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Desalu OO, Ojuawo OB, Adeoti AO, Oyedepo OO, Aladesanmi AO, Afolayan OJ, Ibraheem RM, Suleiman ZA, Opeyemi CM. Doctors' and Nurses' Knowledge and Perceived Barriers Regarding Acute Oxygen Therapy in a Tertiary Care Hospital in Nigeria. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1535-1545. [PMID: 36568879 PMCID: PMC9783829 DOI: 10.2147/amep.s378533] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/15/2022] [Accepted: 11/16/2022] [Indexed: 06/17/2023]
Abstract
PURPOSE Oxygen may cause serious consequences when administered wrongly. This study aimed to assess doctors' and nurses' knowledge of acute oxygen therapy and perceived delivery barriers. PARTICIPANTS AND METHODS We conducted a cross sectional study among 202 healthcare providers (134 doctors and 68 nurses) in a Nigerian hospital. The validated Acute Oxygen Therapy Questionnaire (AOTQ), which consisted of 21 knowledge assessment questions, was self administered by participants. Provider's knowledge was classified as good if the score was≥80% and poor if < 60%. RESULTS Overall, 26.7% (37.3% doctors and 5.9% nurses) had good knowledge of acute oxygen therapy (AOT), 35.9% were aware, and 19.3% used the AOT guidelines. The commonest source of knowledge on oxygen therapy was medical /nursing school (75.2%). The participants' mean knowledge score was 14.75 ± 2.83(possible score of 0-21). Doctors in postgraduate (PG) training obtained the highest score (15.96±2.48) among the participants (F=12.45, df=4, p<0.001). Most doctors (62%) and 23.5% of nurses considered oxygen as a drug. More doctors (52.2%) than nurses (14.7%) believed that a doctor's order was mandatory before oxygen administration, contrary to guidelines recommendations. Most nurses did not know that breathlessness does not always signify hypoxemia and that asymptomatic anemia was not an indication for oxygen. Concerning oxygen prescription, 39.7% of nurses and 64.2% of doctors knew that it should be prescribed to achieve a target saturation range rather than a fixed dose. In acute oxygen delivery in COPD, doctors and nurses exhibited poor knowledge of the appropriate device and flow rate. The reported barriers to oxygen delivery were: a shortage of oxygen supply, inadequate delivery devices, power outages and out of pocket costs. CONCLUSION A significant proportion of doctors and nurses had poor knowledge of acute oxygen therapy, poor awareness and infrequently used AOT guidelines, and reported pertinent delivery barriers that warrant educational and administrative interventions.
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Affiliation(s)
- Olufemi O Desalu
- Department of Medicine, University of Ilorin Teaching Hospital, Ilorin, Nigeria
| | - Olutobi B Ojuawo
- Department of Medicine, University of Ilorin Teaching Hospital, Ilorin, Nigeria
| | - Adekunle O Adeoti
- Department of Medicine, Ekiti State University Teaching Hospital, Ado Ekiti, Nigeria
| | | | | | | | - Rasheedah M Ibraheem
- Department of Child Health, University of Ilorin Teaching Hospital, Ilorin, Nigeria
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Olin SJ, Springer C, Royal K. Veterinary Students' Use of Learning Objectives. JOURNAL OF VETERINARY MEDICAL EDUCATION 2022; 49:751-758. [PMID: 34342544 DOI: 10.3138/jvme-2021-0023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
Learning objectives (LO) are the foundation of a competency-based curriculum, but no studies assess how students use LO for exam preparation and/or their general attitudes toward LO. Therefore, the objectives were to evaluate how much veterinary students use LO to study, assess student attitudes toward simple and expanded LO, and determine if LO type impacts grade performance. An alternative-treatment design with pre-test and nonrandom groups was used. Veterinary students in the Endocrine Systems course in the 2019 spring (n = 89) and fall (n = 86) semesters were invited to participate and provided with simple and expanded LO, respectively. After an examination, participants completed an online survey before and after receiving their grade. Overall, 114 students (65%) responded. The percentage of students using simple versus expanded LO was not statistically different (χ2 = 1.874, df = 1, p = .171). Fifty-five students did not use LO; the majority (76.4%) preferred other study methods. Independent samples t-tests found no significant differences in student perceptions of helpfulness (t(30) = -1.118, p = .272), format (t(29) = 0.813, p = .423), or relevance (t(30) = 0.326, p = .747) between simple and expanded LO. Students agreed that LO were helpful (M = 3.33) and well formatted (M = 3.42) and that the provided information was relevant and detailed (M = 3.36). An ANOVA tested whether exam grade differed between students using simple versus expanded LO and for students who did not use LO; no significant differences were found (F(2,78) = .087, p = .917). In conclusion, students did not prefer more detailed LO and LO use did not impact grade performance.
