Journal articles: 'Wound care education'

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Harding, K. G., and Suzie Caine. "Education in wound care." Journal of Wound Care 5, no. 6 (June 2, 1996): 251. http://dx.doi.org/10.12968/jowc.1996.5.6.251.

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Ennis, William J. "The Status of Wound Care Education." Advances in Wound Care 1, no. 5 (October 2012): 183. http://dx.doi.org/10.1089/wound.2011.0347.

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Cardel, Craig. "Standardized Wound Care Education Program." Journal of Vascular Nursing 33, no. 2 (June 2015): 84. http://dx.doi.org/10.1016/j.jvn.2015.05.019.

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Pieper, Barbara. "Wound care: Patient education resource manual." Journal of WOCN 28, no. 2 (March 2001): 0117–18. http://dx.doi.org/10.1067/mjw.2001.113824.

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Stephen-Haynes, Jackie. "Wound care education and new opportunities." British Journal of Community Nursing 9, Sup3 (September 2004): S3. http://dx.doi.org/10.12968/bjcn.2004.9.sup3.15939.

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Davis, M. "Wound-care training in medical education." Journal of Wound Care 5, no. 6 (June 2, 1996): 286–87. http://dx.doi.org/10.12968/jowc.1996.5.6.286.

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Capasso, Virginia A. "Wound care patient education resource manual." Journal of Vascular Nursing 19, no. 1 (March 2001): 30. http://dx.doi.org/10.1016/s1062-0303(01)70023-4.

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Šepl Plentaj, Anamarija, and Mirna Žulec. "Nurses’ Knowledge About Wound Care." Croatian nursing journal 5, no. 2 (January 24, 2022): 113–28. http://dx.doi.org/10.24141/2/5/2/2.

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Introduction. Nurses’ knowledge can directly lead to treatment outcomes. Aim. To investigate the knowledge and attitudes of nurses regarding chronic wounds and to compare the nurses who participated in the study according to their level of education, years of experience, and place of work. Methods. Anonymous questionnaire about wound care knowledge was completed by 193 nurses with different educational backgrounds in three counties from central Croatia. The study was conducted during lectures organized through plans for continued education. Results. Most respondents had >5 years of experience, are employed in a hospital and have secondary education in nursing. Nurses with secondary education and less than five years of experience had better knowledge regarding leg ulcers. Hospital nurses state that they have insufficient knowledge about wound healing; however, doctors are more accessible to them. Conclusion. This study examined nurses’ knowledge and attitudes regarding wound care. Mixed results indicate the need for further and more detailed research.

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Sherman, J., A. Lyndon, and H. Hopf. "113 Does Wound Care Education Speed Healing of Infected, Acute Wounds?" Wound Repair and Regeneration 12, no. 2 (March 2004): A30. http://dx.doi.org/10.1111/j.1067-1927.2004.0abstractdg.x.

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Flanagan, M. "A contemporary approach to wound care education." Journal of Wound Care 4, no. 9 (October 2, 1995): 422–24. http://dx.doi.org/10.12968/jowc.1995.4.9.422.

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Salcido, Richard "Sal." "The Point of Education in Wound Care." Advances in Skin & Wound Care 14, no. 1 (January 2001): 6. http://dx.doi.org/10.1097/00129334-200101000-00002.

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Garner, W. L. "Wound Education: American Medical Students Are Inadequately Trained in Wound Care." Yearbook of Plastic and Aesthetic Surgery 2009 (January 2009): 218. http://dx.doi.org/10.1016/s1535-1513(08)79070-2.

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Rostami, Sohayla, Qingwen Kawaji, Stephanie L. Martinez, Tomer Lagziel, Rowena Orosco, Carolina J. Flores, Charles S. Hultman, and Julie Caffrey. "585 Focused Wound Care Handoff Improves Burn Center Physician-Nursing Communication and Wound Care Education." Journal of Burn Care & Research 43, Supplement_1 (March 23, 2022): S129—S130. http://dx.doi.org/10.1093/jbcr/irac012.213.

