The level of knowledge of respiratory physiology articulated by intensive care nurses to provide rationale for their clinical decision-making

Qualified nurses' knowledge of the biosciences: Systematic scoping review

AIM

To appraise and synthesise empirical studies on the use of bioscience knowledge in clinical work by qualified nurses. It is assumed that post-registration courses should teach biosciences so that it can be used by qualified nurses in clinical practice. This is about understanding what knowledge is being used to direct patient care, to ensure that the right decisions are being made for the right reasons.

DESIGN

Systematic scoping review of mixed study designs.

DATA SOURCES

Medline, CINAHL, Embase, databases and Google Scholar were searched, 1980 - September 2023, followed by hand searches, reference list check of retrieved papers and personal contacts.

REVIEW METHODS

Potentially eligible papers were scrutinised by 2 reviewers who also completed data extraction, with disagreements resolved through discussion. Quality assessment used CASP checklists appropriate to each study design. Thematic synthesis applied an interpretative approach to extracting data. No meta-analysis was possible.

RESULTS

Fifteen papers were included; eleven with quantitative data and seven with qualitative data. Qualified nurses in general did not feel prepared for their role due to lack of knowledge of the biosciences. There were mixed views on the usefulness of bioscience knowledge for patient care.

CONCLUSIONS

The relationship between bioscience knowledge and clinical practice remains a dichotomy. Whilst there continues to be strong support for applying biosciences to patient care, there is a dearth of convincing evidence to support the usefulness of this knowledge in clinical decision-making.

Levels of education and technical skills in registered nurses working in post-anaesthesia care units in Sweden

BACKGROUND

Specialized nursing care should be provided by nurses working in post-anaesthesia care units to ensure safe and successful recovery after surgery and anaesthesia. However, there is no consensus regarding the competence and education needed by nurses working in post-anaesthesia care units.

AIM

The aim of this study is to describe and compare levels of education and technical skills in registered nurses working in post-anaesthesia care units in Sweden, as well as the education that post-anaesthesia care unit nurse managers' desire for registered nurses working in post-anaesthesia care units.

METHODS

This descriptive cross-sectional study was conducted in Sweden between September and December of 2019. A web-based survey was developed that included questions about the levels of education and technical skills possessed by registered nurses working in Swedish post-anaesthesia care units and desired by nurse managers for these nurses. The survey was evaluated for content validity by four experts. The survey was distributed to the nurse manager of each studied post-anaesthesia care unit. All nurse managers received written information and were informed that submitting the survey was considered as consenting to participate in the study.

RESULTS

Most surveyed nurses held a postgraduate diploma in specialist nursing. Registered nurses performed many tasks autonomously; however, there was a significant difference between specialist nurses and registered nurses, with specialist nurses being more autonomous than registered nurses. Most of the nurse managers (n = 31/45) wanted the registered nurses in their units to have education in postoperative care. The relatively low overall response rate of 58% is a study limitation.

CONCLUSIONS

Registered nurses working in post-anaesthesia care units in Sweden must have various technical skills. Some of these skills are only performed by specialist nurses, indicating that postoperative care is an advanced level of nursing care.

Understanding critical care nurses' autonomy in Jordan

Purpose The aim of this study was to describe Jordanian critical care nurses' experiences of autonomy in their clinical practice. Design/methodology/approach A descriptive correlational design was applied using a self-reported cross-sectional survey. A total of 110 registered nurses who met the eligibility criteria participated in this study. The data were collected by a structured questionnaire. Findings A majority of critical care nurses were autonomous in their decision-making and participation in decisions to take action in their clinical settings. Also, they were independent to develop their own knowledge. The study identified that their autonomy in action and acquired knowledge were influenced by a number of factors such as gender and area of practice. Practical implications Nurse's autonomy could be increased if nurses are made aware of the current level of autonomy and explore new ways to increase empowerment. This could be offered through classroom lectures that concentrate on the concept of autonomy and its implication in practice. Nurses should demonstrate autonomous nursing care at the same time in the clinical practice. This could be done through collaboration between educators and clinical practice to help merge theory to practice. Originality/value Critical care nurses were more autonomous in action and knowledge base. This may negatively affect the quality of patient care and nurses' job satisfaction. Therefore, improving nurses' clinical decision-making autonomy could be done by the support of both hospital administrators and nurses themselves.

Enhancing clinical decision making: development of a contiguous definition and conceptual framework

Clinical decision making is a term frequently used to describe the fundamental role of the nurse practitioner; however, other terms have been used interchangeably. The purpose of this article is to begin the process of developing a definition and framework of clinical decision making. The developed definition was "Clinical decision making is a contextual, continuous, and evolving process, where data are gathered, interpreted, and evaluated in order to select an evidence-based choice of action." A contiguous framework for clinical decision making specific for nurse practitioners is also proposed. Having a clear and unique understanding of clinical decision making will allow for consistent use of the term, which is relevant given the changing educational requirements for nurse practitioners and broadening scope of practice.

Sources of knowledge used by intensive care nurses in Norway: an exploratory study

This study explored the sources of knowledge that intensive care nurses used in their daily nursing practice. It used a qualitative design based on four focus group interviews with 20 intensive care nurses, from four intensive care units in Norway. Data were analysed using systematic text condensation. The following condensed meaning units were identified: research, theoretical knowledge, experiential knowledge, work place culture, clinical expertise and patient participation. This study illustrates the complexity and variety of the knowledge bases of intensive care nurses. Despite some variation in nurses' familiarity with research literature, nursing interventions found by research to be useful were given priority, and research affected daily practice through changes in guidelines and procedures.

A survey of European intensive care nurses' knowledge levels

BACKGROUND

The application of knowledge to the care of critically ill patients is a hallmark of professional nursing practice. However, the educational preparation of intensive care nurses varies from country to country, and there has been little research that has investigated knowledge levels of European critical care nurses.

OBJECTIVE

The aim of this study was to examine the knowledge levels of European intensive care nurses.

DESIGN

The study was an international cross-sectional survey, with data collected from 20 European countries.

SETTING AND PARTICIPANTS

318 European intensive care units participated, and data were collected from 1142 intensive care nurses.

METHODS

Data were collected between May and December 2009 using a 100-item multiple choice online questionnaire to assess intensive care nursing knowledge. The questionnaire was available in 16 languages, and data were collected in 11 knowledge areas.

RESULTS

A response rate of 60% was achieved; the majority of participants was female (77%). The largest groups of nurses had more than five years' experience and were under 30 years of age. The overall mean knowledge score was 66% (SD 12). The main factor that contributed to variance in scores was nurses' length of intensive care experience; in ten categories knowledge scores were progressively higher according to experience. If 50% is considered to be a pass mark, 90% of participants would have passed. However, in only six countries did all participants achieve a 'pass' score, and in five countries more than 10% of participants failed to meet this 'pass' criterion. The knowledge category which scored lowest was respiration and ventilation (mean score 56%, SD 15).

CONCLUSIONS

Although knowledge levels differed among countries, there were no major differences. However, the relatively low scores achieved in the respiration/ventilation category are a cause of concern, and suggest that this is an education area that should be prioritised. The results should be considered within the context of each country's healthcare and professional education systems, and strategies should be developed to improve knowledge in several key areas.