Journal articles: 'Nursing interventions and education'

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

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

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

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

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Discussions on how nursing documentation should be carried out have been ongoing for the last decade. In this study, free-text format for nursing diagnoses was introduced to nursing staff at a university hospital in Norway. The aim of the study was to investigate the impact of an education intervention introducing nursing diagnoses in a free-text format following a problem-etiology-symptom structure. A pretest–posttest design was performed to assess changes in quality and quantity in the nursing documentation using the audit instrument N-Catch II. Several elements in the nursing documentation had statistically significant changes; the largest was found for quantity in nursing diagnoses. Education interventions aimed to improve nurses’ documentation in the electronic health record may have an effect on more complete and accurate nursing documentation. The presented education intervention showed a significant impact of more accurate nursing diagnoses and significant improvements in nursing documentation.

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Kupolati, Mojisola D., Una E. MacIntyre, and Gerda J. Gericke. "School-based nutrition education: features and challenges for success." Nutrition & Food Science 44, no. 6 (November 10, 2014): 520–35. http://dx.doi.org/10.1108/nfs-01-2014-0001.

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Purpose – The aim of this review is to critically assess published articles on school-based nutrition education (NE) intervention to identify factors hindering or contributing to the success of interventions. School-based NE possesses the capacity to influence learners’ nutrition behaviours. Design/methodology/approach – An electronic search of articles was conducted in Medline, PubMed, the Cumulative Index to Nursing and Allied Health Literature databases, Google and snowballing. Included in the review were school-based studies with classroom NE with or without nutrition services and studies published between 2000 and 2013. School-based non-intervention studies and interventions that did not include a nutrition teaching component were excluded in the review. Findings – Thirty-nine studies met the inclusion criteria. Features of successful NE interventions included the use of behavioural theories, especially the social cognitive theory and the involvement of trained teachers in the implementation of interventions. Capacity development for teachers, time constraints, school policies and implementation problems of multicomponent interventions were some of the identified challenges encountered in the studies reviewed. Originality/value – Trained teachers are invaluable assets in interventions to improve nutrition behaviours of learners. Challenges associated with teacher-oriented school-based NE intervention can be overcome by properly designed and implemented interventions based on behavioural theory.

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Lee, Yoonyoung, Jongmin Lee, Jeounghee Kim, and Youngsun Jung. "Non-Pharmacological Nursing Interventions for Prevention and Treatment of Delirium in Hospitalized Adult Patients: Systematic Review of Randomized Controlled Trials." International Journal of Environmental Research and Public Health 18, no. 16 (August 22, 2021): 8853. http://dx.doi.org/10.3390/ijerph18168853.

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Delirium is a common neurobehavioral complication in hospitalized patients that can occur in the acute phase and lead to poor long-term outcomes. The purpose of this study was to identify non-pharmacological nursing interventions for the prevention and treatment of delirium in hospitalized adult patients. We conducted a systematic review to synthesize the findings of published studies. We searched the PubMed, EMBASE, CINAHL, and Cochrane Library CENTRAL databases for randomized controlled trials in January 2021. We report this systematic review according to the PRISMA 2009 checklist. The study was registered on PROSPERO (CRD42021226538). Nine studies were systematically reviewed for non-pharmacological nursing interventions for the prevention and treatment of delirium. The types of non-pharmacological nursing interventions included multicomponent intervention, multidisciplinary care, multimedia education, music listening, mentoring of family caregivers concerning delirium management, bright light exposure, ear plugs, and interventions for simulated family presence using pre-recorded video messages. These results could help nurses select and utilize non-pharmacological nursing interventions for the prevention and treatment of delirium in clinical nursing practice.

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Ramadhan, Indah, Budi Keliat, and Ice Wardani. "Assertive training and family psychological education therapy on adolescents self-esteem in prevention of drug use in boarding school." International Journal of Advanced Nursing Studies 7, no. 1 (January 8, 2018): 17. http://dx.doi.org/10.14419/ijans.v7i1.8598.

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Adolescents are prone to use drugs when they have low self-esteem. Assertiveness training and family psychological education therapies are mental health nursing specialist interventions that are expected to increase adolescent self esteem so that adolescent has ability to prevent drug use. This study aims to determine the effect of assertiveness training and family psychological education therapy on adolescent self-esteem in the prevention of drug use in boarding schools. The research design was a quasi-experimental pre-post test with a control group. Sixty four adolescent students at the boarding school were selected using purposive sampling technique and cluster random sampling. The intervention group 1 only received general nursing intervention and the intervention group 2 received general nursing intervention, assertiveness training, and family psychological education therapy. The results showed that the self-esteem of adolescent students increased significantly after receiving nursing intervention and in the high self-esteem category (p = 0.017), after assertiveness training and family psychological education therapy, adolescent self-esteem in the intervention group 2 increased greater than only general nursing intervention ( P = 0, 000) with the high self-esteem category. There is the influence of assertiveness training and family psychological education therapy on adolescent self-esteem in prevention of drugs uses in a boarding school. Community health center is recommended to do nursing care in school through school health unit program either by primary care nurse or nurse specialist of mental health nursing.

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Song, Yeoungsuk, and Seurk Park. "Effectiveness of Debriefing in Simulation-Based Education for Nursing Students: A Systematic Review and Meta-analysis." Journal of Korean Academy of Fundamentals of Nursing 29, no. 4 (November 30, 2022): 399–415. http://dx.doi.org/10.7739/jkafn.2022.29.4.399.

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Purpose: This study aimed to determine the effect of debriefing interventions on clinical competence in nursing students.Methods: A systematic review with a meta-analysis was conducted. Korean and English studies were retrieved from eight databases: KERIS, KISS, KoreaMed, NDSL, CINAHL, Cochrane Library, EMbase, and PubMed through January 2022. Fifteen studies were selected for the meta-analysis based on the inclusion criteria and low risk of bias. The data was analyzed using RevMan 5.3. and R software 3.6.2.Results: Most studies had a low risk of bias. Debriefing intervention in simulation-based education were found to be significantly effective compared to the control groups on clinical competence(Hedges’g=1.06, 95% CI=0.73~1.39, p<.001). In addition, the length of the debriefing intervention influenced the heterogeneity in the meta-ANOVA.Conclusion: Debriefing intervention in simulation-based education help improve nursing students’ clinical competence in nursing students. Futhermore, our findings suggest that nursing educators should consider the length of debriefing for nursing students to improve their clinical competence.

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Ren, Xueqiong, Jianing Jin, Yaer Chen, and Jing Jin. "Research on the Effect of Nursing Methods for Gestational Diabetes Mellitus Based on Comprehensive Nursing Intervention." Computational and Mathematical Methods in Medicine 2022 (July 14, 2022): 1–10. http://dx.doi.org/10.1155/2022/2396658.

