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A theory-based educational intervention targeting nurses' attitudes and knowledge concerning cancer-related pain management: A study protocol of a quasi-experimental design
Gunilla Borglin, Markus Gustafsson, Hans Krona
BMC Health Services Research , 2011, DOI: 10.1186/1472-6963-11-233
Abstract: A quasi-experimental study design will be used to investigate whether the implementation of guidelines for systematic daily pain assessments following a theory-based educational intervention will result in an improvement in knowledge and attitude among nurses. A further aim is to investigate whether the intervention that targets nurses' behaviour will improve hospital patients' perception of pain. Data regarding nurses' knowledge and attitudes to pain (primary outcome), patient perception regarding pain (secondary outcome), together with socio-demographic variables, will be collected at baseline and at four weeks and 12 weeks following the intervention.Nursing care is nowadays acknowledged as an increasingly complicated activity and "nursing complexity is such that it can be seen as the quintessential complex intervention." To be able to change and improve clinical practice thus requires multiple points of attack appropriate to meet complex challenges. Consequently, we expect the theory-based intervention used in our quasi-experimental study to improve care as well as quality of life for this group of patients and we also envisage that evidence-based guidelines targeting this patient group's pain will be implemented more widely.ClinicalTrials.gov NCT01313234Pain is one of the most common problems among patients suffering from cancer [1]. Despite the availability of effective pharmacological treatments and the fact that 70 - 90% of the patients can gain pain relief with the correct pain management, this group often receives less than optimal treatment [2-7]. This is demonstrated, for example, in one of the most extensive studies performed in Europe (EPIC), which found that 43% of the Swedish patients experienced cancer-related pain, 18% of whom did not receive any pain-relieving medication, despite grading their pain as moderate to severe on the Visual Analogue Scale (VAS ≥ 5) [8]. In a Meta-analysis (52 studies included) by van den Beuken and colleagues [1] investig
Pressure ulcer prevention in intensive care unit: the care on nurses’ optics
Dayse Mary da Silva Correia, Deyse Concei??o Santoro Batista
Revista de Enfermagem UFPE On Line , 2009,
Abstract: This research deals with prevention of the pressure ulcers in Intensive Care Unit, in the optics of nursing care. Research questions: Which nursing cares are undertaken by ICU nurses for preventing the pressure ulcer? How nurses understand their assistance in the pressure ulcer prevention? Objectives: to characterize the nursing care fulfilled for nurses in the ICU related to the prevention of pressure ulcer; to discuss what nurses think about their nursing assistance for preventing pressure ulcer and to analyze the approximation and distancing extent in speech by nurses concerning prevention of pressure ulcer.
Impact of educational interventions on nurses' knowledge regarding care of patient with central venous line  [PDF]
R Shrestha
Journal of Kathmandu Medical College , 2013, DOI: 10.3126/jkmc.v2i1.10553
Abstract: Background: Central Venous Line is widely used in critically ill patients for continuous assessment of the cardiovascularsystem. Adequate knowledge of nurses in taking care of central venous pressure line plays vital role to minimizecomplications and to accurately recognize catheter-related problems, thus securing safer and improved outcome forthe patient. This study was performed to fi nd out the effectiveness of educational intervention in increasing nurses’ knowledge regarding care of patients with Central Venous Line among nurses. Methods: This is a pre-experimental study design (pre-intervention---intervention---post-intervention). After institutionalapproval, 40 nurses were taken from Kathmandu Medical College Teaching Hospital for study adopted with SimpleRandom Sampling (Lottery) method. A structured, self-administered questionnaire was used for pre- intervention datacollection After two weeks of educational intervention, post- intervention test was taken. The data was analysed andcalculated by using descriptive Statistics and Paired “t” test was applied to assess the differences between pre-interventionand post- intervention results. Results: Overall, mean knowledge score was 14.75 with SD 2.37 in the pre intervention. After educational interventionthe score was changed to 16.80 with SD 5.51. There was signifi cant difference between the pre -intervention and postinterventionknowledge score (p value =0.039).While assessing the overall existing knowledge level of the participants, most of the participants had moderate knowledgelevel (50% to 75%). After intervention knowledge level signifi cantly increased (p value=0.001). Conclusion: The study showed that educational intervention programme considerably improved the nurses’ level ofknowledge about care of patient with central line. Overall mean knowledge score between pre-intervention and postinterventionwas found to be significant. DOI: http://dx.doi.org/10.3126/jkmc.v2i1.10553 Journal of Kathmandu Medical College , Vol. 2, No. 1, Issue 3, Jan.-Mar., 2013, page: 28-30
Nurses’ Role and Experiences as Group-Leaders in a Group Intervention for Women after Gynecological Cancer  [PDF]
Ragnhild Johanne Tveit Sekse, Margrethe Elin Vika
Open Journal of Nursing (OJN) , 2016, DOI: 10.4236/ojn.2016.63024
Abstract: Aim: The aim of this study is to provide insight into nurses’ role and their experiences of leading an education and counselling group intervention for women after gynecological cancer. Methods: A qualitative study, based on focus group interview and logs from nurses who led the intervention, was conducted. Findings: The group leaders were touched by the women’s community and were given a deeper understanding of lived experiences after cancer. These insights raised the group-leaders’ understanding of nursing and influenced them to sharpen focus on patient care and priorities in cancer care and follow-up. Being a group-leader meant creating a trusting and secure atmosphere in which the individual woman’s own coping resources was strengthened and empowered. Equally important, the nurses worked continuously and substantially on themselves to build strength and endurance related to situations that called for competent leadership. Conclusion: Being competent in group leadership and having knowledge in the field of cancer are important qualifications for group leaders. Practice Implications: The study shows that nurses gain valuable insight and knowledge about women’s lived experiences of going through gynecological cancer, cancer treatment and rehabilitation. As such, this intervention seems to be educational for nurses, as well as for participants.
