Current Issue : April - June Volume : 2017 Issue Number : 2 Articles : 7 Articles
Background: To overcome the shortage of medical care delivery in the rapidly aging Japanese society, the Ministry\nof Health, Labour and Welfare in 2010 started to train the nurses to be able to conduct the specified medical acts.\nThe Japanese Nursing Association conducted the educational program to train the wound, ostomy, and continence\nnurses for the specified medical act of wound care. However, the difference between wound, ostomy, and\ncontinence nurses who conducted the medical act and those who did not was not clear. The aim of this study was\nto determine how trained wound, ostomy, and continence nurses spend their time during their entire shift in an\nacute hospital setting.\nMethods: In this prospective observational study, we selected those wound, ostomy, and continence nurses who\nreceived advanced training in the wound management program (T-WN) in 2011ââ?¬â??2012. Wound, ostomy, and\ncontinence nurses who did not receive the training (N-WN) were also recruited as controls. We conducted a time\nand motion study during subject's day shifts for 1 week. We calculated the time spent on tasks based on a task\nclassification code that was created to facilitate a two-group comparison.\nResults: Six T-WNs and five N-WNs were our analysis subjects. T-WNs spent significantly more time on direct\ncare than did N-WNs (p = 0.00). Moreover, in the sub-categories s of direct care, T-WN spent significantly more time on\nââ?¬Å?treatmentââ?¬Â than did N-WN (p = 0.01). T-WN spent significantly more time on treatment with (p = 0.03) or without (p =0.\n01) physicians than did N-WN. In the treatment activities, T-WN performed significantly more time on foot care (p = 0.01),\nwound cleansing (p = 0.01) and conservative sharp wound debridement (p = 0.01) than did N-WN. Frequencies of direct\ncare interventions for the patients was significantly different between T-WN and N-WN (p = 0.04).\nConclusions: T-WNs frequently engaged in direct care provided treatment for patients with chronic wounds....
Purpose: The purpose of this study was to identify the relationship between evidence-\nbased practice (EBP) and job satisfaction among nurses working in long-term\ncare facilities. Methods: The study used a descriptive cross-sectional design. A total\nof 146 nurses working in 6 long-term care facilities in South Korea self-reported their\nperception of EBP implementation, barriers to research utilization, and job satisfaction.\nResults: The level of job satisfaction was higher in nurses who were single, older,\nmore experienced, and had a higher income. Lower perceived barriers to research\nutilization were associated with greater job satisfaction. However, there was no significant\nrelationship between a level of EBP implementation and job satisfaction.\nFactors influencing job satisfaction included lower barriers to the organization and\ncommunication domains of research utilization, being unmarried and older. Conclusion:\nDecreasing barriers to research utilization may improve the job satisfaction\nof nurses working in long-term care facilities....
Purpose: The objective of this study was to evaluate nursing studentsââ?¬â?¢ perceptions of their educational environment in a\nprivate college. Perceptions were compared between genders and 2 bachelorââ?¬â?¢s programs. Methods: A total of 219 students\nparticipated in this study, drawn from the Generic Bachelor of Science in Nursing (GBSN) and the Post-Registered\nNurse Bachelor of Science in Nursing (PRBSN) programs of the Shifa College of Nursing, Islamabad, Pakistan. The Dundee\nReady Education Environment Measure was utilized for data collection. Descriptive statistics were used to calculate total\nscores, as well as means and standard deviations, and the t-test was applied for comparisons according to program and\ngender. Results: The overall total mean score (119 of 200) is suggestive of more positive than negative perceptions of the\neducational environment. The mean score of 13 of 28 on the social self-perception subscale suggests that the social environment\nwas felt to be ââ?¬Ë?not a nice place.ââ?¬â?¢ The t-test revealed more positive perceptions among students enrolled in the\nPRBSN program (P<0.0001) than among those enrolled in the GBSN program and more positive perceptions among female\nstudents than among male students (P<0.0001). Conclusion: Commonalities and differences were found in the\nperceptions of the nursing students. Both positive and negative perceptions were reported; the overall sense of a positive\nenvironment was present, but the social component requires immediate attention, along with other unsatisfactory\ncomponents. Establishing a supportive environment conducive to competence-based learning would play an important\nrole in bringing desirable changes to the educational environment....
