Статті в журналах: "Nursing evaluation"

1

MAAS, M. L., and K. C. BUCKWALTER. "NURSING EVALUATION RESEARCH." Alzheimer Disease & Associated Disorders 2, no. 3 (1988): 166. http://dx.doi.org/10.1097/00002093-198802030-00014.

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Nishimura, Satoshi, Hiroyasu Miwa, Ken Fukuda, Kentaro Watanabe, and Takuichi Nishimura. "Future Prospects towards Evaluation of Robotic Devices for Nursing Care : Subjective Evaluation and Objective Evaluation." Abstracts of the international conference on advanced mechatronics : toward evolutionary fusion of IT and mechatronics : ICAM 2015.6 (2015): 17–18. http://dx.doi.org/10.1299/jsmeicam.2015.6.17.

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3

Roohi, Zahra Riahi, and Shayesteh Salehi. "Quality of Clinical Evaluation from Viewpoint of Nurse Interns and Nursing Unit Clerks; Nursing Students of the School of Nursing and Midwifery." Asian Journal of Pharmaceutical Research and Health Care 9, no. 1 (December 16, 2016): 17. http://dx.doi.org/10.18311/ajprhc/0/6129.

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Quality of nurse training programs requires clinical evaluation. The purpose of this study was to achieve a perspective of realities from viewpoint of nursing students during their internship and clerkship. This study was descriptive and quantitative; 180 nurse inters and nursing unit clerks were enrolled for the study. Data was collected using a researcher made questionnaire. Content validity of the questionnaire was confirmed by a group of faculty members and clinical professors; reliability of the questionnaire was confirmed by Cronbach's alpha (0.89). The questionnaire consisted of two parts; demographic data and data related to clinical evaluation in four areas including content of evaluation, the role of instructor in evaluation, evaluation process and outcome of evaluation. The questionnaire was scored on a five-point Likert scale from always to never. At the end, there were two open questions about suggestions on clinical evaluation. Data were analyzed by SPSS22, descriptive and analytic statistics. Results showed that nurse interns evaluated the instructor as good (4.05 ± 0.06), evaluation content as average (3.65 ± 0.06), evaluation process as average (2.77 ± 0.76) and outcome of evaluation as poor (2.41 ± 0.69). Nursing unit clerks evaluated the instructor as good (3.84 ± 0.59), evaluation content as average (3.51 ± 0.68), evaluation process as average (2.60 ± 0.78) and outcome of evaluation as poor (2.56 ± 0.63). According to the results, quality of clinical evaluation of nursing students requires a review in existing processes and tools, as well as revision in programs and clinical evaluations by planners and instructors.

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4

Roohi, Zahra Riahi, and Shayesteh Salehi. "Quality of Clinical Evaluation from Viewpoint of Nurse Interns and Nursing Unit Clerks; Nursing Students of the School of Nursing and Midwifery." Asian Journal of Pharmaceutical Research and Health Care 9, no. 1 (December 16, 2016): 17. http://dx.doi.org/10.18311/ajprhc/2017/6129.

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Quality of nurse training programs requires clinical evaluation. The purpose of this study was to achieve a perspective of realities from viewpoint of nursing students during their internship and clerkship. This study was descriptive and quantitative; 180 nurse inters and nursing unit clerks were enrolled for the study. Data was collected using a researcher made questionnaire. Content validity of the questionnaire was confirmed by a group of faculty members and clinical professors; reliability of the questionnaire was confirmed by Cronbach's alpha (0.89). The questionnaire consisted of two parts; demographic data and data related to clinical evaluation in four areas including content of evaluation, the role of instructor in evaluation, evaluation process and outcome of evaluation. The questionnaire was scored on a five-point Likert scale from always to never. At the end, there were two open questions about suggestions on clinical evaluation. Data were analyzed by SPSS22, descriptive and analytic statistics. Results showed that nurse interns evaluated the instructor as good (4.05 ± 0.06), evaluation content as average (3.65 ± 0.06), evaluation process as average (2.77 ± 0.76) and outcome of evaluation as poor (2.41 ± 0.69). Nursing unit clerks evaluated the instructor as good (3.84 ± 0.59), evaluation content as average (3.51 ± 0.68), evaluation process as average (2.60 ± 0.78) and outcome of evaluation as poor (2.56 ± 0.63). According to the results, quality of clinical evaluation of nursing students requires a review in existing processes and tools, as well as revision in programs and clinical evaluations by planners and instructors.

