Current Issue : January - March Volume : 2012 Issue Number : 1 Articles : 6 Articles
Background: QSEN has a variety of suggested strategies for teaching safe medication administration. However, they do\nnot have a recommendation for how to assess it. The purpose of this study was to gain information on how safe medication\nadministration is assessed in nursing education.\nMethods: A survey was developed to identify methods used by nursing faculty members to assess nursing studentsââ?¬â?¢\nknowledge and skills of safe medication administration. The specific research questions addressed in the survey were: 1)\nHow is safe medication administration assessed prior to students entering the clinical area; 2) How is safe medication\nadministration assessed during clinical; 3) How is knowledge of ââ?¬Å?right drugââ?¬Â assessed in the classroom and 4) How is\nknowledge of ââ?¬Å?right doseââ?¬Â assessed in the classroom setting.\nResults: The results of the survey indicated no standardized method for assessing safe medication administration in\nnursing education.\nConclusions: There is much variation in how and when safe medication administration is assessed in the education\nsetting. There is a need for a valid and reliable comprehensive assessment of safe medication administration in order to\nevaluate whether nursing students have the knowledge, skills and attitude to safely administrate medications....
Objectives: To investigate how the request for nursing home admission is performed and whether Minimum Data Set\r\n(MDS) Home Care can contribute to the process of admission to a nursing home.\r\nMethods: Design: Observational study. Participants: Persons on a priority waiting list for a public nursing home (n=47).\r\nMeasurements: Inventory of the added information provided by the use of the MDS Home Care and an inventory by the\r\ngeneral practitioner.\r\nResults: People on the waiting list scored well for activities of daily living but live in a vulnerable home-care situation,\r\ncaused by severe communication problems or/and pain or/and a higher level of cognitive problems than expected on\r\nregular data.\r\nConclusion: The admission procedure to nursing homes has to be adapted. The MDS Home Care can be an additional\r\ntool....
In the study performance standards for teachers were developed and validated. A ten-step procedure was followed to\r\nensure procedural and internal validity. National competences and specific content standards for supporting nursing\r\nreflection skills development formed the foundation of a preliminary rubric framework which was piloted. Forty\r\nparticipants from six nursing institutes judged the developed rubric framework of eight competences covering thirty rubric\r\nattributes. They also discussed the prerequisite minimum performance level and judgmental models. These judgments and\r\ndiscussions resulted in consensus on the rubric framework, a general cut-off score, and a conjunctive judgmental model\r\nthat is convenient for assessing nursing teachers� competences. The rubrics can be used in a teacher training program. Also\r\ninstitutes of nursing education can employ the rubrics as a tool for preparing and formatively assessing students� reflection\r\nskills....
The prevalence of nosocomial infections in Norwegian nursing homes is still high (ca 7%) and MRSA-problems are\r\nincreasing in nursing homes. Environmental hygiene and hygienic use of uniforms may play an important role concerning\r\ntransmission of nosocomial infections. Most nursing homes in Oslo have written routines for floor cleaning and for the use\r\nof uniforms. However, while the procedures for the daily use and change, and washing of the uniforms was followed by all\r\nthe staff, only 50% of the institutions seemed to implement in practice the written routines for environmental cleaning. The\r\nlack of daily cleaning in nursing homes may be associated with an increased risk of nosocomial infections....
Psychiatric nurses in the United States (US) stand at the edge of a changing mental health care landscape. Federal\ninitiatives are moving into place; ones that aim to increase access to care, place a greater emphasis on prevention and\nwellness, and position recovery as the focus of mental health treatment. The Psychiatric Mental Health (PMH) specialty is\nat a pivotal moment of choice: it can organize around a future vision of PMH nursing or can silently acquiesce to a\nmarginalized position. At this pivotal time, PMH nurses must build a greater presence in national workforce dialogue and\nconvey the need for nursing in mental health care service delivery; a policy message build on the PMH nurses ability to\nprovide access to safe and quality mental health care and substance use services. This paper discusses how to put these\nstrategies into place via workforce development, strategic alliances, and critical conceptual shifts....
Background: Discharge planning is an integral part of the care undertaken by registered nurses, and yet there is research\r\nthat demonstrates a lack of coherence and consistency in how registered nurses perceive discharge planning. In England,\r\nthis is of national concern as discharge planning was one of 10 themes identified by the Healthcare Commission in the\r\ncontext of patient complaints. The aim of this study was to explore perceptions around the discharge planning process of\r\nregistered nurses working in an acute hospital.\r\nMethods: Cross-sectional, postal survey of 461 registered nurses working in clinical areas where patients were normally\r\ndischarged home. Data were collected using a discharge planning questionnaire modified for the purpose of this study.\r\nResults: 76% of nurses agreed that discharge planning was the responsibility of the patient�s allocated nurse and 79%\r\nagreed that planning should be commenced on admission to the unit. 76% agreed that an estimated discharge date was\r\nprovided for each patient, but only 37% agreed that this was always communicated to patients, and 25% disagreed that\r\npatients were fully involved in the discharge planning process. 21% agreed that nurses in general lacked understanding of\r\nthe discharge process. The key roles of nurses were considered to be liaison, assessment and patient advocacy, and\r\nrequisite skills focused on management and personal skills. The main barriers to discharge planning centred on poor\r\nplanning and communication, inadequate staffing levels, and poor liaison with external agencies.\r\nConclusions: The findings indicate that despite policy changes there are identifiable issues that if addressed could\r\nimprove the discharge planning process. Most hospital patients need discharging and so it is vital that rigorous systems and\r\nprocesses are adopted to ensure an efficient and timely discharge....
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