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Effectiveness of a training program for ECT nurses

- Munday, Jo, Deans, Cecil, Little, John

  • Authors: Munday, Jo , Deans, Cecil , Little, John
  • Date: 2003
  • Type: Text , Journal article
  • Relation: Journal of Psychosocial Nursing and Mental Health Services Vol. 41, no. 11 (2003), p. 21-26
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  • Description: Electroconvulsive therapy (ECT) is a highly technical procedure requiring a team that consists of an anesthetist, a psychiatrist, a clinical nurse specialist, and recovery nurses. Traditionally, nursing education and training in the context of providing a safe and high standard of care has not been addressed. Ninety-two nurses from 42 different health agencies participated in a training program focusing on defibrillation, electrocardiogram (ECG) and electroencephalogram (EEG) monitoring, intubation, stimulus dosing, setting up the ECT equipment, and caring for the patient. A non-experimental, one-group, pretest-posttest research design was used in this study to evaluate the effectiveness of the training program for nurses working with ECT. Effective training for nurses was hypothesized to make a difference in the standards of practice and clinical effectiveness for patients undergoing ECT. Findings from this study indicated a major knowledge deficit in key components of ECT among nurses who have responsibilities in this area of nursing care. With effective training, nurses’ confidence levels increased related to setting up the equipment, administering a double dose, helping with intubation, and using a defibrillator. If nurses are to effectively function as team members in the ECT procedure, they must receive the training necessary to prepare them for this important role. The results of this study support the recommendation of the Royal Australian and New Zealand College of Psychiatrists that ECT nurses should be appropriately trained in anaesthetic and resuscitation techniques and modern ECT practice.
  • Description: C1
  • Description: 2003000386

Graduate nurse program coordinators’ perceptions of role adaptation experienced by new nursing graduates : A descriptive qualitative approach

- Missen, Karen, McKenna, Lisa, Beauchamp, Alison

  • Authors: Missen, Karen , McKenna, Lisa , Beauchamp, Alison
  • Date: 2014
  • Type: Text , Journal article
  • Relation: Journal of Nursing Education and Practice Vol. 4, no. 12 (2014), p. 134-141
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  • Description: Aims: This research explores the challenges that new nursing graduates experience whilst adapting to their new role in their first year of practice. These challenges are presented from the perspectives of Graduate Nurse Program Coordinators in the state of Victoria, Australia, previously not described in the literature. Background: Each year, thousands of new nursing graduates join the workforce in Australia, with many suffering major stressors and dissatisfaction in their first year of practice. Much has been written about challenges faced by this group from their own perspectives, yet nothing has been heard from the perspectives of those who support them; that is, the coordinators of year-long graduate nurse transition programs. Methods: This descriptive qualitative study used individual, semi-structured interviews to access information and perceptions from sixteen Graduate Nurse Program Coordinators about the challenges experienced by nursing graduates in their first year of practice. Transcripts were thematically analysed to reveal reoccurring themes and sub-themes. Results: The interviews provided an insight into various challenges that nursing graduates experience in relation to role adaptation in their first year of practice. Nursing graduates found difficulties with reality shock, work-life balancing and having unrealistic assumptions in their capacity to work, assuming they should be at a higher level despite being a beginner practitioner. Conclusions: This study reinforces the need for education providers to maintain currency in their undergraduate nursing programs and to work closely with health care services in providing a quality clinical experience to all nursing students. It also provides evidence that graduate transition programs are essential, with Graduate Nurse Program Coordinators performing a crucial role in providing appropriately planned strategies to support graduates through this vulnerable time.

