IU Indianapolis ScholarWorks :: Browsing by Subject "Nursing"

Browsing by Subject "Nursing"

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A phenomenological study of the lived experience of nurses in the battle of COVID-19
(Springer Nature, 2021) Gunawan, Joko; Aungsuroch, Yupin; Marzilli, Colleen; Fisher, Mary L.; Nazliansyah; Sukarna, Ade; School of Nursing
Background: Roles and responsibilities of nurses are crucial in the battle of Coronavirus disease 2019 (COVID-19), but nursing duties also put them at risk for infections. Purpose: The purpose of this study was to explore the lived experience of nurses in combatting COVID-19 in Belitung, Indonesia. Methods: This study employed a phenomenological study design. Online interviews and chatting were conducted among 17 clinical nurses who were purposively selected from March to June 2020. Data were audio-recorded, transcribed, and validated among researchers. The thematic approach was used for data analysis. Findings: Seven themes emerged (1) feeling "nano-nano", (2) lack of N95 masks, (3) we are just pawns, (4) being rejected, (5) please do not spread our identity, (6) we miss home, and (7) feeling betrayed by regulation. Discussion: Findings of this study should be used by government agencies, nurses, and the general population in combatting COVID-19.
Activation in Persons with Opioid Use Disorders in Intenstive Outpatient Treatment
(2021-12) Keen, Alyson Yvonne; Lu, Yvonne; Draucker, Claire Burke; Oruche, Ukamaka; Mazurenko, Olena
Persons with opioid use disorder (OUD) often receive intensive outpatient treatment (IOT) but these programs are associated with low rates of completion and high rates of relapse. Enhancing patient activation - taking an active role in one’s healthcare - would likely improve outcomes for persons with OUD in IOT. The overarching purpose of this dissertation is to describe how persons with OUD experience IOT, especially regarding activation. The dissertation includes three components. The first is an integrative review of 29 studies of activation in persons with mental health disorders generally. Results revealed that activation was related to several heath and treatment-related factors and some interventions, most notably educational programs, increased activation. The second and third components were based on interviews with 14 persons who had been enrolled in an IOT program in academic health centers. The second component was a constructivist grounded theory study conducted to describe the process people undergo as they participate in an IOT program. Participants described a process of connecting and disconnecting that included eight stages: (1) connecting with drugs, (2) disconnecting from everyday life, (3) connecting with the IOT program, (4) connecting with others in the IOT program, (5) disconnecting from drugs, (6) reconnecting with others, (7) reconnecting with self, and (8) disconnecting from the IOT program. The third component was a qualitative descriptive study conducted to describe types of instances in which persons play an active role in their IOT (activation). Participants described six types of instances: (1) making and enacting one’s own treatment decisions, (2) actively engaging in treatment planning with staff, (3) choosing to actively engage in groups, (4) making a commitment to treatment, (5) taking responsibility for one’s own recovery, and (6) taking actions to avoid relapse. The results of this dissertation will inform the development of strategies to enhance activation among persons with OUD in IOT with the goal of improving engagement and program outcomes.
Adapting to Uncertainty: Nursing Responsiveness to COVID-19
(Wolters Kluwer, 2021-05-07) Wierenga, Kelly L.; Moore, Scott Emory; School of Nursing
Adoption and Implementation of Screening, Brief Intervention, and Referral to Treatment
(2020-06) Thoele, Kelli Marie; Newhouse, Robin; Draucker, Claire Burke; Harle, Christopher; Fulton, Janet
More than 20 million people in the United States have a substance use disorder, resulting in negative individual and societal outcomes. An evidence-based intervention, Screening, Brief Intervention, and Referral to Treatment (SBIRT), involves screening patients to assess for substance use and then providing a brief intervention and referral to treatment when indicated. This evidence-based intervention is underutilized in healthcare settings. The purpose of this dissertation was to contribute to the body of evidence regarding the implementation of SBIRT in healthcare settings. Specifically, the aims of this dissertation were to 1) provide an overview of the evidence regarding the use of implementation strategies to facilitate the implementation of SBIRT, 2) describe implementation of SBIRT by nurses in acute care hospitals, and 3) examine individual and organizational characteristics associated with the intra-organizational adoption of SBIRT. To review the literature, a scoping review was completed on 18 articles that met the inclusion criteria. The review found that leaders often train and educate stakeholders to facilitate the implementation of SBIRT, but less attention has been given to adapting the intervention or engaging patients. Additionally, implementation efforts led to increases in screening, but the evidence regarding the effect on brief intervention is inconclusive, and evidence regarding referral to treatment is scarce. Eighteen nurses participated in a qualitative descriptive study of the implementation of SBIRT, and data were analyzed using content analysis. Participants identified barriers and facilitators associated with the nurses’ attitudes and beliefs about SBIRT, organizational factors, and patients’ response to the SBIRT process. Participants indicated that SBIRT was a useful intervention that was best implemented by providing a clear process and incorporating SBIRT into an established workflow. To examine factors related to intra-organizational adoption of a tool to screen patients for substance use, two hundred twenty-two nurses participated in a crosssectional study. Results of this study indicate that training and the perception of peer usage of the intervention were significantly related to individual nurses’ use of the intervention in practice. The findings of this dissertation can inform research and practice regarding the implementation of SBIRT in healthcare settings.
