Journal articles on the topic 'Teaching Nurses' Instruction'
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Wagner, Debra L., Mary Bear, and Nangela S. Davidson. "Measuring Patient Satisfaction With Postpartum Teaching Methods Used by Nurses Within the Interaction Model of Client Health Behavior." Research and Theory for Nursing Practice 25, no. 3 (2011): 176–90. http://dx.doi.org/10.1891/1541-6577.25.3.176.
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The purpose of this study was to determine the relationship between new mothers’ interaction with nurses using different teaching methods to provide postpartum discharge teaching and their satisfaction with nursing care. Cox’s Interaction Model of Client Health Behavior (IMCHB) provided the framework for this study. This study used a quasi-experimental posttest design with two groups to examine patient satisfaction with different teaching methods used by nurses to provide postpartum education. The Modified Client Satisfaction Tool measured satisfaction with discharge teaching. Data were analyzed with descriptive statistics, chi-square, Kendall’s tau, and Mann-Whitney U tests. The data showed high satisfaction scores for new mothers receiving both methods of discharge teaching, indicating that new mothers who received the traditional method of discharge instruction provided by nurses were just as satisfied as those who received the demonstration/return demonstration method of discharge instructions provided by nurses. Providing individualized care, based on the expressed needs of the patient, was demonstrated in this study to result in high satisfaction with nursing care using both methods of providing postpartum discharge teaching.
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Drapek, Lorraine C., Karen Driskill, Natasha Pinheiro, Ronald Harris, Renuka Iyer, and Susan Acquisto. "QIM19-126: NCCN Member Institution Patient Education and Teaching for Biliary Stents and Drains." Journal of the National Comprehensive Cancer Network 17, no. 3.5 (March 8, 2019): QIM19–126. http://dx.doi.org/10.6004/jnccn.2018.7145.
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Background: Biliary obstruction often occurs with hepatobiliary cancers. Treatment consists of internal biliary stents or external biliary drains. Patient education regarding signs and symptoms of cholangitis, change of stents, or care of biliary drains is both critical and challenging. The Nursing Advisory Board of the Cholangiocarcinoma Foundation (CCF) found patient questions regarding stents and drains posted on the CCF website. Quality of life is impacted by treatment complications as well as lack of knowledge regarding living with stents or drains. Aim: To compare stent and biliary drain patient education practices of NCCN Member Institutions across the United States. Methods: A 40 item information survey was sent to the NCCN Member Institutions by email. Intended respondents were nursing or health professionals who provided patient instruction regarding biliary stents drains. The survey was sent to interventional radiology and endoscopy departments. It included questions regarding demographics of respondents, patient education and instructions, supplies provided, signs and symptoms to be reported, and follow-up appointments. Results: There were 26 survey responses. Of the 26 responses, 23 responses were complete. Patient education regarding stents or drains was predominantly completed by registered nurses (74%), or nurse practitioners (26%). The largest number of respondents practiced in interventional radiology (52%), endoscopy (13%), and other (30%), which included gastroenterology, or surgery. Verbal and written instructions were provided by 87% of NCCN centers. There was variation in survey responses regarding biliary drains. Survey responses regarding biliary stents were more cohesive. A schedule for stent change was provided by 75% of NCCN Member Institutions, although there was variation on length of time between stent exchanges. The majority of patients at these institutions receive education regarding signs and symptoms to report (95%). Conclusion: Discharge instructions to patients with external drains are inconsistent. Although there is some agreement among NCCN Member Institutions, the schedules for stent change vary. Patient education and instruction is predominantly provided by nurses and NPs. The importance of teaching signs and symptoms to report is evident in this sample. Standardized patient instructions post stents or external biliary drains may enable patients to care for drains and will help nurses and NPs reinforce consistent education.
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Kok, Ayse. "The Use of Object-oriented Social Environments for Social Work." Journal of Communications Technology, Electronics and Computer Science 1 (October 22, 2015): 12. http://dx.doi.org/10.22385/jctecs.v1i0.9.
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This article documents the design and pilot delivery of a computer-mediated baby welfare practice course founded on constructivist instructional principles. It was created by Family Nurse Partnership (FNP)- part of the National Health Services (NHS) in UK in 2015.Offered to healthcare practitioners via the Internet using web-based tools and resources, the course expanded access to the baby welfare specialization option for nurses working for FNP. The article examines emerging teaching and learning options across major components of online course development and delivery. After providing a contextual background, constructivist instructional design theory is summarized, and a rationale for adopting this approach is discussed. This is followed by a brief report on the findings of the formative evaluation of the pilot delivery. Finally, the evolving underpinnings of online instruction are considered, including shifts in the roles of learners and instructors and the role of pedagogy in an evolving educational paradigm.
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Diekema, Anne R., Elizabeth (Betsy) S. Hopkins, Brandon Patterson, and Nena Schvaneveldt. "Using Information Practices of Nurses to Reform Information Literacy Instruction in Baccalaureate Nursing Programs." Evidence Based Library and Information Practice 14, no. 4 (December 13, 2019): 72–102. http://dx.doi.org/10.18438/eblip29588.
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Objective - Seeking information is a key element of evidence based practice and successful healthcare delivery. Significant literature exists on both the information seeking behaviour of professional nurses and information literacy teaching methods, but scarce evidence connects nurses’ information behaviour and environments with their education. This study sought to use data from nursing alumni to answer the following research questions: What are the current information practices of professional bachelor’s-prepared nurses? How do recently-graduated nurses suggest that their education could have better prepared them to find and evaluate information in the workplace?
Methods - The researchers conducted a descriptive study using a 59-item survey instrument with a variety of question formats including short-answer, multiple choice, Likert, and open response. The researchers distributed the survey to baccalaureate nursing alumni who graduated in 2012-2017 from four universities in the state of Utah in the United States.
Results - Nurses seek practical information primarily to provide informed patient care, while also clarifying medical situations and expanding their health care knowledge. They frequently consult nursing colleagues and physicians when seeking information. The majority of nurses consult electronic health records daily. Respondents described time as the biggest barrier to accessing information. They requested authentic, clinically-focused scenarios, training on freely-accessible resources, and more explicit teaching of lifelong learning skills, such as critical thinking.
Conclusion - Information literacy education should prepare student nurses for the fast-paced information environment they will face in the workplace. This means incorporating more patient-focused scenarios, freely available quality resources, and time-based activities in their education. The researchers suggest areas to prepare nurses for information seeking, including problem-based clinical scenarios, building guides with databases accessible for free or little cost, and added emphasis on critical thinking and self-motivated learning.
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Staveski, Sandra L., V. P. Parveen, Sai B. Madathil, Susan Kools, and Linda S. Franck. "Parent education discharge instruction program for care of children at home after cardiac surgery in Southern India." Cardiology in the Young 26, no. 6 (November 17, 2015): 1213–20. http://dx.doi.org/10.1017/s1047951115002462.
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AbstractIntroductionIn many developing countries, children with CHD are now receiving surgical repair or palliation for their complex medical condition. Consequently, parents require more in-depth discharge education programmes to enable them to recognise complications and manage their children’s care after hospital discharge. This investigation evaluated the effectiveness of a structured nurse-led parent discharge teaching programme on nurse, parent, and child outcomes in India.Materials and methodsA quasi-experimental investigation compared nurse and parent home care knowledge before and at two time points after the parent education discharge instruction program’s implementation. Child surgical-site infections and hospital costs were compared for 6 months before and after the discharge programme’s implementation.ResultsBoth nurses (n=63) and parents (n=68) participated in this study. Records of 195 children who had undergone cardiac surgery were reviewed. Nurses had a high-level baseline home care knowledge that increased immediately after the discharge programme’s implementation (T1=24.4±2.89; T2=27.4±1.55; p<0.005; 30 point scale), but decreased to near baseline (T3=23.8±3.4; ns) 4 months after the programme’s implementation. Nurse teaching documentation increased by 56% after the programme’s implementation. Parent knowledge scores increased from 1.76±1.4 for Cohort 1 to 3.68±0.852 for Cohort 2 (p<0.005; 0–4 scale) after the discharge programme’s implementation. Surgical-site infections decreased from 27% in Cohort 1 to 2% in Cohort 2 (p>0.05) after the programme’s implementation.ConclusionNurse, parent, and child outcomes were improved after implementation of the structured nurse-led parent discharge programme for parents in India. Structured nurse-led parent discharge programmes may help prepare parents to provide better home care for their children after cardiac surgery. Further investigation of causality and influencing factors is warranted.
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Carter, Thomas, Chris Conrad, J. Link Wilson, and Godwin Dogbey. "Ultrasound Guided Intravenous Access by Nursing versus Resident Staff in a Community Based Teaching Hospital: A “Noninferiority” Trial." Emergency Medicine International 2015 (2015): 1–4. http://dx.doi.org/10.1155/2015/563139.
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Objectives. Ultrasound (US) guidance is a safe and effective method for peripheral intravenous (IV) catheter placement. However, no studies have directly compared the success rate of emergency medicine (EM) residents and nurses at using this technique especially in community hospital settings. This prospective “noninferiority” study sought to demonstrate that nursing staff are at least as successful as EM residents at placing US guided IVs.Methods. A group of 5 EM residents and 11 nurse volunteers with at least two years’ experience underwent training sessions in hands-on practice and didactic instruction with prospective follow-up. Two failed attempts on a patient using standard approach by an emergency department (ED) nurse were deemed to be “difficult sticks” and randomly assigned to either a nurse or resident, based on the day they presented.Results. A total of 90 attempts, consisting of trials on 90 patients, were recorded with a success rate of 85% and 86% for residents and nurses, respectively. With apvalue of .305, there was no statistically significant difference in the success rate between the residents and nurses.Conclusion. Properly trained nursing staff can be as equally successful as EM residents in placing US guided intravenous lines.
