Journal articles on the topic 'Pediatric nursing Study and teaching'
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孙, 亚茹. "Study on the Application of Mixed Teaching Mode in Pediatric Nursing Teaching." Nursing Science 10, no. 02 (2021): 128–33. http://dx.doi.org/10.12677/ns.2021.102021.
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Koo, Hyun Young, and Bo Ryeong Lee. "Development of a protocol for guidance in the pediatric nursing practicum in South Korea: a methodology study." Child Health Nursing Research 28, no. 1 (January 28, 2022): 51–61. http://dx.doi.org/10.4094/chnr.2022.28.1.51.
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Purpose: Practical training in pediatric nursing gives students the opportunity to apply nursing knowledge to children in a realistic clinical context. Clinical practice faculty (CPF) and clinical nursing instructor (CNI) have played important roles in the pediatric nursing practicum. This study was conducted to develop a protocol to guide clinical practicum in pediatric nursing.Methods: A service design methodology was employed between August 2020 and May 2021 at four universities and four hospitals in South Korea. The participants were five CPFs, five CNIs, five nursing college graduates, and 60 nursing students. The service design process had four phases: discovery, definition, development, and delivery. Data were collected through self-report questionnaires, in-depth interviews, and observations. The data were analyzed using content analysis and descriptive statistics.Results: The participants reported needs for providing concrete guidance and explanation, nursing practice experience, and a link between school and the clinical field. A protocol was developed to fulfill the participants' needs. The protocol comprised detailed information, teaching methodology, and partnership to guide students in the pediatric nursing practicum.Conclusion: The protocol developed in this study can be used to provide guidance for students' clinical practice in the field of pediatric nursing.
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Ayed, Ahmad, Inaam A. Khalaf, Imad Fashafsheh, Ali Saleh, Hala Bawadi, Jamila Abuidhail, Imad Thultheen, and Hasan Joudallah. "Effect of High-Fidelity Simulation on Clinical Judgment Among Nursing Students." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 59 (January 2022): 004695802210819. http://dx.doi.org/10.1177/00469580221081997.
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Introduction Nursing education needs to be improved in order to bridge the gap between education and clinical practice. However, clinical placements for nursing students are limited and student nurses often take merely an observer role, especially in critical situations. High-fidelity simulation (HFS) is a teaching method that can bridge the gap between education and clinical practice. The purpose of this study was to evaluate the influence of using HFS as a teaching method on clinical judgment among pediatric nursing students at the Arab American University utilizing a bacterial meningitis case scenario. Methods A quasi-experimental study with a convenience sample of one hundred and fifty baccalaureate nursing students enrolled in a pediatric health nursing course. Nursing students were randomly assigned to high-fidelity simulation experience or traditional methods. The clinical judgment was assessed using Lasater Clinical Judgment Rubric Tool. Results Results revealed that the high-fidelity simulation experience has improved pediatric nursing students’ clinical judgment. The mean clinical judgment differed significantly at post-test in the intervention group after the simulation (t (148) = 7.20, P < .001). Conclusion The HFS can be an effective tool to provide a safe and effective learning environment for pediatric nursing students, consequently improving their clinical judgment
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Kotcherlakota, Suhasini, Peggy Pelish, Katherine Hoffman, Kevin Kupzyk, and Patrick Rejda. "Augmented Reality Technology as a Teaching Strategy for Learning Pediatric Asthma Management: Mixed Methods Study." JMIR Nursing 3, no. 1 (December 2, 2020): e23963. http://dx.doi.org/10.2196/23963.
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Background Asthma is a major chronic disease affecting 8.6% of children in the United States. Objective The purpose of this research was to assess the use of clinical simulation scenarios using augmented reality technology to evaluate learning outcomes for nurse practitioner students studying pediatric asthma management. Methods A mixed-methods pilot study was conducted with 2 cohorts of graduate pediatric nurse practitioner students (N=21), with each cohort participating for 2 semesters. Results Significant improvements in pediatric asthma test scores (P<.001) of student learning were found in both cohorts at posttest in both semesters. Student satisfaction with the augmented reality technology was found to be high. The focus group discussions revealed that the simulation was realistic and helpful for a flipped classroom approach. Conclusions The study results suggest augmented reality simulation to be valuable in teaching pediatric asthma management content in graduate nursing education.
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Galgam, Fatima Alzahra Abdul Rahman, Nahla Elradhi Abdulrahman Mohammed, Nadia Mamoun Amin, and Mohammed Jebreldar Abuanja Nimer. "Nursing Students’ Perception about Peer Assisted Learning and Seminar in Pediatric Nursing at International University of Africa, Sudan." Saudi Journal of Nursing and Health Care 5, no. 7 (July 25, 2022): 149–55. http://dx.doi.org/10.36348/sjnhc.2022.v05i07.004.
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Background: In nursing education, a variety of small group teaching approaches are employed to improve students learning and motivate them to actively participate in the teaching and learning process. Peer Assisted Learning has recently grown in popularity and gained substantial interest. This study aimed to explore the perception of nursing students about Peer Assisted Learning and Seminar method in paediatric nursing. Methods: A descriptive cross-sectional design was adopted. All The ninety students in semester seven paediatric nursing course were enrolled. A semi- structured, self-administered questionnaire was used to collect the data. SPSS version 23 was used to analyse the data which then expressed in frequencies and percentages, mean, weighted mean, and SD. qualitative data were analyzed, and key themes were identified. Results: the findings showed that all students reported a greater positive perception in Peer Assisted Learning than Seminar in development of learning - teaching skills with mean score of 4.30, 3.66 respectively. Collaboration and interaction, the repose mean score of 4.27 and 3.43 respectively, learning environment the repose mean score of 4.40, 3.61 respectively. Students perceived Peer Assisted Learning as a more effective and favourable method for paediatric nursing in their comments in terms of improving their learning–teaching skills. Self-confidence, self-reflection, communication and demonstration skills, and motivating, enjoyable learning environment. Conclusion: Peer Assisted Learning had remarkable benefits as teaching / learning method comparing to Seminar among nursing students. It could be incorporated in the nursing curriculum.
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Uwimana, Philomene, Donatilla Mukamana, Oluyinka Adejumo, and Yolanda Babenko-Mould. "Pediatric pain management competencies taught to nursing students in Rwanda: Perspectives of nurse educators, preceptors and nursing students." Journal of Nursing Education and Practice 10, no. 12 (August 25, 2020): 21. http://dx.doi.org/10.5430/jnep.v10n12p21.
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Competency for pediatric pain management is fundamental for nurses’ responsibility in caring for pediatric patients with pain. However, effective nursing management of pain in hospitalized children continues to be a challenge more often linked to competency deficit as a consequence of unpreparedness in the pre-licensing education. Previous studies have established that nursing students exhibited lack of knowledge and poor attitudes regarding pediatric pain management, but none of the studies were done in the Rwandan context. The current study explores the pediatric pain management competencies taught to nursing students in Rwanda. An exploratory descriptive qualitative design based on face-to-face individual interviews and focus group discussions was utilized. Fourteen nurse educators and preceptors and nineteen nursing students were recruited from five study settings to explore their perspectives about pediatric pain management competencies taught to nursing students. Participants’ narratives were analysed using thematic analysis from which six main themes emerged. Participants narrated that competencies related to children pain assessment, pain medication and non-drug pain management interventions were taught to students. However, findings also revealed the challenges that impacted the teaching and learning of paediatric pain management, which need to be addressed for the improvement of pre-service training about pain management in children. The findings from the study suggested further research for a better understanding of the nature of those challenges to inform tailored strategies aimed at improving quality health care provision to children through an improved pediatric pain management education at the undergraduate level.
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Maher Sultan, Hosny. "Impact of Reflective Thinking Intervention on Improving Pediatric Nursing Care." Pakistan Journal of Medical and Health Sciences 16, no. 1 (January 30, 2022): 1187–90. http://dx.doi.org/10.53350/pjmhs221611187.
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Background: Reflection is a recent trend in medical and nursing education whether in teaching or treating. Aim: This study was aimed to evaluate the impact of reflective thinking intervention on improving nursing care given by nurses in pediatric critical care units. Materials and Method; The study was conducted at pediatric critical care units (SICU, NICU and ED) in pediatric hospital affiliated to Ain shams university hospitals. The subjects of the study contained 55 nurses and all available children used at the previously mentioned setting regardless their age, sex, level of education and qualification. Three types of tools were used to collect data, an interviewing questionnaire sheet, nursing core competencies clinical evaluation tool &educational supportive material. Results: About (23.6%) had competent level of nursing core competencies through nurses′ reflection at preprogram implementation compared to more than three quarters (78.2%) at post program implementation while elevated to 94.5% at follow up implementation of the program. Conclusion: There was highly statistically significant difference between pre, post and follow up for implementation of the program regarding nursing core competencies through nurses’ reflection and Nursing core competencies through instructor comments respectively. Encouraging linkage of nurses’ performance appraisal to the extent of their use of reflective thinking. Keywords: Reflective, Thinking, Pediatric, Nursing, Care
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Toqan, Dalia, Ahmad Ayed, Mosab Amoudi, Fadwa Alhalaiqa, Othman A. Alfuqaha, and Mohammed ALBashtawy. "Effect of Progressive Muscle Relaxation Exercise on Anxiety among Nursing Students in Pediatric Clinical Training." SAGE Open Nursing 8 (January 2022): 237796082210900. http://dx.doi.org/10.1177/23779608221090002.
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Introduction Pediatric nursing students are expected to work hard to help children realize their full potential by giving care, knowing their growth process, and being responsive to their needs. Students should be able to communicate effectively and solve problems. Nurses who care for pediatric patients experience compassion fatigue as well as moderate to severe levels of work-related stress. The purpose of this study was to investigate the effect of progressive muscle relaxation exercise on anxiety among nursing students during pediatric nursing clinical training. Methods A quasi-experimental, pre-post study was conducted in the faculty of nursing at the Arab American University/Palestine. The sample of the study consists of 60 nursing students enrolled in the pediatric nursing course were selected through convenience sampling. This study was conducted on one group of nursing students that received Jacobson's progressive muscle relaxation exercise for five consecutive days per week for two weeks before entering the clinical environment. The S-anxiety scale (STAI Form Y-1) was applied to collect data before and after the intervention. Results The magnitude of anxiety after the progressive muscle relaxation exercise was greater reduced than before (t (59) = 21.1, P < 0.05). There was less anxiety post the program (M = 1.34 ± 0.36) than pre- program (M = 2.83 ± 0.35). Conclusion The study findings indicated the positive influence of progressive muscle relaxation exercise on nursing students’ anxiety levels in pediatric clinical settings. As a result, it is recommended that teaching programs on this approach be conducted for nursing students at nursing schools prior to the commencement of pediatric clinical practice in order to lessen anxiety.