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In order to explore the effective way of gestational diabetes care, this paper applies comprehensive nursing to gestational diabetes care. In terms of nursing intervention for pregnant women with gestational diabetes mellitus, combining the phased changes of pregnant women’s physiological and psychological needs during pregnancy, this paper comprehensively implements health education, diet intervention, exercise intervention, pregnancy monitoring, psychological intervention, infection prevention, and perinatal monitoring and other nursing interventions in a selective and focused manner. This makes the intervention measures at each stage focused, intersecting, interpenetrating, and continuing to play a role, which can effectively improve the implementation effect of the intervention measures and better promote the effective improvement of pregnancy outcomes. In addition, this paper studies the effect of gestational diabetes care based on comprehensive nursing intervention through a controlled trial, and the study verifies that comprehensive nursing has a good effect in gestational diabetes care.

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Best, Nakia C., Sonda Oppewal, and Debbie Travers. "Exploring School Nurse Interventions and Health and Education Outcomes: An Integrative Review." Journal of School Nursing 34, no. 1 (December 5, 2017): 14–27. http://dx.doi.org/10.1177/1059840517745359.

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

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Klein, Helen Altman, Sarah M. Jackson, Kenley Street, James C. Whitacre, and Gary Klein. "Diabetes Self-Management Education: Miles to Go." Nursing Research and Practice 2013 (2013): 1–15. http://dx.doi.org/10.1155/2013/581012.

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This meta-analysis assessed how successfully Diabetes Self-Management Education (DSME) interventions help people with type 2 diabetes achieve and maintain healthy blood glucose levels. We included 52 DSME programs with 9,631 participants that reported post-intervention A1c levels in randomized controlled trials. The training conditions resulted in significant reductions in A1c levels compared to control conditions. However, the impact of intervention was modest shifting of only 7.23% more participants from diabetic to pre-diabetic or normal status, relative to the control condition. Most intervention participants did not achieve healthy A1c levels. Further, few DSME studies assessed long-term maintenance of A1c gains. Past trends suggest that gains are difficult to sustain over time. Our results suggested that interventions delivered by nurses were more successful than those delivered by non-nursing personnel. We suggest that DSME programs might do better by going beyond procedural interventions. Most DSME programs relied heavily on rules and procedures to guide decisions about diet, exercise, and weight loss. Future DSME may need to include cognitive self-monitoring, diagnosis, and planning skills to help patients detect anomalies, identify possible causes, generate corrective action, and avoid future barriers to maintaining healthy A1c levels. Finally, comprehensive descriptions of DSME programs would advance future efforts.

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Dubik-Unruh, Sara. "Peer Education Programs in Corrections: Curriculum, Implementation, and Nursing Interventions." Journal of the Association of Nurses in AIDS Care 10, no. 6 (November 1999): 53–62. http://dx.doi.org/10.1016/s1055-3290(06)60321-x.

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Kinnison, Tierney, Rachel Lumbis, Hilary Orpet, Perdi Welsh, Sue Gregory, and Sarah Baillie. "Piloting Interprofessional Education Interventions with Veterinary and Veterinary Nursing Students." Journal of Veterinary Medical Education 38, no. 3 (September 2011): 311–18. http://dx.doi.org/10.3138/jvme.38.3.311.

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Yu, Hyunmin, José Arturo Bauermeister, and Dalmacio Dennis Flores. "LGBTQ+ health education interventions for nursing students: A systematic review." Nurse Education Today 121 (February 2023): 105661. http://dx.doi.org/10.1016/j.nedt.2022.105661.

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Goeman, Dianne, Sue Conway, Ralph Norman, Jo Morley, Rona Weerasuriya, Richard H. Osborne, and Alison Beauchamp. "Optimising Health Literacy and Access of Service Provision to Community Dwelling Older People with Diabetes Receiving Home Nursing Support." Journal of Diabetes Research 2016 (2016): 1–12. http://dx.doi.org/10.1155/2016/2483263.

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Background. Health literacy is the ability to access, understand, and use information and services for good health. Among people with chronic conditions, health literacy requirements for effective self-management are high. The Optimising Health Literacy and Access (Ophelia) study engaged diverse organisations in the codesign of interventions involving the Health Literacy Questionnaire (HLQ) needs assessment, followed by development and evaluation of interventions addressing identified needs. This study reports the process and outcomes of one of the nine organisations, the Royal District Nursing Service (RDNS). Methods. Participants were home nursing clients with diabetes. The intervention included tailored diabetes self-management education according to preferred learning style, a standardised diabetes education tool, resources, and teach-back method. Results. Needs analysis of 113 quota-sampled clients showed difficulties managing health and finding and appraising health information. The service-wide diabetes education intervention was applied to 24 clients. The intervention was well received by clients and nurses. Positive impacts on clients’ diabetes knowledge and behaviour were seen and nurses reported clear benefits to their practice. Conclusion. A structured method that supports healthcare services to codesign interventions that respond to the health literacy needs of their clients can lead to evidence-informed, sustainable practice changes that support clients to better understand effective diabetes self-management.

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Imhoff, Bryan, Samuel Wagner, Kelly Howe, Jonathan Dangers, and Niaman Nazir. "Quality Improvement Initiative to Increase Rate of and Time to Post-intubation Analgesia in the Emergency Department." Western Journal of Emergency Medicine 22, no. 4 (July 14, 2021): 827–33. http://dx.doi.org/10.5811/westjem.2021.4.51115.

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Introduction: Intubation and mechanical ventilation are common interventions performed in the emergency department (ED). These interventions cause pain and discomfort to patients and necessitate analgesia and sedation. Recent trends in the ED and intensive care unit focus on an analgesia-first model to improve patient outcomes. Initial data from our institution demonstrated an over-emphasis on sedation and an opportunity to improve analgesic administration. As a result of these findings, the ED undertook a quality improvement (QI) project aimed at improving analgesia administration and time to analgesia post-intubation. Methods: We performed a pre-post study between January 2017–February 2019 in the ED. Patients over the age of 18 who were intubated using rapid sequence intubation (RSI) were included in the study. The primary outcome was the rate of analgesia administration; a secondary outcome was time to analgesia administration. Quality improvement interventions occurred in two phases: an initial intervention focused on nursing education only, and a subsequent intervention that included nursing and physician education. Results: During the study period, 460 patients were intubated in the ED and met inclusion/exclusion criteria. Prior to the first intervention, the average rate of analgesia administration was 57.3%; after the second intervention, the rate was 94.9% (P <0.01). Prior to the first intervention, average time to analgesia administration was 36.0 minutes; after the second intervention, the time was 16.6 minutes (P value <0.01). Conclusion: This QI intervention demonstrates the ability of education interventions alone to increase the rate of analgesia administration and reduce the time to analgesia in post-intubation patients.

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Dunbar, Sandra B., Patricia C. Clark, Christi Deaton, Andrew L. Smith, Anindya K. De, and Marian C. O??Brien. "Family Education and Support Interventions in Heart Failure." Nursing Research 54, no. 3 (May 2005): 158???166. http://dx.doi.org/10.1097/00006199-200505000-00003.