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Fusner, Stacy, and Bernadette Mazurek Melnyk. "Dedicated Education Units: A Unique Evaluation." Journal of Doctoral Nursing Practice 12, no. 1 (April 1, 2019): 102–10. http://dx.doi.org/10.1891/2380-9418.12.1.102.
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BackgroundTraditional models of clinical nursing education do not deliver the most effective learning experiences to undergraduate nursing students. An innovative way to clinically prepare nursing students is the use of dedicated education units (DEUs). This model utilizes staff nurses to provide supervision and hands-on teaching to students.ObjectiveThe purpose of this project was to evaluate an evidence-based change from a traditional model of clinical instruction to a DEU.MethodsDEUs were implemented on three adult medical–surgical units. Two unpaired identical pre-DEU and post-DEU questionnaires were used to evaluate the practice change in both nursing students and staff nurse mentors.ResultsA total of 41 students and 22 nurses participated in the project. Students reported feeling comfortable, engaged, and satisfied in their clinical experiences on the DEU. Nurses' responses revealed the DEU to be a rewarding experience and found satisfaction in their role.ConclusionsThe paradigm shift from traditional to DEU models has enhanced the quality of learning experiences for students and improved the professional environment for nurses at large academic medical institutions located in central Ohio.Implications for NursingImplications for future inquiry include standardizing educational training/orientation programs for DEU staff nurse mentors.
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Heller, Kathryn Wolff, and Jennifer Tumlin. "Using Expanded Individualized Health Care Plans to Assist Teachers of Students With Complex Health Care Needs." Journal of School Nursing 20, no. 3 (June 2004): 150–60. http://dx.doi.org/10.1177/10598405040200030501.
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As special education teachers have increasing numbers of students requiring health care procedures in their classrooms, school nurses need to help these teachers maintain a safe, healthy environment for their students. Part of this consists of having teachers know the steps to take should certain problems arise. This article examines the receptivity of using an expanded version of an individualized health care plan (IHP) to provide critical information to address health care problems, as well as having individualized education program (IEP) objectives for instructional targets identified in the IHP. The findings of this study indicate that a high percentage of school nurses and special education teachers were in favor of an expanded version of the IHP. There was also support for teaching students to independently or partially participate in performing their own health care procedures and having this instruction formalized as IEP objectives.
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Staveski, Sandra L., V. P. Parveen, Sai B. Madathil, Susan Kools, and Linda S. Franck. "Nurse and parent perceptions associated with the Parent Education Discharge Instruction Programme in southern India." Cardiology in the Young 26, no. 6 (October 12, 2015): 1168–75. http://dx.doi.org/10.1017/s1047951115002164.
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AbstractIntroductionParents of children with CHD require home care knowledge in order to ensure their child’s health and safety, but there has been no research on how to achieve this in a resource-constrained environment. The aim of this investigation was to compare parent and nurse perceptions of parent readiness for discharge after a structured nurse-led parent discharge teaching programme in India.Materials and methodsA pre-post design was used to compare parent and nurse perceptions of parental uncertainty and readiness for hospital discharge before and after introduction of the parent education discharge instruction programme in a paediatric cardiac surgery unit.ResultsParents (n=68) and nurses (n=63) participated in this study. After the discharge programme implementation, parents had less uncertainty (M=93.3 SD=10.7 versus M=83.6 SD=4.9, p=0.001) and ambiguity (M=40.8 SD=6.8 versus M=33.4 SD=3.7, p=0.001) about their child’s illness; however, they rated themselves as being less able to cope with the transition to home (M=24.3 SD=4.1 versus 23.1 SD=2.2, p=0.001) and as having less support at home than that required (M=31.5 SD=9.9 versus 30.9 SD=3.2, p=0.001). Parents’ and nurses’ perception of parental readiness for hospital discharge were more closely aligned after implementation of a nurse-led discharge programme (r=0.81, p=0.001).ConclusionThe results of this study suggest that the discharge programme had positive and negative effects on parental perceptions of uncertainty and readiness for discharge. Further examination is warranted to delineate these influences and to design methods for supporting parents during the transition to home care.
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Wong Quiles, Chris Ivette, Marc A. Schwartz, Riley M. Mahan, and Amy Billett. "Value of central line care teaching for families of pediatric oncology patients." Journal of Clinical Oncology 35, no. 8_suppl (March 10, 2017): 60. http://dx.doi.org/10.1200/jco.2017.35.8_suppl.60.
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60 Background: Pediatric oncology care depends on central lines (CLs) in both outpatient and inpatient settings. Although inpatient implementation of CL maintenance bundles has been achieved, little attention has focused on families who care for CLs at home. Families are expected to follow best practice, but most have no prior experience or medical background. We sought to understand the comfort level and knowledge of families caring for external CLs at home and the value of our program’s existing teaching strategies, prior to an improvement initiative. Methods: Families caring for children with new and existing external CLs at home from May 2015-May 2016 were eligible for a survey and approached during outpatient visits if their primary team agreed. Using Likert scales, families were asked to assess their current comfort level with CL care, evaluate existing teaching strategies (instructional sheets; hands-on teaching by program nurses, and by home health nurses), and comment on other potentially helpful strategies. Five content questions regarding CL care were included to evaluate knowledge. Results: 80 of 82 (97.6%) families approached completed the survey. 70% had a CL in place for > 60 days. 46.3% felt "very comfortable" performing CL care, 42.5% were "comfortable", and 11.2% were "sort of or not comfortable". Only 17.5% of families found instruction sheets indispensable. Hands-on teaching was indispensable for 51.3% of families; 1.3% responded that teaching was not performed. 27.5% of families found hands-on teaching by home health nurses indispensable, but 22.5% had not received this. 98% of content questions were answered correctly. Other helpful strategies concentrated on 3 themes: standardization of educational content, increased opportunity for hands-on practice, and cognitive aids (e.g. a checklist) for CL care. Conclusions: A minority of families feel the highest level of comfort with CL care at home even after months of experience. Improvement opportunities and gaps in CL care teaching strategies are prevalent. To help support families caring for CLs at home and ensure adherence to best practice, programs should engage families to better understand their needs and develop solutions to meet them.
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Saiboon, Ismail, Reza Qamruddin, Johar Jaafar, Afliza Bakar, Faizal Hamzah, Ho Eng, and Colin Robertson. "Effectiveness of teaching automated external defibrillators use using a traditional classroom instruction versus self-instruction video in non-critical care nurses." Saudi Medical Journal 37, no. 4 (April 1, 2016): 429–35. http://dx.doi.org/10.15537/smj.2016.4.14833.
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Sterling-Fox, Cynthia, Julius P. Smith, Ophalyn Gariando, and Pamela Charles. "Nursing Skills Video Selfies: An Innovative Teaching and Learning Strategy for Undergraduate Nursing Students to Master Psychomotor Skills." SAGE Open Nursing 6 (January 2020): 237796082093409. http://dx.doi.org/10.1177/2377960820934090.
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Introduction The quality of care for patients is linked to the performance and competence of nurses. Nurse educators are challenged to prepare graduates to deliver safe, competent, patient-centered care. Nursing skills video “selfie” is an innovative teaching and learning strategy in which nursing students use technology to create videos of themselves (video selfie) performing psychomotor skills. Method The instructional exercise of creating the video selfie was administered to a group of nursing students in a medical–surgical class. The laboratory instructors identified three psychomotor nursing skills. In the skills lab, the instructors showed videos to demonstrate how the skills were performed. The students returned demonstration in the lab and were asked to return to the lab independently to practice the skills and to create a video selfie. Results The exercise encouraged students to increase the quality and length of practice and master the skill. Students demonstrated confidence to perform the skills and to accurately list each step required to perform the skills. The video selfie was used as a peer evaluation tool and as a faculty assessment tool to guide individual students’ instruction, learning, and remediation. Conclusion The exercise had some shortcomings. Future quantitative research using survey instruments to collect data from a larger group of nursing students is needed to validate the utility of this innovative teaching and learning strategy in nursing programs.
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Sullivan, Nancy. "An Integrative Review: Instructional Strategies to Improve Nurses’ Retention of Cardiopulmonary Resuscitation Priorities." International Journal of Nursing Education Scholarship 12, no. 1 (January 1, 2015): 37–43. http://dx.doi.org/10.1515/ijnes-2014-0012.
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AbstractRecognizing and responding to a cardiac arrest in the hospital setting is a high stress, high anxiety event for all healthcare providers. It requires the performance of several basic, but extremely important cardiopulmonary resuscitation (CPR) skills and response priorities. If not executed correctly and in a timely manner, a bad outcome may result. Poor retention of cardiopulmonary resuscitation skills and priorities is well documented in the literature. An integrative review of the evidence was conducted to answer the question, “Is there a more effective training method to improve nurses’ retention of CPR priorities during an in hospital cardiac arrest as compared to traditional American Heart Association training? “This review evaluated high fidelity and low fidelity simulation training, online or computer-based training and video instruction as potential teaching strategies focusing on CPR priorities. The role of deliberate practice is discussed. The strongest evidence suggests that a teaching plan employing brief, frequent, repetitive or deliberate practice used in collaboration with low fidelity or high fidelity simulation may be a potential strategy to improve nurses’ retention of CPR priorities over time.
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Chisholm, Jessica. "Addressing Workplace Incivility: Facilitating Nursing Students' Transition to the Health-Care Setting." Creative Nursing 25, no. 4 (November 1, 2019): 311–15. http://dx.doi.org/10.1891/1078-4535.25.4.311.