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John, Bindu, and Usha Marath. "Simulation in pediatric nursing education: Are there enough evidence for future practice?" IP Journal of Paediatrics and Nursing Science 4, no. 4 (January 15, 2022): 121–26. http://dx.doi.org/10.18231/j.ijpns.2021.026.
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Research on simulation is still a developing field in nursing and simulation-based learning is gaining momentum with its application over the past two decades in nursing education. Simulation is utilized as a method of training, by helping the learners for competent practice and to improve patient safety, but not much evidence is available for its application in pediatric nursing education.This study aimed to (1) describe the application of simulation in teaching pediatric nursing education and (2) explore the evidence for its application in developing clinical competencies and skills in nursing students taking pediatric courses.A literature search was conducted in Google Scholar, PubMed, Medline, Science Direct & ProQuest for the relevant articles available on the internet. Descriptive, experimental, and systematic reviews concerning simulation in pediatric nursing were included.Mixed results were cited in studies about imparting the knowledge concerning the applicability of simulation in pediatric nursing courses. Available evidence shows that simulation can improve the competency of students in clinical practice and in improving patient care outcomes and communication skills. There is a paucity of studies about the applicability of simulation in pediatric nursing education. Simulation is found to be a useful strategy in providing a near-to-real experience for the students to practice high-risk, rare procedural skills in pediatric nursing education. However, further, evidence is required to replace clinical practice experience with simulation, for sustained improvement in patient care outcomes, and in critical thinking and knowledge retention in nursing students.
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Luizari, Marisa Rufino Ferreira, Conceição Vieira da Silva Ohara, and Ana Lúcia Moraes Horta. "Assessing the teaching of nursing physical examination in the context of pediatric semiology." Acta Paulista de Enfermagem 21, no. 1 (March 2008): 66–71. http://dx.doi.org/10.1590/s0103-21002008000100010.
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OBJECTIVES: To assess how nursing students perform the physical examination of children regarding the use of instruments, the sequence of the procedures and the interaction with patients, and identify the phases of motivation and performance in the learning of this exam. METHODS: This is a descriptive study, using forms and observing students attending the course 'Semiology and sign and symptom interpretation' in a nursing undergraduate program in Campo Grande, Mato Grosso do Sul State, Brazil. RESULTS: Most students felt motivated to perform the exam and interacted with the child under examination. By assessing student performance, it was possible to identify the difficulties they face using techniques to collecting data on anthropometric measurements, vital signs, auscultation, palpation, percussion, and inspection. CONCLUSION: The evaluation instrument was considered effective in allowing students to identify the features distinguishing normal from abnormal patterns in children.
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Eche, Ijeoma Julie, and Teri Aronowitz. "Evaluating Cultural Competence of Pediatric Oncology Nurses at a Teaching Hospital: A Pilot Study." Journal of Pediatric Oncology Nursing 34, no. 6 (June 29, 2017): 422–26. http://dx.doi.org/10.1177/1043454217713452.
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This cross-sectional descriptive study evaluated registered nurses’ self-ratings of cultural competence on the hematology/oncology unit at a large Northeastern urban children’s hospital. The Inventory for Assessing the Process of Cultural Competence among Healthcare Professionals was used to measure 5 constructs of cultural competence. The study findings show that there were significant correlations between the knowledge and skill subscales (ρ = .57, P < .001) and the knowledge and desire subscales (ρ = .42, P < .05). The highest mean among the 5 subscales was cultural desire (mean = 15.5), indicating that nurses were motivated to engage in the process of becoming culturally competent. The lowest mean among the 5 subscales was cultural knowledge (mean = 11.2), followed by cultural skill (mean = 11.8), indicating that nurses did not perceive themselves to be well informed in these areas. The findings from this pilot study suggest that nurses on this pediatric oncology unit are most likely to possess cultural desire and cultural awareness, but there is certainly opportunity to engage and educate the staff. Targeted interventions to improve cultural competence on this inpatient unit are being explored and a larger scale study is being planned to assess the cultural competence of nurses across the hospital.
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Cook, Tamara C., and Logan J. Camp-Spivey. "Innovative Teaching Strategies Using Simulation for Pediatric Nursing Clinical Education During the Pandemic: A Case Study." Academic Medicine 97, no. 3S (February 23, 2022): S23—S27. http://dx.doi.org/10.1097/acm.0000000000004538.
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Hildenbrand, Aimee K., Kathleen J. Clawson, Melissa A. Alderfer, and Meghan L. Marsac. "Coping With Pediatric Cancer." Journal of Pediatric Oncology Nursing 28, no. 6 (November 2011): 344–54. http://dx.doi.org/10.1177/1043454211430823.
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Pediatric cancer patients and their families face significant physical, emotional, and psychosocial challenges. Few studies have investigated how children manage these challenges and how parents may help in the process. This qualitative study aimed to explore common cancer-related stressors for children and to examine child coping and parental assistance in coping with these stressors during treatment. Fifteen children undergoing cancer treatment and their parents participated in semistructured interviews. Four themes emerged capturing cancer-related stressors: cancer treatment/side effects, distressing emotions, disruption in daily routines, and social challenges. Six themes emerged regarding child coping strategies that were classified within an approach/avoidance coping framework. Approach coping strategies included the following: cognitive restructuring, relaxation, practical strategies, seeking social support, and emotional expression. Distraction was the only avoidant coping strategy. Parents tended to encourage approach coping strategies (eg, cognitive restructuring, social support). Within families, few coping strategies were reported (child: M = 1.47, SD = 0.99; parent: M = 3.33, SD = 1.18), suggesting that early family-based interventions teaching coping techniques for cancer-related stressors may be beneficial.
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Gladbach, Cecilia, Lindsey J. Patton, Xiaohan Xu, and Victor Aquino. "Transition From Hospital to Home Following Hematopoietic Stem Cell Transplantation: A Feasibility Study for “Rooming in”." Journal of Pediatric Oncology Nursing 38, no. 1 (September 24, 2020): 42–50. http://dx.doi.org/10.1177/1043454220958643.
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Background: The experience of hematopoietic stem cell transplant (HSCT) on both the patients and their caregivers is complex and challenging during hospitalization and post discharge. Complex patient populations require heightened attention on discharge practices to ensure that they are prepared for home regimens. “Rooming in” is a standardized intervention implemented prior to discharge that allows patients and caregivers to assume post discharge care with the support of staff. Other complex patient populations have reported positive outcomes related to “rooming in.” Aims: The purpose of this study was to assess the feasibility of a standardized “rooming in” intervention for discharge of pediatric HSCT patients. An additional aim was to describe the quality of discharge teaching, readiness for hospital discharge, and postdischarge coping difficulty in a cohort of HSCT patients using validated questionnaires. Method: Data were collected via medical chart review. A prospective cohort completed validated study questionnaires at discharge and 30 days postdischarge. Results: All caregivers of post-HSCT patients were able to complete the “rooming in” intervention. There was no statistically significant difference for length of stay between the retrospective and prospective cohorts. Caregivers enrolled on the study rated the Quality of Discharge Teaching Scale–Parent Form high ( Mdn = 165). Conclusion: We conclude that “rooming in” is a feasible discharge intervention for caregivers of pediatric HSCT patients.
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Altounji, Diane, Sonya Williams, and Rita Secola. "Inspire Certification Among Pediatric Hematology Oncology Nurses." Journal of Pediatric Oncology Nursing 36, no. 5 (May 3, 2019): 337–42. http://dx.doi.org/10.1177/1043454219845892.
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Professional certification validates nurses’ knowledge and expertise in their specialty. In support of professional development, nursing excellence as a Magnet® designated hospital, and commitment to improve patient outcomes, increasing the number of certified pediatric hematology oncology nurses at Children’s Hospital Los Angeles is a priority. Expert certified nurses and educators assessed current staff nurse perceptions of and motivations for becoming certified. A nurse survey was completed, and the results identified barriers to certification and the need for an onsite review course to encourage more nurses to take the Certified Pediatric Hematology Oncology Nurse (CPHON®) exam. The Oncology Nursing Certification Corporation (ONCC) CPHON® test blueprint guided the development of the Children’s Hospital Los Angeles review course curriculum. Certified nurse experts volunteered as course instructors to present an overview of pediatric cancer, pediatric hematology, psychosocial review, chemotherapy and related medications, and long-term effects. In addition to course didactics, interactive learning sessions were included to allow participants to question, discuss, and apply new knowledge. Sample test questions were provided to each participant for independent study post–course attendance. Each participant completed course evaluations to measure the usefulness of the content, environment, and teaching methods. Since the implementation of this course, the overall number of certified hematology oncology nurses has increased by 15.3%.
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Urquiaga Vargas, Tania Margarita, and Janet Julia Chunga Medina. "Biosafety knowledge and practices of health personnel in a Pediatric Intensive Care Unit." SCIÉNDO 25, no. 3 (August 17, 2022): 251–56. http://dx.doi.org/10.17268/sciendo.2022.030.
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The objective of this study was to determine the relationship between the level of knowledge and the biosafety practices of the health personnel of the Pediatric Intensive Care Unit (PICU) of the Trujillo Regional Teaching Hospital(HRDT). The research is descriptive, correlational, cross-sectional. The sample universe consisted of 20 health workers including doctors, nurses and Nursing technicians belonging to the Pediatric Intensive Care Unit of the Trujillo Regional Teaching Hospital; in whom the Biosafety Knowledge Questionnaire and the Biosafety Practices Checklist were applied. For statistical analysis, the Gamma test was used. The results were: The level of knowledge about biosafety in health personnel was mostly low (55%), medium in 40% and high in 5%; biosafety practices were commonly inadequate (70%) and adequate in 30%. Therefore, there is a highly significant relationship between the level of knowledge and biosafety practices (p<0.01).
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Sankar, Jhuma, Nandini Vijayakanthi, M. Jeeva Sankar, and Nandkishore Dubey. "Knowledge and Skill Retention of In-Service versus Preservice Nursing Professionals following an Informal Training Program in Pediatric Cardiopulmonary Resuscitation: A Repeated-Measures Quasiexperimental Study." BioMed Research International 2013 (2013): 1–7. http://dx.doi.org/10.1155/2013/403415.
