 after the dwell time notification). There was a significant difference in catheter-associated urinary tract infection rates after the interventions (11.17 pre-intervention, 10.53 after the educational intervention and 0.392 after the dwell time notification). A longer length of time in practice an on this hospital unit was associated with lower infection rates.

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Mthimunye, Katlego Dumisani Trevor. "An intervention towards the improvement of academic performance, success and retention among bachelor of nursing students at a higher education institution in the Western Cape." University of the Western Cape, 2019. http://hdl.handle.net/11394/6915.

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Philosophiae Doctor - PhD
Academic success, which is measured by continuous assessment and examination results, is one of the major goals of higher education. However, Higher Education institutions worldwide are faced with a challenge on how to improve the academic performance, success and ultimately the retention of students during their studies. Aim: The aim of this study was to develop an intervention towards the improvement of academic performance, success and retention among undergraduate nursing students at a university in the Western Cape, South Africa. Methods: A multi-method research approach was employed to meet the study aim and objectives. The study was conducted in three phases that were guided by the adapted phases of the Design and Development (D&D) model by Rothman and Thomas (2013). Phase one (Study 1– 4) was the problem analysis and information gathering phase. Phase two was the design and early development during which designing observational elements and specifying procedural elements were applied. Phase three (Study 5) was the validation phase. Results: This thesis comprised of five interdependent studies. Study 1: A systematic review of literature was conducted encompassing previous literature from 2006 to 2016 regarding the predictors of academic performance and success among undergraduate nursing students. It was found that satisfactory academic performance among nursing students is associated with older age, female gender, English language proficiency, majority ethnic status, pre-admission academic achievements, selecting nursing as first choice for study, participating in organised music programmes, active academic engagement, as well as psychological and emotional factors. Study 2: Undergraduate nursing students’ (n =232) perceptions regarding their educational environment were explored. This study showed that generally the nursing students were positive about their educational environment. However, the findings indicated that enhancements are required to improve the conditions of the educational environment. Study 3: The study explored the challenges experienced by undergraduate nursing students (6 - focus group discussions) regarding their academic performance and success and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by the students’ economic background, place of residence, inadequate theoretical and clinical support and the unfavorable educational environment. However, the findings also indicated that students employ a surface approach to learning, maintain a positive attitude and remain academically engaged in response to these challenges. Study 4: The study explored the challenges experienced by nurse educators (n = 8) regarding the academic performance, success and retention of undergraduate nursing students and the measures implemented to overcome these challenges. The findings revealed that students’ academic performance is influenced by poor class attendance, lack of academic readiness, socioeconomic backgrounds, English language proficiency, structure of the programme, the educational environment and the working conditions for nurse educators. Study 5: A three round Delphi study was conducted to validate an intervention towards improving the academic performance, success and retention among nursing students. The intervention was structured into eleven categories that emerged from phase 2: (1) Select high quality prospective nursing students; (2) Provide English language support; (3) Promote class attendance; 4) providing financial support to deserving students; (5) Provide university residence to undergraduate nursing students; (6) Encourage family support and involvement; (7) Make the undergraduate nursing programme student-friendly; (8) Ensure a conducive teaching and learning environment; (9) Enhance theoretical and clinical support to undergraduate nursing students at all times; (10) Ensure uniformity and consistency in the process of teaching and learning as well as; (11) Provide support to nurse educators and clinical supervisors. Conclusion: The findings of this study have several implications for the education of nursing students. The developed intervention may help promote better understanding of the academic performance, success and retention of nursing students.

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Jackson, Sara. "Developing an Impella Education Program for the Critical Care Registered Nurse." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4380.

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Every year, hundreds of thousands of patients have coronary angiograms performed in the United States. The Impella is a percutaneous ventricular support device that provides hemodynamic support for patients if hemodynamic instability occurs during the procedure. The critical care nurse is responsible for the recovery and management of the patient with the Impella device in place. The purpose of this scholarly project is to provide registered nurses (RN) who have not previously managed the Impella device with the appropriate education in order to demonstrate competency. The program demonstrated improved RN knowledge about the Impella and increased confidence when managing the Impella device and controller. King's goal attainment theory was used as a framework to develop nurse-patient collaboration. Kirkpatrick's 4-level training evaluation model provided the framework for evaluation of the RN educational program. The sources of evidence included literature and an expert panel that was recruited to evaluate the material prior to implementation of the educational program. The data were analyzed by comparing the results of the preeducational and posteducational questionnaires. The paired t test demonstrated statistical significance based on the scores from the pre- and post-tests taken by the RNs before and after the Impella educational program as p < .001. Increased RN confidence was demonstrated by p < .001, while a change in RN attitude towards the Impella established improvement by p < .001. Providing professional development opportunities has been shown to benefit RNs to allow the delivery of safe care while allowing for positive social change by impacting patient lifestyle and outcomes.