Better together: Coalitions committed to advancing health equity
(Elsevier, 2022-11) Crowder, Sharron J.; Tanner, Andrea L.; Dawson, Martha A.; Felsman, Irene C.; Hassmiller , Susan B.; Miller, Lisa C.; Reinhard, Susan C.; Toney, Debra A.; School of Nursing
The Future of Nursing 2020–2030 report identifies coalitions as a driving force for advancing health equity. Five coalitions provided insight into their accomplishments, lessons learned, and role in advancing health equity. The exemplar coalitions included Latinx Advocacy Team and Interdisciplinary Network for COVID-19, Black Coalition Against COVID, Camden Coalition, National Coalition of Ethnic Minority Nurse Associations, and The Future of Nursing: Campaign for Action. While all exemplar coalitions, credited relationship building and partnerships to their success, they used unique strategies for striving to meet their populations’ needs, whether the needs arose from COVID-19, racial and/or ethnic disparities, socioeconomic disparities, or other barriers to health. Research and policy implications for coalitions are discussed. Nurses play a critical role in every highlighted coalition and in the national effort to make health and health care more equitable.
Career Decision-Making in Diverse Nursing Students: Choosing a Career in Nursing
(2024-04) McCord, Geoffrey Aaron; Otte, Julie L.; Ellis, Rebecca; Carpenter, Janet S.; Schall, Carly E.
The nursing profession lacks diversity that reflects the population it serves. The population of LPN/LVN and ADN students are known to be more diverse than BSN students. Little is known about the differences between the students in the three levels of nursing programs (LPN/LVN, ADN, BSN), including reasons for choosing nursing, and barriers and facilitators. The McCord Nursing Career and Educational Decision Pathway Conceptual Framework guided this study. A quantitative survey was conducted of current nursing students in the US. The study asked demographic information as well as motivating factors, barriers, and facilitators for choosing nursing and their program type (LPN/LVN, ADN, BSN). Responses from 741 nursing students in LPN/LVN, ADN, and BSN programs from 26 states. The study found significant differences between the students in the three educational pathways. There are significant racial and financial differences and differences in reasons for choosing nursing, educational background, commitments outside of school, and barriers to goal achievement. LPN/LVN students were more likely to be Black and ADN students were more likely to be Hispanic. There was greater racial diversity in the LPN/LVN and ADN groups. LPN/LVN students are more likely to identify nursing as their first career choice and most want to be an RN. LPN/LVN and ADN students were more worried than BSN students about their family commitments, financial obligations, and their ability to succeed in nursing school. Some of the lack of diversity in BSN programs reflects the challenges that racial minorities face in goal achievement. Identified barriers include outside financial commitments, the cost vii of nursing programs, and the length of time of the programs. The goal to increase diversity in nursing should consider the entire population of those who want to become nurses.
Case Study of the American British Cowdray School of Nursing (ABCSN)
(Publisher of original article: Palgrave Macmillan. This is a post-peer-review, pre-copyedit version of an article published in International Journal of Educational Advancement. [BREAK]The definitive publisher-authenticated version of: Thomas Upton "Editorial: Nursing Papers," CASE International Journal of Educational Advancement 3, no. 2 (2002): 163-172, is available online at:[BREAK] [LINK]http://www.palgrave-journals.com/ijea/archive/index.html[/LINK].[BREAK]Access to the original article may require subscription and authorized logon ID/password. IUPUI faculty/staff/students please check University Library resources before purchasing an article. Questions on finding the original article via our databases? Ask a librarian: [LINK] http://www.ulib.iupui.edu/research/askalibrarian [/LINK]., 2002) Upton, Thomas A. (Thomas Albin); Orvananos de Rovzar, Marcela
This case study is the last of five looking at the influence of culture on fundraising activities in international non-profits. The American British Cowdray School of Nursing (ABCSN), a nonprofit school affiliated with a local Mexican hospital and university, reflects many of the fundraising practices common to Mexican non-profit organizations, which are in fact few. In Mexico, fundraising and philanthropy have never been widely practiced, a restrictive legal and tax framework inhibits fundraising activity, there is a general mistrust of nonprofits, and there is a general lack of knowledge about or skills with fundraising among nonprofit organizations. This case study examines the organizational structure and fundraising strategies of the ABCSN, and then reflects on the influence the cultural context of the organization has played on shaping them.
