Objective: The aim of this study was to examine physical and heart rhythm management device malfunction complications after participating in a cardiac rehabilitation program intervention compared with usual care.
Method: This study was a clinical trial of 100 patients. After randomization, intervention group patients received 8 cardiac rehabilitation program sessions for 8 weeks and follow-up phone calls. Each session consisted of exercise training, education, and psychological interventions. Data were collected at 3 points in both groups-baseline and 8 and 12 weeks after the first day of the intervention-using a researcher-designed case report form. Data were analyzed using descriptive and nonparametric tests.
Results: Of the participants, 59% were men, and the sample was aged 40 to 60 years. At the 8- to 12-week follow-up, there were less physical complications among the cardiac rehabilitation group (P < .001) and no between-group differences in complications related to device malfunction. By heart rhythm device type, cardiac rehabilitation had the greatest efficacy in reducing physical complications in patients with cardioverter/defibrillators.
Conclusions: Cardiac rehabilitation reduced physical complications in patients with cardiac rhythm management devices, especially in patients with cardioverter/defibrillators. Cardiac clinical nurse specialists should recommend rehabilitation programs as part of postimplantation rhythm device treatment to decrease the risk of physical complications.
{"title":"Complications of Heart Rhythm Management Devices After Cardiac Rehabilitation Program.","authors":"Mahnaz Rakhshan, Leyla Ansari, Zahra Molazem, Najaf Zare","doi":"10.1097/NUR.0000000000000293","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000293","url":null,"abstract":"<p><strong>Objective: </strong>The aim of this study was to examine physical and heart rhythm management device malfunction complications after participating in a cardiac rehabilitation program intervention compared with usual care.</p><p><strong>Method: </strong>This study was a clinical trial of 100 patients. After randomization, intervention group patients received 8 cardiac rehabilitation program sessions for 8 weeks and follow-up phone calls. Each session consisted of exercise training, education, and psychological interventions. Data were collected at 3 points in both groups-baseline and 8 and 12 weeks after the first day of the intervention-using a researcher-designed case report form. Data were analyzed using descriptive and nonparametric tests.</p><p><strong>Results: </strong>Of the participants, 59% were men, and the sample was aged 40 to 60 years. At the 8- to 12-week follow-up, there were less physical complications among the cardiac rehabilitation group (P < .001) and no between-group differences in complications related to device malfunction. By heart rhythm device type, cardiac rehabilitation had the greatest efficacy in reducing physical complications in patients with cardioverter/defibrillators.</p><p><strong>Conclusions: </strong>Cardiac rehabilitation reduced physical complications in patients with cardiac rhythm management devices, especially in patients with cardioverter/defibrillators. Cardiac clinical nurse specialists should recommend rehabilitation programs as part of postimplantation rhythm device treatment to decrease the risk of physical complications.</p>","PeriodicalId":145249,"journal":{"name":"Clinical nurse specialist CNS","volume":" ","pages":"E1-E6"},"PeriodicalIF":1.2,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NUR.0000000000000293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34890267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-05-01DOI: 10.1097/NUR.0000000000000294
Mayra G Garcia, Jennifer L Watt, Karie Falder-Saeed, Brennan Lewis, Lindsey Patton
Purpose: Clinical nurse specialists (CNSs) have a unique advanced practice role. This article describes a process useful in establishing a comprehensive orientation and onboarding program for a newly hired CNS.
Description: The project team used the National Association of Clinical Nurse Specialists core competencies as a guide to construct a process for effectively onboarding and orienting newly hired CNSs. Standardized documents were created for the orientation process including a competency checklist, needs assessment template, and professional evaluation goals. In addition, other documents were revised to streamline the orientation process.
Outcome: Standardizing the onboarding and orientation process has demonstrated favorable results. As of 2016, 3 CNSs have successfully been oriented and onboarded using the new process.
Conclusion: Unique healthcare roles require special focus when onboarding and orienting into a healthcare system. The use of the National Association of Clinical Nurse Specialists core competencies guided the project in establishing a successful orientation and onboarding process for newly hired CNSs.
