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1
Lopez, Maria, Jose-Maria Jimenez, Mercedes Fernández-Castro, Belen Martin-Gil, Sara Garcia, Maria-Jose Cao, Manuel Frutos-Martin, and Maria-Jose Castro. "Impact of Nursing Methodology Training Sessions on Completion of the Virginia Henderson Assessment Record." Nursing Reports 10, no. 2 (November 25, 2020): 106–14. http://dx.doi.org/10.3390/nursrep10020014.
Повний текст джерелаАнотація:
The Virginia Henderson model, integrated in the computer application GACELA Care, helps to standardise the nursing assessment and establish precise and personalised nursing diagnoses. The aim was to determine the extent of completion of the initial patient assessment record after nurses following a training programme on nursing methodology. A quasi-experimental, retrospective, randomised, observational, single-group study was performed in two stages: pre-training and post-training. Voluntary training sessions were held for the nurses that work with GACELA Care. The completion of the initial patient assessment using the needs of Virginia Henderson and the Norton scale was evaluated before and after the training sessions. Completion of the needs of Virginia Henderson in the initial patient assessment increased from 94.2% to 100% (p = 0.014). Completion of “hygiene/skin” increased significantly from 83.3% to 95.8% (pre-training and post-training, respectively). The remaining needs did not show statistical significance. Recording of the Norton scale increased from 63.13% to 92.5% (p < 0.001). The training sessions on nursing methodology have improved the completion of records and inclusion of normal characteristics, defining characteristics and risk factors, and improving pressure ulcer risk assessment through the Norton scale.
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Hoang, Lan Van, Thuy Duong Tran, Hong Anh Phan, Thi Hoa Huyen Nguyen, Thi Hien Bui, Thi Hue Hoang, and Thi Thuy Le. "Strengthening teaching capacities for nurse lecturers: An initial report." Tạp chí Khoa học Điều dưỡng 6, no. 01 (February 20, 2023): 138–45. http://dx.doi.org/10.54436/jns.2023.01.520.
Повний текст джерелаАнотація:
Objectives: To assess the prior knowledge of teaching methods among nurse lecturers before participating in the train-of-trainer workshop, namely “Covid-19 and Nursing Education: Strengthening nurse lecturers’ teaching capacities and learning environments for the new nornal”. Subjects and methods: A cross - sectional study was used to assess the knowledge of teaching methods of all nurse lectures from five nursing schools. An online survey, which had 25 items related to 05 topics in the workshop, was developed. Results: 26 nurse lecturers completed this online survey. The results of the pre-test survey showed that the average score of knowledge about teaching methods was 12 (± 2.8) with the possible score ranged from 0 - 25 points. Only 02 lecturers correctly answered 19 questions out of a total of 25 questions. The most incorrect answers were given by the lecturers in the knowledge area about debriefing techniques in simulation training and peer support methods. Conclusion: The initial results of knowledge regarding teaching methods indicated the need of conducting the training program for nurse lecturers. The study outcome has potential application based on its series of training workshops, teaching demonstration and a combination of quantitative and qualitative evaluation on the effectiveness of the training program.
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Bui Thi My, Anh, Hung Phung Thanh, Xiem Chu Huyen, Anh Pham Quynh, Chang Pham Thi Huyen, Thanh Nguyen Duc, and Tac Pham Van. "An initial results of nursing care competencies among nurses at commune health level in Vietnam." Journal of Health and Development Studies 07, no. 01 (February 28, 2023): ̣97–105. http://dx.doi.org/10.38148/jhds.0701skpt22-120.
Повний текст джерелаАнотація:
Nurses is one of the crucial components of human resource for health to ensure the effectiveness of healthcare services. Nursing practice competencies plays an important role in ensuring the quality of care for patients and continuously improving service quality. Objective: describe nursing practice competencies at commune health centers in Vietnam in 2021-2022. Methods: A cross-sectional study in 6 provinces with a total of 578 nurses at commune health centers were selected for the study. Results: The study showed that the nursing practice competencies among nurses at the commune level was different between 11 criteria of nursing care practice, it ranged from 56.1% to 78.9%. Particularly, the nursing practice competency in safe and effective medication had the highest rate (78.9%), while the nursing practice competency in prioritizing care based on the demands of patients and their family and community was the lowest rate (56.1%). Conclusions: The study suggested that a necessary to supplement regular training, improve professional capacity, especially continuous training according to the core competency criteria of nurses in order to improve and respond adequately to their job position at commune health level. Keywords: Health workforce, competencies, nursing care practice, nurse, Vietnam.
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Lugo, Ricardo Gregorio, Inger Hjelmeland, Mette Tindvik Hansen, Erna Haug, Stefan Sütterlin, and Heidi Kristine Grønlien. "Impact of Initial Emotional States and Self-Efficacy Changes on Nursing Students’ Practical Skills Performance in Simulation-Based Education." Nursing Reports 11, no. 2 (April 21, 2021): 267–78. http://dx.doi.org/10.3390/nursrep11020026.
Повний текст джерелаАнотація:
Training through simulation has shown to increase relevant and specific skills sets across a wide range of areas in nursing and related professions. Increasing skills has a reciprocal relation to the development of self-efficacy. A study was conducted to assess changes in the development of self-efficacy in simulation training for 2nd year nursing students. Initial emotional states, pre and post self-efficacy, and expert ratings of simulation performance were assessed. Results show that students who displayed an increase in self-efficacy as a result of simulation training were also judged to perform better by expert ratings. The effect of simulation on self-efficacy could be influenced by initial states of physiological activation and over control. Results also showed that initial emotional states did not moderate self-efficacy development on outcome measures. These findings improve our understanding on the relationship between students’ self-efficacy and performance of practical skills and inform pedagogical designs and targeted interventions in relation to feedback and supervision in nursing education.
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Rebelo, M. "Initial experience of training in palliative care." BMJ Supportive & Palliative Care 1, no. 1 (June 1, 2011): 105. http://dx.doi.org/10.1136/bmjspcare-2011-000053.137.
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Scocca, A., A. Gioia, and P. Poli. "Initial Experience of a Nurse-Implemented Peripherally Inserted Central Catheter Program in Italy." Journal of the Association for Vascular Access 13, no. 1 (March 1, 2008): 27–30. http://dx.doi.org/10.2309/java.13-1-6.
Повний текст джерелаАнотація:
Abstract In Italy prior to 2006 central venous catheters were inserted only by anaesthesiologists. Nurses were excluded based on professional profile. In 2005 the nursing staff of the Pain Therapy and Palliative Care Unit (PTPCU) at Santa Chiara Hospital in Pisa, proposed that nurses be permitted to insert Peripherally Inserted Central Catheters (PICCs). The recommendation was submitted to the Italian National Board of Nurses with a request to implement a training program. The Board approved the proposal in January 2006. Initially the PTPCU nursing staff had PICC training programs through the St. Chiara Hospital Vocational Training Office. The program was initially implemented by a nurse volunteer who had critical care training, intravenous therapy experience and who demonstrated competence with PICC placement based on training by PTPCU interventional anaesthesiologists. To date, nearly 250 successful PICC placements have been performed using the Modified Seldinger Technique (MST) in conjunction with ultrasound guidance. Physicians and nurses identified potential candidates and the patients were assessed by the PICC nurse. The combination of PICC/MST was found to facilitate placement in patients with impalpable vessels and above the antecubital fossa as well as improve freedom of movement and reduce the likelihood of patients accidentally dislodging the device. The primary reasons for PICC placement included antibiotic or antiviral therapy (26%), total parenteral nutrition administration (35%) and chemotherapy (39%). There were 211 catheters used exclusively for inpatients and 39 catheters exclusively for outpatients. The PICC program resulted in an excellent safety profile, a high success rate, and few post-procedural complications. It was a less costly option compared to centrally inserted, tunnelled, or implanted central vascular access devices; it improved the quality of nursing care and decreased patients' waiting time for vascular access placement.
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Ostanina, S., S. Kim, A. Musagazin, and A. Verevkin. "Effectiveness of Simulation Training in the Implementation of Independent Nurse Appointment in Viamedis Clinics." Virtual Technologies in Medicine, no. 3 (September 7, 2024): 100. http://dx.doi.org/10.46594/2687-0037_2024_3_1904.
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As part of the implementation of the dynamic observation reform in Viamedis clinics, it is planned to expand the job functions of a nurse with the implementation of a full-fledged nursing reception of chronic patients. The concept of "nursing reception" includes an initial examination, physical examination, assessment of the condition in dynamics, the appointment of a research plan and their interpretation in accordance with the regulatory legal acts of the Republic of Kazakhstan, the identification of alarming clinical and laboratory signs, determination of patient management tactics within the framework of nursing competence and further routing.
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Kennedy, Katherine, A. Snow, Whitney Mills, Amy Mochel, Sylvia Haigh, Teddy Bishop, Christine Hartmann, and Michelle Hilgeman. "EVALUATING VIRTUAL MONTESSORI DEMENTIA TRAINING USING NORMALIZATION PROCESS THEORY AMONG VA NURSING HOME STAFF." Innovation in Aging 8, Supplement_1 (December 2024): 832–33. https://doi.org/10.1093/geroni/igae098.2697.