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Workplace incivility is a known cause of anxiety in the workplace, leading to the loss of many new members of the nursing field. This perpetual cycle of hiring and losing nurses, especially new graduates, contributes to the increasing nursing shortage. This study investigated whether the inclusion of prelicensure nursing education on workplace incivility is achievable and capable of improving the outcome for nurses when it occurs. Review of the literature revealed that inclusion of prelicensure education on this topic is possible through utilization of a zero-tolerance policy, Cognitive Rehearsal Technique (CRT), and simulation. Education on workplace incivility and the aforementioned formats for prelicensure education were presented to faculty of a Southeastern U.S. college. Respondents demonstrated interest in detailed instruction on incorporating it into their teaching.
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Hashim, Ajna S., and Shobha K R. "Effectiveness of Self-Instruction Module on Knowledge Regarding the Quality of Life of End Stage Renal Disorder Patients among Staff Nurses at a Selected Hospital, Mandya." International Journal of Science and Healthcare Research 7, no. 4 (October 8, 2022): 20–26. http://dx.doi.org/10.52403/ijshr.20221004.
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Background: Health, as defined by World Health Organization, is a state of complete physical, mental, and social well-being, and not merely the absence of disease or infirmity. Thus, in chronic diseases, the quality of life (QOL), which describes the patient health, is an essential scale for assessing the success of a treatment. Health-related QOL (HRQOL) is the subjective perception of the illness and its treatment on the physical, psychological, and social well-being. Patients with end-stage renal disease (ESRD) on hemodialysis (HD) experience the heavy burden of dialysis treatment through its physical dependence, mental influence, and the myriad symptoms of ESRD. Objective: The study aims to assess the effectiveness of Self Instruction Module (SIM) on knowledge of clinical nurses regarding quality of life of end stage renal disorder patients at Adhichunchanagiri Hospital and Research Centre, Mandya, Karnataka. Materials and Methods: Quantitative research approach and a pre-experimental one group pre-test post-test research design were used to accomplish the stated objectives. The investigator selected a sample of 60 nurses who were working in Adhichunchanagiri Hospital. The data were collected by using a self administered structured knowledge questionnaire. Planned teaching was given with appropriate A-V aid followed by pretest. Result: Inferential and descriptive statistical analysis was performed by using SPSS-IBM 20. Results were calculated by using p value < 0.05. The results revealed that, in pretest 70% of the nurses had inadequate knowledge where as in posttest 68.3% of the nurses had gained adequate knowledge and the improvement was statistically significant at P<0.05. Conclusion: The study result shows that after intervention knowledge regarding quality of life of end stage renal disorder patients among nurses were improved significantly. Keywords: Effectiveness, self instruction module, quality of life, knowledge of staff nurses and end stage renal disorder.
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Jensen, Rebecca. "Teaching Students about Intravenous Therapy: Increased Competence and Confidence." Journal of the Association for Vascular Access 14, no. 1 (March 1, 2009): 21–26. http://dx.doi.org/10.2309/java.14-1-4.
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Abstract Aim/Purpose: Graduate nurses require competency in IV therapy. Associate Degree in Nursing (ADN) programs offer elective IV education to provide additional information for interested students. After instituting such a course, students' perceived comfort and knowledge of IV therapy were evaluated. Review of Relevant Literature: Studies demonstrated that IV education for nurses in practice helped reduce complication rates. Dated research also indicated that nursing programs were reluctant to provide IV instruction that included advanced skills, such as catheter insertions. More recent literature involved teaching methodology. Methods: A researcher-designed survey was distributed at the completion of an ADN program to evaluate perceived knowledge and comfort related to IV therapy, as well as information about IV education throughout the program. Results: Students who participated in the workshop perceived having a higher level of comfort and knowledge of several IV content areas than those who participated in the course or had no elective IV education. Conversely, participants in the workshop and course felt more comfortable with central line dressing changes and IV insertions than students who did not take either IV educational offering. Conclusions: The standard IV education appeared to provide adequate knowledge and comfort with IV therapy. However, optional IV education benefited students who wanted more in depth IV knowledge and skills. Implications for Practice: The best methods for teaching ADN students about IV therapy remains unknown. However, offering an elective course provides opportunities for interested students to increase their knowledge and comfort related to IV therapy prior to graduation.
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Wittenberg, Elaine, Betty R. Ferrell, Jo Hanson, and Susan Eggly. "Results from a Train-the-Trainer Communication Program for Oncology Nurses." Journal of Clinical Oncology 34, no. 26_suppl (October 9, 2016): 26. http://dx.doi.org/10.1200/jco.2016.34.26_suppl.26.
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26 Background: Oncology nurses working across the cancer continuum need communication tools in order to navigate between oncology and palliative care for the benefit of patients and their families. An evidence-based communication training course funded by the National Cancer Institute and identified by the acronym COMFORT was provided to 187 oncology nurses across the nation. Launched in 2015, it is the first train-the-trainer communication training course for nurses and addresses communication across the cancer continuum. Methods: The curriculum, emphasizing team communication, teaches nurses how to provide life-altering news, assess patient/family health literacy needs, practice mindful communication, acknowledge family caregivers, and address communication openings and goals. The curriculum covers the continuum of cancer care (diagnosis, treatment, survivorship, recurrence, end of life). Two courses were held and participants were contacted at six months for follow-up evaluation. Results: Course participants reported teaching an additional 2,460 healthcare providers, primarily nurses (1,961) and physicians (264). On average, each participant trained 21 nurses and two physicians. The training manual, which was provided during the course, was used by 81% of course participants and was rated as effective (7.71 out of 10). The most commonly taught curriculum modules were Communication (25.5%), Mindful Communication (22.3%), Team Communication (18.5%), and Family Caregivers (11.4%). Course participants reported that their institution were most effective with communication during treatment (7.21 out of 10) and least effective communication occurred during bereavement (5.02), at time of death (5.97), through survivorship (5.63), and with patients facing end of life (6.09). Conclusions: The train-the-trainer model for communication training appears to be a viable and promising strategy for broadly teaching communication across the cancer continuum. Train-the-trainer is less costly than traditional on-site training methods and allows instruction to be tailored to address the institution’s least effective communication practices across the cancer continuum.
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Martos-Cabrera, María B., Emilio Mota-Romero, Raúl Martos-García, José L. Gómez-Urquiza, Nora Suleiman-Martos, Luis Albendín-García, and Guillermo A. Cañadas-De la Fuente. "Hand Hygiene Teaching Strategies among Nursing Staff: A Systematic Review." International Journal of Environmental Research and Public Health 16, no. 17 (August 22, 2019): 3039. http://dx.doi.org/10.3390/ijerph16173039.
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Background: Patient safety is a priority of any healthcare system, and one of the most effective measures is hand hygiene. For this, it is important that health staff have correct adherence and perform the technique properly. Otherwise, the incidence of nosocomial infections can increase, with consequent complications. The aim here was to analyze hand hygiene training and the effectiveness of different methods and educational strategies among nurses and whether they maintained correct adherence over time. Methods: A systematic review was conducted in the sources CINAHL (Cumulative Index to Nursing and Allied Health Literature), Dialnet, Lilacs (Latin American and Caribbean Health Sciences Literature), ProQuest (Proquest Health and Medical Complete), Medline, SciELO (Scientific Electronic Library Online), and Scopus. The search equation with Medical Subject Headings (MeSH) descriptors was “Nurs* AND (handwashing OR hand hygiene) AND clinical trial”. The review was performed following the recommendations of the guidelines of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. Results: n = 17 clinical trials were included, with a total of 5747 nurses and nursing students. Strategies such as reminder sounds, practical simulations, videos, and audiovisual media improved handwashing compliance. Adherence overtime increased by up to 60%. The greatest effectiveness was related to the use of povidone–iodine, which reduced colony formation compared Hand hygiene teaching strategies among nursing staff: a systematic review to soap. Conclusions: The strategies that go beyond teaching techniques such as lectures may be more effective at increasing hand hygiene compliance. Combined approaches to learning/instruction improve user satisfaction by enabling self-management, flexibility, and repetition.
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Chiu, Su-Chen, Kuei-Yueh Cheng, Tzu-Kuan Sun, Ku-Chou Chang, Teng-Yeow Tan, Tsu-Kung Lin, Yu-Ching Huang, Jui-Kun Chang, and Shu-Hui Yeh. "The effectiveness of interactive computer assisted instruction compared to videotaped instruction for teaching nurses to assess neurological function of stroke patients: A randomized controlled trial." International Journal of Nursing Studies 46, no. 12 (December 2009): 1548–56. http://dx.doi.org/10.1016/j.ijnurstu.2009.05.008.
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McMullen, J., K. Kalaniti, and D. Campbell. "Current Practices and Use of Simulation in Neonatal Resuscitation Program Courses Across Canada." Paediatrics & Child Health 21, Supplement_5 (June 1, 2016): e87-e87. http://dx.doi.org/10.1093/pch/21.supp5.e87.
