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Hosseinpour A, Nasiri M, Keshmiri F, Arabzadeh T, Sharafi H. Comparison of the effects of apprenticeship training by sandwich feedback and traditional methods on final-semester operating room technology students' perioperative competence and performance: a randomized, controlled trial. BMC MEDICAL EDUCATION 2024; 24:578. [PMID: 38802778 PMCID: PMC11129480 DOI: 10.1186/s12909-024-05598-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/21/2023] [Accepted: 05/23/2024] [Indexed: 05/29/2024]
Abstract
BACKGROUND Effective feedback is fundamental in clinical education, as it allows trainers to constantly diagnose the trainees' condition, determine their weaknesses, and intervene at proper times. Recently, different feedback-based approaches have been introduced in clinical training; however, the effectiveness of such interventions still needs to be studied extensively, especially in the perioperative field. Therefore, this study sought to compare the effects of apprenticeship training using sandwich feedback and traditional methods on the perioperative competence and performance of Operating Room (OR) technology students. METHODS Thirty final-semester undergraduate OR technology students taking the apprenticeship courses were randomly allocated into experimental (n = 15) and control (n = 15) groups through the stratified randomization approach. The students in the experimental group experienced Feedback-Based Learning (FBL) using a sandwich model, and the students in the control group participated in Traditional-Based Training (TBT) in six five-hour sessions weekly for three consecutive weeks. All students completed the Persian version of the Perceived Perioperative Competence Scale-Revised (PPCS-R) on the first and last days of interventions. Also, a blinded rater completed a checklist to evaluate all students' performance via Direct Observation of Procedural Skills (DOPS) on the last intervention day. Besides, the students in the FBL filled out a questionnaire regarding their attitude toward the implemented program. RESULTS The mean total score of the PPCS-R was significantly higher in the FBL than in the TBT on the last intervention day (P < 0.001). Additionally, the increase in mean change of PPCS-R total score from the first to last days was significantly more in the FBL (P < 0.001). Likewise, the FBL students had higher DOPS scores than the TBT ones (P < 0.001). Most FBL students also had a good attitude toward the implemented program (n = 8; 53.3%). CONCLUSION Apprenticeship training using a sandwich feedback-based approach was superior to the traditional method for enhancing perioperative competence and performance of final-semester OR technology students. Additional studies are required to identify the sustainability of the findings.
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Affiliation(s)
- Azam Hosseinpour
- Department of Operating Room, School of Allied Medical Sciences, Qom University of Medical Sciences, Qom, Iran
| | - Morteza Nasiri
- Department of Anesthesia, School of Allied Medical Sciences, Tehran University of Medical Sciences, Tehran, Iran
| | - Fatemeh Keshmiri
- Department of Medical Education, Education Development Center, Shahid Sadoughi University of Medical Sciences, Yazd, Iran
| | - Tayebeh Arabzadeh
- Department of Operating Room, Behbahan Faculty of Medical Sciences, P.O. Box 6361796819, Behbahan, Iran.
