Wound Curriculum for Nurses: Post-registration qualification wound management-European qualification framework level 7

The Wound Care Pathway: a Danish effect study

AIMS

To investigate how the implementation and training in the WCP affects the behaviour of generalist nurses, focusing on four specific endpoints: motivation, confidence, critical thinking and knowledge.

METHODS

A total of 89 generalist nurses received 6 hours of training in the WCP, over a period of 10-16 weeks. The participants filled a questionnaire before and after the training. Data were collected between January 2023 and January 2024.

FINDINGS

There was a significant improvement in the participants' wound care knowledge, motivation and self-efficacy. The participants' confidence in their wound care skills also increased after the training. A notable improvement was seen in nurses' critical thinking when treating wounds and delivering wound care.

CONCLUSIONS

The WCP guide supports healthcare professionals in their day-to-day work and strengthens their critical thinking and knowledge of wound care management.

What influences the inclusion of skin tone diversity when teaching skin assessment? Findings from a survey

BACKGROUND

Understanding the variances in visual skin changes across all skin tones is important in clinical care. However, the experiences of those teaching skin assessment to pre- and post-registrant nurses are unknown.

AIMS

To determine the barriers and facilitators experienced in teaching skin assessment across a range of skin tones to pre- and post-registrant nurses.

METHODS

A cross-sectional, mixed-methods online survey was undertaken throughout February and March 2023 based on the Theoretical Domains Framework of behaviour change.

FINDINGS

In this self-selecting sample, most participants were aware of why it was important to include all skin tones when teaching skin assessment and were professionally motivated to include this in their practice. However, resources and support are needed to overcome an unconscious bias in teaching skin tone diversity, resulting in a lack of availability of good quality photographs and educator confidence in their own skills. Educators not considering skin tone when selecting patient cases and relying on people with dark skin tones to highlight where practice is not inclusive may also lead to insufficient exposure for students.

CONCLUSION

There is some awareness of the importance of including diverse skin tones in teaching, but further education and resources are needed.