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Novković, Mira, and Lada Petrović. "Nursing interventions in complications of arteriovenous fistula." Sestrinska rec 25, no. 84 (2022): 36–39. http://dx.doi.org/10.5937/sestrec2284036n.

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Chronic kidney disease is a public health problem, not only because of its mass, but also because of its chronic and progressive course, which results in significant comorbidity and mortality. Patients need to be prepared in time for active treatment with one of the methods for replacing renal function. Hemodialysis is not possible without an adequate vascular approach, and the ideal vascular approach should enable repeated and long-term access to the circulation, high blood flow and a minimal number of complications. The most common reason for hospitalization of patients who are on a chronic hemodialysis program are complications related to the vascular approach, which leads to high treatment costs. Due to the least number of complications, arteriovenous fistula is usually the first choice compared to other vascular approaches for hemodialysis. The most common complications of arteriovenous fistula are thrombosis, stenosis and infection. The nurse should recognize the signs and symptoms of complications and participate in their care. The patient plays an essential role in the early recognition of complications, so educating the patient is vital in reacting in time and reducing the number of complications.

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Chatziefstratiou, Anastasia A., Nikolaos V. Fotos, Konstantinos Giakoumidakis, and Hero Brokalaki. "Impact of nurse-initiated education on HeartScore in patients with hypertension: a randomised trial." British Journal of Nursing 30, no. 12 (June 24, 2021): 722–28. http://dx.doi.org/10.12968/bjon.2021.30.12.722.

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Background: People with hypertension experience significant damage to major organs due to insufficient management of cardiovascular risk factors. Aims: To assess the impact of nurse-led educational interventions on the total cardiovascular risk among people with hypertension. Method: the study was an interventional randomised study. The sample (n=92) was randomly assigned to the either the control or intervention group. The HeartScore tool was used to assess patients' total cardiovascular risk between December 2017 and March 2018. Findings: 56.6% of the control group and 55.4% of the intervention group were women, with a mean age of 64.4 years and 66.2 years respectively (P>0.05). Total cholesterol reduced in both groups; however, improvement was greater in the intervention group (P<0.05). Total cardiovascular risk fell in the intervention group from 4.75 to 4.33 (P>0.05), while the control group saw an increase in risk from 10.03 to 12.65 (P=0.035). Conclusion: Nurse-led educational interventions should be incorporated in the usual care of patients with hypertension, in order to achieve the best management of the condition.

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Babičová, Markéta, and Ingrid Nagyová. "Educational Support of the Course Nursing Procedures and Interventions." International Journal of Information and Communication Technologies in Education 4, no. 1 (March 1, 2015): 28–39. http://dx.doi.org/10.1515/ijicte-2015-0003.

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Abstract The course Nursing Procedures and Interventions is being taught at the Faculty of Medicine of the University of Ostrava within the scope of the study programs Nursing and Midwifery. Despite the fact that the main part of the course is dedicated to the practical medical skills, it is suitable not only for students of full-time studies, but also for students of combined studies. The teaching of the course is organizationally demanding, because of which a Moodle e-learning course has been developed. The article describes the aims and the education process of the course Nursing Procedures and Interventions with the support of e-learning. It deals especially with the testing of theoretical knowledge of students within the e-learning course, which has three phases - when introduced to the course for the first time, during the course, and at the end of it. The article presents the comparison of the test results of different education periods. The article also deals with the more complicated issues and parts of the course and also compares students’ results with regard to their previous specialty - if they already encountered any kind of health studies or if the course is their first experience with this kind of education.

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Yosep, Iyus, Rohman Hikmat, and Ai Mardhiyah. "Types of Nursing Intervention to Reduce Impact of Bullying and Aggression on Nurses in the Workplace." Healthcare 10, no. 8 (August 4, 2022): 1463. http://dx.doi.org/10.3390/healthcare10081463.

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The bullying of nurses in the workplace hurts the individuals and the work environment. Bullying can cause mental health problems, reduces the quality of nursing services, and reduces patient safety. The purpose of this study was to describe types of nursing interventions to reduce impact of bullying on nurses in the workplace. This study used the scoping review method to examine literature from the CINAHL, PubMed, and ProQuest databases. The keywords used in English are “bullying OR cyberbullying” AND “nurse” AND “workplace OR work-place” AND “nursing care OR nursing intervention”. The inclusion criteria were full text, randomized control trial or quasi-experiment design, English language, population of nurses, and the publication period of the last 10 years (2013–2022). We found nine articles that discussed nursing interventions designed to reduce the impact of bullying on nurses in the workplace. The sample in the study was in the range of 26–97 respondents. Most of the articles in this review used the quasi-experiment method. The study showed that nursing interventions to heal had negative effects on the bullying on nurses. There are three types of interventions employed to reduce the impact of bullying and aggression on nurses in the workplace, namely training programs, cognitive rehearsal programs, and education programs.

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Armiyati, Yunie, Suharyo Hadisaputro, Shofa Chasani, and Untung Sujianto. "Improving Quality of Life in Hemodialysis Patients with Intradialysis Hypertension Using “SEHAT” Nursing Interventions." Media Keperawatan Indonesia 4, no. 3 (August 31, 2021): 208. http://dx.doi.org/10.26714/mki.4.3.2021.208-217.

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Intradialytic hypertension can reduce the quality of life in hemodialysis patients. Providing appropriate nursing interventions will reduce morbidity, and improve the quality of intradialytic hypertensive patients. Provision of “SEHAT” nursing intervention package in the form of providing support, education and empowering, holistically with attention to therapeutic sensitivity can be applied to overcome patients problems. The purpose of the study was to analyze the "SEHAT" nursing intervention package to improve the quality of life of intradialytic hypertensive patients. The research method was a randomized controlled trial on 40 samples of hemodialysis patients which were divided into 20 group samples and 20 control group samples. The research instrument uses the Indonesian version of the Kidney Disease Quality of Life (KDQOL-36). The intervention was carried out for 4 weeks using the SEHAT nursing intervention package. The results showed an increase in the quality of life scores of respondents in the intervention group after being given SEHAT nursing intervention (p=0.000). There was a significant difference in the quality of life scores between the intervention group and the control group after being given the intervention (p=0.000). The “SEHAT” nursing intervention package is effective for improving the quality of life of intradialytic hypertensive patients.

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Sarna, Linda, and Stella Bialous. "Tobacco Control in the 21st Century: A Critical Issue for the Nursing Profession." Research and Theory for Nursing Practice 19, no. 1 (March 2005): 15–24. http://dx.doi.org/10.1891/rtnp.19.1.15.66338.

