Contemporary Nurse最新文献

{"title":"Strategies for culturally safe research with Native American communities: an integrative review.","authors":"Teresa N Brockie,&nbsp;Kyle Hill,&nbsp;Patricia M Davidson,&nbsp;Ellie Decker,&nbsp;Lydia Koh Krienke,&nbsp;Katie E Nelson,&nbsp;Natalie Nicholson,&nbsp;Alicia M Werk,&nbsp;Deborah Wilson,&nbsp;Deana Around Him","doi":"10.1080/10376178.2021.2015414","DOIUrl":"https://doi.org/10.1080/10376178.2021.2015414","url":null,"abstract":"<p><p><i>Background</i>: A history of unethical research and deficit-based paradigms have contributed to profound mistrust of research among Native Americans, serving as an important call to action. Lack of cultural safety in research with Native Americans limits integration of cultural and contextual knowledge that is valuable for understanding challenges and making progress toward sustainable change. <i>Aim</i>: To identify strategies for promoting cultural safety, accountability, and sustainability in research with Native American communities. <i>Method</i>: Using an integrative review approach, three distinct processes were carried out: (1) appraisal of peer-reviewed literature (Scopus, PubMed, and ProQuest), (2) review of grey literature (e.g. policy documents and guidelines), and (3) synthesis of recommendations for promoting cultural safety. <i>Results</i>: A total of 378 articles were screened for inclusion, with 55 peer-reviewed and grey literature articles extracted for full review. Recommendations from included articles were synthesised into strategies aligned with eight thematic areas for improving cultural safety in research with Native American communities. <i>Conclusions</i>: Research aiming to understand, respect, and acknowledge tribal sovereignty, address historical trauma, and endorse Indigenous methods is essential. Culturally appropriate, community-based and -engaged research collaborations with Native American communities can signal a reparative effort, re-establish trust, and inform pragmatic solutions. Rigorous research led by Native American people is critical to address common and complex health challenges faced by Native American communities. <i>Impact statement</i>: Respect and rigorous methods ensure cultural safety, accountability, and sustainability in research with Native Americans.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://ftp.ncbi.nlm.nih.gov/pub/pmc/oa_pdf/59/72/nihms-1841920.PMC9596189.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39838074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Indigenous-led First Peoples health interprofessional and simulation-based learning innovations: mixed methods study of nursing academics' experience of working in partnership.","authors":"Roianne West,&nbsp;Vicki Saunders,&nbsp;Leeona West,&nbsp;Renee Blackman,&nbsp;Letitia Del Fabbro,&nbsp;Georgina Neville,&nbsp;Fiona Rowe Minniss,&nbsp;Jessica Armao,&nbsp;Thea van de Mortel,&nbsp;Victoria J Kain,&nbsp;Katina Corones-Watkins,&nbsp;Elizabeth Elder,&nbsp;Rachel Wardrop,&nbsp;Martha Mansah,&nbsp;Cieon Hilton,&nbsp;Jamie Penny,&nbsp;Kerry Hall,&nbsp;Kylee Sheehy,&nbsp;Gary D Rogers","doi":"10.1080/10376178.2022.2029518","DOIUrl":"https://doi.org/10.1080/10376178.2022.2029518","url":null,"abstract":"<p><p><i>Background</i>: Collaborative, Indigenous-led pedagogical and research approaches in nursing education are fundamental to ensuring culturally safe curriculum innovations that address institutional racism. These approaches privilege, or make central, Indigenous worldviews in the ways healthcare practices are valued and assessed. With the aim of informing excellence in cultural safety teaching and learning, and research approaches, this study draws on the experiences and key learnings of non-Indigenous nursing academics in the collaborative implementation of First Peoples Health interprofessional and simulation-based learning (IPSBL) innovations in an Australian Bachelor of Nursing (BN) program.<i>Methods</i>: An Indigenous-led sequential mixed method design was used to investigate non-Indigenous nursing academics' experiences in the design, development and delivery of two IPSBL innovations. A validated survey (the Awareness of Cultural Safety Scale, (ACSS)) was administered to nursing academics before and after the innovations were delivered. Phenomenological interviews were also conducted following the implementation of the innovations.<i>Results</i>: Of the 27 staff involved in the delivery of the innovations, six nursing academics completed both pre-and post-surveys (22%). Nine (33%) participated in phenomenological interviews. There was a non-significant trend towards improved scores on the ACSS following the delivery of the innovations. Nursing academics' perceptions of the innovations' relevance to their practice were enhanced. An increased awareness of culturally safe academic practices was reported among those actively involved in innovations.<i>Impact statement</i>: Indigenous-led approaches in teaching and research promote excellence within mandatory cultural safety education for nurses and midwives.