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5

Polancich, Shea, Connie White-Williams, Laura Steadman, Kaitrin Parris, Gwen Childs, Terri Poe, and Linda Moneyham. "Evaluating intentional quality rounding for undergraduate student nurse training during COVID-19." Journal of Nursing Education and Practice 12, no. 5 (January 5, 2022): 47. http://dx.doi.org/10.5430/jnep.v12n5p47.

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Nursing’s body of knowledge is ever expanding, incorporating new theoretical constructs such as quality and safety and care transitions we now consider central to the domain of nursing, and to nursing clinical education. The purpose of this article is to describe an educational quality improvement project, an alternative clinical learning experience during COVID-19 that enabled the implementation and evaluation of Bachelor of Science in Nursing (BSN) students in an intentional quality rounding process. We designed and implemented a retrospective, observational quality improvement educational project. Programmatic evaluation was used to obtain feedback from 273 pre-licensure students using a 10-item Likert scale evaluation tool in June 2020. Students averaged a 4.33 rating on the evaluation of the intentional quality rounding clinical experience as something they should incorporate into future nursing practice. A critical role for nursing education is the development of innovative teaching strategies and learning experiences that facilitate the student in the translation and application of complex constructs from nursing’s expanding body of knowledge, a task made more difficult by the COVID-19 pandemic.

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6

GIOVANNETTI, PHYLLIS. "Evaluation of Primary Nursing." Annual Review of Nursing Research 4, no. 1 (September 1986): 127–51. http://dx.doi.org/10.1891/0739-6686.4.1.127.

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7

Morrison, Eileen, Lucille Y. Fisher, Holly Skodol Wilson, and Patricia Underwood. "NSGAE Nursing Adaptation Evaluation." Journal of Psychosocial Nursing and Mental Health Services 23, no. 8 (August 1985): 10–13. http://dx.doi.org/10.3928/0279-3695-19850801-05.

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8

Nilsson, Ulla-Beth, and Ania Willman. "Evaluation of Nursing Documentation." Scandinavian Journal of Caring Sciences 14, no. 3 (September 2000): 199–206. http://dx.doi.org/10.1111/j.1471-6712.2000.tb00584.x.

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9

SOHN, KUM SOOK. "PROGRAM EVALUATION IN NURSING." Nurse Educator 12, no. 2 (March 1987): 27–34. http://dx.doi.org/10.1097/00006223-198703000-00011.

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10

Sezer, Hale. "The coaching process evaluation scale used in nursing education." New Trends and Issues Proceedings on Humanities and Social Sciences 4, no. 2 (August 28, 2017): 57–63. http://dx.doi.org/10.18844/prosoc.v4i2.2461.

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11

RH, Salgado. "Mental Health Nursing Evaluation Form: A Patient Assessment Guide." Nursing & Healthcare International Journal 5, no. 1 (2021): 1–3. http://dx.doi.org/10.23880/nhij-16000233.

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Nursing notes are essential for mental health nursing, and thus they should be included in mental health education for undergraduate nursing students. In clinical settings, It has been observed that fourth-year nursing students commonly omitted critical information from the assessment of mentally ill patients, neglecting their requirements as well as losing valuable learning opportunities. For this reason, an evaluation form has been created and implemented in order to optimise the student’s learning opportunities. The main objectives that motivated the design of this instrument were to support the nursing student’s learning process, promote a systematic record of the mental examination, and apply specific descriptors in the assessment of the patient’s mental state. This evaluation form was designed according to a systematic and standardized registration system, including the main areas that compose mental health assessment. This cost-effective tool has significantly facilitated the student’s learning and training in mental health nursing. During the five-year period in which this instrument has been applied, student records improved in quality, precision, as well as a positive opinion about it from students. Besides, this document has been recently used in the context of distance education and clinical simulation in mental health by assessing patients in simulated situations, with positive outcomes

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12

Leigh, Gwen, Frances Stueben, Deedra Harrington, and Stephen Hetherman. "Making the Case for Simulation-Based Assessments to Overcome the Challenges in Evaluating Clinical Competency." International Journal of Nursing Education Scholarship 13, no. 1 (January 1, 2016): 27–34. http://dx.doi.org/10.1515/ijnes-2015-0048.