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Tobacco control is central to reducing death and disability and improving quality of life worldwide and nursing action is imperative. This article addresses tobacco as a global health issue with implications for nursing practice, education, research, and policy development. The lack of knowledge and skills, lack of expectation for clinical intervention, limited research, an absence of professional policies, and minimal nursing leadership have diminished the critical role that nurses can play in confronting this epidemic. Swift action is needed to ensure that all nurses are prepared to effectively engage in activities to prevent tobacco use, provide evidence-based cessation interventions, and support efforts to prevent exposure to secondhand smoke. Increased opportunities are needed to support creative nursing research efforts that test interventions and strategies to reduce barriers to tobacco control within different cultures, subcultures, and countries.

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Larsen, Helle M., Mette Thode, Karin B. Dieperink, Jon Bjerregaard, and Per Pfeiffer. "Nursing interventions to minimize cetuximab-induced dermatologic toxicity." Clinical Nursing Studies 5, no. 1 (February 13, 2017): 45. http://dx.doi.org/10.5430/cns.v5n1p45.

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Objective: This study investigated early nursing interventions with the purpose to minimize cetuximab-induced acneiform eruption. The most important side-effect of cetuximab is dermatologic toxicity, up to 90%. Dose-reduction or interruption of cetuximab reduces severity of dermatologic toxicity, probably at the cost of reduced efficacy of the cancer therapy. Thus, prevention or effective supportive care during treatment is important. The study evaluated if patient education could ensure compliance of cancer treatment and effect of oral tetracycline on acneiform eruption, with the purpose to minimize severity of dermatologic toxicity and reduce the use of tetracycline.Methods: The design was a single group prospective interventional study. Gastro-intestinal (GI) cancer patients treated with cetuximab between April 2009 and June 2011 were educated to start treatment with tetracycline 500 mg twice daily when acneiform eruption occurred. Patient’s dermatologic toxicity were graded (by CTCAE) and registered by nurses.Results: Sixty-three patients were evaluable. Patients started tetracycline when acneiform eruption occurred. It reduced severity but not incidence of acneiform eruption, 10% of the patients never developed acneiform eruption and therefore never received tetracycline.Conclusions: Patient-education by a trained oncology nurse in the handling of cetuximab induced acneiform eruption is manageable and effective and ensures a high number of patients carrying through treatment with a full dose of cetuximab.

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Yin, Hua, Ling Yang, and Qiao Ye. "A systematic review of the effectiveness of clinical nurse specialist interventions in patients with chronic obstructive pulmonary disease (COPD)." Frontiers of Nursing 5, no. 2 (August 14, 2018): 147–56. http://dx.doi.org/10.2478/fon-2018-0019.

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Abstract Objective This review aimed to examine the effectiveness of clinical nurse specialist (CNS) interventions in patients with chronic obstructive pulmonary disease (COPD). COPD significantly affects people’s health worldwide. With the development in nursing, CNSs are playing increasingly important roles in different departments. However, the studies on the effectiveness of CNSs in COPD are not as well organized as the studies on the effectiveness of CNSs in bronchiectasis and asthma. Therefore, this review aims to find some updated evidence on the CNS interventions for patients with COPD and on whether these interventions are effective. Methods A narrative analysis of the data was performed for the eligible studies. Four databases were chosen: CINAHL, MEDLINE, British Nursing Index, and Cochrane Library. Other websites such as the National Institute for Health and Clinical Excellence, National Health Service Evidence, Association of Respiratory Nurse Specialists, and National Association of Clinical Nurse Specialist were searched as well. Two reviewers performed study identification independently, and all the retrieved articles were stored using the EndNote X7 software. The risk of bias in the included studies was assessed using the Cochrane Collaboration’s risk of bias tool. Results A total of nine studies were included in this review. There were five current interventions by CNSs for patients with COPD. These interventions were home nursing support, CNS’s supported discharge, multidisciplinary cooperation programs, nurse-led care programs, and self-care management education. The effectiveness of these five interventions was evaluated individually. There is low- to moderate-quality evidence indicating that home nursing support interventions may have a positive effect on mortality and quality of life. No significant difference in quality of life has been found between the CNS-supported discharge intervention and the usual service. The multidisciplinary cooperation program probably had a positive effect on quality of life in patients with COPD. Both nurse-led care and self-care management education intervention had a positive effect on mortality of patients with COPD. Conclusions The findings of this review provide updated evidence on the effectiveness of CNS interventions for patients with COPD. Although nine trials were included and five types of interventions were identified, there is still lack of high-quality evidence.

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Fredericks, Suzanne, and Sepali Guruge. "Promoting Immigrant Womenʼs Cardiovascular Health Redesigning Patient Education Interventions." Advances in Nursing Science 38, no. 4 (2015): E13—E20. http://dx.doi.org/10.1097/ans.0000000000000095.

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Yang, Ningxi, Han Xiao, Yingnan Cao, Shiyue Li, Hong Yan, and Yifang Wang. "Does narrative medicine education improve nursing students’ empathic abilities and academic achievement? A randomised controlled trial." Journal of International Medical Research 46, no. 8 (July 6, 2018): 3306–17. http://dx.doi.org/10.1177/0300060518781476.

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Objective To determine the effectiveness of a narrative medicine educational intervention on the empathic abilities and academic achievement of Chinese nursing students. Methods A cluster randomised controlled trial was conducted between January 2015 and July 2017. Six class clusters (two controls, four interventions) comprising 180 nursing students were included in this trial. After pre-tests to obtain baseline measurements, two control classes (Group 1) attended regular medical education courses, two intervention classes (Group 2) received theoretical narrative medicine education for 1 term, and two intervention classes (Group 3) received narrative medicine education that integrated theory with practice for 2 terms. The empathic ability and academic achievement of the groups were compared, and longitudinal changes in empathic ability were measured. Results Students in Group 3 showed higher empathic ability and academic achievement than students in Group 1. Empathic ability was measured at six time points and showed between-group differences. The empathy scores of students in Group 3 increased abruptly after the two-term intervention. Conclusions Narrative medicine education that combines theory with practice is an effective strategy for improving nursing students’ empathic ability and academic achievement.

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Vasiljevic, Milena, Svetlana Delic, and Dusanka Ristic. "Importance of nursing interventions in patients' education during breast cancer radiotherapy." Archive of Oncology 10, no. 3 (2002): 235. http://dx.doi.org/10.2298/aoo0203235v.

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Strait, E., J. Cabrera, J. Garner, and J. Lee. "72 Eradicating CLABSI in the Burn Center Through Nursing Education Interventions." Journal of Burn Care & Research 40, Supplement_1 (March 8, 2019): S49—S50. http://dx.doi.org/10.1093/jbcr/irz013.074.

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Oliver, Nancy, and Lyda Hill. "Teaching Complex Nursing Interventions: Integrating Holistic and Traditional Behavior." Journal of Nursing Education 31, no. 4 (April 1992): 184–85. http://dx.doi.org/10.3928/0148-4834-19920401-10.

