Gotowe bibliografie tematyczne / Nurse training

Gotowa bibliografia na temat „Nurse training”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Nurse training"

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McKenna, Moira. "Glasgow nurse training". Vital 7, nr 4 (wrzesień 2010): 6. http://dx.doi.org/10.1038/vital1211.

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Taylor, W. "Veterinary nurse training". Veterinary Record 131, nr 10 (5.09.1992): 223. http://dx.doi.org/10.1136/vr.131.10.223-c.

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Forbes, N. "Veterinary nurse training". Veterinary Record 131, nr 7 (15.08.1992): 155. http://dx.doi.org/10.1136/vr.131.7.155-a.

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Davies, C. "Veterinary nurse training". Veterinary Record 164, nr 1 (3.01.2009): 30. http://dx.doi.org/10.1136/vr.164.1.30-a.

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Bullough, Bonnie. "Nurse training act". Journal of Professional Nursing 1, nr 5 (wrzesień 1985): 257–317. http://dx.doi.org/10.1016/s8755-7223(85)80016-8.

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Garrison, Bonnie. "Flight Nurse Training". Hospital Aviation 4, nr 1 (styczeń 1985): 5–7. http://dx.doi.org/10.1016/s0740-8315(85)80091-7.

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Leyland, A. "Veterinary nurse training". Veterinary Record 163, nr 24 (13.12.2008): 728. http://dx.doi.org/10.1136/vr.163.24.728-b.

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Davenhall, Ella. "Nurse- training initiatives". Nursing Standard 4, nr 21 (14.02.1990): 52–53. http://dx.doi.org/10.7748/ns.4.21.52.s62.

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Huddleson, Belinda. "Extend nurse training". Nursing Standard 27, nr 51 (21.08.2013): 26–27. http://dx.doi.org/10.7748/ns2013.08.27.51.26.s31.

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Tan, Poh-choo, i Zaki Morad. "Training of Peritoneal Dialysis Nurses". Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 23, nr 2_suppl (grudzień 2003): 206–9. http://dx.doi.org/10.1177/089686080302302s43.

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Clinical disciplines in which the nurse plays as preeminent a role in total patient care as in peritoneal dialysis (PD) are few. The PD nurse is readily identified by the patient as the principal source of advice on day-to-day aspects of treatment, as a resource manager for supplies of PD disposables and fluids, and as a general counselor for all kinds of advice, including diet, rehabilitation, and medication, among others. The PD nurse is thus the key individual in the PD unit, and most activities involve and revolve around the nursing staff. It is therefore not surprising that most nephrologists pay considerable attention to the selection of PD nurses, particularly in long-term PD programs such as continuous ambulatory peritoneal dialysis (CAPD). The appointment of a PD nurse depends on finding an individual with the right attributes, broad general experience, and appropriate training.
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Rozprawy doktorskie na temat "Nurse training"

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Squillaci, Laurie Lynn. "Preceptor Training and Nurse Retention". ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/303.

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Nurse turnover is a significant problem that has led to a nursing shortage in hospitals, particularly in rural hospitals. The nursing shortage will continue to grow if changes are not implemented to retain qualified nurses. Nurse turnover puts patients at risk for substandard care and increases healthcare-related costs, as organizations try to recoup costs to train and orient new nurses. Retention, turnover, and quality of care are important organizational drivers. One strategy that targets each of these drivers is to have newly hired nurses partake in a preceptorship, where a preceptor facilitates the assimilation and amalgamation of newly hired nurses into their role. Guided by the preceptor conceptual framework, the purpose of this project was to develop and plan a preceptor-training program, which targeted the field sites specific needs. Preceptor and preceptee roles were defined and training modules were created on topics such as communication, adult learning, diversity, time management, assessment, critical thinking, and problem solving. One master binder was created that contained the content required to teach each module of the preceptor-training program. The field site will use this information in conjunction with different delivery methods to implement and evaluate the program. The evaluation plan is to perform formative evaluation after each module is presented and summative evaluation at the conclusion of the allotted training days, using a Likert scale questionnaire. Establishing an instructive program for preceptor training may assist and support preceptors in their role; this program may also affect the preceptee's job satisfaction and ultimately, retention. Safe, efficient, quality care is the cornerstone of the social change implications in practice. Preceptors may feel better about the precepting process and patients may benefit from improved care.
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Bates, Katie. "Immunization Training Modules: Identifying Student Nurse Learning". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/9048.