<i>Conclusions</i>: This study confirms the importance of educating the educators about cultural safety in teaching and learning, and research approaches. It also provides important insights into how non-Indigenous nursing academics can work within Indigenous-led pedagogical and research approaches to design culturally safe curriculum innovations.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39910547","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“Teaching in Circle” with student nurses contributes to experiential understanding of Cultural Safety","authors":"F. Doran, Beth Wrigley, E. Rix","doi":"10.1080/10376178.2022.2054840","DOIUrl":"https://doi.org/10.1080/10376178.2022.2054840","url":null,"abstract":"Background: Cultural safety is mandated for Australian nursing practice and education. Cultural safety privileges the knowledge of the client, who determines whether healthcare is culturally safe. Understanding and learning cultural safety requires critical self-reflection to expose clinicians’ assumptions, unconscious biases, beliefs and actions, and their impact on clients. More research is required on best-practice strategies on how students learn about cultural safety in nursing education. Experiential pedagogical methods may be one such strategy to promote understanding of principles that underpin safe environments. Objectives: To explore the influence of “Teaching in Circle” to enhance students’ understanding of cultural safety within the classroom environment. Methods: Students in first-year undergraduate Bachelor of nursing units participated. Teachers facilitated tutorials using a respectful adaptation of “Teaching in Circle” methodology; it was underpinned by the principles of Yarning, an Aboriginal and Torres Strait Islander Peoples way of learning and communicating in groups. Students developed principles to guide the facilitation of a more culturally safe classroom, providing written feedback on the environment and their participation in the circle. Results: Student feedback was reflected in three themes: “Journey through unfamiliar territory”; “More personable way of learning and sharing” and “Relational engagement creates safety”. Student perspectives resonated strongly with the principles of cultural safety or lack of within healthcare settings. The method disrupted normative classroom/learning environments and supported experiential learning about the principles of cultural safety. Conclusions: “Teaching in circle” provided an experiential means of enhancing first-year nursing students’ understanding of the principles of cultural safety. This learning should be embedded in the nursing curriculum and on-going education to prepare nurses to provide culturally safer care to Aboriginal and Torres Strait Islander Peoples. The study supports similar research calling for innovative learner-focused, experiential methods for the development of the practice of cultural safety in Australian nursing education. Impact statement: Exploratory research project, “Teaching in Circle” with student nurses contributes to experiential understanding of cultural safety principles.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81257450","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Talking Circle For Young Adults (TC4YA) intervention: a culturally safe research exemplar","authors":"J. Lowe, Eugenia Millender, Odette Best","doi":"10.1080/10376178.2022.2080087","DOIUrl":"https://doi.org/10.1080/10376178.2022.2080087","url":null,"abstract":"Background: As a result of the intergenerational trauma impact and experience, Native Americans continue to exhibit trauma-related issues such as high rates of substance use. After leaving high school, the pressures and stress of continuing an education, finding work/employment, and the responsibilities related to family and tribal community obligations result in the Native American young adult being more vulnerable to substance use. Objective: The purpose of this paper is to report findings of the Talking Circle intervention impact on the outcome variables of Native-Reliance, substance use, stress, and behavioural health, depression, and cumulative trauma. Methods: Native-Reliance was the theoretical underpinning for the study, demonstrating culturally safe research. A pre-test/post-test one-group design was utilised to examine how the Talking Circle intervention influenced the outcome variables. In total, 75 Native American participants, ages 18–24, participated in the Talking Circle intervention sessions. Baseline pre-intervention measures were completed and were repeated at 6-month post-intervention. Results: At 6-month post-intervention, Native-Reliance significantly revealed an increase of 40.55 (t = 22.13, p < .001), sources of stress (SS) revealed a significant decline of 3.68 (t = −18.39, p < .001), behavioural health issues (BH) showed a significant decline of 3.63 (t = −15.36, p < .001), substance-related issues (SR) showed a significant decline of 3.57 (t = −15.24, p < .001), depression (PHQ-9) showed a significant decline of 4.85 (t = −17.02, p < .001), and cumulative trauma revealed a significant decline of 2.77 (t = −13.39, p < .001). Conclusions: The use of a culturally safe Talking Circle intervention evidenced a research approach that resulted in a positive impact on reducing substance use and increasing the well-being of young Native American young adults. Impact Statement: Culturally safer intervention environments are conducive to results in outcomes that are positive and effective.