{"title":"Orienting and Onboarding Clinical Nurse Specialists: A Process Improvement Project.","authors":"Mayra G Garcia, Jennifer L Watt, Karie Falder-Saeed, Brennan Lewis, Lindsey Patton","doi":"10.1097/NUR.0000000000000294","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000294","url":null,"abstract":"<p><strong>Purpose: </strong>Clinical nurse specialists (CNSs) have a unique advanced practice role. This article describes a process useful in establishing a comprehensive orientation and onboarding program for a newly hired CNS.</p><p><strong>Description: </strong>The project team used the National Association of Clinical Nurse Specialists core competencies as a guide to construct a process for effectively onboarding and orienting newly hired CNSs. Standardized documents were created for the orientation process including a competency checklist, needs assessment template, and professional evaluation goals. In addition, other documents were revised to streamline the orientation process.</p><p><strong>Outcome: </strong>Standardizing the onboarding and orientation process has demonstrated favorable results. As of 2016, 3 CNSs have successfully been oriented and onboarded using the new process.</p><p><strong>Conclusion: </strong>Unique healthcare roles require special focus when onboarding and orienting into a healthcare system. The use of the National Association of Clinical Nurse Specialists core competencies guided the project in establishing a successful orientation and onboarding process for newly hired CNSs.</p>","PeriodicalId":145249,"journal":{"name":"Clinical nurse specialist CNS","volume":" ","pages":"163-168"},"PeriodicalIF":1.2,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NUR.0000000000000294","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34890260","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-05-01DOI: 10.1097/NUR.0000000000000292
Beverly Morgan Yordy, Sarah Roberts, Helen M Taggart
Purpose: The purpose of the quality improvement project was to (1) enhance awareness, accuracy, and use of the validated nutrition screening tool by the nurse and (2) improve compliance to the nutrition care plan that included increasing patient meal intake percentage.
Description of the project: Nurses were provided with an in-depth educational program focused on the implementation of the nutrition screening tool on patient admission to the clinical site. Second, a unit-level patient protected mealtime program was implemented in an effort to decrease unnecessary mealtime interruptions and promote nurses and nursing assistants to assist with meals during mealtime to improve patient meal intake percentage and, finally, to encourage collaboration between the clinical nurse specialist, unit level nurses, and registered dietitians to improve patient nutritional care.
Outcome: The results indicate that the quality improvement strategies were successful in promoting the patient protected mealtime program and use of the nutrition screening tool.
Conclusions: The clinical nurse specialist plays a valuable role in program development, implementation, and evaluation to achieve quality healthcare through interdisciplinary collaboration. Adhering to nutrition guidelines for the hospitalized adult patient improves nutrition care plan guidance and meal intake.
{"title":"Quality Improvement in Clinical Nutrition: Screening and Mealtime Protection for the Hospitalized Patient.","authors":"Beverly Morgan Yordy, Sarah Roberts, Helen M Taggart","doi":"10.1097/NUR.0000000000000292","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000292","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of the quality improvement project was to (1) enhance awareness, accuracy, and use of the validated nutrition screening tool by the nurse and (2) improve compliance to the nutrition care plan that included increasing patient meal intake percentage.</p><p><strong>Description of the project: </strong>Nurses were provided with an in-depth educational program focused on the implementation of the nutrition screening tool on patient admission to the clinical site. Second, a unit-level patient protected mealtime program was implemented in an effort to decrease unnecessary mealtime interruptions and promote nurses and nursing assistants to assist with meals during mealtime to improve patient meal intake percentage and, finally, to encourage collaboration between the clinical nurse specialist, unit level nurses, and registered dietitians to improve patient nutritional care.</p><p><strong>Outcome: </strong>The results indicate that the quality improvement strategies were successful in promoting the patient protected mealtime program and use of the nutrition screening tool.</p><p><strong>Conclusions: </strong>The clinical nurse specialist plays a valuable role in program development, implementation, and evaluation to achieve quality healthcare through interdisciplinary collaboration. Adhering to nutrition guidelines for the hospitalized adult patient improves nutrition care plan guidance and meal intake.</p>","PeriodicalId":145249,"journal":{"name":"Clinical nurse specialist CNS","volume":" ","pages":"149-156"},"PeriodicalIF":1.2,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NUR.0000000000000292","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34890265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-05-01DOI: 10.1097/NUR.0000000000000296
Joanne O'Brien, Joseph Keaveny, Valerie Pollard, Linda Elizabeth Nugent
Purpose/aims: The purpose of this study was to examine the management of patient's neuropathic pain with capsaicin 8% in a nurse-led clinic when administered by 1 registered advanced nurse practitioner without physician supervision.
Design: A longitudinal, single-group, descriptive research design was used to assess pain scores and quality of life 3 times over 3 months after treatment.