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Background: Despite the importance of vaccination in disease prevention some people choose to remain unvaccinated. Nurses are influential in the choice to vaccinate. Considering the possibility of poor public understanding of vaccines and need for continued improvement in vaccination rates, it is essential for nurses to be knowledgeable and adept at addressing vaccine concerns. Vaccination education formally begins in nursing school. Objective: To identify nursing students' vaccine understanding by exploring information learned from formal online vaccine education specifically the Nursing Initiative Promoting Immunization Training Modules (NIP-IT). Design/Setting/Participants/Methods: Nursing students enrolled in a Community Health Nursing course were required to complete three online, self-study, modules entitled Vaccine Preventable Diseases, Vaccine Concerns, and Nursing Roles. The nursing students who completed these modules responded, in writing, to an open-ended prompt asking them to identify what new piece of information they learned. Responses gathered from 244 nursing students between September of 2016 and April of 2018 were categorized and grouped according to theme using a first and second cycle coding process. Responses containing more than one idea were considered separate responses and categorized accordingly totaling 273 responses. Results: Nursing student responses revealed five major themes regarding new information learned from the online modules: (1) barriers to vaccination; (2) components of vaccines; (3) the influence of nurses; (4) vaccine-preventable diseases; and (5) community immunity. Conclusion: Formal vaccine education is a critical component of a comprehensive nursing program. The nursing students in this study described information they learned when completing the NIP-IT modules, thus it was inferred the nursing students did not have a full understanding of vaccine concepts prior to viewing the modules. Formal nursing school vaccine education is essential in developing nurses capable of navigating vaccine issues and promoting health and preventing disease through vaccination advocacy.
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Rose, Anna-Karin. "Newly Graduated Nurses’ Experiences Of The Intervention Practitioner Training Nurse. : A Qualitative Interview Study". Thesis, Malmö universitet, Institutionen för vårdvetenskap (VV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-42164.

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Aims and objectives: To describe newly graduated nurses’ experiences of the intervention practitioner training nurse.  Background: Newly graduated nurses need support to establish the profession. Several studies have shown that the first years in the profession, is the most challenging time. Method: The intervention practitioner training nurse was initiated to empower, and support newly graduates nurses in their professional role. Data were collected through semi-structured interviews with ten newly graduate nurses having experience of the intervention. The data were analysed using qualitative content analysis. Results: The analysis results in the overarching theme; “Organizational prerequisites” The theme consisted of three categories, "Activator" comprised the subcategories compiliating and attractive workplace. This involved that the practitioner training nurse were the activator creating a clear structure and the wards became more attractive workplaces. “Supportive nursing" comprised the subcategories present assistance, emotional support, and patient safety. This involved that practitioner training nurse constituted an important support function and helped to ensure patient safety. “Professional development” comprised the subcategories nurse's competence, feeling of security, and learning. This created the opportunity for professional development. Conclusion: The newly graduate nurses' experience of the intervention shows that the creation of an organisational structure enabled the practitioner training nurse to be an important support and to contribute to professional development. This was accomplished by strategic decision of the hospital management. Relevance to practice: The results of the current study can be transferred to other similar healthcare organizations and can be a support for managers who plan to initiate interventions to empower and support newly graduated nurses.
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Crossland, Jill. "Training nurses to deal with aggressive encounters with the public". Thesis, University of Oxford, 1992. http://ora.ox.ac.uk/objects/uuid:0fd667ff-3b29-4d32-9c6f-1a33f662318b.

