Education requirements for nurses working with people with complex neurological conditions: nurses' perceptions

Patients in permanent vegetative or minimally conscious states: A literature review of the psychological and health impacts on healthcare personnel

BACKGROUND

To address the quality of life of patients in Permanent Vegetative or Minimally Conscious States, the occupational health of those around them must also be taken into account.

OBJECTIVE

By analyzing how the available scientific literature has addressed this issue, this study seeks to better understand how caring for these patients affects healthcare professionals' psychological and health status.

METHODS

We identified and selected 15 publications from both Anglophone and Francophone databases, i.e., Cairn, Francis, HAL, PsycINFO, PubMed, ResearchGate and ScienceDirect.

RESULTS

The reviewed publications and studies highlight the difficulties healthcare professionals face with regard to the relationship with patients and their families. Two studies in particular suggest that the difficulties these professionals experience daily can lead to burnout. Other potential burnout factors include the healthcare profession category, the work environment, lack of training and the time spent working with this specific group of patients.

CONCLUSIONS

Our literature review highlights the institutional and personal resources that may prevent these occupational risks. It also provides avenues for future research.

MEASURING KNOWLEDGE OF JORDANIAN NURSES WORKING IN CRITICAL CARE UNITS TOWARD STROKE PATIENTS

Background. Stroke is a devastating disease. It is a major cause for the neurological admission to hospitals all over the world. Limited knowledge among the critical care nurses about stroke in general and specifically about the risk factors, signs, and symptoms of stroke usually is a main source of delayed prompt stroke management and non-compliance with follow-up rehabilitation. Therefore, there is a need for a study that examines the impact of these factors in order to promote stroke management and improve nursing care outcomes.Aim. This study aimed at measuring the knowledge of Jordanian nurses working in critical care units toward stroke patients.Methods. This cross-sectional study used the descriptive approach in order to measure the knowledge of the Jordanian nurses working in critical care units regarding stroke patients in the Jordanian hospitals. Data were collected from Jordanian critical care units' nurses from seven hospitals; five private and two public hospitals. Critical care units’ nurses were selected conveniently based on specific inclusion criteria. Eligible participants were required to complete self–reported questionnaires about knowledge in addition to completing demographic questionnaires. The descriptive and inferential statistics were conducted using the SPSS software. Results. A total of (200) Critical care units’ nurses from public and private hospitals participated in the study. The nurses in this study exhibited poor knowledge on the study scales. There were statistically significant differences among nurses according to the type of hospital on the one scales (P< .05). There is a negative relationship between the knowledge and years of nursing practice in ER or ICU (P= .013).Conclusions. The measures of knowledge among the nurses in critical care units in the Jordanian hospitals towards stroke patients seem to be highly poor. Nurses in critical care units seem to have acceptable information, but inadequate to correctly enhance stroke awareness. There is a gap that should be stuffed via planning and implementation of educational and instructional programs focused on hospital nurses as well as community sectors in order to improve the stoke focus and experience and avoid the delay in accessing the medical help which would, in return, improve stroke management and reduce its effect in Jordan.

Pediatric nurses' perceived knowledge and beliefs of evidence-based practice in the care of children and adolescents with moderate-to-severe traumatic brain injury

PURPOSE

Pediatric nurses play a significant role in all phases of traumatic brain injury (TBI) recovery, particularly during the hospital stay. Although evidence-based nursing practice is known to improve patient outcomes, limited research exists on nurses' evidence-based perceived knowledge and beliefs specific to TBI care. As nurses' perceived knowledge and beliefs are known to guide their practice behaviors, this assessment is important to overall TBI outcomes. The purpose of this study was to evaluate pediatric nurses' evidence-based perceived knowledge and beliefs in providing care for children and adolescents with moderate-to-severe TBI.