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Our objective was to compare the impact of a training program in pediatric cardiopulmonary resuscitation (CPR) on the knowledge and skills of in-service and preservice nurses at prespecified time points. This repeated-measures quasiexperimental study was conducted in the pediatric emergency and ICU of a tertiary care teaching hospital between January and March 2011. We assessed the baseline knowledge and skills of nursing staff (in-service nurses) and final year undergraduate nursing students (preservice nurses) using a validated questionnaire and a skill checklist, respectively. The participants were then trained on pediatric CPR using standard guidelines. The knowledge and skills were reassessed immediately after training and at 6 weeks after training. A total of 74 participants—28 in-service and 46 preservice professionals—were enrolled. At initial assessment, in-service nurses were found to have insignificant higher mean knowledge scores (6.6 versus 5.8,P=0.08) while the preservice nurses had significantly higher skill scores (6.5 versus 3.2,P<0.001). Immediately after training, the scores improved in both groups. At 6 weeks however, we observed a nonuniform decline in performance in both groups—in-service nurses performing better in knowledge test (10.5 versus 9.1,P=0.01) and the preservice nurses performing better in skill test (9.8 versus 7.4,P<0.001). Thus, knowledge and skills of in-service and preservice nurses in pediatric CPR improved with training. In comparison to preservice nurses, the in-service nurses seemed to retain knowledge better with time than skills.
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Yangoz, Sefika Tugba. "The use of e-learning program in nursing education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (December 5, 2017): 230–36. http://dx.doi.org/10.18844/prosoc.v4i2.2752.
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Over the past decade, the rapid developments and growth of information and communication technology (ICT) have had a profound influence on nursing education. E-learning has grown tremendously has been integrated into education and training. The aim of this review is to examine the effect of e-learning program in nursing education. Akdeniz University electronic databases center including MEDLINE, CINAHL, Sciencedirect, Cochrane library were searched published studies in English with “e-learning, nursing education, nursing students” key words and 554 articles were reached by the search results. By the analysis, published 2011-2016, the original six manuscripts have been sampled. A cross-over design study examined the effect of lecture and e-learning methods were compared, no significant difference was found between two methods. In another study, the effect of using e-learning versus lecture of nursing students was examined. Students were indicated to be pleased with the e-learning program. Another study evaluated the effectiveness of an e-learning intervention on pain management for nursing students, it was found to be useful. In another study, experiences of e-learning in a midwifery training package and student's views were evaluated, the students generally welcomed to e-learning however they suggested face-to-face learning. Another study tested the effectiveness of an e-learning program to increase pediatric medication management among students who take pediatric nursing courses, e-learning program is an effective learning method than lecture program. In another study, the effects of e-learning, lectures and role playing on learning, retention and satisfaction of nursing students were evaluated, it was found lectures to be a significantly more effective teaching method than role playing and e-learning. Results of this review showed that students’ satisfaction with e-learning was lower than traditional lecture instruction. However different and well planned e-learning programmes can support the development of nursing students' skills, knowledge and attitudes. Keywords: E-learning; nursing students; nursing education.
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Han, Seok-Young. "THE EFFECTS OF ACTION LEARNING-CHILDREN’S NURSING CLINICAL PROGRAM (AL-CNCP) ON PROBLEM SOLVING ABILITIES, COMPETENCY IN NURSING SKILLS, SELF-EFFICACY FOR GROUP WORK, AND TEAM EFFICACY OF NURSING EDUCATION." Journal of Medical pharmaceutical and allied sciences 10, no. 5 (October 15, 2021): 3316–23. http://dx.doi.org/10.22270/jmpas.v10i4.1410.
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Background: This study was conducted to examine the effects of Action Learning-Children’s Nursing Clinical Program (AL-CNCP) for nursing students. Methods: A quasi-experimental study with a non-equivalent control group pretest-posttest design was used. The study participants were 82 nursing students (42 in the experimental group and 40 in the control group) from G metropolitan city in South Korea. The experimental group took part in the AL-CNCP, which was scheduled to take place twice per week for 10 days, while the control group took part in a traditional pediatric nursing practice education. The data were analyzed using descriptive statistics, χ²-test, ANCOVA, and an independent t-test using SPSS/WIN 22.0. Conclusion: There were significant increases in problem solving abilities (t=4.49, p<.001), competency in nursing skills (t=3.99, p<.001), self-efficacy for group work (t=3.91, p<.001), and team efficacy (t=2.25, p=.027) in the experimental group compared to the control group. Based on the findings, this study indicates that AL-CNCP is an effective teaching-learning method to improve problem solving abilities, competency in nursing skills, self-efficacy for group work, and team efficacy of nursing students.
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Dini, Ariane Polidoro, Daniela Fernanda dos Santos Alves, Henrique Ceretta Oliveira, and Edinêis de Brito Guirardello. "Validity and reliability of a pediatric patient classification instrument." Revista Latino-Americana de Enfermagem 22, no. 4 (August 2014): 598–603. http://dx.doi.org/10.1590/0104-1169.3575.2457.
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OBJECTIVES: to assess the construct validity and reliability of the Pediatric Patient Classification Instrument.METHODS: correlation study developed at a teaching hospital. The classification involved 227 patients, using the pediatric patient classification instrument. The construct validity was assessed through the factor analysis approach and reliability through internal consistency.RESULTS: the Exploratory Factor Analysis identified three constructs with 67.5% of variance explanation and, in the reliability assessment, the following Cronbach's alpha coefficients were found: 0.92 for the instrument as a whole; 0.88 for the Patient domain; 0.81 for the Family domain; 0.44 for the Therapeutic procedures domain.CONCLUSIONS: the instrument evidenced its construct validity and reliability, and these analyses indicate the feasibility of the instrument. The validation of the Pediatric Patient Classification Instrument still represents a challenge, due to its relevance for a closer look at pediatric nursing care and management. Further research should be considered to explore its dimensionality and content validity.
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Kadhim, Kadhim Jawad, and Serwan Jafar Bakey. "Barriers Confronting Nurses' Practices during Intravenous Cannulation for Children in the Emergency Units." Pakistan Journal of Medical and Health Sciences 16, no. 3 (March 31, 2022): 896–98. http://dx.doi.org/10.53350/pjmhs22163896.
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Background: children admitted to hospitals, especially to emergency departments, always need intravenous catheterization to receive treatment. It is still hard for healthcare providers, including nurses to perform intravenous catheterization (cannulation) for pediatric patients. Barriers to perform intravenous cannulation for pediatric patients should be determined to enhance nurses’ practices and performance to achieve this action and decrease patients’ suffering. Aims of the study: This study aimed to assess nurses’ practices and barriers confronting nurses during Intravenous Cannulation among Pediatric Patients, and to find out relationships between nurses’ practices and their demographic characteristics that include age, gender, level of education, years of experience in nursing, years of working, training sessions Methodology: A descriptive study design was conducted on Emergency nurses at al-Hussein teaching hospital for the period of October 15th, 2021, to March 30th, 2022. A non-probability (Purposive) sample was selected of 25 nurses who work at al-Hussein teaching hospital. The data was collected using a previously prepared questionnaire and official agreement to use the study questionnaire was obtained from the original author. Descriptive statistics (frequencies, percentages, mean, and standard deviation) and inferential statistics (contingency coefficient) were used in the data analysis. Results: Results presented that nurses were confronting barriers about documentation of intravenous cannulation and procedures of removing intravenous cannula. Moreover, results showed a significant relationship between nurses’ practices with intravenous cannulation with their gender at p value = .031. Conclusion: The study concluded that nurses face barriers with pediatric intravenous cannulation especially with the use of right procedure to remove the cannula. Keywords: barriers, nurses, emergency, pediatric, intravenous cannulation.
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Shah, Prachi, Tamizan Kherani, and Elizabeth (Anne) Hicks. "44 It’s All About That Trach! Using a Modified Delphi Approach to Developing Pediatric Tracheostomy Teaching Tools." Paediatrics & Child Health 26, Supplement_1 (October 1, 2021): e32-e32. http://dx.doi.org/10.1093/pch/pxab061.035.
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Abstract Primary Subject area Medical Education Background Pediatric tracheostomy care is intimidating; regular and emergency care are critical skills. Tracheostomy care training is vital for pediatric patients who have multiple people involved in their care and are fully dependent on their tracheostomy tubes for breathing. An Alberta team is developing an informational tool, the “Tracheostomy Journey”, to help families and health care providers understand and communicate clearly about pediatric tracheostomy. A needs assessment identified consistent, universal, multimodal teaching and communication tools for families, trainees, and hospital and home care providers as a primary need. Consistency in training will also improve communication between caregivers and families. Objectives The main objective of this study was to develop shareable pediatric tracheostomy care and management teaching materials for health care professionals and families. The goals of such information are to ensure checks and balances, provide universal, consistent and cohesive teaching content to all caregivers, set expectations, and promote effective communication. Design/Methods A modified Delphi approach provided structured development of training modules using existing diverse teaching materials. Participants were asked to focus on safe, consistent pediatric tracheostomy care. Two components were to: 1) Update and consolidate basic hospital discharge checklists for families; 2) Formalize current unstructured emergency training while building new resources to teach families, staff, and trainees through goal-oriented simulations. Results We consolidated 7 Home Care tracheostomy care checklists and developed 24 simulations to teach specific care skills, incorporating input from multiple stakeholders to consolidate and unify content. Participants included primary care and subspecialty physicians (Respirology, Otolaryngology, Pediatric and Neonatal Intensive Care), home care, nursing, respiratory therapy, trainees, and families. The teaching materials emphasize inclusive, acceptable skill and confidence-building as well as mastery. Each module includes a scenario, preceptor script, and debriefing materials. Scripting is designed for future video adaptation, to allow review. Pilot evaluation with trainees included knowledge and confidence assessment before and after training, after training specifically addressed the question: “Do they address the goal?”. Conclusion Training materials were developed by an expert team via a modified Delphi process and met the intended goals of being accessible, acceptable, inclusive, and effective at teaching and consolidating the skills of those involved in pediatric tracheostomy care. These tools are ready to employ and are anticipated to improve teaching and communication for families and trainees caring for children with tracheostomy.
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Silva-Batalha, Edenise Maria Santos da, and Marta Maria Melleiro. "Patient safety culture in a teaching hospital: differences in perception existing in the different scenarios of this institution." Texto & Contexto - Enfermagem 24, no. 2 (June 2015): 432–41. http://dx.doi.org/10.1590/0104-07072015000192014.
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This quantitative descriptive-exploratory study aimed to evaluate the perception of nursing professionals regarding the patient safety culture and to identify differences in perception in the hospital's units. A total of 301 nursing professionals participated. The collection instrument was the Agency for Healthcare Research and Quality questionnaire, titled 'Hospital Survey on Patient Safety Culture'. Data analysis was undertaken through descriptive and analytical statistics. As a result, it was observed that there were significant differences between the units, emphasis being placed on the pediatric units, which had better perceptions of safety (mean: 3.43 and median: 3.44). These findings make it possible to outline models for quality improvement which are more specific for each department, and the analysis of the contexts makes it possible to build good practices in health which are directed towards each work process performed in the institution.