Methods: Patients with a diagnosis of neuropathic pain were assessed and treated with capsaicin 8% by 1 advanced nurse practitioner with prescriptive authority in a nurse-led clinic. Pain scores were collected at baseline, and self-assessed pain, activity level, and quality of life were assessed at 1 week, 4 weeks, and 3 months after treatment. Twenty-four patients were recruited, and data were analyzed using Friedman's test. In post hoc analysis, Wilcoxon signed-rank test was used with Bonferroni correction.
Results: Pain scores differed from pretreatment to posttreatment at each of the 3 time points, at rest (χ3 = 20.54, P = .001) and on movement (χ3 = 23.644, P = .001), and remained significant after Bonferroni correction. Overall, 62.5% (n = 15) of patients achieved at least a 30% reduction in self-reported pain at rest from pretreatment to 3 months, and 54% (n = 13) achieved the same reduction in pain on movement. Most improvements in patient's quality of life occurred between 1 and 4 weeks. Patient satisfaction was high, with 83% stating that they would be happy to have the treatment repeated.
Conclusion: Single-dose capsaicin 8% decreased neuropathic pain after being administered in an outpatient setting by an experienced registered advanced nurse practitioner. Further multicenter research led by advanced nurse practitioners is needed to support high-quality, safe treatment of neuropathic pain with high-concentration capsaicin in nurse-led chronic pain clinics.
目的/目的:本研究的目的是研究在护士领导的诊所中,由1名注册高级执业护士在没有医生监督的情况下给药8%辣椒素对患者神经性疼痛的管理。设计:采用纵向、单组、描述性研究设计,在治疗后3个月内对疼痛评分和生活质量进行3次评估。方法:诊断为神经性疼痛的患者在护士主导的诊所由1名具有处方权威的高级执业护士评估并使用8%辣椒素治疗。在基线时收集疼痛评分,并在治疗后1周、4周和3个月评估自我评估的疼痛、活动水平和生活质量。我们招募了24名患者,并使用弗里德曼测试对数据进行了分析。事后分析采用Wilcoxon符号秩检验,Bonferroni校正。结果:3个时间点的疼痛评分与治疗前、治疗后、休息时(χ3 = 20.54, P = .001)和运动时(χ3 = 23.644, P = .001)均有差异,且经Bonferroni校正后疼痛评分仍有显著性差异。总体而言,62.5% (n = 15)的患者从预处理到3个月,自我报告的休息时疼痛至少减少了30%,54% (n = 13)的患者在运动时疼痛也减少了30%。大多数患者生活质量的改善发生在1至4周之间。病人的满意度很高,83%的人表示他们愿意重复治疗。结论:在门诊由经验丰富的注册高级执业护士给予单剂量辣椒素后,神经性疼痛减少8%。在护士领导的慢性疼痛诊所,需要由高级护士领导的进一步多中心研究来支持高质量、安全的高浓度辣椒素神经性疼痛治疗。
{"title":"Advancing Nursing Practice: Management of Neuropathic Pain With Capsaicin 8% Without Physician Supervision.","authors":"Joanne O'Brien, Joseph Keaveny, Valerie Pollard, Linda Elizabeth Nugent","doi":"10.1097/NUR.0000000000000296","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000296","url":null,"abstract":"<p><strong>Purpose/aims: </strong>The purpose of this study was to examine the management of patient's neuropathic pain with capsaicin 8% in a nurse-led clinic when administered by 1 registered advanced nurse practitioner without physician supervision.</p><p><strong>Design: </strong>A longitudinal, single-group, descriptive research design was used to assess pain scores and quality of life 3 times over 3 months after treatment.</p><p><strong>Methods: </strong>Patients with a diagnosis of neuropathic pain were assessed and treated with capsaicin 8% by 1 advanced nurse practitioner with prescriptive authority in a nurse-led clinic. Pain scores were collected at baseline, and self-assessed pain, activity level, and quality of life were assessed at 1 week, 4 weeks, and 3 months after treatment. Twenty-four patients were recruited, and data were analyzed using Friedman's test. In post hoc analysis, Wilcoxon signed-rank test was used with Bonferroni correction.</p><p><strong>Results: </strong>Pain scores differed from pretreatment to posttreatment at each of the 3 time points, at rest (χ3 = 20.54, P = .001) and on movement (χ3 = 23.644, P = .001), and remained significant after Bonferroni correction. Overall, 62.5% (n = 15) of patients achieved at least a 30% reduction in self-reported pain at rest from pretreatment to 3 months, and 54% (n = 13) achieved the same reduction in pain on movement. Most improvements in patient's quality of life occurred between 1 and 4 weeks. Patient satisfaction was high, with 83% stating that they would be happy to have the treatment repeated.</p><p><strong>Conclusion: </strong>Single-dose capsaicin 8% decreased neuropathic pain after being administered in an outpatient setting by an experienced registered advanced nurse practitioner. Further multicenter research led by advanced nurse practitioners is needed to support high-quality, safe treatment of neuropathic pain with high-concentration capsaicin in nurse-led chronic pain clinics.</p>","PeriodicalId":145249,"journal":{"name":"Clinical nurse specialist CNS","volume":" ","pages":"157-162"},"PeriodicalIF":1.2,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NUR.0000000000000296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34890262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-05-01DOI: 10.1097/NUR.0000000000000288