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Abstract This paper uses Normalization Process Theory (NPT) to examine staff impressions of Montessori-based program training and implementation at Veterans Affairs Community Living Centers (VA CLCs; nursing homes). We conducted a mixed-methods evaluation of Montessori Approaches to Person-Centered Care (MAP-VA) at eight VA CLCs. Trainings were conducted as either a live virtual course or a pre-recorded asynchronous class. Two NPT constructs, coherence building and cognitive participation, informed qualitative interview questions, surveys, and analyses focused on staff movement from knowledge to action during initial implementation. Data collection included staff-completed standardized post-training exams (N=906), post-training evaluations (N=761), and optional validated surveys on perceptions of Montessori training (N=307). Champions (peer-leaders) from each CLC completed semi-structured qualitative interviews post-training (N=22). The majority of staff (83%-90%) passed all courses. Staff evaluated the training highly (80%+ agreement) on learning relevant new knowledge and confidence applying new skills. On average, staff felt MAP-VA would become a normal part of their work (7.68/10 scale) and reported increased familiarity with Montessori approaches after training (p =.002). Qualitative interview data from staff trained in Montessori supported three themes concordant with the NPT dimensions of coherence building and cognitive participation. Montessori virtual training resulted in high levels of coherence and cognitive participation among multidisciplinary staff, evidenced by high knowledge, self-efficacy, and readiness to act. The asynchronous and synchronous trainings were accessible, relevant, and supported diverse learners. Virtual dementia training can be an effective and efficient method of teaching nursing home staff about Montessori approaches to reduce responsive behaviors.
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Rew, Lynn, Matthew Banner, Karen Johnson, and Natasha Slesnick. "Intervention Fidelity and Facilitator Training." Western Journal of Nursing Research 40, no. 12 (January 3, 2018): 1843–60. http://dx.doi.org/10.1177/0193945917752092.
Повний текст джерелаАнотація:
Intervention fidelity is an ongoing concern for rigorous research, from the initial stages of planning and study design to the maintenance of internal validity. An added concern is the balance between fidelity and design accommodation to better suit varied populations and individuals. In this article, we describe our process for monitoring intervention fidelity during an individualized, yet standardized, strengths-based intervention with homeless youths, in which we include periodic training of our professional intervention facilitators. In our ongoing study, which is based on a Solomon four-group design with repeated measures, monitoring and training are essential to ensure intervention fidelity. Despite a rich literature about intervention fidelity, little guidance is available to help researchers and practitioners implement fidelity strategies in the real world with vulnerable populations. This article addresses this gap.
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Cheng, Qinqin, Qinghui Zhang, Xiangyu Liu, and Yongyi Chen. "Initial exploration of training for palliative care specialist nurses in mainland China." Nurse Education Today 101 (June 2021): 104869. http://dx.doi.org/10.1016/j.nedt.2021.104869.
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Lamiri, Abderrahmane, Rabia Qaisar, Driss Khoaja, Omar Abidi, Hind Bouzoubaa, and Abderrahim Khyati. "Descriptive Study of Nursing Students' Learning Styles. Case Study of the Professional Bachelor's Degree Cycle in Nursing of the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco." Open Nursing Journal 14, no. 1 (December 31, 2020): 309–16. http://dx.doi.org/10.2174/1874434602014010309.
Повний текст джерелаАнотація:
Background: Learning difficulties experienced by learners are among the most recurring problems in education and, without doubt, the most worrying. Thus, at the beginning of each year, we at the Higher Institute of Nursing Professions and Health Techniques of Casablanca, Morocco (ISPITSC) note the diversity of intrinsic characteristics in our students in the initial training of the Professional Bachelor's (PB) degree cycle in initial nursing training. We believe these characteristics are related to the varied difficulties of adaptation and learning encountered in the first year. However, a lack of knowledge of the learning styles adopted by our students prevents the teaching staff from detecting the difficulties encountered by the learners in assimilating new knowledge during the 3 years of their training course. The identification of these learning styles and subsequent readjustments in training would help improve the quality of training and guarantee an effective mobilisation of knowledge during various care activities, while allowing the acquisition of necessary skills in the context of quality care that meets the needs of patients. Objective: The objective of this study is to identify the learning styles of nursing students in the BP nursing cycle at ISPITS Casablanca in Morocco and to classify their origin and nature according to the typology described by Honey and Mumford. Methods: Our research used a diagnostic and screening instrument for learning styles developed by Honey and Mumford, the “Learning Style Questionnaire” (LSQ), an abbreviated French version of which (LSQ-Fa) has been translated by Fortin et al. A sample of 49 students received the data collection instrument. Results: The study obtained a response rate of 87.75% (43 students). The results are similar to the research that shows that reflector style is the preferred learning style of learners in PB nursing education. However, the study also identified an important category of students who have dual learning styles. Conclusion: Given the gap between learners' teaching style and learning style and its consequences for the assimilation of the knowledge provided, nursing educators should adapt their educational strategies to the particularities of their students in order to reduce learning difficulties and promote the effective mobilisation of knowledge in various complex learning situations.
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Vulea, Diana, and Ciprian Băcilă. "Particularities of Nursing in Electroconvulsive Therapy." Acta Medica Transilvanica 24, no. 4 (December 1, 2019): 62–64. http://dx.doi.org/10.2478/amtsb-2019-0019.
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Abstract Electroconvulsive therapy (ECT) has been a controversial topic, both in the general population and in the medical community since its initial implementation in 1938. Despite clinical applications and proven efficacy in psychiatric and neurological pathologies, such as schizophrenia, catatonia, psychotic disorders, depressive episodes, Parkinson’s disease and psychiatric pathological conditions that occurr during pregnancy or childbed, reluctance to apply ECT persists due to the low degree of information and professional training. The purpose of this article is to emphasize the importance of informing the medical team of the specific training in the provision of adequate nursing within the electroconvulsive therapy. These premises make an essential contribution to the smooth running of the therapeutic process. Taking into account the close interpersonal contact that the medical nurses have with the patient through the profession specifics, it is the appropriate framework to inform the patient and the family regarding the need to establish electroconvulsive therapy, the risks, but especially its benefits. In conclusion, there is a need to establish training courses for nurses so as to ensure the functioning of the therapeutic team as a unit.
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Toqan, Dalia, Ahmad Ayed, Hasan Joudallah, Mosab Amoudi, Malakeh Z. Malak, Imad Thultheen, and Ahmad Batran. "Effect of Progressive Muscle Relaxation Exercise on Anxiety Reduction Among Nursing Students During Their Initial Clinical Training: A Quasi-Experimental Study." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 59 (January 2022): 004695802210974. http://dx.doi.org/10.1177/00469580221097425.
Повний текст джерелаАнотація:
The study is to examine the effect of progressive muscle relaxation exercise on anxiety of nursing students during their initial clinical experience. A quasi-experimental, pre-post study was carried out in the Arab American University. A convenience sample consists of 90 first-year nursing students were chosen. A progressive muscle relaxation exercise for five days per week was conducted on one group of nursing students. Students’ anxiety was measured by S-anxiety scale (STAI Form Y-1) at pre and post the intervention. The severity of anxiety reduction was greater post the exercise (t (89) = 30.783, P = .001).
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Toqan, Dalia, Ahmad Ayed, Hasan Joudallah, Mosab Amoudi, Malakeh Z. Malak, Imad Thultheen, and Ahmad Batran. "Effect of Progressive Muscle Relaxation Exercise on Anxiety Reduction Among Nursing Students During Their Initial Clinical Training: A Quasi-Experimental Study." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 59 (January 2022): 004695802210974. http://dx.doi.org/10.1177/00469580221097425.
Повний текст джерелаАнотація:
The study is to examine the effect of progressive muscle relaxation exercise on anxiety of nursing students during their initial clinical experience. A quasi-experimental, pre-post study was carried out in the Arab American University. A convenience sample consists of 90 first-year nursing students were chosen. A progressive muscle relaxation exercise for five days per week was conducted on one group of nursing students. Students’ anxiety was measured by S-anxiety scale (STAI Form Y-1) at pre and post the intervention. The severity of anxiety reduction was greater post the exercise (t (89) = 30.783, P = .001).
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Singleton, Marcy N., Kimberly F. Allen, Zhongze Li, Kevin McNerney, Urs H. Naber, and Matthew S. Braga. "Rolling-refresher simulation improves performance and retention of paediatric intensive care unit nurse code cart management." BMJ Simulation and Technology Enhanced Learning 4, no. 2 (September 25, 2017): 77–82. http://dx.doi.org/10.1136/bmjstel-2017-000243.
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IntroductionPaediatric Intensive Care Unit Nurses (PICU RNs) manage the code cart during paediatric emergencies at the Children’s Hospital at Dartmouth-Hitchcock. These are low -frequency, high-stakes events.MethodsAn uncontrolled intervention study with 6-month follow-up. A collaboration of physician and nursing experts developed a rolling-refresher training programme consisting of five simulated scenarios, including 22 code cart skills, to establish nursing code cart competency. The cohort of PICU RNs underwent a competency assessment in training 1. To achieve competence, the participating RN received immediate feedback and instruction and repeated each task until mastery during training 1. The competencies were repeated 6 months later, designated training 2.ResultsThirty-two RNs participated in training 1. Sixteen RNs (50%) completed the second training. Our rolling-refresher training programme resulted in a 43% reduction in the odds of first attempt failures between training 1 and training 2 (p=0.01). Multivariate linear regression evaluating the difference in first attempt failure between training 1 and training 2 revealed that the following covariates were not significantly associated with this improvement: interval Paediatric Advanced Life Support training, interval use of the code cart or defibrillator (either real or simulated) and time between training sessions. Univariate analysis between the two trainings revealed a statistically significant reduction in first attempt failures for: preparing an epinephrine infusion (72% vs 41%, p=0.04) and providing bag-mask ventilation (28% vs 0%, p=0.02).ConclusionsOur rolling-refresher training programme demonstrated significant improvement in performance for low-frequency, high-risk skills required to manage a paediatric code cart with retention after initial training.
