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Artigos de revistas sobre o tema "Medical-Surgical Nursing – education"

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Autor: Grafiati

Publicado: 25 de julho de 2024

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1

Packard, Sheila, E. Carol Polifroni e Marlene Kramer. "Nursing Education". AORN Journal 42, n.º 6 (dezembro de 1985): 888–93. http://dx.doi.org/10.1016/s0001-2092(07)64425-1.

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2

Ameduri, Phyllis. "Medical Surgical Nursing". Journal of Continuing Education in Nursing 22, n.º 6 (novembro de 1991): 269. http://dx.doi.org/10.3928/0022-0124-19911101-12.

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3

Pilson, Erin M. "Using nursing theory in nursing education". AORN Journal 89, n.º 2 (fevereiro de 2009): 266. http://dx.doi.org/10.1016/j.aorn.2009.01.004.

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4

Neil, Janice A. "Simulation in Nursing Education". Perioperative Nursing Clinics 4, n.º 2 (junho de 2009): 97–112. http://dx.doi.org/10.1016/j.cpen.2009.02.002.

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5

Latz, Paula Anne. "Patterns in Nursing: Strategic Planning for Nursing Education". AORN Journal 47, n.º 3 (março de 1988): 783. http://dx.doi.org/10.1016/s0001-2092(07)66531-4.

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6

Hawker, Ruth Joyce. "Essentials of medical-surgical nursing: nursing process approach". Nurse Education Today 6, n.º 1 (fevereiro de 1986): 45. http://dx.doi.org/10.1016/0260-6917(86)90063-8.

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7

Kane, Sister. "Changing Patterns in Nursing Education". AORN Journal 47, n.º 2 (fevereiro de 1988): 606–7. http://dx.doi.org/10.1016/s0001-2092(07)69030-9.

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8

deRuyter, Lana M., e Melanie O. Leroy. "Improving Diversity in Nursing Education". Perioperative Nursing Clinics 4, n.º 2 (junho de 2009): 121–29. http://dx.doi.org/10.1016/j.cpen.2009.01.005.

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9

Marta, Mary R. "Surgical rotations: A must for nursing education". AORN Journal 45, n.º 3 (março de 1987): 668–73. http://dx.doi.org/10.1016/s0001-2092(07)65060-1.

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10

Butz, Kathleen P. "Evaluation and Testing in Nursing Education". AORN Journal 68, n.º 5 (novembro de 1998): 884–85. http://dx.doi.org/10.1016/s0001-2092(06)62391-0.

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11

Monroe, Heidi, Peggy Plylar e Mary Krugman. "Advancing Medical-Surgical Nursing Practice". Journal for Nurses in Professional Development 30, n.º 6 (2014): 303–8. http://dx.doi.org/10.1097/nnd.0000000000000075.

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12

Des Jardin, Karen E. "Political Involvement in Nursing-Education and Empowerment". AORN Journal 74, n.º 4 (outubro de 2001): 467–75. http://dx.doi.org/10.1016/s0001-2092(06)61679-7.

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13

Collins, Marjorie A. "Contemporary Strategies for Continuing Education in Nursing." AORN Journal 46, n.º 6 (dezembro de 1987): 1169–70. http://dx.doi.org/10.1016/s0001-2092(07)69732-4.

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14

Takahashi, Jacklyn J. "Research in nursing education: Assumptions and priorities". AORN Journal 46, n.º 1 (julho de 1987): 132. http://dx.doi.org/10.1016/s0001-2092(07)66405-9.

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15

Bailes, Barbara K. "Changes in perioperative nursing require higher education". AORN Journal 48, n.º 1 (julho de 1988): 124–26. http://dx.doi.org/10.1016/s0001-2092(07)67450-x.

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16

Allen, Jennifer. "Geriatric Education and Competence a Nursing Necessity". Journal of PeriAnesthesia Nursing 24, n.º 3 (junho de 2009): e16. http://dx.doi.org/10.1016/j.jopan.2009.05.066.

