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Journal articles on the topic 'Nursing skills transfer'
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Lin, Chingszu, Taiki Ogata, Zhihang Zhong, Masako Kanai-Pak, Jukai Maeda, Yasuko Kitajima, Mitsuhiro Nakamura, Noriaki Kuwahara, and Jun Ota. "Development of Robot Patient Lower Limbs to Reproduce the Sit-to-Stand Movement with Correct and Incorrect Applications of Transfer Skills by Nurses." Applied Sciences 11, no. 6 (March 23, 2021): 2872. http://dx.doi.org/10.3390/app11062872.
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Recently, human patient simulators have been widely developed as substitutes for real patients with the objective of applying them as training tools in nursing education. Such simulated training is perceived as beneficial for imparting the required practical skills to students. Considering the aging world population, this study aimed to develop a robot patient for training nursing students in the sit-to-stand (STS) transfer skill, which is indispensable in caring for elderly people. To assess a student’s skill, the robot patient should be able to access the skill correctness and behave according to whether the skill is correctly or incorrectly implemented. Accordingly, an STS control method was proposed to reproduce the different STS movements during correct and incorrect applications of the skill by the nurses. The lower limbs of a prototype robot were redesigned to provide an active joint with a compliant unit, which enables the measurement of external torque and flexibility of the human joint to be reproduced. An experiment was conducted with four nurse teachers, each of whom was asked to demonstrate both correct and incorrect STS transfer skills. The results of the external torque and joint torque measured in robot’s lower limbs revealed that a significant difference (p < 0.05) between correct and incorrect skills. It also indicates the introduction of the proposed control method for the robot can satisfy the requirement of the assessment of STS skill. Among the various measurements conducted, the external torque of the hip joint exhibited the most significant difference and therefore represented the most robust measure for assessing whether the STS transfer skill was correctly applied.
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Lee, Su Jeong, and Yun Mi Lee. "A Study on Impact of Nursing Work Environment, Interpersonal Skills, and Grit on Field Adaptation of Nurses Who Have Experienced Department Transfers." Journal of Korean Critical Care Nursing 17, no. 2 (June 30, 2024): 71–82. http://dx.doi.org/10.34250/jkccn.2024.17.2.71.
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Purpose : This study aims to identify the factors influencing field adaptation among nurses who have undergone department transfers, by examining the levels of and the relationships between their nursing work environment, interpersonal skills, grit, and field adaptation.Methods : The study involved 137 nurses who had experienced at least one department transfer within the last three years across two hospitals. Data analysis was performed using SPSS/WIN 29.0, involving descriptive statistics, means, standard deviations, independent t-tests, one-way ANOVA, Scheffé post-hoc tests, Pearson correlation coefficients, and multiple regression analysis (enter method).Results : Factors affecting field adaptation included the nursing work environment (<i>β</i>=.37, <i>p</i> ＜.001), interpersonal skills (<i>β</i>=.19, <i>p</i> =.021) and grit (<i>β</i>=.18, <i>p</i> =.025), with a total explanatory power of 31% (F=12.16, <i>p</i> ＜.001).Conclusion : This study contributes insights into effective nursing personnel management, offers foundational data for managing department transfers, and aims to improve the overall quality of nursing care.
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Seungeun Chung, Sujin Shin, and 김은하. "New Clinical Nurses' Experiences with Learning Transfer of Core Basic Nursing Skills." Qualitative Research 17, no. 1 (May 2016): 50–59. http://dx.doi.org/10.22284/qr.2016.17.1.50.
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Lauder, William, William Reynolds, and Neil Angus. "Transfer of knowledge and skills: some implications for nursing and nurse education." Nurse Education Today 19, no. 6 (August 1999): 480–87. http://dx.doi.org/10.1054/nedt.1999.0338.
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Huang, Zhifeng, Ayanori Nagata, Masako Kanai-Pak, Jukai Maeda, Yasuko Kitajima, Mitsuhiro Nakamura, Kyoko Aida, Noriaki Kuwahara, Taiki Ogata, and Jun Ota. "Self-Help Training System for Nursing Students to Learn Patient Transfer Skills." IEEE Transactions on Learning Technologies 7, no. 4 (October 1, 2014): 319–32. http://dx.doi.org/10.1109/tlt.2014.2331252.
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Kada, Olivia, Herbert Janig, Rudolf Likar, Karl Cernic, and Georg Pinter. "Reducing Avoidable Hospital Transfers From Nursing Homes in Austria." Gerontology and Geriatric Medicine 3 (January 1, 2017): 233372141769667. http://dx.doi.org/10.1177/2333721417696671.
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Hospital transfers from nursing homes (NHs) are frequent, burdensome for residents, and often avoidable. The evidence regarding the effectiveness of interventions to reduce avoidable transfers is limited, and most projects focus on nurses’ knowledge and skills. In the present project, interventions focusing on nurses and physicians are integrated, elaborated, and implemented in 17 NHs. Results of the 6 months preintervention period are reported. Hospital transfer rates ( N = 1,520) and basic data on all residents ( N = 1,238) were collected prospectively. Nurses’ preintervention knowledge and self-efficacy were assessed using standardized questionnaires ( N = 330). Many hospital transfers were initiated by nurses without physician involvement, polypharmacy was common, and a high potential for reducing transfers by increasing physician presence was observed. Nurses showed rather low knowledge but high self-efficacy. The results are discussed against the background of the interventions including enhancement of physician presence and geriatric quality circles.
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Tan, Edita A. "Labor Emigration and the Accumulation and Transfer of Human Capital." Asian and Pacific Migration Journal 2, no. 3 (September 1993): 303–28. http://dx.doi.org/10.1177/011719689300200305.
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This article examines the processes involved in the acquisition and transfer of human capital by Filipino overseas workers. The education/labor market has been flexible in meeting foreign demands for skills, with significant increases in medical schools, nursing schools, and maritime training institutions. Homeward transmission of human capital when overseas workers return depends largely on whether skills acquired on-the-job overseas have domestic application. In the four major occupational groupings (seamen, production/construction workers, domestic helpers and entertainers), little homeward transmission of human capital has been identified.
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Kirkman, Tera R. "High Fidelity Simulation Effectiveness in Nursing Students’ Transfer of Learning." International Journal of Nursing Education Scholarship 10, no. 1 (July 13, 2013): 171–76. http://dx.doi.org/10.1515/ijnes-2012-0009.
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AbstractBackground: Members of nursing faculty are utilizing interactive teaching tools to improve nursing student’s clinical judgment; one method that has been found to be potentially effective is high fidelity simulation (HFS). The purpose of this time series design study was to determine whether undergraduate nursing students were able to transfer knowledge and skills learned from classroom lecture and a HFS clinical to the traditional clinical setting.Method: Students (n=42) were observed and rated on their ability to perform a respiratory assessment. The observations and ratings took place at the bedside, prior to a respiratory lecture, following the respiratory lecture, and following simulation clinical.Results: The findings indicated that there was a significant difference (p=0.000) in transfer of learning demonstrated over time. Conclusions: Transfer of learning was demonstrated and the use of HFS was found to be an effective learning and teaching method. Implications of results are discussed.
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Andersen Fortes, André-Brylle, Westmark, and Melgaard. "Primary Healthcare Professionals Experience of Transfer and Meaning According to Screening for Dysphagia." Geriatrics 4, no. 4 (September 27, 2019): 54. http://dx.doi.org/10.3390/geriatrics4040054.
