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Academic literature on the topic 'Nursing models Evaluation'

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Published: 10 December 2022
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Journal articles on the topic "Nursing models Evaluation"

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Hockey, L. "Nursing Models: Analysis and Evaluation." Journal of Medical Ethics 12, no. 1 (March 1, 1986): 51. http://dx.doi.org/10.1136/jme.12.1.51-a.

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PEARSON, BETTY D. "Analysis and Evaluation of Conceptual Models of Nursing." AJN, American Journal of Nursing 85, no. 1 (January 1985): 102. http://dx.doi.org/10.1097/00000446-198501000-00034.

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Cresci, Mary K. "Evaluation in Nursing Staff Development Methods and Models." Dimensions of Critical Care Nursing 4, no. 4 (July 1985): 255. http://dx.doi.org/10.1097/00003465-198507000-00024.

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Malinski, V. M. "Research-Based Evaluation of Conceptual Models of Nursing." Nursing Science Quarterly 13, no. 3 (July 1, 2000): 96–95. http://dx.doi.org/10.1177/08943180022107744.

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Malinski, Violet M. "Research-Based Evaluation of Conceptual Models of Nursing." Nursing Science Quarterly 13, no. 1 (January 2000): 12. http://dx.doi.org/10.1177/089431840001300104.

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Croxon, Lyn, and Cathy Maginnis. "Evaluation of clinical teaching models for nursing practice." Nurse Education in Practice 9, no. 4 (July 2009): 236–43. http://dx.doi.org/10.1016/j.nepr.2008.06.004.

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Davis, Janice L. "Analysis and Evaluation of Conceptual Models of Nursing." AORN Journal 61, no. 5 (May 1995): 887. http://dx.doi.org/10.1016/s0001-2092(06)63729-0.

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Roth, Rosemary A. "Analysis and Evaluation of Conceptual Models of Nursing." AORN Journal 49, no. 5 (May 1989): 1447. http://dx.doi.org/10.1016/s0001-2092(07)70124-2.

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Latz, Paula Anne. "Evaluation in Nursing Staff Development: Methods and Models." AORN Journal 42, no. 6 (December 1985): 952–54. http://dx.doi.org/10.1016/s0001-2092(07)64439-1.

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McConnell, Edwina A. "Analysis and Evaluation of Conceptual Models of Nursing." AORN Journal 41, no. 4 (April 1985): 708–10. http://dx.doi.org/10.1016/s0001-2092(07)66283-8.

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Dissertations / Theses on the topic "Nursing models Evaluation"

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Rose, Pauline Mary-Therese. "Implementation and evaluation of a new model of nursing practice in radiation oncology." Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/37646/1/Pauline_Rose_Thesis.pdf.

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Patients undergoing radiation therapy for cancer face a series of challenges that require support from a multidisciplinary team which includes radiation oncology nurses. However, the specific contribution of nursing, and the models of care that best support the delivery of nursing interventions in the radiotherapy setting, is not well described. In this case study, the Interaction Model of Client Health Behaviour and the associated principles of person-centred care were incorporated into a new model of care that was implemented in one radiation oncology setting in Brisbane, Australia. The new model of care was operationalised through a Primary Nursing/Collaborative Practice framework. To evaluate the impact of the new model for patients and health professionals, multiple sources of data were collected from patients and clinical staff prior to, during, and 18 months following introduction of the practice redesign. One cohort of patients and clinical staff completed surveys incorporating measures of key outcomes immediately prior to implementation of the model, while a second cohort of patients and clinical staff completed these same surveys 18 months following introduction of the model. In-depth interviews were also conducted with nursing, medical and allied health staff throughout the implementation phase to obtain a more comprehensive account of the processes and outcomes associated with implementing such a model. From the patients’ perspectives, this study demonstrated that, although adverse effects of radiotherapy continue to affect patient well-being, patients continue to be satisfied with nursing care in this specialty, and that they generally reported high levels of functioning despite undergoing a curative course of radiotherapy. From the health professionals’ perspective, there was evidence of attitudinal change by nursing staff within the radiotherapy department which reflected a greater understanding and appreciation of a more person-centred approach to care. Importantly, this case study has also confirmed that a range of factors need to be considered when redesigning nursing practice in the radiotherapy setting, as the challenges associated with changing traditional practices, ensuring multidisciplinary approaches to care, and resourcing a new model were experienced. The findings from this study suggest that the move from a relatively functional approach to a person-centred approach in the radiotherapy setting has contributed to some improvements in the provision of individualised and coordinated patient care. However, this study has also highlighted that primary nursing may be limited in its approach as a framework for patient care unless it is supported by a whole team approach, an appropriate supportive governance model, and sufficient resourcing. Introducing such a model thus requires effective education, preparation and ongoing support for the whole team. The challenges of providing care in the context of complex interdisciplinary relationships have been highlighted by this study. Aspects of this study may assist in planning further nursing interventions for patients undergoing radiotherapy for cancer, and continue to enhance the contribution of the radiation oncology nurse to improved patient outcomes.
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Gies, Cheryl E. "Evaluating effectiveness of an inpatient nurse-directed smoking cessation program in a small community hospital :." Connect to full-text via OhioLINK ETD Center, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=mco1115124358.