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Shaker, Norhan. "Monitoring Peripheral Intravenous Catheters Complications in Pediatric Patients in Erbil City/Iraq." Erbil Journal of Nursing and Midwifery 5, no. 2 (November 30, 2022): 105–13. http://dx.doi.org/10.15218/ejnm.2022.12.
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Backgrounds and Objectives: Although most problems of peripheral intravenous catheterization are inconsiderable and easily treated, some are dangerous and require rapid management. This study aimed to explore peripheral intravenous catheter-related com-plications and the quality of nursing care for dressing sites of peripheral intravenous catheterization among the pediatric population. Methods: The study was conducted at Raparin Teaching Hospital for Children inpatient units in Erbil City/Iraq, using an observational study design. A purposive sample from 296 hospitalized children with peripheral intravenous catheterization was chosen for this study. The data was collected using a special check List (PIVC-miniQ) developed for checking the signs and symptoms and the quality of care for the catheter insertion site. Furthermore, the obtained data on peripheral intravenous catheterization problems was evaluated for exploring grades of phlebitis using the Phlebitis Scale developed by the Infusion Nursing Society in 2011. The data was processed and analyzed using SPSS using descriptive statistical analysis (frequency, percentage) and inferential statistical tests (Chi-squared, contingency coefficient). The probability value of ≤0.05 was regarded as statistically significant. Results: Most (82.4%) of patients were recruited in the emergency unit, with the highest percentage (36.8%) were toddlers. More than two-thirds (72.3%) of participants were assessed within the first peripheral catheter insertion. Regarding overall grades of patients’ peripheral intravenous catheterization complications (PIVC), less than a quarter (21.6%) were within the first grade, indicating being at risk for complications, and 6.8% were within the second grade, indicating slight phlebitis. Regarding the nursing care for PIVC site care, 62.5% of participants received fair care, and 22.3% received poor care. Conclusions: A quarter of observed children were at risk for having phlebitis and less than ten percent had slight phlebitis. About a quarter of patients received poor nursing care for the catheter insertion site. Most participants have not a documentation of peripheral intravenous catheter insertion date on the dressing and on the patient's chart.
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Passos dos Santos, Raissa, Eliane Tatsch Neves, and Franco Carnevale. "The moral experiences of pediatric nurses in Brazil: Engagement and relationships." Nursing Ethics 26, no. 5 (March 1, 2018): 1566–78. http://dx.doi.org/10.1177/0969733017753744.
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Background: Pediatric nursing care involves many significant ethical challenges. Although nurses are broadly recognized as professionals with relevant knowledge about children and families, little is known about how nurses experience ethical concerns in their everyday practice. Objective: The objective of this study was to better understand the moral experiences and related moral distress experiences of nurses working in pediatric settings in Brazil. Design: Interpretative phenomenological study conducted through narrative interviews. Participants and research context: Nine nurses working in three pediatric settings of a teaching hospital in a city of Southern Brazil. Ethical considerations: The study was approved by the Research Ethics Committee of the research site, and research ethics principles were respected throughout the study. Findings: This investigation illuminated a broader dimension of nurses’ moral distress, which was recognized as moral experience. In advancing our understanding of nurses’ moral experiences, engagement was identified as a central phenomenon that is present in the understandings and actions of nurses within their relationships in their daily practice and lived experiences. Three themes were described with regard to nurses’ relationships and their moral experiences: (a) relationship with the healthcare team; (b) relationship with the family; and (c) relationship with the child. Discussion: The findings of this study are congruent with emerging health literature that demonstrated the focus on moral distress as limiting for bioethical inquiry. Moreover, it is important to better understand and recognize nurses’ relational environment and engagements to advance understandings of the ethical dimensions of pediatric nursing practice. Conclusion: This study provides a better understanding on how engagement affects moral experiences, demonstrating how nurses can experience distress but also satisfaction, gratification, rewarding feelings, and a sense of responsibility for the care they provide.
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HIROSE, TAIKO, TAEKO TERAMOTO, SAKAE SAITOH, IZUMI TAKAHASHI, MAYUMI HIRAMATSU, MOTOKO OKAMITSU, MAMI SONOBE, KUMI MIKUNI, TAKAHIDE OMORI, and SONOKO SHIRAKAWA. "Preliminary early intervention study using Nursing Child Assessment Teaching Scale in Japan." Pediatrics International 49, no. 6 (December 2007): 950–58. http://dx.doi.org/10.1111/j.1442-200x.2007.02498.x.
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Yazdani, Shahram, Elana Evan, Danielle Roubinov, Paul J. Chung, and Lonnie Zeltzer. "A longitudinal method of teaching pediatric palliative care to interns: Preliminary findings regarding changes in interns' comfort level." Palliative and Supportive Care 8, no. 1 (February 18, 2010): 35–40. http://dx.doi.org/10.1017/s147895150999068x.
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AbstractObjective:A longitudinal pediatric palliative care curriculum was introduced into the pediatric residency program at the University of California, Los Angeles. The present study explores the possible effects of this curriculum on the interns' self-assessed comfort levels regarding caring for children with life-threatening conditions.Methods:A newly created assessment tool was administered to interns in order to rate their comfort regarding pediatric palliative care at the beginning and conclusion of their intern year.Results:Twenty-two of the 29 interns completed this survey. Baseline data indicated 55% of the interns had some experience with taking care of a dying pediatric patient during their medical school training, and 79% indicated that they had taken care of a dying adult. Only 7% of the interns felt adequately prepared to deal with death and dying, but all interns indicated interest in further learning about pediatric palliative care. Comparison of the overall comfort levels of the 22 responding residents before and after the first year of training in 20 different related tasks demonstrated a significant self-assessed improvement of comfort in seven areas. There was no increase in self-reported comfort in communication related to palliative care.Significance of results:Residents indicated increased comfort in some areas of pediatric palliative care after the first year of their training. The underlying cause of this increased comfort is unclear at this time. The overall effect of longitudinal palliative care curriculums on residents' level of comfort in caring for this population deserves further assessment.
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Giacomello, Karina Jogino, and Luciana de Lione Melo. "The meaning of the care of hospitalized children: experiences of nursing professionals." Revista Brasileira de Enfermagem 72, suppl 3 (December 2019): 251–58. http://dx.doi.org/10.1590/0034-7167-2018-0597.
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ABSTRACT Objective: to understand the meaning of the care of hospitalized children for the nursing professionals of a pediatric unit. Method: phenomenological study, based on the existential phenomenology of Martin Heidegger. Ten nursing professionals were interviewed with the guiding question: “What is the care of hospitalized children for you? Tell me, in detail, your experience with taking care of hospitalized children.” Results: the meaning of the care of hospitalized children materializes between the profession and the various ways of preoccupation. By engaging in/worrying about the ways of being of everyday life, the professionals tend to improperness when trying to mediate and level all possibilities of being. However, when they extrapolate reassurance and do not get caught up in themselves, they achieve empathy, respect, and indulgence. Final Considerations: it is necessary to reassess the teaching and practice of care, so that authentic care is offered to children and their families in the context of hospitalization.
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Yadav, Sunil Kumar, and Arun Giri. "Assessment of Hand Hygiene Knowledge among Residents and Nursing staffs at Nobel Medical College Teaching Hospital, Biratnagar." Journal of Nepal Paediatric Society 38, no. 2 (January 11, 2019): 69–73. http://dx.doi.org/10.3126/jnps.v38i2.20547.
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Introduction: Hand hygiene is a very simple and cost-effective procedure to prevent cross-transmission of microorganisms. The compliance of residents and nursing staffs with hand hygiene guidelines seems to be vital in preventing disease transmission among patients. The objective of the study was to assess the knowledge of residents and nursing staffs with regard to hand hygiene.
Material and Methods: This was an institution based descriptive cross-sectional study conducted among 55 respondents (29 nursing staffs and 26 resident doctors) of department of paediatrics, Nobel Medical College in Biratnagar, Nepal. Knowledge was assessed using WHO hand hygiene questionnaire for health care workers. Chi square test was used to compare the percentage of correct responses between resident doctors and nursing staffs. A p value of <0.05 was considered significant.
Results: Among 26 resident doctors and 29 nursing staffs who participated in the study, 30.7% of resident doctors and 55.1% of nursing staffs had received formal training in hand hygiene in the last three years. Only 9% of participants (5 out of 55) had good knowledge regarding hand hygiene.
Conclusions: The knowledge regarding hand hygiene is limited among the study population. The study recommends the need for emphasizing hand hygiene component in the preservice as well as in-service training programs of doctors and nurses.
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Al-Badri, Wissam Qassem, and Khalida Mohammed Khudur. "Application of Prone Position for Patient with Corona Virus Disease: An Interventional Program for Nursing Staff." Pakistan Journal of Medical and Health Sciences 16, no. 3 (March 31, 2022): 951–53. http://dx.doi.org/10.53350/pjmhs22163951.
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Background: The coronavirus disease (COVID19) epidemics began in Wuhan, China, in December and have since grown into a serious public health challenge for not only China but also countries around the world. Supportive therapy with advanced hypoxemic respiratory failure management has been demonstrated to improve oxygenation in COVID-19 patients, and the prone position has been proven to improve oxygenation in COVID-19 patients Aims of the study: Assessment of nurses' knowledge toward application of prone position for patient with corona virus, and Assessment of an effectiveness of Educational program on nurses' knowledge toward application of prone position for patient with corona virus Methodology: Pre-experimental study design was used with the application of pre and two post-tests approach. The study was carried out in Kut City/Wasit Province, at AL-Zahraa Teaching Hospital. A non-probability "purposive" sample had been consisted of (69) nurses were selected from at AL-Zahraa Teaching Hospital Results: The results indicate that the nurses at the pre-test are fail at all studied items (M ≤1.66) except, the items number (1 and 21) the responses were fair (M=1.67-2.33). While, after the application of intervention program, nurses expressed significant increased knowledge scores (p< 0.05). Conclusion: There were improving in nurses' knowledge and practices after posttest due to intervention program concerning application of prone position.. Keywords: barriers, nurses, emergency, pediatric, intravenous cannulation.
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Silva, Kenya de Lima. "Construction and validation of data collection instrument for children from 0 - 5 years." Online Brazilian Journal of Nursing 3, no. 3 (December 20, 2004): 78–79. http://dx.doi.org/10.17665/1676-4285.20044939.