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Abstract Introduction Burn patients often require changing wound care routines dependent on wound characteristic and operative interventions. Unfortunately, order discrepancies on electronic medical systems, poor communication between providers, nursing, and wound care technicians leads to incorrect wound care treatment. By creating a daily dedicated wound care discussion involving integral components of the wound care team (provider, charge nurse, and wound care technicians), we hope to improve communication amongst team members and provide wound care education at all levels. Methods The study was carried out at a single-center burn unit. A pre-intervention, de-identified survey was distributed to the nursing staff to determine familiarity with wound care as well as assessment of communication regarding wound care in the burn unit. A planned intervention was then initiated for a period of four weeks. Daily, timed dedicated wound care rounds were carried out. The wound plan was then reflected on a personalized diagram for each patient, on electronic medical records and updated on resident/fellow notes. Nursing staff satisfaction and assessment of communication was completed again using a post-intervention, de-identified survey. Results Initial data from our planned four-week intervention showed that on average, we round on 7.9 patients on burn wound unit, 4 patients on intermediate care unit (IMC), and 2.9 patients on intensive care unit daily. During wound care handoff, we discussed 12.5 patients daily with an average time of 51 seconds per patient. When wound care routines are added to morning rounds, we spend 50 seconds per each burn wound unit patient, 120.5 seconds per each IMC patient and 735 seconds per each ICU patient. There was a total of 19 surveys collected prior to intervention. Four of the 19 surveys were filled by burn wound floor nurses and 15 were filled by ICU nurses. On average, nursing reported their wound care proficiency to be 4 out of 5 (5 being the highest score). Majority reported spending about 1-3 hours per shift on wound care (58%). Most nurses review wound care routine on nursing handoff (66%), resident/fellow notes (22%) and electronic medical record orders (11%). Mid-intervention satisfaction survey showed that most nurses felt that communication was improved, discrepancies between staff members were minimized, and that 100% of nurses wanted this intervention to be continued. Conclusions Adverse wound care events can happen despite nursing self-reported high level of wound care proficiency. To ensure accurate plan of care, wound care routine needs to be communicated at multiple levels: during rounds, in daily progress notes, and on electronic medical record orders.

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Ielapi, Nicola, Davide Costa, Antonio Peluso, Carmelo Nobile, Veronica Venditti, Egidio Bevacqua, Michele Andreucci, Umberto Marcello Bracale, and Raffaele Serra. "Wound Care Self-Efficacy Assessment of Italian Registered Nurses and Wound Care Education in Italian Nursing Education System: A Cross-Sectional Study." Nursing Reports 12, no. 3 (September 18, 2022): 674–84. http://dx.doi.org/10.3390/nursrep12030067.

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Wounds are a major public health challenge for nurses, and poor wound care has important implications for patients and health care systems. The aim of this study is to assess the Italian registered nurses’ (RNs) perception in the area of wound care, regarding their knowledge, tasks of care delivery, wound management, values, and attitudes, exploring also the previous specific education received during nursing education. An observational online web-based survey was used to assess learning goals and content for wound care education in undergraduate nursing education and the skills and level of self-efficacy in this area during clinical practice. The data were collected between April and May 2022. A total of 210 RNs were interviewed and divided into five national geographic areas. Northwestern RNs showed a better education about the wound care area during university courses: the rate of RNs that did not receive any training in the wound care area was lower than in other Italian geographical areas. Southern RNs presented a better knowledge about factors that expose the wound to becoming chronic, wound drains care, and the ability to assess diabetic foot. This study showed that, in Italy, education in wound care among nursing students is relatively poor, and many skills are achieved during an RN’s career in an empirical way.

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Haisfield-Wolfe, Mary Ellen, and Cecilia Rund. "Malignant cutaneous wounds: developing education for hospice, oncology and wound care nurses." International Journal of Palliative Nursing 8, no. 2 (February 2002): 57–66. http://dx.doi.org/10.12968/ijpn.2002.8.2.10240.

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Kuhnke, Janet L., David Keast, Sue Rosenthal, and Robyn Jones Evans. "Health professionals' perspectives on delivering patient-focused wound management: a qualitative study." Journal of Wound Care 28, Sup7 (July 2019): S4—S13. http://dx.doi.org/10.12968/jowc.2019.28.sup7.s4.

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Objective: This study examined the perspectives of health professionals on the barriers and solutions to delivery of patient-focused wound management and outcomes. Methods: A qualitative, descriptive study design was used. Participants were health-care managers, clinical leaders, nurses and allied health members who are part of wound care services. Open-ended surveys were distributed to participants in a series of learning workshops, and data analysed to identify leading themes. Results: A total of 261 participants took part and 194 surveys were returned (response rate: 74%). From the analysis five themes emerged: patient/family wound-related education; health professional wound-related education; implementation of evidence-based wound care and dissemination of evidence-based wound information across professions and contexts; teamwork and respectful communication within teams; and a higher value and priority placed on wound care through collaborative teams by managers, leaders and policymakers. Conclusion: Findings suggest that ongoing, system-wide education is needed to improve prevention, assessment, treatment and management of four wound types: venous leg ulcer (VLU), diabetic foot ulcer (DFU), pressure ulcer (PU) and surgical wounds. Health professionals are committed to delivering best practice in wound care. Participants identified that effective patient-focused, evidence-based wound care involves having a health-care system with a clear mandate to ensure wound care is a priority. A high value placed on wound care by managers and clinical leadership could transform the present systems. Additionally, effective and widespread dissemination of evidenced-informed practice information is crucial to positive patient outcomes. Education and team commitment for consistent and respectful communication would improve care delivery.