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Thesis (M.S.)--Medical College of Ohio, 2004.
"In partial fulfillment of the requirements for the degree of Master of Science in Nursing." Major advisor: Debra Buchman. Includes abstract. Document formatted into pages: ix, 112 p. Title from title page of PDF document. Bibliography: pages 91-97.
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Nash, Robyn Elizabeth. "Collaboration in clinical education : development, implementation and evaluation of an innovative model of clinical education for undergraduate nursing students." Thesis, Queensland University of Technology, 2007. https://eprints.qut.edu.au/16493/1/Robyn_Nash_Thesis.pdf.

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Introduction The purpose of this study was to enhance the prac experience of undergraduate nursing students and registered nursing staff. An innovative model of clinical education, the Clinical Education Unit (CEU) model was developed, implemented and evaluated. Background to the study Clinical education is a vital component of the undergraduate nursing curriculum. 'Real world' practice provides students with the opportunity to develop the knowledge, attitudes and skills needed to function effectively as a registered nurse. Despite the commitment of universities to produce competent graduates, there has continued debate regarding the preparedness of new graduates for practice as registered nurses. This has focussed continued attention on the adequacy of students' clinical education and, in particular, on the models used for clinical facilitation/supervision. There is little published evidence that clearly demonstrates the effectiveness of any of the current models of clinical education or that any particular model is better than any other in achieving quality outcomes (Wellard, Williams and Bethune 2000; Clare, White, Edwards and Van Loon 2002). Hence, as recommended in the recent National Review of Nurse Education (2002), ongoing evaluation of nursing curricula and teaching practice, including clinical education, is clearly warranted. Methods The study utilised action research methodology to examine the effects of the Clinical Education Unit (CEU) on the quality of clinical prac as experienced by undergraduate nursing students and registered nurses working with the students in wards where they were placed for their practicums. It was undertaken in two iterations or phases: Phase 1 - Development, implementation and initial evaluation of an innovative model of clinical education (the CEU model) and Phase 2 - Refinement and re-evaluation of the CEU model of clinical education. Using focus group discussions and survey questionnaires, qualitative and quantitative data were collected from undergraduate nursing students and clinical nursing staff in conjunction with each iteration of the study. Results Phase 1 results indicated that the CEU model was evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. This result was demonstrated in the comments of students and registered nurses with regard to the respective models of clinical education and supported by their ratings of the quality of clinical experience through the QPE-Phase questionnaires. A similar trend was found in the results from Phase 2. The CEU-2 model was again evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. Conclusion In summary, the results of this study indicate that the CEU model had a positive impact on the prac experience of students and registered nurses. In both phases of the study, students and registered nurses in wards where the CEU model was being used evaluated the prac experience more positively than did students and registered nurses in wards where non-CEU models were being used. Two key factors were found to be important in achieving this outcome: the collaborative nature of the CEU model and nursing staff ownership of students' clinical education. These factors provided an operating framework which enabled the development of positive learning environments in the wards where students were placed for prac. Equally important were arrangements for the supervision of students' practice which involved local clinical facilitation and the explicit inclusion of other nursing staff in the ward. Further, continued support from the university to allow the clinical facilitators to take a supernumary role when facilitating students, to provide staff development for clinical education and to support staff on a day-to-day basis during the prac was also important, if not essential. It is proposed that these factors, acting synergistically, promoted enhanced access to learning opportunities for students and improved learning outcomes for students and staff. The study makes an important contribution to nursing education by providing evidence that can inform future developments in the area of undergraduate clinical education. It has potential benefits for nursing education not only in the local context, but within the international arena as well.
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Nash, Robyn Elizabeth. "Collaboration in clinical education : development, implementation and evaluation of an innovative model of clinical education for undergraduate nursing students." Queensland University of Technology, 2007. http://eprints.qut.edu.au/16493/.