Cathy J Thompson
The goal of the university is to prepare its students for the current and future world. Twenty-first century nurses need to be prepared using 21stcentury teaching and learning techniquesVand thatmeans using technology to teach, engage, and evaluate students. Current technologies, such as use of the Internet, social networks, 3D video, Smartphones, bibliometric and citation technologies, mobile and online learning, virtual reality, and enabling technologies, can be used as effectivemethods to engage students in deeper learning and in the critical skills of critical reasoning, problem solving, collaboration, and lifelong learning required of the modern nurse. Faculty ‘‘who teach in colleges and universities must adjust their skills to meet the needs of the students they will be serving in the 21st century.’’ Students today are technologically savvy; Generation X (Gen X) and Generation Y (Gen Y) students expect faculty to use technology in their teaching and learning strategies.
{"title":"Emerging Technologies and Educational Practices for Innovation and Change.","authors":"Cathy J Thompson","doi":"10.1097/NUR.0000000000000288","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000288","url":null,"abstract":"The goal of the university is to prepare its students for the current and future world. Twenty-first century nurses need to be prepared using 21stcentury teaching and learning techniquesVand thatmeans using technology to teach, engage, and evaluate students. Current technologies, such as use of the Internet, social networks, 3D video, Smartphones, bibliometric and citation technologies, mobile and online learning, virtual reality, and enabling technologies, can be used as effectivemethods to engage students in deeper learning and in the critical skills of critical reasoning, problem solving, collaboration, and lifelong learning required of the modern nurse. Faculty ‘‘who teach in colleges and universities must adjust their skills to meet the needs of the students they will be serving in the 21st century.’’ Students today are technologically savvy; Generation X (Gen X) and Generation Y (Gen Y) students expect faculty to use technology in their teaching and learning strategies.","PeriodicalId":145249,"journal":{"name":"Clinical nurse specialist CNS","volume":" ","pages":"169-173"},"PeriodicalIF":1.2,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NUR.0000000000000288","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34890261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-05-01DOI: 10.1097/NUR.0000000000000291
Carmen M Brosinski, Autumn J Riddell, Sherwin Valdez
Purpose: The purpose of the process improvement initiative was to improve the percentage of undertriaged patients to less than 10% (benchmark) using the Emergency Severity Index tool. Undertriaged patients have an increased potential for poor outcomes due to a lengthier waiting room stay, which results in delay of care.
Description of the project: An evidence-based project designed for staff development was conducted for a 7-month period. Project procedures consisted of triage chart reviews for a 3-month period during pre- and post-Emergency Severity Index training. Emergency Severity Index refresher training for nurses triaging in the emergency department was conducted for a 1-month period.
Outcome: Chart reviews revealed that 102 of 388 patients (26.3%) were undertriaged before Emergency Severity Index training. After Emergency Severity Index training, chart reviews depicted that 41 of 440 patients (9.3%) were undertriaged. This difference was statically significant (P < .001), when tested using a 1-sided t test at the 95% confidence level and achieving at least 80% power.
Implications: Regardless of previous training or years of emergency department nursing experience, triage refresher training has been shown to increase accuracy of triage categorization, thus leading to a decreased risk of poor patient outcomes.