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17

Allen, Jennifer. "Geriatric Education and Competence a Nursing Necessity". Journal of PeriAnesthesia Nursing 25, n.º 3 (junho de 2010): 185. http://dx.doi.org/10.1016/j.jopan.2010.04.002.

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18

Bryan, Dennis. "Developing Online Learning Environments in Nursing Education". AORN Journal 90, n.º 1 (julho de 2009): 138–39. http://dx.doi.org/10.1016/j.aorn.2009.06.015.

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19

Garrett, Caroline K. "Doctoral Education in Nursing: History, Process, and Outcome". AORN Journal 51, n.º 3 (março de 1990): 880. http://dx.doi.org/10.1016/s0001-2092(07)66640-x.

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20

Rosentreter, Janet, e Mary Lynn Talboy. "A Didactic and Experiential Approach to Nursing Education". AORN Journal 78, n.º 2 (agosto de 2003): 274–88. http://dx.doi.org/10.1016/s0001-2092(06)60777-1.

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21

Kaufman, Melissa W., e Anita C. All. "Raynaud's disease: Patient education as a primary nursing intervention". Journal of Vascular Nursing 14, n.º 2 (junho de 1996): 34–39. http://dx.doi.org/10.1016/s1062-0303(96)80013-6.

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22

Schild, Sophia M. "Computers and Nursing: Application to Practice, Education and Research". AORN Journal 47, n.º 3 (março de 1988): 786. http://dx.doi.org/10.1016/s0001-2092(07)66533-8.

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23

Pease, Gene. "Access Device Guidelines: Recommendations for Nursing Practice and Education". AORN Journal 82, n.º 3 (setembro de 2005): 493. http://dx.doi.org/10.1016/s0001-2092(06)60348-7.

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24

Bashaw, Marie. "Integrating Simulations Into Perioperative Education for Undergraduate Nursing Students". AORN Journal 103, n.º 2 (fevereiro de 2016): 212.e1–212.e5. http://dx.doi.org/10.1016/j.aorn.2015.12.017.

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25

Parfait, Kaitlyn. "Commentary on Addressing the Perioperative Nursing Shortage Through Education". AORN Journal 111, n.º 4 (abril de 2020): 389. http://dx.doi.org/10.1002/aorn.13006.

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26

Bryant, Ruth, e Bonnie Rolstad. "WOC/ET NURSING EDUCATION". Journal of Wound, Ostomy and Continence Nursing 31, Supplement (maio de 2004): S18. http://dx.doi.org/10.1097/00152192-200405001-00049.

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27

Byrnes, Tru. "Impact of Delirium Education on Medical-Surgical Nurses' Knowledge". Journal of Nursing Care Quality 36, n.º 4 (28 de janeiro de 2021): 291–93. http://dx.doi.org/10.1097/ncq.0000000000000551.

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28

McMall, Janice M. "Watson medical-surgical nursing & related physiology 4th ed". Nurse Education Today 13, n.º 5 (outubro de 1993): 393–94. http://dx.doi.org/10.1016/0260-6917(93)90084-f.

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29

Hooper, Vallire D. "A Nursing Education Still Has the Power to Change Lives". Journal of PeriAnesthesia Nursing 36, n.º 3 (junho de 2021): 209–10. http://dx.doi.org/10.1016/j.jopan.2021.04.019.

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30

Lee, Esther, e Maura Adams. "A Multi-Modal Performance Improvement Project to Improve Nursing Education". Journal of PeriAnesthesia Nursing 32, n.º 4 (agosto de 2017): e51-e52. http://dx.doi.org/10.1016/j.jopan.2017.06.029.

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31

Kaneshiro, Susan. "Strategic Planning, Marketing, and Evaluation for Nursing Education and Service". AORN Journal 52, n.º 3 (setembro de 1990): 642–44. http://dx.doi.org/10.1016/s0001-2092(07)69897-4.

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32

Spry, Cynthia. "Doctoral education in nursing: An assessment of quality, 1979-1984". AORN Journal 46, n.º 1 (julho de 1987): 130. http://dx.doi.org/10.1016/s0001-2092(07)66403-5.