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Vohra, Ekta. "577 The Collaboration of Burn Outreach and Wound Care Nurses." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S140. http://dx.doi.org/10.1093/jbcr/irab032.227.

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Abstract Introduction Certified wound care nurses perform a vital role in skin health and management in the hospital setting. During the certification process, minimal time is spent on burn wound education, despite the fact that wound care nurses are consulted for various wound etiologies; one of those being burns. This construct created a need for collaboration between the burn team and wound care nurses. Although all burns are essentially wounds, the reality is that all wounds are not burns. The management of the burn wound is often different from the management of pressure injuries or surgical wounds. In speaking with the wound care nurses at this large urban academic medical center, a knowledge gap was identified in burn wound care education as well as appropriate and timely consultation of the burn team. Methods This knowledge improvement project focused on educating the wound care nurses in assessment and treatment of burns, and the process for burn service consultation. Burn education was provided through in-person didactic presentations. The lecture included burn wound photos with opportunities to classify the potential depth of burn wounds as well as typical complications. Additionally, it discussed when a burn consult is needed. A basic knowledge retrospective pre-posttest method was utilized. Results An educational plan was tailored to meet the learning needs of the wound care nurses to address the knowledge gap. Post test data results were tracked. Post scores were increased, indicating a successful educational intervention. Also, while providing the education, the burn outreach coordinator identified an opportunity to expand the burn center’s presence among colleagues through collaboration with the wound care nurses. The wound nurses made excellent ambassadors for the mission of the burn service. Conclusions Provision of burn education across disciplines may improve recognition of burn wounds and facilitate definitive treatment.

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Diaz, Monica Pilar, and Mary Steen. "Innovation in digital learning: Perineal wound care education." Women and Birth 30 (October 2017): 29. http://dx.doi.org/10.1016/j.wombi.2017.08.074.

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Schroder, William B. "Book Review: Wound Care Patient Education Resource Manual." Nutrition in Clinical Practice 16, no. 5 (October 2001): 310. http://dx.doi.org/10.1177/088453360101600511.

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Gottrup, Finn. "Education in Wound Management in Europe with a Special Focus on the Danish Model." Advances in Wound Care 1, no. 3 (June 2012): 133–37. http://dx.doi.org/10.1089/wound.2011.0337.

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Polacsek, Barbara K., and Mary Ann Tessier. "Wound Care Teaching Tool." Nurse Educator 10, no. 4 (July 1985): 3–4. http://dx.doi.org/10.1097/00006223-198507000-00002.

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Tidhar, D., E. Keren, G. Brandin, M. Yogev, and J. M. Armer. "Effectiveness of compression bandaging education for wound care nurses." Journal of Wound Care 26, no. 11 (November 2, 2017): 625–31. http://dx.doi.org/10.12968/jowc.2017.26.11.625.

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Renwick, Caroline. "Development of the Wound Resource Education Nurse (WREN) programme." British Journal of Nursing 29, no. 15 (August 13, 2020): S18—S23. http://dx.doi.org/10.12968/bjon.2020.29.15.s18.

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Aim: Managing wounds costs an estimated £5.3 billion a year in the UK. Poor wound care knowledge and a lack of access to specialist practitioners contribute to this expense. A project—the Wound Resource Education Nurse (WREN) programme—was developed to support patient-centred care, effective nursing outcomes and staff satisfaction in relation to wound care. Method: The competency-based WREN programme is open to health professionals, healthcare assistants and tissue viability link nurses who are enthusiastic and willing to develop their tissue viability knowledge and skills. Sessions are delivered on a monthly basis and comprise a mix of didactic teaching, practical sessions and case-based scenarios. Learning is assessed through quizzes and practical assessments at the end of each session and at course completion. Results: Two years after it started, 60 WRENs in an acute trust have completed the programme or are attending sessions. The programme has been rolled out to a mental health trust and district nursing services over 12–18 months, and has been attended by doctors, physiotherapists and other practitioners. Conclusion: The WREN programme has largely been successful, with the mental health trust showing the greatest improvement in practice and care. In all organisations, staff have developed competence and confidence in wound management, facilitating timely, appropriate care and realising cost savings. Although the programme was initially aimed at staff in nursing roles, other professionals have embraced it, so the trusts have a variety of competent practitioners.

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Yu, Ying, and Xiaobing Fu. "Establishing an Education Program for Chronic Wound Care in China." International Journal of Lower Extremity Wounds 11, no. 4 (October 21, 2012): 320–24. http://dx.doi.org/10.1177/1534734612463703.

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Fletcher, Jacqui. "Education Provision in Wound Care - Does It Make a Difference?" International Wound Journal 7, no. 2 (April 2010): 73–74. http://dx.doi.org/10.1111/j.1742-481x.2010.00678.x.