| | - Hossein Sharafi
- Student Research Committee, Iran University of Medical Sciences, Tehran, Iran
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Nasiri MA, Sabery M, Rezaei M, Gilasi H. The effects of mentorship and educational videos on nursing students' physical examination skills: a clinical audit. BMC Nurs 2023; 22:463. [PMID: 38057848 DOI: 10.1186/s12912-023-01626-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2023] [Accepted: 11/26/2023] [Indexed: 12/08/2023] Open
Abstract
BACKGROUND Poor competence in clinical examination skills among nurses has been reported in practice, and there is a strong consensus that physical examination (PE) education must be improved. However, deficiencies cannot be resolved by theoretical training alone, and new training approaches are required to enable nursing students to perform PE accurately. This study aimed to determine and compare the effect of two new educational methods (mentorship and educational video methods) on the physical examination skills of Iranian nursing students. METHODS This study was a clinical audit with three group pretest posttest design. Eligible nursing students were recruited through the census method and assigned to three groups (mentorship, educational videos, and control group) using permuted block randomization. Students were taught PE skills in three vital systems through three approaches (mentors, educational videos, and routine educational methods). Data were collected using a two-part instrument consisting of a demographic information questionnaire and a 32-item checklist for assessing the students' skills in examining the respiratory system (10 items), cardiovascular system (13 items), and 12 cranial nerves (9 items). Data were analyzed using SPSS software version 16 and descriptive and analytical statistical tests. RESULTS At baseline, students in all groups scored less than half of the possible scores in all three systems, and the mean scores of the three groups were not statistically different (P > 0.05). After the intervention, the mean scores of students in the mentorship group increased significantly in all three systems (P < 0.001), whereas the mean scores of students in the educational video group and the control group did not change significantly (P > 0.05). Furthermore, after the intervention, the mean scores of the educational video group and the control group did not significantly differ in any of the three systems (P > 0.05). The ANCOVA showed that with posttest score as the covariate, PE skills in all three systems improved one week after the intervention in the mentor group compared to the control group and the educational video group. However, PE skills in all three systems did not improve one week after the intervention in the educational video group compared to the control group. CONCLUSIONS The mentorship method is more effective than the educational video and routine methods for teaching PE skills to nursing students. Nursing schools can use the mentor method in training nursing students, and it is recommended to revise the PE lesson unit in the nursing curriculum and exchange it from a purely theoretical-based unit to a mixture of theoretical and clinical-based training. Educational videos alone cannot improve nursing students' PE skills; thus, if educational videos are used to teach clinical skills, it is necessary to hold hands-on sessions to provide feedback to students and correct their mistakes.
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Affiliation(s)
- Mohammad-Amin Nasiri
- Medical Surgical Nursing Department, School of Nursing and Midwifery, Kashan University of Medical Sciences, Kashan, Iran
| | - Mahdieh Sabery
- Trauma Nursing Research Center, Kashan University of Medical Sciences, Kashan, Iran.
| | - Mahboubeh Rezaei
- Trauma Nursing Research Center, Kashan University of Medical Sciences, Kashan, Iran
| | - Hamidreza Gilasi
- Department of Epidemiology & Biostatistics, Kashan University of Medical Sciences, Kashan, Iran
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Namara CM, O'Brien B, O'Reilly P. The learning experiences of student nurses in the perioperative environment: An integrative literature review. NURSE EDUCATION TODAY 2023; 131:105985. [PMID: 37837917 DOI: 10.1016/j.nedt.2023.105985] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2023] [Revised: 09/04/2023] [Accepted: 10/06/2023] [Indexed: 10/16/2023]
Abstract
OBJECTIVES For the Student Nurse placement in the perioperative environment provides an opportunity to observe and engage in preoperative, intraoperative, and immediate postoperative care of the surgical patient. To date no synthesis of empirical studies has been undertaken to ascertain the learning impact of the perioperative experience. The objectives of this review were to identify and synthesise the literature on the learning experiences of student nurses within the perioperative environment. DESIGN An integrative review that followed Whittemore and Knafl's (2005) framework. DATA SOURCES Studies published between 2012 and 2022 were identified via a comprehensive search of the following databases: CINAHL, Medline (OVID), Medline (Pubmed), Medline (EBSCO), EMBASE, PsychINFO, ISI Web of Science and SCOPUS. REVIEW METHODS The review was reported in line with the Preferred Reporting for Systematic Reviews and Meta-Analysis (PRISMA). The initial search located 1475 Articles. After screening and checking for eligibility 17 articles were selected. These were critically appraised using the Critical Appraisal Skills Programme (CASP). The papers were analysed and reported in a narrative synthesis. RESULTS Seventeen studies met the inclusion criteria for the review. Three categories with five sub categories were identified including: Learning opportunities, Appreciation for perioperative role and intent to return and Factors influencing student learning. CONCLUSIONS A large variety of student learning occurs within the perioperative clinical environment. Students viewed staff nurses as positive role models in an environment that posed opportunities and challenges for student learning. Anxiety and stress in an unfamiliar environment were commonly mentioned with students offering recommendations to improve their experience.
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Affiliation(s)
- Claire Mc Namara
- Department of Nursing and Midwifery, University of Limerick, V94 T9PX, Ireland.
| | - Brid O'Brien
- Department of Nursing and Midwifery, University of Limerick, V94 T9PX, Ireland.
| | - Pauline O'Reilly
- Department of Nursing and Midwifery, University of Limerick, V94 T9PX, Ireland.