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Introduction The purpose of this study was to enhance the prac experience of undergraduate nursing students and registered nursing staff. An innovative model of clinical education, the Clinical Education Unit (CEU) model was developed, implemented and evaluated. Background to the study Clinical education is a vital component of the undergraduate nursing curriculum. 'Real world' practice provides students with the opportunity to develop the knowledge, attitudes and skills needed to function effectively as a registered nurse. Despite the commitment of universities to produce competent graduates, there has continued debate regarding the preparedness of new graduates for practice as registered nurses. This has focussed continued attention on the adequacy of students' clinical education and, in particular, on the models used for clinical facilitation/supervision. There is little published evidence that clearly demonstrates the effectiveness of any of the current models of clinical education or that any particular model is better than any other in achieving quality outcomes (Wellard, Williams and Bethune 2000; Clare, White, Edwards and Van Loon 2002). Hence, as recommended in the recent National Review of Nurse Education (2002), ongoing evaluation of nursing curricula and teaching practice, including clinical education, is clearly warranted. Methods The study utilised action research methodology to examine the effects of the Clinical Education Unit (CEU) on the quality of clinical prac as experienced by undergraduate nursing students and registered nurses working with the students in wards where they were placed for their practicums. It was undertaken in two iterations or phases: Phase 1 - Development, implementation and initial evaluation of an innovative model of clinical education (the CEU model) and Phase 2 - Refinement and re-evaluation of the CEU model of clinical education. Using focus group discussions and survey questionnaires, qualitative and quantitative data were collected from undergraduate nursing students and clinical nursing staff in conjunction with each iteration of the study. Results Phase 1 results indicated that the CEU model was evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. This result was demonstrated in the comments of students and registered nurses with regard to the respective models of clinical education and supported by their ratings of the quality of clinical experience through the QPE-Phase questionnaires. A similar trend was found in the results from Phase 2. The CEU-2 model was again evaluated more positively by students and registered nurses than were the non-CEU models that were used for comparison. Conclusion In summary, the results of this study indicate that the CEU model had a positive impact on the prac experience of students and registered nurses. In both phases of the study, students and registered nurses in wards where the CEU model was being used evaluated the prac experience more positively than did students and registered nurses in wards where non-CEU models were being used. Two key factors were found to be important in achieving this outcome: the collaborative nature of the CEU model and nursing staff ownership of students' clinical education. These factors provided an operating framework which enabled the development of positive learning environments in the wards where students were placed for prac. Equally important were arrangements for the supervision of students' practice which involved local clinical facilitation and the explicit inclusion of other nursing staff in the ward. Further, continued support from the university to allow the clinical facilitators to take a supernumary role when facilitating students, to provide staff development for clinical education and to support staff on a day-to-day basis during the prac was also important, if not essential. It is proposed that these factors, acting synergistically, promoted enhanced access to learning opportunities for students and improved learning outcomes for students and staff. The study makes an important contribution to nursing education by providing evidence that can inform future developments in the area of undergraduate clinical education. It has potential benefits for nursing education not only in the local context, but within the international arena as well.
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Seago, Trena. "A DEBRIEFING TECHNIQUE IN HIGH-FIDELITY PATIENT SIMULATION AND COMPETENT DECISION-MAKING ABILITIES AMONG NURSING STUDENTS." UKnowledge, 2016. https://uknowledge.uky.edu/edc_etds/18.

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Nursing faculty are utilizing high-fidelity patient simulation (HPS) with debriefing to help engage nursing students in making competent clinical decisions. This quasi-experimental study examined the use of HPS with debriefing and students’ ability to make nursing care decisions using standardized exams. The experimental group received debriefing after HPS and the control group did not receive debriefing after HPS. The pre- and post-test assessed participants’ ability to make clinical care decisions. The analysis of the pre-test and post-test HESI scores showed that there was no significant difference between the two groups.
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Koehn, Amy R. "To report or not report : a qualitative study of nurses' decisions in error reporting." Thesis, Indiana University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665927.

