Current Issue : January - March Volume : 2018 Issue Number : 1 Articles : 7 Articles
Background: The concept of evidence-based practice is globally relevant in current healthcare climates. However,\nstudents and teachers struggle with integrating evidence based practice effectively into a curriculum. This has\nimplications for nurse education and in particular the way in which research is presented and delivered to students.\nA new undergraduate Evidence Based Practice module (Evidence Based Nursing 1) was developed in a large\nUniversity within the United Kingdom. It commenced in October 2014 running in year one of a 3 year\nundergraduate nursing programme. This study sought to formally evaluate attitudes and beliefs, knowledge level\nand utilization of evidence based practice though using two validated questionnaires: Evidence Based Practice\nBeliefs ScaleÃ?© and Evidence Based Practice Implementation ScaleÃ?©.\nMethod: This was a pilot study using quantitative pre and post-test design. Anonymised data was collected from Year\n1 undergraduate student nurses in the September 2014 intake (n = 311) at two time points. Time 1: pre-module in\nSeptember 2014; and Time 2: post ââ?¬â??module in August 2015. All data was collected via Survey Monkey.\nResults: Results demonstrate that the educational initiative positively impacted on both the beliefs and implementation\nof evidence based practice. Analysis highlighted statistically significant changes (p < 0.05) in both the Evidence Based\nPractice Beliefs Scale (7/16 categories) and the Evidence Based Practice Implementation Scale (13 / 18 categories).\nConclusions: The significance of integrating evidence based practice into undergraduate nurse education curriculum\ncannot be underestimated if evidence based practice and its positive impact of patient care are to be appreciated in\nhealthcare settings internationally....
Background: Improving health, patient and system outcomes through a practice-based research agenda requires\ninfrastructural supports, leadership and capacity building approaches, at both the individual and organisational\nlevels. Embedding research as normal nursing and midwifery practice requires a flexible approach that is responsive\nto the diverse clinical contexts within which care is delivered and the variable research skills and interest of\nclinicians. This paper reports the study protocol for research being undertaken in a Local Health District (LHD) in\nNew South Wales (NSW) Australia. The study aims to evaluate existing nursing and midwifery research activity,\nculture, capacity and capability across the LHD. This information, in addition to input from key stakeholders will be\nused to develop a responsive, productive and sustainable research capacity building framework aimed at\nenculturating practice-based research activities within and across diverse clinical settings of the LHD.\nMethods: A three-phased, sequential mixed-methods action research design underpinned by Normalization\nProcess Theory (NPT).\nParticipants will be nursing and midwifery clinicians and managers across rural and metropolitan services. A\ncombination of survey, focus group, individual interviews and peer supported action-learning groups will be used\nto gather data. Quantitative data will be analysed using descriptive statistics, correlation and regression, together\nwith thematic analysis of qualitative data to produce an integrated report.\nDiscussion: Understanding the current research activity and capacity of nurses and midwives, together with\norganisational supports and culture is essential to developing a productive and sustainable research environment.\nHowever, knowledge alone will not bring about change. This study will move beyond description of barriers to\nresearch participation for nurses and midwives and the promulgation of various capacity building frameworks to\nemploy a theory driven action-oriented approach to normalisation of nursing and midwifery research practice. In\ndoing so, our aim is to make possible the utilisation, generation and translation of practice based research that\ninforms improved patient and service delivery outcomes....
Background: People living with dementia in nursing homes are most likely to be restrained. The primary aim of\nthis mixed-method education intervention study was to investigate which factors hindered or facilitated staff\nawareness related to confidence building initiatives based on person-centred care, as an alternative to restraint in\nresidents with dementia in nursing homes. The education intervention, consisting of a two-day seminar and\nmonthly coaching sessions for six months, targeted nursing staff in 24 nursing homes in Western Norway. The\npresent article reports on staff-related data from the study.\nMethods: We employed a mixed-method design combining quantitative and qualitative methods. The P-CAT\n(Person-centred Care Assessment Tool) and QPS-Nordic (The General Nordic questionnaire for psychological and\nsocial factors at work) instruments were used to measure staff effects in terms of person-centred care and\nperception of leadership. The qualitative data were collected through ethnographic fieldwork, qualitative interviews\nand analysis of 84 reflection notes from eight persons in the four teams who facilitated the intervention. The\nPARIHS (Promoting Action on Research Implementation in Health Services) theoretical framework informed the\nstudy design and the data analysis. Six nursing homes were selected for ethnographic study post-intervention.\nResults: Qualitative data indicated increased staff awareness related to using restraint - or not- in the context of\nperson-centered care. A slight increase in P-CAT supported these findings. Thirteen percent of the P-CAT variation\nwas explained by institutional belonging. Qualitative data indicated that whether shared decisions of alternative\nmeasures to restraint were applied was a function of dynamic interplay between facilitation and contextual\nelements. In this connection, the role of the nursing home leaders appeared to be a pivotal element promoting or\nhindering person-centered care. However, leadership-staff relations varied substantially across individual institutions,\nas did staff awareness related to restraint and person-centeredness.\nConclusions: Leadership, in interplay with staff culture, turned out to be the most important factor hindering or\npromoting staff awareness related to confidence building initiatives, based on person-centered care. While\nquantitative data indicated variations across institutions and the extent of this variation, qualitative data offered\ninsight into the local processes involved. A mixed method approach enabled understanding of dynamic contextual\nrelationships....