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Abstract BACKGROUND: Simulation is an effective tool in medical education. The extent and manner in which simulation is used within Neonatal Resuscitation Program (NRP) courses across Canada is currently unknown. In order to improve NRP education, current practices must be better understood. OBJECTIVES: To characterize current practices and use of simulation in NRP courses across Canada. DESIGN/METHODS: A REDCap survey, consisting of questions about instructor demographics, practices in NRP instruction and use of simulation, was developed and distributed to all NRP instructors across Canada. Simple statistics were used to tabulate responses and the chi-squared test was used to assess differences in simulation use between different types of instructors. RESULTS: Five hundred sixty nine of 1390 (40.9%) NRP instructors completed the survey. Participants included 88 (15.5%) physicians, 74 (13.0%) respiratory therapists, 345 (60.6%) registered nurses and 28 (4.9%) nurse practitioners. Two hundred fifty eight (45.4%) worked in institutions providing Level III care. Overall, 560 (98.4%) respondents used simulation, of which only 176 (31.4%) reported using high-technology simulation. Only 180 (31.6%) instructors who used simulation reported having received formal training in high-technology simulation. When asked about the role of simulation in NRP instruction, 545 (95.8%) agreed or strongly agreed that simulation is a valuable educational tool in NRP instruction, but only 219 (39.1%) felt comfortable using high-technology simulation. There was no difference in use of high-technology simulation between physician and non-physician instructors (I2 0.90, p=0.34). Of the instructors who used high-technology simulation, 160 (90.9%) and 134 (76.1%) had learners and instructors, respectively, from multiple healthcare disciplines present in some or all sessions. There was a non-significant trend towards higher use of interprofessional learners among physician instructors (I2 3.8, p=0.052). An impressive 554 (98.9%) debriefed after some or all simulation sessions, with only 295 (51.8%) instructors having received formal training in debriefing techniques. CONCLUSION: Almost all NRP instructors use simulation and feel that it is valuable, though few have received formal training and feel comfortable using high-technology simulation. Most simulation use is low-technology, in keeping with the Canadian Paediatric Society (CPS) recommendations, though the optimal methods of use of simulation in NRP instruction are not known. The majority of instructors debrief with learners, as recommended by the CPS, though only half have had training in debriefing. The results of this study support further investigation into the optimal type of simulation in NRP teaching and more formal education in simulation and debriefing for NRP instructors.
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Kuhnly, Joan Esper, and Donna J. Chapman. "Qualitative Analysis of Registered Nurses’ Perceptions of Lactation Assessment Tools: Why and How They Are Completed." Journal of Human Lactation 34, no. 1 (August 16, 2017): 32–39. http://dx.doi.org/10.1177/0890334417724147.
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Background: Although lactation assessment tools are consistently used in clinical practice, there is no evidence describing registered nurses’ perspectives regarding the purpose and thought processes involved when conducting a breastfeeding assessment. Research aim: This study aimed to explore registered nurses’ perceptions on the purpose of lactation assessment tools and the thought processes involved in completing one. Methods: Seven focus groups were held from April 2015 through July 2015, in coordination with regional and international lactation and perinatal conferences. Participants included 28 hospital-based registered nurses who routinely used a lactation assessment tool to assess postpartum mothers with healthy breastfeeding newborns. Focus groups were audiotaped, transcribed verbatim, and content analyzed by two lactation researchers to identify relevant themes and subthemes. Results: The analyses identified four different purposes of breastfeeding assessment tools (Teaching and Assessing Simultaneously, Infant Safety, Standardized Practice, and “It’s Your Job!”) and four themes related to the thought processes used in completing the tool (Novice vs. Expert, Real-Time vs. Recalled Documentation, Observation or Not, and “Fudging the Score”). Conclusion: Registered nurses found lactation assessment tool completion to be an essential part of their job and that it ensured infant safety, standardized care, maternal instruction, and lactation assessment. Differences in the lactation assessment tool completion process were described, based on staff expertise, workload, hospital policies, and varying degrees of compliance with established protocols. These findings provide critical insight for the development of future breastfeeding assessment tools.
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Mahaffey, Angela L. "Interfacing virtual and face-to-face teaching methods in an undergraduate human physiology course for health professions students." Advances in Physiology Education 42, no. 3 (September 1, 2018): 477–81. http://dx.doi.org/10.1152/advan.00097.2018.
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Human physiology is a core physical sciences course for health professions students, such as nurses and exercise science majors. The concepts of human physiology lay the foundation for health professions courses, such as pathophysiology. The National Council Licensing Exam for registered nurses (a timed nursing licensure exam) and the American College of Sports Medicine timed licensure exams for exercise sciences students have a framework consisting of human physiology concepts and are computer adaptive testing (CAT) assessments. This provides a case for electronic testing (in the undergraduate class setting) as a preparatory measure for CAT licensing exams. Case studies have illustrated a high information retention rate, with students completing online homework vs. paper, as well. Additionally, in recent years, virtual laboratories for non-physical science majors have been described as safer and effective for the purposes of educating students in laboratory techniques and experimental measures. Lastly, a successful learning approach utilized by museums has been found to be effective in younger students as well: “touch learning” (tactile learning). It also is important to note that student discussions and the face-to-face teaching dynamic play a critical role in the undergraduate education process. As such, the teaching methodology discussed here combines e-learning, virtual laboratories, tactile learning, and face-to-face didactic instruction of human physiology in developing a course to engage undergraduate health professions students, increase retention of human physiology course materials, and simultaneously prepare students for the CAT assessments that are licensing exams.
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Sugiantari, Ayu, Komang Ayu Kartika Sari, and Pande Putu Januraga. "Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students." Public Health and Preventive Medicine Archive 6, no. 1 (July 1, 2018): 48. http://dx.doi.org/10.15562/phpma.v6i1.9.
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AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.
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Sugiantari, Ayu, Komang Ayu Kartika Sari, and Pande Putu Januraga. "Achieving ideal mentoring: working patterns among clinical instructors, nurses, and nursing students." Public Health and Preventive Medicine Archive Journal 6, no. 1 (July 1, 2018): 1. http://dx.doi.org/10.15562/pphma.v6i1.9.
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AbstractBackground and purpose: The relationships between those responsible for clinical training, clinical instructors (CIs) and nurses, and the nursing students, have a great impact upon student learning during clinical placements. The present study investigates the pattern of working relationships among CIs, nurses, and student nurses, and analyses the extent to which they achieve ideal mentoring practices.Methods: Qualitative study employing in-depth interviews with CIs (n=3), nurses (n=8), and nursing students (n=8) on a clinical placement was undertaken from June-July, 2017, at Badung District Hospital, Denpasar, Bali. Content analysis was conducted to identify the key themes that emerged from these interviews and formed the basis of the findings. The results are presented narratively in order to highlight the patterns of the working relationships identified and perceived by CIs, nurses, and nursing students, with the aim of developing improved mentoring practices.Results: Analysis of the in-depth interviews identified three main themes: (i) perceptions on the hospital’s mentoring practices, (ii) the role(s) and behaviour in the mentoring process, and (iii) the patterns of working relationships between those involved in the mentoring process. In general, participants defined mentoring in terms of the provision of guidance and instruction to students. Participant’s contrasting perceptions of their role(s) affected how they behaved in the mentoring process. Furthermore, participant’s perceptions of their own’s roles and their behaviour provides a detailed overview of the working relationships pattern of the nursing students, nurses and CIs. Specifically, working relationships between CIs and nurses tend to fit an employee-employer type pattern, whereas those between CIs/nurses and nursing students do not appear to reflect typical mentor-mentee relationships.Conclusions: The pattern of working relationships identified between CIs/nurses and nursing students do not, in fact, reflect a typical mentor-mentee relationship. Furthermore, this paper highlights the impact that suboptimal mentoring may have on nursing students' achievement of medical competence, as well as on the quality of nursing care provided to patients in teaching hospitals.
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Görgülü, Refia Selma, and Leyla Dinç. "Ethics in Turkish Nursing Education Programs." Nursing Ethics 14, no. 6 (November 2007): 741–52. http://dx.doi.org/10.1177/0969733007082114.
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This descriptive study investigated the current status of ethics instruction in Turkish nursing education programs. The sample for this study comprised 39 nursing schools, which represented 51% of all nursing schools in Turkey. Data were collected through a postal questionnaire. The results revealed that 18 of these nursing schools incorporated an ethics course into undergraduate and three into graduate level programs. Most of the educators focused on the basic concepts of ethics, deontological theory, ethical principles, ethical problems in health care, patient rights and codes of ethics for nurses. More than half of the educators believed that students' theoretical knowledge of ethics is applied to their clinical experiences. The teaching methods used included discussion in class, lectures, case studies, small group discussion, dramatization and demonstration. Assessment was carried out by means of written essays and written examinations.
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Naseem, Azra, Kiran Qasim Ali, Audrey Juma, Afroz Sajwani, Basnama Ayaz Khan, Saleem Sayani, and Syed Sibte Raza Abidi. "Factors enabling and hindering an eLearning programme for nurses and midwives in Afghanistan." Scholarship of Teaching and Learning in the South 4, no. 2 (September 28, 2020): 80. http://dx.doi.org/10.36615/sotls.v4i2.106.
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Afghanistan faces an acute shortage of trained healthcare providers. To build capacity of nurses and midwives, in 2014 a private hospital in Afghanistan initiated an eLearning programme to enhance their knowledge and skills. The study was conducted to identify facilitating and hindering factors for the successful implementation of eLearning. Data collection took place between June and September 2016, when seven Maternal and Child Health (MNCH) related eLearning sessions were conducted. The participants were nurses and midwives working in MNCH wards at the research sites in Bamyan, Faizabad and Kandahar, along with the programme planners and facilitators. Data was collected through pre/post and delayed post-tests, observations and questionnaires, semi-structured interviews and documents analysis. The results highlight four major factors as important for the successful implementation of eLearning, namely: curriculum, context, technology and individual. The needs assessment ensured relevance of the sessions to the needs of the participants. However, pedagogy was lecture-based with limited focus on skills development. Poor connectivity and language of instruction posed challenges. eLearning has shown the potential for developing knowledge and skills of nurses and midwives. Clear communication between teams involved in planning and implementation of the programme, technology infrastructure, design of online pedagogy and facilitator readiness are critical for the success of eLearning in low and middle income countries.
Keywords: Health care providers/system, eLearning Programme, Nurses, Midwives, Maternal and child careHow to cite this article:Naseem, A., Ali, K.Q., Juma, A., Sajwani, A., Khan, B.A., Sayani, A. & Abidi, S.S.R. 2020. Factors enabling and hindering an eLearning programme for nurses and midwives in Afghanistan. Scholarship of Teaching and Learning in the South. 4(2): 80-99. https://doi.org/10.36615/sotls.v4i2.106.This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/
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Mohammadi, Marzieh, Niloufar Sattarzadeh, Mohammad Heidarzadeh, Mohammad Bagher Hosseini, and Sevil Hakimi. "Implementation Barriers for Practicing Continuous Kangaroo Mother Care from the Perspective of Neonatologists and Nurses." Journal of Caring Sciences 10, no. 3 (February 14, 2021): 137–44. http://dx.doi.org/10.34172/jcs.2021.005.
