Substance abuse education for clinical nurses: a controlled study

BACKGROUND: A study was conducted to evaluate a substance abuse component of a workshop for nurses being promoted to the position of Advanced Clinical Nurse. METHODS: We compared whether the 88 nurses who received the educational intervention increased their knowledge and enhanced their feelings of competence regarding the care of chemically dependent patients more than a control group of nurses who received the promotion workshop without the substance abuse component. RESULTS: The nurses in the intervention group had greater increases in knowledge and competence. CONCLUSIONS: This study points out the importance of providing hospital nurses with continuing education on substance abuse to compensate for their educational deficiencies, to provide the information they need and desire, and to help them meet the ANA's practice standards.     

Coping with transition: neonatal nurse practitioner education for the 21st century

As neonatal intensive care nurses face downsizing and/or cross-training, new opportunities are emerging for advanced practice nurses in follow-up care of neonatal intensive care unit graduates, case management, quality improvement, and community hospital care. This article identifies current issues in neonatal nurse practitioner (NNP) education as the model has shifted from hospital-based, certificate programs to graduate degree programs offered by colleges/universities of nursing. Opportunities for increasing NNP role flexibility and recommendations for bridging the transition to a 21st century education model for neonatal advanced practice nurses are also discussed. Despite the turmoil of change and uncertainty, the future for neonatal advanced practice nurses is positive. Successful nurses will master the skills of adaptability, flexibility, self-directed learning, leadership, and the provision of relationship centered care. Neonatal nursing educators must constantly monitor clinical practice and re-evaluate the curriculum to ensure the necessary knowledge and skills for successful practice can be achieved from the educational program. It is critical that faculty are cognizant of emerging trends and changing roles in the practice area. Additional learning opportunities may be required for graduates to successfully move into the next century.     

Health risks and health promotion for older women: utility of a health promotion diary

Elderly women require health screening and health promotion services from nurses and other health care providers. Nurses serving this population require knowledge of age-specific health screening and health promotion services. A case study from a geriatric nurse practitioner's practice demonstrates the complexity of these activities. A diary of such services can help nurses focus on elderly women's needs for health promotion interventions.     

Nurses' knowledge of infection control

The article is based on a research study examining infection control in nurse education and practice. A survey of a large population was carried out to establish the perceived importance of microbiological knowledge to nurses and to ascertain whether this knowledge was present. The results suggest that although microbiological knowledge is considered necessary for safe infection control practice, nurses' actual knowledge falls far short of the level required for 'informed' practice. What this implies in relation to patient care, and recommendations regarding education and practice, are discussed.     

The institutionalized elderly: dry to the bone!

The fluid intake of 57 elderly male and female patients, drawn from psychogeriatric, long-term care and geriatric admission units, was monitored. The fluid intake was determined by direct observation and recording of fluids consumed by each subject over three 24-hour periods. In all cases, regardless of the unit, level of dependency, cognitive or continence status, elderly patients received considerably less fluid than the recommended daily intake of 2000-2500 ml. In the case of patients who were cognitively impaired, dependent and incontinent, fluid intake was less than patients who did not have these impediments. Forty-seven nurses, working on the three units, completed a self-administered questionnaire on the fluid needs of elderly patients. Generally, nurses' knowledge was inadequate in a number of areas such as the signs and complications of dehydration and the fluid requirements of the elderly. A study of this size does not permit general conclusions to be drawn. Nonetheless, if the results are indicative of current practice, nurses do not have a good knowledge of the fluid needs of the elderly, and the low level of fluid intake constitutes a form of neglect.     

Loss of lifetime due to radiation exposure-averaging problems

The transformation of health care in the United States necessitates developing creative strategies to provide quality and cost-effective care for the critically ill obstetric patient population. A discussion of the care of these patients is presented in a multidisciplinary framework, using a case study to illustrate the management process. The significance of contributions and collaboration of advanced practice nurses in perinatology and critical care in the care management of the critically ill obstetric patient is described. Such strategies as location of the patient and educational preparation for nurses caring for these complex patients are offered for consideration. Implications are described and recommendations are made for administrative and clinical practice.     