Background: Saudi Arabia has a huge shortage of Saudi nurses. Therefore, the students� perception of nursing affect their future choice\nof nursing career. Despite nursing is an honorable profession the majority of Saudi�s families still do not think like that about nursing.\nAim: This study aimed to explore the Perceptions of nursing as a future profession among Secondary school students' females in Al Rass\ncity KSA.\nDesign: A cross-sectional descriptive design was utilized.\nSample: A convenient sample of female�s secondary school was included.\nTools: Professional nursing perception questionnaires were used and provided to 225 females aged 16 and above who are attending the\nlargest 4 high governmental schools in Al-Rass city in the Qassim region of KSA.\nResult: the result revealed that almost all had an idea about the functional aspect of nursing career, and 37% of them have got this information\nfrom media. However, only 29% of participants will choose nursing as a future career. Additionally, 55.1% of participants indicated\nthat nursing requires science background that was their primary reason to avoid nursing career.\nConclusion: this study concluded that the majority of respondents do not prefer nursing as future career. Therefore, there is a critical\nneed to enhance the image of nursing and attract more high school students into this profession....
Abstract: Mobile technology allows healthcare students to access current evidence-based resources.\nThe purpose of this study was to evaluate the student experience of implementing point-of-care (POC)\nsmartphone applications in a first-semester undergraduate nursing program. Teaching methods\nincluded using case studies in the laboratory to familiarize students with the apps. At community\nscreening sites, evidence-based guidelines were referenced when students discussed screening results\nwith patients. Surveys were administered prior to implementing this innovation and after the\nstudents utilized the apps in direct patient interactions. Survey results were analyzed to evaluate\nstudent perceptions and acceptance of mobile technology. Students felt that healthcare smartphone\napps were a helpful and convenient way to obtain evidence-based clinical information pertinent to\ndirect care settings. Over 90% of students planned to continue using healthcare smartphone apps.\nIn conclusion, healthcare smartphone apps are a way for students to become comfortable accessing\nevidence-based clinical resources. It is important to encourage students to use these resources early in\nthe curriculum. Community screenings are an independent health promotion activity which assists\nin the attainment of health equity and fosters nursing leadership....
Background: Over the past few years, the complexity of the health care system in which nurses are required to\npractice has increased considerably, magnifying the need for excellent professionals with a specific set of\nknowledge, skills and attitudes. However, the characteristics that distinguish an excellent nurse have not yet\nbeen clarified.\nThe aim of this study was to determine nurses� perspectives regarding characteristics associated with an\nexcellent nurse in order to elicit a conceptual profile.\nMethod: A focus group design followed by Delphi panel content validation was utilized. Information regarding\nnurses� perspectives was derived from six focus group discussions comprising 19 nurses involved in hospital\npractice and 24 nurses with experience in mental health care. The analysis of the focus group discussions\nresulted in nine domains whereby content validity was achieved with contributions from a Delphi panel survey\nwith 26 professionals.\nResults: As determined by the survey, a combination of these specified aspects characterize an excellent nurse:\nanalytical, communicative, cooperative, coordinating, disseminates knowledge, empathic, evidence-driven,\ninnovative and introspective.\nConclusion: Determining what establishes an excellent nurse according to experienced nurses is valuable as\nthis information can influence the broadening curriculum for educating future nurses to meet the needs in the\nprofessional field, contributing to the quality of care. This conceptual profile can be used as a reference guide\nfor supervisors and professionals to personally improve their clinical practice as well as for education....
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