Breastfeeding support in the early postpartum : Content of home visits in the SILC trial

- Ridgway, Lael, Cramer, Rhian, McLachlan, Helen, Forster, Della, Cullinane, Meabh, Shafiei, Touran, Amir, Lisa

  • Authors: Ridgway, Lael , Cramer, Rhian , McLachlan, Helen , Forster, Della , Cullinane, Meabh , Shafiei, Touran , Amir, Lisa
  • Date: 2016
  • Type: Text , Journal article
  • Relation: Birth Vol. 43, no. 4 (2016), p. 303-312
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  • Description: Background: The Supporting breastfeeding In Local Communities (SILC) cluster randomized controlled trial evaluated whether a home visit focussed on infant feeding early in the postpartum period increased the percentage of infants breastfeeding at 4 months in low socioeconomic areas of Victoria, Australia. The visits were offered to women identified as at risk of early breastfeeding cessation after discharge home with a new baby. This paper describes the content of the home visits. Methods: SILC visited 1,043 women from September 2012 to March 2013, and completed a data sheet for each visit documenting topics discussed, as well as what support and resources were offered. Frequencies and percentages are presented. Results: Home visits most commonly included the provision of reassurance to women (91%). Topics discussed included general breastfeeding information (83%), supply and demand (83%), positioning (79%), and feeding frequency (78%). Newborn feeding/behavior (57%), expression of breastmilk (54%), nipple pain (41%), low breastmilk supply (41%), and the use of nipple shields (18%) were also prominent topics. The issues and support needs of women were similar across locations (rural, regional or metropolitan) and regardless of maternal parity or age. There was some variation in the resources suggested in different localities. Conclusions: New mothers require help and reassurance independent of whether this is their first or subsequent child, reinforcing the need for support, breastfeeding information, and education about normal neonatal behavior. Key aspects of support are reassurance, normalization of infant behavior, and education. © 2016 Wiley Periodicals, Inc.

Incomplete or incorrect understanding of decimals: An important deficit for student nurses

- Pierce, Robyn, Steinle, Vicki

  • Authors: Pierce, Robyn , Steinle, Vicki
  • Date: 2006
  • Type: Text , Conference paper
  • Relation: Paper presented at the 30th Conference of the International Group for the Psychology of Mathematics Education, PME30, Mathematics in the Centre, Prague, Czech Republic : 16th - 21st July, 2006 p. 161-169
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  • Description: In this study more than 40% of the 355 student nurses who completed a pre-test, involving comparisons of decimal numbers, made errors that indicate an incomplete or incorrect conceptual understanding. This includes students who are sometimes able to achieve 100% on drug calculations tests. Seven test items with error rates of between 10% and 26% form the focus of our discussion. A sub-group of the students attended a one-hour remedial intervention using various physical materials to give conceptual meaning to decimal numbers. A matched post-test three months after the intervention, detected a statistically significant improvement for the intervention students but not for those who only practiced drug calculation procedures. Conceptual teaching for number sense is needed to underpin procedures.
  • Description: E1
  • Description: 2003001562

Clinical nursing professoriate : Reflections on Australian experiences

- Wellard, Sally, Heggen, Kristin

Infection prevention and control : Who is the judge, you or the guidelines?

- Bouchoucha, Stephane, Moore, Kathleen

  • Authors: Bouchoucha, Stephane , Moore, Kathleen
  • Date: 2017
  • Type: Text , Journal article
  • Relation: Journal of Infection Prevention Vol. , no. (2017), p.
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  • Description: Objectives: The aim of this study was to explore the attitudes and behaviours of registered nurses and their colleagues around the adoption of standard precautions in order to determine strategies to promote adherence. Design: A qualitative exploratory descriptive design used interviews and focus group to collect data. Setting: Registered nurses and registered midwifes from a tertiary metropolitan hospital took part in the study. Participants: A voluntary sample of 29 adults was recruited from the Australian nursing (n = 25) and midwifery (n = 4) workforce. There were six men (mean age = 36.83 years; SD = 8.93) and 23 women (mean age = 41.36 years; SD = 10.25). Participants were recruited through advertisement on notice boards and emails from unit managers. Results: Thematic analysis revealed five themes but the focus here is on staff judgements which are against the guidelines. Participants indicated that where in their judgement the patient posed no risk and they judged themselves skilled in the procedure, they were justified in deviating from the guidelines. Some staff judgements appeared to be self-protecting, while others were irrational and inconsistent. Conclusions: Despite use of standard precautions being mandated, staff often deviated from them based on their own assessment of the situation or the patient. Any deviance from the guidelines is of concern but especially so when staff take it upon themselves to apply their own criteria or judgements. These results also suggest there may be some organisational inadequacies with regards to training and supervision of staff.

