#### Journal of Nursing Education and Practice

Journal Information
ISSN / EISSN : 19254040 / 19254059
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 1,497
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Published: 18 January 2020
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n4p72

Abstract:Background and objective: Electrolyte disturbances remain a common lifesaving issue in the intensive care units. They are associated with increased morbidity and mortality. They are mostly resulted secondary to critical illness itself or associated treatment modalities. Therefore, electrolytes repletion should be done effectively and timely. This could be ensured using nurse driven protocols rather than traditional methods of repletion. These protocols are nurse initiated and collaboratively developed. They have been shown to improve patient care outcomes through the provision of high quality care. They are increasingly being used in the critical care setting. Objective: Determine the effect of applying nurses driven electrolytes repletion protocol on electrolytes disturbance control among critically ill patients.Methods: Quasi experimental research design was used. Sixty two critically ill patients with electrolytes loss were enrolled in the study at Alexandria Main University Hospital intensive care units, Egypt. All episodes of electrolyte loss were evaluated. Repletion of electrolyte loss was done according to unit routine for the control group and nurses driven electrolytes repletion protocol for the study group. Episodes of electrolyte disturbances, adverse events and timing of repletion were evaluated.Results: Neurological disorders represent the most encountered diagnosis. The most common cause of electrolyte loss in was the use of diuretics. Furthermore, there was a highly statistical difference between the two groups as regard electrolytes levels, effectiveness and timing of replacement.Conclusions: Application of nurses driven electrolyte repletion protocol resulted in improvements in the effectiveness and timeliness of electrolyte replacement.
Jordi Castillo García, Carmen Gomar Sancho, Encarnación Rodríguez Higueras, Joan Maria Estrada Masllorens, Alberto Gallart Fernández-Puebla
Published: 18 January 2020
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n4p65

Abstract:Background and objective: The evaluation in basic life support (BLS) and automated external defibrillator (AED) training courses is mostly formative. The objective of the study was to evaluate a quantitative assessment with an established cut-off level of 7 out of 10.Methods: The course was designed in accordance with the European Resuscitation Council (ERC). For the evaluation a high-fidelity manikin was available (Laerdal® Resusci Anne QCPR). A multiple-choice questionnaire (MCQ) was used to test knowledge, and the practical skills with a high-fidelity manikin.Results: About 68.2% and 34.1% obtained a score greater than 7 in knowledge and skills as evaluated by the nurse educator, immediately after the training. When the skills illustrated by the manikin were included, the results fell to 11.4% and 2.3%, respectively.Conclusions: A summative assessment of theoretical and practical competencies with a cut-off level of 7 demonstrates that global competency in BLS-AED is not achieved and some other strategies should be introduced in the current courses.
Mari Salminen-Tuomaala, Jaakko Hallila, Asta Niinimäki, Paula Paussu
Published: 18 January 2020
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n4p83

Abstract:Background and objective: This paper presents a sub-study of an ongoing research and development project (August 1, 2017-December 31, 2019), whose aim has been to use simulation-based coaching to meet social and healthcare staff’s self-reported learning needs in 20 small and medium-sized enterprises in Finland. Two regional educational institutions are responsible for the management of the project. The study aim was to examine the development of self-rated professional competence and expertise of social and healthcare staff, following a simulation coaching project.Methods: An electronic questionnaire was used to collect information about participants’ self-rated expertise, first in November 2017 and again in May 2019 following the simulation-based coaching intervention. IBM SPSS for Windows 25 was used to analyse the data.Results: The respondents appreciated simulation coaching as an effective way of developing expertise and the continuous learning skills of professionals. In this project, coaching was considered to be especially suitable for theoretical and practical management of acute situations; for keeping up with change in society; for anticipating development needs, and for promoting the attractiveness and competitiveness of the company where they worked.Conclusions: The simulation coaching concept, which involves action-based and concrete ways of developing theoretical and practical competence, is well suited for social and healthcare professionals undertaking continuing education. Using the companies’ own facilities facilitates participation and application of new knowledge and skills.
Hanan Ibrahim Ibrahim, Wesam Kamal Ali
Published: 12 January 2020
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n4p51

The publisher has not yet granted permission to display this abstract.
Connie Berthelsen, Bente Martinsen, Marianne Vamosi
Published: 25 December 2019
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n5p1