DESIGN AND METHODS

Data for this study were obtained from a larger parent study on nurses' perceptions of caring for patients of all ages with moderate-to-severe TBI. The parent study was an exploratory, cross-sectional electronic survey of registered nurses across all hospital departments within a large Midwestern health system. Only data specific to pediatric nurses (n = 330) were analyzed for this study. Descriptive statistics and latent class analysis (LCA) were performed.

RESULTS

Pediatric nurses, on average, were 38.79 years, female (90.37%), had over a decade of nursing experience (13.55 years), and practiced as a staff nurse (80.07%) on an inpatient unit (45.51%). Findings indicated pediatric nurses reported overall low levels of evidence-based perceived knowledge and had inaccurate beliefs about caring for patients with TBI. LCA indicated two distinct homogenous subgroups specific to evidence-based perceived knowledge: low (41%) and high (59%). Nurses in the low evidence-based perceived knowledge group were younger, had less nursing experience, worked primarily on an inpatient unit, and cared for patients with TBI at a higher frequency compared to high evidence-based perceived knowledge nurses. Additionally, there were significant differences in beliefs about sex-based patient differences after TBI and the role of nurses in caring for patients with TBI based on level of evidence-based perceived knowledge.

PRACTICE IMPLICATIONS

Assessing nurses' perceived knowledge and beliefs of evidence-based practice is a foundational step toward implementing evidence-based care for patients with moderate-to-severe TBI. Implications of these findings indicate the need to provide additional education to increase pediatric nurses' perceived knowledge and ensure accurate beliefs about evidence-based TBI care.

Nurses' Beliefs About Caring for Patients With Traumatic Brain Injury

Patients with traumatic brain injury (TBI) and their families rely on health care providers, particularly nurses, to provide accurate information, yet inaccurate beliefs about TBI have been found among nurses. Although prior studies have assessed nurses' beliefs about TBI recovery and rehabilitation, none have assessed specific beliefs about the nursing role to care for these patients. The purpose of this study was to investigate nurses' beliefs and learning preferences about caring for patients with moderate-to-severe TBI. A cross-sectional survey was administered to 513 nurses at a Midwestern hospital between October and December 2014 (20.3% response rate). Latent class analysis was used. Findings showed that nurses had inaccurate beliefs about TBI relating to recovery and the nursing role, and had significant differences in learning preferences. These findings have implications for development of educational and training interventions specific to nurses to ensure that they have factual information about TBI and to clarify the nursing role.

Patients' experiences of adapting to multiple sclerosis: a qualitative study

Unpleasant, unpredictable symptoms, difficult treatment regimes, and uncertainty about the future of Multiple Sclerosis require the patients to adapt to new life changes and restrictions. This study aimed to explore patients' experiences of adapting to Multiple Sclerosis. A qualitative content analysis method was used to conduct this study. The study participants were 25 patients with Multiple Sclerosis, chosen through purposeful sampling. Data were analyzed by using content analysis. The analysis resulted in the emergence of seven themes and eighteen subthemes. The main themes were: religiosity, information seeking, seeking support, hope rearing, emotional reactions, concealing the disease, fighting the disease and disability. These themes can represent the perceived characteristics and difficulties of adaptation to Multiple Sclerosis by patients. These findings can help nurses and families to aid patients in increasing their abilities to adapt to the disease and enhance their quality of life.

An evaluation of post-registration neuroscience focused education and neuroscience nurses' perceived educational needs

BACKGROUND

People with complex neurological conditions require co-ordinated care provided by nurses educated in meeting service needs, understanding the pathophysiological processes of disease and the preparation to care for those with complex needs. However, evidence suggests that neuroscience specific education provision is largely unregulated and set outside of a cohesive professional development context. Furthermore, it largely seems to only address the induction phase into working within neurosciences.

OBJECTIVES

To evaluate the nature of post-registration neuroscience focused education across Europe and neuroscience nurses' perceived educational needs.

