Готові списки джерел за темами / Expert nurse

Добірка наукової літератури з теми "Expert nurse"

Автор: Grafiati
Опубліковано: 10 грудня 2022
Оновлено: 28 січня 2023

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Статті в журналах з теми "Expert nurse"

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Stein, Nancy L. "NURSE SEX EXPERT." AJN, American Journal of Nursing 103, no. 8 (August 2003): 13. http://dx.doi.org/10.1097/00000446-200308000-00005.

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Gawthorpe, Paula. "Nurse to Nurse Palliative Care – Expert InterventionsNurse to Nurse Palliative Care – Expert Interventions." Nursing Standard 24, no. 18 (January 6, 2010): 31. http://dx.doi.org/10.7748/ns2010.01.24.18.31.b1002.

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Jackson, Mike. "Nurse to Nurse Wound Care – Expert InterventionsNurse to Nurse Wound Care – Expert Interventions." Nursing Standard 24, no. 21 (January 27, 2010): 30. http://dx.doi.org/10.7748/ns2010.01.24.21.30.b1010.

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Weeks, Stephen. "Nurse to Nurse Dementia Care – Expert InterventionsNurse to Nurse Dementia Care – Expert Interventions." Nursing Standard 25, no. 19 (January 12, 2011): 31. http://dx.doi.org/10.7748/ns2011.01.25.19.31.b1154.

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Gormley-Fleming, Liz. "Nurse to Nurse Evidence-Based Practice – Expert InterventionsNurse to Nurse Evidence-Based Practice – Expert Interventions." Nursing Standard 23, no. 51 (August 26, 2009): 30. http://dx.doi.org/10.7748/ns2009.08.23.51.30.b951.

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Benner, Patricia, Christine A. Tanner, and Catherine A. Chesla. "Becoming an Expert Nurse." American Journal of Nursing 97, no. 6 (June 1997): 16BBB. http://dx.doi.org/10.2307/3465347.

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Benner, Patricia, Christine A. Tanner, and Catherine A. Chesla. "Becoming an Expert Nurse." American Journal of Nursing 97, no. 6 (June 1997): 16BBB. http://dx.doi.org/10.1097/00000446-199706000-00024.

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Lott, Judy Wright, and Gail Brown. "The nurse expert witness." Newborn and Infant Nursing Reviews 1, no. 3 (September 2001): 181–91. http://dx.doi.org/10.1053/nbin.2001.25583.

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Murphy, Ellen K. "The expert nurse witness." AORN Journal 82, no. 5 (November 2005): 853–56. http://dx.doi.org/10.1016/s0001-2092(06)60278-0.

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Murphy, Ellen K. "The expert nurse witness." AORN Journal 43, no. 1 (January 1986): 14–16. http://dx.doi.org/10.1016/s0001-2092(07)65562-8.

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Дисертації з теми "Expert nurse"

1

Gross, Monty Dale. "Instructional Design Thought Processes of Expert Nurse Educators." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29747.

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This study explores how expert nurse educators design instruction. Six female expert nurse educators volunteered to participate. Each participant had over ten years experience teaching, and all were recognized for their teaching excellence. They also had master's or doctoral degrees. Participants worked in small private schools, community colleges, or large public universities. The methodology was based in developmental research. Qualitative data sources included interviews, think-aloud protocols, and artifacts. Interviews and think-aloud protocols were audio-taped, transcribed, and member-checked. Artifacts, such as course packets and participant-authored books or interactive CDs, were collected. Data was coded and triangulated. Event-state diagrams and narratives were developed and member-checked. A between-subjects approach also was used to analyze data to develop a composite diagram and narrative that describes how expert nurse educators design instruction. Results indicate that the participants generally followed the steps of analysis, design, develop, implement, and evaluate (ADDIE), as they design instruction. Little was mentioned about actually developing material. However, six key elements were common among the participants. Enthusiasm, meaningful, prior knowledge, engaged, faculty-student relationships, and faculty preparation were common themes that the faculty found important in their process of designing instruction. This study provides information to build a knowledge base on instructional design in nursing education. It may also foster discussion to improve the effectiveness of how nurse educators design instruction.
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McGregor, Roberta J. "Expert practice and career progression in selected clinical nurse specialists." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-07282008-135236/.