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Lewis, Joanne. "A Video Intervention Targeting Opioid Disposal After General Surgery: A Feasibility Study." eScholarship@UMMS, 2020. https://escholarship.umassmed.edu/gsn_diss/60.

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PURPOSE: The purpose of this feasibility study was to explore the use of an online video intervention to prepare surgical patients to properly dispose of unused opioids. SPECIFIC AIMS: Describe the feasibility of recruiting, enrolling, randomizing and retaining participants who recently had a general surgery into the study. Describe the differences in opioid disposal by age, sex, education, and type of surgery for the entire sample and by treatment assignment. Describe the preliminary change in knowledge, behavioral beliefs, normative beliefs and disposal of opioids from baseline to post-intervention by group. Describe the relationship between social desirability and behavioral beliefs, normative beliefs and disposal of opioids. FRAMEWORK: The Theory of Reasoned Action was used to guide both the intervention and the measures. DESIGN: This study used a randomized controlled feasibility study to explore a novel video intervention to teach safe storage and disposal of unused opioids after general surgery. RESULTS: A total of 40 participants were enrolled in the study, average age was 44.7 (range 21-75 years), most were White, educated and employed. Recruitment took 11 weeks and the retention rate was excellent at 85%. Differences in opioid disposal was not significantly different by age, sex, education or type of surgery. The video intervention was positively received, but the majority (80%) still stored their pills unsecured. CONCLUSION: The results demonstrate that a video intervention addressing safe storage and disposal practices of unused opioids is feasible and more research is needed to determine efficacy in increasing rates of secure storage and disposal of unused opioid pills KEYWORDS: Opioids, opioid disposal, general surgery, video education

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Kreulen, Grace Joanne 1947. "Self-care, utilization, cost, quality and health status outcomes of a psychobehavioral nursing intervention: women experiencing treatment for breast cancer." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/565541.

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Vasconcelos, Camila Teixeira Moreira. "Effects of an educational intervention on the women adhesion to return consultation for receive the Papanicolaou smear result." Universidade Federal do CearÃ, 2008. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=2576.