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Transfer is a well-known theory about learning in practice contexts. This concept, combined with the need to implement screening for dysphagia in the nursing homes, has led to this project describing the experienced transfer effect and meaning among healthcare professionals after participation in a practice-orientated workshop focusing on implementing the Minimal Eating Observation Form-II (MEOF-II). Fifty-eight healthcare professionals participated in a 2.5-hour facilitated practice-orientated workshop in the period from March to September, 2018. Before and after the workshop, they filled out a questionnaire that focused on the healthcare professional’s experience of skills related to dysphagia. The study documented that, after the workshop, more healthcare professionals felt competent to perform the MEOF-II to identify signs of dysphagia and know their role in screening for dysphagia. Nine months after the workshop, 80% of the residents in the nursing home had been screened for dysphagia by using the MEOF-II. This study documented that practice-orientated workshops and systematic follow-up encouraged the healthcare professionals to use the MEOF-II to contribute to the early detection of dysphagia in the nursing home. Workshops based on the transfer theory may also be relevant for implementation and application of other new skills in similar settings.
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Chua, Wei Ling, Sim Leng Ooi, Gene Wai Han Chan, Tang Ching Lau, and Sok Ying Liaw. "The Effect of a Sepsis Interprofessional Education Using Virtual Patient Telesimulation on Sepsis Team Care in Clinical Practice: Mixed Methods Study." Journal of Medical Internet Research 24, no. 4 (April 18, 2022): e35058. http://dx.doi.org/10.2196/35058.
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Background Improving interprofessional communication and collaboration is necessary to facilitate the early identification and treatment of patients with sepsis. Preparing undergraduate medical and nursing students for the knowledge and skills required to assess, escalate, and manage patients with sepsis is crucial for their entry into clinical practice. However, the COVID-19 pandemic and social distancing measures have created the need for interactive distance learning to support collaborative learning. Objective This study aimed to evaluate the effect of sepsis interprofessional education on medical and nursing students’ sepsis knowledge, team communication skills, and skill use in clinical practice. Methods A mixed methods design using a 1-group pretest-posttest design and focus group discussions was used. This study involved 415 undergraduate medical and nursing students from a university in Singapore. After a baseline evaluation of the participants’ sepsis knowledge and team communication skills, they underwent didactic e-learning followed by virtual telesimulation on early recognition and management of sepsis and team communication strategies. The participants’ sepsis knowledge and team communication skills were evaluated immediately and 2 months after the telesimulation. In total, 4 focus group discussions were conducted using a purposive sample of 18 medical and nursing students to explore their transfer of learning to clinical practice. Results Compared with the baseline scores, both the medical and nursing students demonstrated a significant improvement in sepsis knowledge (P<.001) and team communication skills (P<.001) in immediate posttest scores. At the 2-month follow-up, the nursing students continued to have statistically significantly higher sepsis knowledge (P<.001) and communication scores (P<.001) than the pretest scores, whereas the medical students had no significant changes in test scores between the 2-month follow-up and pretest time points (P=.99). A total of three themes emerged from the qualitative findings: greater understanding of each other’s roles, application of mental models in clinical practice, and theory-practice gaps. The sepsis interprofessional education—particularly the use of virtual telesimulation—fostered participants’ understanding and appreciation of each other’s interprofessional roles when caring for patients with sepsis. Despite noting some incongruities with the real-world clinical practice and not encountering many sepsis scenarios in clinical settings, participants shared the application of mental models using interprofessional communication strategies and the patient assessment framework in their daily clinical practice. Conclusions Although the study did not show long-term knowledge retention, the use of virtual telesimulation played a critical role in facilitating the application of mental models for learning transfer and therefore could serve as a promising education modality for sepsis training. For a greater clinical effect, future studies could complement virtual telesimulation with a mannequin-based simulation and provide more evidence on the long-term retention of sepsis knowledge and clinical skills performance.
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Hickey, Jason, Zohra Hasnani-Samnani, and Ken Ryba. "Bridging the Theory-Practice Gap: Situated Learning as a Pedagogical Framework/or Teaching Undergraduate Nursing Students." Journal of Educational Thought / Revue de la Pensée Educative 48, no. 1 & 2 (May 17, 2018): 25–42. http://dx.doi.org/10.55016/ojs/jet.v48i1-2.44216.
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A theory-practice gap has been described in the literature where essential nursing skills and knowledge covered in the classroom do not transfer well to the clinical setting. In order to minimize this gap, a situated learning framework was implemented to teach essential skills and knowledge to 2nd year medical/surgical nursing students. This paper describes the innovative development and implementation of this approach in detail. A clinical simulation center was utilized to create an authentic learning environment and a collaborative community of practice was established through the use of situated learning strategies. These included case scenarios, reflective practice and debriefing, cognitive apprenticeship, collaboration, coaching, multiple practices, articulation of learning skills, and the use of technology. The situated learning approach enabled simultaneous delivery of multiple teaching and learning points. Students' feedback suggests that this hands-on, interactive approach is engaging for students and teachers, has potential to reduce the theory-practice gap and is a viable and valuable theoretical approach to nursing instruction.
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Apriani, Fitri, Alfi Syahri, Siti Damayanti, and Orita Satria. "Efektivitas Penerapan Metode Pembelajaran Flipped Learning terhadap Kemampuan Berpikir Kritis Mahasiswa Keperawatan." Jurnal Riset Hesti Medan Akper Kesdam I/BB Medan 7, no. 2 (December 31, 2022): 154. http://dx.doi.org/10.34008/jurhesti.v7i2.287.
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The quality of education is increasing along with technological developments, one of which is nursing education which is experiencing rapid changes. Nursing students must have the ability to think critically to integrate various sources of knowledge in order to solve problems creatively and logically. Nursing education requires learning methods that enable students to actively address various nursing problems that arise in clinical practice. Flipped learning or reverse learning is a learning model that requires lecturers to transfer lectures directly from the classroom to individual study rooms (at home) with the help of technology. The purpose of this study was to analyze the effectiveness of applying the flipped learning method to the critical thinking skills of nursing students. Type of quantitative research with a quasi-experimental design with a non-equivalent control group pre-test post-test approach. The sampling technique used was consecutive sampling, namely all students in class A and B in the third semester of the Bachelor of Nursing Study Program. This research started from the preparation stage by preparing flipped learning model materials in the form of modules, power points and videos as well as preparing instruments on the Critical Thinking Disposition Self-Rating Form (CTDSRF) to measure critical thinking skills. Data analysis used paired t-test and t-test for independent groups to determine the effectiveness of the flipped learning method on critical thinking skills of nursing students. The results of both the intervention and control group studies were 0.001 ˂ 0.05, which means that the application of the flipped learning method was able to improve critical thinking skills. Flipped learning is more effective in improving the critical thinking skills of nursing students compared to conventional learning, where the lecturer makes materials in the form of narratives, power points and videos. Flipped Learning is one of the selected learning models as a feasible learning model to apply.
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Mohamed Ludin, Salizar, Noriedayu Mohd Nor Rudin, and Aniawanis Makhtar. "Community nurses’ knowledge and nursing care skills on enteral nutrition: A knowledge transfer programme." Enfermería Clínica 31 (April 2021): S286—S290. http://dx.doi.org/10.1016/j.enfcli.2020.09.017.
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Zhu, Kun, Jiao Zhou, Yaqing Cui, Zhengyan Shi, Juntao Li, and Jia Li. "From Knowledge Transfer to Capability Development: The Future of PBL + CBL Teaching Method in Operating Room Nursing Education." Journal of Contemporary Educational Research 8, no. 10 (October 22, 2024): 185–91. http://dx.doi.org/10.26689/jcer.v8i10.8504.
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Concomitant with the advancement of contemporary medical technology, the significance of perioperative nursing has been increasingly accentuated, necessitating elevated standards for the pedagogy of perioperative nursing. Presently, the PBL (problem-based learning) pedagogical approach, when integrated with CBL (case-based learning), has garnered considerable interest. An extensive literature review has been conducted to analyze the application of the PBL-CBL fusion in the education of perioperative nursing. Findings indicate that this integrative teaching methodology not only enhances students’ theoretical knowledge, practical competencies, and collaborative skills but also contributes to the elevation of teaching quality. In conclusion, the PBL-CBL teaching approach holds immense potential for broader application in perioperative nursing education. Nevertheless, it is imperative to continually refine this combined pedagogical strategy to further enhance the caliber of perioperative nursing instruction and to cultivate a greater number of exceptional nursing professionals in the operating room setting.