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Strandell‐Laine C, Haapa T, Timonen L, Suikkala A. The role of the teacher and learning in clinical practicum scales: A psychometric testing of the Finnish versions. Nurs Open 2023; 10:7201-7208. [PMID: 37608623 PMCID: PMC10563433 DOI: 10.1002/nop2.1968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/12/2022] [Revised: 03/04/2023] [Accepted: 08/02/2023] [Indexed: 08/24/2023] Open
Abstract
AIM To test the psychometric properties of the further developed Role of the Teacher (Tc2) and the new Learning in Clinical Practicum (LCP) scales in a sample of Finnish healthcare students. DESIGN Psychometrical testing of the Tc2 and LCP scales. METHODS A sample consisting of 1133 healthcare students completed the further developed Tc2 scale and the new LCP scale between January and June 2020. Statistical data analysis was performed using explorative factor analysis and Cronbach's alpha coefficient. The STROBE checklist for cross-sectional studies was applied in reporting. RESULTS Both the further developed Tc2 and the new LCP scales were shown to be valid and reliable. Explorative factor analysis confirmed a two-factor solution for the Tc2 scale with a 76.3% explained variance and a one-factor solution for the LCP scale with a 58.0% explained variance. The scales' internal consistency reliabilities were high (0.9).
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Affiliation(s)
- Camilla Strandell‐Laine
- Lovisenberg Diaconal University CollegeOsloNorway
- Novia University of Applied SciencesTurkuFinland
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
| | - Toni Haapa
- Lovisenberg Diaconal University CollegeOsloNorway
- Helsinki University and Helsinki University HospitalHelsinkiFinland
| | - Leena Timonen
- Helsinki University and Helsinki University HospitalHelsinkiFinland
| | - Arja Suikkala
- Department of Nursing ScienceUniversity of TurkuTurkuFinland
- Diaconia University of Applied SciencesHelsinkiFinland
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What does surgical conscience mean to perioperative nurses: An interpretive description. Collegian 2022. [DOI: 10.1016/j.colegn.2021.07.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
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Imani B, Bahadori H, Amiri M. The effects of task-based learning and mentorship on the perceived surgical competency and clinical education condition of surgical technology students. Nurs Midwifery Stud 2022. [DOI: 10.4103/nms.nms_136_21] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
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Wissemann K, Bloxsome D, De Leo A, Bayes S. What are the benefits and challenges of mentoring in midwifery? An integrative review. WOMEN'S HEALTH 2022; 18:17455057221110141. [PMID: 35801517 PMCID: PMC9274419 DOI: 10.1177/17455057221110141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 12/03/2022]
Abstract
Aim: The aim of this review was to synthesize best available evidence on mentoring
programmes for midwives who have worked within the clinical setting for more
than 1 year. Background: Lack of job satisfaction, stress, burnout and limited managerial support
contributes to midwifery workforce attrition and the ongoing global shortage
of midwives. Mentoring may be one way to improve staff retention, leading to
positive clinical and organizational outcomes. Design: A five-step integrative review approach, based on a series of articles
published by the Joanna Briggs Institute for conducting systematic reviews,
was used to develop a search strategy, selection criteria, method for
quality appraisal and the extraction and synthesis of data. Methods: Relevant articles were sought from the following databases: Cumulative Index
to Nursing and Allied Health Literature, MEDLINE, PubMed, MIDIRS and Scopus.
The search and screening process was guided by the Preferred Reporting Items
for Systematic Reviews and Meta Analysis 2009 checklist. Narrative analysis
was used to develop four main categories derived from the results from the
included studies. Results: Eight studies were included in this review from which four themes were
developed that are relevant to mentoring in midwifery; the impact on
midwives’ direct environment, their immediate relationships with peers and
management, and the overarching influence of the organization directly
impact the accessibility and support midwives receive in mentoring
programmes. Conclusion: To enhance staff retention in the workforce, midwives require support from
the wider organization in which they work. Relevance to clinical practice: Understanding midwives’ perspectives of mentoring programmes will directly
influence the development of midwifery-specific mentoring programmes, which
may lead to improved staff retention in the midwifery workforce.