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87935824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural Safety: Beyond the rhetoric","authors":"T. Power, L. Geia, Denise Wilson, T. Clark, Roianne West, Odette Best","doi":"10.1080/10376178.2022.2087704","DOIUrl":"https://doi.org/10.1080/10376178.2022.2087704","url":null,"abstract":"We acknowledge the sovereignty of Indigenous peoples across the Earth as the traditional custodians of Country, and their timeless and embodied relationships with cultures, communities, lands, waters, and sky. We pay our respects to Elders, past and present, particularly those who led the way, allowing us to realise our own calling to be healers. In this second iteration of a two-part special issue on Cultural Safety, we the Australian and Aotearoa New Zealand members of the guest editorial team would like to take this opportunity to draw attention to two contemporary examples of institutional racism in nursing and midwifery care in our respective countries. Despite decades of Indigenous activism, antiracism educational initiatives, and regulatory reforms, racism continues to be an endemic oppressive element in nursing and midwifery, and health systems. Despite Indigenous knowledges, anti-racism and Cultural Safety mandates being embedded in our professional standards and codes of conduct (Nursing and Midwifery Board of Australia, 2018; Nursing Council of New Zealand, 2011), we are forced to continue to interrogate the ongoing practice of culturally unsafe nursing and midwifery care. As a guest editorial team, we are also members of our Indigenous communities. We share the lived experience of family and community, of marginalisation, intergenerational trauma, and the profound bereavement of deaths from preventable health conditions. Statistics tell a narrative of deficit, of inequitable determinants of health and disproportion in our Indigenous health status compared to the mainstream population. As Indigenous nurses and midwives, we are also members of an international body of health care professionals where we have seen and experienced racism in our respective national health care systems. We bring witness to its complicit role in enacting direct and indirect trauma upon Indigenous peoples and their communities from culturally unsafe, and negligent nursing and midwifery practices. The examples of unsafe practices we share in this paper are to highlight our argument that systemic racism continues to go unchecked and reforms at leadership and policy levels are not addressing the issue with expedience.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87252863","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Clarifying Cultural Safety: its focus and intent in an Australian context","authors":"Leonie Cox, Odette Best","doi":"10.1080/10376178.2022.2051572","DOIUrl":"https://doi.org/10.1080/10376178.2022.2051572","url":null,"abstract":"The nursing/midwifery professions are facing a sea change with the inclusion of cultural safety in the Code of Conduct for Registered Nurses [Nursing and Midwifery Board of Australia. (2018a). Midwife standards of practice. Retrieved January 30, 2021, from https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards.aspx], the Code of Conduct for Midwives [Nursing and Midwifery Board of Australia. (2018b). Code of conduct for nurses. Retrieved January 30, 2021, from https://www.nursingmidwiferyboard.gov.au/codes-guidelines-statements/professional-standards.aspx], the Registered Nurse Accreditation Standards (Australian Nursing and Midwifery Accreditation Council. (2019). Registered Nurse Accreditation Standards. Retrieved from https://www.anmac.org.au/), and the Midwife Accreditation Standards [Australian Nursing and Midwifery Accreditation Council. (2021). Midwife Accreditation Standards. Retrieved from https://www.anmac.org.au/standards-and-review/midwife]. In this paper, we focus on the theme of enabling cultural safety seeking to overcome the barrier of confusion surrounding it. The inclusion of cultural safety in codes and accreditation standards highlights the pressing need for these professions to attain deep understanding of cultural safety so that clinicians and educators can confidently practice and teach in this area. This need is underscored by the context of heightened awareness, that developed amongst mainstream Australians with Black Lives Matter in 2020, of inequity including health inequity. Our concern as academics responsible for staff development, curriculum development and implementation in university Schools of Nursing/Midwifery is to enable and support the teaching and practice of cultural safety. Its focus on working in partnership, addressing power imbalances, racisms and related systems of discrimination constitutes it as a vastly different model to cultural other-awareness and notions of cultural competency which have held sway on matters of culture in health service provision up to now. Our approach was to undertake a reflection on our combined decades of studying, leadership, teaching, and practice of cultural safety, which consistently showed the confusion in Australia about the model overall and about the definition of culture underpinning it. This paper supports the profession by addressing the need to educate academics and clinicians on cultural safety itself and on the role of all nurses/midwives, Indigenous and non-Indigenous, in these endeavours. This paper encourages a coherent development and confident implementation of cultural safety curriculum and practice to meet current requirements.