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Gottrup, Finn. "Optimizing wound treatment through health care structuring and professional education." Wound Repair and Regeneration 12, no. 2 (March 2004): 129–33. http://dx.doi.org/10.1111/j.1067-1927.2004.012204.x.

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Jones, Menna Lloyd. "E-learning in wound care: developing pressure ulcer prevention education." British Journal of Nursing 16, Sup3 (August 2007): S26—S31. http://dx.doi.org/10.12968/bjon.2007.16.sup3.24529.

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Orsted, Heather L., M. Gail Woodbury, and Kimberly Stevenson. "The Wound CARE Instrument: the process for developing standards for wound management education and programming." International Wound Journal 9, no. 3 (December 8, 2011): 264–70. http://dx.doi.org/10.1111/j.1742-481x.2011.00880.x.

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Munro, Jane A., and Anna D. Beck. "The Effect of UK Nursing Policy on Higher Education Wound Care Provision and Practice: A Critical Discourse Analysis." Policy, Politics, & Nursing Practice 22, no. 2 (March 11, 2021): 134–45. http://dx.doi.org/10.1177/1527154421994069.

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In the United Kingdom, significant ongoing inconsistency exists in wound care nursing education provision and practice. Health economists have identified this to be a major cause of the burgeoning economic and personal cost of successfully, and equitably, healing chronic wounds. While numerous wound care educational resources exist, policies intended to implement a program of reform or change are for some reason not filtering down to, or being implemented by, those who need them most. Policy making processes do not appear to be operating as efficiently as they should, and this merits further scrutiny. A critical discourse analysis of two UK professional body wound care policies provided an innovative insight into the effect of policy production to the research problem. The overarching construct of “Aspiration and Resolution” and its subconstructs were identified. Links between data, analysis, and conclusions were established using Greckhamer and Cilesiz’s (2014) framework to address criticisms over lack of transparency in critical discourse analysis methodology. Findings indicate wound care policy makers must adopt an active, not passive, approach to policy making. An active position, compared with the inertia that appears to currently exist, would take into consideration the capacity to implement policy and not merely increase awareness or disseminate. Wound healing policy making agencies need to make decisions on how to disseminate and implement policy. Active policy making would also adopt target audiences’ decisions to implement policy, instigate activities to improve knowledge and skills, facilitate change, and ensure continued use of policy as part of organizational operations.

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Yates, Timothy, Sofia Vianna, Omosalewa Adenikinju, Robert Beasley, Jon Houseworth, and Brandon Olivieri. "On the Cutting Edge: Wound Care for the Endovascular Specialist." Seminars in Interventional Radiology 35, no. 05 (December 2018): 406–26. http://dx.doi.org/10.1055/s-0038-1676342.

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AbstractClinical outcomes in patients with critical limb ischemia (CLI) depend not only on endovascular restoration of macrovascular blood flow but also on aggressive periprocedural wound care. Education about this area of CLI therapy is essential not only to maximize the benefits of endovascular therapy but also to facilitate participation in the multidisciplinary care crucial to attaining limb salvage. In this article, we review the advances in wound care products and therapies that have granted the wound care specialist the ability to heal previously nonhealing wounds. We provide a primer on the basic science behind wound healing and the pathogenesis of ischemic wounds, familiarize the reader with methods of tissue viability assessment, and provide an overview of wound debridement techniques, dressings, hyperbaric therapy, and tissue offloading devices. Lastly, we explore emerging technology on the horizons of wound care.

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Gethin, Georgina, Sebastian Probst, Jan Stryja, Natalia Christiansen, and Patricia Price. "Evidence for person-centred care in chronic wound care: A systematic review and recommendations for practice." Journal of Wound Care 29, Sup9b (September 1, 2020): S1—S22. http://dx.doi.org/10.12968/jowc.2020.29.sup9b.s1.

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Background Chronic wounds affect an estimated 2.21 per 1000 population. They are a significant source of morbidity and affect individuals physically, psychologically, socially and financially. Person-centered care is one approach to improve patient outcomes in wound care as it values patients' perspectives, beliefs and autonomy and considers the person as a whole within the cultural context in which care is provided. Aim We aimed to review the evidence on the use of person-centered care (PCC) in chronic wound care management and provide recommendations for practice and future research. Method Using a systematic review methodology, we searched six databases for full-text papers from 2009–2019 published in peer-reviewed journals with no limits on language. Results Eighteen articles on studies involving 3149 patients from nine countries were identified. Studies were conducted under three broad intervention categories: healthcare professional education (n=1); patient education (n=14) and telemedicine (n=3). Studies were equally focused on prevention and treatment of chronic wounds. Significant improvements were reported in patient knowledge, pain and self-care behaviours. Only two studies evaluated the impact on wound healing and one study estimated the cost of implementing person-centered care. Conclusions The evidence base to support PCC in wound management is developing and based on our review has shown improved outcomes in areas of pressure ulcer prevention, patient satisfaction, patient knowledge and quality of life, but clinical outcomes such as wound healing were less well explored. Further research with more objective outcome measures are required.