Roles of advanced practice nurses in oncology

Managed care is a process of health-care management that integrates financing, cost-containment strategies, and business principles with the delivery of health care. Managed care's rapid transformation of specialty practices, such as oncology, is redirecting classic nursing functions toward market initiatives that value the design of care/case management systems and the implementation of multidisciplinary "patient-centered" care models. As health-care systems continue to evolve, advanced practice nurses (APNs) are redefining their roles and enhancing their skills to meet the demands of the marketplace. Advanced practice nurses are defined as registered nurses who have met advanced educational and practice requirements and are prepared at the graduate level. This paper will identify the four established APN roles: nurse practitioner (NP), nurse anesthetist, nurse midwife, and clinical nurse specialist (CNS), as well as highlight the nurse practitioner and clinical nurse specialist as the leadership APN roles within oncology practice. The adaption to managed care has identified new functions and created opportunities for these APN specialties that are being viewed both competitively by other oncology health-care providers and creatively by managed-care organizations. The integration of these emerging roles within the new advanced nursing market and their contributions to oncology care are also discussed.     

Retention of advanced cardiopulmonary resuscitation knowledge by intensive care trained nurses

The teaching and reinforcing of advanced cardiopulmonary resuscitation (ACPR) is an important part of the role of an intensive care nurse manager. This study highlights the need for a structured training programme, as well as regular updates in ACPR. Current research shows poor retention of CPR skills amongst nursing staff. A small study was undertaken amongst intensive care trained nurses at The Middlesex Hospital intensive care unit (ICU). 18 nurses took part in the study, and were each interviewed with regard to their knowledge of ACPR in December 1990. The period of time since last trained in ACPR ranged from 2 months-4 years. Those who had been recently updated in ACPR (up to 4 months prior to interview) scored higher than those who were updated more than 2 years ago. The results showed that most nurses interviewed were only able to answer correctly half the questions asked. These results indicate that the nurses in the study generally demonstrated a severe lack of knowledge of ACPR. This indicates the need for a structured training package in ACPR, followed by frequent reinforcement of ACPR knowledge and skills for nurses practising in an ICU environment.     

Struggling for control: the care experiences of 'difficult' patients in mental health services

Although there is increasing recognition of the existence of 'difficult' patients who present particular challenges to mental health nurses, no research has been conducted into their perceptions of services and their experiences of care. This study identifies mental health service users who are defined by nurses as 'difficult' and explores their perceptions of their care experience. The results support earlier studies which suggested that 'difficult' patients challenge nurses' competence and control: despite their different roles both nurses and 'difficult' patients were aware of the struggle to gain or retain a notion of control. Respondents were able to identify the qualities of nurses and nursing interventions which had a positive effect on their care experience. Where nurses were perceived to demonstrate respect, time, skilled care and a willingness to give patients some control and choice in their own care, feelings of anger were reduced. These findings are discussed within the conceptual framework of 'power over' and 'power to' and implications for practice and research are considered.     

Power or the lack of it in nursing care

Power is required to obtain professional goals. The aim of this study is to clarify the significance of power and the lack of it in the opinions of nurses and in prevailing nursing practice. The power of the nurse was measured by the nurse's own assessment of her/his capability to improve the quality of nursing care. The data were collected from all the registered nurses (n = 179) of five hospitals. The response was 70%. The powerful nurses had more knowledge, were better motivated, implemented policies more often, acted consciously towards nursing goals and collaborated better than the powerless nurses. The results demonstrated that nurses who had enough power possessed both wider and deeper cognitive and moral dimensions and had better skills in human interaction than did the powerless nurses.     