METHODS

Post qualifying nurses working in the field of neurosciences were invited to complete a self-reported 29-item on-line questionnaire that contained closed and open-ended questions exploring professional background, clinical and educational experience, educational opportunities available to them and their perspectives on their educational needs.

RESULTS

154 participants from fourteen countries across Europe completed the survey. 75% (n=110) of respondents had undertaken neuroscience focused education with the most accessible education opportunities found to be conferences 77% (n=96) and study days 69% (n=86). Overall, 52.6% of courses were multidisciplinary in nature, and 47.4% were exclusively nursing. Most identified that their courses were funded by their employer (57%, n=63) or partly funded by their employer. Results illustrate a significant variance across Europe, highlighting the need for more effective communication between neuroscience nurses across Europe. Implications for future education provision, recruitment/retention, and funding are discussed, resulting in recommendations for the future of neuroscience nursing.

CONCLUSIONS

This study, the largest of its kind to survey neuroscience nurses, illustrates the absence of a cohesive career development pathway for neuroscience nurses in Europe. Nurses need quality assured specialist education to deliver high quality appropriate healthcare.

Continuing Professional Development - reflections from nursing and education

The tradition of engaging in reflective practice for learning is firmly entrenched in the discourse of nursing. This is also the situation for the field of education. This commonality provided the stimulus for this paper. The purpose is to provide an account of the value of reflection as a tool for critical thought in relation to learning through a case study of two Continuing Professional Development (CPD) programmes in different professional contexts (nursing and teaching) and geographical locations (the United Kingdom and Singapore). The authors, who are educators of teaching and nursing practitioners respectively, exchanged narratives of professional experience in order to frame reflections on practice of CPD programmes. They problematised what it means for nurses and teachers to learn, and how this learning might be judged by both the participants and the facilitators of CPD programmes. Adopting a critical and reflexive approach to practice supported the authors' professional learning. One common issue evident from the reflections of practice raised questions in relation to how participants might provide evaluative feedback of CPD programmes in socially desirable ways. This was foregrounded as an important issue to be considered by the authors when designing and facilitating CPD programmes and suggests implications for other educators of nursing and teaching practitioners.

Improving neuro-oncological patients care: basic and practical concepts for nurse specialist in neuro-rehabilitation

Background

Neuro-oncological population well expresses the complexity of neurological disability due to the multiple neurological deficits that affect these patients. Moreover, due to the therapeutical opportunities survival times for patients with brain tumor have increased and more of these patients require rehabilitation care. The figure of nurse in the interdisciplinary specialty of neurorehabilitation is not clearly defined, even if their role in this setting is recognized as being critical and is expanding.

The purpose of the study is to identify the standard competencies for neurorehabilitation nurses that could be taught by means of a specialization course.

Methods

A literature review was conducted with preference given to works published between January 2000 and December 2008 in English. The search strategy identified 523 non-duplicated references of which 271 titles were considered relevant. After reviewing the abstracts, 147 papers were selected and made available to a group of healthcare professionals who were requested to classify them in few conceptual main areas defining the relative topics.

Results

The following five main areas were identified: clinical aspects of nursing; nursing techniques; nursing methodology; relational and organisational models; legal aspects of nursing. The relative topics were included within each area. As educational method a structured course based on lectures and practical sessions was designed. Also multi-choices questions were developed in order to evaluate the participants’ level of knowledge, while a semi-structured interview was prepared to investigate students’ satisfaction.

Conclusions

Literature shows that the development of rehabilitation depends on the improvement of scientific and practical knowledge of health care professionals. This structured training course could be incorporated into undergraduate nursing education programmes and also be inserted into continuing education programmes for graduate nurses. Developing expertise in neuro-rehabilitation for nurses, will be critical to improve overall care and care management of patients with highly complex disabilities as patients affected by brain tumors. The next step will be to start discussing, at the level of scientific societies linked to the field of neurorehabilitation and oncology, the development of a specialisation course in neurorehabilitation nursing.