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Introduction: Kangaroo mother care (KMC), as a complement to incubator care, is one of the ten recommendations of the World Health Organization (WHO) for the care of preterm infants. The KMC stabilizes the heart rate, improves oxygen saturation, makes weight gain better, and reduces crying in the infant. In order to launch KMC unit, the barriers for implementing this type of care should be recognized. Methods: This qualitative research was conducted using a focus group discussion and individual semi-structured interview with nurses, doctors, executive and management staff of a neonatal unit of a third level teaching hospital in Tabriz, northwest Iran. The participants were selected using purposeful sampling. Content analysis was used for analyzing data. Data were analyzed by MAXQDA 10 software. Results: After analyzing data, four main themes were extracted including mother-related barriers, father-related barriers, physician- related barriers, and system-related barriers. Conclusion: Based on the findings of the research, it seems that in order to facilitate practicing continuous KMC, much emphasis should be placed on training the parents and health care providers. Furthermore, in some cases, reforming the payment system for physicians, providing an instruction for performing continuous KMC, and continuous assessment of hospitals annually are necessary.
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King, S., H. Murray, and K. MacDonald. "Evolving a collaborative matrix for teaching informatics online to health sciences students at the Massachusetts College of Pharmacy and Health Sciences." Journal of the Canadian Health Libraries Association / Journal de l'Association des bibliothèques de la santé du Canada 31, no. 3 (July 24, 2014): 109. http://dx.doi.org/10.5596/c10-029.
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Introduction – The study of informatics is multidisciplinary in nature. The informatics course, HSC 310: Health Care Informatics (HSC 310), for undergraduate health sciences students at the Massachusetts College of Pharmacy and Health Sciences (MCPHS) is an example of a librarian-led, multidisciplinary team functioning within a totally online environment. Description – The development and design of the course HSC 310 is reviewed. Issues and challenges are discussed, as well as the benefits of interdisciplinary expertise in the learning environment. Outcomes – Because informatics is fundamentally interdisciplinary in nature, librarians, instructional designers, statisticians, nurses, pharmacists, and other professionals can learn from each other and strengthen the learning experience of students. The “matrix” of informatics explains how diverse types of information interact with, and impact on, each other. This knowledge is crucial to the understanding of information and its role in one's professional life. There was a journey taken in the design of the course, its evolution cumulating in its final online form. Our unique design was an informatics exercise in itself. Student feedback confirmed that, in addition to the course content, the online environment was a positive educational experience. Discussion – Librarian involvement in teaching informatics at MCPHS began with a National Library of Medicine (NLM) fellowship in informatics at Woods Hole, Massachusetts. This resulted in the library's first for-credit course offered totally in-class and included the participation of faculty from other disciplines. Successful collaboration with the College instructional designer was essential in moving this librarian-led course to a totally virtual environment. In addition, the teaming of librarians with other faculty resulted in two nursing-led, hybrid courses on our Boston and Manchester campuses. During the past two years, interdisciplinary teams have provided informatics instruction to the Boston campus within a totally online environment. This paper discusses one of those courses, HSC 310: Health Care Informatics. The topics discussed in the course and the virtual platform have both provided a valuable learning experience for faculty and students. Informatics is an area where varied disciplines can join to achieve common goals.
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Wise, Kandi M., J. Lynn Zinkan, Chrystal Rutledge, Stacy Gaither, Carrie Norwood, and Nancy M. Tofil. "Development of a “First Five Minutes” Program to Improve Staff Response to Pediatric Codes." American Journal of Critical Care 29, no. 3 (May 1, 2020): 233–36. http://dx.doi.org/10.4037/ajcc2020407.
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Background Delayed or inadequate cardiopulmonary resuscitation during cardiopulmonary arrest is associated with adverse resuscitation outcomes in pediatric patients. Therefore, a “First Five Minutes” program was developed to train all inpatient acute care nurses in resuscitation skills. The program focused on steps to take during the first 5 minutes. Objective To improve response of bedside personnel in the first few minutes of a cardiopulmonary emergency. Methods A simulation-based in situ educational program was developed that focused on the components of the American Heart Association’s “Get With the Guidelines” recommendations. The program was implemented in several phases to improve instruction and focus on necessary skills. Results The program garnered positive feedback from participants and was deemed helpful in preparing nurses and other staff members to respond to a patient in cardiopulmonary arrest. Time to chest compressions improved after training, and postintervention responses to questions regarding future code performance indicated participant recognition of the priority of the interventions addressed, such as backboard use, timely initiation of chest compressions, and timely administration of medications. Preliminary data show staff improvements in mock code performance. Conclusions The First Five Minutes program has proved to be a successful educational initiative and is expected to be continued indefinitely, with additional phases incorporated as needed. A rigorous study on best teaching methods for the program is planned.
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Wiertlewska, Janina. "THE NEW PARADIGM OF MEDICAL ENGLISH TEACHING AT THE UNIVERSITY LEVEL." Scripta Neophilologica Posnaniensia 19 (December 15, 2019): 223–30. http://dx.doi.org/10.14746/snp.2019.19.15.
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Currently practised methods of medical English instruction at tertiary education level often focus on medical terminology embedded in the English language classes. These strategies which comprise medical terminology and simple dialogues do not meet the needs of highly qualified medical health care workers (doctors, nurses, paramedics and many others). The new paradigm claims that medical English should be taught from the perspective of medicine and health care first and reinforced by the vocabulary acquisition; first – teach the students standards of medical practice (anatomy, pharmacology, physiology, medical sciences. and behavioural/ethical procedures), later on – concentrate on medical communication (see: M. Hull, 2004). The following paper concentrates on both formerly mentioned parameters; and also includes student and teacher motivation. Further, language acquisition as well as language learning are discussed. The new paradigm is defined as a combination of academic preparation which comprises cognitive and behavioural approaches that appear to be secondary to the context of the given class. Students are encouraged to search for synonyms, abbreviations and alternative ways of expressing meaning to communicate with each other. They also prepare their own multimedia presentations in the group and deliver speeches on subjects contained in curriculum. Concluding, the author of this paper expresses the opinion that foundational underpinnings of the curriculum of the Medical English course should be linked to the parameters for the health care professions. Context of the classes needs to be relevant to the work of the health professionals (according to Pratt and others, 2002). Over the last 10 years the paradigm for medical English teaching in North America and West European countries has changed enormously and has started to pave its new way at tertiary education level in Poland as well, which is presented briefly in this paper and – hopefully will continue to develop according to the newly occurring phenomena.
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Rachayon, Suphatha, and Kittitouch Soontornwipast. "The Effects of Task-based Instruction Using a Digital Game in a Flipped Learning Environment on English Oral Communication Ability of Thai Undergraduate Nursing Students." English Language Teaching 12, no. 7 (June 2, 2019): 12. http://dx.doi.org/10.5539/elt.v12n7p12.
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The growth of Thailand’s medical tourism industry has inevitably made English oral communication skills become increasingly important to Thai medical personnel, especially to nurses who have to act as medical mediators between doctors and patients. Thus, in order to prepare nursing students for their future career, it is necessary that English teachers find a way to help students improve their oral communication ability. Thus, in this study, as a means to overcome the students’ difficulties in learning English and to enhance their English oral communication ability, the task-based instruction using a digital game in a flipped learning environment (TGF) was developed by integrating three language learning approaches, namely task-based language teaching, flipped learning, and digital game-based language learning. The development of the instructional framework for the TGF was described first. Then, to investigate its effectiveness in improving the students’ oral communication ability, an experimental study, using a one-group pretest posttest design, was conducted with 23 second-year nursing students at a private university in Thailand for 11 weeks. The effects of the TGF on the students’ oral communication ability were assessed by the participants’ pre- and post-test. The finding revealed that the participants’ average post-test score was statistically significantly higher than their average pre-test score (p < 0.05), indicating that the TGF was successful in enhancing the students’ oral communication ability. Lastly, the factors contributing to this success were discussed.
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Oliveira, Palmira, Catarina Porfírio, Regina Pires, Rosa Silva, José Carlos Carvalho, Tiago Costa, and Carlos Sequeira. "Psychoeducation Programs to Reduce Preoperative Anxiety in Adults: A Scoping Review." International Journal of Environmental Research and Public Health 20, no. 1 (December 25, 2022): 327. http://dx.doi.org/10.3390/ijerph20010327.
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Background: Surgical procedure is a critical event that causes anxiety for patients. One of the possible intervention strategies to reduce anxiety in the preoperative period is psychoeducation. Methods: A scoping review was conducted according to the JBI methodology and PRISMA-ScR to map knowledge about psychoeducation programs to reduce preoperative anxiety in adults. The data were extracted by the researchers, according to the objective of the study. Finally, the data synthesis was presented in narrative format and tables. Results: four studies were included in the review with different characteristics of psychoeducation programs. The approach of these programs consisted of teaching about anxiety, instruction and training in anxiety control techniques. The contents referred to included the surgical process and intervention techniques to reduce anxiety. Program sessions lasted from 45 to 150 min, with a frequency of 1 to 6. The assessment instrument used was the State-Trait Anxiety Inventory. The dynamisers were nurses, psychotherapists and clinical psychologists. Conclusions: Psychoeducation programs can be useful and effective in reducing anxiety. More studies are needed to confirm these results.
