Pub Date : 2017-01-01DOI: 10.1097/JTN.0000000000000306
Lindsey J. Smith, Kathryn E. Samai, Stephanie C. Peshek, Brian J Kimbrell
{"title":"Impact of Pharmacy Students on a Level II Trauma Center.","authors":"Lindsey J. Smith, Kathryn E. Samai, Stephanie C. Peshek, Brian J Kimbrell","doi":"10.1097/JTN.0000000000000306","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000306","url":null,"abstract":"","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83249288","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 : 2017-01-01DOI: 10.1097/JTN.0000000000000266
7. The COTS trauma nursing education committee concluded that all prioritized trauma nursing topics would be written as a. structured lesson plans. b. educational learning objectives. c. long-term goals. 8. The COTS trauma nursing education guidelines include the learning objective: The RN caring for the injured patient will be able to a. define predictable clinical manifestations relative to the mechanism of injury. b. provide safe and effective care to patients experiencing all levels of traumatic injury. c. identify immediate interventions needed to maximize long-term care outcomes.
{"title":"Establishing Standards for Trauma Nursing Education: The Central Ohio Trauma System's Approach.","authors":"","doi":"10.1097/JTN.0000000000000266","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000266","url":null,"abstract":"7. The COTS trauma nursing education committee concluded that all prioritized trauma nursing topics would be written as a. structured lesson plans. b. educational learning objectives. c. long-term goals. 8. The COTS trauma nursing education guidelines include the learning objective: The RN caring for the injured patient will be able to a. define predictable clinical manifestations relative to the mechanism of injury. b. provide safe and effective care to patients experiencing all levels of traumatic injury. c. identify immediate interventions needed to maximize long-term care outcomes.","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79359658","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 : 2016-03-01DOI: 10.1097/JTN.0000000000000185
M. McMahon
50 WWW.JOURNALOFTRAUMANURSING.COM Volume 23 | Number 2 | March-April 2016 W hy do we do what we do? What moves us in such a way that makes us say “I have to do this”? Motivation comes in many forms. There are times when we accomplish tasks or do everyday things that are a part of our lives without thinking twice about what motivates us to do it. These things have an end point. It is motivation with a finite goal. Then there is the motivation that comes from life experiences that are bigger and more impactful. These influences can cause our path to immediately change and motivate us to do something entirely different. Webster’s Dictionary defines motivation as, “the force or influence that causes someone to do something”. It is the element that influences whether you get up early and go to the gym before work or hang out on a day off and read a book. It determines the level at which something is done; whether someone does just enough to do the job or whether they go the extra mile. It is the foundation for success; the crucial element in setting and attaining goals. Motivation is the desire, drawn from deep within, to do something. It is what makes me get up at 4:30 in the morning and go running before work. One of my best friends is a runner. It comes easy for her. It is not so easy for me. I need a reason, something to motivate me. I ran the Marine Corps Marathon, my first marathon, for my son and his comrades who were deployed in Iraq. It is what I did to show my support. Then I ran the Boston Marathon to show support for the first responders, hospital staff, the people who were injured, and for the families of those who lost their life after the bombings. What motivated me was the strength I felt deep within. But they are events that happen and then they are gone. The goal was accomplished. What motivates someone to take care of an injured person, a father, mother, son, or daughter? What motivates someone to educate a preadolescent to wear a helmet when they ride a bike when all of their friends do not? Or, to teach a teenager the dangers of texting and driving? There are many factors. Some are a part of our fabric, a part of us that has been there since we were small children. For others it may What Motivates You?