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This qualitative study was successful in utilization of grounded theory methodology to ascertain nurses' decision-making processes following their awareness of having made a medical error, as well as how and/or if they corrected and reported the error. Significant literature documents the existence of medical errors; however, this unique study interviewed thirty nurses from adult intensive care units seeking to discover through a detailed interview process their individual stories and experiences, which were then analyzed for common themes. Common themes led to the development of a theoretical model of thought processes regarding error reporting when nurses made an error. Within this theoretical model are multiple processes that outline a shared, time-orientated sequence of events nurses encounter before, during, and after an error. One common theme was the error occurred during a busy day when they had been doing something unfamiliar. Each nurse expressed personal anguish at the realization she had made an error, she sought to understand why the error happened and what corrective action was needed. Whether the error was reported on or told about depended on each unit's expectation and what needed to be done to protect the patient. If there was no perceived patient harm, errors were not reported. Even for reported errors, no one followed-up with the nurses in this study. Nurses were left on their own to reflect on what had happened and to consider what could be done to prevent error recurrence. The overall impact of the process of and the recovery from the error led to learning from the error that persisted throughout her nursing career. Findings from this study illuminate the unique viewpoint of licensed nurses' experiences with errors and have the potential to influence how the prevention of, notification about and resolution of errors are dealt with in the clinical setting. Further research is needed to answer multiple questions that will contribute to nursing knowledge about error reporting activities and the means to continue to improve error-reporting rates.

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Arsov, Svetoslav A. "Primary Care and Behavioral Health Services in a Federally Qualified Health Center." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6966.

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Between 2013 and 2016, 8.1% of U.S. adults 20 years and older suffered from depression, but only 29% of them sought help. This project addressed the low depression screening rate in a Federally Qualified Health Center (FQHC) that supported integrated care. The purpose of the project was to evaluate the integration of behavioral health into primary care in an FQHC through the rate of depression screenings. Two theoretical frameworks, the find-organize-clarify-understand-select/plan-do-study-act model and the Centers for Disease Control and Prevention's framework for program evaluation in public health were combined into a list of questions and data validity tests that were used to conduct the evaluation. This quality improvement (QI) project evaluated an existing QI initiative. Findings revealed that 75% of the patients seen, and not the initially reported 53%, received depression screenings, which indicated an improved outcome. Other findings were inadequate use of theoretical frameworks, poor data quality, and suboptimal effectiveness of QI team processes. The strategies and tools recommended in this project could be used by organizational leaders and QI teams to evaluate and improve QI initiatives. The project's contribution to awareness about depression through integrated care could increase patients' access to care, quality of life, and life expectancy, and positively impact social change.
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Ramsbotham, Joanne. "The development and evaluation of an innovative nursing practice model to improve undergraduate nursing students' competence in paediatric physical assessment." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31084/1/Joanne_Ramsbotham_Thesis.pdf.