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Colgan, Anne Teresa. "From novice to expert : the development of knowledge organisation in student nurses." Thesis, Queen's University Belfast, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323684.

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Underwood, Douglas W. "Competence by simulation| The expert nurse continuing education experience utilizing simulation." Thesis, Capella University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558245.

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Registered nurses practice in an environment that involves complex healthcare issues requiring continuous learning and evaluation of cognitive and technical skills to ensure safe and quality patient care. The purpose of this basic qualitative study was to gain a better understanding of the continuing educational needs of the expert nurse. This study focused on the use of simulation as a learning platform in the continuation of competency. The study was based on the theories of adult learning and novice to expert. A sample of 10 expert nurses was interviewed regarding their experiences in the use of simulation during continuing education endeavors. The finding indicated that the use of simulation in this study population was effective in the maintenance of competency or in the delivery of new information. The study finding also offered developmental ideas for nurse educators in the planning and delivery of simulation to this study population.

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Hollis, Kimberly M. "Improving Retention Strategies for Experienced Nurses." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7448.

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Experienced nurses depart the workforce in significant numbers; therefore, it is critical to understand how those departures affect patient care and safety. The focus of this systematic review included appraisal of recent research to provide an understanding of strategies used in acute care settings to retain experienced nurses. Guided by Benner's model of skill acquisition, the purpose of this systematic review was to identify factors that influence the decision of nurses with experience to leave or remain working in acute care work settings. The 19 articles selected for this review were limited to those pertaining to experienced registered nurses who have worked in the acute care setting for 2 years and longer. The review excluded articles pertaining to registered nurses with fewer than 2 years of experience, who were considered at the novice or proficient level of nursing. The results of this literature review showed that management conflicts, lack of support, work environments, work schedules, and disproportionate staffing levels were among the factors leading to morale distress and burnout in experienced nurses. These findings have the potential to contribute to positive social change by guiding administrative efforts to retain experienced nurses and improve mentoring of newer nurses and, ultimately, improve patient outcomes.
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Hain, Abigail. "How expert professional nurses practice and develop nurse presence in a critical care unit: A grounded theory study." Thesis, University of Ottawa (Canada), 2007. http://hdl.handle.net/10393/27461.

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The intent of this thesis was to increase understanding of the nurse's presence in clinical nursing practice within the critical care setting. Nurse presence is employed to achieve an enhanced connection with patients and has been described as both being there for and being with the other. Highly technological intensive care environments have the potential to objectify patients and present unique challenges to nursing professionals attempting to integrate this aesthetic art into their care. Purpose. The purpose of this study was to examine how critical care nurses practice and develop nurse presence with their patients. Method. Grounded theory method was used. Data were obtained from semi-structured interviews with nine expert critical care nurse participants. Results. Presence as a practice emerged as a three phased process---commitment, presencing strategies and connection. The development of nurse presence as an evolutionary process was gradual, iterative and cumulative and was subject to two major influences---transitional influences and professional influences. Each patient experience with presence contributed to knowing the uniqueness of the individual as a whole person as well as to knowing a richer and deeper understanding of presence as a nursing practice. This integration of the practice and developmental components of this nursing phenomenon is described by the basic social process 'knowing the whole'. Conclusions. Presencing emerged as a powerful and humanizing, aesthetic element of nursing the critically ill. Unlike previous studies on this concept, the grounded theory method revealed three stages of practicing presence and demonstrated that it is learned.
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Cheam, T. S. "Expert systems and heuristics in rota design : With reference to hospital staffing." Thesis, University of Strathclyde, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.381513.

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Calvert, Robin Coggins. "A Phenomenological Exploration into the Lived Transition Experiences of Expert Clinicians to Novice Nurse Educators." Thesis, William Carey University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10789752.

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Tens of thousands of qualified applicants are turned away from baccalaureate and associate degree nursing programs each year due to the ongoing shortage of nurse educators. It is anticipated that many nurse educators will retire, adding to the current shortage. To meet the need for the ongoing shortage, additional qualified nurse educators are needed. Benner’s Novice to Expert Theory provided the theoretical framework for this qualitative phenomenological study which explored the transition experiences of novice nurse educators. As expert clinicians transition from clinical practice to academic settings, specific factors emerge as motivators, challenges, and barriers during the transition from expert clinician to novice nurse educator. The purpose of this study was to explore the motivations and experiences of expert clinicians, with at least five years of clinical experience, as they transition to the role of novice nurse educator. The underlying concept that emerged from this study was being at sea, which symbolizes the expert clinician embarking on a new adventure, entering the sea of academia, as a novice nurse educator. Narratives from this study shed light on the myriad of issues that continue to affect the transition from expert clinician to novice nurse educator. The perspectives of 12 novice nurse educators provide an understanding of the difficulties faced during the transition and lend to the current body of knowledge by providing insight into the needs and desires of expert clinicians as they transition to the role of novice nurse educator in the first academic year.