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The intention of this study was to develop an instrument of collection of data, that makes possible the nurses of the Pediatric Clinic of the Academic Hospital Lauro Wanderley, to collect necessary data in children between 0 and 5 years old, that provide the development more than the too phases of the nursing process. A methodological study was developed, based on the validation of content, which was executed in four phases: Phase 1 - (a) revision of literature on the basic human needs and its application to the children less than 5 years and instruments of data collection developed on the basis of the Horta Theory and directed to child, where it found 358 pointers of the necessities; b) construction of the research instrument, considering the pointers identified in literature, for the basic human needs evidences in the child between 0 to 5 years old, and in the searched instruments, being the instrument constructed with 241 pointers in a Likert type scale; Phase 2- a) the validation of content, for a group of 5 teaching nurses and 8 assistance of the area of Pediatric Nursing, of the degree of relevance of items so that the same ones were enclosed in the instrument of collection of data, being validated 135 pointers; b) construction of the first version of the instrument of collection of data, from the 135 items that they had reached relevance degree 0,80, which composes in the following parts: identification; reason of the internment; basic human needs/physical exam; and the nurses impressions;Phase 3 - a) the verification of the clinical operationalization of the instrument for the participant in children hospitalized in the Pediatric Clinic. In this phase, were delivered five units of the collect instrument for the nurses who had participated of the previous phase, being the same applied for 6 nurses; b) evaluation of the presentation form and each part of the instrument, this evaluation was developed by 5 nurses and 1 teaching nurse; c) synthesis of the evaluation of the nurses on the structure of the instrument in a focal group, was carried through only one session of focal group for discussion of all the instrument, of which had participated 5 nurses;Phase 4 - a) the correction and elaboration of the final version of the instrument of data collection for children with 0 - 5 years, which composes in identification, previous internments/main complaints, basic human needs/physical exam and the nurse impressions; b) construction of one guides instructional, which appraises and specifies all the data that must be collected. It’s expected that the instrument constructed in this research makes possible the operationalization of the nursing assistance and contributes with the quality of the assistance given to these small beings.
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Indarwati, Ferika, and Yanuar Primanda. "Determinants of Nursing Students’ Confidence in Peripheral Intravenous Catheter Insertion and Management." Open Access Macedonian Journal of Medical Sciences 9, T4 (March 26, 2021): 152–57. http://dx.doi.org/10.3889/oamjms.2021.5775.
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BACKGROUND: Peripheral intravenous catheter (PIVC) is one of the medical devices commonly inserted in hospitalized patients, both adults and pediatrics. PIVC has crucial functions for delivering drugs, fluids, blood transfusions, and diagnostic tests for patients. Thus, nursing students must be confident in terms of insertion and management of this device. However, studies assessing nursing students’ confidence and its determinants are still limited. AIM: This study aims to examine the internship nursing student’s confidence in PIVC insertion and management in adult patients and its contributing factors. METHODS: A cross-sectional study was conducted to measure internship nursing students’ confidence in PIVC cannulation and management in adult patients as well as its contributing factors. Purposive samples of 100 nursing students in Yogyakarta were recruited, and a 5-point Likert scale questionnaire consisting of 19 questions was used. Kruskal–Wallis test was utilized to investigate the association of the internship nursing student confidence on PIVC insertion and maintenance with the factors. A general linear regression analysis was performed to obtain adjusted estimates of the potential factors with students’ confidence. RESULTS: Results indicated that the internship nursing student’s confidence score ranged from 57 to 95, with a mean value of 75 (±8.1). Among determinants of the student’s confidence investigated in this study, t-test analysis showed that the students’ confidence was associated with their participation in expert lecture, bedside teaching, and direct observation of procedural skill assessment of PIVC insertion and care (p < 0.05). The general linear analysis showed that only bedside teaching and interaction of bedside teaching and direct observation procedural skill assessment were significant predictors of the internship nursing student’s confidence on PIVC insertion and care (β = 10.99, 95% confidence interval [CI] 2.00–20.00 and β = 13.15, 95% CI 1.20–25.15, p < 0.05, respectively). CONCLUSION: This result indicated that nursing students need direct simulation and assessment of PIVC insertion and care to the patients to improve their confidence in PIVC insertion and management in adult patients.
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Morrison, Sarah, Elizabeth Ressler, Krystina Sheets, and Sam Abraham. "Nursing Students’ Perception of Childhood Lead Poisoning Risk Factors." International Journal of Studies in Nursing 2, no. 2 (October 9, 2017): 37. http://dx.doi.org/10.20849/ijsn.v2i2.216.
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Background: Adverse effects on health in the environments are no trivial matter. Exposure to lead has had devastating consequences for health, especially for children. The purpose of this study was to investigate nursing students’ perception of childhood lead poisoning risk factors.Methods: This was a quantitative, cross-sectional study with a descriptive design. Data were collected from 85 baccalaureate nursing students in a college situated in Northern Indiana, USA.Results: The top five most agreed upon responses, chipping or peeling paint; learning problems; blood testing; inedible objects; and lead removal, had means greater than 4.18, on a 5-point Likert-type scale, which indicates a high level of agreement.Discussion: Some of the survey statements indicated deficits in nursing students’ knowledge of lead poisoning risk factors requiring further teaching and learning.Conclusions: More education related to childhood lead poisoning risk factors may need to be integrated into courses such as nursing fundamentals, pediatrics, and community health.
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Tang, Shinyi, Dawn Landery, Gail Covington, and Jessica Ward. "The Use of a Video for Discharge Education for Parents After Pediatric Stem Cell Transplantation." Journal of Pediatric Oncology Nursing 36, no. 2 (February 7, 2019): 93–102. http://dx.doi.org/10.1177/1043454218818059.
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Background: Caring for a child at home after hematopoietic stem cell transplant (HSCT) is challenging for parents, and discharge education is critical to ensure parents are prepared. The purpose of this study is to evaluate the feasibility and effectiveness of a discharge video intervention (DVI) as an adjunct to standard discharge teaching (SDT). Method: A two-phase study was conducted at an urban children’s hospital in the western United States. Phase 1 involved SDT alone followed by nurse-administered proficiency testing of parent knowledge in caring for their children at home using a 4-point Likert-type scale of parents of children post-allogeneic HSCT. These results informed the DVI, created in English and Spanish in Phase 2. The DVI content included topics on home cleaning, notifying the medical team, graft-versus-host disease (GVHD), diet and visitor restrictions, and outpatient visits. In Phase 2, the DVI was viewable by parents who also received SDT. Parents’ proficiency was evaluated using the same procedure as in Phase 1. Results: Thirty-four parents participated: 17 in Phase 1 (SDT), 17 in Phase 2 (SDT + DVI). The DVI was viewed by parents in Phase 2 approximately twice prior to discharge. Parents in Phase 2 had higher proficiency scores on home cleaning, signs/symptoms of GVHD, and diet restriction. Parents in Phase 1 had higher proficiency regarding notifying the team. Conclusions: The DVI was feasible and demonstrated incremental increases in parent’s proficiency related to some discharge topics.
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Hanafy, Nesreen Fathy, Reham Khedr, Eglal Ahmed Abd-Elwahab, and Sherif Abouelnaga. "Enhancing a Specialized Nursing Care Guidelines Improves Acute Lymphoblastic Leukemia Patients' Outcome during Induction Phase; A Developing Country Experience." Blood 132, Supplement 1 (November 29, 2018): 5850. http://dx.doi.org/10.1182/blood-2018-99-119160.
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Abstract Introduction: Pediatric Cancer patients are treated with therapeutic research protocols that detail medical treatment in low- and middle-income countries (LMICs). Unfortunately, there is no precise definition of a structured nursing care plan that is mandatory to enhance the quality of care needed for these patients. Our study aimed to examine the impact of implementing a designed nursing care guidelines (NCG) on acute lymphoblastic leukemia (ALL) patient outcomes during the induction phase concerning; incidence, duration, and intensity of the patient's gastrointestinal tract GIT adverse events. Methods: A Quasi-experimental research design was utilized in this study with posttest only control group conducted at the Hematology Units of Children Cancer Hospital Egypt 57357. Seventy-four oncology nurses received adequate education for the designed nursing care plan. A total of (132) ALL children in induction phase were enrolled in the study and were divided into two groups: group 1 (intervention group) was implemented the nursing care guidelines and group II (control group) who was left to the routine hospital care. Tools: data collection instruments included; "patient outcomes audit chart" to assess the GIT adverse - events data: the incidence, duration, and intensity. The intensity grading of the adverse events Adopted from the NCI (National Cancer Institute) Common Terminology Criteria for Adverse Events v4.0 (CTCAE) Published on May 28, 2009. Results: A significant positive correlation between implementing the NCG and GIT adverse events incidence, duration and severity were observed (Figure 1). Incidence was reported higher in the control group than the study group with a mean score of ±SD (2.48± .949) versus (0.67± 0.751) respectively, and a p-value (P<0.0001). The duration of incidence was (15.32± 5.920) versus (3.70± 5.108) in the intervention group (t =12.074) df (130) and a p-value (P<0.0001). The intensity grading of the adverse events was less in the study group than the control. (figure 2) Mean scores for nurses' post-NCG knowledge in the study group were significantly higher than the nurse's knowledge scores in the control group. The intensity of incidence revealed that a significantly higher on the intervention group. Conclusion: Designing and implementing NCG for all treatment protocols is essential for the enhancement of patients' outcomes. Developing a pediatric oncology nurse residency program for education and teaching of the required practical skills in LMIC is mandatory. Figure 1 Figure 2 Disclosures No relevant conflicts of interest to declare.
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Morrone, Kerry A., Deepti Kalluri, Jennifer G. Davila, Gifty Edusei, Basirat Shoberu, Janna Rosario, Lisa M. Figueiredo, et al. "Decreased Hospital Readmissions for Vaso Occlusive Crisis with Implementation of a Sickle Cell Pain Action Plan (SPAP)." Blood 130, Suppl_1 (December 7, 2017): 867. http://dx.doi.org/10.1182/blood.v130.suppl_1.867.867.