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Lajane, Halima, Rachid Gouifrane, Rabia Qaisar, Ghizlane Chemsi, and Mohamed Radid. "Perceptions, Practices, and Challenges of Formative Assessment in Initial Nursing Education." Open Nursing Journal 14, no. 1 (September 14, 2020): 180–89. http://dx.doi.org/10.2174/1874434602014010180.
Повний текст джерелаАнотація:
Background: Formative assessment is a pedagogical practice that improves teaching, as well as students' learning. There is a multitude of research demonstrating interest in this practice in the field of education. However, this assessment practice is poorly integrated by teachers despite its great pedagogical potential, in addition to the tensions existing between formative and summative assessment that its implementation is more formal by the institutions. Objective: The purpose of this research is to explore, as a first step, how nursing teachers conceptualize formative assessment and how they judge its usefulness in the teaching/learning process. Secondly, the study seeks to identify the main challenges that could influence the practice of formative assessment in the context of nursing education. Methods: The study used a descriptive quantitative research design. The target population of the study was composed of nursing teachers (N = 50) from the Higher Institute of Nursing and Health Techniques of Casablanca (ISPITS). This target population includes all permanent nursing teachers working at the ISPITS of Casablanca, divided into the various existing fields. They are responsible for the initial training and practical supervision of nursing students and health technicians enrolled in the cycles of the professional license. To meet our research objective, we conducted a survey using a questionnaire with 37 items divided into five dimensions based on William and Thompson's (2007) model of formative assessment. Results: The results revealed that, in teachers’ practice, the informal approach to formative assessment takes precedence over formal approaches based on planned assessment tools. In addition, their perception of the usefulness of formative assessment is oriented towards a diagnostic function of students' learning difficulties rather than a function of teaching guidance. Furthermore, the study showed that the time commitment of formative assessment and the diversity of activities required of teachers might be obstacles to a broader practice of formative assessment. Conclusion: This study offers suggestions that may help teachers facilitate and innovate the implementation of formative assessment in the field of nursing. Our research perspective is to demonstrate the effect of formative assessment on student learning outcomes through the implementation of a field experiment in collaboration with nursing teachers.
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Cassiani, Silvia Helena De Bortoli, Kimberly Lecorps, Luz Karina Rojas Cañaveral, Fernando A. Menezes da Silva, and James Fitzgerald. "Regulation of nursing practice in the Region of the Americas." Revista Panamericana de Salud Pública 44 (August 15, 2020): 1. http://dx.doi.org/10.26633/rpsp.2020.93.
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Objective. To describe and analyze the current nursing regulations across countries in the Region of the Americas. Methods. A country comparative analysis was carried out by gathering information from the ministries of health, nursing schools, councils, associations, and boards in 2018. The main categories evaluated were type of regulatory bodies, requirements for initial professional registration, and registration renewal. Results. All countries regulate the nursing profession through a regulatory body. Competency exams for initial registration are required in the United States, Canada, and most Caribbean countries. Registration renewal is required in 54.3% of the countries. Continuing education is required for professional registration renewal in the United States, Canada, and 53% of Caribbean countries. Labor hours are required in the United States and Canada. Conclusion. Regulations promote and protect professional integrity. The Pan American Health Organization/World Health Organization recommends that countries make efforts to evaluate competency and training, consider the use of competency exams for initial registration, and add continuing education as requirements for registration renewal.
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Ko, Michelle, Laura Wagner, and Joanne Spetz. "Nursing Home Implementation of Health Information Technology: Review of the Literature Finds Inadequate Investment in Preparation, Infrastructure, and Training." INQUIRY: The Journal of Health Care Organization, Provision, and Financing 55 (January 1, 2018): 004695801877890. http://dx.doi.org/10.1177/0046958018778902.
Повний текст джерелаАнотація:
Health information technology (HIT) is increasingly adopted by nursing homes to improve safety, quality of care, and staff productivity. We examined processes of HIT implementation in nursing homes, impact on the nursing home workforce, and related evidence on quality of care. We conducted a literature review that yielded 46 research articles on nursing homes’ implementation of HIT. To provide additional contemporary context to our findings from the literature review, we also conducted semistructured interviews and small focus groups of nursing home staff (n = 15) in the United States. We found that nursing homes often do not employ a systematic process for HIT implementation, lack necessary technology support and infrastructure such as wireless connectivity, and underinvest in staff training, both for current and new hires. We found mixed evidence on whether HIT affects staff productivity and no evidence that HIT increases staff turnover. We found modest evidence that HIT may foster teamwork and communication. We found no evidence that the impact of HIT on staff or workflows improves quality of care or resident health outcomes. Without initial investment in implementation and training of their workforce, nursing homes are unlikely to realize potential HIT-related gains in productivity and quality of care. Policy makers should consider creating greater incentives for preparation, infrastructure, and training, with greater engagement of nursing home staff in design and implementation.
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Jung, Eun Sook. "Teaching Methods to Build Nursing Competency in Clinical Practicum: A Review of Literature." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 20 (October 31, 2023): 393–405. http://dx.doi.org/10.22251/jlcci.2023.23.20.393.
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Objectives Nursing practicum has used various teaching methods to enable nursing students to build their nursing competencies. This review summarized the definition of nursing competencies, teaching modes of delivery, and teaching methods that were commonly used in clinical practicum in South Korea.
Methods The initial search resulted in 17 articles in RISS, nine in DBpia, and 54 in KISS. Following the removal of duplicates, 14 articles were excluded. Next, the title and abstract of 66 studies were reviewed against our in-clusion and exclusion criteria, and 39 studies remained for the full-text review. Following these steps, 37 studies were included in this literature review.
Results Nursing competencies were measured using 17 concepts in clinical practicum. Of these 17 concepts, the most common concept used to evaluate nursing competency in clinical training was communication skills in nurs-ing practice, followed by clinical performance skills, problem-solving skills, self-discipline in learning, critical thinking skills, self-efficacy, and clinical reasoning skills. In terms of teaching modes of delivery in clinical practi-cum, the following modes were commonly used: simulation training, online learning, hybrid learning, and face-to-face training. Regarding teaching methods, high-fidelity simulation, flipped learning, team-based learn-ing, problem-based learning, and role-playing were commonly used in nursing practicum.
Conclusions This literature review identified the commonly used concept of nursing competency in clinical practi-cum, teaching modes of delivery, and teaching methods in the existing literature published before the 4th cycle of the Korean Nursing Education Accreditation evaluation. Given that a new model of the Korean Nursing Education Accreditation was recently launched and new criteria for nursing competency were announced, the current clinical practicum needs to adopt new concepts of nursing competency and revise teaching methods accordingly. Future studies warrant more detailed investigations on evaluating the appropriateness of the sub-categories of clinical training.
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Bradford, Robin, Lenora Smith, and Jana Jennings. "Evaluation of an Online Dementia Training Program to Reduce Antipsychotic Medication Use in a Nursing Home." Journal of Gerontological Nursing 49, no. 7 (July 2023): 5–8. http://dx.doi.org/10.3928/00989134-20230615-02.
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Using the Kirkpatrick Model as a framework, the current program evaluation was performed to examine the effect of an online dementia training program on the rate of antipsychotic medication use in a nursing home. Antipsychotic medication use before program implementation was compared to use post-implementation. Run charts and a Wilcoxon analysis were used to look for trends or variances in antipsychotic medication use before and after implementation of the program. A nonrandom reduction was noted, and a statistically significant difference was noted in the percentage of residents receiving antipsychotic medications in the 6-month data prior to the training compared to the 6-month data after initial training ( p = 0.026). Staff were satisfied with the training program and learning was noted, as evidenced by staff being able to list behaviors using the CARES ® approach. Fully embedding the training into facility culture will need to be examined by facility administration. [ Journal of Gerontological Nursing, 49 (7), 5–8.]
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Li, Wensong, Zhidong Liu, Tao Song, Chunlong Zhang, and Jianzhen Xue. "Effect Evaluation of Electronic Health PDCA Nursing in Treatment of Childhood Asthma with Artificial Intelligence." Journal of Healthcare Engineering 2022 (March 28, 2022): 1–12. http://dx.doi.org/10.1155/2022/2005196.