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Elgh, Karin, and Maria Magnusson. "Min kompetens är viktig! : En kvalitativ studie om specialistsjuksköterskans kompetens inom onkologisk vård." Thesis, Högskolan Väst, Institutionen för omvårdnad, hälsa och kultur, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-4461.

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Background: An increasing number of patients with an oncology diagnose will be seen in the future. The oncology care is complex and in great need of nurses with a high level of competence. There is a lack of previous research in the specialist oncology nurses competence and therefore knowledge of their skills can reveal an understanding of their competence. Aim: The aim of the study was to describe the competence of the specialist oncology nurse. Method: Four oncology nurses and two directors of oncology care were interviewed. The interview text was analyzed using qualitative content analysis. Results: The result showed that the oncology nurses had developed six different competences within different areas. These competence areas were assertiveness, patient-centered care, ethical and moral-, pedagogical-, to lead and develop- and theoretical competence. They described their competences in a way of feeling more confident and they had a deeper theoretical knowledge. They also described that the needs of the patient as central. They found it easier to communicate and to give information and had a greater ambition to develop the oncology care. Conclusion: Deeper theoretical knowledge is a necessity to develop new competence. Theoretical knowledge seems essential in order to develop new competence. To be able to use their new competences, time, opportunities and support must be given to the specialist oncology nurse. It is also important for the specialist oncology nurse to claim and believe in her competence.
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von, Porath Maria, and Jonna Jarneståhl. "Faktorer som påverkar sjuksköterskors upplevelse av palliativ vård." Thesis, University of Skövde, School of Life Sciences, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-2647.

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Palliativ vård är en speciell vårdform som inriktar sig på att ge lindrande vård till patienter som lever med en livshotande sjukdom. Den inriktar sig på att lindra patientens obehag och lidande, öka välbefinnandet och skapa förutsättningar för en förbättrad livskvalité. Själva sjukdomen står inte i fokus i den palliativa vården och den erbjuds därför människor med obotlig livshotande sjukdom. Syfte: Syftet var att genom en litteraturstudie beskriva faktorer som sjuksköterskor anger upplevelsen av palliativ vård. Metod: För att ge en objektiv och systematiserad sammanfattning av den befintliga kunskapen görs en litteraturstudie. Resultat: Den palliativa vården är komplex och resultaten beskriver nio faktorer. Dessa faktorer var professionell erfarenhet och kunskap, bristande professionell erfarenhet och kunskap, stärkande relationer, kollegialt stöd, bristande förmåga att hålla professionell distans, anhörigas förnekelse, bristande samarbete mellan sjuksköterska och läkare, holistisk omvårdnad och symtomkontroll samt bristande holistisk omvårdnad och symtomkontroll. Dessa faktorer påverkade sjuksköterskans upplevelse både positivt och negativt. Positivaupplevelser var att finna mening i sitt arbete, tillfredställelse, personlig utveckling och bekräftelse. Negativa upplevelser var meningslöshet, stress, otillräcklighet och oro.


Palliative care is a special kind of care that focuses on giving relief care to patients that are living with life threatening diseases. The disease is no longer in focus in palliative care and it is therefore offered to people who have an incurable life threatening disease. It focuses on relieving the patient’s discomfort and suffering, increase wellbeing and create conditions for an increased quality of life. Aim: The aim was to describe factors that influence on nurse’s experience of palliative care. Method: In order to give an objective and systematic conclusion of the current knowledge a literature study was chosen. Result: The palliative care is complex and nine factors emerged that play an important role in the nurse's experiences of palliative care. These factors were professional experience and skills, lack of professional experience and skills, strengthening relationships, co-worker support, and lack of ability to keep a professional distance, relative’s denial, lack of cooperation between the nurses and doctors, holistic care and symptom control and lack of holistic care and symptom control. These factors influenced nurse’s experiences, both positive and negative. Positive experiences were to find meaning in their work, satisfaction, personal development and confirmation. Meaningless, stress, inadequacy and anxiety were negative experiences.

