Current Issue : January - March Volume : 2016 Issue Number : 1 Articles : 7 Articles
Caring is a central focus of nursing, and patient satisfaction is a critical indicator of nursing care\nquality. The aim of this study was to determine the effects that a care workshop exerted on nurse\ncaring behaviors as perceived by patients and reflected by patient satisfaction. A quasi-experimental,\npretest-posttest design without a control group was applied. The intervention consisted of\nseveral facets: 1) formal educational sessions twice a week for six weeks, 2) an angel-master\nmentorship activity, and 3) posts of exemplary caring behavior and stories. A demographic questionnaire,\nthe Modified Nurse Caring Behaviors Inventory, and the Hartford Hospital Satisfaction\nSurvey were used in this study. Descriptive statistics were analyzed to evaluate participant demographic\ncharacteristics. Paired t tests were used to determine the effects of a care workshop on\nnurse caring behaviors as perceived by patients and reflected by patient satisfaction. Of the 236\npatients enrolled, 49.6% were women and 57.2% were admitted to medical-surgical units. Female\npatients rated nurse caring behaviors higher and reported greater patient satisfaction than did\nmale patients on the pretest (p < 0.05) and 6-week posttest (p < 0.01). Patient with medical-surgical\nadmissions rated nurse caring behaviors higher and reported greater patient satisfaction\nthan patients with emergency admissions did on the pretest and 6-week posttest (p < 0.01). Nurse\ncaring behaviors and patient satisfaction were positively correlated on the pretest (p < 0.05) and\n6-week posttest (p < 0.01). Patient satisfaction scores increased after the intervention compared\nwith the pretest scores (p = 0.000). Caring educational programs for nurses are commonly regarded\nto be an essential strategy for promoting care knowledge and practice and improving patient\nsatisfaction. According to the favorable results of this study, care workshops must be pro-vides to nurses in other units or hospitals in future studies....
Background: Student test scores in the pediatric portion were at a national percentile rank of 30,\nwhich was concerning. It was theorized that the main contributor to this dilemma was that the\nmajority of students were not able to have a pediatric clinical experience. Objective: The purpose\nof this project was to determine if the addition of pediatric simulation scenarios would have an\nimpact on student learning as evidenced by end of level test scores. Method: A convenience sample\n(n = 100) of first year nursing students attending a university in the western United States participated\nin this project. This was a mixed methods study. A quasi-experimental design was used to\ncompare test scores of both a non-intervention group and an intervention group of students. A 5\npoint Likert scale questionnaire was also using post-intervention to assess for changes in perceptions\nof self-confidence. Results: After implementation of the pediatric focused scenarios, students�\ntest scores increased to the 95th percentile. This 65 percentile increase is a significant change that\nsuggests that pediatric simulation is effective in improving student exam performance. In addition,\n81% of students also reported perceptions of increased levels of self-confidence after implementation\nof simulation scenarios. Conclusion: The findings suggest that simulation is an effective way\nto create alternative pediatric clinical experiences which can, in turn, increase student comprehension,\ntest scores, and self-confidence....
Background: High disease burden and scarcity of healthcare resources present complex ethical dilemmas for nurses\nworking in developing countries. We assessed nursesââ?¬â?¢ knowledge in ethics and their perceptions about Continuous\nNursesââ?¬â?¢ Ethics Education (CNEE) for in-service nurses.\nMethods: Using an anonymous, pre-tested self-administered questionnaire, we assessed nursesââ?¬â?¢ knowledge in basic\nethics concepts at three regional hospitals in Uganda. Adequate knowledge was measured by a score ââ?°Â¥50% in the\nknowledge assessment test. Nursesââ?¬â?¢ perceptions on CNEE were assessed using a six-point Likert scale.\nResults: Of 114 nurses, 91% were female; with mean age 44.7 (SD 10) years. Half were diploma, 47 (41%) certificates,\n6 (5%) bachelorsââ?¬â?¢ degrees and one mastersââ?¬â?¢ level training. Overall, 18 (16%) scored ââ?°Â¥50% in the ethics knowledge test.\nNurses with diploma or higher level of nursing training were less likely to fail the ethics knowledge than certificate level\nnurses (OR 0.14, 95% CI: 0.02ââ?¬â??0.7). Only 45% had ever attended at least one CNEE session and up to 93% agreed\nthat CNEE is required to improve nursesââ?¬â?¢ ethics knowledge and practice.\nConclusions: Nurses exhibited low knowledge in ethics and positive attitudes towards CNEE. We recommend structured\nCNEE programs to address basic concepts in nursing ethics and their application in clinical practice....
This systematic review aims to identify scientific publications addressing the teaching of competence\nmanagement for undergraduate students of nursing. A systematic review was conducted\nusing PubMed, LILASC, MEDLINE and the PRISMA guidelines (Preferred Reporting Items for Systematic\nReviews and Meta-Analyses), using the following keywords: competence management,\nprofessional skills, education and nursing. The search resulted in 77 articles that were screened\nby title and abstract. These 11 articles were analyzed. In this research observed it most articles\n63.6% articles among those selected address competence management as a tool to be developed\nby the students during their academic education and 36.4% discussed the development of a political-\npedagogical. We expect that the subject identified in this study may contribute to the development\nof critical/reflexive thinking and attitudes in nursing....