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Abstract Background: Vaso occlusive crisis (VOC) is the most common reason for hospital admissions and emergency room visits in sickle cell disease (SCD). Education of patients, caregivers, and the healthcare team are a key factor in reducing readmission rates following hospitalization for children with VOC. There is a paucity of data on parental understanding of pain medications on hospital discharge, a confusing and intense time for families. This quality improvement (QI) project addresses provider and patient/parent knowledge gaps by incorporating a sickle cell pain action plan (SPAP) into the discharge process. Objectives: The global aim was to decrease the 7 and 30-day readmission rates for VOC by 15% in a pediatric sickle cell population in one year. A multi-disciplinary team initiated a QI project at a single institution between April 2016 and May 2017. Methods: The key drivers comprised of pharmacy, nursing, pediatric residents, patient representatives and pediatric hematologists. The SPAP was modeled on the success of the asthma action plan and helps distinguish patients degree of pain, with specific medical instructions for treatment. PDSA cycles included implementation of the SPAP with medication teaching at bedside, nursing teaching with SPAP during admission and pharmacy consults. The QI leader performed monthly educational modules to the house staff, pharmacists and nursing, and sent weekly email reminders to leaders of the inpatient team. Monthly run charts were created to assess 7 and 30- day readmissions. There are 14 months of data reported to capture both 7 and 30-day readmissions in the total study period. Readmissions were compared monthly to the year prior to implementation of the SPAP. Process measures were the number of documented pharmacy consults, documented SPAPs in the chart and surveys (5 point Likert scale) on patients understanding of their medications post discharge. Results: There were 230 admissions for VOC the 12 months prior to implementation of the SPAP and 293 VOC admissions during the study period. Thirty-day readmission rates from April-July 2016 had a 36% reduction compared to 2015 data. The rise in readmissions during August, November and December of 2016 prompted implementation of new team champions and reeducation of staff, and subsequent months had reduction in readmissions. The cumulative decrease at completion of the project was an 18% reduction in thirty-day readmission rates and 13% reduction in 7-day readmission rates, whether or not there was a documented SPAP. Patients that had a documented SPAP in their chart (n=33) had a 65% reduction in thirty-day readmissions and 22% reduction in seven-day readmissions. Of the patients/parents surveyed (n=20 pre-implementation, n=34 post implementation) 91% and 74% strongly agreed they knew which pain medications to administer and how to escalate care compared to 56% and 47% prior to the project. Ninety percent of the surveyed families agreed that the SPAP: helped them understand their pain medications, remember medication names, was easy to understand and would be used again in the future. Pareto charts showed the following barriers to implementation of the QI intervention: pharmacy consults not performed due to lack of adequate staffing, SPAP documentation lacking despite a pharmacy consult being requested, and difficulties of staff adjusting to a new electronic medical record. Conclusion: VOC readmission rates can be decreased by using a teaching tool to enforce medication understanding upon discharge. The SPAP was highly accepted in our patient population and empowered patients and families to treat their pain crisis at home once discharged. Disclosures No relevant conflicts of interest to declare.
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Reiff, Michael I., and Susan M. Essock-Vitale. "Hospital Influences on Early Infant-Feeding Practices." Pediatrics 76, no. 6 (December 1, 1985): 872–79. http://dx.doi.org/10.1542/peds.76.6.872.
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Newborn nursery nursing staff members were surveyed to determine their attitudes and teaching practices regarding breast- and bottle-feeding. Concurrently, mothers using this nursery responded to a structured interview concerning their infant-feeding practices at 14 to 21 days postpartum and possible hospital influences on these practices. The nursing staff strongly advocated breast-feeding and did not favor specific bottle-feeding practices or products. Nursing staff counseling was generally interpreted by mothers as supporting breast-feeding, but this did not deter a large proportion of mothers who stated an initial preference for breast-feeding from introducing formula as a supplementary or exclusive form of infant feeding during the short study period. Almost all mothers doing any amount of bottle-feeding at the time of their interview were using the same formula brand and a ready-to-feed preparation used during their hospital stay. Other influences on mother's infant-feeding patterns are discussed. It is concluded that the hospital staff and routines exerted a stronger influence on mothers's infant-feeding practices by nonverbal teaching (the hospital "modeling" of infant formula products) than by verbal teaching (counseling supporting breast-feeding). Future studies might explore new ways of supporting mothers who desire to breast-feed by designing innovative hospital routines to model breast-feeding rather than feeding by infant formula.
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MacCuspic, K., S. Breneol, and J. Curran. "P062: Characterizing pediatric emergency department discharge communication using PEDICSv2." CJEM 22, S1 (May 2020): S86. http://dx.doi.org/10.1017/cem.2020.268.
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Introduction: Discharge communication in the pediatric emergency department (ED) is an important aspect of successful transition home for patients and families. The content, process, and pattern of discharge communication in a pediatric ED encounter has yet to be comprehensively explored. The objective of this study was to identify and characterize elements and patterns of discharge communication occurring during pediatric ED visits between health care providers (HCPs) and families. Methods: We analyzed real time video observations (N = 53) of children (0-18) presenting to two Canadian pediatric EDs with fever or minor head injury. We used a revised version of an existing coding scheme, PEDICSv2, to code all encounters. PEDICSv2 includes 32 elements capturing discharge communication. Inter-rater reliability was established with a second coder. Descriptive statistics reflecting the rates of delivery of each communication content element was reported to assess repetition at four stages of the visit (introduction/planning, actions/interventions, diagnosis/home management plan and summary/conclusion). Communication content was analyzed to depict behaviors of individual HCPs and the total communication delivered to the patient and caregiver by the healthcare team. Results: Results show 55.6% of families were asked to repeat their main concern by multiple HCPs during their ED visit. However, only 14.8% of families had comprehension of delivered discharge information assessed by more than one HCP. When involved in care, physicians were the most likely HCP to perform a comprehension assessment. Most of the communication delivered by nursing staff were elements involved in the introduction/planning and action/intervention stages of the visit. Conclusion: Findings indicate that most repetition occurs while eliciting a main concern during the introduction and planning stage of a pediatric ED encounter. In contrast, communication elements focusing on understanding the home management plan are less likely to be repeated by multiple HCPs. Future work focusing on structuring team workflow to minimize repetition during the introduction and planning stage may allow for clearer discharge teaching and more frequent comprehension assessment.
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EL Machtani EL Idrissi, Wissam, Ghizlane Chemsi, Khadija EL Kababi, and Mohamed Radid. "The Impact of Serious Game on the Nursing Students' Learning, Behavioral Engagement, and Motivation." International Journal of Emerging Technologies in Learning (iJET) 17, no. 01 (January 20, 2022): 18–35. http://dx.doi.org/10.3991/ijet.v17i01.26857.
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Digital game-based learning is a ludic approach that has evolved through the development of information and communication technologies (ICT), making the learner an active participant in the virtual learning environment instead of a mere observer. It is an electronic simulation tool suitable for improving learning efficiency as well as learner engagement and motivation. The integration of this educational technology in the teaching and learning process can contribute to the construction of knowledge, the development of new skills and attitudes among students.
The purpose of this study is to investigate the impact of serious game on the learning, behavioral engagement, and motivation of nursing students. To do this, we first conducted a study with a sample of 58 polyvalent nursing students divided into two groups; one experimental and the other as a control. Both groups benefited from the same content taught at a distance, however, the experimental group benefited from an online serious game after the course. By comparing the summative scores of the two groups using the Student's t-test, the results show that the serious game improved the students' clinical knowledge of pediatric nursing (t= -2.706,p=0.009). However, it did not have an effect on clinical skills (t= -0.373, p=0.711). As a second step, we have studied the impact of the game on the learners' behavioral engagement based on the analysis of the digital traces of the students' work. Meanwhile, the motivation is analyzed using a questionnaire developed from the ARCS scale of Killer (2010), which is distributed to the experimental group. By comparing the means and deviation standards, the results show that the students give the satisfaction factor the highest score (4.71±0.34) followed by the relevance, attention, and confidence factors.
To obtain reliable results, however, it is necessary to repeat the serious game experience in several nursing modules. In addition, the impact of combining serious game with simulation on the learning of nursing students should be studied.
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MEIRA, Gabriela M., Tuany S. SOUZA, Lucas B. LEMOS, and Gisele S. LEMOS. "Prescription and administration errors of antimicrobials in a pediatric inpatient unit." Revista Brasileira de Farmácia Hospitalar e Serviços de Saúde 11, no. 4 (October 22, 2020): 502. http://dx.doi.org/10.30968/rbfhss.2020.114.0502.
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Objective: To identify errors in the prescription and administration of antimicrobials in a pediatric inpatient unit of a public teaching hospital. Methods: This is a cross-sectional study with a quantitative approach in which a direct observation was performed of the preparation and administration of antimicrobials by daytime nursing technicians/assistants in patients hospitalized in the pediatric sector, as well as of their respective prescription with the prescribed antimicrobial item, in this order for ethical issues. The assessment was carried out with the help of two checklist forms, one of which was validated, following the safety protocol for the prescription, use and administration of medications by the Brazilian Ministry of Health. The data were tabulated in the Epidata 3.1 software and analyzed in SPSS 21.0, resulting in a sample of 174 administrations and prescriptions. Results: The most frequent inpatient diagnoses for using antimicrobials were diseases of the respiratory system (52.9%) followed by diseases of the urinary system (5.7%). The main types of prescription errors were absence of information about the diluent (97.1%), infusion rate (99.4%), incorrect dose (5.8%), and forbidden abbreviations (1.1%). In the administrations, the types of errors observed were the following: lack of patient identification by the professional (94.3%), lack of patient identification on the bed (12.1%), administration time (6.3%), and incorrect preparation and administration of the medication (1.1%). Conclusion: The main factors that led to errors in prescription and administration were evaluated, making it necessary to implement improvements in the electronic medical record with standardization for the dilution of the antimicrobials, issuing alerts in the prescription, integration of a clinical pharmacist in the team, effective communication, and coaching and permanent training.
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Pereira, Alayne Larissa Martins, Casandra Genoveva Rosales Martins Ponce Leon, Laiane Medeiros Ribeiro, Guilherme Da Costa Brasil, Karen Karoline Gouveia Carneiro, Géssica Borges Vieira, Yuri Gustavo De Sousa Barbalho, Izabel Cristina Rodrigues Da Silva, and Silvana Schwerz Funghetto. "Web-Based Virtual Learning Environment for Medicine Administration in Pediatrics and Neonatology: Content Evaluation." JMIR Serious Games 8, no. 4 (October 21, 2020): e18258. http://dx.doi.org/10.2196/18258.
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Background Worldwide, patient safety has been a widely discussed topic and has currently become one of the greatest challenges for health institutions. This concern is heightened when referring to children. Objective The goal of this study was to develop a virtual learning environment for medication administration, as a tool to facilitate the training process of undergraduate nursing students. Methods Descriptive research and methodological development with a quantitative and qualitative approach were used with stages of design-based research as methodological strategies. For the development of the virtual environment, 5 themes were selected: rights of medication administration, medication administration steps, medication administration routes, medication calculation, and nonpharmacological actions for pain relief. After development, 2 groups—expert judges in the field of pediatrics and neonatology for environment validation and undergraduate nursing students for the assessment—were used to assess the virtual learning environment. For the validation of the virtual learning environment by expert judges, the content validity index was used, and for the evaluation of the students, the percentage of agreement was calculated. Results The study included 13 experts who positively validated the virtual environment with a content validity index of 0.97, and 26 students who considered the content suitable for nursing students, although some adjustments are necessary. Conclusions The results show the benefit of the virtual learning environment to the training of nursing students and professional nurses who work in health care. It is an effective educational tool for teaching medication administration in pediatrics and neonatology and converges with the conjectures of active methodologies.