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Книги з теми "Expert nurse"

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Milazzo, Vickie L. CLNC Certified Legal Nurse Consultant success stories: Real nurses, real stories, unreal success. Edited by Medical-Legal Consulting Institute. 4th ed. Houston, Tex: Vickie Milazzo Institute, a division of the Medical-Legal Consulting Institute, Inc., 2008.

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Marshall, Elaine Sorensen. Transformational leadership in nursing: From expert clinician to influential leader. New York, NY: Springer, 2011.

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Transformational leadership in nursing: From expert clinician to influential leader. New York, NY: Springer, 2010.

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Milazzo, Vickie L. How to easily avoid lawyers' traps: Master the witness stand as a nurse witness or testifying expert. Houston, Tex: Medical-Legal Consulting Institute, 1997.

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Milazzo, Vickie L. How to eaily avoid lawyers' traps: Master the witness stand as a nurse witness or testifying expert. Houston, TX: Medical-Legal Consulting Institute, 1991.

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National Alliance of Certified Legal Nurse Consultants. Conference. Medical-Legal Consulting Institute, Inc. presents National Alliance of Certified Legal Nurse Consultants: Third Annual Conference, Awakening your inner power creating practice-building breakthroughs for the 21st century. Houston, Tex: Medical-Legal Consulting Institute, 1998.

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7

Kirk, Maggie. Nurse education and the new genetics: Preparing the practitioners of the future : a report of an Expert Advisory Panel. Pontypridd: Welsh Institute for Health and Social Care, 1999.

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Nursing, Royal College of. What a difference a nurse makes: An RCN report on the benefits of expert nursing to the clinical outcomes in the continuing care of older people. London: Royal College of Nursing, 1997.

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Milazzo, Vickie L. How to become a prosperous medical-legal consultant: A seminar for nurses seeking new adventures and opportunities. Houston, Tex: Medical-Legal Consulting Institute, 1997.

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Kyle, Geraldine Mary. The skills and attributes that expert paediatric nurses perceive to be essential for the effective training of paediatric nurses: Delphi survey technique. [s.l: The author], 2003.

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Частини книг з теми "Expert nurse"

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Iyer, Patricia W. "The Expert Fact Witness." In Legal Nurse Consulting Principles and Practices, 775–96. 4th edition. | Abingdon, Oxon [UK] ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283642-32.

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Albee, Tracy, Mariann F. Cosby, and Martha Heath Beach. "The Life Care Planning Expert." In Legal Nurse Consulting Principles and Practices, 551–82. 4th edition. | Abingdon, Oxon [UK] ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283642-23.

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Cosby, Mariann F., and Tricia West. "The Legal Nurse Consultant as Expert Witness." In Legal Nurse Consulting Principles and Practices, 737–74. 4th edition. | Abingdon, Oxon [UK] ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283642-31.

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Dickinson, Julie. "Locating, Screening, and Communicating with Expert Witnesses." In Legal Nurse Consulting Principles and Practices, 847–70. 4th edition. | Abingdon, Oxon [UK] ; New York, NY : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429283642-36.

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Skidmore, David. "The Person as a Life Expert: This is not a Love Song." In Using Patient Experience in Nurse Education, 21–42. London: Macmillan Education UK, 2005. http://dx.doi.org/10.1007/978-1-137-20436-3_2.

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Quallich, Patrick J. "The Medical/Nursing Expert Witness: A Primer and Considerations for the Practitioner and the Profession." In The Nurse Practitioner in Urology, 513–25. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-45267-4_25.

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Kenyon, Michelle, John Murray, Rose Ellard, and Daphna Hutt. "Education Needs for Nurses in Adult and Paediatric Units." In The EBMT/EHA CAR-T Cell Handbook, 207–13. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94353-0_40.