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Chapter one reviews the literatures on psychological studies of aggression, problems of aggression within the Social Services and the National Health Service, and nurse-patient communication. A number of issues are raised which are addressed by the current research. In chapter two nurses' theories about what defuses and what aggravates aggression are explored. It was found that nurses believe that by remaining calm, gentle and firm they will defuse both physical and verbal aggression. In the case of physical aggression they believe it to be aggravated by being authoritarian, demeaning and defensive, while in the case of verbal aggression they believe it to be aggravated by becoming angry or attempting to deflect it. In chapter three nurses' real-life experiences of what defuses and what aggravates physical and verbal aggression are compared with their theories. The nurses' experiences largely support their theories. It was also found that there are very few methods for dealing effectively with physical aggression, while there are a relatively large number of methods for dealing effectively with verbal aggression. Moreover, those nurses who believe themselves to be more capable of dealing with aggression suffer fewer emotional after-effects than those nurses who do not. Chapter four examines individual differences between nurses and relates these differences to their ability to recover from the emotional aftermath of aggression. It was found that nurses who are highly stressed and who bottle-up their feelings of anger suffer emotionally after aggressive incidents. In contrast, nurses who are assertive, extravert and who exercise interpersonal control are not so distressed by aggressive incidents. In chapter five nurses' attributions are related to their ability to select effective methods of dealing with aggression as well as their ability to recover from it emotionally. It was found that those nurses who have a tendency to blame themselves are both emotionally vulnerable and less capable of selecting effective methods of responding to aggression. In addition, a new method of measuring attribution was developed and tested, and was found to be preferable to the usual method of measuring attribution. Chapter six presents the two-day aggression training programme. The training was designed to incorporate the findings of the current research as well as theoretical issues. The training was carefully evaluated with a control group, pre-post measures of both subjective and objective change, and a seven week follow-up. The aggression training group was no different to the control group before training, but was different on all measures after training. It was concluded that the training model has been shown to make a significant difference to objective skills and subjective evaluations, and that the causal influence of some of the findings described in chapters two to five has been demonstrated. Chapter seven summarises the findings of the research, explores their theoretical and practical implications, and suggests directions for future research.
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Ashir, Assal, i Nadia Nader. "Practical Knowledge through Practical Training : A case study of nurse students and nurse instructors". Thesis, Uppsala University, Department of Business Studies, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8884.

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This study focuses on the nurse education at Uppsala University and more precisely on the final semester of practical training on site, where nurse students are instructed and supervised by their professional equivalents. This training period is supposed to enable the symbiosis of theoretical and practical knowledge for the student, turning her into a fully educated and independent professional. However, the period is however not unproblematic. The aim of the study is therefore to explore this practical training period with particular emphasis on the perceptions held by nurse students and nurse instructors regarding the prerequisites, process and outcome of this training.

Based on a theoretical framework that draws on Wenger’s social theory of learning and its concept of communities of practice a case study is conducted focusing on the municipality of Uppsala. Interviews with three nurse students and three nurse instructors were carried out. The empirical findings suggest that the training period is an essential part of the nurse education where nurse students’ theoretical knowledge becomes instrumentalised. However, the period has many shortcomings such as a lack of continuity and an unnessary complexity that limit the practical knowledge that can be gained by the nurse students.

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Munnings, Persephone Annis. "Developing a Preceptor Training Program for Registered Nurses in a Teaching Hospital". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6931.

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In a report on the nursing shortage, the American Association of Colleges of Nursing cited insufficient preceptors as one of the factors influencing the decreased intake of nursing students to registered nurse (RN) programs, thus compounding the shortage issue. The site selected for this project was a teaching hospital that annually facilitates hundreds of nursing students for clinical practice. Graduate nurses rotating through the hospital are assigned to work with RNs within their assigned units. The purpose of this doctoral project was to develop a preceptor training program for RNs in a teaching hospital. The practice-focused question examined whether RNs would identify perceived competence and understanding in the preceptor role as a result of preceptor training. Knowles'€™s adult learning theory and Benner'€™s theory of skills acquisition framed the project. Participants (N = 7) completed a 2-week didactic and clinical training in preceptorship. As a result of the educational intervention, the preceptor trainees reported an increase in knowledge, skills, and confidence in the preceptor role. Seven participants (100%) expressed that the training was interesting, relevant, beneficial to their work, and stimulated sharing. The implications of this project for positive change include the potential benefits to new and experienced graduate nurse preceptors by reducing feelings of inadequacy, stress, and burnout and enhancing job satisfaction. Additionally, graduate nurses who work with competent, confident preceptors experience less anxiety, improved job satisfaction and a smoother transition to the role of professional nurses prepared to deliver quality health care to patients. Improving preceptor-graduate nurse experiences may result in reduced turnover among nurses and improved customer experiences.
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Scholes, Julie. "An exploration of role transition in students converting from Enrolled Nurse (General) to Registered General Nurse". Thesis, University of Sussex, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.239509.

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Coad, Jane Elizabeth. "An investigation of the impact on the nurse lecturer of the transfer of nurse education into higher education". Thesis, University of Wolverhampton, 2002. http://hdl.handle.net/2436/90257.

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Magno, Ronald Dial. "Training mentally disabled individuals for effective nurse-patient communication". Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2683.