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Introduction The purpose of this study was to develop, implement and evaluate the impact of an educational intervention, comprising an innovative model of clinical decisionmaking and educational delivery strategy for facilitating nursing students‘ learning and development of competence in paediatric physical assessment practices. Background of the study Nursing students have an undergraduate education that aims to produce graduates of a generalist nature who demonstrate entry level competence for providing nursing care in a variety of health settings. Consistent with population morbidity and health care roles, paediatric nursing concepts typically form a comparatively small part of undergraduate curricula and students‘ exposure to paediatric physical assessment concepts and principles are brief. However, the nursing shortage has changed traditional nursing employment patterns and new graduates form the majority of the recruitment pool for paediatric nursing speciality staff. Paediatric nursing is a popular career choice for graduates and anecdotal evidence suggests that nursing students who select a clinical placement in their final year intend to seek employment in paediatrics upon graduation. Although concepts of paediatric nursing are included within undergraduate curriculum, students‘ ability to develop the required habits of mind to practice in what is still regarded as a speciality area of practice is somewhat limited. One of the areas of practice where this particularly impacts is in paediatric nursing physical assessment. Physical assessment is a fundamental component of nursing practice and competence in this area of practice is central to nursing students‘ development of clinical capability for practice as a registered nurse. Timely recognition of physiologic deterioration of patients is a key outcome of nurses‘ competent use of physical assessment strategies, regardless of the practice context. In paediatric nursing contexts children‘s physical assessment practices must specifically accommodate the child‘s different physiological composition, function and pattern of clinical deterioration (Hockenberry & Barrera, 2007). Thus, to effectively manage physical assessment of patients within the paediatric practice setting nursing students need to integrate paediatric nursing theory into their practice. This requires significant information processing and it is in this process where students are frequently challenged. The provision of rules or models can guide practice and assist novice-level nurses to develop their capabilities (Benner, 1984; Benner, Hooper-Kyriakidis & Stannard, 1999). Nursing practice models are cognitive tools that represent simplified patterns of expert analysis employing concepts that suit the limited reasoning of the inexperienced, and can represent the =rules‘ referred to by Benner (1984). Without a practice model of physical assessment students are likely to be uncertain about how to proceed with data collection, the interpretation of paediatric clinical findings and the appraisal of findings. These circumstances can result in ad hoc and unreliable nursing physical assessment that forms a poor basis for nursing decisions. The educational intervention developed as part of this study sought to resolve this problem and support nursing students‘ development of competence in paediatric physical assessment. Methods This study utilised the Context Input Process Product (CIPP) Model by Stufflebeam (2004) as the theoretical framework that underpinned the research design and evaluation methodology. Each of the four elements in the CIPP model were utilised to guide discrete stages of this study. The Context element informed design of the clinical decision-making process, the Paediatric Nursing Physical Assessment model. The Input element was utilised in appraising relevant literature, identifying an appropriate instructional methodology to facilitate learning and educational intervention delivery to undergraduate nursing students, and development of program content (the CD-ROM kit). Study One employed the Process element and used expert panel approaches to review and refine instructional methods, identifying potential barriers to obtaining an effective evaluation outcome. The Product element guided design and implementation of Study Two, which was conducted in two phases. Phase One employed a quasiexperimental between-subjects methodology to evaluate the impact of the educational intervention on nursing students‘ clinical performance and selfappraisal of practices in paediatric physical assessment. Phase Two employed a thematic analysis and explored the experiences and perspectives of a sample subgroup of nursing students who used the PNPA CD-ROM kit as preparation for paediatric clinical placement. Results Results from the Process review in Study One indicated that the prototype CDROM kit containing the PNPA model met the predetermined benchmarks for face validity and the impact evaluation instrumentation had adequate content validity in comparison with predetermined benchmarks. In the first phase of Study Two the educational intervention did not result in statistically significant differences in measures of student performance or self-appraisal of practice. However, in Phase Two qualitative commentary from students, and from the expert panel who reviewed the prototype CD-ROM kit (Study One, Phase One), strongly endorsed the quality of the intervention and its potential for supporting learning. This raises questions regarding transfer of learning and it is likely that, within this study, several factors have influenced students‘ transfer of learning from the educational intervention to the clinical practice environment, where outcomes were measured. Conclusion In summary, the educational intervention employed in this study provides insights into the potential e-learning approaches offer for delivering authentic learning experiences to undergraduate nursing students. Findings in this study raise important questions regarding possible pedagogical influences on learning outcomes, issues within the transfer of theory to practice and factors that may have influenced findings within the context of this study. This study makes a unique contribution to nursing education, specifically with respect to progressing an understanding of the challenges faced in employing instructive methods to impact upon nursing students‘ development of competence. The important contribution transfer of learning processes make to students‘ transition into the professional practice context and to their development of competence within the context of speciality practice is also highlighted. This study contributes to a greater awareness of the complexity of translating theoretical learning at undergraduate level into clinical practice, particularly within speciality contexts.
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O'Neill, Eileen. "An evaluation of the Project 2000 model of nurse education." Thesis, Queen's University Belfast, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287367.

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Ramakrishnan, Vijaya. "Use of Simulation for Tracheostomy Care, a Low Volume, High Risk Nursing Procedure." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4981.