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Guerbaai, Raphaëlle, Michael Simon, and Franziska Zúñiga. "Defining Appropriate Resources for Nursing Homes to Reduce Potentially Avoidable Transfers After a Fall." Innovation in Aging 5, Supplement_1 (December 1, 2021): 553. http://dx.doi.org/10.1093/geroni/igab046.2125.
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Abstract Falls are common in nursing home (NH) residents and are the predominant reason for an emergency department (ED) transfer. Falls are responsible for 25% - 87% of ED transfers, a proportion of which are potentially avoidable. INTERCARE – an implementation science study reducing unplanned hospitalizations (2018 – 2020) – involved experts to identify potentially avoidable fall-related transfers. Focus group and stakeholder survey enabled identification of resources to safely manage some falls in NHs. 25.9% of fall-related transfers were potentially avoidable based on using root-cause analysis and discharge reports. Avoidability was associated to ED visit, compared to hospitalizations. Appropriate resources identified by stakeholders included timely access to outpatient services for diagnostic imaging (e.g., X-Ray) and clinical skills’ training in suturing and wound care for registered or specialist nurses. Although NHs are striving for a home-like environment, better access to basic diagnostic and treatment services within NHs should be possible.
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VEA, Eta, Njie IE, Njeodo V, Ngala E, Nsagha DS, and Achidi AE. "Factors and challenges influencing the acquisition of clinical skills by student nurses during internship in Buea Health District, Cameroon." Nursing & Care Open Access Journal 10, no. 4 (2024): 123–30. http://dx.doi.org/10.15406/ncoaj.2024.10.00302.
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Background: Clinical learning is an important component of nursing education, which enhances the transfer of theoretical knowledge into practice enhancing the provision of quality nursing care. Objective: This study was aimed at identifying factors and challenges that influence the acquisition of clinical skills by student nurses during internship in the Buea Health District. Methods: The study employed a cross-sectional design. Purposive and simple random sampling techniques were used to select the study site and enroll participants to the study respectively. The study was conducted in four health facilities in the Buea Health District in Fako Division, South West Region of Cameroon. The participants were made up of 2nd, 3rd, 4th year student nurses on internship. Respondents who met the inclusion criteria and gave their consent to participate in the study were selected. Data was collected using a pretested semi-structured questionnaire made up of closed-ended questions. Data was collected on the factors and challenges that influence the acquisition of clinical skills by student nurses. The data collected was entered into Microsoft Excel and finally into Statistical Package for Social Science 22 versions. Data was analyzed using quantitative method, and Chi square test at a confidence interval of 95% was used to conduct bivariate analysis. Results: A total of 212 respondents participated in the study. The study revealed that 118 (40.59%) respondents acquired communication skill and 164 (18.81%) leadership skills. Factors that influenced the types of clinical skills acquired by respondents were age (COR: 0.031), level of preparedness to enter a clinical setting (COR: 0.355), source of motivation (COR: 0.753). Limited time (25.25%), lack of support and supervision (24.26%) from health personnel were the most frequent challenges that hindered the acquisition of clinical skills by student nurses on internship in the Buea Health District. Conclusion: The study concluded that even though the participants acquired communication and leadership skills, there is need to enhance the acquisition of decision making skill in order to promote the provision of prompt and quality nursing care. Also, health institutions and health facilities should minimize challenges faced by student nurses in the acquisition of clinical skills.
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Evans, Cathleen A., Mary Baumberger-Henry, Rose Schwartz, and Tener Veenema. "Nursing Studentsʼ Transfer of Learning During a Disaster Tabletop Exercise." Nurse Educator 44, no. 5 (2019): 278–83. http://dx.doi.org/10.1097/nne.0000000000000602.
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Barra, Maryanne, Samantha Singh Hernandez, and Janet Czermak. "Nurse Educators Teaching Medical Interns: Impact of Interprofessional Collaboration." Creative Nursing 27, no. 2 (May 1, 2021): 125–30. http://dx.doi.org/10.1891/crnr-d-19-00066.
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BackgroundThis quantitative educational intervention was conducted to determine the effectiveness of a 1-day internal medicine orientation for new interns, led by nurse educators instead of medical doctors.MethodsScheduled within the orientation week curriculum, this project had a purposeful convenience sample of 14 students comprising the entire intern class. An afternoon of 1:1 clinical skills with nursing guidance followed a morning of didactic lecture on medical knowledge and skills transfer. Students completed a pre/postmedical education test (MET) to evaluate knowledge and skills acquired.ResultsInterns reported increased confidence with clinical competencies to both nurse educators and the chief resident. Outcome questionnaires revealed statistically significant increases in knowledge about clinical skills after the intervention. Interns witnessed interprofessional teamwork.ConclusionNurse educators teaching medical interns facilitates interprofessional team collaboration, communication, and mutual respect. This simulation pedagogy focusing on principles of deliberate practice can have a positive impact on academic and clinical performance.
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Lin, Chingszu, Masako Kanai-Pak, Jukai Maeda, Yasuko Kitajima, Mitsuhiro Nakamura, Noriaki Kuwahara, Taiki Ogata, and Jun Ota. "Translational Acceleration, Rotational Speed, and Joint Angle of Patients Related to Correct/Incorrect Methods of Transfer Skills by Nurses." Sensors 18, no. 9 (September 6, 2018): 2975. http://dx.doi.org/10.3390/s18092975.
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Currently, due to shortages in the nursing faculty and low access to actual patients, it is difficult for students to receive feedback from teachers and practice with actual patients to obtain clinic experience. Thus, both evaluation systems and simulated patients have become urgent requirements. Accordingly, this study proposes a method to evaluate the nurse’s transfer skill through observation from the patient. After verifying the proposed method, it will be integrated with a robotic patient as a future work. To verify if such an evaluation is practical, a checklist comprising 16 steps with correct and incorrect methods was proposed by the nursing teachers. Further, the evaluation parameters were determined as translational acceleration, rotational speed, and joint angle of patient. Inertial sensors and motion capture were employed to measure the translational acceleration, rotational speed, and joint angle. An experiment was conducted with two nursing teachers, who were asked to carry out both correct and incorrect methods. According to the results, three parameters reveal the difference for a patient under correct/incorrect methods and can further be used to evaluate the nurse’s skill once the thresholds are determined. In addition, the applicability of inertial sensors is confirmed for the use of robot development.
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Egilsdottir, H. Ösp, Lena Günterberg Heyn, Espen Andreas Brembo, Kirsten Røland Byermoen, Anne Moen, and Hilde Eide. "Configuration of Mobile Learning Tools to Support Basic Physical Assessment in Nursing Education: Longitudinal Participatory Design Approach." JMIR mHealth and uHealth 9, no. 1 (January 7, 2021): e22633. http://dx.doi.org/10.2196/22633.