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Asthma in children has a long duration and is prone to recurring attacks. Children will feel chest tightness, shortness of breath, cough, and difficulty breathing when they are onset, which has a serious impact on their health. Clinical nursing is of great significance in the treatment of childhood asthma. At present, the electronic health PDCA nursing model is widely used in clinical nursing as a common and effective nursing method. Therefore, it is very important to evaluate the efficacy of the PDCA nursing model in the treatment of childhood asthma. With the development of artificial intelligence, artificial intelligence can be used to evaluate the effect of the PDCA nursing model in the treatment of childhood asthma. The BP network can effectively perform data training and discrimination, but its training efficiency is low, and it is easily affected by initial weights and thresholds. Aiming at this defect, this work uses the genetic simulated annealing (GSA) algorithm to improve it. In view of the problems that the genetic algorithm falls into local minimum and simulated annealing algorithm has a slow convergence speed, the improved genetic simulated annealing algorithm is used to optimize the BP neural network, and an improved genetic simulated annealing BP network (IGSA-BP) is proposed. The algorithm not only reduces the problem that the BP network has an influence on initial weight and threshold on the algorithm but also improves the population diversity and avoids falling into local optimum by improving the crossover and mutation probability formula and improving Metropolis criterion. The proposed method has more efficient performance.
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Williamson, Myrna. "This Is Who We Are: Promoting Professional Behaviors and Civility in Nursing Education." Building Healthy Academic Communities Journal 2, no. 1 (June 20, 2018): 14. http://dx.doi.org/10.18061/bhac.v2i1.6355.
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Background: Incivility, lack of professionalism, distrust and uncaring behaviors negatively impact the teaching and learning environment. Nurse educators concluded that many of these disturbing trends could be prevented and/or managed effectively if faculty and students were educated about expected professional behaviors.Aim: To promote a healthy academic community through the engagement in activities focused on professional behaviors among nursing faculty and students.Methods: Professional development activities were planned to promote a healthy academic community by educating faculty and student participants regarding professional behaviors in the teaching and learning environment. Faculty and student initiatives were designed to promote wellness, professionalism, civility, caring, and trust. The initial activities were entitled, “This Is Who We Are.”Results: Initial outcomes included a position statement created and signed by faculty to facilitate professional behaviors. Students created and signed a position statement exemplifying the desired behaviors of the cohort.Conclusions: Engagement activities are ongoing involving all faculty and all nursing student cohorts during their first semester in nursing school with additional training and updates planned. Initial anecdotal evidence from faculty and students regarding the benefits of these offerings are strongly supportive and demonstrate the beginning steps to a healthy academic environment in nursing education.
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Ali, Mohammed Tariq, Feten Hachain, and Bashar Jasim. "Effect of training program on the performance of orthopedic nurses regarding upper femoral fracture management by using the proximal femoral nailing technique." International Journal of Academic Medicine 10, no. 3 (July 2024): 126–31. http://dx.doi.org/10.4103/ijam.ijam_75_23.
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Abstract Introduction: Hip fractures pose a significant global health-care challenge due to the increasing number of older adults, necessitating accurate and comprehensive nursing care. Materials and Methods: Quasi-experimental design, purposive study was carried out at three teaching Hospitals in Mosul City in Iraq from the period of January 2022 to December 2022, forty nurses from orthopedic wards were the subject to this study, all nurses were evaluated according specialized checklist “Iraqi Ministry of Health guide for organizing nursing operations and practices inside the hospitals and medical departments” then they attended the training program. Results: Approximately 50% of the study sample had a poor level of performance in the initial evaluation preintervention of the program, then after implementing the training program, the performance and practices of the nursing staff have improved significantly. Conclusion: The study concluded that there is a significant and poor performance and practices of the nursing staff toward upper femoral fractures in the orthopedic wards, and that the training program greatly and successfully improve their performance and practices. The following core competencies are addressed in this article: Practice-based learning and improvement, Patient care and procedural skills, Interpersonal and communication skills.
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Dent, D'Ambra, Stacey A. Ingram, Megan Brooke Patterson, Keyonsis Hildreth, Jennifer Young Pierce, Chelsea McGowen, Chao-Hui Sylvia Huang, et al. "Identification of best practices for training in remote symptom monitoring using electronic patient-reported outcomes." JCO Oncology Practice 19, no. 11_suppl (November 2023): 441. http://dx.doi.org/10.1200/op.2023.19.11_suppl.441.
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441 Background: As remote symptom monitoring (RSM) using electronic patient-reported outcomes (ePROs) is increasingly implemented as part of standard-of-care, practices must be prepared to train diverse clinical teams. Little is known about best practices for training multidisciplinary teams to engage effectively with ePROs. Methods: This quality improvement initiative evaluated a training approach for RSM using Plan Do Study Act (PDSA) cycles conducted in oncology practices at the University of Alabama at Birmingham (UAB). Multiple team members participated in training sessions over the duration of implementation scale-up. Training logs, field notes on barriers, and iterations to the training approach were updated using Excel spreadsheets. A recorded training session was utilized as an update to the training approach conducted via Zoom. Results: Overall, 145 providers (nurses, social workers, navigators, clinicians) were trained. Initial training (PDSA Cycle I) included a Zoom lecture for lay navigators, nurses, and physicians conducted by the physician lead, which included rationale for RSM, provider roles, and technical instruction. Barriers identified included limited knowledge retention and difficulty using ePRO technology in practice. In PDSA Cycle II, training included advanced practice providers. In addition, a nurse champion was added to the training team. Content was split into a lecture for rationale and roles (Zoom or in person, based on provider preference) and one on one hands on in-clinic training on technical aspects of ePRO delivery led by the training manager and nurse champion. While this approach increased engagement, provider turnover necessitating multiple trainings and low knowledge sustainment were barriers. In PDSA Cycle III, additional staff were trained including the intake team, nurse navigators, and social workers. The lecture was recorded for delivery by the training manager or independent viewing. In addition to the initial training, written standard operating procedures for providers, and check-ins or repeat sessions with participants were added for longitudinal engagement. Conclusions: Four key provider training elements were: (1) training more provider types to support the use of ePROs in clinical care delivery; (2) emphasizing in-person technical training by an individual with relevant experience; (3) using asynchronous materials to support both scalability and ongoing support; and (4) including additional sessions with longitudinal one-on-one provider training.
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Gregg, Gregg. "Initial Counseling With Parents of Preschoolers who Stutter: Enhancing Graduate Students’ Skills Using Simulated Caregivers." Perspectives on Fluency and Fluency Disorders 23, no. 1 (May 2013): 21–29. http://dx.doi.org/10.1044/ffd23.1.21.
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No other therapeutic approach to stuttering in general has achieved the consensus of support given to parental involvement in the clinical management of early childhood stuttering. In most cases, this involvement begins with and is based on information received during the initial evaluation. This extremely important initial step in the therapeutic process often can prove difficult for beginning clinicians, especially because of the current landscape of graduate clinical training opportunities. In this manuscript, I will provide a framework for the use of simulated caregivers in the process of enhancing the parent counseling skills during an initial evaluation of graduate students in communication sciences and disorders. Though the field of communication disorders has come late to the idea of using simulated patients, there is a rich and varied literature on this teaching tool in other healthcare fields (e.g., nursing, medicine, psychology). What follows is a review of: (a) the factors affecting graduate training in fluency, (b) the need for better training in parent counseling during the preliminary stages of working with preschool CWS, and (c) a possible framework for this incorporating this training in a tightly-controlled clinical opportunity.
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Çiçek Korkmaz, Ayşe, and Nazlıhan Efe Sayan. "Implementation of an electronic nursing care plan in a training and research hospital: qualitative examination of nurses' experiences and opinions." Journal of Nursing Care Research 1, no. 3 (September 20, 2024): 55–62. http://dx.doi.org/10.51271/jncr-0011.
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Aims: The aim of this study was to qualitatively examine how the electronic nursing care plan system, which was recently implemented in a training and research hospital, was evaluated by nurses, the difficulties encountered during the integration process of the system and the solution suggestions for these difficulties. Methods: The study was conducted with a qualitative research design and was conducted with 16 nurses using the electronic nursing care plan in a 350-bed training and research hospital in Bandırma. Data were collected between December 2022 and February 2023 using a semi-structured interview form. Interviews were audio recorded and continued until data saturation was reached. Data were analysed using content analysis. Results: The findings of the study were categorized under three main themes: the benefits of electronic nursing care plans, problems experienced in their implementation, and suggestions for improvement. Nurses stated that electronic care plans provide safe and effective record management, time saving and efficiency, and improve the quality of patient care. However, they stated that they faced various difficulties such as technological and systemic problems (e.g., lack of nursing diagnoses, insufficient computers and slow system) and work process problems (e.g., lack of training and the need to print out care plans). Suggestions for improvement included increasing the number of nursing diagnoses and interventions in the system, increasing the number of computers, and providing periodic trainings. Conclusion: The results of this study show that electronic nursing care plans provide significant advantages in nursing practice, but there are some technological and systemic challenges and business process problems. Nurses made various suggestions for improvement in order to use these systems more effectively and efficiently. The study fills an important gap in the literature in this field by addressing the dynamics of electronic nursing care plans in the initial phase and the adaptation process of nurses. As a result, solving the problems experienced in the integration process of electronic nursing care plans will both improve the quality of patient care and reduce the workload of nurses. These findings have important implications for healthcare managers and policy makers in strategic planning and implementation processes.
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Jerome, Lee, and Victoria Brook. "Critiquing the “National Standards for School-based Initial Teacher Training Mentors” in England." International Journal of Mentoring and Coaching in Education 9, no. 2 (December 16, 2019): 121–35. http://dx.doi.org/10.1108/ijmce-04-2019-0057.
