Aorn Journal最新文献

A focus on diversity, equity, and inclusion (DEI) in a health care system is critical to ensure patient safety and improve the health outcomes of all surgical patients and communities. Some patient populations continue to experience disparities that negatively affect their burden of illness, ability to access quality care, and health-related outcomes. Unconscious (or implicit) bias among clinicians can lead to unintentional discrimination against marginalized groups. Organization and perioperative leaders should recognize the importance of developing a workplace culture committed to DEI and implement strategies to educate and empower clinicians to embrace these initiatives. When developing educational offerings on DEI for personnel, educators should use a framework and a variety of educational strategies, such as listening tours, computer-based learning, simulations, and journal and book clubs, to engage teams focused on optimizing the health and well-being of the diverse surgical populations in their communities.

Disruptive domestic and global events can directly affect health care workers' ability to deliver safe, quality care. Health care workers should have an awareness and understanding of the disaster continuum and how their actions throughout each phase can affect the crisis response. Robust, intentional education and training for all team members is essential to uphold safe clinical environments and delivery of high-quality care during crises. This article explores key elements of providing education during a crisis response, including launching a command center, forming a structured team with strong leadership, establishing organized communication channels, conducting educational needs assessments, and developing and implementing education plans to assist with mitigating any issues related to knowledge deficits. In addition, recommendations for evaluating the effectiveness of the education at producing the desired learning outcomes are provided, as well as the implications of such a program for perioperative educators, frontline staff members, and leaders.

The purpose of this study was to develop a standardized hand-off program based on the SWITCH tool (surgical procedure, wet, instruments, tissue, counts, have you any questions?) and to examine its effectiveness in terms of self-reported perceptions of hand-off satisfaction, self-efficacy, surgical nursing performance, and communication competence among OR staff members. This randomized controlled trial used a nonsynchronized control group with a pretest and posttest design. The nurses in the experimental group received one educational session and used the standardized hand-off tool for four weeks. The control group performed hand offs using the usual method rather than a tool. After the intervention, self-reported hand-off satisfaction (P = .001), self-efficacy (P = .005), and surgical nursing performance (P < .001) scores were significantly higher in the experimental group than in the control group. A standardized hand-off tool can improve nurse perceptions of satisfaction, self-efficacy, and surgical nursing performance.

Cleaning surgical instruments after use in a procedure involving chemotherapeutic medications Key words: deactivation, decontamination, cleaning, disinfection, chemotherapeutic medication. Paper count sheets sterilized inside instrument sets Key words: count sheets, instrument sets, printer ink, toner, toxicity. Off-label use of dental devices during direct laryngoscopy Key words: mouth guard, dental injury, direct laryngoscopy, anesthesia, intubation. Using intermittent pneumatic compression devices on patients in lithotomy position Key words: mechanical compression devices, compartment syndrome, lithotomy, venous thromboembolism, thromboprophylaxis.