{"title":"What Motivates You?","authors":"M. McMahon","doi":"10.1097/JTN.0000000000000185","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000185","url":null,"abstract":"50 WWW.JOURNALOFTRAUMANURSING.COM Volume 23 | Number 2 | March-April 2016 W hy do we do what we do? What moves us in such a way that makes us say “I have to do this”? Motivation comes in many forms. There are times when we accomplish tasks or do everyday things that are a part of our lives without thinking twice about what motivates us to do it. These things have an end point. It is motivation with a finite goal. Then there is the motivation that comes from life experiences that are bigger and more impactful. These influences can cause our path to immediately change and motivate us to do something entirely different. Webster’s Dictionary defines motivation as, “the force or influence that causes someone to do something”. It is the element that influences whether you get up early and go to the gym before work or hang out on a day off and read a book. It determines the level at which something is done; whether someone does just enough to do the job or whether they go the extra mile. It is the foundation for success; the crucial element in setting and attaining goals. Motivation is the desire, drawn from deep within, to do something. It is what makes me get up at 4:30 in the morning and go running before work. One of my best friends is a runner. It comes easy for her. It is not so easy for me. I need a reason, something to motivate me. I ran the Marine Corps Marathon, my first marathon, for my son and his comrades who were deployed in Iraq. It is what I did to show my support. Then I ran the Boston Marathon to show support for the first responders, hospital staff, the people who were injured, and for the families of those who lost their life after the bombings. What motivated me was the strength I felt deep within. But they are events that happen and then they are gone. The goal was accomplished. What motivates someone to take care of an injured person, a father, mother, son, or daughter? What motivates someone to educate a preadolescent to wear a helmet when they ride a bike when all of their friends do not? Or, to teach a teenager the dangers of texting and driving? There are many factors. Some are a part of our fabric, a part of us that has been there since we were small children. For others it may What Motivates You?","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73941938","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 : 2016-03-01DOI: 10.1097/JTN.0000000000000184
J. Nash
{"title":"Prioritizing and Making Time.","authors":"J. Nash","doi":"10.1097/JTN.0000000000000184","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000184","url":null,"abstract":"","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80400518","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 : 2016-01-01DOI: 10.1097/JTN.0000000000000225
J. Pirrung
{"title":"What Is Your Superpower As a Trauma Nurse?","authors":"J. Pirrung","doi":"10.1097/JTN.0000000000000225","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000225","url":null,"abstract":"","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87120828","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 : 2016-01-01DOI: 10.1097/JTN.0000000000000237
Stephanie E. Bovis, T. Harden, G. Hotz
I n 2012, there were a total of 33,561 traffic fatalities and 2,362,000 traffic-related injuries in the United States ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014a ). Both traffic fatalities and injuries saw an increase of 3% and 6%, respectively, when compared with the previous year ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014b ). Pedestrian-related traffic crashes accounted for 14% ( n = 4,743) of all traffic fatalities and 3% (76,000) of all traffic injuries. Pedestrian fatalities in 2012 increased by 6% when compared with 2011 and displayed the greatest number of fatalities within the past 5 years ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014b ). Motor vehicle crashes were the leading cause of death for children aged 4 years and children aged 11–14 years ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014a ). Although there has been a 34% decrease in pedestrian fatalities of children younger than 14 years from 2003 to 2012, both the 1to 3-year-old and 4to 7-year-old age groups showed an increase of about 37% since 2011. This increase represents a jump in pedestrian fatalities for these age groups that have not occurred since 2006 ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014a ). According to the Centers for Disease Control and Prevention (CDC) WISQARS (2014) , last reported in 2011, unintentional pedestrian was the seventh leading cause of injury/death for children aged 1 to 4 year in the United States. In 2012, 73% of pedestrian fatalities occurred in an urban setting versus a rural setting ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014b ). Numerous findings reveal that pedestrian injuries and fatalities are more prevalent in low-income, denser, and urban neighborhoods. Consistent with these characteristics, urban areas within the state of Florida ABSTRACT To evaluate and implement the WalkSafe Pre-Kindergarten Pedestrian Safety Curriculum. A quasi-experimental