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79762889","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Missed nursing care in a long-term rehabilitation setting: findings from a cross-sectional study.","authors":"Matteo Danielis,&nbsp;Michela Fantini,&nbsp;Sonia Sbrugnera,&nbsp;Tiziana Colaetta,&nbsp;Maria Rosa Maestra,&nbsp;Maura Mesaglio,&nbsp;Alvisa Palese","doi":"10.1080/10376178.2022.2029515","DOIUrl":"https://doi.org/10.1080/10376178.2022.2029515","url":null,"abstract":"<p><p><i>Background:</i> There is a growing amount of literature that links missed nursing care (MNC) to negative patient outcomes, reduced patient safety and poor quality of care. However, only few studies have investigated this phenomenon in long-term rehabilitation settings.<i>Aim:</i> To explore MNC occurrence, type, reasons and predictors in three rehabilitation units.<i>Design:</i> A cross-sectional study was performed between August and September 2017.<i>Method</i>: 95 registered nurses and nursing assistants completed section A (interventions missed) and section B (perceived reasons for MNC) of the MISSCARE Survey tool. Descriptive, bivariate and linear regression analyses were performed.<i>Findings</i>: The top missed elements were patient ambulation (score 2.4 out of 5, Standard Deviation [SD] 0.8), mouth care (2.3, SD 0.8) and participation to multidisciplinary meetings (2.3, SD 1.1). Lack of personnel was the most frequent reason reported for MNC with a score of 2.9 out of 4 (SD 0.9). At the linear regression analysis, advanced nursing education (β = 3.58, CI 95% 1.32-5.84) and inadequate handovers (β = 3.64, CI 95% 0.37-6.91) both increased the perception of MNC occurrence.<i>Conclusion:</i> MNC occurrence in rehabilitation settings appears to be lower than in other contexts; however, the most commonly missed elements are similar to those reported in other settings. As good strategies to detect the difference between expected nursing care and the one delivered to patients, advanced education and good quality handovers seem beneficial. Further research is needed to establish more evidence on predictors by developing longitudinal study designs.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39817705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Role transition of newly graduated nurses: a qualitative study.","authors":"PingRu Hsiao,&nbsp;ChunChih Lin,&nbsp;ChinYen Han,&nbsp;LiChin Chen,&nbsp;LiHsiang Wang,&nbsp;ChingChing Su","doi":"10.1080/10376178.2022.2029519","DOIUrl":"https://doi.org/10.1080/10376178.2022.2029519","url":null,"abstract":"<p><strong>Background: </strong>Newly Graduated Nurses in different socio-cultural contexts confront dissimilar situations and influences on role transfer. It is important to understand how newly graduated nurses reconstruct their own professional concept of clinical nurses.</p><p><strong>Objectives: </strong>This study aimed to explore how Taiwanese newly graduated nurses perceived their new role and the process through which they transition into the professional role.</p><p><strong>Methods: </strong>Charmaz's constructivist grounded theory guided the study's design and implementation. Purposive and theoretical sampling and the snowball technique were used to recruit 30 participants from 3 tertiary and 2 community hospitals in Taiwan. Interviews were audio-recorded and transcribed verbatim into a readable format. Initial, focused and theoretical coding was utilized for data analysis. The criteria of credibility, originality, resonance and usefulness guided assessment of the study's quality and ensured the trustworthiness of the study process.</p><p><strong>Results: </strong>The process of role transition to become a nurse comprised four stages: hesitation, psychological preparation, development and appreciation. The hesitation stage was interpreted as a phase of passive learning. In the psychological preparation, newly graduate nurses began to take full work responsibility. The development stage saw them gain work confidence and, in the appreciation stage, they acquired a full picture of their roles.</p><p><strong>Conclusion: </strong>To bridge the gap between theoretical learning and practice and reduce the time new graduate nurses need for role adjustment contributes to an early stage of Hesitation rather than the Appreciation stage of role transition. The findings suggest the need for further research to explore newly graduated nurses' needs during the process of role transition.