Complementary and alternative therapies for our aging society

Gerontological nurses are dynamic individuals who recognize the necessary changes needed to reform a biotechnology-driven health care system to become a relationship-centered, care-driven healing system with elders. They must continue to take action to enhance caring and healing at personal levels and in various professional levels of clinical practice and health care reform. As gerontological nurses pursue personal, clinical, educational, and research approaches to holistic nursing and caring-healing modalities, they increase their knowledge and skills of holism and the complex body-mind-spirit interconnections, and provide relationship-centered care (Tresolini, 1994). Gerontological nurses then truly blend the art and science of caring with elders, and lead to a deeper understanding of healing as a lifelong journey into wholeness (Achterberg, Dossey & Kolkmeier, 1994).     

Rural school nurses' attitudes about AIDS and homosexuality

The AIDS epidemic has spread to rural areas of the United States. Conservative rural communities are facing the challenge of having children with HIV entering school. School nurses, as the only health care providers in the schools, are in a strong position to facilitate the education of children with HIV and to provide AIDS education to students, faculty, and parents. School nurses' knowledge and attitudes about AIDS and people with AIDS influence their effectiveness in prevention activities and care of HIV-infected children. This study examined the relationship between specific demographic, practice, and cultural variables and rural school nurses' attitudes about AIDS and homosexuality. Sixty-nine school nurses responded to a mailed questionnaire as part of a larger study of rural nurses. Results indicate attitudes about homosexuality were related to nurses' homosexual knowledge and religious beliefs while attitudes about AIDS were related to nurses' willingness to care for people with AIDS and feeling prepared to do so.     

Induction of an adaptive response to quercetin, mitomycin C and hydrogen peroxide by low doses of quercetin in V79 Chinese hamster cells

BACKGROUND: Research has shown that critical care nurses show low accuracy on written tests of placement of electrodes, yet it is unknown how this low accuracy translates into placement of electrodes on actual patients. OBJECTIVES: To determine if accuracy scores differ between three methods (written knowledge, simulated clinical practice, actual clinical practice) of evaluating placement of continuous ECG electrodes by a group of cardiac care nurses. METHODS: A standardized scoring diagram was used with three different methods of measuring the accuracy of 44 nurses who worked on a telemetry unit or medical ICU in placing continuous ECG electrodes. The three methods were (1) written knowledge--placement of stickers on a diagram of a torso, (2) simulated clinical practice--placement of electrodes on a human model, and (3) actual clinical practice--placement of electrodes on an assigned patient. RESULTS: For the total diagram score (maximum score = 11), no significant differences among groups were found. For the V1 subscale score (maximum score = 4), a significant difference among groups was found: Scheffé's test showed that the significant difference was between simulated and actual clinical practice. Percentages of nurses achieving the maximum, or accurate, score were 18% for written knowledge, 25% for simulated clinical practice, and 9% for actual clinical practice. CONCLUSIONS: Although total scores did not differ among groups, the mean scores indicate that placement of electrodes was not accurate by any method. This finding has implications for how electrode placement is taught to nurses and for the accountability of nurses for placement of electrodes on their patients.     

The increase in angiotensin type-2 receptor mRNA level by glutamate stimulation in cultured rat cortical cells

Advanced practice nurses are challenged to assess comprehensively the value of their role and the impact of their practice. Value is defined as quality divided by cost. The correlations among the structure, strategies of care (process), and their objectives (outcome) are key to the assessment of the quality of care and the impact of the advanced practice nurse's role. Advanced practice nurses are challenged to provide high quality care for a competitive or decreased cost. For the profession of nursing, outcomes are the result of interventions based on the nurse's clinical judgment and theoretical, practical, or scientific knowledge. An evaluation model is presented that comprehensively measures the impact of advanced practice nurses on patients and families, and an example is presented. Using the model will give credibility and validity to the APNs' positive impact on the quality and financial outcomes of care for each patient and for entire patient populations.     