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Yildiz, Yunus. "Ethics in education and the ethical dimensions of the teaching profession." ScienceRise, no. 4 (August 31, 2022): 38–45. http://dx.doi.org/10.21303/2313-8416.2022.002573.
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Ethics is a branch of philosophy that examines the principles at the basis of human behavior and discusses concepts such as good, bad, right, and wrong. Teachers need to be made aware of the ethical responsibilities that come with their jobs so that they can act with greater awareness and sensitivity in the classroom, which will improve the overall quality of their interactions with students. Teachers are able to enhance their students' learning, evaluate them in a variety of ways, and give them the opportunity to learn specific material when they organize a variety of activities in the classroom. In order to make the educational process more efficient, educators should conduct themselves with ethical awareness. As a consequence of this, members of the academic community, members of the general public, and teachers can acknowledge the significance of the ethical component of teaching. This article aims to discuss the main reasons that make the teaching profession the subject of ethics, considering the opinions compiled from the literature and increasing the sensitivity of educators on this issue.
This article aims to discuss the main reasons that make the teaching profession the subject of ethics, considering the opinions compiled from the literature and increasing the sensitivity of educators on this issue.
The object of research: Emphasis on ethics is a word we hear in every cornerstone of life, and it is a word that is taken together with manners and decency. Therefore, it is high time to review ethics in teaching to interested readers. The object of this study is to revise the related literature on the concept of ethics and compile significant features in one study.
Problem description: Since ethics is a paramount issue in education, issues such as the ethical dimensions of teaching and what is useful in the teaching profession for teachers or candidates who think of the profession as a sacred duty, teacher-student interaction, the foundations on which educational plans are based, and the ethical aspects of teacher attitudes needs to be investigated.
Suggested solution to the problem: According to the findings of the research, the ethical dimension can be influenced by a number of factors, some of which include the interactions between teachers and students, educational initiatives, the attitudes of teachers, classroom restrictions, and the majority of instructional decisions. As a result, in order to make the process of education more effective, educators should model ethical behavior in their own lives
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Mittal, Nupur, and Lewis L. Hsu. "A Survey of Resident Physicians' and Nurses' Knowledge of Severity Assessment of Acute Chest Syndrome and Role of Incentive Spirometry in Management." Blood 126, no. 23 (December 3, 2015): 2064. http://dx.doi.org/10.1182/blood.v126.23.2064.2064.
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Abstract Background Acute chest syndrome (ACS) is the second most frequent reason for hospitalization in children and adults with sickle cell disease (SCD) and the most common cause of death. Physicians caring for SCD patients need to be aware of the early symptoms and signs of ACS, assessment of ACS severity to guide optimal therapy, and measures to prevent ACS. Recently there is some consensus on the definition of ACS, and an ACS severity assessment tool used in multicenter clinical research (Ballas et al. for the Investigators of the Comprehensive Sickle Cell Centers. Am J Hematol 2010) has been utilized but not validated in a real-world setting. Thus, existing guidelines and policy statements for the management of children with ACS do not provide a uniform system for grading of severity and management, and the new guidelines from NHLBI for sickle cell disease management by primary care physicians does not rectify this situation [2014 NIH guidelines]. In contrast, the evidence base for role of incentive spirometry in preventing ACS (Bellet et al, NEJM 1995)and decreasing severity of ACS is strong/moderate and accordingly incentive spirometry recommendations are included in guidelines [2014 NIH guidelines, Crabtree et al. Pediatrics 2011]. As a first step toward this quality improvement initiative at our institution our objective was to assess the current knowledge of resident physicians and nursing regarding these 2 aspects of ACS: Severity assessment and Incentive spirometry. Methods This tertiary care teaching hospital admits over 20 sickle cell patients per month on the pediatric ward. Pediatric house staff learns about ACS management and prevention as part of 2 formal didactic sessions on SCD per year and bedside teaching by rotating pediatric hematology-oncology faculty, fellows, and advanced-practice nurses. Pediatric ward nurses have 1 didactic session on SCD per year. An anonymous survey consisting of ten items regarding the use of a scoring system for ACS and incentive spirometry was administered to 40 pediatric resident physicians and 20 pediatric inpatient nurses who routinely engage in care of pediatric patients hospitalized with ACS. Descriptive statistics were employed for analysis. This was followed by an education session on ACS for the group. This study was approved by the institutional IRB. Results SEVERITY SCORING: We found that 15% of resident physicians and 5% of nurses had been educated on the use of a ACS severity assessment score in past (Fig 1a), however an overwhelming 92% felt that such a scoring system would be extremely useful for assessing their patient's condition and their management (Fig 1b). Only 5% of residents and 3% of nurses had used a severity scoring system for ACS in the past to guide their management decisions (Fig 1c). This was further confirmed by testing them on a clinical vignette based on ACS and a majority of the residents and nurses (58%) answered it incorrectly (Fig 1d). INCENTIVE SPIROMETRY: An impressive 91% responded they were aware that incentive spirometry during hospitalization can decrease the severity of and improve outcomes of acute chest syndrome (Fig 2a). Greater than 88% of resident physicians thought that incentive spirometry is almost always ordered for the patients but the same proportion felt that the patients are compliant less than 50% of the time with instructions regarding use (Fig 2b and 2c). Nurses' responses were more variable on the ordering of incentive spirometry for the patients but 95% thought that less than patients were compliant less than half the time with the orders (Fig 2b and 2c). Conclusions We conclude that the knowledge of resident physicians and nurses regarding severity assessment of acute chest syndrome is extremely limited and greater efforts are needed to educate and encourage them to include this assessment in their management decisions to improve their understanding of patient condition and optimize care. In addition, we found that importance of incentive spirometry is recognized by house staff, however, the patient compliance is far below desirable and stricter reinforcement will be needed by the physicians and nurses to potentially improve outcomes for hospitalized patients with ACS. This pilot study thus identifies room for quality improvement at several different steps in the process of care for SCD. Disclosures No relevant conflicts of interest to declare.
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Kammoun, Manel, Anouar Jarraya, Saloua Ammar, and Kamel Kolsi. "Improvement of Broviac catheter-related outcomes after the implementation of a quality management system: A before-and-after prospective observational study." Journal of Neonatal Surgery 12 (January 3, 2023): 3. http://dx.doi.org/10.47338/jns.v12.1156.
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Background: Because of the high rates of Broviac catheter complications, we started an urgent quality process to reduce this morbidity. The aim is to assess the efficiency of the main actions we have taken in enhancing our practice and improving Broviac outcomes. Methods: We included all neonates and young infants requiring surgical central venous access using a Broviac tunneled catheter. We compared the catheters’ outcomes before and after the implementation of a quality program based on a nurse teaching program, patient selection, and catheter management multidisciplinary protocol. The significance threshold was set at p<0.05. Results: We included 94 patients: 51 in the protocol group and 43 in the control group. The complication rate was reduced from 60.3% to 25.5% with p=0.001. The lifetime of the catheter was improved from 11.3 ± 4.3 days to 19.1 ± 9 days with p=0.007. The catheter infection was reduced from 65.3% to 46.1% with p≤0.001. Conclusion: This quality improvement project shows the utility of a quality assurance program based on careful indications and patient selection, a nursing teaching program, and a multidisciplinary catheter management protocol, in reducing Broviac catheter-related morbidity.
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Fernandes, Henriqueta Ilda Verganista Martins, Karla Maria Carneiro Rolim, and Maria Céu Barbieri Figueiredo. "O significado do cuidar humanizado: vivências ensino-aprendizagem dos alunos do curso de licenciatura." Enfermagem em Foco 2, no. 4 (November 16, 2011): 239–44. http://dx.doi.org/10.21675/2357-707x.2011.v2.n4.192.
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Estudo descritivo e qualitativo desenvolvido com dois grupos (A e B) de estudantes do Curso de Licenciatura em Enfermagem (CLE). Grupo A – Universidade de Fortaleza-CE. Grupo B – Escola Superior de Enfermagem do Porto. Pretendemos compreender o significado do aprender a cuidar. A coleta de dados do grupo A (36 sujeitos) ocorreu entre 2002 e 2003 nas aulas teóricas e práticas do 4º semestre na disciplina Enfermagem – Processo de Cuidar da Criança e Adolescente. A coleta do grupo B (34 sujeitos) ocorreu em 2005, no 1.º semestre do 3.º ano no Módulo de Enfermagem Pediátrica, nas aulas teóricas e teórico-práticas. Ao grupo A aplicou-se um formulário com questões abertas e, ao B, a reflexão individual escrita, que contemplaram aspectos como a visão de humanização, a relação enfermeiro-criança-família, o significado do cuidado vivenciado e o papel do docente na humanização do cuidar em enfermagem. Os dados obtidos foram submetidos à análise de conteúdo. O processo analítico revelou que os alunos consideram a humanização como um estado de bem-estar e, ao serem sensibilizados para esse fato durante a formação acadêmica, torna visível o caráter humanístico dos cuidados de enfermagem e que o docente pode fazer do cuidado humano uma prática de vida. Existe necessidade de modificar o modelo habitual do processo de ensinar a cuidar, no qual o aluno coparticipe da edificação do conhecimento.Descritores: Enfermagem, Humanização, Ensino, Aprendizagem, Cuidar.The meaning of humanized care: teaching and learning experiences of students of license courseQualitative and descriptive study developed with two groups (A and B) of students from License Nursing Course (CLE). Group A – University of Fortaleza-CE. Group B – School of Nursing of Porto. We aim to understand the meaning of learning to care. Data collection in group A (36 subjects) occurred between 2002 and 2003 in the classroom and the fourth semester course in Nursing – Process of Care for Children and Adolescents. The collection of group B (34 subjects) occurred in 2005, in the first semester of the third year in Pediatric Nursing Module, in theoretical and theoretical-practical classes. The group A was applied to a form with open questions and, B, individual reflection writing, covering issues such as the vision of humanization, the relationship between nurse-child-family, the meaning of care and the experienced teacher's role in the humanization of nursing care. The data were submitted to content analysis. The analytical process revealed that students consider the humanization as a state of well-being and to be aware during the academic background to this fact makes visible the humanistic nature of nursing care and the teaching of human care can make a practice of life. There is need to modify the usual model of the process of teaching to care, in which the student participates in the co-construction of knowledge.Descriptors: Nursing, Humanization, Teaching, Learning, Caring.El significado de la atención humanizada: la enseñanza y las experiencias de aprendizaje de los estudiantes del curso de licenciatura Estudio descriptivo y cualitativo desarrollado con dos grupos (A y B) de los estudiantes de la Licenciatura en Enfermería (CLE). Grupo A – Universidad de Fortaleza-CE. Grupo B – Escuela de Enfermería de Porto. Nuestro objetivo es entender el significado de aprender a cuidar. La recolección de datos en el grupo A (36 sujetos) se produjo entre 2002 y 2003 en el aula y el curso de cuarto semestre en Enfermería – Proceso de Atención a la Infancia y la Adolescencia. La recogida del grupo B (34 sujetos) se produjo en 2005 en el primer semestre del tercer año en el módulo de enfermería pediátrica, en las clases teóricas y prácticas. A el grupo A se aplicó un formulario con preguntas abiertas y, B, escribir la reflexión individual, que abarca temas tales como la visión de la humanización, la relación entre enfermera-niño-familia, el significado del cuidado y el papel del profesor con experiencia en la humanización de cuidados de enfermería. Los datos fueron sometidos a análisis de contenido. El proceso de análisis reveló que los estudiantes consideran la humanización como un estado de bienestar y tener en cuenta, durante la formación académica a este hecho, hace visible el carácter humanista de los cuidados de enfermería y la enseñanza del cuidado humano puede hacer una práctica de la vida. No hay necesidad de modificar el modelo habitual del proceso de enseñanza a la atención, en la que el estudiante participa en la co-construcción del conocimiento.Descriptores: Enfermería, Humanización, Enseñanza, Aprendizaje, Cuidado.