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Health care for the mentally disabled is often hindered by the inability of patients to identify and communicate their health problems to their health care professional. This study assessed the effectiveness of a nurse-patient communication skills training program for mentally disabled individuals. Forty-two participants who received a regular decanote shot (an injected anti-psychotic medication released over time) were randomly assigned to a treatment or control group. The treatment consisted of three 90-min skills training sessions on symptom monitoring, medication management, and communication skills. Assessments were conducted at an injection appointment pretreatment, posttreatment, and at follow-up. Participants were assessed by pencil-and-paper test on the acquisition of symptom monitoring and medication management skills. In addition, patients were observed in an audio-recorded interaction with their nurse. Results identified that communication training was effective in increasing the participation of patients during a nurse's visit at posttest and at up to a 1-month follow-up. Explanation of results and recommendations for improvements for future studies are discussed.
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Rollins, Lawanda. "Healthy Work Environment Orientation Training and Psychiatric Nurse Retention". ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/125.

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According to recent research, more than 75% of newly employed nurses leave employment within 6 months. Changes in organizational training programs are needed in order to improve psychiatric nurse retention, nationally and globally. A healthy work environment (HWE) has been described as an environment that includes mentoring for good communication skills; it is also one that explores collaborative strategies for safe practice; professional advancement; and empowerment through research, education, and skill development. Examination of the impact of this HWE psychiatric nurse orientation training program on nurse retention was done using Rogers' theory of diffusion. Study variables included the length of training and retention rates pre- and post-training to help identify the impact of the HWE training program on retention using different methods of policy review. The project included 88 nurses and outcomes were measured through review of hire and termination rates for the targeted facility 3 months pre- and post-intervention. An independent samples t test revealed that the average retention rate for nurses trained in the current versus HWE program differed significantly by program (p > .05). Training also was shown to improve clinical practice and increase awareness of existing evidence about strategies to improve psychiatric nurse retention. Social change implications include potentially decreasing the costs associated with hiring and training nurses, improving clinical practice, adding to the nursing knowledge base and skill set, and enhancing workflow processes for quality outcomes.
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Książki na temat "Nurse training"

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Cross, American Red, red. Nurse assistant training. Wyd. 2. Yardley, PA: StayWell, 2008.

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Successful veterinary nurse training. Newbury, Berks: Threshold Press, 2004.

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Bond, Meg. Nurse training for mothers. Coventry: Health Services Research Unit, University of Warwick, 1992.

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Hartley, Keith. The exchequer costs of nurse training. York: Centre for HealthEconomics, University of York, 1985.

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Hartley, Keith. The exchequer costs of nurse training. (York): University of York, Centre for Health Economics, 1986.

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Milazzo, Vickie L. Intensive training institute in legal nurse consulting. Houston, Tex. (2476 Bolsover St., Houston 77005): Medical-Legal Consulting Institute, 1998.

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Apprenticeship nurse training in Ireland: A history. London: Routledge, 2006.

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Is this you nurse?: The making of a nurse in the 1950s. Dereham: Larks, 1994.

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Hargie, Owen. Social skills training and psychiatric nursing. London: Croom Helm, 1986.

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The future of nurse education and training in Ireland. Dublin: Bord Altranais, 1994.

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Części książek na temat "Nurse training"

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Jeffree, Pauline. "Ethics and training". W The Practice Nurse, 18–27. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4899-6876-0_3.

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Marr, Patsy B. "Technology-Assisted Training for the Clinical Nurse". W Healthcare Information Management Systems, 311–17. New York, NY: Springer New York, 1995. http://dx.doi.org/10.1007/978-1-4757-2402-8_25.

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Marr, Patsy B. "Technology Assisted Training for the Clinical Nurse". W Healthcare Information Management Systems, 132–37. New York, NY: Springer New York, 1991. http://dx.doi.org/10.1007/978-1-4757-4043-1_14.

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Ng, Sin-Chun, Lap-Kei Lee, Andrew K. Lui, Ka-Fai Wong, Wan-Yee Chan i Hiu-Hin Tam. "A Virtual Clinical Learning Environment for Nurse Training". W Communications in Computer and Information Science, 16–25. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0008-0_2.

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Miller, Char L., Sherleena Buchman i Rebecca Bryant. "Nurse Education-Parkinson's Disease Beyond the Shuffle". W The Power of Virtual Reality Cinema for Healthcare Training, 99–110. New York: Productivity Press, 2021. http://dx.doi.org/10.4324/9781003168683-10.