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Suprapto, Suprapto. "Nurse Compliance in Implementing Post Op Wound Care Standard Operating Procedures." Media Keperawatan Indonesia 4, no. 1 (February 13, 2021): 16. http://dx.doi.org/10.26714/mki.4.1.2021.16-21.

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One of the causes of the occurrence of nosocomial infections is the implementation of standard operating procedures, whether implemented properly or not by nurses. Analyzing nurses' compliance in implementing standard operating procedures for post-op wound care. Analytical quantitative research with a cross-sectional research design. The population of surgical inpatient nurses was 32 nurses, with a sample size of 30 nurses with purposive sampling, analysis information used as chi-square. The results of statistical tests show that there is a relationship between education, knowledge, length of work, training, motivation, and nurse compliance in implementing standard operating procedures for postoperative wound care. That there is a relationship between education, knowledge, years of service, training, and motivation with nurses' compliance with the implementation of standard operating procedures for post-op wound care. Improving the quality of care through efforts to develop the capacity of nurses through education and training in wound care for all nurses.

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Umam, Khotibul, Mita Nur Habibah, Cherlys Tin Lutfiandini, and Riris Medawati. "THE EFFECT OF HEALTH EDUCATION ON FAMILY'S ABILITY LEVEL IN GANGRENE WOUND CARE AT DIABETES MELLITUS PATIENTS IN TURI COMMUNITY HEALTH CENTERS, LAMONGAN." Journal of Vocational Nursing 3, no. 1 (May 30, 2022): 31–36. http://dx.doi.org/10.20473/jovin.v3i1.33459.

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Introduction: Diabetes Mellitus causes neuropathy and abnormalities in blood vessels that cause changes in the skin and muscles, making it easier for gangrene to occur. Gangrene wounds that are left untreated or treated inappropriately can spread and increase the risk of amputation and death. Proper gangrene wound care is needed to speed up the healing process and prevent the wound from getting worse. Diabetes mellitus patients with wound gangrene need the help of other people (family) to carry out independent care at home. So that, the ability of the family to carry out proper care is needed. Methods: The design in this study used an analytical pre-experimental design with a one-group pre-test and post-test approach. The sampling of this study was total sampling used the Paired Sample T-Test. The population in this study was family who caring for family members with gangrene wounds at the Turi Community Health Center which met the inclusion criteria namely 25 respondents. Results: The results of this study showed that T = -3.361 means that there is an influence between the level of family ability in gangrene wound care before and after being given Health Education about Gangrene Wound Treatment. Conclusions: Health Education has a significant effect on the Family's Ability Level in gangrene wound care.

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Beaucock, Beverly. "585 Burn Wound Care for Patients and Families through Video Education." Journal of Burn Care & Research 42, Supplement_1 (April 1, 2021): S144. http://dx.doi.org/10.1093/jbcr/irab032.235.

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Abstract Introduction The treatment and care of a burn injury is specialized and can be very intimidating to the patient and family. It is the obligation of the burn team to educate the patient and caregiver at a level where they clearly understand and are comfortable. It is important to be mindful of how others comprehend whether it is visual, auditory, reading/writing, or kinesthetic. When attempting to learn something new, especially when compounded by a burn injury, can be quite challenging. Methods Videos of burn injury cleansing techniques and various applications of dressings were produced to enhance patient and family education. Results Our analysis of feedback from the patient and family indicates an appreciation for other learning platforms and is a complement to written instructions. Conclusions We concluded that by offering video education along with other educational tools, it has enhanced the patient and family experience in the burn center.

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Baxter, Elaine, and Joanne Lymn. "Do midwives see caesarean section wound care education as a need?" British Journal of Midwifery 23, no. 6 (June 2, 2015): 424–28. http://dx.doi.org/10.12968/bjom.2015.23.6.424.

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Harding, Keith, and Douglas Queen. "Education: a World of Difference in the Provision of Wound Care." International Wound Journal 7, no. 2 (April 2010): 71. http://dx.doi.org/10.1111/j.1742-481x.2010.00677.x.

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van Rijswijk, Lia. "Computer-Assisted Wound Assessment and Care Education Program in Registered Nurses." Journal of Wound, Ostomy & Continence Nursing 46, no. 2 (March 2019): 90–97. http://dx.doi.org/10.1097/won.0000000000000515.