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Universidade Federal do CearÃ
Ã fato que a problemÃtica relacionada ao nÃo retorno das mulheres para receber o resultado do exame preventivo tem causas multifatoriais, no entanto, partimos do pressuposto que a educaÃÃo perpassa todas essas Ãreas e que se realizada de forma dialÃgica e reflexiva levarÃ Ãs mulheres da passividade Ã criticidade, de forma a serem sujeitos no processo de adoÃÃo de comportamentos saudÃveis e busca pela melhoria dos serviÃos de prevenÃÃo do CCU. Este trabalho trata-se de um estudo experimental randomizado, cujo objetivo foi avaliar os efeitos de uma intervenÃÃo educativa sobre o exame de Papanicolaou em relaÃÃo Ã adesÃo das mulheres Ã consulta de retorno para receber o resultado. O local selecionado para realizaÃÃo do estudo foi o Centro de SaÃde da FamÃlia (CESAF) AÃda Santos e Silva, situado no bairro Vicente Pinzon, em uma Ãrea da periferia da cidade de Fortaleza-CE. A populaÃÃo do estudo foi composta pelas mulheres que realizaram o exame de prevenÃÃo do CCU no referido CESAF. A coleta de dados aconteceu no perÃodo de fevereiro a julho de 2008, sendo realizada em trÃs etapas para o grupo de intervenÃÃo (inquÃrito CAP, intervenÃÃo educativa e consulta de retorno), e em duas etapas para o grupo controle (inquÃrito CAP e consulta de retorno). Os dados foram compilados e analisados atravÃs do programa estatÃstico Statistical Package for the Social Sciences (SPSS) versÃo 13.0. Para todas as anÃlises, um valor de p <0,05 foi considerado estatisticamente significativo. Durante a pesquisa foram realizados 261 inquÃritos CAP (150 do grupo intervenÃÃo e 111 do grupo controle). No entanto, foram excluÃdas do estudo, 11 mulheres (09 do grupo intervenÃÃo e 02 do grupo controle) por nÃo terem realizado o exame de Papanicolaou, o que totalizou uma amostra de 250 mulheres (141 do grupo intervenÃÃo e 109 do grupo controle). Quanto ao conhecimento sobre o Papanicolaou, apenas 40,4% foram classificadas com conhecimento adequado. Em relaÃÃo Ã atitude e prÃtica das mulheres frente ao exame, o percentual de adequaÃÃo foi de 28% e 67,6% respectivamente. Das 230 (92%) mulheres que retornaram para a consulta no presente estudo, 173 (75,2%) compareceram na data aprazada e 57 (24,8%) apÃs a data aprazada. Esses dados sÃo relevantes, na medida em que permitem afirmar que somente o fato de ter consulta de retorno, como no caso do grupo controle (n = 110), a taxa de exames retidos na instituiÃÃo caiu de 23,98% para 10,0%. Quando se associou a consulta de retorno Ã intervenÃÃo educativa (grupo intervenÃÃo/n = 140), essa taxa baixou para 6,4%. A aplicaÃÃo da estratÃgia elaborada durante esta pesquisa demonstrou sua efetividade, na medida em que despertou o interesse das mulheres, mesmo as que eram do grupo controle, em participar da intervenÃÃo educativa e em debater sobre a problemÃtica em questÃo. A eficÃcia da intervenÃÃo educativa aplicada durante o estudo pode ser comprovada atravÃs da diminuiÃÃo da taxa de nÃo retorno Ã unidade de aproximadamente 24% para 6%. NÃo houve diferenÃa estatisticamente significativa entre as taxas de nÃo retorno dos grupos controle e intervenÃÃo. O resultado desta pesquisa demonstrou que Ã primordial a garantia de consulta de retorno Ãs mulheres que realizam o exame de Papanicolaou em um dia normatizado pela instituiÃÃo, com flexibilidade no atendimento Ãs mulheres que nÃo comparecem na data aprazada, para diminuir as taxas de nÃo retorno. AlÃm disso, quando associada a garantia de consulta de retorno Ã utilizaÃÃo da intervenÃÃo educativa sugerida nesta pesquisa, a taxa de nÃo retorno Ã bem menor, assim pode-se garantir serviÃo de qualidade na prevenÃÃo e controle do cÃncer cÃrvico-uterino

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Sharif, Loujain Saud. "Development and preliminary evaluation of a media-based health education intervention to reduce mental disorder-related stigma among nursing students in Jeddah, Saudi Arabia." Thesis, King's College London (University of London), 2015. http://kclpure.kcl.ac.uk/portal/en/theses/development-and-preliminary-evaluation-of-a-mediabased-health-education-intervention-to-reduce-mental-disorderrelated-stigma-among-nursing-students-in-jeddah-saudi-arabia(7abae597-f6ab-4463-aa1b-e0a0a338a5c4).html.

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Background: Mental disorder-related stigma, usually experienced through prejudice or discrimination, can gravely impact an individuals’ quality of life. Nurses play an important role in the advocacy and treatment of people with mental disorders. It is therefore important that their attitudes, behaviour and knowledge regarding people with mental disorders are understood within their cultural context and that they are educated appropriately during their early student years. Aim: To develop and evaluate the usability, feasibility and effectiveness of a media-based educational intervention (film) against education as usual practice (lecture), in reducing mental disorder-related stigma in terms of attitudes, knowledge and intended behaviour amongst Saudi nursing students. Methods: The research study draws upon the first two phases (development and feasibility/piloting) of the Medical Research Council’s framework for the development and evaluation of complex interventions. A mixed-methods research design was used, entailing: theoretical and systematic reviews of evidence-based literature; modelling, developing and refining of the intervention-prototype and outcome measures; usability testing with stakeholders; feasibility testing of the refined intervention through an exploratory randomised controlled trial and a qualitative evaluation study to assess the preliminary effectiveness of the intervention. Outcomes were measured at three time points: baseline, immediately post-intervention and at three months follow-up. Results: Outcome measures improved significantly for both intervention conditions in comparison to the control group; however, there was no significant difference in effectiveness between the intervention conditions. The film intervention was more effective in the 3rd-year and the lecture in the 4th-year nursing students. The findings of the qualitative evaluation study showed that student nurses expressed a preference for the inclusion of service users’ personal testimonies in the educational intervention. They were also more likely to remember this component of the intervention than other aspects when in clinical practice. Conclusion: This study contributes to a growing literature supporting the use of filmed social contact interventions containing personal testimonies as an effective educational option to reduce mental disorder-related stigma amongst healthcare students.