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Wilson, Marcia A. "The Role of the Nurse in CAPD/CCPD Training". W Chronic Ambulatory Peritoneal Dialysis (CAPD) and Chronic Cycling Peritoneal Dialysis (CCPD) in Children, 153–77. Boston, MA: Springer US, 1987. http://dx.doi.org/10.1007/978-1-4613-2047-0_11.

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Qiao, Xiaorui, Junki Nakagawa, Koshiro Yanai, Junko Yasuda, Wen Wen, Atsushi Yamashita i Hajime Asama. "Nurse Bed Care Activity Analysis for Intelligent Training Service". W Serviceology for Smart Service System, 159–67. Tokyo: Springer Japan, 2017. http://dx.doi.org/10.1007/978-4-431-56074-6_18.

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Kilminster, Susan, Penny Morris, Emma Simpson, Jill Thistlethwaite i Barry Ewart. "Using Patients Experiences in Medical Education: First Steps in Inter-Professional Training?" W Using Patient Experience in Nurse Education, 104–24. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3_6.

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Novoseltseva, Daria, Catherine Pons Lelardeux i Nadine Jessel. "Factors Affecting Success in a Digital Simulation Game for Nurse Training". W Lecture Notes in Computer Science, 263–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-63464-3_25.

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Hedges, Stephanie. "In-practice advice." W Practical canine behaviour: for veterinary nurses and technicians, 241–56. Wallingford: CABI, 2021. http://dx.doi.org/10.1079/9781789246810.0018.

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Abstract This chapter outlines simple advice that the veterinary nurse or technician can give in practice for managing unwanted behaviour where there is no indication that the dog should be examined by a veterinarian, referred to a veterinary behaviourist or clinical animal behaviourist or that the advice/support should be given by an animal training instructor.
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Streszczenia konferencji na temat "Nurse training"

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Otani, Kagari, i Yasunobu Ito. "Acquisition and sharing of knowledge and skills of visiting nurses in Japan". W 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002554.

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The purpose of this study is to clarify, through ethnographic research, how nurses acquire and share their knowledge and skills of home nursing in clinical settings. The field research took place at a visiting nurse station in Nagoya, Japan between 2013 and November 2021. Research method used were participant observations and interviews at visiting nurse station and patients’ homes. One of the authors is an assistant professor of nursing at a university’s Nurse and Health department who also leads students in the clinical training at the visiting nurse station. The research data were acquired from periodical nurse station visits and from accompanying nurses in their activities.visiting nurses considered patients and family as partners, and they explored the preferred care together with the patient to create tailored care. We showed the following in a paper at AHFE-HSSE conference in 2021: the visiting nurses read into the patient’s societal background, life and beliefs, and visiting nurses analyzed the living style patients wish for, in order to propose the method which materialize this kind of living. The value co-created by the nurses and patient formulated the “normal living style” wished to be sustained by the patient (Otani and Ito 2021).Incidentally, in nursing education in Japan, universities nursing faculties and nursing schools educate students in basic knowledge and skills of nursing in wards to home nursing in Japan. The co-creative practices and techniques of visiting nursing care need to be learned while working in a clinical setting after the nurse is licensed. The paper revealed the following: The visiting nurse "co-created" with the patient to produce a nursing technique that fit the patient's needs based on the "sticky information" (von Hippel 1994) obtained in the patient's home. At the visiting nurse station, the nurses reported new information obtained at the patient's home or communicated to the patient during daily conferences. The nurse illustrated and demonstrated the nursing techniques that fit the patient to colleague nurses.In addition, the nurses had a joint conference with physical, occupational, and speech therapists working in the same station. The participants reported to each other the new information the patient during their stay at the patient's home, and described the techniques of each specialist that fit the patients. The information revealed in the conference was recorded into the patient's medical chart each time. The nursing skills created in the patient's home through co-creation with the patient are sticky information that is difficult to transfer, but they are shared and accumulated through gestural demonstrations at conferences by the health professionals.
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Rogalla, Carolyn. "Laser education training program during nurse orientation". W ILSC® ‘92: Proceedings of the International Laser Safety Conference. Laser Institute of America, 1992. http://dx.doi.org/10.2351/1.5056354.