A Celebration Like No Other
(Wolters Kluwer, 2021) Fulton, Janet S.; School of Nursing
The year 2020 may be gone and, as the designated Year of the Nurse and Midwife, not celebrated as planned. In answering the call to care in a worldwide pandemic, nurses have much to be proud of. As 2021 rolls around, much remains to be done.
Continuity Strategies for Long-Stay PICU Patients: Consensus Statements From the Lucile Packard Foundation PICU Continuity Panel
(Wolters Kluwer, 2023) Edwards, Jeffrey D.; Wocial, Lucia D.; Madrigal, Vanessa N.; Moon, Michelle M.; Ramey-Hunt, Cheryl; Walter, Jennifer K.; Baird, Jennifer D.; Leland, Brian D.; Pediatrics, School of Medicine
Objectives: To develop consensus statements on continuity strategies using primary intensivists, primary nurses, and recurring multidisciplinary team meetings for long-stay patients (LSPs) in PICUs. Participants: The multidisciplinary Lucile Packard Foundation PICU Continuity Panel comprising parents of children who had prolonged PICU stays and experts in several specialties/professions that care for children with medical complexity in and out of PICUs. Design/methods: We used modified RAND Delphi methodology, with a comprehensive literature review, Delphi surveys, and a conference, to reach consensus. The literature review resulted in a synthesized bibliography, which was provided to panelists. We used an iterative process to generate draft statements following panelists' completion of four online surveys with open-ended questions on implementing and sustaining continuity strategies. Panelists were anonymous when they voted on revised draft statements. Agreement of 80% constituted consensus. At a 3-day virtual conference, we discussed, revised, and re-voted on statements not reaching or barely reaching consensus. We used Grading of Recommendations Assessment, Development, and Evaluation to assess the quality of the evidence and rate the statements' strength. The Panel also generated outcome, process, and balancing metrics to evaluate continuity strategies. Results: The Panel endorsed 17 consensus statements in five focus areas of continuity strategies (Eligibility Criteria, Initiation, Standard Responsibilities, Resources Needed to Implement, Resources Needed to Sustain). The quality of evidence of the statements was low to very low, highlighting the limited evidence and the importance of panelists' experiences/expertise. The strength of the statements was conditional. An extensive list of potential evaluation metrics was generated. Conclusions: These expert/parent-developed consensus statements provide PICUs with novel summaries on how to operationalize, implement, and sustain continuity strategies for LSP, a rapidly growing, vulnerable, resource-intensive population in PICUs.
Debriefing For Meaningful Learning: Fostering Development of Clinical Reasoning Through Simulation
(2011-02-25) Dreifuerst, Kristina Thomas; Jeffries, Pamela R.; Horton-Deutsch, Sara L.; McNelis, Angela M.; Pesut, Daniel J.
There is a critical need for faculty, a shortage of clinical sites, and an emphasis on quality and safety initiatives that drive increasing use of simulation in nursing education. Debriefing is an essential component of simulation, yet faculty are not consistently prepared to facilitate it such that meaningful learning, demonstrated through clinical reasoning, occurs from the experience. The purpose of this exploratory, quasi-experimental, pre-test-post-test study was to discover the effect of the use of a simulation teaching strategy, Debriefing for Meaningful Learning (DML), on the development of clinical reasoning in nursing students. Clinical reasoning was measured in 238 participant students from a Midwestern university school of nursing taking an adult health course that uses simulation. Participants were assigned to either the experimental or control group where the DML was compared to customary debriefing using the Health Sciences Reasoning Test (HSRT) before and after the debriefing experience, and the Debriefing Assessment for Simulation in Healthcare©–Student Version (DASH©–SV) with four supplemental questions about the DML (DMLSQ) process, during the post-debriefing assessment. This research sought to understand if the DML debriefing strategy positively influenced the development of clinical reasoning skills in undergraduate nursing students, as compared to usual and customary debriefing. The data revealed that there was a statistical difference between total mean test scores measured by the HSRT. There was, additionally, statistical significance in the change in scores between pre-test and post-test for those who used the DML as compared to the control. There was also a difference in the student’s perception of the quality of the debriefing measured by the DASH©–SV with the DML rated statistically higher than usual debriefing. Finally, there was a significant correlation, demonstrated through regression analysis, between the change in HSRT scores and students’ perception of quality debriefing and the use of the DML. This study contributes to the growing body of knowledge about simulation pedagogy, provides tools for use in debriefing, and informs faculty on best practices in debriefing.

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