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Purpose In 2016, the National Standards for School-based Initial Teacher Training (ITT) Mentors were published in England. The purpose of this paper is to critique these standards through a comparison of how others have framed and defined the role of the mentor, drawing on equivalent standards already published in nursing (2008) and social work (2012). Design/methodology/approach An analysis of three sets of professional standards was conducted by adapting the “constant comparison” approach in which the researchers sought to combine a form of inductive coding with comparison across the texts. This enabled the identification of a number of common themes and omissions across the three sets of standards. Findings The analysis revealed the ITT mentor standards provide a comparatively limited account of the role of the mentor, particularly in relation to the process of assessment, the power dynamics between mentors and student teachers, and the school as an institutional site for professional learning. Originality/value The study’s originality lies in the inter-professional comparative analysis, which revealed a number of potentially contentious issues not immediately apparent from a close textual analysis of the ITT mentor standards.
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Apechkin, N. N., A. N. Galiullin, and E. G. Nureyeva. "Methodological justification of preparing medical workers of medical and preventive treatment institutions of the Republic of Tatarstan for providing medical care in the event of occurrence of centers of mass sanitary losses." Kazan medical journal 93, no. 2 (April 15, 2012): 326–29. http://dx.doi.org/10.17816/kmj2322.
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Aim. To optimize the training of medical personnel for providing emergency medical care to the general public. Methods. Socio-hygienic, statistical and experimental. A questionnaire-based survey was conducted among 450 medical doctors and 136 members of the nursing personnel in order to determine the subjective level of knowledge in the field of organizing medical evacuation procedures in the centers of mass sanitary losses. Conducted was an initial testing of 108 doctors and 106 members of the nursing personnel in order to objectively assess their level of knowledge followed by a final post-training test. A new technology for training health professionals has been developed and recommended for inclusion into the program of medical postgraduate education. Results. If the doctors prior to training had the level of preparedness to provide first medical care in centers of sanitary losses of 49.71%, then after training, this figure increased to 75.38% (p 0.001). Among the nursing staff the level of preparedness prior to training did not exceed 51.88% of the cases, while after the training it reached 74.28% (p 0.001). Thus, after training according to the proposed methodology the level of knowledge in organizing medical care to the affected casualties in centers of sanitary losses at the pre-hospital stage increased by 47.89% (p 0.001 for t=12.19). The survey of health professionals showed that 97.2% of health workers gave a positive evaluation of our proposed method of training. Conclusion. The proposed technology makes it possible to increase the level of training of medical personnel in organizing and delivering health care.
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Elfadil, Osman Mohamed, Manpreet Mundi, Ryan Hurt, Katherine O'Donnell, Channelle Hager, Sara Bonnes, and Bradley Salonen. "Use of Telemedicine to Provide Initial Home Parenteral Nutrition Training During COVID-19 Pandemic." Current Developments in Nutrition 6, Supplement_1 (June 2022): 217. http://dx.doi.org/10.1093/cdn/nzac048.031.
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Abstract Objectives Coronavirus Disease 2019 (COVID-19) has led to dramatic changes including social distancing, closure of schools, travel bans, and issues of stay-at-home orders. The health-care field has been transformed with elective procedures and on-site visits being deferred. Telemedicine has emerged as a novel mechanism to continue to provide care. However, there remains a paucity of data regarding its efficacy in nutrition support especially in patients with chronic intestinal failure (CIF). Methods The current abstract presents our experience with the use of telemedicine to provide training for home parenteral nutrition (HPN). Results Since the onset of COVID-19 pandemic, we have successfully provided virtual training in three patients including two who were noted to be severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2) positive and one patient who could not be transferred to our facility for training. For SARS-CoV-2 positive patients, risk of transmission to nursing staff with 8–10 hours of face-to-face training in two cases was felt to be too significant for in person training. We determined that best option would be stabilize PN in the hospital and perform virtual training. Although, virtual training was successfully performed, it was felt that training in this manner took much longer, required frequent adjustment of the tablet device to ensure patient remained in field of view, and made it difficult to connect with the patient emotionally. Conclusions Telemedicine has significantly improved care provided during COVID-19; however, it should be used in a manner that compliments but does not supplant standard care. Funding Sources None.
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Hyer, Kathryn, Victor Molinari, Mary Kaplan, and Sharmalee Jones. "Credentialing dementia training: the Florida experience." International Psychogeriatrics 22, no. 6 (March 31, 2010): 864–73. http://dx.doi.org/10.1017/s1041610210000426.
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ABSTRACTBackground: Florida is a leader in requiring that all direct care staff employed in assisted living, nursing homes, hospice, adult day care and home health undergo Alzheimer's disease (AD) training. Legislative requirements prescribe the curricula components and require a review of curricular content and minimum standards for the training providers.Methods: We describe Florida's AD training program review process, and report the results of our review of 445 curricula received over four and a half years.Results: On initial submission, over 90% of curricula submitted did not include learning objectives, time formats or didactic approach. During a review of content we often found inaccurate information, language that was not person-centered, and missing required training components.Conclusion: Form and content problems were prevalent across all curricular types. We propose the Florida credentialing program as a model to ensure that accurate and educationally sound curricula are used to train direct care workers.
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Brito Fernandes, Óscar, Pedro Lobo Julião, Niek Klazinga, Dionne Kringos, and Nuno Marques. "COVID-19 Preparedness and Perceived Safety in Nursing Homes in Southern Portugal: A Cross-Sectional Survey-Based Study in the Initial Phases of the Pandemic." International Journal of Environmental Research and Public Health 18, no. 15 (July 28, 2021): 7983. http://dx.doi.org/10.3390/ijerph18157983.
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(1) Background: Nursing homes’ preparedness in managing a public health emergency has been poor, with effects on safety culture. The objective of this study was to assess nursing homes’ COVID-19 preparedness in southern Portugal, including staff’s work experiences during the pandemic. (2) Methods: We used a COVID-19 preparedness checklist to be completed by management teams, followed by follow-up calls to nursing homes. Thereafter, a survey of staff was applied. Data analysis included descriptive statistics, exploratory factor analysis, and thematic analysis of open-end questions. (3) Results: In total, 71% (138/195) of eligible nursing homes returned the preparedness checklist. We conducted 83 follow-up calls and received 720 replies to the staff survey. On average, 25% of nursing homes did not have an adequate decision-making structure to respond to the pandemic. Outbreak capacity and training were areas for improvement among nursing homes’ contingency plans. We identified teamwork as an area of strength for safety culture, whereas compliance with procedures and nonpunitive response to mistakes need improvement. (4) Conclusions: To strengthen how nursing homes cope with upcoming phases of the COVID-19 pandemic or future public health emergencies, nursing homes’ preparedness and safety culture should be fostered and closely monitored.
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Bhatia, Sanjana, Rashmi Limbachiya, and Nikita Barot. "A Descriptive Study to Assess the Level of Knowledge Regarding the First Aid Management among Undergraduate Nursing Students at Dinsha Patel College of Nursing of Nadiad City." Indian Journal of Forensic Medicine & Toxicology 15, no. 3 (February 17, 2021): 506–8. http://dx.doi.org/10.37506/ijfmt.v15i3.15354.
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First help is the best help so first aid is the provision of initial care for an illness or injury. A Descriptive studywas conducted to assess the level of knowledge regarding the first aid management among undergraduatenursing students at Dinsha Patel College of nursing of nadiad city. Sample size for the present study wasconsisting of 106 Nursing Students. The instrument used for data collection is structured knowledgequestionnaire. The data analysis was done by using descriptive and inferential statistics. The result of thepresent study was that The findings of study reveals that the Majority of the Undergraduate Nursing Studentswere having Average Knowledge (62%), 39 % were having Good Knowledge & 5% were having PoorKnowledge. The study concluded overall, students’ level of first-aid knowledge was moderate. So it isnecessary to improve wide-spreading of first aid and basic life support training programs to college area.Constant and practical of training first aid program for the nurses must take an effective role.
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Tsai, Pao-feng, Thomas Jakobs, and Reid Landes. "Preserving the Activities of Daily Living Independence in Late Life." Innovation in Aging 4, Supplement_1 (December 1, 2020): 228. http://dx.doi.org/10.1093/geroni/igaa057.735.
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Abstract Levels of Assistance (LoA) is an effective caregiving intervention for maintaining activity of daily living (ADL) independence. It is a structured, almost prescriptive, approach to encourage completing ADLs as independently as an elder’s capabilities permit. With appropriate prompts and assistance during dressing, elders can overcome disability, express retained competencies, and experience success. Simultaneously, caregivers learn to view their functions as maintaining the quality of life of able elders, and they receive reinforcement from elders who are more confident and happier. This study is a continuation of a previous project that created and tested a computer application training program for LoA in nursing homes. We refined the app to include grooming LoA and tested on 10 certified nursing assistant (CNA)/resident dyads at a local nursing home. The pilot results showed, although we did not see consistent improvement in CNA’s dressing LoA, we achieved 10% to 30% improvement in grooming LoA. This indicates that the dressing assistance training is able to transfer to grooming LoA. With only an average of one-hour app training, this improvement is cost effective as compared to training provided by care professionals. Future studies should consider incorporating a culture change strategy to improve CNAs’ intention for assisting elders. In addition, the training program should be offered in the initial hire to achieve maximum effect.