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AbstractThe use of simulation in nursing has increased substantially in the last few decades. Most schools of nursing have incorporated simulation into their curriculum but few are using simulation to evaluate clinical competency at the end of a semester or prior to graduation. Using simulation for such high stakes evaluation is somewhat novel to nursing. Educators are now being challenged to move simulation to the next level and use it as a tool for evaluating clinical competency. Can the use of simulation for high-stakes evaluation add to or improve our current evaluation methods? Using patient simulation for evaluation in contrast to a teaching modality has important differences that must be considered. This article discusses the difficulties of evaluating clinical competency, and makes the case for using simulation based assessment as a method of high stakes evaluation. Using simulation for high-stakes evaluation has the potential for significantly impacting nursing education.

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13

Bing-Jonsson, Pia Cecilie, Dag Hofoss, Marit Kirkevold, Ida Torunn Bjørk, and Christina Foss. "Nursing Older People—Competence Evaluation Tool: Development and Psychometric Evaluation." Journal of Nursing Measurement 23, no. 1 (2015): 127–53. http://dx.doi.org/10.1891/1061-3749.23.1.127.

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Background and Purpose: To evaluate the quality of care provided to older people, the competence of the nursing staff must be measured. This study evaluates a new instrument called Nursing Older People—Competence Evaluation Tool (NOP-CET). Methods: A 65-item questionnaire was completed by 1,016 community-based nursing staff and evaluated for validity, reliability, precision, interpretability, acceptability, and feasibility. Results: The survey demonstrated good content validity; conceptually coherent factor structure explaining 54.98% (knowledge items), 65.03% (skills items), and 52.83% (personal attribute items) of the total variance; and internal consistency (.77–.93). Conclusions: The NOP-CET showed good validity and reliability as a measure of community-based nursing staff competence and may be used in further investigations of competence in older people nursing.

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14

Tachtsoglou, K., M. Lera, Ch Iliadis, A. Frantzana, and L. Kourkouta. "Evaluation of continuous nursing education." Progress in Health Sciences 2 (December 24, 2019): 37–42. http://dx.doi.org/10.5604/01.3001.0013.7223.

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Introduction: Continuing nursing education and the practice of newly acquired skills in clinical practice consist of increasingly important tools for improving patients’ care in today's health environment. Purpose: The purpose of this review study is to delve into the evaluation of continuing nursing education and its outcomes along with the educator’s role and obligations. Materials and Methods: A review of Greek and international literature was carried out, focusing on views regarding continuing nursing education and lifelong learning. The material of the study consisted of articles on the topic, found in Greek and international databases such as: Google Scholar, Mednet, Pubmed, Medline and the Hellenic Academic Libraries Association (HEAL-Link). Results: Evaluation of continuing nursing education is an integral part of improving the quality of educational activities. This assessment designates whether nurses meet the desired learning outcomes and provides feedback on ways to improve educational experiences that ultimately improve patient care. Conclusions: The final results of continuing nursing education activities should be aimed at improving nursing professional practice, and therefore, the care provided to patients by nurses.

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15

Chitra, K., and J. Manoranjini. "Evaluation of Nursing Practice by Using Betty Neuman System Model." Asian Pacific Journal of Health Sciences 6, no. 1 (March 2019): 55–57. http://dx.doi.org/10.21276/apjhs.2019.6.1.8.

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16

DOĞAN, Nevin, Neslihan İSTEK, and Zehra GÖÇMEN BAYKARA. "Evaluation of Patients' Perceptions of Nursing and Nursing Care." Turkiye Klinikleri Journal of Medical Ethics-Law and History 29, no. 2 (2021): 149–57. http://dx.doi.org/10.5336/mdethic.2020-77031.

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17

Pai, Hang Jo, and Hoang Lan Ahn. "Factors Influencing Nursing Students' Psychiatric Nursing Practice Evaluation Scores." Journal of Nurses Academic Society 23, no. 1 (1993): 5. http://dx.doi.org/10.4040/jnas.1993.23.1.5.

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18

Morrison, Eileen F. "Nursing Adaptation Evaluation: A Method for Evaluating Nursing Care." Perspectives in Psychiatric Care 26, no. 4 (January 16, 2009): 11–16. http://dx.doi.org/10.1111/j.1744-6163.1990.tb00319.x.

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19

Chen, Chun-Hsi, Wen-Chen Tsai, and Wei-Chieh Chang. "Evaluation of Nursing Manpower Allocation in a Nursing Home." Journal of Nursing Research 15, no. 1 (March 2007): 33–42. http://dx.doi.org/10.1097/01.jnr.0000387597.32532.1d.