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Affiliation(s)
| | | | | | - Sara Bayes
- Edith Cowan University, Alkimos, WA, Australia
- Australian Catholic University, Melbourne, VIC, Australia
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Stubin C. Igniting the leadership spark in nursing students: leading the way. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2021-0087. [PMID: 34643075 DOI: 10.1515/ijnes-2021-0087] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2021] [Accepted: 10/03/2021] [Indexed: 11/15/2022]
Abstract
New graduate nurses are not always prepared for the challenges of the chaotic clinical environment, and often struggle to demonstrate sufficient clinical leadership skills. Facilitating the acquisition of leadership abilities in students will support the pursuit to generate competent nursing graduates fully prepared to effectively function in today's challenging healthcare environment. Nursing faculty need to implement more creative ways of introducing leadership qualities to nursing students. Nurse educators can be proactive in implementing leadership strategies for students, based on The Five Practices of Exemplary Leadership: Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart, as described by Kouzes and Posner. By continuing to "lead the way" for professional leadership skills in nursing students, nursing faculty can possibly expect leadership activities to emerge in settings in which the students practice.
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Nasiri M, Eslami J, Rashidi N, Paim CPP, Akbari F, Torabizadeh C, Havaeji FS, Goldmeier S, Abbasi M. "Playing with Surgical Instruments (PlaSurIn)" game to train operating room novices how to set up basic surgical instruments: A validation study. NURSE EDUCATION TODAY 2021; 105:105047. [PMID: 34242904 DOI: 10.1016/j.nedt.2021.105047] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/15/2021] [Revised: 06/01/2021] [Accepted: 06/29/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Game-based training has been considered as an alternative modality to traditional training in different perioperative nursing fields. OBJECTIVES To describe the adaptation and validation process of "Playing with Tweezers", a Portuguese game developed for novices to set up basic surgical instruments on the Mayo stand or a back table. DESIGN A validation study with three phases of translation, reconciliation, and evaluation (face, content, and construct validity). SETTINGS Several medical universities in Iran. PARTICIPANTS Twelve students in a pilot translation test, 18 experts in the reconciliation phase, 20 experts in the face and content validity stages, and 120 students (72 novices, 26 intermediates, and 22 experts) in the construct validity stage. METHODS Following "forward-backward" translation from Portuguese to English, the English version of the game was appraised in the reconciliation phase using a 57-item questionnaire. To test face and content validity of the final version of the game, a 30-item questionnaire addressing different aspects of the game was completed. The students' game performance (remained time for game completion, obtained score, and error) was compared to assess the construct validity. RESULTS Minor differences were detected and resolved during the translation process. The English version of the game was reconciled in two sequential steps, and the final game called "Playing with Surgical Instruments (PlaSurIn)" was developed. All the items regarding the face validity received 80-100% of positive responses. Moreover, regarding the content validity, all of the evaluated items obtained a content validity index of 0.90-1.0. Compared to the novices, the experts and intermediates received higher scores (p < 0.001 in two cases) and fewer errors (p < 0.001, p = 0.007). The remained time for game completion was significantly longer for experts than the novices (p = 0.011). CONCLUSIONS The "PlaSurIn", as a virtual training strategy, can prepare novices to set up basic surgical instruments.
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Affiliation(s)
- Morteza Nasiri
- Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran; Department of Operating Room Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Jamshid Eslami
- Department of Operating Room Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Neda Rashidi
- Department of Operating Room, School of Paramedical Sciences, Dezful University of Medical Science, Dezful, Iran.
| | - Crislaine Pires Padilha Paim
- Department of Graduate Nursing Program, Institute of Cardiology of Rio Grande do Sul, University Foundation of Cardiology, Porto Alegre, Brazil.
| | - Fakhridokht Akbari
- Department of Nursing, Behbahan Faculty of Medical Sciences, Behbahan, Iran.
| | - Camellia Torabizadeh
- Department of Nursing, School of Nursing and Midwifery, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Fahimeh Sadat Havaeji
- Department of Operating Room, School of Paramedical Sciences, Qom University of Medical Sciences, Qom, Iran.
| | - Silvia Goldmeier
- Department of Post-Graduate Program Research and Innovation Processes in Health, Institute of Cardiology of Rio Grande do Sul, University Foundation of Cardiology, Porto Alegre, Brazil.
| | - Mohammad Abbasi
- Department of Nursing, School of Nursing and Midwifery, Qom University of Medical Sciences, Qom, Iran.