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Sawin, Kathleen J., Kathleen E. Montgomery, Claretta Yvonne Dupree, Joan E. Haase, Celeste R. Phillips, and Verna L. Hendricks-Ferguson. "Oncology Nurse Managers’ Perceptions of Palliative Care and End-of-Life Communication." Journal of Pediatric Oncology Nursing 36, no. 3 (April 3, 2019): 178–90. http://dx.doi.org/10.1177/1043454219835448.
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The purpose of this study was to describe pediatric oncology nurse managers’ (NMs) perspectives of palliative care/end-of-life (PC/EOL) communication. The study, guided by group-as-a-whole theory and empirical phenomenology, was part of a larger, multisite study aimed at understanding pediatric oncology nurses’ experiences of PC/EOL communication. Nurses were assigned to focus groups based on length or type of experience (i.e., nurses with <1, 2–5, or >5 years’ work experience and NMs). Eleven NMs from three Midwestern pediatric hospitals with large oncology programs participated in one focus group. The participants’ mean years of experience was 15.8 in nursing and 12 in pediatric oncology; 90% had a BSN or higher degree; all had supervisory responsibilities. The authors identified 2,912 meaning statements, which were then analyzed using Colaizzi’s method. Findings include NMs’ overall experience of “Fostering a Caring Climate,” which includes three core themes: (1) Imprint of Initial Grief Experiences and Emotions; (2) Constant Vigilance: Assessing and Optimizing Family-Centered Care; and (3) Promoting a Competent, Thoughtful, and Caring Workforce. Findings indicate that pediatric oncology NMs draw on their own PC/EOL experiences and their nursing management knowledge to address the PC/EOL care learning needs of nursing staff and patient/family needs. NMs need additional resources to support nursing staff’s PC/EOL communication training, including specific training in undergraduate and graduate nursing programs and national and hospital-based training programs.
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Kumakura, N., H. Ito, T. Mori, T. Saito, E. Kurisu, A. Asaka, Y. Sasaki, et al. "Attitude Change Towards Mental Illness during Nursing Education —-A Cross-cultural Study of Student Nurses in Korea, Republic of China and Japan." Asia Pacific Journal of Public Health 6, no. 3 (July 1992): 120–25. http://dx.doi.org/10.1177/101053959200600301.
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This is an initial report of a cooperative project by colleagues in Korea, the Republic of China (Taiwan) and Japan, involving the measuring of attitudes toward mental illness. The discussion mainly revolves around the influence of mental health education in nursing on attitudes towards mental illness. The subjects' attitudes were assessed by Wig's profiles. The attitudes of freshmen who had just entered nursing schools and seniors who had already finished clinical training in psychiatry were compared to measure the attitude change during the course of nursing education, if any. Non-medical students sewed as a control group. As a result, a seemingly “negative and pessimistic” attitude was demonstrated in the senior student nurses. The findings are examined and discussed.
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Higgins, Brennan V., Melissa M. Medvedev, Hilary Spindler, Rakesh Ghosh, Ojungsangla Longkumer, Susanna R. Cohen, Aritra Das, Aboli Gore, Tanmay Mahapatra, and Dilys M. Walker. "Cohort study of neonatal resuscitation skill retention in frontline healthcare facilities in Bihar, India, after PRONTO simulation training." BMJ Paediatrics Open 4, no. 1 (April 2020): e000628. http://dx.doi.org/10.1136/bmjpo-2019-000628.
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BackgroundUse of simulation in neonatal resuscitation (NR) training programmes has increased throughout low-income and middle-income countries. Many of such programmes have demonstrated a positive impact on NR knowledge and skill acquisition along with reduction of early neonatal mortality and fresh stillbirth rates. However, NR skill retention after simulation programmes remains a challenge.MethodsThis study assessed facility level NR skill retention after PRONTO International’s simulation training in Bihar, India. Training was conducted within CARE India’s statewide in-job, on-site Apatkaleen Matritva evam Navjat Tatparta mentoring programme as part of a larger quality improvement and health systems strengthening initiative. Public sector facilities were initially offered training, facilitated by trained nursing graduates, during 8-month phases between September 2015 and January 2017. Repeat training began in February 2018 and was facilitated by peers. NR skills in simulated resuscitations were assessed at the facility level at the midpoint and endpoint of initial training and prior to and at the midpoint of repeat training.ResultsFacilities administering effective positive pressure ventilation and assessing infant heart rate increased (31.1% and 13.1%, respectively, both p=0.03) from midinitial to postinitial training (n=64 primary health centres (PHCs) and 192 simulations). This was followed by a 26.2% and 20.9% decline in these skills respectively over the training gap (p≤0.01). A significant increase (16.1%, p=0.04) in heart rate assessment was observed by the midpoint of repeat training with peer facilitators (n=45 PHCs and 90 simulations). No significant change was observed in other skills assessed.ConclusionsDespite initial improvement in select NR skills, deterioration was observed at a facility-level post-training. Given the technical nature of NR skills and the departure these skills represent from traditional practices in Bihar, refresher trainings at shorter intervals are likely necessary. Very limited evidence suggests peer simulation facilitators may enable such increased training frequency, but further study is required.
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Awad, Mohammad Salih, Mohanned Khalil Abdullah, Radhwan Hussein Ibrahim, and Razgar Khalil Abdulla. "Nursing Students’ Attitudes Toward Simulation Technology in Nursing Education." International Journal of Emerging Technologies in Learning (iJET) 14, no. 14 (July 24, 2019): 31. http://dx.doi.org/10.3991/ijet.v14i14.10571.
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This paper investigates the usefulness of simulation technology on nursing edu-cation from the point of view of student themselves. A quantitative descriptive modes of enquiry, the authors attempt to illuminate the attitudes of the Nursing students towards using simulation in nursing education as a dependent variable. Participants were recruited from three nursing grads, covering six semesters. Twenty percent of the whole students in each Course and semester were random-ly selected, the initial sample consisted of 150 students. The student of grad one (141 student) were excluded because they were not used the simulation in their curricula. This study was conducted in a College of Nursing in the University of Mosul during January 2019 to March 2019. KidSIM ATTITUDES questionnaire was used as a tool to evaluate student’s attitudes toward using of simulation technology in Nursing Education. Data management and analysis were per-formed using SPSS 25. Statistical significance was analyzed using analysis of variance and t-tests as appropriate. Significance levels were set at the 1% level using the student t-test. The study finding reveals that most student show their positive attitudes towards using simulation technology in Nursing education (42%-48.9%) expressed about their (agreed-strongly agreed regarding Relevance of Simulation in nursing. This study has found that generally, Mosul Nursing students has positive attitudes towards using simulation in their teaching and training
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Figueiredo, Rita, Cidália Castro, and Júlio Belo Fernandes. "Nursing Interventions to Prevent Secondary Injury in Critically Ill Patients with Traumatic Brain Injury: A Scoping Review." Journal of Clinical Medicine 13, no. 8 (April 19, 2024): 2396. http://dx.doi.org/10.3390/jcm13082396.
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Traumatic brain injury is a prevalent health issue with significant social and economic impacts. Nursing interventions are crucial in preventing secondary injury and improving patient prognosis. This scoping seeks to map and analyze the existing scientific evidence on nursing interventions aimed at preventing secondary injuries in critically ill patients with traumatic brain injury. Methods: The review was conducted according to Arksey and O’Malley’s methodological framework. The electronic databases Pubmed, MEDLINE Complete, CINAHL Complete, Nursing & Allied Health Collection: Comprehensive, Cochrane Central Register of Controlled Trials, and Cochrane Clinical Answers were consulted in May 2023. We included articles published in English and Portuguese between 2010 and 2023. Results: From the initial search, 277 articles were identified, with 15 meeting the inclusion criteria for the review. Nursing interventions for TBI patients include neuromonitoring, therapeutics, analytical surveillance, professional training, and family support. Nurses play a crucial role in detecting neurological changes, administering treatments, monitoring metabolic markers, training staff, and involving families. These interventions aim to prevent secondary injury and improve patient outcomes. Conclusions: By prioritizing evidence-based practice and utilizing innovative technologies, nurses enhance TBI patient care and contribute to overall well-being.
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Shorey, Shefaly, Emily Ang, John Yap, Esperanza Debby Ng, Siew Tiang Lau, and Chee Kong Chui. "A Virtual Counseling Application Using Artificial Intelligence for Communication Skills Training in Nursing Education: Development Study." Journal of Medical Internet Research 21, no. 10 (October 29, 2019): e14658. http://dx.doi.org/10.2196/14658.
