The impact of standardized patient interactions on nursing students’ preventive interventions for pressure ulcers

The influence of the online education provided using the six thinking hat method on the knowledge and attitudes of nursing students regarding pressure injury prevention; a pilot study

AIM

The study aims to investigate the influence of the online education given to nursing undergraduate students using the Six Thinking Hat Method (STHM) on their knowledge and attitudes related to pressure injury (PI) prevention.

METHODS

This pilot study was conducted between March-June 2023. The research sample consists of 25 participants in the intervention group and 25 in the control group. The intervention group received an online education carried out utilizing the STHM. Data were collected using the Student Demographic Information Form, the Turkish version of the Pressure Injury Knowledge Assessment Tool 2.0 (PIKAT 2.0-Tr), and the Attitude Towards the Pressure Ulcer Prevention Instrument (APuP).

RESULTS

While there was no significant difference between the PIKAT 2.0-Tr and APuP mean scores of the groups at the pre-test measurements (p > 0.05), a difference was observed in favor of the intervention group in the first month (post-test 1) and third month (post-test 2) measurements (p < 0.05). The education provided through the STHM resulted in a meaningful and moderate effect, with an 11.7% increase in the PIKAT 2.0-Tr scores (η2 = 0.117; p = 0.003) and a substantial 29.5% increase in the APuP scores (η2 = 0.295; p = 0.000) for the students in the intervention group.

CONCLUSION

It has been determined that the STHM, as an active teaching method, increases students' knowledge levels on PI prevention, supports the retention of knowledge, and enhances their attitudes. The STHM can be incorporated into nursing education as one of the innovative teaching methods.

Nurses' barriers to the pressure ulcer risk assessment scales implementation: A phenomenological study

AIM

The aim of the study was to explore nurses' barriers to the pressure ulcer risk assessment scales implementation.

DESIGN

A qualitative descriptive phenomenological study.

METHODS

The research participants comprised of 10 nurses at various medical and surgical departments in a teaching hospital northeast of Namibia. Data were collected between August and September 2022 through in-depth, semi-structured face-to-face individual interviews and analysed using Colaizzi's 7-step method.

RESULTS

The interviews with nurses, led to two major themes being discovered: (1) factors hindering the effective prevention of pressure ulcers; (2) suggestions for improvements in the utilization of risk assessment scales. The participants noted that they had inadequate knowledge of the formal risk assessment scales; there were inadequate resources and insufficient staff; there were no policies or guidelines regarding the management of pressure ulcers, all of which influenced their utilization of pressure risk assessment scales. Education and training, the provision of equipment, the hiring of new staff and the formulation of policies/guidelines would thus improve the nurses' utilization of the scales.

CONCLUSION

The findings of this study have uncovered three primary factors that have a detrimental impact on the utilization of risk assessment scales by nurses, that is their lack knowledge on pressure ulcer risk assessment scales; a shortage of staff and equipment; and an absence of policies/guidelines. The findings from this study provide valuable implications for guiding quality improvement initiatives aimed at enhancing the standard of care in Namibia and other resource-limited settings.

The use of clinical simulation in wound care education for nurses: a scoping review protocol

Many nurse educators consider simulation a valuable tool to supplement and augment learning due to current shortages of clinical placements. Wound care is integral to nursing practice yet many students and practicing nurses experience difficulties in securing sufficient learning opportunities or experience at the undergraduate level to feel competent in providing it. Emerging evidence supports simulation as a promising intervention to facilitate student learning in wound care, building nurses' confidence and competence in providing evidence-based wound care.

OBJECTIVE

To understand how clinical simulation is being used to educate nurses about wound assessment and management, and to explore the impact of clinical simulation on learning outcomes, including knowledge, attitudes, confidence, and skills related to wound care.

INCLUSION CRITERIA

Inclusion criteria include studies of nursing students and nurses, simulation educational interventions, and learning outcomes related to wound care evaluated by any measures. Any studies that do not fit these criteria will be excluded.

METHODS

Databases to be searched include PubMed/MEDLINE, CINAHL, ERIC, SciELO up to February 2022. Studies in English with a date limit of 2012 to 2022 will be included. Search results will be imported into Covidence and screened by two independent reviewers, first based on the title and abstract and then full text. Data will be extracted with a novel extraction tool developed by the reviewers and then synthesised and presented in narrative, tabular, and/or graphical forms.

DISSEMINATION

The finished scoping review will be published in a scientific journal once analysis is completed.

Learning practical nursing skills in simulation centers - A narrative review

Background

Practical skills are complex procedures integrating communication and caring, as well as technical and manual aspects. Simulation at a simulation/skills center offers a wide range of learning activities and aims to imitate patient situations.

Objectives

To investigate the international research literature on practical skills learning in simulation/skills centers in nursing education. Research questions: 1. What are the range and type of practical skills studied? 2. What learning activities are focused on in the studies included in the review? 3. What are the learning outcomes and how are they assessed?

Design

Narrative review.