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39815033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identifying the effects of supplemental oxygen administration on the health outcomes of patients presenting with acute coronary syndrome and oxygen saturation >93% - a systematic review.","authors":"Emma Pacleb,&nbsp;Vasiliki Betihavas","doi":"10.1080/10376178.2022.2029516","DOIUrl":"https://doi.org/10.1080/10376178.2022.2029516","url":null,"abstract":"<p><p><i>Objectives</i>: Oxygen was commonly used in the early management of patients presenting with Acute Coronary Syndrome (ACS) regardless of their oxygen saturation. Inappropriate administration of supplemental oxygen could potentially result in adverse patient health outcomes.<i>Aim:</i> To identify the effects of supplemental oxygen administration on the health outcomes of patients presenting with ACS and oxygen saturations >93%.<i>Method</i>: Systematic review. The CINAHL, PubMed, Cochrane and Medline databases were searched for relevant literature. Inclusion criteria included articles published from 2008-2019, adult participants, primary studies, and participants with uncomplicated ACS and have oxygen saturation >93%. Eligible studies were assessed for rigour using a critical appraisal tool.<i>Results</i>: Seven randomised controlled studies were included for analysis. Themes were also used to group the assessed endpoints. The three main outcomes analysed were: infarct size and cardiac function; adverse cardiac events; and mortality. Two of the seven studies found a statistically significant relationship between oxygen administration, infarct size, and adverse cardiac events. Conversely, five of the seven studies reported that supplemental oxygen did not have statistically significant benefit over room air.<i>Conclusion</i>: This review identified that oxygen should not be administered to patients who present with ACS and have oxygen saturations >93%. This is due to the potential risk of adverse outcomes: increased infarct size, mortality, and adverse events.<i>Impact statement</i>: Recent update of guidelines despite evidence opposing oxygen delivery in ACS means the education of nurses is imperative for safe practice.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39820227","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effect of an evidence-based poster on the knowledge of delirium and its prevention in student nurses: A quasi-experimental study.","authors":"George Frederick Glass,&nbsp;Hongyun Tan,&nbsp;Ee-Yuee Chan","doi":"10.1080/10376178.2022.2044872","DOIUrl":"https://doi.org/10.1080/10376178.2022.2044872","url":null,"abstract":"<p><strong>Background: </strong>A major barrier to nurses adopting evidence-based practice (EBP) has been the limited awareness of evidence underpinning clinical practice, often due to poor access and understanding of the literature base. To address this, we piloted the development of educational posters summarizing the evidence base around clinical practices to see if they help nurses better understand the rationale behind their care. Our first poster focused on the evidence supporting the management of delirium in older persons, specifically delirium identification and its prevention.</p><p><strong>Objective: </strong>To examine the effect of an evidence-based poster education on the delirium knowledge of student nurses.</p><p><strong>Design: </strong>A prospective two-armed quasi-experimental study.</p><p><strong>Methods: </strong>188 student nurses were recruited in December 2017. Participants were alternated to receive either an evidence-based poster education session or a reflective education session as a control. Both groups were assessed on their general knowledge on delirium, knowledge on delirium detection and knowledge on delirium prevention. This was conducted both before exposure to either the intervention or control, and one week after exposure. Unpaired t-tests with 95% confidence intervals (CI) were applied to compare the mean change in pre-test and post-test delirium knowledge. We used the Transparent Reporting of Evaluations with Nonrandomized Designs (TREND) checklist to report our methods and findings.</p><p><strong>Results: </strong>Students in the poster education group reported greater improvements in mean scores of delirium identification (Mean increase  = 1.0, <i>p</i> = 0.007, 95% CI: 0.3-1.6), delirium prevention (Mean increase  = 1.6, <i>p</i> < 0.001, 9% CI: 1.0-2.2) and overall delirium knowledge (Mean increase = 2.7, <i>p</i> < 0.001, 95% CI: 1.5-3.8) than students in the control.</p><p><strong>Conclusion: </strong>Summarised research evidence within a poster format can increase student nurses' access to the evidence base. This has shown to increase their knowledge to guide their clinical practice.</p><p><strong>Impact statement: </strong>Exposure to poster summaries of research evidence underpinning delirium care increases student nurses' clinical knowledge of delirium identification and prevention.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":null,"pages":null},"PeriodicalIF":1.6,"publicationDate":"2021-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39938684","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}