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Background The ability of nursing undergraduates to communicate effectively with health care providers, patients, and their family members is crucial to their nursing professions as these can affect patient outcomes. However, the traditional use of didactic lectures for communication skills training is ineffective, and the use of standardized patients is not time- or cost-effective. Given the abilities of virtual patients (VPs) to simulate interactive and authentic clinical scenarios in secured environments with unlimited training attempts, a virtual counseling application is an ideal platform for nursing students to hone their communication skills before their clinical postings. Objective The aim of this study was to develop and test the use of VPs to better prepare nursing undergraduates for communicating with real-life patients, their family members, and other health care professionals during their clinical postings. Methods The stages of the creation of VPs included preparation, design, and development, followed by a testing phase before the official implementation. An initial voice chatbot was trained using a natural language processing engine, Google Cloud’s Dialogflow, and was later visualized into a three-dimensional (3D) avatar form using Unity 3D. Results The VPs included four case scenarios that were congruent with the nursing undergraduates’ semesters’ learning objectives: (1) assessing the pain experienced by a pregnant woman, (2) taking the history of a depressed patient, (3) escalating a bleeding episode of a postoperative patient to a physician, and (4) showing empathy to a stressed-out fellow final-year nursing student. Challenges arose in terms of content development, technological limitations, and expectations management, which can be resolved by contingency planning, open communication, constant program updates, refinement, and training. Conclusions The creation of VPs to assist in nursing students’ communication skills training may provide authentic learning environments that enhance students’ perceived self-efficacy and confidence in effective communication skills. However, given the infancy stage of this project, further refinement and constant enhancements are needed to train the VPs to simulate real-life conversations before the official implementation.
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Coleman, Carissa, Kristine Williams, Yelena Perkhounkova, Maria Hein, Tim Beachy, and Clarissa Shaw. "Implementing Changing Talk Online Training: A Pragmatic Trial to Improve Dementia Care Communication in NHs." Innovation in Aging 4, Supplement_1 (December 1, 2020): 495. http://dx.doi.org/10.1093/geroni/igaa057.1599.
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Abstract The Changing Talk (CHAT) training effectively reduces elderspeak and subsequent behavioral challenges in residents with dementia in nursing homes. The Changing Talk: Online (CHATO) training was developed to increase staff access to education using a new online format. A pilot test was conducted to confirm the feasibility and effects of CHATO on training outcomes. In the initial nursing home, twenty-three direct care staff members in a small Midwestern nursing home enrolled in the course including 12 CNAs, 4 RNs, 2 LPNs, 2 CMAs, 1 Dietary Aide, 1 Social Worker, and 1 in Transportation. Two forms of a 13-item scenario-based test to measure knowledge gain were developed and tested. Of the 23 staff, 18 (78%) completed the post-test and 83% of completers achieved a post-test score of 70% or greater. Scores on the test improved from M=69% correct (SD=11.7) at pretest to 86% correct (SD=10.6) on posttest demonstrating knowledge gain (p=.024). Participants improved their recognition of elderspeak (21%) and person-centered communication (24%) in a video vignette and 86% self-reported improvement in their abilities to recognize ineffective communication and to apply more effective communication strategies in practice. A randomized control trial enrolled staff (N=187) in eight additional nursing homes. Preliminary results confirm improvements in test scores from M=70.6% correct (SD=15.8) at pretest to 77.2% correct (SD=14.1) on posttest and increased elderspeak recognition (p=.004). Relationships between nursing home characteristics, implementation strategies, and culture change measured by the Artifacts of Culture Change Tool and their relationship to communication outcomes will be presented.
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Silva, Marcus Vinicius da Rocha Santos da, Francidalma Soares Sousa Carvalho Filha, Franc-Lane Sousa Carvalho do Nascimento, Tairo Barros Branco, Najra Danny Pereira Lima, and Robert Hebert da Silva Miranda. "A dicotomia entre teoria e prática na formação do enfermeiro docente." Revista Recien - Revista Científica de Enfermagem 8, no. 22 (April 1, 2018): 93. http://dx.doi.org/10.24276/rrecien2358-3088.2018.8.22.93-102.
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Analisar a produção científica sobre a dicotomia existente entre a teoria e a prática na formação do enfermeiro docente. Revisão integrativa da literatura utilizando as seguintes bases de dados: LILACS, BDENF e MEDLINE, mediante a utilização da associação dos descritores: educação em enfermagem and docentes de enfermagem and práticas do docente de enfermagem, obtendo-se 14 estudos. O período de busca foi 2006 a 2015. A formação inicial nos cursos de graduação em enfermagem apresenta deficiências quando se trata de formar profissionais enfermeiros para a atividade docente, uma vez que ela se pauta na formação norteada pelo modelo tecnicista, hospitalocêntrico, que contraria as diretrizes atuais, e privilegia um enfoque mais centrado na saúde coletiva. Há necessidade de formação, seja inicial e/ou continuada, voltada ao enfermeiro docente, para que a ciência da enfermagem seja direcionada rumo à autoconstrução de forma integral, consciente e emancipada.Descritores: Educação em Enfermagem, Docente de Enfermagem, Prática do Docente de Enfermagem.The dichotomy between theory and practice in teacher educationAbstract: To analyze the scientific production about the dichotomy existing between theory and practice in teacher education. Integrative literature review using the following databases: LILACS, BDENF and MEDLINE, using the association of descriptors: nursing education and nursing teachers and practices of the nursing teacher, obtaining 14 studies. The search period was from 2006 to 2015. The initial training in nursing undergraduate courses presents deficiencies when it comes to training nursing professionals for teaching activity, since it is based on the training guided by the technicist, hospital-centered models that contrary to current guidelines, and favors a more focused approach to collective health. There is a need for training, either initial and / or continuous, aimed at teaching nurses, so that the science of nursing is directed towards selfconstruction in an integral, conscious and emancipated way.Descriptors: Nursing Education, Nursing Teacher, Nursing Teacher Practice.La dicotomía entre teoría y práctica en la formación del enfermero docenteResumen: Analizar la producción científica sobre la dicotomía existente entre la teoría y la práctica en la formación del enfermero docente. Revisión integrativa de literatura utilizando las siguientes bases de datos: LILACS, BDENF y MEDLINE, mediante la utilización de la asociación de los descriptores: educación en enfermería y docentes de enfermería y prácticas del docente de enfermería, obteniendo 14 estudios. El período de búsqueda fue de 2006 a 2015. La formación inicial en los cursos de graduación en enfermería presenta deficiencias cuando se trata de formar profesionales enfermeros para la actividad docente, una vez que ella se pauta en la formación orientada por el modelo tecnicista, hospitalocéntrico, que contrarresta las directrices actuales, y privilegia un enfoque más centrado en la salud colectiva. Hay necesidad de formación, sea inicial y/ou continuada, orientada al enfermero docente, para que la ciencia de la enfermería se a dirigida hacia la autoconstrucción de forma integral, consciente y emancipada.Descriptores: Educación en Enfermería, Docente de Enfermería, Práctica del Docente de Enfermería.
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Guise, Veslemøy, Mary Chambers, Emily Conradi, Sheetal Kavia, and Maritta Välimäki. "Development, implementation and initial evaluation of narrative virtual patients for use in vocational mental health nurse training." Nurse Education Today 32, no. 6 (August 2012): 683–89. http://dx.doi.org/10.1016/j.nedt.2011.09.004.
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Riyanto, Sugeng, Rr Tutik Sri Hariyati, and Cori Tri Suryani. "Peningkatan Kompetensi Perawa sesuai Level Perawat Klinis (PK)." Journal of Telenursing (JOTING) 5, no. 1 (June 20, 2023): 938–45. http://dx.doi.org/10.31539/joting.v5i1.4874.
Повний текст джерелаАнотація:
This study aims to improve the competence of nurses according to the PK level by implementing a reminder system for conducting training. The method used is a program innovation report using the ADDIE approach (Assessment Analysis, Design, Development, Implementation, and Evaluation). The results of the research on the initial assessment showed that 98% of nurses still needed training according to Level PK, 82% of room heads who had Continuing Professional Development (CPD) planning, 94% of room heads who still required training to make Continuing Professional Development (CPD). The results of the study after testing the innovation format showed that 88% of respondents said the Nurse Training Data format according to the PK level was easy to use, 88% said the training data format according to the PK Level was conducive in collecting initial data on nurse training and 100% of respondents said they would be happy to fill it out if this format is run in the Hospital. Then an innovation was made to make a prototype mapping format for nurse training and a nurse training reminder system according to the PK level. This study concludes that a format mapping and nurse training reminder system according to the PK level can be recommended after conducting trials on one of the nursing units.Keywords: Competence, Nurse Training According to PK Level
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Muafiro, Adin, Joko Suwito, Kiaonarni, Supriyanto, Ach Arfan Adinata, Hepta NA, Sri Hidayati, and Teguh Subagyo. "HOSPITAL NURSES' SUPPORT IN USING EVIDENCE-BASED NURSING PRACTICE." Community Service Journal of Indonesia 5, no. 2 (December 21, 2023): 101–8. http://dx.doi.org/10.36720/csji.v5i2.598.
Повний текст джерелаАнотація:
There is currently a severe dearth of evidence-based nursing practice (EBNP) utilization among nurses. Because of this, it's essential to enhance nurses' professional skills through workshops and training. Enhancing nurses' capacity to deliver nursing interventions grounded in Evidence-Based Nursing Practice is the goal of this activity. The EBNP workshop is used to carry out the activity approach. The nurses at Dr. RSUD are participants in this activity, or one of its strategic target audiences. There were thirty persons in Sososdoro Djatikoesoemo Bojonegoro. The information is given through lectures, Q&A sessions, practica, field research, literature reviews, and searches. Results and debate come in third. Prior to training, most people's initial understanding of EBNP was quite inadequate; up to 19 individuals (76%). After participating in training sessions that included talks and worksheets on EBNP, it was discovered that the number of participants who started off with very little understanding had increased by 12 (44%). Three nurses (11%), whose expertise was initially inadequate, improved to good. In summary The asking phase, which involves creating clinical questions, has been accomplished by the nurse. In the first step, known as acquisition, participants seek for the best available data on the subject selected in accordance with the clinical question. In the third step, known as evaluation, participants critically evaluate the data they have found. Still, nurses are unable to perform the subsequent actions, which are Applying, Assessing, and Disseminating. It is advised.