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Fisher, Mariana. "PROMOTING PROFESSIONAL NURSE SUCCESS THROUGH RESILIENCE TRAINING". W 13th International Technology, Education and Development Conference. IATED, 2019. http://dx.doi.org/10.21125/inted.2019.2516.

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Nakagawa, Y., D. Tsetserukou i K. Terashima. "Development of VR simulator for nurse training". W THE IRAGO CONFERENCE 2013. AIP Publishing LLC, 2014. http://dx.doi.org/10.1063/1.4866615.

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Serigatti, Giulia, Marcele Pescuma Capeletti Padula i Camila Waters. "Nursing care for patients diagnosed with epilepsy: bibliographic research". W XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.304.

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Background: Characterized as a seizure crisis, the transient occurrence of signs and/or symptoms resulting from brain electrical impulses, in an unorganized, excessive and repeated manner. It’s the responsibility of the health team, including nursing, to provide information to the population about the disease. Objective: Identify, through scientific articles, nursing care for patients diagnosed with epilepsy. Design and setting: Bibliographic and descriptive research on nursing care for patients diagnosed with epilepsy, a search for scientific articles was carried out in Latin American and Caribbean Health Sciences and Nursing Database, which are part of the Virtual Health Library Methods: Articles available, online, in Portuguese, Spanish and English, published from January 2008 to December 2018. Results: Five articles were analyzed, which identified the nursing care provided to patients diagnosed with epilepsy. The articles were categorized as: “training of nurses on epilepsy care” in four articles that describe the development and implantation of a plan to take care of epilepsy by nurses, the care for patients with specialist nurse in epilepsy and training of nurses to be specialist nurses; and “education and training of parents of children diagnosed with epilepsy” in an article that describes a tool development by nurses to help parents and family to take care of a child with epilepsy. Conclusions: The nurse with the health team is very important in the participation of explanatory processes of individual and family adaptation, as they can identify the limitations that must be worked on and they assist in the development of solutions.
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Barr, Jonathan, Fatma Mili, Laura Pittiglio i Margaret Harris. "VIMED: Fish-Tank Approach to Nurse Practical Training". W 2008 21st International Symposium on Computer-Based Medical Systems (CBMS). IEEE, 2008. http://dx.doi.org/10.1109/cbms.2008.128.

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Elliman, James, Michael Loizou i Fernando Loizides. "Virtual Reality Simulation Training for Student Nurse Education". W 2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). IEEE, 2016. http://dx.doi.org/10.1109/vs-games.2016.7590377.

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Akcayir, Gokce. "Students' Perspective on Simulation for Psychiatric Nurse Training". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1578836.

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Gonnelli, Claudia, Rosalba Raffagnino i Luisa Puddu. "THE NURSE MANAGER TRAINING FOR AN EFFICIENT LEADERSHIP". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.1137.

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Grünerbl, Agnes, Gerald Pirkl, Mark Weal, Mary Gobbi i Paul Lukowicz. "Monitoring and enhancing nurse emergency training with wearable devices". W the 2015 ACM International Joint Conference. New York, New York, USA: ACM Press, 2015. http://dx.doi.org/10.1145/2800835.2807941.

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Raporty organizacyjne na temat "Nurse training"

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Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert i Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, grudzień 2020. http://dx.doi.org/10.21007/con.dnp.2020.0001.

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This quality improvement project was completed to show that a formal lung transplant education course for nurses caring for lung transplant patients increased their knowledge. An eight-hour education course was developed by experts in the field of lung transplantation. A pretest was administered before the education course. A posttest was administered to determine if knowledge was improved. A three-month follow-up test was administered to determine knowledge retention. Based on the data analysis, nurse knowledge improved after formal education. Item analysis determined what areas of educational content need to be the focus of quarterly education. The education course was adopted as formal training for transplant nurses.
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Kiebler, Patricia A. A Survey to Determine the Operational Readiness Training of the Army Certified Registered Nurse Anesthetist. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 1999. http://dx.doi.org/10.21236/ad1012141.

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Zadinsky, Julie K. The Readiness Training Program for Nursing Personnel in the AMEDD. Volume 3C. Training Manual to Accompany the Videotape: Readiness Training in Nurse Anesthetist Clinical Skills. Fort Belvoir, VA: Defense Technical Information Center, wrzesień 1995. http://dx.doi.org/10.21236/ada301220.