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Yoon J. Development of emergency nursing care competency scale for school nurses. BMC Nurs 2021; 20:63. [PMID: 33853595 PMCID: PMC8045335 DOI: 10.1186/s12912-021-00580-9] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2020] [Accepted: 03/31/2021] [Indexed: 12/14/2022] Open
Abstract
BACKGROUND School nurses perform vital student emergency services at school, and assessing their emergency nursing care competency is critical to the safety and quality of care students receive. The purpose of the study was to develop a scale for measuring school nurses' competency. METHODS This was an instrument development and validation study. It was conducted according to the revised DeVellis scale development process coupled with the application of the International Council of Nurses' Nursing Care Continuum Competencies Framework. Eight experts specializing in school health and emergency care evaluated the content validity, while 386 school nurses evaluated the scale. The validity evaluation comprised factor analysis, discriminative validity analysis according to differences in school nurse experience, and criterion validity analysis. Scale internal consistency was analyzed using Cronbach's α value. RESULTS The final scale comprises a self-reported 5-point Likert scale with 30 items based on three factors and three sub-factors. Both the convergent validity of the items by factor and the discriminative validity were both confirmed. The criterion validity was also found to be positively correlated with the Triage Competency Scale. CONCLUSION The scale may be used to identify factors influencing school nurses' competency in emergency nursing care and contribute to research in competency-based education programs.
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Affiliation(s)
- Jaehee Yoon
- Wolchon Elementary School, 132, Mokdongjungang-ro, Yangcheon-gu, Seoul, 07980, South Korea.
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Nabizadeh-Gharghozar Z, Alavi NM, Ajorpaz NM. Clinical competence in nursing: A hybrid concept analysis. NURSE EDUCATION TODAY 2021; 97:104728. [PMID: 33348301 DOI: 10.1016/j.nedt.2020.104728] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/04/2020] [Revised: 11/20/2020] [Accepted: 12/07/2020] [Indexed: 06/12/2023]
Abstract
BACKGROUND Clinical competence (CC) is central issue in nursing. There are some controversies about this concept that needs further investigation. The present study was conducted to analyze the concept of clinical competence in nursing. METHODS This concept analysis was conducted using the three-phase hybrid model. In the theoretical phase, the Science Direct, PubMed, CINAHL, ProQuest, Scopus, Web of Science, SID, Iranmedex, and Magiran databases were searched to retrieve articles published from 2000 to 2020. Forty two eligible articles were included and analyzed. In the fieldwork phase, semi-structured interviews were held with eighteen university lecturers, clinical instructors, students, and hospital nurses and the data were analyzed through conventional content analysis. In the final analytic phase, the findings of the first and the second phases were combined. RESULTS The majority of literature defined CC in nursing as a combination of knowledge, and skills, and attitudes that is consistent with those of the fieldwork phase. Most participants in fieldwork stated that gaining CC is a process that is achieved over time through practice and repetition and increasing experience. A nurse needs to acquire personal, social and professional competencies during the study and work period. The CC has antecedents of efficient education, and organizational support. It also has consequences for patients and nurses such as satisfaction, and quality care. CONCLUSION CC is a continuous process of obtaining knowledge, values, and attitudes, and skills such as critical thinking skills that brings creativity and innovation in nursing practice.
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Affiliation(s)
| | - Negin Masoudi Alavi
- Trauma Nursing Research Center, Kashan University of Medical Sciences, Kashan, Iran.
| | - Neda Mirbagher Ajorpaz
- Autoimmune diseases Research Center, Kashan University of Medical Sciences, Kashan, Iran.