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Often, education regarding low volume and high-risk procedures, like tracheostomy, are ignored. Lack of experience, skills, and human resources can lead to decreases in confidence levels, diminished quality of care, and potentially an adverse event. The purpose of this DNP project was to prepare simulation-based education on the tracheostomy procedure and provide hands-on education to bedside nurses. The project answered the question: To what extent will a simulation-based teaching method adequately prepare staff nurses in a post-acute surgical unit to perform this high risk low volume procedure? The Johns Hopkins evidence-based model method was used to assist in translation of the practice change process. The International Nursing Association for Clinical Simulation and Learning standards were used to design simulation scenarios. Surgical acute care nurses (n = 35) including day and night shift nurses, new graduates, and experienced nurses participated. Groups of five to eight nurses participated in a two-hour simulation session at hospital simulation center. Pre- and post-surveys on confidence level data, and National League of Nursing evaluation tool data on educational practices and simulation designs were collected from all participants. Paired t-test statistics showed a significant increase in confidence level from pre to post education (p < .001). Because of the significant impact on patient care due to preventing complications and by improving nursing staff's level of confidence, the project may contribute to positive social change.
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Books on the topic "Nursing models Evaluation"

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Fawcett, Jacqueline. Analysis and evaluation of conceptual models of nursing. 2nd ed. Philadelphia: F. A. Davis, 1989.

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Analysis and evaluation of conceptual models of nursing. 2nd ed. Philadelphia: Davis, 1988.

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Analysis and evaluation of conceptual models of nursing. 3rd ed. Philadelphia: F.A. Davis, 1995.

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Evaluation in nursing staff development: Methods and models. Rockville, Md: Aspen Systems Corp., 1985.

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Susan, Desanto-Madeya, ed. Contemporary nursing knowledge: Analysis and evaluation of nursing models and theories. 3rd ed. Philadelphia, PA: F. A. Davis Co., 2013.

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McKenna, Hugh P. Nursing theories and quality of care. Aldershot, Hants, England: Avebury, 1994.

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Nelson, Allen H. AORN operating room staffing study. Denver, Colo. (10170 E. Mississippi Ave., Denver 80231): Association of Operating Room Nurses, 1985.

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Service, United States Indian Health. Evaluation of a quality assurance model for public health nursing: Appendices. [Rockville, Md.?]: The Service, 1990.

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Great Britain. Social Services Inspectorate., ed. Homes are for living in: A model for evaluating quality of care provided, and quality of life experienced, in residential care homes for elderly people. London: H.M.S.O., 1989.

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McKenna, Hugh P. The selection and evaluation of a nursing model for long-stay psychiatric patient care. [S.l: The Author], 1992.

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Book chapters on the topic "Nursing models Evaluation"

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Tang, Jing-Shia, Chien-Liang Chen, Chia-Chang Chuang, Chia-Jung Chen, and Jui-Ying Feng. "A Study of Learning Effectiveness in Disaster Nursing Course Based on Kirkpatrick’s Evaluation Model." In Advances in Intelligent Systems and Computing, 375–84. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-93882-0_36.

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Sitterding, Mary Cathryn, Christy Miller, and Elaine Sorensen Marshall. "Practice Models: Design, Implementation, and Evaluation." In Transformational Leadership in Nursing. New York, NY: Springer Publishing Company, 2020. http://dx.doi.org/10.1891/9780826135056.0004.

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"Assessing the Success of Professional Practice Models: Evaluation." In Professional Practice Models in Nursing. New York, NY: Springer Publishing Company, 2016. http://dx.doi.org/10.1891/9780826126443.0006.

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Hickey, Joanne V. "Models for Evaluation in Advanced Nursing Practice." In Evaluation of Quality in Health Care for DNPs. 3rd ed. New York, NY: Springer Publishing Company, 2021. http://dx.doi.org/10.1891/9780826175236.0003.

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Reunamo, Akseli, Laura-Maria Peltonen, Reetta Mustonen, Minttu Saari, Tapio Salakoski, Sanna Salanterä, and Hans Moen. "Text Classification Model Explainability for Keyword Extraction – Towards Keyword-Based Summarization of Nursing Care Episodes." In MEDINFO 2021: One World, One Health – Global Partnership for Digital Innovation. IOS Press, 2022. http://dx.doi.org/10.3233/shti220154.