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Khajeh M, Bazghaleh M, Tabarraie Y, Mohammadpourhodki R, Koushan M. Workshop and package education intervention to knowledge, attitude and practice of ICU nurses on the use of physical restraints. JOURNAL OF COMPLEMENTARY & INTEGRATIVE MEDICINE 2020; 17:/j/jcim.ahead-of-print/jcim-2019-0065/jcim-2019-0065.xml. [PMID: 31971915 DOI: 10.1515/jcim-2019-0065] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/10/2019] [Accepted: 05/22/2019] [Indexed: 11/15/2022]
Abstract
Background The purpose of this study was to compare the effect of the two training methods: educational workshop and electronic package on the knowledge, attitude and practice of nurses in intensive care units (ICUs). Materials and Methods In this experimental study, 64 nurses working in ICU at Imam Hossein and Bahar Hospitals in 2017 in Shahroud were randomly selected into two groups of training: workshops and educational package. At first, knowledge, attitude and performance of the two groups were measured and then 2 weeks after the post-test training. Data were analyzed by Fisher exact, Wilcoxon, independent t-test, Mann-Whitney test with a significance level ≤0.05. Results A significant difference was found between knowledge score in the workshop (10.40 ± 1.41) and educational package (11.25 ± 0.95) (p=0.007). However, No significant difference was found between the nurses attitude in the workshop group (28.59 ± 2.74) and the trained by educational package (28.25 ± 2.85) (p=0.617). Also, no significant difference was found between the mean practice scores in two groups (p=0/143). Conclusion The results of this study indicated that the educational package was more effective than the workshop on improving the level of knowledge of nurses about physical restriction, but both methods increased the attitude and practice of nurses.
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Affiliation(s)
- Mohammad Khajeh
- School of Nursing and Midwifery, Sabzevar University of Medical Sciences, Sabzevar, Iran
| | - Milad Bazghaleh
- School of Nursing and Midwifery, Shahroud University of Medical Sciences, Shahroud, Iran
| | - Yaser Tabarraie
- Department of Biostatistics, Sabzevar University of Medical Sciences, Sabzevar, Iran
| | - Reza Mohammadpourhodki
- School of Nursing, Kashmar Center of Higher Health Education, Mashhad University of Medical Sciences, Mashhad, Iran
| | - Mohsen Koushan
- Department of Nursing, School of Nursing and Midwifery, Sabzevar University of Medical Sciences, Sabzevar, Iran
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Xiong P, Zhang J, Wang X, Wu TL, Hall BJ. Effects of a mixed media education intervention program on increasing knowledge, attitude, and compliance with standard precautions among nursing students: A randomized controlled trial. Am J Infect Control 2017; 45:389-395. [PMID: 27986296 PMCID: PMC7115275 DOI: 10.1016/j.ajic.2016.11.006] [Citation(s) in RCA: 24] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2016] [Revised: 11/10/2016] [Accepted: 11/10/2016] [Indexed: 11/25/2022]
Abstract
Performance of SPs knowledge improved significantly after mixed media education. Performance of SPs attitude improved significantly after mixed media education. Performance of SPs compliance improved significantly after mixed media education. Hands cleaning rate was significantly improved after mixed media education. The mixed media education intervention was efficient.
Background Standard precautions (SPs) are considered fundamental protective measures to manage health care-associated infections and to reduce occupational health hazards. This study intended to assess the effectiveness of a mixed media education intervention to enhance nursing students' knowledge, attitude, and compliance with SPs. Method A randomized controlled trial with 84 nursing students was conducted in a teaching hospital in Hubei, China. The intervention group (n = 42) attended 3 biweekly mixed media education sessions, consisting of lectures, videos, role-play, and feedback with 15-20 minutes of individual online supervision and feedback sessions following each class. The control group learned the same material through self-directed readings. Pre- and posttest assessments of knowledge, attitudes, and compliance were assessed with the Knowledge with Standard Precautions Questionnaire, Attitude with Standard Precautions Scale, and the Compliance with Standard Precautions Scale, respectively. The Standard Bacterial Colony Index was used to assess handwashing effectiveness. Results At 6-week follow-up, performance on the Knowledge with Standard Precautions Questionnaire, Attitude with Standard Precautions Scale, and Compliance with Standard Precautions Scale were significantly improved in the intervention group compared with the control group (P < .01). The hand hygiene standard in the intervention group (38 passed) outperformed the control group (23 passed) (P < .01). Conclusions A mixed media education intervention is effective in improving knowledge, attitude, and compliance with SPs.