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Background As many students in higher education are skilled users of mobile technology, mobile learning (mLearning) can be a promising educational strategy to enhance their learning experience. mLearning might also be well suited for nursing students as they navigate between multiple learning contexts in their educational curriculum. As an educational strategy, mLearning may also reduce challenges caused by the theory-practice gap in nursing by supporting skills and knowledge transfer between the university and clinical settings. As the introduction of basic physical assessment skills (B-PASs) into Norwegian bachelor’s degree education in nursing occurred quite recently, there is a lack of competence in supervision and teaching in both university and clinical settings. As such, mLearning appears to be a good strategy to support student B-PAS learning and knowledge transfer across learning contexts. Objective This study aims to explore and elicit the perspectives of students regarding the way in which a selection of digital learning resources supports B-PAS learning and application in clinical rotation, which of the selected digital learning resources are beneficial to include in a suite of mLearning tools, and how the selected digital learning resources could support the transfer of skills and knowledge from the academic to clinical context. Methods We used a longitudinal participatory design approach to co-design a suite of mLearning tools. The co-design processes took place in several workshops (WSs) over a period of 3 months: 2 WSs with first-year students (n=6), 3 WSs with second-year students (n=6), and 3 WSs with third-year students (n=8). The students evaluated several digital learning resources in both academic and clinical contexts. The digital learning resources included digital simulation with virtual patients, massive open online courses, and multimedia learning material. In the co-design WS, the potential and benefits of these digital learning resources for the learning and application of B-PASs were explored. Results The students reported that the digital learning resources stimulated learning in 7 different ways. They also emphasized the importance of including all selected and tested digital learning resources. Moreover, students supported the inclusion of additional learning material, such as multiple-choice tests and written assignments, aimed at providing feedback and contributing to knowledge development. Conclusions The co-design processes and collaboration with the nursing students provided insight into how a suite of mLearning tools may support the learning and application of B-PASs and human bioscience knowledge in clinical rotation. From the students’ perspective, one of the strengths of the suite of mLearning tools was the range of content, as this met a broader range of student learning preferences regarding learning B-PASs. The suite of mLearning tools contributes to and supports skills training and knowledge transfer between multiple learning contexts.
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Pandey Bista, Archana. "Integration of Simulation Based Education in Nursing and Midwifery Education." Journal of Nursing Education of Nepal 13, no. 1 (December 1, 2022): 75–77. http://dx.doi.org/10.62143/fyp6h172.
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Simulation-Based Education (SBE) has been more prioritized among universities in their specialized health courses like as medicine, nursing and midwifery at different level. Evidences have proved that SBE helps students to acquire knowledge, attitude and skills into structured non-threatening environment which equipped them for clinical practice with more confident, less clinical errors resulting into better health outcome of their patient and client. Integration of structure curriculum is essential for implementing SBE where educators can facilitate their students for quality education which can transfer into quality practice during preservice courses.
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Popsuyko, A. N., Y. V. Danilchenko, O. P. Andguladze, and G. V. Artamonova. "The role of mentoring in the formation and development of nurses' professional skills: Russian and world experience." Complex Issues of Cardiovascular Diseases 11, no. 4S (February 2, 2023): 98–104. http://dx.doi.org/10.17802/2306-1278-2022-11-4s-98-104.
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Highlights. The level of professional competence of medical staff is important in rehabilitation of patients with cardiovascular diseases. It is important to build nurses' skills at all stages of professional development. The mentoring institute itself is integral to this process, as it ensures knowledge continuity and transfer of experience and best practices from more experienced staff to less experienced ones.Aim. To analyze existing mentoring practices.Methods. Using analytical method, content analysis and system analysis, we have analyzed domestic and foreign literature, as well as relevant regulatory and legal documentation for the period from 2017 to 2022.Results. The objectives of mentoring programs implemented in the practice of domestic and foreign healthcare organizations were analyzed. Existing approaches to its implementation in relation to the role of the mentoring institution in the formation and development of professional skills of nursing staff were evaluated.Conclusion. The analysis revealed a variety of approaches to the implementation of the mentoring programs for nursing staff. The study results highlight the significant role of mentoring in the formation of professional skills. It is proved that at each stage of mentoring process it is possible to gain knowledge and various skills necessary for medical staff to perform their duties independently.
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Ngweh Tengeh, Laura, and Million Bimerew. "Primary healthcare nurses' perceptions about their ability to utilise electronic health records." Obzornik zdravstvene nege 56, no. 3 (September 15, 2022): 176–83. http://dx.doi.org/10.14528/snr.2022.56.3.3123.
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Introduction: The implementation, adoption and use of electronic health records remains a global challenge despite the numerous advantages associated with their use. This paper explores primary healthcare nurses' perceptions regarding their skill levels in using EHRs.Methods: Data were collected using a self-administered questionnaire from a sample of 71 nurses (63% response rate) in selected primary health care (PHC) facilities of the Northern-Tygerberg substructure, Cape Town.Results: The overall results show that 59 respondents 83%) believed that they were skilled in using EHRs in PHC. Nearly two thirds of all nurses (46 or 64.8%) reported using EHRs for nursing documentation, 45 nurses (63%) reported using EHRs to store, retrieve and transfer data, 44 (62%) reported being able to design a flow chart, 38 (53.5%) reported being able to access databases and 38 (52.1%) reported being able to convert electronic files for various applications. However, 33 nurses (46.5%) were unsure of their computer skills in creating multimedia files. This varied from service department to service department, with 62 respondents (87.3%) in pediatric care and 59 respondents (83.1%) in family planning, adult nursing and HIV management reporting having EHR skills. Enrolled nurses rated their EHR skills significantly lower (58%) than registered nurses (92%) (p = 0.028).Discussion and conclusion: Although most respondents in this study reported being skilled in using EHRs in PHC, better computer accessibility and continuous training are important ongoing requirements. Further qualitative research is needed to better understand some of the problems and barriers which affect nurses' ability to use EHRs in PHC settings.
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Rippon, Mark G., Alan A. Rogers, Laura Sellars, Liam E. J. Purcell, and Samantha Westgate. "An in vitro assessment of bacterial transfer by products used in debridement." Journal of Wound Care 27, no. 10 (October 2, 2018): 679–85. http://dx.doi.org/10.12968/jowc.2018.27.10.679.
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Karkada, Sushmitha, and Sharada Rai. "Need of Simulation Based Learning in Obstetrical Practice to Address Inter Professional Education and Practice During Pandemic- A Study Protocol." Future Health 1 (November 1, 2023): 99–903. http://dx.doi.org/10.25259/fh_20230101_95.
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Background: Pandemic has created a huge Impact on learning and acquiring clinical skills. Simulation-based learning is one of the most efficient active learning techniques used to train diverse professionals. This Involves the transfer of knowledge and skills from the training setup to the actual clinical environment and thus allows mastery of skill sets which results In Improved patient outcomes. Thus Simulation-based learning keeps the clinical education on stream and also supports continual learning during the unprecedented situation, such as pandemics. Methodology: Formulating an interprofessional (IP) team of faculty including nurses, obstetricians, and neonatologlst; and developing a Learning module using simulation is the primary objective. Following which interprofessional students from medicine and nursing disciplines will be identified and training workshop will be conducted. Pretesting will be done and the post-test scores will be compared after the workshop in terms of knowledge, skill, and clinical decision making of selected obstetrical skills. Outcome measures (knowledge, skill and clinical decision making) will be assessed before and after the Implementation of the module. Also, core IP competencies like teamwork & communication skills will be assessed during post test. Discussion: Simulation-based learning has matured as an educational strategy. With early clinical exposure and outcome based education, it Is very Important to Introduce the concepts of interprofessional education and practice among students. Also provides opportunities to lessen risks to patients and learners, enhances competence and confidence and reduces health care costs in the long run. Trial registration: The study protocol is registered under Clinical Trials Registry-lndia (CTRI/2021/12/049675).
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Moore, Elizabeth R., and Richard Watters. "Educating DNP Students about Critical Appraisal and Knowledge Translation." International Journal of Nursing Education Scholarship 10, no. 1 (October 22, 2013): 237–44. http://dx.doi.org/10.1515/ijnes-2012-0005.