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Brodersen, Lisa D. "Interventions for Test Anxiety in Undergraduate Nursing Students." Nursing Education Perspectives 38, no. 3 (2017): 131–37. http://dx.doi.org/10.1097/01.nep.0000000000000142.

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Apriani Br Tarigan, Gita. "The Effectiveness of Implementation Telenursing in Health Education Intervention in Children With DM: Literature Review." KESANS : International Journal of Health and Science 1, no. 4 (January 21, 2022): 368–75. http://dx.doi.org/10.54543/kesans.v1i4.36.

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Global technological advances occur in the development of health service information and communication systems, one of which is a nursing service information system. Telenursing is one of the information and communication system technologies for remote nursing services that is carried out virtually in providing nursing care practices. Based on data from the Indonesian Pediatrician Association (IDAI) that the incidence of DM has increased in children aged 0-18 years over a period of 10 years. However, in some countries that diabetic patients do not receive health education in conducting self-monitoring and control of complications. Generate descriptions and ideas from the selection of several literature reviews on the application of a communication system for nursing services, namely telenursing to facilitate the provision of health education interventions for DM children. Analyze and select nursing journals related to telenursing and Health Education in DM children. On the results of the analysis and review of several selected journals, a conclusion is obtained that telenursing communication technology can improve and facilitate nursing care services, namely Health Education in DM children. Nurses can use technology to improve nursing care services in conducting health education interventions that are easily accessible quickly and affordable by the community.

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Brewer, Christine. "Curricula Innovation to Positively Influence Preference for Working With Older Adults: A Review of the Literature." Innovation in Aging 4, Supplement_1 (December 1, 2020): 546. http://dx.doi.org/10.1093/geroni/igaa057.1780.

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Abstract Few nursing students show preference in working with older adults. The purpose of this study was to review the U.S. nursing education evidence-based literature to determine curricula innovation to positively influence preference for working with older adults. CINAHL, Medline, Ovid Emcare, PsychInfo, and PubMed databases were searched for relevant U.S studies published between 2009 and 2020 using the search terms “nursing students”, “geriatrics OR gerontology OR older adults OR elderly OR aging”, “career OR work”, and “choice OR preference OR attitude”. Nine studies were eligible for inclusion. Nursing education may play a role in influencing how students perceive and prefer to work with older adults. Promising interventions include stand-alone gerontology courses, intergenerational service-learning experiences, and clinical experiences with community dwelling older adults. More evidence-based research with larger sample sizes are needed to determine effective nursing education interventions to improve nursing students’ attitude and preference for working with older adults.

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Ruan, Qian-Wen, Maneewat Khomapak, and Hathairat Sangchan. "Inter-Professional-Compassionate pain management during endotracheal suctioning: a valuable lesson from a Chinese surgical intensive care unit." Frontiers of Nursing 9, no. 1 (March 1, 2022): 19–27. http://dx.doi.org/10.2478/fon-2022-0003.

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Abstract Objective To compare the effects of a pain management program and routine suctioning methods on the level of pain presence and agitation in Chinese adults admitted to the intensive care unit. To disseminate the results from the implementation of the evidence-informed pain management interventions for reducing pain presence and agitation during endotracheal tube suctioning (ETS) and translate the key finding to clinical nursing practice. Methods A quasi-experimental study of a two-group post-test design was conducted in adults admitted after surgery to a surgical intensive care unit (SICU) of the Second Affiliated Hospital of Kunming Medical University, Yunnan, China in 2018. Fifty-two adults who met the study eligibility were included after consent, 26 in each group. Patients in the control group received usual care while patients in the intervention group received interventions to reduce agitation and pain-related ETS. The impacts of the intervention on the level of pain presence and agitation were measured at 5 measuring time points using the Chinese versions of Critical-Care Pain Observation Tool (CPOT) and Richmond Agitation Sedation Scale (RASS). Results The level of pain presence in the intervention group statistically significantly decreased during, immediately after, and 5 min after suctioning. The level of agitation in the intervention group significantly decreased during and immediately after suctioning. Conclusions The findings provide support for the positive pain-relieving effects of the evidence-informed pain-related ETS management interventions when compared with the usual ETS practice. The study interventions were sufficiently effective and safe to maintain patent airway clean and patent as standardized suctioning and helps pain relief. So, evidence-based pain-related ETS management intervention is worthy of recommending to utilize in SICU patients as well as other patients who required suctioning. It is worth noting that integrating pre-emptive analgesia prescription and administration with non-pharmacological intervention plays a critical role in achieving pain relief.

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Link, Kimberly A., Rachel Tinius, and M. Cynthia Logsdon. "A Web-Based Educational Intervention to Increase Perinatal Nurse and Pre-Licensure Student Knowledge and Self-Efficacy in Providing Postpartum Depression Care." Journal of Perinatal Education 31, no. 1 (January 1, 2022): 29–37. http://dx.doi.org/10.1891/j-pe-d-21-00008.

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Perinatal nurses and pre-licensure nursing students may lack knowledge of postpartum depression and appropriate interventions. Nurses and students may also have decreased self-efficacy in assessing for postpartum depression and providing education on this potential complication to new mothers. This project examined the use of a web-based educational module to increase perinatal nurses’ and pre-licensure nursing students’ knowledge of postpartum depression and postpartum depression interventions. Participants’ self-efficacy in assessing for postpartum depression and providing education was measured before and after viewing the module. Results of this study indicate a web-based module can be effective for increasing perinatal nurses’ and pre-licensure nursing students’ knowledge of postpartum depression interventions and self-efficacy in providing this vital care to new mothers.

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Lim, Heemoon, Hyejung Lee, Eunsook Kim, Hyoyeong Kim, and Eunkyung Jang. "Analysis of the importance of nursing care and performance confidence perceived by nurses in the neonatal intensive care unit." Journal of Korean Academic Society of Nursing Education 28, no. 1 (February 28, 2022): 5–14. http://dx.doi.org/10.5977/jkasne.2022.28.1.5.

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Purpose: Neonatal nurses are expected to have clinical competency to provide qualified and safe care for high-risk infants. An educational intervention to enhance nurses’ clinical competence is often a priority in the nursing field. This study was conducted to explore nurses’ perceived importance and performance confidence of nursing care activities in neonatal intensive care units.Methods: One hundred forty-one neonatal nurses from seven hospitals across South Korea participated in the online survey study. The scale of neonatal nursing care activity consisted of 8 subdomains including professional practice (assessment, diagnosis, planning, intervention, evaluation, education, research, and leadership). The Importance-Performance Matrix was used to analyze the importance of and confident performance in each of the nursing subdomains.Results: Both importance and performance confidence increased as nurses’ age (p=.042 and p<.001) and clinical experience (p=.004 and p<.001). Participants scored relatively higher in importance and performance confidence in the professional practice subdomains (assessment, intervention, evaluation), but scored lower in the education and research subdomains.Conclusion: To provide evidence-based nursing care for high-risk infants in neonatal intensive care units, educational interventions should be developed to support nurses based on the findings of the research.