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Shatimwene, Gelasius Panduleni, Daniel Opotamutale Ashipala, and Esther Kamenye. "Experiences of Student Nurses on the Use of the Two-Week Block System at the Satellite Campus of a Higher Education Institution in Namibia." International Journal of Higher Education 9, no. 3 (April 2, 2020): 222. http://dx.doi.org/10.5430/ijhe.v9n3p222.
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Clinical Training is intended to prepare nursing students for future nursing practice in both private and public facilities. As do many nursing training institutions globally, this Higher Education Institution (HEI) uses the two-week block system as a teaching system. However, despite the two-week block system, it would appear that, due to the increased number of nursing students, the aligning of practical exposure with theoretical instruction is becoming difficult in balancing theory and practice for both student and academics. Such alignment requires institutions of higher learning to establish which teaching systems are likely to promote the correlation between theory and practice. The experiences of students may be used to identify positive learning environment for students. This study aimed to explore and understand the personal experiences of student nurses studying at Higher Education Institution HEI in Namibia in relation to the use of the two-week block system. The objectives of the study included exploring and describing the experiences of student nurses regarding the two-week block system at the HEI with a view to ascertaining the negative impact, if any, of such a teaching system on their studies. A study employed a qualitative approach which comprised an explorative and descriptive research design, using purposive sampling. The research population in the study consisted of first to fourth year, undergraduate nursing students who were studying at a satellite campus of a HEI in Namibia. The requisite data was collected from four focus group discussions which were each conducted with six to seven participants. The transcribed interviews and narratives from the research notes were then organised into main themes and sub-themes. Three main themes and nine sub-themes were identified. The findings of the study indicated that two-week block system was associated with challenges as was evidenced by the following themes that had emerged from the study, namely, different experiences of the two-week block system, various effects of the two-week block system and recommendations to School of Nursing (SoN).The study recommended that the HEI extend the two-week block system to a one-month block system in order to give the students sufficient time in which to put the theory they have learnt into practice.
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Elcokany, Nermine M., Joanne Jaramillo, Maria B. Blesilda Llaguno, Mohamed M. Seweid, and Ola Mousa. "Student Nurses as Modern Digital Nomads: Developing Nursing Skills Competence and Confidence through Video-Based Learning." International Journal of Innovative Research in Medical Science 7, no. 11 (November 2, 2022): 583–89. http://dx.doi.org/10.23958/ijirms/vol07-i11/1536.
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The nursing staff's skills proficiency is associated with healthcare outcomes. The cornerstone of any nursing curriculum is preparing graduates to deliver safe, high-quality nursing care. The COVID-19 pandemic has, indeed, revolutionized nursing education with the adoption of innovative pedagogical strategies like blended learning. This research aims to evaluate the effectiveness of video-based instruction to determine students’ performance and confidence levels in selected nursing procedures. It also intends to investigate the factors that influencing students' nursing skills performance and confidence level. This study employed a quasi-experimental research design. This study included a total enumeration of 44 enrolled students in the nursing diploma program. The researcher divided the students into two groups by quota selection. The control group had a face-to-face teaching session in the lab. For the study group, the students recorded videos of the said procedures three times and submitted them to the faculty through the Blackboard platform. The study group scored significantly higher than the control group in different demonstration times. Specifically, the students from the study group got handwashing performance scores higher in both the first, second trials and during the final evaluation than those in the control group. This study concluded how students’ motivation and participation could improve learning outcomes. This blending of web-based training and audio-visual media provides numerous benefits. The mean self-confidence score is significantly higher in the study group than in the control group. This experience illustrates how audio-visual material can be employed to teach other nursing subjects.
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Shaker, Wameedh Hamid, and Khatam M. Al Mosawi. "Effectiveness of Instructional Program on Parents’ Knowledge Concerning Management of Picky Eating Behavior among Children under Five Years of Age." Pakistan Journal of Medical and Health Sciences 16, no. 3 (March 31, 2022): 525–28. http://dx.doi.org/10.53350/pjmhs22163525.
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Objective: To assess parents’ knowledge concerning management of picky eating behaviors. To determine the effectiveness of instructional program on parents’ knowledge through comparing the knowledge scores at the pre-test and post-test. Methodology: To achieve the aims of this study, this quasi-experimental design was conducted on children suffering from picky eating behavior assigned to study and control groups is used to study the effectiveness of instructional program on parents' knowledge toward dietary patterns for children with picky eating behavior at Al-Zahra Teaching Hospital in Al-Najaf Al-Ashraf City, and the study has been carried out during the period 25th February 2021 to 15th January 2022. Questionnaires were developed to determine the effectiveness of the instructional program on parents' knowledge toward dietary patterns for children with picky eating behavior. The final instruments consisted of (4) parts First: concept of picky eating behavior in children (Includes four questions) Second: causes of picky behavior and dangerous factors (Includes eight questions) Third: symptoms of picky behavior (It includes six questions) Fourth: importance of a child's picky eating behavior diet (It consists of seven questions) Fifth: ways to deal with the child picky eating behavior in food (It contains seven questions) Sixth: therapeutic and guiding measures for picky eating children (It has thirteen questions) Result: There is an improvement in the parents' level of knowledge following the application of instructional program on parents' knowledge Management of Picky Eating Behaviors for children Conclusion: According to the findings, the implementation instructional program session will positively change children's nutritional status and dietary patterns. The difference between the two groups is related to the effectiveness of the dietary instruction program that was given to the study group parents but not to the control group parents. Recommendation: Establishing an educational center for parents in the hospital with adequate materials, media, audio-visual aids, and booklets for educating all parents on how to deal with their children's eating behavior, pediatric nurses have more options for making information clear and easily understandable when communicating with parents and caregivers Keywords: Instructional Program, Parents’ Knowledge, Concerning Management, Picky Eating Behavior, Children under Five Years
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Smith, S., K. Bursey, and M. Parsons. "P100: A needs assessment to guide the development of multidisciplinary simulation-based modules relevant to emergency department nurses in Newfoundland and Labrador." CJEM 21, S1 (May 2019): S100. http://dx.doi.org/10.1017/cem.2019.291.
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Introduction: Efficient multidisciplinary team dynamics are crucial to the provision of optimal ED care. Physicians and nurses must use a collaborative approach to meet patient needs in this busy setting. This is especially important for high-acuity low-occurrence (HALO) procedures and clinical encounters. Simulation provides a safe environment where learning is enhanced through deliberate practice. Multidisciplinary participation in simulation-based education may augment team cohesiveness and performance. Methods: A web-based needs assessment survey was distributed to ED nurses, collecting information on demographics, opinions about simulation-based instruction and perceptions on the value of the proposed collaborative educational approach of the project. Experience and comfort with nursing roles in specific procedures (TV pacer, surgical airway, chest tube, central line, sedation) and clinical encounters (STEMI, CVA, sepsis, anaphylaxis, GI bleed) seen in the ED were also assessed. There were a number of suggestions for topics in addition to those listed. Responses will guide the collaborative development of simulation modules with nursing colleagues on desired topics. Results: 58/97 potential nurse participants from 2 urban ED's responded to the survey over an 8-week period, giving a response rate of 58.8%. 76% of respondents had less than 10 years of ED nursing experience, and 34.48% less than 5 years. Responses indicate limited familiarity with simulation-based education (SBE) on ED scenarios with 33.93% being not familiar; 55.36% somewhat familiar. Most prior simulation experience was with role-playing (82%) or low-fidelity setups (42%). Perceived benefit of SBE sessions was substantial (43.86%- very significant; 45.61%- significant). Most respondents had limited past exposure (22.81%- none; 64.91%- 1-5 sims). Similarly, there was little ongoing participation in SBE events with none in 43.64% and 40% just annually. For the 5 clinical scenarios, average responses were: Comfort with assisting 87.45%; Interest in further training 91.43%; Willingness to participate 94.13%. For the 5 procedures, averages were 36.35% (21.36% excluding sedation), 91.27%, 89.09%, respectively. Conclusion: Results indicate a low level of familiarity, experience and ongoing exposure with SBE relating to ED training and practice. Participants recognize the potential benefits of using simulation in a multidisciplinary educational setting and indicate a willingness to participate in collaborative teaching sessions.
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Padagas, Reynold Culimay. "Nursing Students’ Expectations of their Clinical Instructors: Practical Implications in Nursing Education." Revista Romaneasca pentru Educatie Multidimensionala 12, no. 4 (2020): 393–410. http://dx.doi.org/10.18662/rrem/12.4/353.
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Nursing students learn under the responsibility of clinical instructors during their related learning experience (RLE). Generally, nursing students regard their clinical instructors as pivotal sources of foundational knowledge, skills, and values to develop themselves into competent and compassionate nurses. It is usual for them to leverage their expectations of their clinical instructors. The study aimed to uncover and learn from the nursing students’ expectations of their clinical instructors in terms of inductive codes such as teaching strategies, assessment of student learning outcomes, monitoring and evaluating learning progress, recognizing student efforts, professional mastery, and descriptions of ideal clinical instructors. This descriptive qualitative study employed thematic analysis to structured interview transcripts from conveniently sampled nursing students in a private university in the Philippines. During their RLE, the nursing students viewed that i.) clinical instructors utilize various teaching strategies; ii.) variety of assessment techniques are used revealing innate teacher values and some students' undesirable feelings towards their clinical instructors; iii.) limited techniques in monitoring and evaluating students' progress are employed; iv.) students have feelings of being denied of recognition; v.) teacher-student likeness, and some unwanted perceptions on professional mastery are essential; and vi.) caring attributes, cognitive, and clinical competence make up the ideal clinical instructors. The quality of nursing students is as good as the quality of their clinical instructors. Their clinical instructors primarily influence their level of confidence during the RLE. Findings suggest that clinical instructors need to rethink about their practices in ensuring quality instruction and supervision during RLE.