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Abstract: Consumers expect that health care providers will use the best evidence when assisting them in making decisions about treatment options. Nurses at all educational levels report that they lack knowledge to critically appraise research studies and the skills to effectively implement evidence-based practice (EBP) in their clinical settings. Organizational culture and management support of innovation are critical factors in the adoption of EBP. Doctor of Nursing Practice (DNP) graduates can have a pivotal role in the transfer of knowledge to practice, yet critical appraisal and EBP competencies for DNP and Master of Science in Nursing (MSN) students have not been well differentiated in nursing curricula. Also students’ attitudes toward EBP, self-efficacy beliefs, utilization, and knowledge gaps are rarely evaluated before courses are designed. This article reports on the development of a DNP-level EBP course to help students evaluate and apply research findings to clinical practice.
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Newton, Sarah E. "The Impact of Community College Transfer on Entry-Level Baccalaureate Nursing Student Retention." Nurse Educator 33, no. 1 (January 2008): 45–48. http://dx.doi.org/10.1097/01.nne.0000299498.30743.5e.
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Faraji Dehsorkhi, Hatam, Mostafa Azizi Shamami, Ali Asghar Hayat, and Javad Rokni. "Predicting Training Transfer of Oxygen Therapy During COVID-19: Theory of Planned Behavior Application." Journal of Holistic Nursing And Midwifery 33, no. 4 (September 1, 2023): 250–58. http://dx.doi.org/10.32598/jhnm.33.4.2468.
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Introduction: Patients with severe COVID-19 symptoms need respiratory support. Therefore, nurses should use oxygen therapy knowledge and skills to treat such patients. Despite heavy investment in health care training to improve nurses’ skills, such as oxygen therapy skills, only a small portion of training is transferred to the workplace. Objective: The present study aims to predict training transfer (use of oxygen therapy in the workplace) among nurses using the theory of planned behavior (TPB). Materials and Methods: This cross-sectional study was conducted on nurses who participated in the oxygen therapy workshop and was selected using the method proposed by a random sample of 127 nurses. The TPB questionnaire and the oxygen therapy checklist were used to collect data. To analyze the data, structural equation modeling was applied. Results: The results showed that nurses’ attitudes toward oxygen therapy (β=0.358, 95%CI, 0.182%-0.542%, P=0.01), subjective norms regarding oxygen therapy (β=0.246 95%CI, 0.0.018%-0.223%, P=0.01), and perceived behavioral control over oxygen therapy (β=0.229, 95%CI, 0.050%-0.264%, P=0.01) are significant predictors of intention toward oxygen therapy application. Moreover, the results showed that perceived behavioral control over oxygen therapy (β=0.412, 95%CI, 0.226%-0.499%, P=0.01) and intention toward the use of oxygen therapy (β=0.360, 95%CI, 0.241%-0.640%, P=0.01) are significant predictors of nurses’ actual use of oxygen therapy. Conclusion: The TPB can predict the intention to use oxygen therapy and the actual use of oxygen therapy in nursing staff. Therefore, this theory can guide health officials to create a suitable environment for using oxygen therapy.
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Duran-Espinoza, Valentina, Isabella Montero-Jaras, Mariana Miguieles-Schilling, Brandon Valencia-Coronel, Francisca Belmar-Riveros, Maria Inés Gaete-Dañobeitia, Cristian Jarry-Trujillo, and Julián Varas-Cohen. "Recommendations to develop a laparoscopic surgical simulation training program. Insights gained after 12 years of training surgeons." MedUNAB 25, no. 3 (December 20, 2022): 470–79. http://dx.doi.org/10.29375/01237047.4514.
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Introduction. The use of simulation in surgery has made it possible to shorten learning curves through deliberate practice. Although it has been incorporated long ago, there are still no clear recommendations to standardize its development and implementation. This manuscript aims to share recommendations based on our experience of more than twelve years of employing and improving a methodology in laparoscopic surgical simulation. Topics for Reflection. To transfer surgical skills to a trainee, we base our methodology on a three-pillar framework: The hardware and infrastructure (tools to train with), the training program itself (what to do), and the feedback (how to improve). Implementing a cost-effective program is feasible: the hardware does not need to be high fidelity to transfer skills, but the program needs to be validated. These pillars have evolved over time by incorporating technology: the on-site guidance from experts has changed to a remote and asynchronous modality by video recording the trainee’s execution, and by enabling remote and asynchronous feedback. The feedback provider does not necessarily have to be an expert clinician in the subject, but a person previously trained to be a trainer. This allows for deliberate practice until mastery has been reached and learning curves are consolidated. Conclusions. Recommendations based on the experience of our center have been presented, explaining the framework of our strategy. Considering these suggestions, it is hoped that our simulation methodology can aid the development and implementation of effective simulation-based programs for other groups and institutions.
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Morgan, Sara, and Bridie Jones. "Developing pre-registration nurses' resilience to mass casualty situations through the pedagogy of simulation." British Journal of Nursing 31, no. 3 (February 10, 2022): 136–41. http://dx.doi.org/10.12968/bjon.2022.31.3.136.
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Simulation has become a core component of nursing curricular worldwide. Within a three-year, pre-registration degree typically students would not be exposed to disaster type situations and it was believed that a well-coordinated simulation exercise could replicate this. It was hoped that the simulation would require students to think quickly on their feet and transfer acquired skills. Worldwide disasters including the current novel coronavirus have, heightened the need for well-prepared resilient health professionals capable of responding to many different types of emergencies including mass casualty situations. The simulated event involved 80 adult field student nurses, 19 probationer police officers, 6 photojournalism students, 2 Welsh Ambulance paramedics, 5 staff from 203 Field Hospital, 2 St John Cymru Wales Officers, 1 community first responder and 6 Fire and Rescue personnel. All these individuals came together to undertake a simulated emergency response to a mass casualty incident. Behaviours and clinical skills were observed throughout the event along with interprofessional interactions
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Mohan, A., and S. Singh. "Use of fat transfer to treat a chronic, non-healing, post-radiation ulcer: a case study." Journal of Wound Care 26, no. 5 (May 2, 2017): 272–73. http://dx.doi.org/10.12968/jowc.2017.26.5.272.
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Sapci, A. Hasan, and H. Aylin Sapci. "Digital continuous healthcare and disruptive medical technologies: m-Health and telemedicine skills training for data-driven healthcare." Journal of Telemedicine and Telecare 25, no. 10 (August 22, 2018): 623–35. http://dx.doi.org/10.1177/1357633x18793293.
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Introduction Disruptive medical technologies, wearable devices and new diagnostic solutions have been shaping the future of healthcare, and the health informatics skills gap has become a major problem for technology-centric healthcare applications. This study evaluated the relationships between a specific practical skills training method and students' confidence in using wireless monitoring devices along with the attitude towards technology adoption. Methods Six practical exercises were developed to provide health informatics technical skills to transfer medical information and display multi-channel biological signals. Two hundred and six undergraduate nursing students received a telemedicine and homecare training course. Their familiarity with various data formats and likelihood to recommend telemedicine and remote monitoring applications were measured. Results The skills training session changed students' attitudes towards remote patient monitoring, and the majority of students provided positive feedback about their confidence in using wireless monitoring devices after the training session. Students stated their plans to use the technology when they start practising and to educate their patients to promote the use of telemedicine. Conclusion We propose a skills training framework that covers (a) telemedicine, (b) m-Health and connected health, (c) health informatics application development, (d) health informatics device innovation, and (e) data science.
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Coleman, Deborah, and Dorry McLaughlin. "Using simulated patients as a learning strategy to support undergraduate nurses to develop patient-teaching skills." British Journal of Nursing 28, no. 20 (November 14, 2019): 1300–1306. http://dx.doi.org/10.12968/bjon.2019.28.20.1300.
