Journal of Nursing Education and Practice
Journal Information
ISSN / EISSN :
19254040 / 19254059
Current Publisher: Sciedu Press (10.5430)
Total articles ≅ 1,486
Archived in
SHERPA/ROMEO
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Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p79
Abstract:Objective: Stroke is considered the main health problem and the second leading cause of death worldwide. Stroke resulting in varied and unpredictable complications if not managed correctly in the acute stage with intensive rehabilitation therapy which may affect stroke prognosis, and resulting functional decline. Therefore, the aim of the study was to explore the consequences of rehabilitation versus conventional care on physiological parameters during the acute stroke recovery period.Methods: The quasi-experimental research design was used in the neurology department at Mansoura University Hospital. A convenient sample of sixty-four adult patients of both sex with stroke, who corresponded to inclusion criteria was assigned into two equal groups, study group (rehabilitation group) and control group (conventional care).Results: The results indicates, acute phase rehabilitation limit physiological parameters deterioration during acute stroke recovery period comparing to conventional care only.Conclusions: Acute phase stroke rehabilitation has a significant positive impact on physiological parameters.
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p72
Abstract:Background and objective: Diabetes Mellitus (DM) is not only a health issue but also an economic issue in India. Incorrect insulin injection techniques can lead to side effects such as pain, lipohypertrophy, and poor glycemic control. We designed the present study to assess nurses’ knowledge about safe insulin administration and evaluate the role of a planned teaching programme on knowledge and practices of safe insulin injection techniques in a group of nurses in tertiary care hospital.Methods: This is a pre-post design to study the effectiveness of the structured training programme - one hour of didactic lecture followed by demonstration of safe injection practices. Demographic data and knowledge about safe insulin practices were collected at baseline. We conducted two post training assessments–day one and three months after training. The injection practices were assessed using a check-list. We used the random effects linear regression model to identify factors associated with change in scores over these three observations.Results: The mean (SD) scores for insulin knowledge at baseline was 6.81 (2.28). It significantly increased to 16.85 (1.84) immediately after training (p < .001). These scores reduced significantly after three months compared with post-training scores (14.18 [2.14]; p < .001). A significantly higher proportion of nurses had used re-suspension technique for insulin injection after three months (76.3% vs 52.5%, p = .003) and cleaned the injection site with alcohol swab before injection (93.8% vs. 75.0%, p = .001). On an average, knowledge scores changed by -0.15 (95% CI: -0.29, -0.02; p = .03) with each unit increase in age (years). The average score in nurses with a degree was significantly higher compared with those who had a diploma (1.02, 95% CI: 0.28, 1.76; p = .007).Conclusions: The study demonstrated that insulin injection practices improve with adequate guidance and information. However, there is a need to have a regular training programme to sustain the practices. Certain practices such as site rotation and assessing lipo-hypertrophy, and the relation between these two should be emphasized in these sessions.
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p36
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Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p42
Abstract:Objective: To explore and describe how newly-graduated Masters of Science in Nursing experienced engaging in nursing research-related tasks in daily clinical practice.Methods: Fifteen nurses withholding a Masters of Science in Nursing degree were recruited from our longitudinal cohort study and interviewed six months after graduation in December 2016 (n = 10) and in December 2017 (n = 5), respectively. Data were analysed using Graneheim and Lundmann’s qualitative manifest and latent content analysis. Lincoln and Guba’s four criteria of trustworthiness were followed.Results: The main theme of the overall interpretation was Camouflaging nursing research-related tasks in clinical practice. The main theme describe the Master of Science in Nursing graduates as highly motivated to use their new academic skills in clinical practice and how they have to hide their engagement in research due to the barriers, which are outlined in the three themes: the position as time restrainer, the management as gatekeeper, and the nursing culture as norm setter.Conclusions: The study contributes with knowledge on how the Master of Science in Nursing graduates struggle to use their academic skills in clinical practice and how they felt the need to camouflage their commitment in research because it was not well reputed among their colleagues.
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p65
Abstract:Objective: Peanut allergies are common in the pediatric population. Peanut oral immunotherapy (OIT) can cause anxiety for children and families. A pilot study was conducted to determine what elements parents consider most useful in reducing anxiety within a newly implemented OIT program.Methods: A convenience sample of parents (n = 15) was surveyed to measure perceptions of specific anxiety-reducing elements at a private allergy practice.Results: The 10-question parent survey utilized a Likert Scale measuring how various elements of the OIT program reduced their anxiety. All elements that were provided directly by the clinic received favorable ratings.Discussion and conclusions: Commercially prepared peanut OIT will soon receive FDA approval, and allergy clinics will consider implementing this new therapy for peanut allergic patients. Food allergies invariably cause anxiety for parents and children, therefore careful consideration of how to decrease anxiety during OIT therapy was examined in this pilot study.
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p57
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Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p51
Abstract:This article reports on the effectiveness of a pilot project, where older adult volunteers attending college campus programs were recruited to act as mock patients (MP) in a two-hour clinical simulation experience for primary care nurse practitioner (NP) students learning about geriatric assessment. Primary care providers, such as NPs, study variable content on geriatrics and see older adults in their primary care clinical practica yet report they desire more time in their training to practice geriatric assessment techniques, apply clinical practice recommendations, and discuss broader aspects of cases being managed by NPs within the interdisciplinary team. Utilization of live models acting as MPs with small groups of students acting as one provider is one way in which health care trainees can take more time to learn from each other as well as the models in the simulated clinical setting. The professor wrote a hypothetical case study based on clinical practice experience that either a male or female volunteer retiree could play as the MP. The case was a 75-year-old retiree with multiple other chronic conditions, on multiple medications, presenting with acute on chronic fatigue. Of the 48 students who participated, 47 returned surveys. Aggregate scores indicated an overall effectiveness of 88% across multiple aspects of geriatric primary care. Qualitative data indicated that the NP students would like more such cases in which they get more lead time with the case information to consider the myriad factors at play and have smaller groups of students per MP. The older adults who volunteered as MPs reported overwhelmingly that they found participating in the students’ education to be rewarding and a chance to offer input about improvement in the care of older adults in the current health system in our aging society. There was consistent feedback that the program should be continued and enhanced. The case content is offered in this article for use by other health care professionals who educate trainees in primary care.
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n2p91
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Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p27
Abstract:Background: There is evidence linking Lesbian, Gay, Bisexual, and Transgender (LGBT+) health education with improvement in nursing students’ knowledge, attitudes, and comfort of LGBT+ health considerations.Methods: In a pre- and post-test study design, a total of 77 master’s entry to nursing practice (MENP) students completed the LGBT+ health educational module during the Community Health Nursing course.Results: Statistically significant results were found between pre-test to post-test data for knowledge (p < .001, Cohen’s d 2.52), attitudes (p < .001, Cohen’s d 0.35), and comfort (p = .001, Cohen’s d 0.31) of LGBT+ health considerations.Conclusions: The LGBT+ health education module improved MENP students’ attitudes and comfort with LGBT+ clients and markedly increased their knowledge of LGBT+ health considerations. Findings suggest LGBT+ health education can be implemented by nursing faculty in master’s entry to nursing practice programs with a positive impact on student knowledge, attitudes, and comfort.
Journal of Nursing Education and Practice, Volume 10; doi:10.5430/jnep.v10n3p19
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