The phenomenon of presence within contemporary nursing practice : A literature review

- Welch, Di, Wellard, Sally

  • Authors: Welch, Di , Wellard, Sally
  • Date: 2005
  • Type: Text , Journal article
  • Relation: Australian Journal of Holistic Nursing Vol. 12, no. 1 (2005), p. 4-10
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  • Description: Nursing practice underpinned by humanistic values may promote presence experiences within nurse-patient interactions. These interactions are powerful and beneficial both to nurse and patient. However, the phenomenon of presence is surrounded by competing and confused definitions. Whilst presence is arguably a core aspect of nursing practice, current health care environments significantly influence nurses' opportunities to experience presence.
  • Description: C1
  • Description: 2003001053

Educational gaming in the health sciences: systematic review

- Blakely, Gillian, Skirton, Heather, Cooper, Simon J., Allum, Peter

  • Authors: Blakely, Gillian , Skirton, Heather , Cooper, Simon J. , Allum, Peter
  • Date: 2009
  • Type: Text , Journal article
  • Relation: Journal of Advanced Nursing Vol. 65, no. 2 (2009), p. 259-269
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  • Description: Title.Educational gaming in the health sciences: systematic review. Aim. This paper is a report of a review to investigate the use of games to support classroom learning in the health sciences. Background. One aim of education in the health sciences is to enable learners to develop professional competence. Students have a range of learning styles and innovative teaching strategies assist in creating a dynamic learning environment. New attitudes towards experiential learning methods have contributed to the expansion of gaming as a strategy. Data sources. A search for studies published between January 1980 and June 2008 was undertaken, using appropriate search terms. The databases searched were: British Education Index, British Nursing Index, The Cochrane Library, CINAHLPlus, Medline, PubMed, ERIC, PsychInfo and Australian Education Index. Methods. All publications and theses identified through the search were assessed for relevance. Sixteen papers reporting empirical studies or reviews that involved comparison of gaming with didactic methods were included. Results. The limited research available indicates that, while both traditional didactic methods and gaming have been successful in increasing student knowledge, neither method is clearly more helpful to students. The use of games generally enhances student enjoyment and may improve long-term retention of information. Conclusion. While the use of games can be viewed as a viable teaching strategy, care should be exercised in the use of specific games that have not been assessed objectively. Further research on the use of gaming is needed to enable educators to gaming techniques appropriately for the benefit of students and, ultimately, patients.

Curriculum learning designs : Teaching health assessment skills for advanced nursing practitioners through sustainable flexible learning

- Fitzgerald, Les, Wong, Pauline, Hannon, John, Solberg Tokerud, Marte, Lyons, Judith

  • Authors: Fitzgerald, Les , Wong, Pauline , Hannon, John , Solberg Tokerud, Marte , Lyons, Judith
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Nurse Education Today Vol. 33, no. 10 (2013), p. 1230-1236
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  • Description: Background: Innovative curriculum designs are vital for effective learning in contemporary nursing education where traditional modes of delivery are not adequate to meet the learning needs of postgraduate students. This instance of postgraduate teaching in a distributed learning environment offered the opportunity to design a flexible learning model for teaching advanced clinical skills. Aim: To present a sustainable model for flexible learning that enables specialist nurses to gain postgraduate qualifications without on-campus class attendance by teaching and assessing clinical health care skills in an authentic workplace setting. Methods: An action research methodology was used to gather evidence and report on the process of curriculum development of a core unit, Comprehensive Health Assessment (CHA), within 13 different postgraduate speciality courses. Qualitative data was collected from 27 teaching academics, 21 clinical specialist staff, and 7 hospital managers via interviews, focus groups and journal reflections. Evaluations from the initial iteration of CHA from 36 students were obtained. Data was analyzed to develop and evaluate the curriculum design of CHA. Results: The key factors indicated by participants in the curriculum design process were coordination and structuring of teaching and assessment; integration of content development; working with technologies, balancing specialities and core knowledge; and managing induction and expectations. Conclusions: A set of recommendations emerged as a result of the action research process. These included: a constructive alignment approach to curriculum design; the production of a facilitator's guide that specifies expectations and unit information for academic and clinical education staff; an agreed template for content authors; and the inclusion of synchronous communication for real-time online tutoring. The highlight of the project was that it built curriculum design capabilities of clinicians and students which can sustain this alternative model of online learning. © 2012 Elsevier Ltd.