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Background:An increase in the number of patients with long-term conditions has required a greater focus on nurse-led educational interventions to enable patients to develop self-management strategies. However, patient education is frequently taken for granted, and nurses sometimes consider that their undergraduate training does not prepare them to participate in effective patient teaching.Aim:The study aimed to formatively evaluate a simulated role-play scenario facilitated with third-year nursing students to support the development of patient-teaching skills.Method:The study combined two approaches to simulation, using high-fidelity and mid-fidelity simulation scenarios sequentially. This enabled students (n=20) to apply the communication strategies learnt to both a skills-based procedural situation and a patient-teaching simulation. A five-item pro forma with four open questions and one closed question was used for formative evaluation.Findings:The results indicated that using a simulated patient to practise patient-teaching skills was perceived by the students to be a valuable method of learning that they could transfer to clinical practice.Conclusion:The findings suggested that facilitating learning with a simulated patient is useful in replicating authentic verbal and practical interactions with a patient in practice.
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Feo, Rebecca, Susanne Pearce, Alison Kitson, and Tiffany Conroy. "Codesigning a Nursing Leadership Program to Transform Value and Delivery Systems for Fundamental Care." Journal of Nursing Management 2023 (August 31, 2023): 1–11. http://dx.doi.org/10.1155/2023/1318377.
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Aim. The aim of this article is to report the process and outcomes of codesigning a nursing leadership program for fundamental care. The leadership program is designed to empower nursing leaders, across research, education, clinical practice, and policy, to challenge and change how fundamental care is valued, prioritised, and actioned within health and care systems. Background. Deficits in fundamental care represent an intractable problem adversely impacting care recipients, care providers, and health and care systems globally. These deficits stem from the minimal value placed on fundamental care and its subsequent invisibility across research, education, clinical practice, and policy. Sustainable systems change requires effective nursing leadership; however, existing nursing leadership programs tend to address only one area of health and care systems, typically clinical practice, and do not focus specifically on fundamental care. Methods. The Fundamentals of Care Leadership Program was codesigned with current and emerging nursing leaders using a participatory action research approach. The collaborative codesign process involved two stages: (1) idea generation and preliminary program development via Nominal Group Technique (n = 60 participants from 11 countries) and (2) refinement and trialling of program content and process via a three-day workshop (n = 19 participants from 9 countries). Results. Participants prioritised a program that provided clear understanding of the concept of fundamental care, enabled the development of influencing and negotiating skills to advocate for this care, and offered resources on knowledge translation, implementation, and measurement strategies. Participants also wanted allotted time to design research and quality improvement projects that would allow them to transfer the skills learned to the real-world issues occurring within their respective organisations. Conclusions. The codesign process, embedded within a participatory action approach, enabled the development of a Fundamentals of Care Leadership Program that is shaped by, and meets the needs of, current and emerging nursing leaders. The leadership program will enable nursing leaders to challenge value systems on fundamental care and to champion this care across research, education, clinical practice, and policy, working towards enhanced fundamental care outcomes and experiences.
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Busch, Deborah W., JoAnne Silbert-Flagg, Nancy Sullivan, Laura Lucas, Turner Wiley, Aria Grabowski, Samantha A. Chuisano, and Anna Sadovnikova. "Research Pilot Study: Improving Nursing Students’ Lactation Skills, Clinical Performance, and Documentation Through an Innovative Simulation Experience." Clinical Lactation 14, no. 2 (May 1, 2023): 85–102. http://dx.doi.org/10.1891/cl-2023-0002.
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Objectives:Nurses are the frontline healthcare professionals providing support and lactation care for breastfeeding families. Improving access to lactation education requires adaptive measures within the professional and academic setting. The purpose of this study was to investigate if student competency and self-efficacy to support breastfeeding dyads, improves via participation in a high-fidelity simulation.Methods:This original pilot study demonstrated that a faculty-driven half-day 3-station lactation simulation with high-fidelity equipment was effective and feasible among pre-licensure nursing students in the academic setting. Outcomes were assessed via a quasi-approach, quantitative surveys and qualitative observation.Results and Conclusions:Nursing students reported a high degree of improvement in satisfaction and confidence (self-efficacy) in their breastfeeding skills and perceived ability to transfer knowledge into future practice (competency). The diverse approach described in this pilot study can be executed with varying levels of faculty expertise, resources, budget, and student learning needs and interests.
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Luctkar-Flude, Marian, Cheryl Pulling, and Monica Larocque. "Ending Infusion Confusion: Does a virtual intravenous pump educational module enhance transfer of skills to practice?" Clinical Simulation in Nursing 6, no. 3 (May 2010): e118-e119. http://dx.doi.org/10.1016/j.ecns.2010.03.047.
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Lazzari, Carlo. "Implementing the Verbal and Electronic Handover in General and Psychiatric Nursing Using the Introduction, Situation, Background, Assessment, and Recommendation Framework: A Systematic Review." Iranian Journal of Nursing and Midwifery Research 29, no. 1 (January 2024): 23–32. http://dx.doi.org/10.4103/ijnmr.ijnmr_24_23.
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Abstract Background: Patient handover (handoff in America) is the transfer of information and accountability among nurses assigned to patient care. Introduction, Situation, Background, Assessment, and Recommendation (ISBAR) is currently the most popular framework for framing handovers. However, research shows that incomplete handovers and information transfers among healthcare providers and nurses exist and are responsible for adverse patient events. Materials and Methods: The current systematic review aims to view contemporary literature on handover, especially but not exclusively in psychiatric settings, and to extract current conditions from Electronic Patient Records (EPRs) using the ISBAR framework. A total of fifty-five scientific papers were selected to support the scoping review. Eligibility criteria included structured research to analyze outcomes, completed by reviewing policy papers and professional organization guidelines on I/SBAR handovers. Results: Our systematic review shows that the application of ISBAR increases interprofessional communication skills and confidence and the quality of the transfer of clinical information about patients, resulting in increased patient safety and quality of care. Conclusions: Implementing the knowledge and application of structured patient handover will respond to current recommendations for service improvement and quality of care. Furthermore, nurses who use ISBAR also reported its benefits as they feel they can deliver what is required for patient care information in a structured, fast, and efficient way. A further increase in the efficacy of handovers is reported by using EPR.
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David, R. Squires, Massey Sameera, Fomenko Julie, and J. Amidon Braydon. "Evaluating the impact of scenario-based online simulations on cognitive load, self-efficacy, and skill transfer in nursing education." i-manager's Journal on Nursing 13, no. 3 (2023): 18. http://dx.doi.org/10.26634/jnur.13.3.20133.
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The COVID-19 pandemic underscored the imperative for efficacious online instructional designs that could function as viable alternatives to conventional, hands-on clinical training for nursing students. This study, conducted at a university in South Texas, employed an online innovation project to simulate clinical experiences. We posited that customized online learning simulations could mitigate cognitive load and augment virtual learners' self-efficacy, thereby influencing associative information processing. Our analyses centered on participants' learning experiences, cognitive load, and the ramifications on their self-efficacy and motivation in a virtual setting. Data indicated that the skills acquired were applicable in real-world clinical settings, and participants reported high levels of instructional support and low frustration levels.
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Bugshan, Waleed M., Mustafa M. Balto, Munirah A. Almutairi, Zainab A. Al Awani, Hana K. Alenezi, Fatima M. Jawad, Jaber M. Al Yami, et al. "Importance of nutritional documentation in maintaining health among the elderly." International Journal Of Community Medicine And Public Health 10, no. 1 (December 29, 2022): 388. http://dx.doi.org/10.18203/2394-6040.ijcmph20223566.