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Munday J, Higgins N, Mathew S, Dalgleish L, Batterbury AS, Burgess L, Campbell J, Delaney LJ, Griffin BR, Hughes JA, Ingleman J, Keogh S, Coyer F. Nurse-Led Randomized Controlled Trials in the Perioperative Setting: A Scoping Review. J Multidiscip Healthc 2020; 13:647-660. [PMID: 32821111 PMCID: PMC7419608 DOI: 10.2147/jmdh.s255785] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2020] [Accepted: 05/28/2020] [Indexed: 12/16/2022] Open
Abstract
PURPOSE Nurses provide care at each phase of the complex, perioperative pathway and are well placed to identify areas of care requiring investigation in randomized controlled trials. Yet, currently, the scope of nurse-led randomized controlled trials conducted within the perioperative setting are unknown. This scoping review aims to identify areas of perioperative care in which nurse-led randomized controlled trials have been conducted, to identify issues impacting upon the quality of these trials and identify gaps for future investigation. METHODS This scoping review was conducted in reference to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews. Searches were conducted in PubMed, Embase, Cumulative Index for Nursing and Allied Health Literature and the Cochrane Central Register of Controlled Trials, with a date range of 2014-19. Sources of unpublished literature included Open Grey, and ProQuest Dissertation and Theses, Clinical Trials.gov and the Australian and New Zealand Clinical Trials Registry. After title and abstract checking, full-text retrieval and data extraction, studies were appraised using the Joanna Briggs Institute Critical Appraisal Checklists for randomized controlled trials. Data were synthesized according to the main objectives. Key information was tabulated. RESULTS From the 86 included studies, key areas where nurses have led randomized controlled trials include patient or caregiver anxiety; postoperative pain relief; surgical site infection prevention: patient and caregiver knowledge; perioperative hypothermia prevention; postoperative nausea and vomiting; in addition to other diverse outcomes. Issues impacting upon quality (including poorly reported randomization), and gaps for future investigation (including a focus on vulnerable populations), are evident. CONCLUSION Nurse-led randomized controlled trials in the perioperative setting have focused on key areas of perioperative care. Yet, opportunities exist for nurses to lead experimental research in other perioperative priority areas and within different populations that have been neglected, such as in the population of older adults undergoing surgery.
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Affiliation(s)
- Judy Munday
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Department of Health and Nursing Science, University of Agder, Grimstad, 4879, Norway
- Mater Research Institute-UQ, South Brisbane, QLD4101, Australia
| | - Niall Higgins
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Royal Brisbane and Women’s Hospital, Herston, QLD4029, Australia
| | - Saira Mathew
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Lizanne Dalgleish
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Royal Brisbane and Women’s Hospital, Herston, QLD4029, Australia
| | - Anthony S Batterbury
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Royal Brisbane and Women’s Hospital, Herston, QLD4029, Australia
| | - Luke Burgess
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Mater Research Institute-UQ, South Brisbane, QLD4101, Australia
| | - Jill Campbell
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Royal Brisbane and Women’s Hospital, Herston, QLD4029, Australia
| | - Lori J Delaney
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Colleges of Health and Medicine, Australian National University, Acton, ACT2601, Australia
| | - Bronwyn R Griffin
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - James A Hughes
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Royal Brisbane and Women’s Hospital, Herston, QLD4029, Australia
| | - Jessica Ingleman
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
| | - Samantha Keogh
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Royal Brisbane and Women’s Hospital, Herston, QLD4029, Australia
- Alliance for Vascular Access Teaching and Research, Griffith University, Brisbane, QLD, 4111, Australia
| | - Fiona Coyer
- Centre for Healthcare Transformation, Faculty of Health, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- School of Nursing, Queensland University of Technology (QUT), Brisbane, QLD, Australia
- Royal Brisbane and Women’s Hospital, Herston, QLD4029, Australia
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Abstract
BACKGROUND Prelicensure nursing students seeking to enter perioperative nursing need preparatory fire safety knowledge and skills training to participate as a member of an operating room (OR) team. PURPOSE This pilot study examined the effectiveness of the Virtual Electrosurgery Skill Trainer (VEST) on OR fire safety skills among prelicensure nursing students. METHODS An experimental pretest-posttest design was used in this study. Twenty nursing students were randomized to a control or an intervention group. Knowledge and skills acquisition of OR fire safety were assessed. RESULTS There were no statistically significant findings in knowledge for either group. Fisher exact test demonstrated significant relationships between the skills performance criteria of following emergency procedures for a fire and demonstrating PASS (pull-aim-squeeze-sweep) technique (P = .001). CONCLUSIONS Academic and hospital educators may consider incorporating virtual reality simulation to teach fire safety education or reinforce general fire safety practices to nursing students and novice nurses.