Researching with people you know

- McConnell-Henry, Tracy, James, Ainsley, Francis, Karen, Chapman, Ysanne

  • Authors: McConnell-Henry, Tracy , James, Ainsley , Francis, Karen , Chapman, Ysanne
  • Date: 2009
  • Type: Text , Journal article
  • Relation: Contemporary nurse : a journal for the Australian nursing profession Vol. 34, no. 1 (2009), p.
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  • Description: Interviewing is a key strategy used to elicit data in qualitative research. Whilst many nurse researchers are cognizant of the skills required to conduct a successful research interview, researchers may be less comfortable with the notion of interviewing a participant with whom the researcher claims a pre-existing, or dual relationship; a phenomenon becoming more apparent as the volume of researchers escalates especially in rural settings or smaller, heavily specialized fields. Issues pertaining to this particular situation are analyzed, debated and discussed. Furthermore tactics designed to enhance the research process whilst upholding the well-being of the researcher will be illustrated and elucidated.

Developing culturally competent reflective practitioners. Part 2. The culturally responsive reflective practice model

- Stockhausen, Lynette, Serizawa, A.

  • Authors: Stockhausen, Lynette , Serizawa, A.
  • Date: 2008
  • Type: Text , Journal article
  • Relation: Asian Journal of Nursing Vol. 11, no. 1 (2008), p. 8-12
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  • Description: This paper extends the issues and arguments raised in Part 1 of this article, and outlines the dimensions of a new framework designed specifically for the introduction of reflective practice into different cultures and becoming culturally attuned as competent reflective practitioners. The framework for the development of culturally competent reflective practice draws on theories, models, and explanations of both reflective practice and culture, and benefits from the cultural experiences of the authors, which adds further authenticity to the model's development and use. This educational model can be used by educators to sensitise themselves to cultural nuances, aid students in becoming culturally responsive (aware, safe, or competent), provide a structure for class planning, and remind themselves of the need for cultural competence when introducing reflective practice within a 'different' culture. © 2008 Scientific Communications International Limited.
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Deconstructing contributing factors to bullying and lateral violence in nursing using a postcolonial feminist lens

- Croft, Rhonda, Cash, Penelope

  • Authors: Croft, Rhonda , Cash, Penelope
  • Date: 2012
  • Type: Text , Journal article
  • Relation: Contemporary Nurse Vol. 42, no. 2 (2012), p. 226-242
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  • Description: Bullying and lateral violence is a reality in the workplace for many nurses and has been explored in nursing literature for at least three decades. Using a postcolonial feminist approach this paper examines what contributes to bullying and lateral violence in the nursing workplace by deconstructing the fi ndings from a British Columbia Nurses Union and Union of Psychiatric Nurses study. Theories of oppression and organizational context which have appeared in the literature serve to inform the discussion. A postcolonial lens provides an opportunity to come to grips with the insidiousness of bullying and lateral violence. An adaption of Phillips, Lawrence, and Hardy's (2004) framework is used to unpack discourses, actions, texts, and organizational practices to challenge taken-for-granted hegemonies in the workplace. Taking this different view has enabled new prisms of understanding to emerge from the contributing factors identifi ed in the study. Based on this analysis it is clear that bullying and lateral violence is deeply institutionalized. Nurses, managers, and organizations need to interrupt and interrogate the embeddedness of bullying and lateral violence in order to create a civil workplace. © eContent Management Pty Ltd.

Being active supports client control over health care

- Fiveash, Barbara, Nay, R.