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33

Thompson, Gelene T. "Effects of End-of-Life Education on Baccalaureate Nursing Students". AORN Journal 82, n.º 3 (setembro de 2005): 434–40. http://dx.doi.org/10.1016/s0001-2092(06)60339-6.

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34

Trice, Lucy B., Catherine Brandvold e Elizabeth Bruno. "Practice and Education: Partnering to Address the Perioperative Nursing Shortage". AORN Journal 86, n.º 2 (agosto de 2007): 259–64. http://dx.doi.org/10.1016/j.aorn.2007.05.001.

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35

Dumchin, Mark. "Redefining the Future of Perioperative Nursing Education: A Conceptual Framework". AORN Journal 92, n.º 1 (julho de 2010): 87–100. http://dx.doi.org/10.1016/j.aorn.2009.11.068.

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36

Beitz, Janice M. "Addressing the Perioperative Nursing Shortage Through Education: A Perioperative Imperative". AORN Journal 110, n.º 4 (27 de setembro de 2019): 403–14. http://dx.doi.org/10.1002/aorn.12805.

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37

Antequera, Isabela Granado, Amanda Saba e Maryana da Silva Furlan. "Phlebitis in Medical-Surgical Units". Journal of Infusion Nursing 47, n.º 2 (março de 2024): 132–41. http://dx.doi.org/10.1097/nan.0000000000000541.

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The most commonly used vascular access is the peripheral intravenous catheter (PIVC). However, it can trigger complications and the occurrence of adverse events, such as phlebitis. This study evaluated the variables that are associated with the occurrence of phlebitis in medical and surgical inpatient units. This is an observational, retrospective, case-control study in medical and surgical hospitalization units of a private general hospital in the city of São Paulo. Participants were an average age of 66.3 years, and 71% were hospitalized in medical units. The risk variables associated with phlebitis were medical hospitalization (odds ratio [OR] = 4.36; P = .002), presence of comorbidity (OR = 10.73; P < .001), and having 5 or more PIVCs (OR = 53.79; P = .001). Regarding intravenous therapy, the use of contrast was a risk variable (OR = 2.23; P = .072). On the other hand, patient education regarding PIVCs was a protective measure against the development of phlebitis. The nursing team plays an essential role in the care of patients with PIVCs, inpatient guidance, planning, and device choice, taking into account the risk factors for phlebitis to maintain the preservation of vascular health and reduce adverse events.

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38

Gregory, Lindsay C., Fatenah Issa e Emily Lowder. "There’s an APP for That: Bringing Nursing Education to the Bedside". Journal of PeriAnesthesia Nursing 28, n.º 3 (junho de 2013): e31. http://dx.doi.org/10.1016/j.jopan.2013.04.094.

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39

Markey, Bernadine T. "The effects of continuing education on nursing practice: A meta-analysis". AORN Journal 55, n.º 2 (fevereiro de 1992): 646–48. http://dx.doi.org/10.1016/s0001-2092(07)68640-2.

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40

Beitz, Janice M. "Author Response: Commentary on Addressing the Perioperative Nursing Shortage Through Education". AORN Journal 111, n.º 4 (abril de 2020): 391. http://dx.doi.org/10.1002/aorn.13005.

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41

&NA;. "MAINE LEGISLATION STANDARDIZES NURSING EDUCATION". Journal of Wound, Ostomy and Continence Nursing 13, n.º 4 (julho de 1986): 36A. http://dx.doi.org/10.1097/00152192-198607000-00025.

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42

Motta, Glenda. "LOBBYING FOR NURSING EDUCATION FUNDS". Journal of Wound, Ostomy and Continence Nursing 14, n.º 3 (maio de 1987): 25A. http://dx.doi.org/10.1097/00152192-198705000-00003.

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43

Broadwell-Jackson, Debra. "Issues for ET nursing education". Journal of Wound, Ostomy and Continence Nursing 18, n.º 6 (novembro de 1991): 182–83. http://dx.doi.org/10.1097/00152192-199111000-00009.

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44

THOMPSON, J. "ET nursing education in Australia". Journal of WOCN 23, n.º 3 (maio de 1996): 130–33. http://dx.doi.org/10.1016/s1071-5754(96)90008-x.