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Malara, Reginus Tertius, and Syarul Syarul. "Effect of Nurse-led Educational Interventions on Self-care of Adult Patients with Heart Failure: A Systematic Review." Jurnal Keperawatan 10, no. 2 (January 15, 2020): 192. http://dx.doi.org/10.22219/jk.v10i2.6509.

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The purpose of this systematic review is to identify the effect of individual nursing-led, patient sessions on adult care with heart failure (HF) in hospitals, outpatient clinics and at home or community. A systematic review of the intervention study. Using nurse terminology, education, heart failure, self-care in the PubMed database, ScienceDirect, Willey, ProQuest. The articles in question are related to educational interventions by individual nurses to patients with management of heart failure. The results of this review identified nursing-led education sessions to adults with heart failure proven to improve self-care abilities. These results suggest that the education of patients led by nurses to adult patients with heart failure improves self-care. Education led by nurses delivered in hospitals, outpatient and in-home clinics using diverse methods have an impact on improving self-care.

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He, Rubi, Qiong Lei, Haibin Hu, Hui Li, Dongmei Tian, and Zhicun Lai. "The Effect of Health Education Combined with Personalized Psychological Nursing Intervention on Pregnancy Outcome of Pregnant Women with Gestational Diabetes Mellitus." BioMed Research International 2022 (March 19, 2022): 1–6. http://dx.doi.org/10.1155/2022/3157986.

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Objective. To study the effect of health education combined with personalized psychological nursing intervention on pregnancy outcome of pregnant women with gestational diabetes mellitus (GDM). Methods. 170 patients with GDM admitted to Guangdong Women and Children Hospital from January 2018 to December 2018 were selected as study subjects and randomly divided into two groups. During the period from diagnosis of GDM to termination of pregnancy, both groups were given routine education and routine examination, and the intervention group adopted health education combined with personalized psychological nursing interventions during pregnancy. The pregnancy weight, blood glucose index, compliance, disease awareness, self-adjustment management ability, satisfaction, and pregnancy outcome were measured before and after the intervention. Results. There were no statistically significant differences in pregnancy weight, fasting plasma glucose, and 2 h postprandial blood glucose between the two groups before intervention ( P = 0.768 , 0.605, and 0.762). After intervention, lower levels of the above indicators were obtained in the intervention group than in the control group ( P < 0.001 ). The compliance and satisfaction with the intervention in the intervention group were significantly higher than those in the control group ( P < 0.001 ). The intervention group had remarkably higher disease awareness rate and self-psychological adjustment and management ability than the control group ( P < 0.001 ). Better pregnancy outcomes were observed in the intervention group compared with the control group ( P < 0.001 ). Conclusion. For patients with GDM, health education combined with personalized psychological nursing on the basis of the conventional nursing can effectively control patients’ condition and ensure a better pregnancy outcome, which merits widespread promotion.

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Williams, Kristine N., Clarissa Shaw, and Carissa K. Coleman. "CHALLENGES FOR IMPLEMENTING PRAGMATIC COMMUNICATION INTERVENTIONS IN NURSING HOME SETTINGS." Innovation in Aging 3, Supplement_1 (November 2019): S363—S364. http://dx.doi.org/10.1093/geroni/igz038.1327.

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Abstract Interventions to improve nursing home care have been developed and tested. However readily disseminated interventions are lacking. Barriers include low staffing levels contributing to limited time for education and high turnover of direct care and administrative staff. Educational interventions must be accessible to accommodate busy staff. Meaningful outcome measures are needed and interventions must fit varied nursing home sizes, ownership, resident population, and regions. Changing Talk Online (CHATO) was adapted from the effective, yet time-intensive, Changing Talk program addressing nursing home staff communication. The original classroom-based program significantly improved staff communication with residents and resulted in subsequent reductions in resident behavioral and psychological symptoms of dementia. Strategies for marketing and recruiting nursing homes and to engage administrators and staff will be discussed as implemented in the Changing Talk Online (CHATO) R61 trial. Approaches addressing unique nursing home challenges to implementation are essential for successful dissemination to improve care.

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Rouleau, Geneviève, Marie-Pierre Gagnon, José Côté, Julie Payne-Gagnon, Emilie Hudson, Carl-Ardy Dubois, and Julien Bouix-Picasso. "Effects of E-Learning in a Continuing Education Context on Nursing Care: Systematic Review of Systematic Qualitative, Quantitative, and Mixed-Studies Reviews." Journal of Medical Internet Research 21, no. 10 (October 2, 2019): e15118. http://dx.doi.org/10.2196/15118.

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Background E-learning is rapidly growing as an alternative way of delivering education in nursing. Two contexts regarding the use of e-learning in nursing are discussed in the literature: (1) education among nursing students and (2) nurses’ continuing education within a life-long learning perspective. A systematic review of systematic reviews on e-learning for nursing and health professional students in an academic context has been published previously; however, no such review exists regarding e-learning for registered nurses in a continuing education context. Objective We aimed to systematically summarize the qualitative and quantitative evidence regarding the effects of e-learning on nursing care among nurses in a continuing education context. Methods We conducted a systematic review of systematic qualitative, quantitative, and mixed-studies reviews, searching within four bibliographic databases. The eligibility criteria were formulated using the population, interventions, comparisons, outcomes, and study design (PICOS) format. The included population was registered nurses. E-learning interventions were included and compared with face-to-face and any other e-learning interventions, as well as blended learning. The outcomes of interest were derived from two models: nursing-sensitive indicators from the Nursing Care Performance Framework (eg, teaching and collaboration) and the levels of evaluation from the Kirkpatrick model (ie, reaction, learning, behavior, and results). Results We identified a total of 12,906 records. We retrieved 222 full-text papers for detailed evaluation, from which 22 systematic reviews published between 2008 and 2018 met the eligibility criteria. The effects of e-learning on nursing care were grouped under Kirkpatrick’s levels of evaluation: (1) nurse reactions to e-learning, (2) nurse learning, (3) behavior, and (4) results. Level 2, nurse learning, was divided into three subthemes: knowledge, skills, attitude and self-efficacy. Level 4, results, was divided into patient outcomes and costs. Most of the outcomes were reported in a positive way. For instance, nurses were satisfied with the use of e-learning and they improved their knowledge. The most common topics covered by the e-learning interventions were medication calculation, preparation, and administration. Conclusions The effects of e-learning are mainly reported in terms of nurse reactions, knowledge, and skills (ie, the first two levels of the Kirkpatrick model). The effectiveness of e-learning interventions for nurses in a continuing education context remains unknown regarding how the learning can be transferred to change practice and affect patient outcomes. Further scientific, methodological, theoretical, and practice-based breakthroughs are needed in the fast-growing field of e-learning in nursing education, especially in a life-learning perspective. Trial Registration International Prospective Register of Systematic Reviews (PROSPERO) CRD42016050714; https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=50714

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E. Robbins, Dale. "The Effect of Hands-on Practice on the Skills Proficiency of Nursing Home Nurses." International Journal of Studies in Nursing 5, no. 1 (March 2, 2020): 39. http://dx.doi.org/10.20849/ijsn.v5i1.717.