The population aging is accelerating and the aging population is growing in China.\nAlthough the geriatric nursing education has been developed for more than 20 years, geriatric\nnursing professionals are still insufficient and the geriatric nursing education is facing various\nchallenges under the new situation. This paper primarily describes the developmental history\nand the related concepts of geriatric nursing education, and analyzes the personnel training\nmodes and routes of geriatric nursing education, and its problems, in order to provide the basis\nfor the reform of geriatric nursing education. The development of geriatric nursing needs a\nlarge number of outstanding nursing personnel, and the cultivation of geriatric nursing\nprofessionals depends on the development of geriatric nursing and the improvement of the\nteaching quality of geriatric nursing education. Front-line educators working on geriatric\nnursing should be committed to reforming the geriatric nursing teaching, improving the\nteaching quality and cultivating the high-quality nursing personnel suitable for conditions of\nthe elderly in China....
Background: The role of the school nurse is complex with many possible elements identified by previous research.\nThe aim of this study is to understand perceptions of the role of the school nurse in order to support school nurses\nin the delivery of health education.\nMethods: The study used an inductive, qualitative research design involving semi-structured interviews and focus\ngroups. Participants were recruited from four NHS trusts across England and final sample size was thirty one school\nnurses. Three focus groups and two interviews took place in person, and three interviews were over the phone.\nData was thematically analysed.\nResults: School nurses described six main themes. Four themes directly related to the school nurse role: the main\nroles of a school nurse, school nurses' role in health education, prioritisation of workload and activities, and\ncommunity work. A further two other themes related to the delivery of health education: the school nursing\nsystem and educational resources.\nConclusions: The role of the school nurse in England is very diverse and the school nurse role in health education\nis primarily to advise and support schools, rather than to directly deliver education. The study identified that\ntailored public health educational resources are needed to support school nurses....
Group discussion teaching technique for small groups and encouragement of critical\nbut constructive and creative thinking for finding new and efficient solutions can\nlead to provision of better health and medical services that is defined in clinical setting,\nas the clinical psychology finds a way for curing and education. The present\nstudy was conducted with the aim to compare the effects of creative group teaching\nand educational booklet on interpersonal skills of midwives in a clinical setting. The\npresent study was conducted on 97 midwifery graduates working in hospitals in\nKerman Province, in two groups of educational booklet (49 midwives) and educational\nworkshop (48 midwives) who participated in a 3-day creative teaching workshop\nin summer 2015. Creative problem-solving teaching intervention group was\ntaught through educational workshop method, including small group and team\nworking, group discussion and mini lectures. Midwifery 1 intervention group was\nprovided with an educational booklet validated by professors of Nursing and Midwifery\nSchool for independent and individual study by midwives working in Kerman\nProvince hospitals. The two groups were matched in terms of personal details. Hospitals\nwere randomly selected, and midwives were selected by quota sampling. Inter-personal communication skills of both groups were assessed before and after intervention,\nand two months later using Interpersonal Communication Skills Test. The\nresults obtained were analyzed in SPSS-16 using descriptive statistics, including frequency\nand percentage, mean and standard deviation, and inferential statistics including\nU-Mann-Whitney, paired t, independent t, repeated measures ANOVA tests\nat significance level of P < 0.05. Mean changes in interpersonal communication\nscores in workshop group were significantly greater than those in educational booklet\ngroup after intervention, and educational workshop had caused a mean score\nchange of 8.46 in every participant (P < 0.001). Two months after educational intervention,\nmean score change was 8.89 in workshop group, significantly different from\n3.11 in educational booklet group (P < 0.001). According to paired t-test, mean\nscores of interpersonal communication significantly increased in both workshop\n(100.14 to 117.12) (P < 0.001) and booklet (96.56 to 99.8) groups (P < 0.001). Both\nteaching methods improved midwives� interpersonal communication skills. Therefore,\nstandardized educational booklets which produce cost-effective similar results\nare recommended....
Purpose.The purpose of this article is to describe action research in nursing education and to propose a definition of action research\nfor providing guidelines for research proposals and criteria for assessing potential publications for nursing higher education.\nMethods.The first part of this project involved a search of the literature on action research in nursing higher education from 1994\nto 2013. Searches were conducted in the CINAHL and MEDLINE databases. Applying the criteria identified, 80 publications were\nreviewed.The second part of the project involved a literature review of action research methodology from several disciplines to assist\nin assessing articles in this review. Results. This article summarizes the nursing higher education literature reviewed and provides\nprocesses and content related to four topic areas in nursing higher education.The descriptions assist researchers in learning more\nabout the complexity of both the action research process and the varied outcomes. The literature review of action research in many\ndisciplines along with the review of action research in higher education provided a framework for developing a nursing-education centric\ndefinition of action research. Conclusions. Although guidelines for developing action research and criteria for publication\nare suggested, continued development of methods for synthesizing action research is recommended....
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