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Damkliang J, Considine J, Kent B, Street M. Using an evidence-based care bundle to improve Thai emergency nurses' knowledge of care for patients with severe traumatic brain injury. Nurse Educ Pract 2015; 15:284-92. [DOI: 10.1016/j.nepr.2015.03.007] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2014] [Revised: 12/10/2014] [Accepted: 03/22/2015] [Indexed: 12/01/2022]
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Gunathilake R, Lowe D, Wills J, Knight A, Braude P. Implementation of a multicomponent intervention to optimise patient safety through improved oxygen prescription in a rural hospital. Aust J Rural Health 2014; 22:328-33. [DOI: 10.1111/ajr.12115] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/04/2014] [Indexed: 12/01/2022] Open
Affiliation(s)
- Roshan Gunathilake
- Department of General Medicine; John Hunter Hospital; New Lambton New South Wales Australia
| | - Deborah Lowe
- Manning Rural Referral Hospital; Taree New South Wales Australia
| | - James Wills
- Manning Rural Referral Hospital; Taree New South Wales Australia
| | - Anne Knight
- Manning Rural Referral Hospital; Taree New South Wales Australia
| | - Peter Braude
- Manning Rural Referral Hospital; Taree New South Wales Australia
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Kelly CA, Maden M. How do health-care professionals perceive oxygen therapy? A critical interpretive synthesis of the literature. Chron Respir Dis 2014; 12:11-23. [DOI: 10.1177/1479972314562408] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Oxygen is one of the commonest health-care interventions worldwide. This might suggest that health-care professionals (HCPs) would be knowledgeable and familiar with its uses and limitations. Yet it is apparent, through clinical audit, that oxygen is probably misunderstood by many HCPs. The aim of this critical interpretive synthesis (CIS) is to explore qualitative and quantitative literature in relation to HCPs beliefs and perceptions of oxygen therapy. A systematic search in Medline, Cinahl, Embase, British Nursing Index and PsychInfo using search terms, such as, oxygen therapy, chronic respiratory disease, HCPs and perceptions yielded 1514 studies of which 12 contained data relevant to the review question. Two reviewers independently screened the articles for eligibility against inclusion and exclusion criteria, and data were selected and synthesized with an integrative and interpretive approach using CIS. This allowed diverse empirical evidence to be synthesized to develop existing and new interpretations of data.Three synthetic constructs were interpreted from the available literature, namely, oxygen for symptom relief, levels of knowledge and understanding and oxygen as a therapy for HCPs. The literature alludes to deep-seated beliefs that exist. In order to enhance practice, these beliefs and cultures need to be challenged. Further research is needed to explore HCPs’ perceptions of oxygen therapy in order to inform the seemingly resistant adoption of evidence based practice in relation to oxygen.
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Affiliation(s)
- Carol Ann Kelly
- Postgraduate Medical Institute, Faculty of Health and Social Care, Edge Hill University, Ormskirk, Lancashire, UK
| | - Michelle Maden
- Learning Services, Edge Hill University, Ormskirk, Lancashire, UK
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Pai KM, Rao KR, Punja D, Kamath A. The effectiveness of self-directed learning (SDL) for teaching physiology to first-year medical students. Australas Med J 2014; 7:448-53. [PMID: 25550716 DOI: 10.4066/amj.2014.2211] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
Abstract
BACKGROUND Self-directed learning (SDL) has become popular in medical curricula and has been advocated as an effective learning strategy for medical students to develop competence in knowledge acquisition. AIMS The primary aim was to find out if there was any benefit of supplementing self-directed learning activity with a traditional lecture on two different topics in physiology for first-year medical students. METHOD Two batches of first-year Bachelor of Medicine and Bachelor of Surgery (MBBS) (Batch A and Batch B) comprising 125 students each, received an SDL session on Morphological classification of anaemia. The students belonging to Batch A received a one-hour lecture on the same topic three days prior to the SDL session. The students were given a 10 multiple choice questions (MCQ) test for a maximum of 10 marks immediately following the SDL session. The next topic, Conducting system of the heart, disorders and conduction blocks was taught to both batches in traditional lecture format. This was followed by an SDL session on the same topic for Batch A only. The students were evaluated with a MCQ test for a maximum of 10 marks. RESULTS The mean test scores on the first topic were 4.38±2.06 (n=119) and 4.17±1.71 (n=118) for Batch A and Batch B, respectively. The mean test scores on the second topic were 5.4± 1.54 (n=112) and 5.15±1.37 (n=107) for Batch A and Batch B, respectively. There was no significant difference between the groups. CONCLUSION For first-year medical students, SDL is an effective teaching strategy for learning physiology. However, no additional benefit is gained by supplementing SDL with a lecture to facilitate learning physiology.