pretest–posttest design without a control group was used to measure children’s pedestrian safety knowledge. Knowledge assessments consisting of multiple-choice and short-answer questions were administered preand post-curriculum implementation by classroom teachers. Knowledge assessments gauged prekindergarten students’ knowledge of pedestrian safety activities prior to safety curriculum implementation and, again, after the students received the curriculum. A total of 605 children (aged 3to 5-year) from 38 prekindergarten classrooms in 16 randomly selected elementary schools participated in the pedestrian safety education pilot program. Subjects were of multiethnic and diverse backgrounds from the Miami-Dade County Public School District. Of the 605 educated subjects, 454 children completed both preand posttests. A statistically si
{"title":"Pilot Study: A Pediatric Pedestrian Safety Curriculum for Preschool Children.","authors":"Stephanie E. Bovis, T. Harden, G. Hotz","doi":"10.1097/JTN.0000000000000237","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000237","url":null,"abstract":"I n 2012, there were a total of 33,561 traffic fatalities and 2,362,000 traffic-related injuries in the United States ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014a ). Both traffic fatalities and injuries saw an increase of 3% and 6%, respectively, when compared with the previous year ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014b ). Pedestrian-related traffic crashes accounted for 14% ( n = 4,743) of all traffic fatalities and 3% (76,000) of all traffic injuries. Pedestrian fatalities in 2012 increased by 6% when compared with 2011 and displayed the greatest number of fatalities within the past 5 years ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014b ). Motor vehicle crashes were the leading cause of death for children aged 4 years and children aged 11–14 years ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014a ). Although there has been a 34% decrease in pedestrian fatalities of children younger than 14 years from 2003 to 2012, both the 1to 3-year-old and 4to 7-year-old age groups showed an increase of about 37% since 2011. This increase represents a jump in pedestrian fatalities for these age groups that have not occurred since 2006 ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014a ). According to the Centers for Disease Control and Prevention (CDC) WISQARS (2014) , last reported in 2011, unintentional pedestrian was the seventh leading cause of injury/death for children aged 1 to 4 year in the United States. In 2012, 73% of pedestrian fatalities occurred in an urban setting versus a rural setting ( U.S. Department of Transportation, National Highway Traffic Safety Administration, 2014b ). Numerous findings reveal that pedestrian injuries and fatalities are more prevalent in low-income, denser, and urban neighborhoods. Consistent with these characteristics, urban areas within the state of Florida ABSTRACT To evaluate and implement the WalkSafe Pre-Kindergarten Pedestrian Safety Curriculum. A quasi-experimental pretest–posttest design without a control group was used to measure children’s pedestrian safety knowledge. Knowledge assessments consisting of multiple-choice and short-answer questions were administered preand post-curriculum implementation by classroom teachers. Knowledge assessments gauged prekindergarten students’ knowledge of pedestrian safety activities prior to safety curriculum implementation and, again, after the students received the curriculum. A total of 605 children (aged 3to 5-year) from 38 prekindergarten classrooms in 16 randomly selected elementary schools participated in the pedestrian safety education pilot program. Subjects were of multiethnic and diverse backgrounds from the Miami-Dade County Public School District. Of the 605 educated subjects, 454 children completed both preand posttests. A statistically si","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78571613","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 : 2016-01-01DOI: 10.1097/JTN.0000000000000183
{"title":"Diving Into Blunt Aortic Injury: A Case Review.","authors":"","doi":"10.1097/JTN.0000000000000183","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000183","url":null,"abstract":"","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2016-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82687216","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 : 2015-11-01DOI: 10.1097/JTN.0000000000000162
Kai L Bortz
The literature suggests that by 2050, about 40% of all trauma patients will be over age 65 years. We already exceeded this prediction at Lehigh Valley Health Network in 2013, with 46.6% of the Pennsylvania trauma registry qualifiers being age 65 or greater, and 17.7% age 85 and greater. Currently, only 8.8% of trauma centers incorporate Geriatric Resource Programs into trauma care. Our trauma team has incorporated geriatric education for nurses by incorporating an educational nursing program called Nurses Improving Care for Healthsystem Elders, to improve outcomes, reduce hospital complications, and reduce health care costs for this high-risk population. The older adult population is on the rise and trauma nurses must be provided the tools to care for this high-risk patient group.