The publisher has not yet granted permission to display this abstract.
Sherry Espin, Nancy Sears, Alyssa Indar, Lenora Duhn, Karen LeGrow, Binita Thapa
Published: 23 December 2019
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n4p26

The publisher has not yet granted permission to display this abstract.
Cristilene Akiko Kimura, Dirce Bellezi Guilhem, Breno Silva De Abreu, Rodrigo Marques Da Silva, Karina Ribeiro Modesto
Published: 23 December 2019
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n4p36

The publisher has not yet granted permission to display this abstract.
Sahar A. Abd-El Mohsen, Azhar A. Mohamed
Published: 23 December 2019
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n4p45

Abstract:Background and objective: Changing the patient lifestyle as regarding diet well helped in vitiligo patient cure. Aim: to examine the effect of applying dietary instructions on dietary lifestyle modifications of vitiligo patients.Methods: Research design: Quasi experimental research design with one group (Pre/Post-test) was utilized in this study. Setting: the study was conducted in the ultraviolet unit at the Dermatology Department of Asyut University Hospitals. Study tool: Structured patient interview questionnaire sheet. It included two parts: Part 1: Assessment of patient’s sociodemographic variables. Part 2: Dietary pattern assessment: derived from Patient Life Style Pattern Assessment Sheet (PLSPAS) for Vitiligo.Results: The mean age of the studied sample was (mean ± SD 34.62 ± 12.35), 51.6% were female, 70% were living in rural areas, a highly statistically significant difference in the total mean knowledge scores between pre and post application of the dietary instructions (p value = .002).Conclusions: The present study concluded that there was a great improvement in the dietary lifestyle pattern of the studied sample after application of dietary instructions. Recommendations: Replication of the study on a larger probability sample from different geographical locations for generalization of the results. Printing copies of the dietary instructions for dissemination among all vitiligo patients attending the dermatology ward for treatment or follow-ups.
Katie Morales, Emily Hall, Ella Harris, Alden Blair, Sharon Rose, Sergio Bautista-Arredondo, Nicole Santos, Martin Sandoval, Alberto Tovar, Kimberly Baltzell
Published: 23 December 2019
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p98

Abstract:The global age standardized prevalence of type 2 diabetes (T2DM) has doubled (4.7% to 8.5%) over the last three decades and is increasing more rapidly in low and middle-income countries (LMICs). The global economic burden of diabetes affects individuals and health care systems and is estimated to cost $825 billion USD a year. Within Mexico, T2DM is the second leading cause of mortality and the leading cause of morbidity using disability associated life years (DALYs). A retrospective chart review and cost analysis, analyzing those at risk of diabetes, was conducted at a rural community health clinic in Jalisco, Mexico. The goal was to project the cost of providing an appropriate scope of care and plan prevention-based population health programs. The results demonstrated that out of 264 charts reviewed, 218 (83%) had one or more diabetic risk factor. The estimated per patient per visit cost is$127.22 MP (Mexican Peso, 2018) and as the number of diabetes risk factors increases for an individual patient, the mean cost of their care to the system increases (p < .001). Those with at least one risk factor comprise the majority in both males and females with a median age of 36 and median BMI of 28, and this group also has the highest percentage of borderline hypertension (46%). This data demonstrates an opportunity to intervene in a group of young adults (ages 27-46) with a cluster of high-risk borderline risk factors and preventing them from developing obesity, hypertension and diabetes later in life.
Fiona Cust, Keeley Guest
Published: 19 December 2019
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n4p21

Abstract:Background and objective: The provision of appropriate ‘pastoral’ support for nursing students is acknowledged to be problematic for a variety of reasons, (time constraints, staffing levels, unmanageable workloads). The need to initiate and access more suitable support is imperative – particularly in the light of the increasing number of students suffering with mental health issues. This study examines the dynamics of a student peer support programme over a two-year period. Twenty-one first year students (child field) gave fully informed consent to being involved in a peer support study. Nineteen second year students (again, child field) consented to being peer supporters for the junior students.Methods: The team, consisting of two academics and two clinicians, explored the relatively simple option of second year nursing students ‘peer supporting’ first year students in various aspects of their training over a two-year period – from social support, academic support, pastoral support and clinical support. An evaluation of the initiative was through a questionnaire at four separate intervals over the two-year period.Results: The results were hugely positive, and encouraging. Both cohorts of student found the intervention accessible, supportive, and sustainable. Peer support may be a relatively straightforward, and simple concept to assist junior nursing students in their often very complex, and overwhelming, transition.