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Ojemeni MT, Niles P, Mfaume S, Kapologwe NA, Deng L, Stafford R, Voeten MJ, Theonestina K, Budin W, Chhun N, Squires A. A case study on building capacity to improve clinical mentoring and maternal child health in rural Tanzania: the path to implementation. BMC Nurs 2017; 16:57. [PMID: 28959139 PMCID: PMC5615632 DOI: 10.1186/s12912-017-0252-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2017] [Accepted: 09/06/2017] [Indexed: 11/25/2022] Open
Abstract
Background Tanzania is a low income, East African country with a severe shortage of human resources for health or health workers. This shortage threatens any gains the country is making in improving maternal health outcomes. This paper describes a partnership between Touch Foundation and NYU Rory Meyers College of Nursing - Global, aimed at improving clinical mentorship and capacity among nurses and midwives at two rural hospitals in the Tanzanian Lake Zone Region. Clinical mentoring capacity building and supportive supervision of staff has been shown to be a facilitator of retaining nurses and would be possible to acquire and implement quickly, even in a context of low resources and limited technology. Methods A case study approach structures this program implementation analysis. The NYU Meyers team conducted a 6-day needs assessment at the two selected hospitals. A SWOT analysis was performed to identify needs and potential areas for improvement. After the assessment, a weeklong training, tailored to each hospitals’ specific needs, was designed and facilitated by two NYU Meyers nursing and midwifery education specialists. The program was created to build on the clinical skills of expert nurse and midwife clinicians and suggested strategies for incorporating mentoring and preceptorship as a means to enhance clinical safety and promote professional communication, problem solving and crisis management. Results Nineteen participants from both hospitals attended the training. Fourteen of 19 participants completed a post training, open ended questionnaire for a 74% response rate. Fifty-seven percent of participants were able to demonstrate and provide examples of the concepts of mentorship and supervision 4 and 11 months’ post training. Participants indicated that while confidence in skills was not lacking, barriers to quality care lay mostly in understaffing. Implementation also offered multiple insights into contextual factors affecting sustainable program implementation. Conclusions Three recommendations from this training include: 1) A pre-program assessment should be conducted to ascertain contextual relevance to curriculum development; 2) flexibility and creativity in teaching methods are essential to engage students; and 3) access to participants a priori to program implementation may facilitate a more tailored approach and lead to greater participant engagement.
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Affiliation(s)
- Melissa T Ojemeni
- Rory Meyers College of Nursing, New York University, 433 First Ave, 6th floor, New York, NY 10010 USA
| | - Paulomi Niles
- Rory Meyers College of Nursing, New York University, 433 First Ave, 6th floor, New York, NY 10010 USA
| | - Salum Mfaume
- Shinyanga Regional Referral Hospital, Shinyanga, Tanzania
| | | | | | | | | | | | | | | | - Allison Squires
- Rory Meyers College of Nursing, New York University, 433 First Ave, 6th floor, New York, NY 10010 USA
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AORN Position Statement on Responsibility for Mentoring. AORN J 2017. [DOI: 10.1016/j.aorn.2017.03.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
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Douglas L, Jackson D, Usher K. Extending our understanding of mentoring: The potential of peer mentoring for, and by, at-risk young people. Int J Ment Health Nurs 2017; 26:107-109. [PMID: 28297164 DOI: 10.1111/inm.12326] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Affiliation(s)
- Lesley Douglas
- School of Health, University of New England, Armidale, New South Wales, Australia
| | - Debra Jackson
- Department of Nursing, Oxford-Brookes University, Oxford, UK
| | - Kim Usher
- School of Health, University of New England, Armidale, New South Wales, Australia
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