{"title":"Improving Triage Accuracy: A Staff Development Approach.","authors":"Carmen M Brosinski, Autumn J Riddell, Sherwin Valdez","doi":"10.1097/NUR.0000000000000291","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000291","url":null,"abstract":"<p><strong>Purpose: </strong>The purpose of the process improvement initiative was to improve the percentage of undertriaged patients to less than 10% (benchmark) using the Emergency Severity Index tool. Undertriaged patients have an increased potential for poor outcomes due to a lengthier waiting room stay, which results in delay of care.</p><p><strong>Description of the project: </strong>An evidence-based project designed for staff development was conducted for a 7-month period. Project procedures consisted of triage chart reviews for a 3-month period during pre- and post-Emergency Severity Index training. Emergency Severity Index refresher training for nurses triaging in the emergency department was conducted for a 1-month period.</p><p><strong>Outcome: </strong>Chart reviews revealed that 102 of 388 patients (26.3%) were undertriaged before Emergency Severity Index training. After Emergency Severity Index training, chart reviews depicted that 41 of 440 patients (9.3%) were undertriaged. This difference was statically significant (P < .001), when tested using a 1-sided t test at the 95% confidence level and achieving at least 80% power.</p><p><strong>Implications: </strong>Regardless of previous training or years of emergency department nursing experience, triage refresher training has been shown to increase accuracy of triage categorization, thus leading to a decreased risk of poor patient outcomes.</p>","PeriodicalId":145249,"journal":{"name":"Clinical nurse specialist CNS","volume":" ","pages":"145-148"},"PeriodicalIF":1.2,"publicationDate":"2017-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1097/NUR.0000000000000291","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34890259","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-01DOI: 10.1097/NUR.0000000000000252
S. Alexander
Entering the key word nursing in any search engine yields pages of Web sites targeting all aspects of nursing. Web sites continue to establish a place in the education of nurses. Valuable tools for nursing students, across a range of educational levels, now exist to enhance knowledge acquired in curricula. Although once limited to textbooks, students now can easily find online resources to assist in tasks such as interpretation of lab values, examinationpreparation, andothers. Nurseswith advanced preparation are finding novelways to disseminate their knowledge to students, increasing chances of success in the classroom and skill at the bedside. Prelicensure nurses frequently facemultiple computerized exams in educational curricula, culminating in the National Council Licensure ExaminationYRegisteredNurse, which is required for licensure in the United States. In addition to clinical knowledge and test-taking skills, nursing students benefit from a greater degree of skill and comfort in taking online tests, which can be facilitated by addition of technology to the classroom. A systematic review of literature on the comparison of online and traditional face-to-face learning suggests that online learning is of equal benefit in the acquisition of clinical skill knowledge by students in prelicensure programs, particularly if used in a supplementary fashion to traditional educational methods. Responding to the need for increased use of technology in nursing programs has created opportunities for nurses who are willing to create technological resources for students. The continuous need for improved technological skills related to nursing practice has been addressed in the literature. Integration of evidence-based practice, (EBP) a key skill for advanced practice nurses, necessitates regular exercise in searching and critically reviewing current research, which can be enhanced by use of technological tools. Both prelicensure and graduate nursing students who participated in the implementation of aWeb-based technological tool to boost skills needed for successful integration of EBP participants (n = 226) demonstrated correct application of PICOT to a clinical question (72.1%; n = 163; 49.2%, n = 63).
在任何搜索引擎中输入关键词“护理”,都会出现针对护理各个方面的网站页面。网站继续在护士教育中占据一席之地。对于护理专业的学生来说,有价值的工具,在一系列的教育水平,现在存在,以提高在课程中获得的知识。虽然曾经仅限于教科书,但学生现在可以很容易地找到在线资源来帮助完成任务,如解释实验值,考试准备等。有先进准备的护士正在寻找新方法向学生传播他们的知识,增加在课堂上成功的机会和在病床上的技能。获得执照的护士在教育课程中经常面临多次计算机化考试,最终在美国获得执照所需的全国委员会执照考试注册护士中达到高潮。除了临床知识和应试技能外,护理专业的学生在参加在线考试时还能获得更大程度的技能和舒适度,这可以通过在课堂上添加技术来促进。对在线和传统面对面学习比较文献的系统回顾表明,在线学习对学生在执照前课程中获得临床技能知识同样有益,特别是如果作为传统教育方法的补充方式使用。对护理项目中增加技术使用的需求做出回应,为那些愿意为学生创造技术资源的护士创造了机会。不断需要改进的技术技能相关的护理实践已在文献中解决。整合循证实践(EBP)是高级执业护士的一项关键技能,需要定期进行搜索和批判性审查当前研究的练习,这可以通过使用技术工具来加强。参与实施基于网络的技术工具以提高成功整合EBP参与者所需技能的护理预科生和研究生(n = 226)都展示了PICOT在临床问题上的正确应用(72.1%;N = 163;49.2%, n = 63)。