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20

King, Mitchell S., and Martin S. Lipsky. "Evaluation of nursing home patients." Postgraduate Medicine 107, no. 2 (January 2000): 201–15. http://dx.doi.org/10.3810/pgm.2000.02.894.

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21

Stuart, Gail Wiscarz. "UPDATE: NSGAE Nursing Adaptation Evaluation." Journal of Psychosocial Nursing and Mental Health Services 24, no. 2 (February 1986): 31–33. http://dx.doi.org/10.3928/0279-3695-19860201-08.

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22

Baptiste, Andrea. "An evaluation of nursing tasks." Work 40, no. 2 (2011): 115–24. http://dx.doi.org/10.3233/wor-2011-1213.

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23

Minton, Judy A., and Nancy S. Creason. "Evaluation of Admission Nursing Diagnoses." International Journal of Nursing Terminologies and Classifications 2, no. 3 (July 1991): 119–25. http://dx.doi.org/10.1111/j.1744-618x.1991.tb00346.x.

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24

Sewell, Jeanne, Flor Culpa-Bondal, and Martha Colvin. "Nursing Program Assessment and Evaluation." Nurse Educator 33, no. 3 (May 2008): 109–12. http://dx.doi.org/10.1097/01.nne.0000312176.67529.c6.

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25

Davis, Bryn D., Jennifer R. Billings, and Richard K. Ryland. "Evaluation of nursing process documentation." Journal of Advanced Nursing 19, no. 5 (May 1994): 960–68. http://dx.doi.org/10.1111/j.1365-2648.1994.tb01175.x.

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26

Fox, Linda, and Patricia Woods. "Nursing Process???Evaluation of Documentation." Nursing Management (Springhouse) 22, no. 1 (January 1991): 57–58. http://dx.doi.org/10.1097/00006247-199101000-00020.

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27

JANOSCRAT, AGNES J., and LORRAINE FEUERSTEIN NOLL. "INDEX FOR NURSING FACULTY EVALUATION." Nurse Educator 14, no. 1 (January 1989): 24–29. http://dx.doi.org/10.1097/00006223-198901000-00014.

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28

Donaldson, Cam, Helen Mason, and James A. Rankin. "Economic evaluation and orthopaedic nursing." Journal of Orthopaedic Nursing 11, no. 2 (May 2007): 113–21. http://dx.doi.org/10.1016/j.joon.2007.02.008.

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29

Taylor, Kelly M. "Behavioral Objectives: Evaluation in Nursing." AORN Journal 54, no. 6 (December 1991): 1302–3. http://dx.doi.org/10.1016/s0001-2092(07)66884-7.

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30

Currie, Leanne M. "Evaluation frameworks for nursing informatics." International Journal of Medical Informatics 74, no. 11-12 (December 2005): 908–16. http://dx.doi.org/10.1016/j.ijmedinf.2005.07.007.

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31

Hockey, L. "Nursing Models: Analysis and Evaluation." Journal of Medical Ethics 12, no. 1 (March 1, 1986): 51. http://dx.doi.org/10.1136/jme.12.1.51-a.

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32

Sewell, Jeanne, Flor Culpa-Bondal, and Martha Colvin. "Nursing Program Assessment and Evaluation." Nurse Educator 33, Supplement (September 2008): 98S—101S. http://dx.doi.org/10.1097/01.ncn.0000336454.56821.ef.

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33

Mentes, Janet C., Nancy Salem, and Linda R. Phillips. "Ethnocultural Gerontological Nursing." Journal of Transcultural Nursing 28, no. 1 (July 9, 2016): 79–97. http://dx.doi.org/10.1177/1043659615601483.

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The aging population is growing increasingly more diverse, with one in four older adults from an ethnic minority group by 2050, while the nursing force will largely remain members of a single race White population. The purpose of this review is to appraise the state of nursing knowledge in relationship to meeting the needs of elders in unique racial/ethnic groups using two approaches: evaluating the efficacy of current knowledge and evaluating the state of nursing knowledge about ethnocultural gerontological nursing based on an integrative review of nursing literature. Thirty-four articles were reviewed. Most articles used qualitative methodology focused on a single ethnic group, with several articles focused on health promotion/prevention. Cultural perspectives were better addressed than aging concepts and few articles integrated ethnocultural and gerontological nursing concepts. This evaluation indicates many gaps in the knowledge base about ethnocultural gerontological nursing. Specific areas for future knowledge development are identified.