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Hill, M. "Teaching after CABG surgery: a family affair." Critical Care Nurse 9, no. 8 (October 1, 1989): 58–59. http://dx.doi.org/10.4037/ccn1989.9.8.58.
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CABG surgery is a stressor that severely compromises the integrity of the family. In the role of teacher, the critical care nurse can function as a catalyst to facilitate the togetherness of the family. This goal may be achieved by the nurse using easily planned and presented teaching-learning strategies described in this article. Family wholeness can be encouraged by the nurse instructing both the patient and spouse in the basic skills and general knowledge necessary to perform postoperative care. In this capacity, the nurse can also establish a foundation for life-long commitment to healthful behaviors. Thus, the instruction of the nurse facilitates the mutual support needed by family members to achieve positive rehabilitation. Truly, teaching after CABG surgery is a family affair.
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Parker, Pearman D., Arpan V. Prabhu, L. Joseph Su, Kristin K. Zorn, Carolyn Greene, Kristie B. Hadden, and Jean C. McSweeney. "55179 An assessment of understandability and actionability in breast cancer survivorship print materials." Journal of Clinical and Translational Science 5, s1 (March 2021): 129–30. http://dx.doi.org/10.1017/cts.2021.731.
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ABSTRACT IMPACT: Our results reveal a limited amount of breast cancer survivorship print materials as both understandable and actionable, and indicate a need to supplement material with personalized teaching. OBJECTIVES/GOALS: Using educational print material for young women breast cancer survivors (YBCS) is considered a best practice in patient teaching. Little is known about how well YBCS understand or act upon the material. The purpose of this study was to assess the understandability and actionability of commonly distributed breast cancer survivorship print materials. METHODS/STUDY POPULATION: We used an environmental scan approach to obtain breast cancer survivorship print materials available in eight outpatient oncology clinics and one electronic medical record used in a Midwestern state. Print materials were included if they were freely available to patients, were specific to breast cancer, provided detailed information about survivorship, and were directly given to patients by physicians or nurses. Print materials were excluded if topics were related to treatment, diagnosis, or prevention. All brochures, drug advertisements, and advertisements for support services were excluded. The understandability and actionability analyses of the breast cancer survivorship print materials were analyzed using Patient Education Materials Assessment Tool for Printable Materials (PEMAT-P). RESULTS/ANTICIPATED RESULTS: The environmental scan resulted in 82 individual print materials. After applying the inclusion and exclusion criteria, eight breast cancer survivorship print materials were included in the final sample. The final sample included two books, two patient education handouts from the electronic medical record, two multi-page booklets, and two pamphlets. The overall mean understandability score of the print materials was 68.9% ? 11.3 with a range of 47% to 80%. Five materials scored above the recommended 70% in understandability. The overall mean actionability score of the print materials was much higher at 81.3% ? 21.6 with a range of 67% to 100%. Five materials scored above 70% in actionability. However, only three of the eight materials scored above the recommended 70% in both understandability and actionability. DISCUSSION/SIGNIFICANCE OF FINDINGS: Limited breast cancer survivorship print materials exist as both understandable and actionable. Personalized instruction provided by oncology team members may be indicated to supplement the material. This additional teaching may help ensure survivors comprehend messages and act upon specific tasks as indicated in survivorship print material.
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Stanley, Mary Jo, and Carolyn Martin. "Training model for online nurse educators." Journal of Nursing Education and Practice 9, no. 6 (March 15, 2019): 82. http://dx.doi.org/10.5430/jnep.v9n6p82.
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Background and objective: Online instruction is very different from teaching in a face-to-face setting and educators may lack formal pedagogical training specific to online instruction; in addition, online instructors may feel isolated and have less access to direct support than their counterparts on campus. The objective of this study was to promote best practice in online education through faculty support and professional development; a structured online training process was created.Methods: Design: Instructors that teach in the online venue need teaching and training to feel comfortable with the technology and online pedagogy strategies that support best practice in online education. A structured training process was created to support novice online educators. Setting: Nursing faculty and Masters of Science in Nursing education track students co-taught one online class together. Participants: Faculty and senior level Masters of Science in Nursing education track students were asked to reflect on their one-year teaching and training experience as educators. Methods: Qualitative analysis using Denzin’s interpretive interactionism was used to elicit meaning from participant experiences.Results: Four themes emerged from the data; online pedagogy, knowledge acquisition, mentor-mentee role, and online nurse educator. These themes align with the scholarship of teaching, discovery, application, and integration, respectively. The Training Model for Online Nurse Educators was developed to show this relationship.Conclusions: Using Boyer’s model of scholarship as a framework for online training can prepare instructors for the online nurse educator role. Online instructional delivery is a mainstay in education necessitating nurse educators who are prepared to apply best practice strategies in online education.
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Borders, Joshua. "Implementation of a hospice pain-education programme." International Journal of Palliative Nursing 26, no. 5 (June 2, 2020): 214–20. http://dx.doi.org/10.12968/ijpn.2020.26.5.214.
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Background: No studies have explored the pain resource nurse curriculum in the hospice setting. This curriculum offers a structured method to teach pain management to nurses. Aims: The purpose of this study was to examine the effect of implementing a modified pain resource nurse curriculum on nursing knowledge in a community hospice agency. Methods: A modified and condensed version of the pain resources nurse curriculum was presented to community hospice nurses during two educational sessions. A pre-test–post-test assessment was conducted using a modified version of the Nursing Knowledge and Attitudes Survey Regarding Pain tool to assess knowledge growth from the educational sessions. Findings: For educational session 1, average correct responses rose slightly from the pre-test to the post-test. However, this increase was not found to be statistically significant. For educational session 2, average correct responses rose an average of 2.6 points. This increase was found to be statistically significant. Conclusions: Based on this pre-experimental study, there is evidence that the pain resources nurse curriculum can provide an instructional framework for teaching hospice nurses. However, further study is needed, including a more rigorous design.
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Crawford, Debra, Tracy Texter, Kristin Hurt, Randy VanAelst, Leslie Glaza, and Karen J. Vander Laan. "Traditional Nurse Instruction Versus 2 Session Nurse Instruction Plus DVD for Teaching Ostomy Care." Journal of Wound, Ostomy and Continence Nursing 39, no. 5 (2012): 529–37. http://dx.doi.org/10.1097/won.0b013e3182659ca3.
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Christy, La Donna Y., and Jo-Anne A. Senneff. "Progressive care orientation: Incorporating a program that supports transition to practice." Journal of Nursing Education and Practice 9, no. 12 (August 21, 2019): 19. http://dx.doi.org/10.5430/jnep.v9n12p19.
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Objective: Progressive care units (PCUs), also sometimes called intermediate care units, improve the utilization of beds within intensive care units while adjusting the workload of the nurse. PCUs encompass a scope of care between the critically ill patient and the acute care patient. Owing to the advanced skills set needed, nurses with limited experience in this setting may benefit from an orientation course in addition to on-the-job training. The purpose of this project was to develop and evaluate an orientation program for nurses working in progressive care settings at a multi-site hospital system.Methods: Kolb’s experiential learning theory and adult learning theory were used as a framework to plan and design a 2-day instructional program that addressed the cognitive, psychomotor, and affective aspects of learning needs.Results: A total of 244 participants completed the 2-day program. The teaching strategies were shown to be effective, as indicated by survey results reporting a mean score of 4.36 on a 1-5 Likert scale (with a score of 1 indicating the presenter did not clearly articulate the subject and 5 indicating that the presenter clearly articulated the subject). The participants stated that they intended to make changes in practice and identified changes to improve the program (e.g., inclusion of high-fidelity manikins, patient-controlled anesthesia).Conclusions: Incorporating a specialized training program for newly licensed nurses and nurses transitioning to the PCU with less than 2 years’ experience in this setting may improve the nurse’s confidence and performance of patient care skills in this highly acute environment.
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Savage, LS, and MJ Grap. "Telephone monitoring after early discharge for cardiac surgery patients." American Journal of Critical Care 8, no. 3 (May 1, 1999): 154–59. http://dx.doi.org/10.4037/ajcc1999.8.3.154.
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BACKGROUND: Monitoring the postoperative course of cardiac surgery patients remains essential but requires creative strategies now that length of hospitalization has been shortened to 5 days or less. OBJECTIVES: To determine patients' concerns in the early recovery period after open-heart surgery and to describe the impact of advanced practice nurses on this phase of recovery. METHOD: A cardiovascular clinical nurse specialist conducted follow-up by telephone for 342 cardiac surgery patients 7 to 14 days after discharge. Patients were asked both open-ended and direct questions. RESULTS: The major problems were leg edema (48%), appetite disturbance (35%), dyspnea (29%), sleep disturbance (12%), and wound drainage (9%). The nurse's interventions over the telephone included reassuring the patient about postoperative progress (86% of sample), giving diet information (31%), instructing about activity (29%), providing emotional support (25%), referring for medical treatment (16%), and explaining medications (13%). In response to these findings, the nursing practice council revised postoperative teaching to emphasize wound healing, sleep, and appetite issues. CONCLUSIONS: Telephone monitoring of cardiac surgery patients after early discharge can alleviate the often stressful transition to postoperative recovery at home. A cardiovascular clinical nurse specialist can provide patients and patients' family members with reassurance and ongoing reinforcement of the discharge information.
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Wagner, Debra L., and Cynthia Washington. "Patient Satisfaction With Postpartum Teaching Methods." Journal of Perinatal Education 25, no. 2 (2016): 129–36. http://dx.doi.org/10.1891/1058-1243.25.2.129.
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ABSTRACTPostpartum discharge instructions are a crucial part of a mother’s birth experience. Finding the method to provide those discharge instructions in a manner that increases the mother’s satisfaction with her hospital experience is important. This quasi-experimental study examined the relationship between new mothers’ interaction with nurses providing postpartum instructions by the traditional and class methods and their satisfaction with discharge teaching. The results indicated new mothers were satisfied with both methods of discharge teaching; however, they were more likely to report stronger agreement with overall satisfaction with the traditional method of discharge teaching than with attending the discharge class.