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Ibikunle-Salami, Tawa Bimbola. "Educational Intervention to Impact Parental Decisions to Consent to Human Papillomavirus Vaccine." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1567.

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Educational Intervention to Impact Parental Decisions to Consent to Human Papillomavirus Vaccine by Tawa B. Ibikunle-Salami MSN, Indiana Wesleyan University, 2010 BSN, Indiana Wesleyan University, 2005 Project Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Nursing Practice Walden University September 2015 Human Papillomavirus (HPV) is a global health issue that is transmitted sexually and affects both genders. Evidence shows that approximately 79 million people are affected in the United States with 14 million newly affected yearly. The Centers for Disease Control and Prevention indicates that teens and young adults under age 25 are at particular risk, so it is important to begin the vaccination series between 9 and 17 years of age. Parental voluntary acceptance of HPV vaccine for their minor children was noted as a problem in a clinic in Northwest Indiana, and 8% clinic HPV series completion rate is significantly lower than the targeted federal goal of 80% by 2020. A literature review indicated that an educational intervention provided by healthcare professionals could serve as one of the strongest predictors of HPV vaccine acceptance. The purpose of this project was to develop an evidence-based parental educational process to support providers' influence on parents of children ages 9 to 17 to provide consent for the HPV vaccine. The project goals focused on parental knowledge, beliefs, and attitudes. The clinic providers will utilize assessment tools validated by experts and evidence-based educational materials to promote HPV and HPV vaccine awareness. The theoretical foundations of the project were the theory of reasoned action and Pathman's pipeline that target the parents directly through individual educational sessions to achieve knowledge gain and behavioral change. Implementation of educational materials by clinic providers may improve parental knowledge of HPV and the HPV vaccine acceptance. Social change may result from the integration of the project into clinical practice to increase the HPV vaccine acceptance rates, which will ultimately reduce the effects of HPV and its sequelae leading to long-term wellness promotion.

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Barkley, Zenesha R. "An Educational Intervention to Increase Fruit and Vegetable Consumption in Parents of Obese and Overweight Children." UNF Digital Commons, 2012. http://digitalcommons.unf.edu/etd/394.

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The incidence and prevalence of overweight and obese children in the United States is a serious health concern since the complications of childhood obesity can have serious and long-term effects: cardiovascular disease, sleep apnea, type 2 diabetes, neurological disease, and pulmonary disease. Parental modeling and nutritional education focusing on the obese/overweight child’s parents has been shown as an effective strategy for improving nutritional outcomes of the recommended servings of fruits and vegetables in children from five to ten years of age. Outcomes of this study and targeted nutritional modeling included increasing vegetable and fruit consumption of the parent by at least one fruit and vegetable serving per day post-intervention through nutritional education. The project purpose was to measure the impact of a parent-focused nutritional educational intervention that increases fruit and vegetable consumption in the parents of obese and overweight children. While the study indirectly measured a nutrition education intervention aimed at children via their parents, no children were included in this project. Parents (N = 93) of obese/overweight children were provided nutritional and modeling education over three months. A participation rate of 14% (N = 13) was achieved. The majority of the parents were single African American mothers between 18 and 25 years old with one or two children living in the household, an average income less than $10,000 per year, and some college or technical education. This project used a pre-and post-test design to measure the effectiveness of a nutritional educational intervention. A descriptive analysis of the participants was computed. Differences in the pre-and post-test scores on the parental dietary modeling questionnaire and the food frequency questionnaire were analyzed. Results showed a significant increase in fruit and vegetable consumption (p < .05). The majority of the increase was due to improved fruit consumption. There was also an increase in parental modeling awareness. Parents’ understanding of the importance of parental modeling had an impact on nutritional selection of their own fruit and vegetable intake.

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Vilela, Sílvia Abrantes Gonçalves. "Preoperative Ansiety- Effectiveness of a Nursing Educational Intervention." Master's thesis, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62288.

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Vilela, Sílvia Abrantes Gonçalves. "Preoperative Ansiety- Effectiveness of a Nursing Educational Intervention." Dissertação, Faculdade de Medicina da Universidade do Porto, 2011. http://hdl.handle.net/10216/62288.

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Dissertations / Theses on the topic 'Nursing interventions and education'

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