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Mohammed, Murtadha Younes, and Mohammed F. Khalifa. "Evaluation of Blended Learning in Nursing Education at the Kurdistan Region in Iraq." Pakistan Journal of Medical and Health Sciences 16, no. 5 (May 30, 2022): 652–54. http://dx.doi.org/10.53350/pjmhs22165652.

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Objective(s): To evaluate blended learning in nursing education at the Kurdistan Region in Iraq. Design: A descriptive study, using evaluation approach, is conducted to evaluate blended learning in nursing education in Iraq from September 26th, 2021 to March 22nd, 2022.The study is carried out at three Colleges of Nursing at the University of Duhok, University of Sulaymania and Hawler Medical University. A convenient, non-probability, sample of (90) undergraduate nursing students is selected. The sample is comprised of (30) student from each college of nursing, Self-report questionnaire is constructed from the literature, for evaluating the blended learning in nursing education at these colleges of nursing. The instrument consists of two parts which they include students’ socio-demographic data and evaluation of blended learning in nursing education. A pilot study is conducted for the determination of the study instrument's content validity and internal consistency reliability. Results: The findings indicate that Colleges of Nursing at the Kurdistan Region in Iraq have experienced fair performance of blended learning relative to its domains in nursing education. Conclusion: It is discovered, in the present study, that the blended learning program application is not influenced by learners’ demographic characteristics of age, gender, grade, family monthly income and residency. Recommendations: The study recommends that the implementation blended learning in nursing education should be seriously monitored for the benefits of the colleges of nursing, instructors and learners, supportive alternatives should be presented to both of the instructors and learners. Keywords: Evaluation, Blended Learning, Nursing Education, Kurdistan Region, Iraq

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35

Fonseca, Luciana Mara Monti, Natália Del'Angelo Aredes, Adriana Moraes Leite, Claudia Benedita dos Santos, Regina Aparecida Garcia de Lima, and Carmen Gracinda Silvan Scochi. "Evaluation of an educational technology regarding clinical evaluation of preterm newborns." Revista Latino-Americana de Enfermagem 21, no. 1 (February 2013): 363–70. http://dx.doi.org/10.1590/s0104-11692013000100011.

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AIM: To evaluate, from the students' point of view, educational software developed as a tool to help teachers and students in neonatal nursing. METHOD: The study evaluates the contents and simulations addressed in the software. A total of 57 undergraduate nursing students affiliated with five Brazilian public colleges participated. RESULTS: The general assessment of the software was highly satisfactory: 82.4% of the sample characterized the software as quite effective as a teaching tool. Most components were assessed as good or very good. The participants' suggestions and comments are being considered in the improvement and adaptation of the new software version. CONCLUSION: The results show that the product is adequate for use in neonatal nursing courses and nursing training on the physical examination techniques and semiology of preterm newborns, falling within the pedagogical framework of active methods.

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36

Karaca, Turkan. "Evaluation of First Year Nursing Students’ Care Plans-Nursing Diagnosis and Nursing Intervations." International Journal of Nursing Care 5, no. 1 (2017): 40. http://dx.doi.org/10.5958/2320-8651.2017.00009.6.

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37

Jones, Dorothy, Margaret Lunney, Gail Keenan, and Sue Moorhead. "Standardized Nursing Languages Essential for the Nursing Workforce." Annual Review of Nursing Research 28, no. 1 (December 2010): 253–94. http://dx.doi.org/10.1891/0739-6686.28.253.

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The evolution of standardized nursing languages (SNLs) has been occurring for more than four decades. The importance of this work continues to be acknowledged as an effective strategy to delineate professional nursing practice. In today's health care environment, the demand to deliver cost-effective, safe, quality patient care is an essential mandate embedded in all health reform policies. Communicating the contributions of professional nursing practice to other nurses, health providers, and other members of the health care team requires the articulation of nursing's focus of concern and responses to these concerns to improve patient outcomes. The visibility of the electronic health record (EHR) in practice settings has accelerated the need for nursing to communicate its practice within the structure of the electronic format. The integration of SNLs into the patient record offers nurses an opportunity to describe the focus of their practice through the identification of nursing diagnosis, interventions and outcomes (IOM, 2010). Continued development, testing, and refinement of SNLs offers nursing an accurate and reliable way to use data elements across populations and settings to communicate nursing practice, enable nursing administrators and leaders in health care to delineate needed resources, cost out nursing care with greater precision, and design new models of care that reflect nursepatient ratios and patient acuity that are data driven (Pesut & Herman, 1998). The continued use of nursing languages and acceleration of nursing research using this data can provide the needed evidence to help link nursing knowledge to evidence-driven, cost-effective, quality outcomes that more accurately reflect nursing's impact on patient care as well as the health care system of which they are a part. The evaluation of research to support the development, use, and continued refinement of nursing language is critical to research and the transformation of patient care by nurses on a global level.

