Development of a Workshop for Malignant Hematology Nursing Education

Randomized Control Trial on Internet-Based Self-Management of Arteriovenous Fistula in Hemodialysis Patients

PURPOSE

To assess the impact of incorporating internet-based resources and popular science workshops on self-care management among hemodialysis patients with arteriovenous fistula.

DESIGN

A randomized controlled trial involving 110 hemodialysis patients with arteriovenous fistula, randomly assigned to either the experimental or control group.

METHODS

The experimental group received self-management training utilizing internet resources and interactive workshops, while the control group received conventional health education methods. After the intervention, the self-management proficiency of both groups was assessed, including comprehension of arteriovenous fistula-related information, satisfaction levels, self-care abilities, engagement in functional exercises, quality of life, and other relevant factors.

FINDINGS

Patients in the experimental group exhibited significantly greater proficiency in arteriovenous fistula self-management knowledge, higher levels of patient satisfaction, enhanced self-management abilities, improved functional exercise performance, and better overall quality of life compared to those in the control group (p < 0.05).

CONCLUSIONS

The combination of internet resources and popular science workshops presents a novel and promising approach for educating and promoting self-care management among hemodialysis patients with arteriovenous fistula. This method holds potential for widespread dissemination and implementation in science education.

CLINICAL EVIDENCE

The study demonstrates the tangible benefits of integrating internet-based resources and popular science workshops into self-management training for arteriovenous fistula among hemodialysis patients, as evidenced by improved knowledge, satisfaction, abilities, exercise performance, and quality of life in the experimental group compared to the control group.

Evidence-Based Critical Care Education for Oncology Nurses

BACKGROUND

Advances in medical care for oncology patients have heightened the complexity of this patient population, leading to an increased need for lifesaving, critical care. Yet, there is a lack of literature on education to prepare nurses to provide care to critically ill oncology patients.

OBJECTIVES

The purpose of this quality improvement project was to evaluate oncology nurses' mastery of basic and oncology-specific critical care knowledge after an evidence-based supplemental training intervention.

METHODS

An 8-hour supplemental training intervention was developed to increase oncology nurses' knowledge about basic and oncology critical care by addressing score deficiencies noted on the Basic Knowledge Assessment Tool (9r version). Seventeen oncology nurses completed the supplemental training intervention. The Basic Knowledge Assessment Tool and an Oncology Knowledge Survey were administered pre and post supplemental training, and significant changes were detected with Wilcoxon signed rank tests.

RESULTS

Mean total Basic Knowledge Assessment Tool scores significantly improved from 65.7 before initial course to 73.7 post supplemental training (P = .002). Oncology Knowledge Survey total scores increased from 75.3% to 80.9%, which was a statistically significant improvement (P = .039).

CONCLUSIONS

Critical care training is imperative for oncology nurses preparing to care for high-acuity oncology patients. Adequate knowledge of basic and oncology-specific critical care is important to prevent adverse events and improve outcomes for this complex patient population.