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Tools to automate the summarization of nursing entries in electronic health records (EHR) have the potential to support healthcare professionals to obtain a rapid overview of a patient’s situation when time is limited. This study explores a keyword-based text summarization method for the nursing text that is based on machine learning model explainability for text classification models. This study aims to extract keywords and phrases that provide an intuitive overview of the content in multiple nursing entries in EHRs written during individual patients’ care episodes. The proposed keyword extraction method is used to generate keyword summaries from 40 patients’ care episodes and its performance is compared to a baseline method based on word embeddings combined with the PageRank method. The two methods were assessed with manual evaluation by three domain experts. The results indicate that it is possible to generate representative keyword summaries from nursing entries in EHRs and our method outperformed the baseline method.
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Gallagher-Lepak, Susan, and Christine Vandenhouten. "E-Learning and Faculty Development in Higher Education." In Advances in Educational Technologies and Instructional Design, 226–44. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0466-5.ch012.

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Growth of online higher education and advances in technology justify and encourage new models of faculty development related to e-learning. This chapter describes a multi-campus faculty development program using distance technology, a Community Of Practice (COP) model, and an e-learning framework. The Flexible Framework for E-Learning by Khan (2005) guided planning and implementation of the faculty development program. A variety of strategies were used to deliver the faculty development program including use of campus-based site leaders, participating scholars, monthly videoconferences, a faculty development handbook, hands-on use of new e-learning technologies, and a year-end conference. The program also included an evaluation of the interface design of courses used in a collaborative online nursing program with findings reported to faculty. Along with strategies used, barriers and evaluation of the multi-campus faculty development model are presented so that the faculty development model can be replicated across other universities and disciplines.
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Angjellari-Dajci, Fiorentina, Christine Sapienza, William F. Lawless, and Kathleen Kavanagh. "Human Capital Accumulation in Medical Simulated Learning Environments." In Human Performance Technology, 273–97. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-8356-1.ch015.

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Economic evaluations of the use of medical simulation in nursing curricula to enhance human capital and positively affect clinical and patient outcomes are rare. This chapter first provides a conceptual model of the use of simulated learning environments (SLEs) in nursing curricula and associated clinical and patient outcomes. Second, it reviews economic evaluation methods in medical simulation drawing from similar fields, such as aviation. Third, it provides a methodological framework for conducting full economic evaluations of SLE programs, which includes the identification, measurement, valuation and comparison of all relevant economic benefits with economic costs for any competing programs. The framework used in this chapter has applicability to any health care field, in which medical simulations are used as an alternative program, to serve as a guide, or be adopted with ease.
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Angjellari-Dajci, Fiorentina, Christine Sapienza, William F. Lawless, and Kathleen Kavanagh. "Human Capital Accumulation in Medical Simulated Learning Environments." In Advances in Human Resources Management and Organizational Development, 65–88. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9652-5.ch004.

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Economic evaluations of the use of medical simulation in nursing curricula to enhance human capital and positively affect clinical and patient outcomes are rare. This chapter first provides a conceptual model of the use of simulated learning environments (SLEs) in nursing curricula and associated clinical and patient outcomes. Second, it reviews economic evaluation methods in medical simulation drawing from similar fields, such as aviation. Third, it provides a methodological framework for conducting full economic evaluations of SLE programs, which includes the identification, measurement, valuation and comparison of all relevant economic benefits with economic costs for any competing programs. The framework used in this chapter has applicability to any health care field, in which medical simulations are used as an alternative program, to serve as a guide, or be adopted with ease.
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Kreitzer, Mary Jo, and Beth Somerville. "Building an Integrative Health Program." In Integrative Nursing, 56–67. Oxford University Press, 2014. http://dx.doi.org/10.1093/med/9780199860739.003.0005.

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In response to the changing healthcare environment, clinical care transformation can support the strategic goals of organizations. The creation of relevant and successful model(s) begins with a thorough assessment including the voices of all stakeholders. Program design is an iterative process that includes proto-typing, ongoing education and program evaluation. To ensure sustainability, patient outcome measures and employee feedback are an integral part of the new clinical care model.
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Lokmic-Tomkins, Zeruba, Lindy Cochrane, Tania Celeste, and Morag Burnie. "An Interdisciplinary Partnership Approach to Improving the Digital Literacy Skills of Nursing Students to Become Digitally Fluent, Work-Ready Graduates." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210679.