Aims and Objectives: To report a synthesis of the literature on the meaning of trust in the context of\npatientsââ?¬â?¢ experiences of nursing. The review question was ââ?¬Å?How do patients describe the meaning of\ntrust in the nursing relationship?ââ?¬Â Background: Trust is essential in nursing as it has the potential to\ncreate opportunities for the human being to gain faith, hope and meaning in life as well as open up for\nnew experiences. Trust is an interpersonal and essential element of all patient-nurse relationships\nand requires nurses to create a trusting relationship with the patients. Design: Systematic qualitative\nliterature review. Methods: Systematic searches were conducted for the period January 2002 to December\n2012, updated in January 2014. 20 papers were included. Results: Four categories emerged:\nAttitudes related to trust, indicating that trust is fundamental and existential; Experiences of trust,\nconcerning how trust can be sensed; The patient-nurse relationship, revealing the qualities of the\nperson who creates trust; and Where trust occurs, illuminating the contextual relevancies of trust.\nConclusions: Patientsââ?¬â?¢ experiences of trust in nursing are dependent on the nursesââ?¬â?¢ knowledge, level\nof commitment in the dialogue to creating and developing the relationship and contextual issues. Implications\nfor nursing practice: Reflection on a trusting relationship with the patient is necessary for a\ndeeper conceptual understanding of trust in nursing. Clinical nurse researchers nurse supervisors,\nmanagers and nurse educators should discuss different areas of trust during nursing supervision and\nfocus-group meetings as well as with nursing graduates to ensure that nurses develop knowledge of\nhow to create a trusting patient-nurse relationship....
The purpose of this study was to determine the Bachelor Science of Nursing (BSN), studentââ?¬â?¢s perceptions\nof the quality of nursing courses taught at Palestine College of Nursing (PCN), which were\nfundamentals of nursing course, adult nursing course, pediatric nursing course, maternity nursing\ncourse, community nursing course, mental health and psychiatric nursing course and nursing\nmanagement and leadership course, and its relationship with their academic achievement. The\nPalestine College of Nursing is governmental and Ministry of Health (MOH) affiliated. The sample\nincluded 467 nursing students registered in the college who studied the previously mentioned\nnursing courses. Data were collected using a self-administered questionnaire developed by the\nresearcher, and guided by literature. That was to assess the included nine quality dimensions of\nthe nursing courses as perceived by the students. Content validity and reliability tests were done\nfor the tool. The study revealed that the total studentsââ?¬â?¢ perceptions of the quality of all nurses\ncourses were within average quality level (80.42%). The nursing management course and community\nhealth nursing course were of the first two ranks of high quality level (84.54%, and\n84.48%, respectively), where mental health and psychiatric nursing course, fundamentals of\nnursing course, adult health nursing course, pediatric nursing course and maternity health nursing\ncourse were the next ranks of average quality level. The study revealed that studentsââ?¬â?¢ perceptions\nof seven dimensions from nine were with average quality level (80.50%). The first rank was\nthe ââ?¬Å?teacher/instructor characteristics and attributesââ?¬Â, dimension of high quality level (84.44%),\nwhile the last rank was ââ?¬Å?teaching methodologyââ?¬Â dimension of average quality level (77.54%).\nThere was a positive relationship between studentsââ?¬â?¢ achievement and the coursesââ?¬â?¢ quality dimensions,\npertaining objectives of the course, contents of the course, teacher/instructor competencies,\nteacher characteristics, teaching methodology, students/teacher interaction and course evaluation.\nThe study recommended improving the quality of nursing courses for better level and to improve\nthe quality of some dimensions like using different teaching strategies, the quality of clinical\nsettings, and improve the quality of nursing instructors in some clinical areas. Finally the researcher recommend for further studies about concerning quality in nursing education....
Burnout among nurses is well documented in literature. Precursors of burnout such as time pressure\nneed further study for better understanding. In Jordan literature, studies regarding time\npressure and burnout among Jordanian nurses are scarce. This study aimed to 1) evaluate the relationship\nbetween time pressure and burnout, and 2) identify participants� characteristics that\nmay have relationship with time pressure and burnout. A descriptive correlational design was utilized\nusing a self-reported cross-sectional survey to collect data from 175 Jordanian nurses. Participants\nreported high level of time pressure (24.8 out of 126) and burnout (72.9 out of 126).\nTime pressure was correlated with emotional exhaustion and depersonalization (r = 0.561, 0.491,\nP < 0.01, respectively). Burnout was highest on the emotional exhaustion (72%) compared to 53.9%\nfor depersonalization and 49.2% for personal achievement. Depersonalization showed the most\nfrequent correlation with participants� characteristics. Burnout was found to be common among\nJordanian nurses, and time pressure is a precursor of this phenomenon, giving rise to the consequences\non both patients� and nurses� health. Healthcare administrators have to modify the nursing\nwork environment to be less stressful and more appealing to overcome the causes of nurses�\nburnout....
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