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Sherman, Alan. "Continuing Medical Education Methodology: Current Trends and Applications in Wound Care." Journal of Diabetes Science and Technology 4, no. 4 (July 2010): 853–56. http://dx.doi.org/10.1177/193229681000400413.

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CAPASSO, VIRGINIA, JACQUELINE COLLINS, CATHERINE GRIFFITH, CYNTHIA ANN LASALA, SUSAN KILROY, ANN T. MARTIN, JILL PEDRO, and SUSAN L. WOOD. "Outcomes of a Clinical Nurse Specialist-Initiated Wound Care Education Program." Clinical Nurse Specialist 23, no. 5 (September 2009): 252–57. http://dx.doi.org/10.1097/nur.0b013e3181b207f5.

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Sidabutar, Lisandra Maria Goretti Bernadette, Septa Meriana Lumbantoruan, and Adrian Dewata Wardhana. "Edukasi Luka dan Penanganan Mandiri di Rumah selama Masa Pandemi." JURNAL KREATIVITAS PENGABDIAN KEPADA MASYARAKAT (PKM) 5, no. 11 (November 1, 2022): 3898–913. http://dx.doi.org/10.33024/jkpm.v5i11.7482.

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ABSTRAK Luka memiliki kondisi/derajat keparahan yang berbeda, mulai dari kondisi yang ringan hingga yang berat. Dengan adanya pembatasan mobilitas karena pandemi, masyarakat diharapkan dapat melakukan tata laksana penanganan pada luka ringan secara mandiri. Perawatan luka yang tepat sangat menentukan proses penyembuhan. Oleh karena itu, pengetahuan yang tepat terkait luka dan penanganannya sangat diperlukan oleh masyarakat. Setelah mengikuti kegiatan Pengabdian Kepada Masyarakat (PKM) ini, peserta diharapkan mampu membedakan berbagai jenis luka dan tingkat keparahannya, melakukan pertolongan pertama dan penanganan luka ringan secara mandiri, dan memahami penerapan hidup bersih serta pola makan sehari-hari yang bergizi seimbang untuk mengoptimalkan proses penyembuhan luka. Pengabdian masyarakat ini dilakukan dengan metode seminar penyuluhan dengan memanfaatkan media online Zoom Meeting Kegiatan PKM ini berjalan dengan lancar. Pengetahuan peserta diawal sudah baik dan dari hasil perbandingan pre-test dan post-test dapat dinyatakan bahwa PKM berhasil meningkatkan pengetahuan peserta tentang luka dan penangannya. Namun, masih diperlukan kegiatan lanjutan untuk membahas berbagai mitos tentang perawatan luka dan nutrisi selama penyembuhan luka. Pengetahuan masyarakat mengenai luka sudah baik, namun perlu adanya edukasi lanjutan mengenai mitos, perawatan luka, dan nutrisi untuk penyembuhan luka. Kata Kunci: Luka, Nutrisi, Pandemi, Perawatan Luka ABSTRACT Wounds have varying degrees of severity from mild to severe conditions. Due to the pandemic, communities are expected to handle wound care management independently. Proper wound care is critical to its healing process. Therefore, proper knowledge related to wounds and wound care is needed. After participating in this community service, participants are expected to distinguish various types of wounds and their severity. Moreover, the participants are expected to able to perform first aid and wound care independently and perform proper hygiene and sanitation together with a well-balanced daily diet to optimize the wound healing process. This community service was done in the form of a health education seminar using the online platform Zoom Meeting. The community service was successfully conducted. The pre seminar knowledge of participants was adequate and by comparing pre-test and post-test grades we can conclude that the seminar has increased the knowledge of participants in wounds and wound care. Further sessions are required to fully discuss the myths of wound care and nutrition in wound healing. The general knowledge of wounds is adequate but further education is required the subject of myths in wound care, and nutrition in wound healing. Keywords: Wound, Wound Care, Pandemic, Nutrition

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SALEEM, SAIMA, MUHAMMAD HUSSAIN, MUHAMMAD AFZAL, and SYED AMIR GILANI. "Assessing Nursing Practices Regarding Standard Approaches on Post-Operative Wound Care Dressing." Pakistan Journal Of Neurological Surgery 24, no. 2 (July 14, 2020): 179–86. http://dx.doi.org/10.36552/pjns.v24i2.410.