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Vakili, MohammadAli, and Shohreh Kolagari. "Psychometric Evaluation of the Nursing Burnout Scale Short : Form: Persian Version." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 29, 2020): 1138–52. http://dx.doi.org/10.37200/ijpr/v24i4/pr201087.

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39

Rassool, G. Hussein. "Nursing Beds: An Evaluation of the Effects of Therapeutic Nursing." Journal of Advanced Nursing 18, no. 5 (May 1993): 849. http://dx.doi.org/10.1046/j.1365-2648.1993.180508476.x.

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40

Levoy, Kristin, Summer D. DeBastiani, and Brian E. McCabe. "Evaluation of a Novel Disaster Nursing Education Method." Disaster Medicine and Public Health Preparedness 12, no. 6 (February 21, 2018): 703–10. http://dx.doi.org/10.1017/dmp.2017.150.

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AbstractObjectiveA common method of disaster training is needed to improve disaster nursing education and facilitate better communication among interprofessional disaster responders. To inform the development of disaster nursing curricula, a novel disaster nursing education method consistent with Homeland Security Exercise and Evaluation Program (HSEEP) and the International Council of Nurses (ICN) framework was developed to improve disaster nursing competencies in a baccalaureate nursing program.MethodsIn total, 89 undergraduate nursing students participated. Perceived disaster nursing knowledge, confidence, and training/response were assessed with 14 items before and after the education.ResultsExploratory factor analysis showed 3 factors, knowledge, confidence, and training/response, explained 71% of variation in items. Nursing students showed large improvements in perceived disaster nursing knowledge (t=11.95, P<0.001, Cohen’s d=1.76), moderate increases in perceived confidence (t=4.54, P<0.001, d=0.67), and no change in disaster training and response (t=0.94, P=0.351, d=0.13).ConclusionsResults show preliminary evidence supporting the effectiveness of disaster nursing education informed by HSEEP. This training has the potential to fill current practice gaps in disaster nursing knowledge and build confidence to use those skills in practice. (Disaster Med Public Health Preparedness. 2018;12:703-710)

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41

Jones, Catherine, Jennifer Fraser, and Sue Randall. "The evaluation of a home-based paediatric nursing service: concept and design development using the Kirkpatrick model." Journal of Research in Nursing 23, no. 6 (July 31, 2018): 492–501. http://dx.doi.org/10.1177/1744987118786019.

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Background A new paediatric hospital-in-the-home nursing service required evaluation. Aims To determine whether the education and training provided for nursing staff employed in the service was effective. Methods This paper presents the way in which a training evaluation model supported the design and evaluation of a training programme for registered nurses working in an out-of-hospital, home-based nursing service for paediatric patients. Results The Kirkpatrick model provides a framework for evaluating the effectiveness of workforce training for any industry including healthcare (Kirkpatrick, 2009). Conclusions That the Kirkpatrick model is an appropriate framework to evaluate a nursing training programme, but it is imperative to evaluate all levels of the model to be able to ascertain the success of the training and the impact on clinical practice.

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Xiaoli, Shi, Hao Weiyan, and Dandan Li. "Construction of Neonatal PICC Nursing Quality Evaluation System." Applied Bionics and Biomechanics 2022 (January 31, 2022): 1–7. http://dx.doi.org/10.1155/2022/8290526.