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Affiliation(s)
- Kirtana M Pai
- Department of Physiology, Kasturba Medical College, Manipal University, Manipal, India
| | - K Raghavendra Rao
- Department of Physiology, Kasturba Medical College, Manipal University, Manipal, India
| | - Dhiren Punja
- Department of Physiology, Kasturba Medical College, Manipal University, Manipal, India
| | - Asha Kamath
- Department of Community Medicine, Kasturba Medical College, Manipal University, Manipal, India
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Al-Hussami M, Darawad M. Compliance of nursing students with infection prevention precautions: effectiveness of a teaching program. Am J Infect Control 2013; 41:332-6. [PMID: 23036481 DOI: 10.1016/j.ajic.2012.03.029] [Citation(s) in RCA: 26] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/15/2012] [Revised: 03/26/2012] [Accepted: 03/26/2012] [Indexed: 10/27/2022]
Abstract
BACKGROUND In Jordan's nursing schools, infection prevention precautions are not taught in special courses. Instead, most nursing schools include the topic as a 1-hour lecture within the clinical courses, which is believed to be insufficient. This study aimed to test the effectiveness of a nursing infection prevention educational program presented to nursing students before graduation, to promote their knowledge of infection prevention precautions. METHODS A true experimental design was used to examine the effects of the infection prevention educational program on students' educational knowledge. This study involved a random assignment of subjects to experimental and control groups, and administration of the pretest and the posttest to all subjects in both groups separately. RESULTS Participants in the experimental group demonstrated significantly better knowledge (t = 19.15; df = 95; P = .000) and attitude scores (t = 2.29; df = 46; P = .04) than participants in the control group after particpating in the infection prevention educational program. However, compliance scores were not significantly differernt between the 2 groups (t = 1.92; df = 95; P = .067); indeed, compliance was found to be significant within the experimental group (t = 10.65; df = 46; P = .000). CONCLUSIONS It is important that nursing students be competent in infection prevention precautions; however, there may be deficits in their education in this area. The nursing curriculum should include additional emphasis on practice as a means to help translate theory into clinical behavior.
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Cotterill-Walker SM. Where is the evidence that master's level nursing education makes a difference to patient care? A literature review. NURSE EDUCATION TODAY 2012; 32:57-64. [PMID: 21371793 DOI: 10.1016/j.nedt.2011.02.001] [Citation(s) in RCA: 41] [Impact Index Per Article: 3.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/23/2010] [Revised: 01/24/2011] [Accepted: 02/03/2011] [Indexed: 05/12/2023]
Abstract
AIM This paper reports on a literature review conducted to explore whether there is evidence that postgraduate nursing education at master's level affects patient care. BACKGROUND Continued nursing education has been shown to benefit nurses' development, though little research has been conducted in relation to patient benefit. It is increasingly widespread that nurses pursue education to master's level. METHOD Following a systematic review of the literature fifteen studies of mixed methodology and design were examined and data extracted using thematic analysis. Five common themes emerged relating to master's level nursing education that may ultimately affect patient care: increased confidence and self esteem; enhanced communication; personal and professional growth; knowledge and application of theory to practise; and analytical thinking and decision making. CONCLUSION It is apparent that there are positive gains for nurses who undertake postgraduate nursing study at master's level related to professional and personal qualities which may provide direct benefit to patients. The supportive evidence extracted from the literature was scant, however. Future research needs to focus on developing measurable and observable criteria against which the educational and skill based outcomes for master's level performance can be evaluated including constraints that may adversely affect a nurse's ability to apply knowledge and skills acquired.