Avalia o da implementa o de uma interven o educativa em vigilancia do desenvolvimento infantil com enfermeiros Evaluación de la implementación de una intervención educativa en vigilancia del desarrollo infantil con enfermeros Assessment of the implementation of an educational intervention on developmental surveillance with nurses
Altamira Pereira da Silva Reichert,Maria Gorete Lucena de Vasconcelos,Sophie Helena Eickmann,Marilia de Carvalho Lima
Revista da Escola de Enfermagem da USP , 2012, DOI: 10.1590/s0080-62342012000500003
Abstract: Esta pesquisa teve como objetivo avaliar as dificuldades e facilidades enfrentadas por enfermeiros da Estratégia de Saúde da Família durante o processo de implementa o de uma interven o educativa em vigilancia do desenvolvimento infantil. A abordagem utilizada foi qualitativa, com onze enfermeiros que participaram de oficinas de capacita o em vigilancia do desenvolvimento no contexto da Aten o Integrada às Doen as Prevalentes na Infancia. Os dados foram coletados nos meses de maio e junho de 2009 e analisados a partir do método de análise de conteúdo, utilizando-se a modalidade temática. Foram identificados quatro núcleos temáticos: avalia o do Curso de capacita o em vigilancia do desenvolvimento infantil; pontos dificultadores para aplicar os conhecimentos adquiridos; pontos facilitadores proporcionados pelo curso e transforma o da prática a partir dos conhecimentos adquiridos na capacita o. Destaca-se a premência de incorporar conteúdos que priorizem quest es voltadas para a vigilancia do desenvolvimento infantil no ensino de gradua o em enfermagem e na residência em saúde da família. Investigación que objetivó evaluar las dificultades y facilidades experimentadas por enfermeros de la Estrategia Salud de la Familia durante la implementación de una intervención educativa de vigilancia del desarrollo infantil. Se utilizó abordaje cualitativo, con once enfermeros participantes de talleres de capacitación en vigilancia del desarrollo en contexto de la Atención Integrada de Enfermedades Prevalentes en la Infancia. Datos recolectados entre mayo y junio de 2009, analizados según análisis de contenido, modalidad temática. Fueron identificados cuatro núcleos temáticos: evaluación del Curso de Capacitación en Vigilancia del Desarrollo Infantil; Puntos de dificultad para aplicar los conocimientos adquiridos; Puntos de facilidad proporcionados por el curso y Transformación de la práctica a partir del conocimiento adquirido en la Capacitación. Se destaca el apremio por incorporar contenidos que prioricen cuestiones apuntando a la vigilancia del desarrollo infantil en la ense anza de graduación de enfermería y en la residencia en Salud de la Familia. The objective of this study was to assess the difficulties experienced by Family Health Strategy nurses in implementing an educational intervention regarding developmental surveillance. A qualitative approach was used with the assistance of eleven nurses, who participated in developmental surveillance workshops in the context of Integrated Management of Childhood Illness. Data were collected from May to June 2
Analysis of the nurses’ work process in the attendance at health basic units
Wilma Suely Batista Pereira
Revista de Enfermagem UFPE On Line , 2008,
Abstract: In the Single Health System the nurses have each time more functions, responsibilities and challenges to be faced, over all as for the work in the Health Basic Units. At time of transformation of the models assistencials, it’s important to know the nurses’ work process, for contributing with the discussions that will go to reorient the practical assistencials. This is about an exploratory and descriptive study, from qualitative nature, carried through at Porto Velho city, Rond nia, Brazil, with 17 nurses, aiming at analyzing the nurses’ work process at Health Basic Units. It was lead from Malinowski, the informations analysis was carried through from the Collective Representations of Durkheim. As result, it was defined the empirical categories that the programming is a rule of nursing practical, breaking up the assistance and, the following representations: interfaces of the programming, mimicry with the doctors; who it is the power of: from nurses or doctors? As conclusion, the work process of the nurses still is centered in the breaking up the assistance with origin of the biomedical model; in the practical doctor; in the dispute for the power. It is necessary that knows the representations that disclose to the way as the work process is developed, so that new orientations can be elaborated.