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Objective. In order to improve the quality of neonatal care, this study analyzed the construction of PICC and scientifically evaluated the quality of PICC. Methods. A total of 100 neonatal patients admitted to the Pediatric Medical Intensive Care Unit of the People’s Hospital in Laizhou City of Shandong Province between January 2015 and December 2018 were selected for nursing intervention. They were randomly divided into 50 cases in the observation group and 50 cases in the reference group. In the observation group, 50 were neonatal patients who received and completed PICC catheterization care, and in the reference group, 50 were neonatal patients with traditional conventional puncture care, PICC nursing quality evaluation index system, and nursing quality standard were applied, and questionnaire survey and patient satisfaction survey were conducted in the treatment. The two groups were compared for the success rate of one puncture, catheter detachment, treatment of local bleeding, incidence of nursing risk during other treatment, and other related nursing quality results. Results. The incidence of related medical and nursing risks in neonatal patients such as one-time puncture success rate, catheter detachment during treatment, and local bleeding was significantly lower than those in neonatal patients receiving conventional nursing methods. The incidence of nursing risk events during puncture was effectively reduced. It is shown in the comparison of adverse events in neonatal pediatric nursing in the fourth quarter of 2017 and 2018. In 2018, the proportion of adverse events in neonatal nursing is decreasing, the quality index of nursing is improving, and the satisfaction of patients’ families and relevant personnel in treatment is increasing. Conclusion. The construction and application of neonatal PICC nursing quality evaluation system can improve the success rate of one-time puncture, reduce the pain of newborns, improve the nursing quality evaluation system, scientifically and reasonably provide effective methods and basis for hospital PICC nursing, and play an important role in the development of pediatric nursing.

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Abubakar, Farouk Umar, Agnes Chinyere Onyekachi Chigbu, and Maduakolam Ijeoma O. "Roles and responsibilities of educators in formative and summative evaluation of student." Nursing & Care Open Access Journal 8, no. 2 (October 17, 2022): 75–80. http://dx.doi.org/10.15406/ncoaj.2022.08.00242.

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This paper aims to discuss the roles and responsibilities of educators in formative and summative evaluation of students’ nursing both in the classroom setting and clinical settings. It aids both experienced and new educators to become more effective instructors in the delivery of their roles to students, interns and newly employed nurses while maintaining the standard of Nursing & Midwifery in the academic and clinical settings. The paper discussed vast literature surrounding the phenomena of evaluation in nursing education and practice. The paper enlightens the concept of evaluation, steps in the evaluation processes, evaluating strategies for effective learning and teaching, roles and responsibilities of educators in the summative and formative evaluation and benefits of evaluation. Recommendations made in the paper are; - employing different evaluation tactics for effective teaching and learning practice, developing a complete grasp of a student's requirements and abilities, employing a range of data sources and creating precise and useful questions within the course's curriculum.

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Reed, Pamela G. "Midrange Theory Evaluation to Advance Nursing Knowledge." Nursing Science Quarterly 35, no. 3 (June 27, 2022): 315–20. http://dx.doi.org/10.1177/08943184221092426.

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The author in this article presents a midrange theory evaluation framework as an update to nursing publications over the past 50 decades on theory evaluation criteria and incorporates recent philosophical perspectives on scientific theory and knowledge development. The intent also is to encourage a theorizing style that advances understanding and explanations of nursing phenomena for nursing practice as well as for the pure joy of knowing why something happens.

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Istomina, Natalja, Tarja Suominen, Artūras Razbadauskas, and Helena Leino-Kilpi. "Research on the Quality of Abdominal Surgical Nursing Care: A Scoping Review." Medicina 47, no. 5 (May 23, 2011): 35. http://dx.doi.org/10.3390/medicina47050035.

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Various health care measures have been identified over the years as indicators of health care quality. However, studies evaluating the quality of nursing care among different patient groups are scarce. Patients undergoing abdominal surgery may be a group that has different views, needs, expectations, and evaluation of the quality of nursing care. Literature search was conducted using the following key words in various combinations in the MEDLINE, PsycInfo, CINAHL, and Cochrane databases: quality of nursing, surgical or perioperative, abdominal or abdomen. The studies that focused on the evaluation of surgical nursing care with a study sample of patients undergoing abdominal surgery and nurses taking care of these patients were included in this scoping review. In total, 17 research articles were analyzed. The analysis revealed that the quality of nursing care was usually rated as high according to the perceptions of patients and/or nurses. The following factors associated with the quality of nursing care were identified: nurse staffing, organizational characteristics, patients’ characteristics, nurses’ characteristics, nursing care needs, and nursing documentation. Further research should be focused on the measurement and evaluation of the quality of abdominal surgical nursing care from nurses’, patients’ and their relatives’ perceptions by using nonexperimental and experimental study designs for gaining the knowledge how to improve the quality in practice.

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Kamińska, Alicja, Anna Majda, Joanna Zalewska-Puchała, Iwona Bodys-Cupak, and Joanna Łatka. "Evaluation of electronic documentation of the nursing process based on the classification of nursing diagnoses and the ICNP dictionary." Problemy Pielęgniarstwa 29, no. 2-3 (2021): 45–51. http://dx.doi.org/10.5114/ppiel.2021.113783.