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Horiuchi, Miyuki, Ryuichi Matsuba, and Makoto Miyazaki. "Required Competencies for Clinical Nurses during the Initial Phase of Disaster Emergence." Prehospital and Disaster Medicine 34, s1 (May 2019): s163. http://dx.doi.org/10.1017/s1049023x19003716.
Повний текст джерелаАнотація:
Introduction:A learning project was launched to prepare for natural disasters such as earthquakes and floods. Competencies were developed for clinical nurses in the Initial phase of disasters as an indicator to build a bridge between daily training and actions during crises. There are two predominant features of the competencies that differ from other works. First was to concentrate only on “the initial phase” of a crisis outbreak. The second was to associate each competence with services and roles of clinical nurses.Methods:The development has been conducted in accordance with the ibstpi® competency development model. First, 50 outlining competencies from earlier studies were selected, like ICN Framework and Disaster Nursing Core Competency for undergraduates in Japan. Then a web-based questionnaire was carried out with a four-point scale of “able,” “probable,” “impossible,” and “cannot understand meaning” for incumbent nurses in order to gauge their adequacy.Results:There were 86 responses with an average of 14 years (1-40) of nursing experience. We compared them in three groups; those with a job post (G1), those with experience of longer than five years (G2), and those with experience of fewer than five years (G3). The average competency score (total 150 points) was 96.7 (67-129) in G1, 88.2 (53-145) in G2 and 80.2 (59-114) in G3.Discussion:The results imply, even in G1, the average score is low at 65/100 points. This may indicate most clinical nurses should make efforts to develop their skills and knowledge of disaster nursing through daily work. Only 32 competencies (G1), 14 (G2), and 5 (G3) were marked as “able” or “probable” by over 80% of responders. Thus with consideration, depending on the result and expert reviews, the competencies determined to be “required” for clinical nurses were finally refined down to 35 items including the premise of ten.
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Brown, Kameka, Anne Poppe, Catherine Kaminetzky, Joyce Wipf, and Nancy Fugate Woods. "Advancing Post-Doctorate of Nursing Practice Residency Experience: First Year Reflections." Clinical Scholars Review 8, no. 1 (2015): 25–28. http://dx.doi.org/10.1891/1939-2095.8.1.25.
Повний текст джерелаАнотація:
An interprofessional team developed a yearlong post-doctorate of nursing practice (DNP) residency program funded by the Veteran Affairs (VA) Office of Academic Affiliations. As the VA’s first post-DNP residency, this multidisciplinary team sought to develop a mentoring environment that would provide DNP residents with increased clinical training, interprofessional networking, role transition, and dedicated mentoring. The authors discuss critical design elements for a successful residency design along with lessons learned. Initial findings support continuation and solidification of post-DNP residencies for new DNPs.
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Kim, Hyo Youn, and Yun Hee Kim. "Application of Intravenous Injection Training Program -Using Action Research Method." Korean Society of Nursing Research 7, no. 3 (September 30, 2023): 43–55. http://dx.doi.org/10.34089/jknr.2023.7.3.43.
Повний текст джерелаАнотація:
Purpose : This study aims to verify the effectiveness of intravenous injection training program while analyzing its influence on nursing practice.
Methods : Twenty nurses and researchers collaboratively developed intravenous injection training program following Kemmis and McTaggart’s implementation research model. The process involved planning, implementation, observation, and reflection, with each step repeated twice. During the initial planning phase, the training program was developed by analyzing existing infusions and intravenous training programs and assessing the specific educational needs of nurses. The program was then executed and observed, with a focus on investigating nurses’ intravenous injection performance and their satisfaction with the education, along with individual interviews. The reflection stage involved maintaining a reflection diary. In the second cycle, the program was refined, re-implemented, and its impact measured while maintaining reflective diary recording.
Results : The study demonstrated notable improvements in nurses’ intravenous injection skills and overall satisfaction with the education program Moreover, these changes in the nursing field facilitated personal growth among nurses by enhancing self-esteem in the process of continuous learning. Additionally, this study provided the researchers with an opportunity to evolve into proficient field educators.
Conclusion : This study developed and validated an effective intravenous injection training program. The study’s findings can serve as fundamental data for In the future developments of practical intravenous injection training program for nurses.
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Palley, Elizabeth, Chireau White, Chrisann Newransky, and Marissa Abram. "Interdisciplinary Children’s Behavioral Health Workforce Development for Social Work and Nursing." International Journal of Environmental Research and Public Health 20, no. 8 (April 20, 2023): 5601. http://dx.doi.org/10.3390/ijerph20085601.
Повний текст джерелаАнотація:
This paper will begin with a review of child health inequities globally, in the United States and in the State of New York. It will then describe a model training program that was designed to educate social workers and nurse practitioners to create a workforce able to address child behavioral health inequities in the United States (US), specifically New York State. Behavioral health care refers to prevention, care and treatment for mental health and substance abuse conditions as well as physical conditions caused by stress and life crises. This project uses an interdisciplinary training program for nurse practitioner and Master of Social Work students to address workforce shortages in underserved communities in New York State. It will present process evaluation findings to highlight the program’s initial success and will conclude with a discussion of the data that are still needed and the challenges of obtaining this data.
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De Pedro-Jiménez, Domingo, Esther Domíguez-Romero, María Ángeles Almenara-Angulo, and Juan Vega-Escaño. "Previous knowledge about the specialty of Occupational Nursing in undergraduate nursing students at the University of Cadiz." EUROPEAN JOURNAL OF OCCUPATIONAL HEALTH NURSING 3, no. 2 (December 27, 2024): 28–36. https://doi.org/10.70324/ejohn.v3i2.36.
Повний текст джерелаАнотація:
Introduction: Nursing has evolved significantly resulting in various specialties about which there is lack of knowledge, partly due to lack of guidance during undergraduate training. The objective is to explore knowledge about the specialties, particularly in relation to occupational nursing and occupational health concepts. Methods: Cross-sectional study in October 2023 in third-year nursing students in Algeciras (Cádiz). An ad hoc pre-test post-test questionnaire was administered. For quantitative variables, median and minimum and maximum values were calculated due to non-normality of the sample. For qualitative variables, frequencies and percentages were calculated. Chi2 test and Fisher's exact test were used to compare pre- and post-test variables, considering a statistical significance level of p<0.05. Results: The prevalence of the female sex (92.1%), the majority of patients were from Cadiz (28.9%) followed by Malaga (23.7%). There was a high level of knowledge about the duration of the specialty (89.5%) and occupational hazards (89.5%). Initial disinterest in doing an internship in an SPRL decreased from 39.5% to 25.8%, although the difference was not significant. After receiving information, 10.5% of those who would do the specialty went to 48.4% (p<0.001). Conclusions: The data reveal a lack of knowledge about specialties. Many would consider doing internships in an SPRL with additional information. This deficit needs to be addressed in undergraduate training so that students can make an equal choice of specialty, which will result in quality nursing care.
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Funke, Simone, and Luis Möckel. "Maßnahmen zur Krankheitsprävention bei Schülerinnen und Schülern der Gesundheits- und Krankenpflege: eine kontrollierte sechswöchige Pilotstudie." ASU Arbeitsmedizin Sozialmedizin Umweltmedizin 2021, no. 02 (January 27, 2021): 98–104. http://dx.doi.org/10.17147/asu-2102-8747.
Повний текст джерелаАнотація:
Interventions for disease prevention among nursing students: A controlled six-week pilot study Objectives: This study was designed to evaluate whether training on disease prevention results in measurable behavioural change among nursing students in terms of number of steps, sport units and portions of fruit/vegetables. Methods: Two classes of nursing students were allocated into an interventional and a control group. Only the interventional group received training on health promotion and disease prevention, but both groups were monitored for 42 days. The main end points were number of steps per day, number of sport units per week and portions of fruit/vegetables per day. Mean values and standard deviations (SD) were calculated and statistically compared between both groups. Results: A total of 46 students were included in the study. The mean age of the participants was 21.3 (SD 5.2) years in the interventional group (n=22) and 19.0 (SD 1.4) years in the control group (n=24). Participants in the interventional group walked more steps per day and completed more sport units per week over the whole study period, with significant differences compared to the control group only during the period from day 29 to day 42 (Steps: 6258 vs. 3654; Δ: 2604.4 [95% CI: 556.8; 4652.1]; p=0.015/Sport units: 3.1 [SD 2.1] vs. 1.6 [SD 1.4]; Δ1.5 [95% CI: 0.2; 2.3]; p=0.03) respectively. There was no significant difference between both groups for portions of fruit/vegetables per day. Conclusion: This pilot study indicates that the cost-effective training of nursing students could result in a change in exercise behaviour. Nevertheless, these are only initial findings and further long-term studies are needed before definitive conclusions can be drawn. Keywords: disease prevention – nursing students – nursing