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Background and Objective: Post-operative delay wound dressing causes a wound contamination or delay wound healing process. Wound leakage and smell produce acute wounds changed into chronic wound conditions. This study assessed the nursing practices regarding standard approaches used for post-operative wound dressing and its care. Materials and Methods: A cross-sectional observational study designed with study population n = 150 in female nurses of two intensive care units and three surgical wards units: I-II-III. Data was collectedusing an adopted, observation checklist. Reliability tested by Cronbach alpha, 0.92. The mean scorewas categorized following rules, less than (1.5) was considered low (L), from (1.5-2.5) considered moderate (M), and greater than (>2.5) was considered high (H). Results: The results indicated that 55.3% of nurses had 32 – 38 of age and 48.7% were BS nursing education. According to the mean score majority of nurses had medium (M) and low (L) wound dressing practices observed. Plaster not present (52%) during dressing. 73.3% of nurses had not ensured privacy. The commonpractices were found, no handwashing before and after wound dressing. Conclusion: The majority of the nurses were not following the standardized wound dressing checklist. According to the study, findings recommended the education sessions, seminars, frequent departmental observation, and psychomotor simulation practices that need to be discussed with clinical professionals.

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Hidayah, Hanna, Dewi Sodja Laela, Hera Nurnaningsih, and Deru Marah Laut. "Relationship Of Patient Knowledge Level About Wound Care After Molar Extraction 3 With The Success Of Patient Wound Care." Jurnal Terapi Gigi dan Mulut 2, no. 1 (December 28, 2022): 14–20. http://dx.doi.org/10.34011/jtgm.v2i1.1258.

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Post-extraction of M3 tooth extraction is an effort to speed up the healing process and prevent and reduce pain and swelling. Pasien will be given instructions and education on how to take care of the possible tooth extractions. In-depth knowledge of the treatment of M3 tooth extraction wounds can be known in the instruction after removal. This study aims to determine the relationship between the level of patient knowledge about wound care after the removal of molars 3 with the success of wound care at the Dental and Oral Hospital, Padjadjaran University. This type of research is analytics. The research sample was taken by accidental sampling with a total population of 31 respondents who performed M3 tooth extraction at the Minor Surgical Poly of the Dental and Oral Hospital, Padjadjaran University. The results showed that respondents who had a level of knowledge of post-revocation wound care in the good category were 12 people (38.7%). The results of wound treatment of respondents after tooth extraction M3 in the normal wound healing category were 15 people (48.8%). There is a relationship between the level of knowledge of m3 tooth extraction wound care and the success of wound care p(0.03<0.05).

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Kielo-Viljamaa, Emilia, Jaakko Viljamaa, Riitta Suhonen, Leena Salminen, and Minna Stolt. "Learning goals and content for wound care education in Finnish nursing education – A Delphi study." Nurse Education Today 110 (March 2022): 105278. http://dx.doi.org/10.1016/j.nedt.2022.105278.

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Lumley, Deborah D., and Pamela Adams. "Proactive Wound Care Conference: A Teaching Strategy." Nurse Educator 22, no. 2 (March 1997): 6–7. http://dx.doi.org/10.1097/00006223-199703000-00002.

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Moore, Kelly D., Autumn Hardin, Lisa VanHoose, and Han-Hung Huang. "Current Wound Care Education in Entry-Level Doctor of Physical Therapy Curricula." Advances in Skin & Wound Care 33, no. 1 (January 2020): 47–52. http://dx.doi.org/10.1097/01.asw.0000613540.04323.38.

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Jones, Steven, and Justin Macklin. "Higher Education, Health and the Internet and Multimedia Wound Care Management Courses." Journal of Tissue Viability 7, no. 4 (October 1997): 114–18. http://dx.doi.org/10.1016/s0965-206x(97)80040-x.

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Gaudreau, Philip A., Hannah Greenlick, Tiffany Dong, Michelle Levy, Alyssa Hackett, Diego Preciado, George Zalzal, and Brian K. Reilly. "Preventing Complications of Pediatric Tracheostomy Through Standardized Wound Care and Parent Education." JAMA Otolaryngology–Head & Neck Surgery 142, no. 10 (October 1, 2016): 966. http://dx.doi.org/10.1001/jamaoto.2016.1803.

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Neil, Elizabeth R., Zachary K. Winkelmann, and Lindsey E. Eberman. "Wound Closure Skills: Teaching Suturing in Athletic Training Education." Athletic Training Education Journal 16, no. 4 (November 1, 2021): 287–99. http://dx.doi.org/10.4085/1947-380x-20-94.

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Context The examination, diagnosis, and intervention curricular content listed in the 2020 Commission on Accreditation of Athletic Training Education Standards for Accreditation of Professional Athletic Training Programs states that learners must be able to evaluate and manage wounds, including care and closure. Although many wound closure techniques exist in clinical practice, suturing may be a necessary skill for athletic trainers (ATs) and one for which they need proper training. Objective To describe the instructional format and step-by-step process for wound closure using the “simple interrupted” method of suturing. Background Athletic training has continued to evolve in terms of the skills that are permitted within the scope of an AT's practice. The skill of wound closure via suturing has been omitted in athletic training programs due to the invasive nature of the technique. As state practice acts continue to adapt, many athletic training programs are adding suturing to their curricular content, and subsequently, a need exists to educate the credentialed AT. Description A multimodal approach to teaching suturing is recommended. This educational technique focuses on the cognitive introduction module that should occur before the skills lab. Step-by-step instructions are available to ensure that educators are able to properly train others in the task and for learners to gain a baseline understanding of the technique. Clinical Advantage(s) Described herein are multiple strategies related to supplies and techniques to be mindful of the resources available for other athletic training programs. In addition, ATs who are trained and permitted to suture can provide improved patient outcomes through comprehensive interventions at the point of care. Conclusion(s) Learners should be taught the skills of suturing including wound cleaning and anesthetizing and given opportunities to practice the skills over time. By providing budget-conscious options and alternative methods of instruction, this skill can be delivered for most programs.

