Browsing by Subject "nursing"

Now showing 1 - 10 of 28
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    A Simulation Pre-Brief Scaffold to Support Clinical Judgment and Independence in Clinical Judgment Decision Making
    (2024-01) McIntire, Emily S.; Friesth, Barbara Manz; Hendricks, Susan; Reising, Deanna; Danish, Joshua
    It is essential that nurses independently assume patient care, yet new nurses lack necessary clinical judgment skills. The purpose of this study was to examine a simulation pre-brief scaffold to support nursing students’ clinical judgment development and clinical judgment independence. The pre-brief experiential learning scaffold for clinical judgment independence (PELS-CJI) framework informed simulation pre-brief in this experimental study. A convenience sample included traditional and accelerated Bachelor of Science in nursing students in their senior year. Participants were randomly assigned to complete a simulation pre-brief with or without the Interactive-Video Recorded Simulation (I-VRS). Nursing student’s total clinical judgment and individual components of clinical judgment (noticing, interpreting, and responding) in simulation were measured by a single evaluator blinded to condition using the Lasater clinical judgment rubric (LCJR) (Cronbach’s alpha .932). To measure clinical judgment independence, the number of unintended conceptual cues during simulation were counted. Participants in the intervention group had higher clinical judgment scores during simulation (n = 31, M = 28.45, SD = 5.163) as compared to the control group (n = 36, M = 25.06, SD = 5.275), t(65) = -2.653, p < .01. A significant relationship for the noticing and responding subscales of clinical judgment was observed between groups, but not for the interpreting subscale. No significant difference in the number of unintended cues was found between groups. Results support that using an I-VRS in simulation pre-brief enhanced clinical judgment in simulation. The use of the I-VRS adds to the existing limited evidence related to simulation pre-brief to support clinical judgment development among undergraduate nursing students. Future research using an I-VRS during pre-brief is necessary to determine if improvement in clinical judgment is retained and transferrable to the clinical setting. Additional testing of the PELS-CJI to guide simulation pre-brief is encouraged.
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    Adapting to Uncertainty: Nursing Responsiveness to COVID-19
    (Wolters Kluwer, 2020-07) Wierenga, Kelly L.; Moore, Scott Emory; School of Nursing
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    “Anybody on this list that you're more worried about?” Qualitative analysis exploring the functions of questions during end of shift handoffs
    (BMJ, 2016-02) O'Brien, Colleen M.; Flanagan, Mindy E.; Bergman, Alicia A.; Ebright, Patricia R.; Frankel, Richard M.; Department of Health Policy and Management, Richard M. Fairbanks School of Public Health
    Background Shift change handoffs are known to be a point of vulnerability in the quality, safety and outcomes of healthcare. Despite numerous efforts to improve handoff reliability, few interventions have produced lasting change. Although the opportunity to ask questions during patient handoff has been required by some regulatory bodies, the function of questions during handoff has been less well explored and understood. Objective To investigate questions and the functions they serve in nursing and medicine handoffs. Research design Qualitative thematic analysis based on audio recordings of nurse-to-nurse, medical resident-to-resident and surgical intern-to-intern handoffs. Subjects Twenty-seven nurse handoff dyads and 18 medical resident and surgical intern handoff dyads at one VA Medical Center. Results Our analysis revealed that the vast majority of questions were asked by the Incoming Providers. Although topics varied widely, the bulk of Incoming Provider questions requested information that would best help them understand individual patient conditions and plan accordingly. Other question types sought consensus on clinical reasoning or framing and alignment between the two professionals. Conclusions Handoffs are a type of socially constructed work. Questions emerge with some frequency in virtually all handoffs but not in a linear or predictable way. Instead, they arise in the moment, as necessary, and without preplanning. A checklist cannot model this process element because it is a static memory aid and questions occur in a relational context that is emergent. Studying the different functions of questions during end of shift handoffs provides insights into the interface between the technical context in which information is transferred and the social context in which meaning is created.
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    Are You My Nurse? An Examination of Men in Nursing
    (2008-08-22T14:57:14Z) Smith, Tiffany Marie; Haas, Linda
    This project examined several research questions using survey research of men working in nursing at a Midwestern hospital corporation. The first is why do men enter a nontraditional occupation, such as nursing? Second, what are their experiences working in nursing, as a nontraditional occupation for men? What problems do they encounter, such as discrimination or stereotyping? What advantages do they enjoy, such as promotions or preferential treatment? Third, what factors cause men to stay in nursing for long periods of time? Answers to these questions can help us understand how more men might be recruited to enter nursing, including breaking down the challenges men in nursing might face.
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    Building Evidence-Based Nursing Practice Capacity in a Large Statewide Health System
    (Wolters Kluwer, 2019-04) Storey, Susan; Wagnes, Lisa; LaMothe, Julie; Pittman, Joyce; Cohee, Andrea A.; Newhouse, Robin; School of Nursing
    Integration of evidence-based practice (EBP) into the culture of a healthcare organization is essential to provide safe patient care and promote a thriving culture for the nurses within the healthcare organization. Collaboration and utilization of both clinical and academic experts facilitate the removal of barriers to EBP. This article describes the successful partnership between a healthcare system and school of nursing in executing a 3-phased multimodal approach to an EBP training program.
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    CINAHL Tutorial
    (2007-05-25T20:06:53Z) Stocker, Randi
    This tutorial shows how to use the CINAHL database on the Ovid platform. A sample search to locate relevant literature for an evidence based nursing practice question is performed.
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    Daily Situational Brief, May 31, 2011
    (MESH Coalition, 5/31/2011) MESH Coalition
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    Dementia
    (CRC Press, 2021) Freeman, Kelly J.; Paddock, D. Nicole; Davis, Cristina H.
    This chapter identifies critical aspects related to lifestyle and behaviors throughout the lifespan that can best help to prevent and delay the onset of dementia. Within the United States, dementia is projected to affect up to 13.8 million people by the year 2050, growing from an estimated 5.8 million today. The social and economic impact of dementia is significant, with women being diagnosed more often than men. While there are FDA approved medications for use in moderate and late-stage dementia, none prevent, reverse, or cure the disease. Utilizing upstream lifestyle approaches offer the best opportunity to prevent or delay the onset of symptoms and can likely aid in the management of the disease. Additionally, therapeutic lifestyle approaches promote improved quality of life at all stages. This chapter will discuss the impact of therapeutic lifestyle approaches such as improved nutrition, optimized sleep, and increased physical activity in preventing dementia. Additionally, this chapter explores other important aspects of a healthy lifestyle including management of stress, avoidance of addictive substances, and maintenance of healthy social relationships throughout the lifespan. Adopting these strategies as part of an overall healthy lifestyle are important to brain health and the prevention of dementia.