Methods

We searched electronically and included studies from Medline Ovid, CINAHL, Eric, Embase, Academic Search Premiere, and Cochrane. Unique indexing terms and search strategies were developed for each database. The criteria for inclusion were bachelor nursing students as the study population and practical nursing skills learning in simulation/skills centers. We used Rayyan QCRIt for the initial screening and the Mixed Method Appraisal Tool for quality assessment. We used a narrative approach to synthesize the diverse range of studies.

Findings

One hundred and twenty-one studies from 26 countries published between January 2013 and March 2022 were included. The amount of quantitative research was overwhelming (n = 108). A total of 50 different practical skills were represented. The studies focused on which learning modalities resulted in the best learning outcomes. Only 8.5% (n = 7) of the included studies concerned students' learning processes. Skill performance (n = 101), knowledge (n = 57), confidence (n = 34), and satisfaction (n = 32) were the main learning outcomes measured.

Discussion

The quality assessment indicated that 10 of the studies achieved 100% on the mixed method appraisal tool criteria. In many of the studies with quasi-experimental and randomized controlled trial designs, the intervention group received some form of educational treatment while the control group received no treatment. The choice of no treatment for the control group in pedagogical research seems to disregard the inherent purpose and effect of teaching and learning.

Conclusion

Heterogeneity in the use of learning modalities and measuring instruments precludes the possibility of building on other research. Technical skills were the preferred choice of skill, while skills that involved a fair measure of communication and collaboration were only sparingly studied. Students' learning processes were barely touched on in the included studies. More focus should be placed on this area in further research, since the choice of learning modalities may affect the students' learning processes in significant ways.

Determining the pressure injury and staging knowledge of nurses at a hospital in Turkey

AIM

The aim of this research is to examine the nurses's knowledge level regarding pressure injury and its staging.

MATERIALS AND METHODS

The research was conducted in descriptive type. The data were collected at a hospital in Konya between September 1 and November 30, 2021. The sample of the study consisted of 158 nurses working in internal clinics, surgical clinics and intensive care units. "Sociodemographic Questionnaire Form" and "Modified Pieper Pressure Wound Knowledge Test (PUKT)" were used to collect data. Percentage, frequency, arithmetic mean, independent sample t-test and ANOVA tests were used to analyze the data.

RESULTS

It was found that 77.2% of the nurses had encountered pressure injuries and 63.1%had received training on pressure injuries. It was determined that 55.1% of them received this training as in-service training in the hospital. 96.8% of the nurses stated that pressure injury could be prevented with nursing care. The mean PUKT score of the nurses was 30.70 ± 7.15; staging mean score was 4.79 ± 1.87, wound description mean score was 4.43 ± 1.88; prevention/risk assessment score mean was determined as 20.78 ± 3.93. The average score obtained with the correct response rates to the test was 62.67%. There was no significant difference between nurses' education levels, years of employment and PUKT, wound description, staging and prevention/risk scores (p > .05). There was a significant difference between the mean PUKT score and staging mean score between those who received training on pressure injury and those who didn't, and between the units where the nurses worked and the mean PUKT score, wound description, staging and prevention/risk scores (p < .05).

CONCLUSION

It was found that the nurses's knowledge level was below satisfactory. It's recommended for nurses to attend trainings on pressure injury, to check the effectiveness of their training, to participate in scientific meetings and to encourage nurses to make research.

Pressure injury knowledge of Turkish internship nursing students

AIM

This study aimed to describe the pressure injury (PI) knowledge of Turkish internship nursing students (INSs).

MATERIALS AND METHODS

This descriptive study was performed using the Turkish version of the Modified Pieper Pressure Ulcer Knowledge Test. The study population consisted of INSs in a nursing program in the West Black Sea Region, Turkey. The sample of the study was 278 (74.1% of a total of 375 volunteer INSs).

RESULTS

The mean knowledge test score was 29.03 ± 7.15 (range 11-44). The prevention/risk score was higher; only 28.4% of the students had a satisfactory test score.

CONCLUSION

The results of this study indicated that the INSs had significant knowledge gaps regarding PI. Nursing students' knowledge deficiencies regarding PIs should be identified at undergraduate level, and the necessary educational measures should be taken.

"I FELT THE CONNECTION": A QUALITATIVE EXPLORATION OF STANDARDIZED PATIENTS' EXPERIENCES IN A DELIVERING BAD NEWS SCENARIO

Background

Little research has examined standardized patient experiences in stressful simulation scenarios.

Methods

Qualitative, secondary data analysis.

Results

Emergent themes included: "Those kinds of things are important": The incorporation of personal experiences enhances communication accommodation experiential learning; "She was trying to buffer the bad news": How SPs recognize and address problematic divergent behaviors; and "The emotions come up": Interactions with excellent communication accommodation behaviors can lead to SP emotional and physical distress.

Conclusion

Standardized patient expertise enhances scenario realism and communication skills evaluation. To minimize distress, simulation educators should tailor safety measures specifically for the individual standardized patient and the scenario.