{"title":"Creating a Geriatric-Focused Model of Care in Trauma With Geriatric Education.","authors":"Kai L Bortz","doi":"10.1097/JTN.0000000000000162","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000162","url":null,"abstract":"The literature suggests that by 2050, about 40% of all trauma patients will be over age 65 years. We already exceeded this prediction at Lehigh Valley Health Network in 2013, with 46.6% of the Pennsylvania trauma registry qualifiers being age 65 or greater, and 17.7% age 85 and greater. Currently, only 8.8% of trauma centers incorporate Geriatric Resource Programs into trauma care. Our trauma team has incorporated geriatric education for nurses by incorporating an educational nursing program called Nurses Improving Care for Healthsystem Elders, to improve outcomes, reduce hospital complications, and reduce health care costs for this high-risk population. The older adult population is on the rise and trauma nurses must be provided the tools to care for this high-risk patient group.","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74305907","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 : 2015-11-01DOI: 10.1097/JTN.0000000000000161
Karen A. Macauley
E mployee engagement. Without question, a corporate buzz word. But, what does engaging employees mean? How can you do it? Does it matter to your bottom line? Why does it matter if you have engaged employees on your team? Nursing leaders play an integral role in employee satisfaction, patient satisfaction, and employee productivity. Satisfied and engaged nurses provide safer and higher quality patient care. Engaged nurses strive for higher patient satisfaction. Engaged employees have more motivation and interest in participating in department activities and in improving patient safety and patient care initiatives. Employee engagement often starts with a nursing leader. Nursing leaders have significant impact on the way an employee feels about their career, their patients, and their organization. Carnegie 1 describes employee engagement as an emotional and functional commitment to the employee’s organization. Leiter and Maslach 2 note that engagement requires energy, involvement, and efficacy. Kahn 3 adds 3 conditions of work associated with employee engagement: meaningfulness, safety, and availability. Engaged employees are committed to their organization. They are high performers who are enthusiastic, empowered, inspired, and confident. 1 Engaged employees are emotionally and cognitively immersed in their job allowing a sense of meaningfulness and value in the work leading to higher sensitivity to the organization’s mission and to organizational change. 4
{"title":"Employee Engagement: How to Motivate Your Team?","authors":"Karen A. Macauley","doi":"10.1097/JTN.0000000000000161","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000161","url":null,"abstract":"E mployee engagement. Without question, a corporate buzz word. But, what does engaging employees mean? How can you do it? Does it matter to your bottom line? Why does it matter if you have engaged employees on your team? Nursing leaders play an integral role in employee satisfaction, patient satisfaction, and employee productivity. Satisfied and engaged nurses provide safer and higher quality patient care. Engaged nurses strive for higher patient satisfaction. Engaged employees have more motivation and interest in participating in department activities and in improving patient safety and patient care initiatives. Employee engagement often starts with a nursing leader. Nursing leaders have significant impact on the way an employee feels about their career, their patients, and their organization. Carnegie 1 describes employee engagement as an emotional and functional commitment to the employee’s organization. Leiter and Maslach 2 note that engagement requires energy, involvement, and efficacy. Kahn 3 adds 3 conditions of work associated with employee engagement: meaningfulness, safety, and availability. Engaged employees are committed to their organization. They are high performers who are enthusiastic, empowered, inspired, and confident. 1 Engaged employees are emotionally and cognitively immersed in their job allowing a sense of meaningfulness and value in the work leading to higher sensitivity to the organization’s mission and to organizational change. 4","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86218248","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 : 2015-01-01DOI: 10.1097/JTN.0000000000000160
Sean Elwell, Amy E. Krichten, Sarah L Mattocks
{"title":"Are You a Leader?","authors":"Sean Elwell, Amy E. Krichten, Sarah L Mattocks","doi":"10.1097/JTN.0000000000000160","DOIUrl":"https://doi.org/10.1097/JTN.0000000000000160","url":null,"abstract":"","PeriodicalId":79423,"journal":{"name":"STN's journal of trauma nursing : the official journal of the Society of Trauma Nurses","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80123824","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}
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