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Digital transformation and the development of a digitally fluent nursing workforce are necessary for engagement with digital technologies in healthcare settings. For this purpose, educators aim to develop workforce-ready graduates equipped with disciplinary knowledge, expertise, and digital capabilities supportive of further professional development. Having identified a subset of nursing students with low levels of digital literacy, the nursing faculty engaged with library services and the academic skills unit to develop and embed a sustainable Nursing Digital Literacy Module in the graduate entry to practice nursing program. This paper reports on the model created and early evaluation of the student uptake of the module.
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Conference papers on the topic "Nursing models Evaluation"

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"Evaluation on Effect of Implementation of Clinical Nursing Teachers' Professional Growth Management Model." In 2018 2nd International Conference on Social Sciences, Arts and Humanities. Francis Academic Press, 2018. http://dx.doi.org/10.25236/ssah.2018.099.

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Zhang, Haiyang, Huimin Zhang, Juan Sun, and Rong Li. "The information platform structure about the comprehensive evaluation system model for nursing outcomes." In 2012 2nd International Conference on Consumer Electronics, Communications and Networks (CECNet). IEEE, 2012. http://dx.doi.org/10.1109/cecnet.2012.6201683.

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Zuanon, Rachel, and Rogério Augusto Bordini. "Virtual Reality-Architecture-Neurosciences: Modeling and Evaluation of Immersive And Homeodynamic Hospital Environments at CAISM-UNICAMP." In LINK 2021. Tuwhera Open Access, 2021. http://dx.doi.org/10.24135/link2021.v2i1.92.

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Studies have shown that the use of virtual reality devices (VR) as exposure therapy resources tend to produce favorable effects on the homeodynamic balance of patients with different diseases. The sensory and sensory-motor stimuli experienced through interaction with such technologies are able to promote, for instance, relief of pain intensity, stress levels reduction and reduced risks of hypertension syndrome in blood pressure tests. Thus, the emerging body of studies about the design, validation and development procedures of such ambiences is extremely fruitful and relevant, especially regarding their consistent contributions to the biological homeostasis of human beings. In this sense, this research aims to model humanized and homeodynamic hospital VR environments for nursing professionals of the Center for Integral Care to Women (CAISM-UNICAMP), capable of reducing their stress levels resulting from physical and mental overload, to which these professionals are daily exposed in the hospital settings, and further increased by the impacts of the COVID-19 pandemic. For this, the study starts from the mapping and identification of design parameters of humanized hospital environments, both through literature systematic review on transdisciplinary cooperation (e.g. between humanized hospital environments, intelligent biointerfaces and virtual reality), and data collected in field research (e.g. collection of architectural data, design, and observation of professionals’ routine and semi-structured interviews with the healthcare team, before and after the experimental protocol application). The design and conception of these virtual environments are based on the cooperation between the fields of Architecture and Cognitive and Behavioral Neurosciences, especially subsidized by the concept of Homeodynamic Environments and Products. In addition, the investigation is also based on literature reviews about the use of VR in healthcare; a set of recommendations for conducting clinical studies using VR; exploration of VR soundscapes to reduce stress levels in hospitalized patients; and guidelines for conducting usability assessments for health-related VR applications for patient treatment, rehabilitation, and medical professional training. The tests and validation of the humanized and homeodynamic ambiences modeled are conducted with the nursing professionals of CAISM-UNICAMP, with the organization of participants in experimental and control groups. Such interventions are also associated and synchronized with the performance of intelligent biointerfaces, in order to collect consistent neuropsychophysiological data, performed during the immersion of the research subjects in the simulated environments. Thus, the results of this research aim to contribute to the reduction of stress levels of CAISM-UNICAMP nursing professionals, both in pandemic and post-pandemic context.
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Deng, Peiqi. "Evaluating the Application of Public-Private Partnership (PPP) Funding Models in Public Nursing Institutions in Hubei Province, China." In 6th International Conference on Financial Innovation and Economic Development (ICFIED 2021). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/aebmr.k.210319.096.

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Falconer, Darren, Helene Metcalfe, and Jeffrey Hamdorf. "EVALUATION OF AN ONLINE LEARNING RESOURCE FOR NURSING STUDENTS PREPARING FOR AN EMERGENCY DEPARTMENT CLINICAL PLACEMENT USING KIRKPATRICK’S MODEL." In International Conference on Education and New Developments. inScience Press, 2019. http://dx.doi.org/10.36315/2019v2end012.

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