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AbstractComplex nursing care for patients on the CAR-T cell therapy pathway involves many different nursing roles that have important functions at different stages in the pathway. Within the multiprofessional team, nurse education is critical to safe and competent care and to the patient’s treatment experience. As we consider the education needs of the nursing workforce throughout the entire patient pathway, including the supply chain, chain of custody, and clinical care delivery, we recognize the important roles of expert nurses, practice educators, and the wider multiprofessional team in sharing their knowledge and experience. Nurse education strategies should include referring nursing teams to facilitate seamless patient care throughout referral, treatment, and follow-up to optimize communication and appropriately meet patient and caregiver information needs.
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Watanabe, Kazumi, Manami Nozaki, Masami Ishihara, and Hidenobu Takao. "Situational Awareness of Expert Nurses on the Process of Weaning a Ventilator." In Advances in Intelligent Systems and Computing, 23–29. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-50838-8_4.

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Chua, Wai Fong. "The Management and Control of Experts and Expertise: The Case of the Nurse." In Critical Perspectives in Management Control, 189–215. London: Palgrave Macmillan UK, 1989. http://dx.doi.org/10.1007/978-1-349-07658-1_10.

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Woolery, Linda K., M. VanDyne, J. Grzymala-Busse, and C. Tsatsoulis. "Machine Learning for Development of an Expert System to Support Nurses’ Assessment of Preterm Birth Risk." In Nursing and Computers, 464–69. New York, NY: Springer New York, 1998. http://dx.doi.org/10.1007/978-1-4612-2182-1_60.

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Тези доповідей конференцій з теми "Expert nurse"

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Abranches, Débora, Dympna O'Sullivan, and Jon Bird. "Nurse-led Design and Development of an Expert System for Pressure Ulcer Management." In CHI '19: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3290607.3312958.

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Schuermans, Daniel, Pascale Oumaziz, Fatima Snoussi, Annemie Schoonis, and Geert Celis. "Is repeated education about small volume nebulizer aerosol, by an expert respiratory nurse to colleagues, needful?" In Annual Congress 2015. European Respiratory Society, 2015. http://dx.doi.org/10.1183/13993003.congress-2015.pa334.

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Owen, Katie, Augustilia Rodrigues, and Cath Fraser. "Exploring the Impact of Promoting Mental Health, Addiction, and Intellectual Disability Nursing as a Career to Undergraduate Nurses in Their Last Year of Study." In 2021 ITP Research Symposium. Unitec ePress, 2022. http://dx.doi.org/10.34074/proc.2205008.

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Specialist nursing practice in mental health, addiction and intellectual disability (MHAID) comprises a growing sector of public health demand, and yet this field is one of the least popular career pathways for student nurses (Happell et al., 2019a; Owen, 2021). International studies and personal observations by members of the research team as nurse educators suggest two key factors at play. First, student willingness to work in MHAID specialist roles is impacted by entrenched stigma and discrimination against people who experience mental distress, addictions and intellectual disabilities. Second, students have voiced their perceptions of specialist mental-health nursing as less important than general nursing. Working in MHAID is commonly seen as carrying little prestige, variety, challenge or opportunity for skill development; worse, such findings from surveys of final-year student nurses’ employment preferences have remained relatively unchanged over the last 20 years, at least (Wilkinson et al., 2016). With employers desperate for specialist MHAID staff, and education providers charged with meeting industry needs, how can nursing programmes begin to combat this bias and bring about attitudinal change? This paper describes a pilot initiative with Year 3 undergraduate student nurses in one Te Pūkenga subsidiary, which we believe shows considerable promise for a wider roll-out across the tertiary healthcare-education sector. A hui supported by Whitireia’s Community of Practice for Mental Health and Addiction within the School of Health and Social Services allowed students to interact with multiple industry stakeholders: District Health Board (DHB) partners; graduates working in the mental health and addictions sector, experts by experience; and the postgraduate New Entry to Specialist Practice in Mental Health teaching team. A subsequent survey evaluation confirmed the positive impact of the initiative regarding altering negative stereotypes of nursing roles within MHAIDs and increasing the number of students who may consider specialising in these areas, post-graduation.
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Cunningham, Stacey, Amine Chellali, Jose Banez, and Caroline G. L. Cao. "Design of a Spatial Aid for Communication in Robotic Surgery." In ASME 2012 11th Biennial Conference on Engineering Systems Design and Analysis. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/esda2012-82804.