Attitudes and perceptions of nurses regarding early communication intervention
Brenda Louw,Ingrid Weber
Health SA Gesondheid , 1997, DOI: 10.4102/hsag.v2i2.326
Abstract: Although nurses play a vital role during Early Communication Intervention with infants and toddlers 0-2 years, limited research has been conducted regarding this role. Opsomming Alhoewel verpleegkundiges 'n belangrike rol speel in Vroee Kommunikasie Intervensie met hoerisiko-babas en kleuters van 0-2jaar, is beperkte navorsing egter uitgevoer oor hierdie rol. *Please note: This is a reduced version of the abstract. Please refer to PDF for full text.
Use of the managerial abilities by nurses of a ready attendance hospital
Leslye Brusamolin, Juliana Helena Montezeli, Aida Maris Peres
Revista de Enfermagem UFPE On Line , 2010,
Abstract: Objective: to verify the use of the managerial abilities of six nurses who work in an emergency room of a private hospital in Curitiba. Methodology: descriptive qualitative research developed from August to September of 2008. Data were collected by systematic observation and subjected to thematic analysis, with the following categories: health care, decision making, communication, leadership, administration and management and administration of the time. This study was approved by the Ethics and Research of the Healt Center of the Federal University of Paraná (protocol number 548.085.08.06). Results: the results highlight that the nurses mobilize such abilities daily, that the organizational structure influences the work process and decision making, the formal structure of power is respected and that there is a need of involvement of the team in the decision making process. Conclusion: it was concluded that the influence of organizational structure can help or hinder the decision taking, however, fits to the nurse the continuous development of the managerial abilities with focus in the care for the harmony between the institutional demands and the ethical-legal requirements of the profession.
Perspectives of Patients and Nurses on the reality of Learning Cardiac Heart Failure Educational Content
F Rafii,F Shahpoorian,Z Naasher,M Azarbaad
Hayat Journal of Faculty of Nursing & Midwifery , 2008,
Abstract: Background & Aim: While patient education promotes compliance to treatment and self-care ability, short hospital length of stay, anxiety, illness, and sleep disorders can interfere with this approach. It is not clear how realistic is to learn during the short hospitalization period, from nurses' and patients' perspectives. This study aimed to compare perspectives of patients and nurses on the reality of learning cardiac heart failure educational content in Shahid Rajaee heart hospital. Methods & Materials: In this cross-sectional study, two hundred and fifty one patients and 181 nurses were selected using convenience sampling. Data were collected using the reality part of CHFPLNI and were analyzed in SPSS-11. Results: Most of the patients were male (82.4%); most of the nurses were female (85.6%). The mean ages of patients and nurses were 55.18 and 35.15, respectively. The mean hospitalization period was 4.26 days and the mean duration of heart failure was 10.70 years. The majority of nurses had not participated in advanced preparation courses. Patients and nurses had agreement on the reality of medication learning. Patients rated medication (P<0.001), diet information (P<0.001), other information (P<0.001) and the total scale (P<0.001) as more realistic than the nurses did. Female nurses (P=0.012) and nurses with advanced preparation (P<0.001) perceived learning needs as more realistic than the other nurses. Conclusion: Regarding discordance between patients' and nurses' perspectives on the reality of learning, nurses may postpone to implement educational program. Patients' perspectives should be considered in the establishment of heart failure educational programs. Key words: adult learning theories, cardiac heart failure, learning realism, patient learning needs, self-care
The relation between the class attendance and the performance at final examinations of students, in Nursing department, Technological Educational Institute (TEI) of Athens
Ch. Marvaki,M. Polikandrioti,G. Vassilopoulos,A. Kalogianni
To Vima tou Asklipiou , 2007,
Abstract: Class attendance of a didactic lecture consists one of the most important factors, which has impact on students" performance at university. The attendance of the lecture, mainly at the education of professionals of health, is a matter of great importance. The purpose of this study was to investigate the impact of class attendance upon the final examination result of students in Nursing HTEI of Athens. Method and material: Τhe sample of the study consisted of 204 student nurses who were enrolled in the surgical Nursing of 3rd semester and 184 student nurses who were enrolled in the course of Emergency Nursing of 6th semester, during the 2005-06 teaching session. Results: The results of the study showed that, from the students who had attended classes in the "Surgical Nursing" of 3rd semester, 63.5% succeeded in the final exam of the lesson, whereas from the students who had not attended the class, 36,5% succeeded in the final exam of the lesson, p<0,001. To the lesson of "Emergency Nursing" of 6th semester, the results showed that from the students who had attended classes, 80% succeeded in the final exam of the lesson, whereas from the students who had not attended the class, 44,6% succeeded in the final exam of the lesson, p<0,001. 46,3% of students enrolled to3rd semester, where typically belongs the lesson of "Surgical Nursing". 47,3% of students enrolled to 6th semester, where typically belongs the lesson of "Emergency Nursing". Conclusion: The attendance of class is direclty related to the result of the final exam. The combination of class attendance and intermediate evaluation, such as frequent short tests, has beneficial effects on the final examination of students.
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