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Al-Hussami M, Saleh MYN, Darawad M, Alramly M. Evaluating the Effectiveness of a Clinical Preceptorship Program for Registered Nurses in Jordan. J Contin Educ Nurs 2011; 42:569-76. [DOI: 10.3928/00220124-20110901-01] [Citation(s) in RCA: 11] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2011] [Accepted: 07/21/2011] [Indexed: 11/20/2022]
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Al-Hussami M, Darawad M, Almhairat II. Predictors of compliance handwashing practice among healthcare professionals. ACTA ACUST UNITED AC 2011. [DOI: 10.1071/hi11004] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
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Murad MH, Coto-Yglesias F, Varkey P, Prokop LJ, Murad AL. The effectiveness of self-directed learning in health professions education: a systematic review. MEDICAL EDUCATION 2010; 44:1057-68. [PMID: 20946476 DOI: 10.1111/j.1365-2923.2010.03750.x] [Citation(s) in RCA: 132] [Impact Index Per Article: 9.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/20/2023]
Abstract
OBJECTIVES Given the continuous advances in the biomedical sciences, health care professionals need to develop the skills necessary for life-long learning. Self-directed learning (SDL) is suggested as the methodology of choice in this context. The purpose of this systematic review is to determine the effectiveness of SDL in improving learning outcomes in health professionals. METHODS We searched MEDLINE, EMBASE, ERIC and PsycINFO through to August 2009. Eligible studies were comparative and evaluated the effect of SDL interventions on learning outcomes in the domains of knowledge, skills and attitudes. Two reviewers working independently selected studies and extracted data. Standardised mean difference (SMD) and 95% confidence intervals (95% CIs) were estimated from each study and pooled using random-effects meta-analysis. RESULTS The final analysis included 59 studies that enrolled 8011 learners. Twenty-five studies (42%) were randomised. The overall methodological quality of the studies was moderate. Compared with traditional teaching methods, SDL was associated with a moderate increase in the knowledge domain (SMD 0.45, 95% CI 0.23-0.67), a trivial and non-statistically significant increase in the skills domain (SMD 0.05, 95% CI-0.05 to 0.22), and a non-significant increase in the attitudes domain (SMD 0.39, 95% CI-0.03 to 0.81). Heterogeneity was significant in all analyses. When learners were involved in choosing learning resources, SDL was more effective. Advanced learners seemed to benefit more from SDL. CONCLUSIONS Moderate quality evidence suggests that SDL in health professions education is associated with moderate improvement in the knowledge domain compared with traditional teaching methods and may be as effective in the skills and attitudes domains.
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Affiliation(s)
- Mohammad H Murad
- Division of Preventive, Occupational and Aerospace Medicine, Mayo Clinic, Rochester, Minnesota 55905, USA.
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Education Methods for Maintaining Nursing Competency in Low-Volume, High-Risk Procedures in the Rural Setting. ACTA ACUST UNITED AC 2010; 26:E1-7. [DOI: 10.1097/nnd.0b013e3181aa2f54] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Kelly C. Does specialist respiratory education make a difference to practice? Nurse Educ Pract 2010; 10:308-15. [PMID: 20233676 DOI: 10.1016/j.nepr.2010.02.001] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/17/2009] [Revised: 01/14/2010] [Accepted: 02/07/2010] [Indexed: 12/01/2022]
Abstract
INTRODUCTION Chronic obstructive pulmonary disease (COPD) poses a huge burden to society. Continued professional development can be regarded as a requisite for implementing quality care. Within the literature the effectiveness of COPD care is evident, yet it is seldom attributed to the educational attainment of healthcare professionals. This study aimed to examine whether a nationally delivered COPD module is perceived to impact on clinical practice. METHODS As part of a mixed methods study (Cresswell et al., 2003), qualitative data were gathered post-intervention from 68 students utilising a semi-structured, self-completed questionnaire. Data were analysed using a themed content analysis and a quasi-statistical approach. RESULTS The major themes that emerged from the analysis were: changes in personal practice, evidence of changes implemented and changes in participants' personal views regarding disease management. These findings suggest that when students gain knowledge they use it to the benefit of patients. DISCUSSION Overall students reported an increase in knowledge and confidence regarding COPD management and an impact on practice was reported. The findings will add to a mounting body of evidence that supports the value of continuing professional learning and will aim to satisfy consumers of education of the efficacy of knowledge in terms of direct patient impact.
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Affiliation(s)
- Carol Kelly
- Faculty of Health, St. Helens Road, Ormskirk, Lancashire, L39 4QP, United Kingdom.