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Said, Khadiga M., Safaa F. Deraz, and Amal G. Sebaq. "Effect of Designed Practice Guidelines on Nurses’ Performance and Outcome of Children with Head Injuries." Evidence-Based Nursing Research 1, no. 2 (January 9, 2020): 12. http://dx.doi.org/10.47104/ebnrojs3.v1i2.89.
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Contexts Acute head injury resulting from a trauma to the head, leading to brain injury or bleeding within the brain, it can cause edema and hypoxia. Head injury is the leading cause of death in the first four decades of life. Effective nursing management strategies for children with severe traumatic brain injury are still a remarkable issue and a difficult task for neurologists, neurosurgeons, and nurses.
Aim: To evaluate the effect of designed practice guidelines on nurses' performance regarding the care of children with head injuries.
Methods: A quasi-experimental research design utilized to conduct the current study on pediatric neurosurgery departments of Benha University Hospital and Benha Teaching Hospital. A purposive sample of 72 children with head injuries and a convenient sample of all available nurses. They were 62 nurses who are working on the previously mentioned study settings. Four tools used to collect data in this study. A structured interviewing questionnaire sheet developed to assess the studied nursing personal characteristic of the studied nurses and nurses' knowledge regarding head injuries. Child medical data record developed to assess children's personal and head injuries characteristics for children. Glasgow coma scale adopted to assess the child conscious level. Observational checklists to assess the actual nurses' practices regarding the care of children with head injuries.
Results: There was a statistically significant improvement in nurses' knowledge and practice regarding the care of children with head injuries before and after the implementation of designed practice guidelines (p˂0.001). There was a statistically significant improvement regarding the occurrence of convulsion after the implementation of the program.
Conclusion: The study concluded that the implementation of designed practice guidelines for nurses improves their knowledge and practice as well as reduced occurrence of frequency, duration, and timing of convulsion, which support the current research hypotheses. The study emphasizing the importance of implementing of designed practice guidelines for nurses caring of children with a head injury to reduce the occurrence of head injury complications, which is an effective and safe non-invasive intervention in neurosurgery and emergency departments as a standard of care for all head-injured children.
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Yousef, Abeer S., Mona M. Shazly, and Heba A. Omar. "Soft Skills Training Strategy and Its Effect on Nurse Interns' Civil Behavior." Evidence-Based Nursing Research 2, no. 3 (June 16, 2020): 8. http://dx.doi.org/10.47104/ebnrojs3.v2i3.132.
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Contents: Soft skills are socio-emotional skills, essential for personal development and workplace success. While civility is defined as having respect for others, and it is necessary to bring attention to the importance of soft skills and civility and discuss its impact on teaching, learning, and patient outcomes.
Aim: This study aimed to assess the effect of soft skills training strategies on nurse interns' civil behavior.
Methods: The study was conducted at Ain-Shams University Hospitals, where nurse interns have their training, namely; Ain-Shams University Hospital, El-Demerdash hospital, Pediatrics Hospital, and Cardiovascular Hospital using quasi-experimental one-group pretest-posttest design. The subjects of this study included all available nurse interns having their training in the settings mentioned above during the data collection period (the academic year 2017-2018). The study sample was 90 nurse interns, 35 males, and 55 females. The data were collected by using two tools, namely soft skills elements questionnaire and workplace civility index.
Results: The study revealed a highly statistically significant improvement in nurse interns' total knowledge in the post and follow up phases p<0.01 as compared to the pre-intervention phase. Also, there was a highly statistically significant improvement in nurse interns' soft skills in the post and followed up phases p<0.01 as compared to the pre-intervention phase. In addition to a highly statistically significant improvement in nurse interns' civil behavior in the post and follows up phases p<0.01 as compared to the pre-intervention phase.
Conclusion: Implementing a soft skills training strategy for nurse interns is effective to improve their civil behavior. Based on the study findings, it was recommended that soft skills training strategy should be applied in all nursing curricula. The faculty of nursing should be supplied with all the learning resources needed in the educational system to support the students’ soft skills development, and further studies should be developed to handle the barriers of implementation of soft skills training strategy in nursing education.
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Remington, Michaela, and Cynthia Kong. "Use of a daily rounding checklist on the Clinical Teaching Unit improves interdisciplinary communication around discharge." Paediatrics & Child Health 23, suppl_1 (May 18, 2018): e15-e15. http://dx.doi.org/10.1093/pch/pxy054.038.
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Abstract BACKGROUND As the care needs of the paediatric inpatient population become increasingly complex, demands for hospitalization and efficient patient flow have resulted in the need for increased attention to discharge processes. Inefficient discharges impact flow throughout the healthcare system, extend length of stay, increase health care costs and decrease patient satisfaction. As a large inpatient service with high staff turnover, our Clinical Teaching Unit (CTU) experiences considerable variability in approach to discharge planning. Prior work at our institution has recognized inconsistent practice and gaps in communication around discharge planning as challenges to efficient patient discharge. OBJECTIVES Using quality improvement (QI) methodology, we aimed to decrease discharge delays on CTU, by implementing a process to identify and document patient specific discharge criteria. By focusing on discharge criteria, we sought to improve communication regarding discharge goals and patient readiness between care members, encouraging early discharge planning. DESIGN/METHODS We implemented a standardized CTU rounding checklist for use during daily inpatient rounds. On this checklist, physicians were instructed to document clear, patient-specific discharge criteria. Use of the checklist was encouraged through multiple avenues, including announcements at educational events, real time feedback on use to the front-line care teams and a monthly competition between resident teams. Through Plan-Do-Study-Act (PDSA) cycles, we collected feedback from the multidisciplinary team, and the checklist underwent multiple iterations to optimize use. CTU inpatient rounds were observed weekly and outcome, process and balance measures were collected. RESULTS With implementation of the checklist, a cultural shift towards explicit, thoughtful discussion of discharge criteria and planning was observed on daily patient rounds. Identification of patient specific discharge criteria increased from less than 30% to over 90% after implementation of the checklist. The purposeful documentation of discharge criteria received positive nursing feedback, and nursing awareness of discharge goals improved from 20–30% to over 70%. Improvements were sustained over a six-month period. CONCLUSION This QI project utilized a daily rounding checklist to engage care teams in purposeful conversations around discharge on rounds. By documenting patient-specific discharge criteria, interdisciplinary communication was improved and bedside nurses felt better informed of discharge goals. Future project directions include the development of diagnosis specific standardized discharge criteria, exploration of specific discharge barriers, and identification of institution-specific resources that may help alleviate these delays to further improve discharge efficiency.
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Bettle, Amanda, Margot Latimer, Conrad Fernandez, and Jean Hughes. "Supporting Parents’ Pain Care Involvement With Their Children With Acute Lymphoblastic Leukemia: A Qualitative Interpretive Description." Journal of Pediatric Oncology Nursing 35, no. 1 (August 29, 2017): 43–55. http://dx.doi.org/10.1177/1043454217727518.
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Children with acute lymphoblastic leukemia experience pain from the disease, treatment, and procedures. Parents can be effective in managing their child’s pain, but little is systematically known about how they do this. Appreciative inquiry was used to frame the study within a strengths-based lens and interpretive descriptive methods were used to describe pain sources, parents’ pain care role, and key structures supporting parents pain care involvement. Eight paediatric oncology clinic nurses and 10 parents participated. Six key themes per group were identified. Parent themes included establishing therapeutic relationships, relearning how to care for my child, overcoming challenges and recognizing pain, learning parent specific strategies, empowering to take active pain care role, and maintaining relationships. Nurse themes included establishing therapeutic relationships, preparing parents to care for their child, facilitating pain assessment, teaching parents best pain care, empowering parents, and maintaining relationships. These findings can be used to guide clinical practice and future research.
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Ahmed, Alaa Q., and Khatam M. Hattab. "Effectiveness of an Intervention Program on Nurses’ Practices toward Neonatal Intubation Suctioning Procedure at Neonatal Intensive Care Unit." Pakistan Journal of Medical and Health Sciences 16, no. 5 (May 30, 2022): 650–51. http://dx.doi.org/10.53350/pjmhs22165650.
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Intubation secretion suctioning is a scientific technique carried out by intensive care nurses to keep the airway open and hence the blood oxygen saturation level within normal range. The fluid suctioning process is one of the essential procedures and priorities for nursing performance in care. Objectives: This study aimed to determine the effectiveness of an intervention program on Nurses’ practices toward neonatal intubation suctioning procedure at neonatal intensive care unit. Methodology: This is a pre-experiment design conducted on nurses working in the Intensive Care Unit at Pediatric Teaching Hospital. It started from September 30, 2021 to March 15, 2022. An observational method was adopted to collect a sample of 24 nurses to analyze the effectiveness of an intervention program on nurses' practices. A two-part checklist was developed. The validity of the instrument was determined by a committee consisting of (10) specialists from different areas. SPSS version 24.0 was used to analyze the data. Results: The results of the study showed that the neonatal intensive care unit nurses who participated in the sample numbered (24), the practices towards suctioning intubation fluids were within a low and insufficient level in the pre-test, while the post-test for all three procedures domain were within the acceptable average level. Conclusions: The study showed that there are significant differences in the impact of the program on nurses’ practices before and after implementing the program on nurses, and this indicates an improvement in the work and practices of intensive care nurses towards implementing the procedure of suctioning intubation secretion for the neonatal. Recommendation: Implementation of the interventional program for nurses’ practices and circulating to nurses in all intensive care units Designing a guidebook for the program’s steps and the steps of the procedure for withdrawing fluid from the respiratory tract of the neonatal. Keywords: Intervention Program, Nurses’ Practices, Suctioning Procedure.