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van Ginneken, Nadja, Simon Lewin i Vikram Patel. Do non-specialist health workers improve the care of people with mental, neurological and substance-use disorders? SUPPORT, 2017. http://dx.doi.org/10.30846/170213.

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Non specialist health workers (including doctors, nurses, lay health workers) who are not specialists in mental health or neurology, but who have some training in these fields, and other professionals, such as teachers, may have an important role to play in delivering mental, neurological or substance abuse care.
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Naude, Celeste. Are abortion procedures by nondoctor providers effective and safe? SUPPORT, 2017. http://dx.doi.org/10.30846/1701132.

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Training midlevel providers (midwives, nurses, and other nondoctor providers) to conduct surgical aspiration abortions and manage medical abortions has been proposed as a way of increasing women’s access to safe abortion in developing countries. It is important to know if abortion procedures administered by midlevel providers are more or less effective and safe than those administered by doctors.
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Jauny, Ray, i John Parsons. Delirium Assessment and Management: A qualitative study on aged-care nurses’ experiences. Unitec ePress, listopad 2017. http://dx.doi.org/10.34074/ocds.72017.

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Aged residential care (ARC) residents with morbid health conditions frequently experience delirium. This condition is associated with diminished quality of life, preventable morbidity and untimely death. It is challenging and costly to manage delirium because of the complex interplay of physical and psychiatric symptoms associated with this condition in both primary and secondary services. With awareness of risk factors and knowledge about delirium, ARC nurses can play a vital role in early identification, assessment and treatment, but most importantly in preventing delirium in aged-care residents as well as improving health outcomes. Focus groups were carried out with ARC nurses to ascertain their opinions on how they assess and manage delirium in ARC facilities in South Auckland, New Zealand. Findings identified that there were strengths and weaknesses, as well as gaps in assessment and management of delirium. Nurses would benefit from delirium education, appropriate tools and adequate resources to help them manage delirium. Issues with diagnosing delirium, anxiety about challenging behaviours, family dynamics, lack of training and absence of IV treatment were noticeable features in this study.
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Johnson, C. An assessment of a training program designed to teach staff nurses in an acute care facility to transfer nursing process theory to practice. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.417.

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Patron, Maria Carmela, i Marilou P. Costello. The DMPA service provider: Profile, problems and prospects, August 1995. Population Council, 1995. http://dx.doi.org/10.31899/rh1995.1024.

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This report presents the results of interviews conducted with 60 trained DMPA service providers from seven of the ten local government units (LGUs) covered by Phase I of the Philippine Department of Health's DMPA Reintroduction Program. DMPA, or Depot-medroxyprogesterone acetate, is an injectable contraceptive commonly known as Depo-Provera. The interviews were undertaken as part of the DMPA Monitoring and Follow-up Studies sponsored by the Population Council under the Asia and Near East Operations Research and Technical Assistance (ANE OR/TA) Project. While the monitoring study and the follow-up survey focused on DMPA users and dropouts, this study centered on the service provider. The DMPA Reintroduction Program was launched by the DOH in April 1994 by the Philippine Bureau of Food and Drugs. The program aims to reintroduce DMPA into the Philippine Family Planning Program through training local-level doctors, nurses, and midwives as service providers, and providing free DMPA services in selected public health facilities.
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong i Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, sierpień 2022. http://dx.doi.org/10.57022/qpsm1481.

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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Rapid appraisal of IPP-VI training of ANMs in Uttar Pradesh. Population Council, 1996. http://dx.doi.org/10.31899/rh1996.1005.

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This report provides findings of a rapid appraisal of the Auxiliary Nurse Midwife (ANM) training program in Uttar Pradesh, India. The appraisal was undertaken by the Population Council and State Innovations in Family Planning Agency (SIFPSA). As SIFPSA is in the process of planning a training program to strengthen the technical skills and competence of ANMs and update their contraceptive knowledge, it was felt that a rapid appraisal of the training program would help in understanding the strengths and weaknesses of previous training efforts. The ANM training initiatives of SIFPSA would then build upon the experiences gained from earlier training programs and the existing training needs of ANMs. The emphasis was on improving ANMs' technical and counseling skills by providing on-the-job practical training. The program was a three-week skill-based training, during which ANMs were attached to a CHC/PPC or a district hospital. This was followed by one week of training at an ANM Training Centre in IEC and counseling. The objective was to review how the training program was organized and how it helped improve the technical skills and competence of ANMs.
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