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McGillivray B, Considine J. Implementation of evidence into practice: Development of a tool to improve emergency nursing care of acute stroke. ACTA ACUST UNITED AC 2009. [DOI: 10.1016/j.aenj.2009.03.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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Considine J, Botti M, Thomas S. The effect of education on hypothetical and actual oxygen administration decisions. NURSE EDUCATION TODAY 2007; 27:651-60. [PMID: 17118496 DOI: 10.1016/j.nedt.2006.10.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/01/2006] [Revised: 08/15/2006] [Accepted: 10/10/2006] [Indexed: 05/12/2023]
Abstract
AIM This study examined the effect of an education intervention on emergency nurses' decisions related to oxygen administration. METHOD A controlled pre-test/post-test quasi-experimental design was used. The intervention was a written self directed learning package. Outcome measures were (i) factual knowledge measured using parallel form multiple choice questions (MCQs) and (ii) clinical decisions measured using parallel form MCQs, parallel form patient scenarios and clinical practice observation. RESULTS Eighty-eight nurses from 4 Melbourne EDs participated in the study (control group: n=37 and experimental group: n=51). Subgroups of nurses from the experimental group also participated in the patient scenarios (n=20) and clinical practice observation (n=10). Emergency nurses' knowledge increased as a function of education. Both patient scenario data and clinical practice observation showed decreased selection of nasal cannulae, increased selection of air entrainment masks and a trend towards selection of higher oxygen flow rates following education. CONCLUSIONS Evaluation of educational interventions in nursing should focus on identifying strategies that enhance learning in a clinical environment, are valid in terms of the clinical context and culture in which they are being used and most importantly, produce sustained improvements in actual clinical practice.
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Affiliation(s)
- Julie Considine
- School of Nursing, Faculty of Health and Behavioural Sciences, Deakin University, 221 Burwood Highway, Burwood, 3125 Vic., Australia.
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Considine J, Brennan D. Effect of an evidence-based paediatric fever education program on emergency nurses’ knowledge. ACTA ACUST UNITED AC 2007; 15:10-9. [PMID: 17218101 DOI: 10.1016/j.aaen.2006.11.005] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/19/2006] [Revised: 11/12/2006] [Accepted: 11/19/2006] [Indexed: 10/23/2022]
Abstract
INTRODUCTION This study examined the effect of an educational intervention of factual knowledge on emergency nurses' knowledge and clinical decisions related to paediatric fever. METHOD A prospective pre-test/post-test design was used. Emergency nurses' factual knowledge was measured by parallel multiple choice questions and the intervention for the study was an educational intervention consisting of two tutorials. Pre-test data were collected in early June 2005 and post-test data were collected during August 2005. RESULTS Thirty-one emergency nurses completed the pre and post-test multiple choice questions. Emergency nurses' knowledge increased following the tutorials. Pre-test score was positively correlated with knowledge acquisition. Self-reports of independent decisions related to fever management were influenced by experience, hours of employment, level of appointment, postgraduate qualifications and pre-test score. DISCUSSION High levels of variability in knowledge and knowledge acquisition suggest a review of undergraduate and postgraduate curricula is warranted. Although this study identified associations between independent fever management decisions and participant characteristics, further research is pivotal to better understanding these relationships.
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Affiliation(s)
- Julie Considine
- Emergency Department, The Northern Hospital, 185 Cooper Street, Epping, Vic. 3076, Australia.
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Considine J, Botti M, Thomas S. The effects of specific educational preparation on emergency nurses' clinical decisions regarding supplemental oxygen administration. Nurs Health Sci 2006; 8:73-80. [PMID: 16764558 DOI: 10.1111/j.1442-2018.2006.00252.x] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
The use of supplemental oxygen by emergency nurses has important implications for patient outcomes, yet there is significant variability in oxygen administration practises. Specific education related to oxygen administration increases factual knowledge in this domain; however, the impact of knowledge acquisition on nurses' clinical decisions is poorly understood. This study aimed to examine the effect of educational preparation on 20 emergency nurses' decisions regarding the assessment of oxygenation and the use of supplemental oxygen. A pre-test/post-test, quasi-experimental design was used. The intervention was a written, self-directed learning package. The major effects of the completion of the learning package included no change in the number or types of parameters used by nurses to assess oxygenation, a significant decrease in the selection of simple masks, a significant increase in the selection of air entrainment masks, fewer hypothetical outcomes of unresolved respiratory distress and more hypothetical outcomes of decreased respiratory distress. As many nursing education programs are aimed at increasing factual knowledge, while experience remains relatively constant, a greater understanding of the relationship between factual knowledge and clinical decisions is needed if educational interventions are to improve patient outcomes.
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Affiliation(s)
- Julie Considine
- Emergency Department, The Northern Hospital, Epping, Victoria, Australia.
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