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Background: The most recent nursing home regulations indicate that nurses must possess the skills sets needed to properly provide residents’ care (“Reform of Requirements,” 2016). Nursing home directors of nursing (DONs) frequently meet the requirement to train their nurses using online continuing education programs. However, the hands-on practice of fundamental clinical nursing skills necessary to maintain proficiency cannot be accomplished with this method. Purpose: This study aimed to determine whether an educational intervention including hands-on practice of two clinical skills would improve the skills proficiency of nursing home nurses. Method: The study used a pretest-posttest design with skills fair-style educational intervention for nursing home nurses recruited from two nursing homes. The pretest and posttest each included a multiple-choice quiz and hands-on demonstrations of two different clinical skills. Statistical analysis using paired t-tests showed significantly improved skills proficiency for the participating nurses following the educational intervention with hands-on practice of the two clinical skills. Findings: The findings suggest that nursing home DONs should consider educational interventions that include hands-on practice to maintain clinical skills proficiency.

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Grobbel,, Claudia C., and Linda Rowe,. "Exploring Pre-Nursing Students’ Perceptions of Caring and Nursing: A Phenomenological Study." International Journal of Human Caring 18, no. 1 (February 2014): 8–16. http://dx.doi.org/10.20467/1091-5710.18.1.8.

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Caring is the essence of professional nursing practice. In today’s complex healthcare environment the challenge becomes how to balance the demands of the high acuity environment with caring practices. Nursing is at risk for losing the essence of caring as technology threatens to overwhelm our work (Wagner, 2008). As clinical nursing care reprioritizes caring knowledge and practices, it becomes critical to examine how caring practices are taught, how they are prioritized and evaluated in the baccalaureate curriculum. A phenomenological study was conducted to understand the presence of caring knowledge in pre-nursing students’ essays. Fifty essays were analyzed revealing seven themes of caring. They are: the language of caring, sharing information, building relationships, role modeling, providing competent care, delivering caring actions and the results of being ill. Nursing education needs to consider these findings with caring as a way of being and a therapeutic intervention that is equal in importance to all other nursing interventions and care.

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Hootman, Janis, Gail M. Houck, and Mary Catherine King. "A Program to Educate School Nurses About Mental Health Interventions." Journal of School Nursing 18, no. 4 (August 2002): 191–95. http://dx.doi.org/10.1177/10598405020180040401.

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Concerned with the increasing incidence of mental health problems in children and adolescents and the impact of these problems on students’ school success and predisposition to self- and other-directed violence, the Multnomah Education Service District Department of School Health Services determined to become proactive by providing preventive interventions for students experiencing actual or potential mental health problems. An educational program was designed to assist school nurses in the identification of potential mental health problems. In addition, information about appropriate interventions for students at risk for aggression, violence, and other mental health pathology was presented. The program involved education on mental health assessment and intervention, as well as expert psychiatric clinical support for the development of student support groups. School nurses were then challenged to develop practice improvement projects incorporating this knowledge for a group of students in their work setting. This introductory article describes the project’s general rationale and implementation process. The four articles following in this issue of The Journal of School Nursing describe the goals, implementation, and outcomes of the practice improvement projects developed for early intervention with students exhibiting attention disorders, school absenteeism, social withdrawal, and depression.

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Hootman, Janis, Gail M. Houck, and Mary Catherine King. "A Program to Educate School Nurses About Mental Health Interventions." Journal of School Nursing 18, no. 4 (August 2002): 191–95. http://dx.doi.org/10.1177/10598405020180040501.

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Concerned with the increasing incidence of mental health problems in children and adolescents and the impact of these problems on students’ school success and predisposition to self- and other-directed violence, the Multnomah Education Service District Department of School Health Services determined to become proactive by providing preventive interventions for students experiencing actual or potential mental health problems. An educational program was designed to assist school nurses in the identification of potential mental health problems. In addition, information about appropriate interventions for students at risk for aggression, violence, and other mental health pathology was presented. The program involved education on mental health assessment and intervention, as well as expert psychiatric clinical support for the development of student support groups. School nurses were then challenged to develop practice improvement projects incorporating this knowledge for a group of students in their work setting. This introductory article describes the project’s general rationale and implementation process. The four articles following in this issue of The Journal of School Nursing describe the goals, implementation, and outcomes of the practice improvement projects developed for early intervention with students exhibiting attention disorders, school absenteeism, social withdrawal, and depression.

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Belan, Martin, Nathalie Thilly, and Céline Pulcini. "Antimicrobial stewardship programmes in nursing homes: a systematic review and inventory of tools." Journal of Antimicrobial Chemotherapy 75, no. 6 (February 28, 2020): 1390–97. http://dx.doi.org/10.1093/jac/dkaa013.

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Abstract Background Antimicrobial overuse/misuse is common in nursing homes and although the effectiveness of antimicrobial stewardship (AMS) programmes has been well explored and demonstrated in hospitals, data are scarce for the nursing-home setting. Our objectives for this systematic review were to make an inventory of: (i) all interventions that could be considered as part of AMS programmes in nursing homes; and (ii) all stewardship tools and guidance that are freely available. Methods We performed a systematic review using the MEDLINE database from inception to June 2018, including all interventional studies, reviews, opinion pieces and guidelines/guidance exploring AMS programmes in nursing homes. For the inventory of freely available tools and guidance to help implement an AMS programme, we also performed screening of professional societies and official agencies’ websites and a questionnaire survey among a panel of international experts. Results A total of 36 articles were included in our systematic review. Most interventions took place in North America and have explored education or persuasive interventions within multifaceted interventions, showing that they can improve guideline adherence and decrease antibiotic use and unnecessary microbiological testing. Most reviews also highlighted the importance of accountability, monitoring and feedback. A large number of tools (156) available for free on the internet were identified, mostly about education, patient assessment and outcome measurement. Conclusions Although high-quality interventional studies are lacking, multifaceted interventions including education, monitoring and feedback seem the most promising strategy. Many tools are available on the internet and can be used to help implement AMS programmes in nursing homes.

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Gallagher, Catherine E., Julia C. Slater, and Elizabeth L. Dale. "588 Utilizing a Quality Improvement Approach to Increase Compliance with Patient Positioning in the Burn Unit." Journal of Burn Care & Research 43, Supplement_1 (March 23, 2022): S131—S132. http://dx.doi.org/10.1093/jbcr/irac012.216.