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Shingleton, Sarah K., Alexandra J. Helms, Leopoldo C. Cancio, Monica L. Abbott, and Corey A. Miner. "35 Wound Improvement Project: Improving Skill Sustainment and Confidence." Journal of Burn Care & Research 41, Supplement_1 (March 2020): S24—S25. http://dx.doi.org/10.1093/jbcr/iraa024.039.

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Abstract Introduction New burn intensive care unit (BICU) nurses in the Burn Center complete an evidence-based preceptorship to include standardized wound care education that is reinforced throughout preceptorship. A gap in skill sustainment was identified; factors include lack of a formal sustainment program, inconsistent reinforcement of wound care skills and a perceived decrease in pride in wound care. The purposes of this project are to 1) develop and implement a wound care skill sustainment program 2) re-establish confidence in wound care and 3) improve the quality of wound care delivered in the BICU. Methods A Wound Improvement Project (WIP) committee was formed FEB 2018 consisting 8 BICU nurses; the BICU Nurse Manager and Wound Clinical Nurse Specialist serve as consultants. WIP developed several learning modules and is now developing a wound skill sustainment program and evaluation tool based on the Burn Nurse Competency Initiative (BNCI) standards. BICU staff complete an anonymous survey about wound care confidence every 6 months. WIP mentors and evaluates competency through direct observation during 3 assigned shifts with each BICU nurse. Wound care documentation is audited monthly and a wound care quality audit tool is being developed. Descriptive statistics, student’s T-test, and ANOVA were used. Results The confidence survey was given in Spring 2018 (n=52), Winter 2019 (n=33) and Summer 2019 (n=64); each question showed significant improvement. Notably “how confident would you be doing a full body wound care by yourself with some help turning” improved from 4.12 (±1.17) to 4.64 (±0.65, p=.01). 24 BICU staff have been evaluated with 40 pending completion. No significant difference was found in skill competency between the 3 WIP assigned shifts; however self-evaluation for “how comfortable/confident do you feel advocating for a different type of wound care treatment for your patient” improved from 6.1 (±2.2) to 7.5 (±1.9, p< .0001). Average wound documentation scores improved from 85% in FEB 2018 to 99% in FEB 2019. Conclusions Wound care confidence and documentation have improved since initiation of WIP. Targeted education, bedside tools and workshops have all contributed. There is a positive trend (not significant) towards improved skill competency this is likely due to tool modifications and the small number of staff evaluated to date. Staff feedback has been positive with most staff finding WIP helpful. The long-term goal is to expand WIP to all areas of the Burn Center. Applicability of Research to Practice BNCI standards are a framework for skill sustainment and progression of staff from competent towards proficient and expert. Development and evaluation of nurse-led sustainment programs are needed across the burn community.

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Tiglis, Mirela, Ileana Peride, Tiberiu Paul Neagu, Laura Raducu, and Ioan Lascar. "Hydrotherapy in burn care: Pros, cons and suggestions." Romanian Medical Journal 69, no. 1 (March 31, 2022): 14–16. http://dx.doi.org/10.37897/rmj.2022.1.3.

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Hydrotherapy represents the use of water for medical purpose, being involved in burn wound care since the 17th century. Burn wound cleansing, performed daily, twice a day, or as needed, as part of standard care, should be scheduled by a burn surgeon and supervised by proper specialists. It can be performed by various methods, like shower, immersion, bedside irrigation or wiping. Due to the high risk of cross-contamination, immersion is no longer recommended. Tap water seems to be superior to saline solution in burn wound care, and adjuvants can be added, especially chlorhexidine, povidone-iodine, or special detergents. Disposable plastic sheets use during showering and the following of cleaning protocols for washing areas have decreased the risk of infection. Apart from the wound-cleansing role, hydrotherapy reduces itching and pain, improves wound healing, favors early mobilization and increases patients’ comfort. Controversy persists around the optimal method and appropriate solutions for cleaning burn injuries and clinical studies are further required to solve this matter. In the absence of standardized recommendations, most burn centers are guided by experience.

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Journal articles on the topic 'Wound care education'

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