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Sanchez II, Romeo M., Gevin R. Soriano, and Kevin Andre’ R. Fajardo. "Lived Experiences of Nursing Students on Distance Learning in the New Normal Towards Development of Learning Policy." International Journal of Health Sciences and Research 12, no. 9 (September 16, 2022): 203–27. http://dx.doi.org/10.52403/ijhsr.20220928.
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Academic performance is an essential component of the constellation of factors that determine student success. It also plays a vital role in education, primarily as a concrete tool for evaluating the learning process of a student. Psychologists and researchers have utilized a variety of personality, attitude, cognitive style, and ability assessments to determine how students differ in processing, retaining, and retrieving learning information. Academic success is dependent on a positive learning experience. To achieve their learning goals, students regularly engage in activities such as reading, taking notes, and leading study groups. It can be categorized as either effective or ineffective based on the extent to which it assists the students. Thus, study habits provide dedicated and uninterrupted time for the pursuit of knowledge [1]. This determines the academic success of a student. Among the most important criteria for evaluating academic performance are study habits and attitudes. Good study habits are important in the lives of students [2]. They concluded that each student's success or failure is contingent on their study habits. Additionally, their success is contingent upon their skill, intelligence, and effort. There is a significant positive correlation between the students' good study habits, including homework completion, class participation, time management, concentration, and effort, and their academic performance [3]. Online instruction, correspondence courses, television, and the multimedia package format are all viable methods of education. Frequently, students enrolled in distance education programs face unforeseen increases in responsibilities and physiological, emotional, psychological, and social concerns. Because they lack the support of an immediate peer group, an instructor, or experience with the technology used to supply distance learning materials, online learning students, particularly novices, may find it difficult to comprehend the requirements of university study. According to surveys, individuals who are doubtful of their learning capacity choose to memorize information to finish projects and pass tests now that distant learning and remote teaching have become the standard. Students often have poor academic achievement due to their inability to comprehend the topic. Additionally, study habits add to the efficacy of this distant learning. To design a learning policy, the researchers propose determining the study habits of student nurses to reflect the lived experiences of PHINMA University of Pangasinan Nursing students in distant learning under the new norm. By doing so, we may develop a more effective plan, identify the students' study habits that influence their academic performance, and design activities that assist them to become more academically prepared. Key words: Distance Learning, Covid-19, Learning Policy, Challenges, Grieving
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Hilman, Hilman. "NEED ANALYSIS AND INSTRUCTIONAL STRATEGY IN TEACHING ENGLISH FOR SPECIFIC PURPOSES (ESP) AT NURSING UNIVERSITY IN SERANG, BANTEN (A Qualitative Research at STIKes Faletehan Serang, Banten)." Cakrawala Pedagogik 6, no. 2 (October 1, 2022): 63–72. http://dx.doi.org/10.51499/cp.v6i2.317.
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The objectives of this research are to know the validity in teaching English for specific purposes (ESP) at nursing university, to know the reliability in teaching English for specific purposes (ESP) at nursing university. This research uses qualitative approach with descriptive statistic method. Then, technique of collecting data is with analyzing syllabus and questionnaire. The researcher uses the means, percentage and frequencies to reliability and validity. The research findings summarize that the validity in ESP has important role to teaching ESP at STIKes Faletehan Serang that 64 percent of student nurses agree or strongly agree that ESP course should focus on medical English, 66 percent of student nurses view very appropriate or quite appropriate about the ESP course textbooks, 60 percent of student nurses agree or strongly agree about the appropriateness assessment commonly used in the ESP course, and 80 percent of student nurses view quite important or very important about the importance of ESP course to students’ academic studies and target career. Then, the reliability in teaching ESP that the instructional strategy has to be considered which shows 68 percent of student nurses agree or strongly agree about teaching methodologies were appropriate and useful, 72 percent of student nurses agree or strongly agree about ESP lecturers motivated them, 68 percent of student nurses agree or strongly agree about the student’s opportunity to work in groups or pairs, and 72 percent of student nurses agree or strongly agree about the supplementary materials used in the ESP class. Based on the explanation, there are any appropriateness, effective and helpful the need analysis and the instructional strategy of ESP in teaching English at STIKes Faletehan Serang.
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Pompeo, Daniele Alcalá, Maria Helena Pinto, Claudia Bernardi Cesarino, Renilda Rosa Dias Ferreira de Araújo, and Nadia Antonia Aparecida Poletti. "Nurses' performance on hospital discharge: patients' point of view." Acta Paulista de Enfermagem 20, no. 3 (September 2007): 345–50. http://dx.doi.org/10.1590/s0103-21002007000300017.
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OBJECTIVE: To know the hospital discharge process in place and the nurses' performance in preparing patients for discharge. METHODS: A descriptive study using semi-structured interviews was used to collect data from 43 patients of medical-surgical units of a major teaching hospital in the state of São Paulo, Brazil. RESULTS: The majority of patients (83.72%) received tailored discharge instructions. However, a great number of patients (72.08%) reported discharge instructions were not given by nurses. Almost a half of patients (48.84%) reported that discharge instructions were given by their physicians. CONCLUSION: The findings of this study provide insights to improve the educational process of new nurses and their preparation to provide effective discharge instructions. There is also a need to design and implement a hospital discharge process that promotes the participation of interdisciplinary health care providers who are involved in patient clinical care. This discharge process might be an effective way to change health care providers' attitude toward discharge instructions.
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Dombecki, Carey, Jennifer Sweeney, Jackie White, Amanda Valyko, Terri Stillwell, John Mills, and Laraine Washer. "CHG Skin Application in Non-ICU Patients with Central Venous Catheters: Impact on CLABSI, MRSA Bacteremia, and LabID Rates." Infection Control & Hospital Epidemiology 41, S1 (October 2020): s164—s165. http://dx.doi.org/10.1017/ice.2020.690.
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Background: Prevention of central-line–associated bloodstream infections (CLABSIs) and methicillin-resistant Staphylococcus aureus (MRSA) infections requires a multifaceted approach including strategies to decrease cutaneous bacterial colonization. Prior studies have shown benefit from chlorhexidine-gluconate (CHG) skin application on CLABSI and MRSA infection rates in intensive care units (ICUs); however, the use of CHG in the non-ICU population has not been well studied. Methods: We performed a quasi-experimental before-and-after study to evaluate the use of daily 2% CHG wipes in non-ICU patients at a 1,000 bed acute-care teaching hospital beginning in November 2017. The study population included adult and pediatric patients with central venous catheters on non-ICU units, excluding patients on the following units: stem cell transplant and hematologic malignancy (these units had already established use of CHG skin application as a standard prior to the intervention), labor and delivery, and psychiatry. CHG was applied according to the manufacturer’s instruction by nurses or nurse aides and random monthly auditing of compliance was performed. NHSN CLABSI, hospital-onset MRSA bacteremia, and hospital-onset MRSA LabID rates were compared for the period 24 months before the intervention (November 1, 2015, through October 31, 2017) to the 24-month period after the intervention (November 1, 2017, through October 31, 2019) using a paired t test. Notably, the health system also discontinued the use of contact precautions for patients with MRSA (excluding MRSA from open, draining wounds) 11 months prior to onset of this intervention. Results: The CLABSI rate decreased by 26% from 0.594 events per 1,000 central-line days (n = 50) before the intervention to 0.438 events per 1,000 central-line days (n = 38) after the intervention (P = 0.19). The number of CLABSIs with gram-positive organisms also decreased by 29%. MRSA LabID rates decreased by 37% from 0.301 events per 1,000 patient days (n = 119) to 0.189 events per 1,000 patient days (n = 75) (P = 0.01). MRSA bacteremia rates decreased by 79% from 0.058 events per 1,000 patient days (n = 23) to 0.012 events per 1,000 patient days (n = 5) (P < 0.01). Compliance with the intervention was 83% (n = 225). Conclusions: Daily CHG skin application in non-ICU patients with central venous catheters is an effective strategy to prevent CLABSIs and MRSA infections. We observed a decrease in MRSA LabID and bacteremia rates despite discontinuation of contact precautions. These findings suggest that a horizontal prevention approach of daily CHG skin application may be an effective alternative to contact isolation to interrupt transmission of MRSA in hospitalized patients outside the ICU setting.Funding: NoneDisclosures: None
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Sukadarma, I. Gusti Ngurah Ketut, I. Wayan Suastra, I. Gusti Ngurah Pujawan, Putu Kerti Nitiasih, and I. Gede Yoga Permana. "Nurse students’ satisfaction towards blended learning program." Bali Medical Journal 11, no. 2 (August 17, 2022): 885–91. http://dx.doi.org/10.15562/bmj.v11i2.3391.
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Purpose: The implementation of online learning during Covid-19 presents challenges especially for nursing education. Nurse students during online learning did not receive enough opportunities to learn clinical skill. Blended learning becomes an alternative in nursing education during Covid-19 pandemic because it offers both face-to-face and online learning. Participants and methods: The participants of the current study were nurse students in nursing education university in Bali. 105 nurse students were invited to join blended learning program. After blended learning program, they were asked to fill an online questionnaire. 10 students were also invited to join interview. Results: The results confirmed that students are satisfied with the interaction (M=3.77, SD=.783), instruction (M=4.04, SD=.794), instructor (M=3.88, SD=.685), and course management (M=4.06, SD=.657) of blended learning implementation. However, in terms of technology the students are neither satisfied nor dissatisfied (M=3.41, SD=.800) with blended learning program. Conclusion: This study concluded that blended learning could be used as an alternative teaching and learning approach for nursing education especially in Covid-19 pandemic era.