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Esmaeili, Roghayeh, and Mehrdad Esmaeili. "Performance Evaluation of Nursing Students in the Clinical Area." Pakistan Journal of Medical and Health Sciences 15, no. 5 (May 30, 2021): 1623–28. http://dx.doi.org/10.53350/pjmhs211551623.

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Performance evaluation is vital in the nursing field due to the large numbers of nursing students, and the necessity of skill training as an internship in the field under the supervision of the nurses. Accordingly, this study is aimed at determining the current situation and clinical performance evaluation of nursing students. This is descriptive-analytical research. The study sample contains all nursing students of 7th and 8th semesters with an internship in the field (n=145), who participated in the study by personal consent. Nursing Clinical Performance Evaluation Checklist made by Esmaeili et al. (2013) was used as a research instrument. The questionnaire contains 28 items in 3 domains of the nursing process (12 items), professionalism (9 items), and ethical principles (7 items). The face and content validity of the instrument was confirmed, and the reliability was measured using internal consistency by Cronbach's Alpha (0.92). For the data analysis, SPSS-20 was used. Descriptive statistics were used to describe the data. The results showed that the mean value and standard deviation of performance evaluation of students of 7th and 8th semesters of nursing are obtained at 5±2.03, which is in average level. The highest mean value of performance evaluation was associated with the ethical principles of students (6±2.3), and the lowest mean value was associated with the range of the nursing process (5±2). The mean value of professionalism was 6±2.1. The results obtained from the study showed that the 7th and 8th-semester nursing students were at an average level in terms of performance evaluation. Keywords: evaluation, clinical performance evaluation, nursing students, clinical area

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Ekici, Dilek, and Tugba Mert. "Development and Psychometric Evaluation of Nursing Audit Tool." Hospital Practices and Research 5, no. 2 (June 19, 2020): 47–55. http://dx.doi.org/10.34172/hpr.2020.10.

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Background: Better healthcare outcomes in health services are obtainable from frequently observing ongoing healthcare activities, gathering data, and assessing outcomes. Objectives: This study aimed to establish the basic principles of nursing care standards and practices in wards, develop a nursing audit tool for periodically monitoring and controlling ongoing nursing activities, and evaluate nursing care quality. Methods: A methodological investigation of field visit data gathered between November 2017 and April 2019 was conducted. A nursing service audit tool was used to collect data. Based on the literature and expert consideration, a conceptual structure of the nursing audit criteria containing 63 items and four factors (patient care, indirect care, unit criteria, and head nurse) was developed. The hospital supervisors visited all the wards and evaluated all the items of the tool accordingly. Nursing outcomes of units were used for determine the predictive validity of the tool. Two supervising nurses collected the data using the tool during their shifts. Supervisors were trained on the use of the tool to avoid any differences between evaluators. Each supervisor collected 309 tools. A total of 618 data were collected. Results: The level of validity and reliability of the tool is within acceptable limits; thus, it can be regarded as a valid and reliable tool for monitoring nursing care processes in the general wards of the hospital. Conclusion: The developed tool will help nurse managers monitor the nursing care process in accordance with the quality standards.

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Monteiro, Maria Silvia, Neusa Maria Costa Alexandre, Daniela Milani, and Fernanda Fujimura. "Work capacity evaluation among nursing aides." Revista da Escola de Enfermagem da USP 45, no. 5 (October 2011): 1177–82. http://dx.doi.org/10.1590/s0080-62342011000500021.

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Work force aging generates the need to develop studied with the purpose to evaluate work capacity. The objective of this study was to analyze the work capacity of the nursing aides of a public health institute. A cross-sectional study was developed on the work capacity of these professionals regarding their demographic, work and lifestyle characteristics (n=241). A univariate logistic regression analysis was performed with inadequate work capacity (score below 37) as the dependent variable. There was an association with age (the eldest), work time at the institution (the oldest), body mass index (obesity) and item 1 of the work capacities index: present work capacity. This information can be used to create preventive measures and restore work capacity.

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Goode, Colleen J. "EVALUATION OF RESEARCH-BASED NURSING PRACTICE." Nursing Clinics of North America 30, no. 3 (September 1995): 421–28. http://dx.doi.org/10.1016/s0029-6465(22)00089-5.

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