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45

Gray, Mikel. "ET Nursing Education in Transition". Journal of Wound, Ostomy and Continence Nursing 23, n.º 3 (maio de 1996): 119. http://dx.doi.org/10.1097/00152192-199605000-00001.

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46

Thompson, Julia M., e Elizabeth English. "ET Nursing Education in Australia". Journal of Wound, Ostomy and Continence Nursing 23, n.º 3 (maio de 1996): 130–33. http://dx.doi.org/10.1097/00152192-199605000-00004.

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47

Harrison, Penny. "Simulation in gastrointestinal nursing education". Gastrointestinal Nursing 16, n.º 8 (2 de outubro de 2018): 51. http://dx.doi.org/10.12968/gasn.2018.16.8.51.

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48

Bustami, Abdurrahman, Wirda Hayati, Erlangga Galih Zulva Nugroho, Cut Mutiah e Muhammad Nazar. "Developing a Mobile Learning Virtual Nursing Diagnosis (VND) Media for Medical Surgical Nursing Course". Bali Medical Journal 12, n.º 3 (7 de novembro de 2023): 3156–64. http://dx.doi.org/10.15562/bmj.v12i3.4744.

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Link of Video Abstract: https://youtu.be/4zHCrIC1IGE Background: The development of innovative and technology-aligned learning media is a necessary solution for nursing students. Students require access to interactive, practical, and easily accessible learning resources. An application that can facilitate students' learning in nursing diagnosis for surgical nursing, such as Virtual Nursing Diagnosis (VND), is needed. This study focuses on the development of the VND application specifically designed for the Surgical Nursing Care course. Patients and methods: The research is a Research and Development (R&D) study involving 253 nursing students from Aceh Health Polytechnic. A needs analysis was conducted to identify the difficulties faced by students in applying nursing diagnoses to topics related to surgical nursing, particularly the cardiovascular system. Based on the findings of the needs analysis, it was discovered that students face difficulties in determining nursing problems. Therefore, the VND application was developed with features such as assessment forms, assessment tools, disease pathology, and nursing diagnoses. Additionally, the application is equipped with competency tests on interesting nursing cases that are user-friendly for students. Results: The research results indicate that the VND application has received positive feedback from 253 students who have used it in real classroom environments. The application is user-friendly, efficient in performing nursing diagnoses, and provides available nursing case questions. VND application provides an interactive, innovative, and effective learning tool for understanding nursing diagnoses while enhancing accessibility and flexibility through mobile-based learning. The application equips students with the necessary skills to apply nursing diagnoses in real-world surgical medical practice. Conclusion: the VND application significantly contributes to the development of nursing education. It not only improves understanding of nursing diagnoses but also provides an engaging and interactive learning experience. It is hoped that the use of the VND application in surgical nursing education can be an effective and innovative solution to enhance competency in applying nursing diagnoses in clinical practice.

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49

Wong, Team Leader: Diana, e Team Member: Danielle Ward. "PeriAnesthesia Education Block". Journal of PeriAnesthesia Nursing 38, n.º 4 (agosto de 2023): e16-e17. http://dx.doi.org/10.1016/j.jopan.2023.06.083.

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50

Oakley, Melanie. "Education in post anaesthetic care nursing". British Journal of Anaesthetic and Recovery Nursing 3, n.º 1 (fevereiro de 2002): 4–6. http://dx.doi.org/10.1017/s1742645600000747.

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ABSTRACTPost anaesthetic care nursing was viewed for many years as the ‘poor relation’ of theatre and anaesthetic nursing. This was for a number of reasons, but primarily because recovery of the anaesthetised patient was, until relatively recently ward based. However with the advent of anaesthesia becoming more ‘high tech’ the skill required to look after a patient post anaesthesia has increased and with that increase the need for a high level of education for nurses within this speciality. There is now a long English National Board course for the Post anaesthetic care nurse, and opportunities are arising for nurses working in this area to add to the body of knowledge in post anaesthetic care nursing.

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