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Robots are increasingly being incorporated into the clinical environment. In minimally invasive surgery, robots are used to hold the tools and camera at the operating table while the surgeon performs surgery at a console away from the rest of the surgical team, reducing the opportunity for face-to-face communication. As surgery is a team-oriented process in which surgeons, nurses, and anesthesiologists collaborate to achieve the common goal of delivering care to a patient, any barrier to communication can inhibit the team process required in surgery. This study examined surgeon-nurse spatial communication in a collaborative surgical task in a controlled experiment. It was hypothesized that providing a spatial communication aid would improve performance time and reduce the amount of communication needed for the task. Fifteen dyads of surgeons or novices completed a simulated organ manipulation task using a laparoscopic trainer box in two viewing conditions: aligned (0°) and rotated (90°) camera view. Subjects were divided into 3 experimental groups: control, cardinal directional aid, and grid directional aid. Results show that experts were faster than novices, and the directional aids significantly facilitated task performance. While the volume of communication was not different across the three groups, there was a shift toward a more collaborative style of communication in the cardinal directions and grid conditions. The findings suggest that spatial communication aids can improve performance and promote collaboration in the robotic operating room.
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5

Laxmi. "Effectiveness of Self Learning Material on Practices of In-service Auxiliary Nurse and Midwives (ANMs) Related to Behavior Change Communication (BCC) for Reproductive and Child Health (RCH) Care." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.3043.

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As per WHO, the global estimates for the year 2017 indicate that there were 295 000 women died during and following pregnancy and childbirth however most could have been prevented. Behavior Change Communication (BCC) is one of the most cost effective ways of targeting the issues of RCH care. There is a need to sensitize the Auxiliary Nurse and Midwives (ANMs) regarding the benefits of adopting a systematic BCC intervention (RMNCH+A in India 2013). // Objective: 1: To develop self learning material on BCC for RCH care 2: To assess effectiveness of Self learning material (SLM) on practices of ANMs regarding BCC for RCH care // Method: The quantitative research approach evaluative in nature and One group pretest and repeated post-test research design to assess the retention of learning among 94 study sample after reading the SLM was used for present study. Researcher developed SLM as an intervention of study with learning objective to describe the process of Behaviour Change Communication and related role of ANMs for RCH care and got validated by 21 subject experts. Structured questionnaire as an assessment tools consisting items on reported practices related to providing need based relevant information during RCH care, selection of audience and use of various BCC approaches and methods on selected RCH care component was developed and got validated by 21 subject experts. Pre-test assessment of 94 In-service ANMs (ISAs) selected from 16 health units of Delhi was done using validated tool ,SLM was introduced using group discussion method followed by reading at own pace of study sample . Post test-1 assessment was done after one month of introducing SLM then assessment for post test -2 was done after three months to assess the retention // Result And Conclusion : Findings shows that most of the In-service ANMs 61 (64.9%) scored below 50% marks in pre test assessment done before reading the SLM . It reveals that ISAs had inadequate practices regarding BCC for RCH care. However after reading the SLM majority of ISAs 89 (94.7%) and 56 (59.6%) scored more than 75% marks in post test-I and II respectively. Finding revealed that SLM was significantly effective to enhance the pre-test mean practice score from 51.05 to 99.25 and 86.90 in post test-I and II respectively (p<.001). // Discussion: It was revealed by Novick, (2009), that target people for MCH care desired comprehensive and relevant information to clear their doubts, and enable them take informed decisions.
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Звіти організацій з теми "Expert nurse"

1

Bedford, Juliet. SSHAP Roundtable: 2021 Ebola Outbreak in Guinea. Institute of Development Studies (IDS), March 2021. http://dx.doi.org/10.19088/sshap.2021.019.

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SSHAP convened a virtual roundtable of expert advisors on Friday 12 March 2021 to discuss the outbreak of Ebola in Guinea declared on 14 February 2021. At the time of writing (19 March 2021), there have been 18 cases (14 confirmed, 4 probable), 9 deaths (including 5 in the community; CFR 50%) and 6 recoveries. Six of the 7 first cases identified were from the family of the first case, a 51-year-old nurse from Gouecke who died in N’Zérékoré on 28 January. Vaccination was launched on 23 February, and as of 17 March, 3,492 people had been vaccinated. The last new case was reported on 4 March 2021.
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2

Stoddard, Amy, Donna Lynch-Smith, Kate Carlson Wrammert, and Bobby Bellflower. Increasing Nurse Knowledge Using a Formal Lung Transplant Education Program. University of Tennessee Health Science Center, December 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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