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Abstract Introduction Patient positioning, notably positioning patients in “anti-deformity positioning”, is a standard practice in burn rehabilitation as it assists with edema management, scar contracture prevention, and wound healing. Successfully and consistently providing proper positioning of burn patients requires the combined effort of the multi-disciplinary burn team. The primary goal at our center was to increase the frequency that patients were correctly positioned to over 90% at the time of random audits. Methods At a medium-sized, academic burn unit, once to twice weekly audits were conducted by burn lead therapists on the compliance of proper patient positioning over a 6-month period. Using this data as a trigger, a quality improvement project was designed using the PDSA (Plan-Do-Study-Act) cycle to help identify reasons behind lack of compliance. Surveys were distributed to the therapy and nursing staff to identify any barriers to care. Effects on positioning compliance post-intervention were monitored. Results In the 6 months prior to intervention, our patients were positioned correctly an average of 76% of the time. Therapy and nursing surveys identified the following barriers to care: Nursing needed more education on positioning, and the approach was too heavily reliant on nursing efforts alone. To address these barriers, therapists provided education to both day and night shift nurses, communicated daily about positioning expectations, shifted the project from a nursing approach to a multidisciplinary approach, and made changes in therapy workflow. Immediately following the intervention, the compliance rates were 91% for the first month and 85% for the second month. Conclusions Coordinating efforts of the entire burn team improves consistency for positioning in burn patients. Utilizing the PDSA cycle allowed us to identify areas for improvement and to develop appropriate interventions aimed at both increased education for nursing staff and workflow improvements for our therapists. Following the completion of our interventions we were able to obtain an immediate improvement in our compliance with proper positioning of burn patients.

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Hajewski, Cherona, Judy M. Maupin, Deborah A. Rapp, Mary Sitterding, and Jennifer Pappas. "Implementation and Evaluation of Nursing Interventions Classification and Nursing Outcomes Classification in a Patient Education Plan." Journal of Nursing Care Quality 12, no. 5 (June 1998): 30–40. http://dx.doi.org/10.1097/00001786-199806000-00007.

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Moreno-Monsiváis, María Guadalupe, Catalina Moreno-Rodríguez, and María Guadalupe Interial-Guzmán. "Missed Nursing Care in Hospitalized Patients." Aquichan 15, no. 3 (September 1, 2015): 318–38. http://dx.doi.org/10.5294/aqui.2015.15.3.2.

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Objective: Determine missed nursing care in hospitalized patients and the factors related to missed care, according to the perception of the nursing staff and the patient. Method: Correlational descriptive study of a sample of 160 nurses and hospitalized patients, using the MISSCARE Nursing Survey. Results: Nursing personnel indicated there were fewer care omissions in continuous evaluation interventions (M=94.56; SD=11.10). The greatest number of omissions pertained to basic care interventions (M=80.2; SD=19.40). Patients mentioned there were fewer omissions in continuous evaluation interventions (M=96.32; SD=7.96), while the greatest number of omissions pertained to patient discharge and education (M=45.00; SD=23.22). The factors that contributed to missed nursing care, according to the nursing staff, were related to human resources (M=80.67; SD=17.06) and material resources (M=69.72; SD=23.45); patients mentioned human resources and communication. Conclusions: Nursing care that is not carried out according to the needs of the patient, or is omitted or delayed, was identified. This aspect is relevant, since nursing care is fundamental to the recovery of hospitalized patients.

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Young, Susan, and Kristina Lu. "Educational interventions to increase cultural competence for nursing students." International Journal of Organization Theory & Behavior 21, no. 2 (June 11, 2018): 85–97. http://dx.doi.org/10.1108/ijotb-03-2018-0026.

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Purpose The purpose of this paper is to analyze the study results conducted at a four-year university in Hawaii investigating the impact of providing nursing students with an educational intervention session aimed at improving cultural competence. Design/methodology/approach A descriptive-correlational research method was used to examine the correlations between a control group and experimental group using pre-and post-tests. The t-test for equality of means and Levene’s test for equality of variances were conducted for statistical analysis on pre-and post-test scores. In addition, a power analysis was conducted due to the small sample size. Findings The control group receiving no intervention scored lower on the post-test in overall competency by five points, while the experimental group increased their post-score by five points after receiving the intervention; however, this increase did not change the overall cultural competence score. The results indicate that the educational intervention of a two-hour didactic, discussion and presentation did not provide as robust as what was needed to increase domain scores for the experimental group. Further, the domains of awareness, skill, knowledge, encounter and desire cannot be taught by instruction alone and should be reinforced over time. Research limitations/implications The study was a convenience sample and limited by the small sample size. The sample may not be representative of all senior nursing students. The study is limited to one school of nursing in Hawaii; the results may not be generalized to other populations. Practical implications This research provides a foundation for future curriculum development and the evaluation of nursing programs. For instance, incorporating a value-added instructional project on cultural competence into each nursing class would increase cultural competence awareness and knowledge. Social implications This study also emphasizes the necessity of education in cultural competence for all health professionals, which has implications for improving quality, patient satisfaction and increased health outcomes. Originality/value This research is unique to examining and applying an educational intervention on cultural competence for nursing students in Hawaii. This research sheds light on studying the importance of culture competence for nursing students and other health professionals. This is not a skill that can be taught in one class or only even a single immersion experience and should be acquired over time where continuing education and encounters are necessary in order to become culturally competent; this will enable health professionals to provide meaningful and appropriate care to patients.

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Esses, Stephanie A., Sara Small, Ashley Rodemann, and Mary E. Hartman. "Post–Intensive Care Syndrome: Educational Interventions for Parents of Hospitalized Children." American Journal of Critical Care 28, no. 1 (January 1, 2019): 19–27. http://dx.doi.org/10.4037/ajcc2019151.

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Background Targeted education to help parents and caregivers recognize the signs and symptoms of post–intensive care syndrome may increase their awareness and willingness to seek support during their child’s admission. The optimal strategy for this education has not been established. Methods A pilot study to test 3 educational strategies for caregivers of pediatric intensive care unit patients. The 3 strategies were compared using the Practical, Robust Implementation and Sustainability Model framework for effectiveness of the education, the effect of each educational intervention on the intensive care unit nursing environment, and costs. Nursing responses were scored on a 3-point Likert scale. Results A total of 62 caregivers randomly received 1 of 3 educational strategies: brochures (n = 22), scripted conversation (n = 20), or a 3-minute video (n = 20). All 3 strategies were associated with a notable improvement in understanding of post–intensive care syndrome, with no single strategy being superior. Nineteen bedside nurses completed a survey on how daily workflow was affected and education was perceived. The survey indicated that all 3 interventions minimally disrupted workflow and all were recognized as useful. Final analysis indicated that brochures have the greatest likelihood of successful and sustainable implementation in the study hospital. Conclusion Simple, low-cost education can improve caregivers’ knowledge of post–intensive care syndrome and can be well supported by nursing staff. To ensure sustainable implementation, the characteristics of the unit should be considered when selecting an educational program.

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Journal articles on the topic 'Nursing interventions and education'

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