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All individuals have a fundamental human right to nutrition. However, it is well known that undernourishment is a common and major health issue among elderly across the globe. Nutritional documentation helps to guarantee correct nutritional care and therapy. Research on medical and nursing home staff's documentation of nutritional care in hospitals and between medical facilities and nursing homes is scarce. The evidence that is presently offered points to unsatisfactory documenting practices. The nursing workforce lacks the necessary skills to appropriately account for the relationship between patients' medical conditions and their nutritional status, as well as the substantial risk of heightened patient suffering brought on by undernutrition. Unsystematic and unorganized recording processes may contribute to the lack of nutritional information document management and sharing. Another challenge is brought on by the inadequate proper nutrition information transfer when elderly patients are transferring between hospitals and nursing facilities. Clarifying roles in nutrition therapy and treatment is part of interprofessional responsibility. The haziness and ambiguity around accountability may be one factor contributing to the lack of attention given to nutritional documentation. Reassessment of the prevailing systems and development an alternate solution way of tracking food consumption among medical and nursing home residents given the present documentation issues, elevated staff turnover rate, and the inability of training and managing interventions to generate long-term behavioral modifications among nursing home staff may aid in reducing the level of undernutrition and lack of nutrition-related documentation among geriatric individuals.
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Morgan, Sara, and Bridie Jones. "Developing pre-registration nurses' resilience to mass casualty situations through the pedagogy of simulation." British Journal of Healthcare Assistants 16, no. 4 (April 2, 2022): 196–202. http://dx.doi.org/10.12968/bjha.2022.16.4.196.
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Simulation has become a core component of nursing curricula worldwide. Within a three-year, pre-registration degree, typically students would not be exposed to disaster-type situations and it was believed that a well-coordinated simulation exercise could replicate this. It was hoped that the simulation would require students to think quickly on their feet and transfer acquired skills. Worldwide disasters, including the current novel coronavirus, have heightened the need for well-prepared, resilient health professionals capable of responding to many different types of emergencies, including mass casualty situations. The simulated event involved 80 adult field student nurses, 19 probationer police officers, 6 photojournalism students, two Welsh Ambulance paramedics, five staff from 203 Field Hospital, two St John Cymru Wales officers, one community first responder and six Fire and Rescue personnel. All these individuals came together to undertake a simulated emergency response to a mass casualty incident. Behaviours and clinical skills were observed throughout the event, along with interprofessional interactions.
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Mitani, Atsushi, and Masumi Muramatsu. "Development of a Spoon Motion Navigation Algorithm for the Mealtime Assistant Simulator." Journal of Robotics and Mechatronics 33, no. 4 (August 20, 2021): 768–76. http://dx.doi.org/10.20965/jrm.2021.p0768.
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In aging society like Japan, maintaining the quality of life (QOL) is an important objective. The oral cavity has various significant functions that contribute to the QOL. Elderly people are susceptible to the swallowing disorders owing to various factors associated with advancing age. In such cases, mealtime assistance can provide elderly persons appropriate eating situations. Thus, mealtime assistance skills are essential for students in nursing and caregiver education. Recently, simulation education has attracted attention as an effective educational process for nursing and caregiver students before their clinical practice in a hospital or care house. In this educational process, a patient model that mimics specific symptoms called the simulation model, is used to learn the symptoms and its care process in the same clinical environment as actual. We have attempted to develop several oral care simulation models, and we have earlier developed a prototype of mealtime assistance simulation model. This simulation model had a tongue model with a sensor system to detect spoon motions, and its fundamental functions were evaluated via spoon detection experiments. Based on the earlier achievements, in this study, we develop an evaluation system of feeding skill using a spoon. The pressing force and position by spoon on the tongue model were estimated by transfer functions derived from experiments. In addition, we developed an algorithm that leads students’ spoon position and pressing force in the correct position.
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Dhatariya, K., C. Gooday, B. Franke, T. Pilling, A. Flanagan, and L. Zeidan. "An open, non-comparative, multicentre evaluation of performance and safety using an antimicrobial exudate transfer dressing on diabetic foot ulcers: a case series." Journal of Wound Care 25, no. 5 (May 2, 2016): 256–65. http://dx.doi.org/10.12968/jowc.2016.25.5.256.
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Scrascia, Giuseppe, Anna Maria Pia Grimaldi, Dario Troise, Silvana Catucci, Giulio Maggio, Ugo Vairo, Giuseppe Giudice, and Gabriele Scalzo. "Local device infection successfully treated without pacemaker removal in a neonate: a case report." Journal of Wound Care 30, no. 12 (December 2, 2021): 1002–4. http://dx.doi.org/10.12968/jowc.2021.30.12.1002.
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Aims: Local device infection is a serious complication, especially in neonates. Complete device removal is the gold standard treatment for cardiac device infection; however, in selected cases alternative strategies could be adopted. We describe a case of a 14-day-old neonate, weighing 2.5kg, who had undergone epicardial double chamber pacemaker implantation for a congenital complete atrioventricular block. The generator pocket was created in the epigastric area below the rectus abdominis. At six days after implantation, pocket infection was found; blood cultures and the transoesophageal echocardiogram were normal. Due to the low weight of the neonate, and the limited possibility of finding a new comfortable site for housing the generator far from the infected area, we opted for a conservative strategy. We successfully applied a combination of antibiotic therapy, a vacuum-assisted wound closure system (KCI, Germany) for 40 days, and then skin transfer flap from the right flank without device removal. At one-year follow-up there were no local or systemic signs of infection.
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Ferreira, Óscar Ramos, Cristina Lavareda Baixinho, Marcelo Medeiros, and Ellen Synthia Fernandes de Oliveira. "Learning to use evidence at nursing undergraduation: a contribution to collective health." Ciência & Saúde Coletiva 27, no. 5 (May 2022): 1723–30. http://dx.doi.org/10.1590/1413-81232022275.15672021en.
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Abstract There is universal agreement that health professionals have not implementing evidence-based practice as would be desirable and recommended by science and international institutions with responsibility for the guidelines issued for health contexts. This focus group with eight participants aimed to understand the perspective of students from the undergraduate nursing course on their involvement in a project of knowledge transfer to the clinic. Qualitative analysis followed the coding steps; storage/retrieval and interpretation of the findings and it was carried out by using a software for qualitative data analysis. This study is authorized by an Ethics Committee and respected the principles inherent to the investigation. The four categories that emerged from the content analysis were: Belonging, Using Evidence, Improving Care and Developing Competencies. The analysis of categories, subcategories and verbatim transcripts allowed us to conclude that participation in transference projects for clinics, according to the students, generates learning opportunities about the implementation and communication of evidence, facilitates integration in the service, participation, collaborative work and the development of transversal skills.
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Reedy, Natasha Elizabeth, Peter Ayriss, Max Alcock, Henriette Van Rensburg, Jo Kay, and Julie Lindsay. "Tapping into Gen Z Ways to Enhance E-learning and Meaningful Connections." European Conference on e-Learning 23, no. 1 (October 23, 2024): 531–34. http://dx.doi.org/10.34190/ecel.23.1.3035.
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Generation-Z born 2000-2009 (Australian Bureau of Statistics 2024) are comfortable with digital technology and connecting with one another using social media platforms. Regardless of this proficiency they may still experience challenges engaging with online learning especially around social cohesion, wellbeing and learning success. Other challenges they may encounter are communicating and interacting face-to-face in the workplace, which is a vital 21st Century graduate attribute. A growing societal concern is staff shortages and unfilled vacancies within the health sector. There are many factors influencing health care workforce shortages, but Generation-Z may be a good fit due to their growing awareness of societal concerns and willingness to upskill. This study seeks to investigate the enablers and barriers impacting Generation-Z nursing students’ ability to successfully engage with e-learning and to communicate effectively in face-to-face interactions within the workplace environment. Furthermore, this study seeks to explore the ways Generation- Z nursing students communicate and interact with each other on social media. The study will use a qualitative, social constructionism (making meaning in a social context) methodology. Methods include three focus group discussions with students aged 18-24 years, enrolled external/online in an undergraduate nursing program, with a minimum of one clinical placement completed or attempted. Data will be analysed using thematic analysis process proposed by Braun and Clarke (2022). Findings will inform e-learning design strategies that address the identified barriers and use the enablers to help Generation-Z successfully transfer their social media communication knowledge and skills to better engage with online learning, leading to higher satisfaction and completion rates. These strategies include supporting the transference of their fluent online social media communication skills to build and use meaningful connections relevant to the healthcare workplace that further supports the enablement of the graduate attribute, effective communicator.