Significance of revision of the occupational illness legislation for evaluating intervertebral disk damage

This paper describes why case studies deserve a place in the centre of the bioscience curriculum, and how they have been used as a vehicle to improve care and save lives. A knowledge of drugs, their side-effects and interactions is becoming increasingly important to nurses. One powerful way to convey this information is the case study, which, despite its limitations, has the potential to endow difficult topics in therapeutics with the power of the narrative. The author suggests that case study projects encourage students to forge theory-practice links, related to their own specialist areas. When shared with their colleagues, these encourage the class by illustrating 'bioscience in action' and endowing the subject with the 'reality factor'. They also provide rich qualitative data for evaluating and delineating the curriculum. These case studies demonstrate the value of evidence-based practice; although case data is part of the evidence, it can never substitute for evidence-based practice. This paper builds on the findings of the author's PhD in postregistration nurse education; the examples described here are typical of 151 such cases in the research project.     

District nurses' knowledge and practice of wound assessment: 1

Nurses are expected to implement knowledge gained through research into their practice to ensure the delivery of high quality and effective care. As district nurses spend a significant proportion of their time on wound care, a sound knowledge base is essential. The first part of this two-part article reports a study that examined the wound assessment practices of 20 district nurses in one healthcare trust. The most common method of assessing wounds was found to be a combination of observation and experience. Assessment using observation or experience without documentation may be subjective, variable between practitioners and unreliable or inaccurate. The second part of this article, to be published in the next issue, will describe the subsequent establishment of a forum to develop a research-based wound assessment tool.     

The new paradigm: concepts and application in community health nursing

The central role of community health nursing in future health care delivery systems is undisputed. The abilities and characteristics of nurses who will practice in those systems depends to a large extent on their learning experiences in basic nursing programs. Educators are being asked to prepare skilled, compassionate scholar-clinicians to provide care for the complex needs of clients, despite already packed curricula. The curricular changes cannot be additive; learning must be designed to empower students to become nurses who are both skilled and compassionate. Certain faculty attitudes and behaviors are essential to this new educational paradigm and student activities and assignments must foster confident effective practice.     

The practice of health education in acute care settings in Hong Kong: an exploratory study of the contribution of registered nurses

A multiple case study design was used to explore the practice of health education in acute care settings in Hong Kong. Two case studies, a medical ward and a surgical ward, were selected to reflect the real setting in which nurses carry out health education in acute care. Data collection methods involved the use of non-participant observation and semi-structured interviews. Seven nurses and eight patients were interviewed to explore their understanding of health education concepts, the use made in the wards of health education and the factors influencing such practice in the acute settings. Individual and cross-case analysis showed that respondents' understanding of the concept of health education was limited to patient information-giving. Although the importance of health education in acute patient care was acknowledged, the degree to which health education featured in nurses' practice was minimal. Many available opportunities for health education were missed and factors such as nurses' busy-ness and the associated lack of time and staff were identified as influencing health education practice in these acute care settings. Implications for practice and future studies were discussed in the light of these findings.     

Nurses preparing for change: their needs and concerns

As a result of decreased lengths of stay and cost-containment initiatives, fewer nurses are needed in acute care settings. The trend for community-based health care is broadening employment opportunities for nurses to work in community settings. As nurses are considering options to base their practice in community settings, it is important to understand their concerns about making this transition. The results of a qualitative study conducted to examine the concerns and educational needs of acute care nurses related to working in the community are reported. Clinical, professional, and intrapersonal skills important for a successful transition to community-based practice are identified and discussed.     

Role orientation in novice home healthcare nurses

The focus of healthcare delivery continues to shift from hospital-based nursing practice to care in the community, which includes home health care. Many basic nursing education programs provide home healthcare clinical experiences for students. However, this may not be enough to assist nurses in achieving home health nursing competency. Most nurses recruited into home health care worked exclusively in hospitals. Many nurses are employed in a practice environment for which they lack the necessary education and skills. As the practice environment for the nurse changes, so does the role of the nurse. Nurses are having difficulty adjusting to changing roles and responsibilities. This cross-sectional research study was conducted to evaluate the extent that new home healthcare nurses understand their role. This study reveals that nurses employed in home health care for 24 months or less continue to have only a moderate degree of understanding of their new role. These data suggest that educators critically evaluate the effectiveness of orientation programs for novice home healthcare nurses.