{"title":"Sharing Your Knowledge in an Online Environment.","authors":"S. Alexander","doi":"10.1097/NUR.0000000000000252","DOIUrl":"https://doi.org/10.1097/NUR.0000000000000252","url":null,"abstract":"Entering the key word nursing in any search engine yields pages of Web sites targeting all aspects of nursing. Web sites continue to establish a place in the education of nurses. Valuable tools for nursing students, across a range of educational levels, now exist to enhance knowledge acquired in curricula. Although once limited to textbooks, students now can easily find online resources to assist in tasks such as interpretation of lab values, examinationpreparation, andothers. Nurseswith advanced preparation are finding novelways to disseminate their knowledge to students, increasing chances of success in the classroom and skill at the bedside. Prelicensure nurses frequently facemultiple computerized exams in educational curricula, culminating in the National Council Licensure ExaminationYRegisteredNurse, which is required for licensure in the United States. In addition to clinical knowledge and test-taking skills, nursing students benefit from a greater degree of skill and comfort in taking online tests, which can be facilitated by addition of technology to the classroom. A systematic review of literature on the comparison of online and traditional face-to-face learning suggests that online learning is of equal benefit in the acquisition of clinical skill knowledge by students in prelicensure programs, particularly if used in a supplementary fashion to traditional educational methods. Responding to the need for increased use of technology in nursing programs has created opportunities for nurses who are willing to create technological resources for students. The continuous need for improved technological skills related to nursing practice has been addressed in the literature. Integration of evidence-based practice, (EBP) a key skill for advanced practice nurses, necessitates regular exercise in searching and critically reviewing current research, which can be enhanced by use of technological tools. Both prelicensure and graduate nursing students who participated in the implementation of aWeb-based technological tool to boost skills needed for successful integration of EBP participants (n = 226) demonstrated correct application of PICOT to a clinical question (72.1%; n = 163; 49.2%, n = 63).","PeriodicalId":145249,"journal":{"name":"Clinical nurse specialist CNS","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2016-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128031619","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-05-01DOI: 10.1097/NUR.0000000000000206
S. Alexander
Why don’t more nurses write? It would seem that plenty of material exists on the topic of nurses and nursing care. A recent survey of Amazon using the search term ‘‘nurses’’ yielded 48 531 results ranging from novels to textbooks and including items such as socks with electrocardiogram tracings. At the top of the search list was a book described as ‘‘investigative journalism,’’ offering intimate details of hazing, sex, painkiller addiction, and bullying in the everyday lives of hospital nurses. While this book was not written by a nurse, there were several books present in the search that were authored by nurses, including textbooks, fiction, nonfiction, and others. For nurses who are employed as faculty members in academic settings, there is often an expectation of publication that accompanies the position, yet the practice of writing is certainly not limited to nurse researchers and faculty. Writing and publishing can be a viable career choice for nurses, and there are strategies that may assist nurses in overcoming the hurdle of experiencing their first publication. For Marijke Vroomen Durning, a nurse-author/editor based in Montreal, Quebec, Canada, writing was an early interest, so much so that ‘‘Iif I was given a choice I would choose essay exams instead of multiple-choice items every time’’ (oral communication, M.V. Durning, January 21, 2016). Durning managed to successfully combine her years of expertise in nursing with a lifelong passion for writing into a successful career in the publishing industry. Beginning as a registered nurse in the 1980s, in her first work experience on the postpartum floor, and retiring from the palliative care field, she has literally cared for patients from birth to death and attributes her success in publishing to the rich experiences gained from her career as a nurse. Throughout her nursing career, Durningwas a freelance writer from time to time. Eventually, as her expertise began to establish her reputation in the publishing field, she was offered a position managing a team of writers, as editor for The Doctor’s Guide to the Internet, an online news website for physicians. Durning went on to author chapters in several books, one of which was translated into Spanish, and to publish articles in lay health magazines and magazines for the nursing profession, such as Nursing2013. At present, she works with a roster of clients for whom she provides weband print-basedwriting services, social outreach and content, and manages email correspondences on healthcare sites. Durning credits her experiences with patients as key to informing her interest and assisting her in developing a niche in the writing industry. She believes that her success as awriter was due to her nursing background. Despite her deep interest in writing and publishing, achieving initial successes in the writing industry was not easy. Writing can be lonely work, a feeling that has been voiced by other nurse authors. According to Tina Shalof, author
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