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Baron, Kristy A. "Changing to Concept-Based Curricula: The Process for Nurse Educators." Open Nursing Journal 11, no. 1 (December 29, 2017): 277–87. http://dx.doi.org/10.2174/1874434601711010277.
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Background:The complexity of health care today requires nursing graduates to use effective thinking skills. Many nursing programs are revising curricula to include concept-based learning that encourages problem-solving, effective thinking, and the ability to transfer knowledge to a variety of situations—requiring nurse educators to modify their teaching styles and methods to promote student-centered learning. Changing from teacher-centered learning to student-centered learning requires a major shift in thinking and application.Objective:The focus of this qualitative study was to understand the process of changing to concept-based curricula for nurse educators who previously taught in traditional curriculum designs.Methods:The sample included eight educators from two institutions in one Western state using a grounded theory design.Results:The themes that emerged from participants’ experiences consisted of the overarching concept,support for change,and central concept,finding meaningin the change. Finding meaning is supported by three main themes: preparing for the change, teaching in a concept-based curriculum, and understanding the teaching-learning process.Conclusion:Changing to a concept-based curriculum required a major shift in thinking and application. Through support, educators discovered meaning to make the change by constructing authentic learning opportunities that mirrored practice, refining the change process, and reinforcing benefits of teaching.
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Kozusko, Steven D., Dorothy Bird, and A. Leilani Fahey. "Hyalomatrix coverage in scalp wounds with exposed cranium and dura." Journal of Wound Care 32, no. 4 (April 2, 2023): 206–12. http://dx.doi.org/10.12968/jowc.2023.32.4.206.
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Aim: The armamentarium of options available for soft tissue reconstruction of the scalp spans the reconstructive ladder. The purpose of this paper is to describe a case series of patients with exposed cranium and dura who were successfully reconstructed using esterified hyalomatrix (eHAM, Hyalomatrix, Medline Industries Inc., US). Methods: After obtaining Institutional Review Board approval, a retrospective review of the senior author's (ALF) patient database was completed. Patients who underwent scalp reconstruction using eHAM were identified. Each patient's chart was reviewed and data collected on demographics, days to skin graft, duration of follow-up, pathology, comorbidities and complications. Results: This case series consisted of five patients aged ≥18 years, with scalp wounds exposing dura or cranium, who were treated with eHAM as a bridge to definitive coverage with a skin graft. Each wound successfully granulated the exposed critical structure with the use of the eHAM. The mean time to skin graft coverage was 41 days, with a range of 13–79 days. Of the series of five patients, four had a follow-up of ≥12 weeks. The mean defect size was 90.2cm2. Conclusion: Complex scalp reconstruction can be accomplished using healing by secondary intention, skin grafts, local flaps, tissue expansion and free tissue transfer. As shown in this case series, another option available in select patients is using a dermal substitute such as eHAM. This is one treatment option available to reconstructive surgeons in multiple specialties.
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Merabti, Abdelilah, Abdelrhani ElAchqar, Tarik Sqalli Houssaini, and Fatiha Kaddari. "Study of the Relationship Between Simulation and Clinical Internships for Nursing and Technical Health Professions Students." International Journal of Emerging Technologies in Learning (iJET) 17, no. 15 (August 17, 2022): 108–22. http://dx.doi.org/10.3991/ijet.v17i15.31827.
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Paramedical training field allows the integration of practical and theoretical knowledge, the mobilization of knowledge offers the possibility to test the skills necessary for the exercise of the profession. Nursing education is organized based on the principle of alternating between theoretical learning in classrooms, and practical learning in the form of simulation sessions in laboratories and internships in healthcare institutions. Indeed, through our article we study the relationship between these two teaching/learning practical methods applied in nursing and technical health professions students’ education. Our study is of the descriptive correlational type, we carried it out through a survey that we conducted with a sample of 289 students, using a questionnaire developed via the Google Forms platform; the data we collected were analyzed using the descriptive statistics method, in frequencies and percentages, presented in the form of figures and simple and bi-variate (Contingency) tables. The main results of this study showed that (a) 59.17% were moderately satisfied with the alternation between simulation sessions and internships; (b) 48% stated that simulation as a method of learning sometimes reflects the reality of internships; (c) 52% announced that it is often possible to transfer the learning acquired through simulation into practical gestures during clinical internships, and (d) 90.66% stated that simulation learning could not replace internships. As a result, this study has concluded that nursing training is based on practical teaching / learning which materializes in simulation activities and clinical internships which are strongly correlated.
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Le Van, Hoc, Anh Tran Kim, and Long Nguyen Duc. "ANALYSIS OF BLOOD TRANSFER SAFETY KNOWLEDGE AND PRACTICE ON PERSONS WITH HIV/AIDS THROUGH THE NURSING SKILLS EXAMINATION AT NHAN AI HOSPITAL, 2020." Tạp chí Truyền nhiễm Việt Nam 4, no. 36 (December 3, 2021): 12–17. http://dx.doi.org/10.59873/vjid.v4i36.200.
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Introduction: Assured blood transfusion safety is based on a quality blood supply and rational clinical use of blood. In treatment facilities, blood transfusion is usually done by nurses, so nurses play an important role in the safe implementation of blood transfusions.Objectives: Describe the knowledge and practice of nurses about blood transfusion safety in HIV/AIDS patients and related factors at Nhan Ai Hospital. Subjects and methods: A cross - sectional descriptive study on 122 nurses taking care of HIV/AIDS patients participating in a job replacementexam at the hospital in 2020.Results and conclusions: Nurses' general knowledge of blood transfusion safety accounted for 77 percent. 77.8% and 87.7% are the percentages of general practice nurses achieving blood transfusion safety. There is a statistically significant relationship between the knowledge score (p < 0.05) in blood transfusion safety and the general characteristics of nurses at the hospital. The relationship was not statistically significant (p > 0.05) between the knowledge score and the practice score in blood transfusion safety of nurses at the hospital.
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Mercer, Dave, Heidi Kenworthy, and Ian Pierce-Hayes. "Making rhetoric a reality: inclusion in practice as “transformative learning”." Mental Health and Social Inclusion 20, no. 2 (May 9, 2016): 110–18. http://dx.doi.org/10.1108/mhsi-01-2016-0004.
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Purpose – “Inclusivity” and “empowerment” are central concepts in the philosophy of nursing practice and education. Recent professional concern has focused on the need to embed compassion in healthcare cultures where practice contributes to learning. The purpose of this paper is to explore an innovative partnership approach to undergraduate placement provision for adult-general nursing students in the context of learning disability and mental health. Design/methodology/approach – Critical discussion focuses on evaluation of a non-clinical placement centred on the health and social care of individuals with a learning disability or mental health needs. Two projects from practice around healthy living and hate crime illustrated the value of transformative learning as a pedagogic philosophy. Findings – Student feedback offered insight into social and cultural processes that impact on practice-based learning, and factors promoting inclusive engagement. Such included the context of identity formation, narrative as an evidence-base for caring, and personal/emotional growth through critical reflection. Practical implications – Evaluation provided a platform to re-think model(s) of clinical practice learning in healthcare education derived from a non-clinical placement. There are tangible benefits for sustaining value-led practice at a time of political change in the way health services are configured and delivered. Social implications – When engagement with the principles of inclusivity and empowerment become part of the lived-experience of the nursing student, longer-term recognition and retention of caring, and enabling values are more likely to endure. Originality/value – The emotional development and skills acquired by nursing students transfer to all branches of the profession by revitalising core conditions of compassion, respect, dignity, and humanity.