  • Authors: Fiveash, Barbara , Nay, R.
  • Date: 2004
  • Type: Text , Journal article
  • Relation: Contemporary Nurse Vol. 17, no. 3 (2004), p. 192-203
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  • Description: The purpose of this study was to identify how healthcare clients achieve and maintain a sense of control over their health. The literature review conducted refers to: (i) key definitions of control, (ii) locus of control, and (iii) control and wellbeing. Participants with a range of acute and chronic health conditions and who had been hospitalised at some point were selected for the study. Symbolic interactionism (Blumer, 1969) and modified grounded theory of Strauss & Corbin (1998) provided the frameworks for this study. During the six month study period, data were collected from sixty participants and included interviews, participant observation, reviewing participants' records (nursing care plans, nursing notes and case histories), the nursing units' philosophy, organisational charts, policies and procedures, annual reports, consumer brochures and any other relevant information sources. Findings from the study indicated that participants moved from feeling vulnerable to having a sense of control through to being purposefully active. Vulnerability was associated with: (i) having limited choices in respect to their health, (ii) lacking adequate health information to make choices, (iii) being ignored by health providers with respect to their needs, and (iv) lacking friend/family supports. Purposefully activating was associated with three major categories: (i) reflecting, (ii) being self-determiningly involved and (iii) normalising. Findings from this study could be used by health care clients who want a sense of control over their health care, and also by health care providers who wish to support clients in the healthcare process.
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  • Description: 2003000836

Post sedation recovery of day procedure patients : Effect of Aldrete's assessment instrument on first stage recovery

- Deans, Cecil, Flynn, Jill

From the margins to the mainstream : Facilitating the inclusion of students with disabilities into university nursing courses

- Ryan, Janette, Struhs, John

Problem based learning (PBL) : A conundrum

- Wells, Samantha, Warelow, Philip, Jackson, Karen

  • Authors: Wells, Samantha , Warelow, Philip , Jackson, Karen
  • Date: 2009
  • Type: Text , Journal article
  • Relation: Contemporary Nurse Vol. 33, no. 2 (2009), p. 191-201
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  • Description: Problem Based Learning (PBL) using minimal guided instruction is used as an educational strategy across a broad variety of disciplines in the tertiary sector. This paper includes some of the strengths and weaknesses of PBL, both in general and in relation to the health care setting, encompassing some of its philosophical underpinnings and its methodological approach. In an effort to explore some of the benefits and problems with PBL in the work setting, this account will comprise a realistic rather than idealistic focus and will include a range of perspectives from both a facilitator and student standpoint. We suggest that PBL is a useful strategy across a comprehensive nursing degree programme (as the ideal) provided the learning programme is supported financially and that its ideal creed which supports a small group approach are adhered to. What we find is that reality is often different, with individual facilitators condensing their PBL programmes to incorporate a modified PBL approach with this personalised approach often taking strength away from the original conceptions of PBL. What we suggest here is that these circumstances constitute a conundrum.

Developing culturally competent reflective practitioners. Part 1. Cultural reflections

- Stockhausen, Lynette

  • Authors: Stockhausen, Lynette
  • Date: 2007
  • Type: Text , Journal article
  • Relation: Asian Journal of Nursing Vol. 10, no. 4 (2007), p. 212-217
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  • Description: Reflective practice is principally a widely recognised Euro-western concept that has been used to promote inquiry; however, explanations of the natures and use of reflective practice in its present form may not be easily transferable to some Asian cultures. The cultural significance of introducing an educational practice as unfamiliar as reflective practice to experienced nurse practitioners and undergraduate nursing students in Japan and Vietnam are highlighted. Part 1 of this 2 part article on developing culturally competent reflective practitioners reflects on previous research studies, the literature, and the author's experiences as a teacher and consultant in Japan and Vietnam. © 2007 Scientific Communications International Limited.
  • Description: C1
  • Description: 2003005860

E-simulation:pre-registration nursing students' evaluation of an on-line patient deterioration program

- Cant, Robyn, Young, Susan, Cooper, Simon J., Porter, Joanne

  • Authors: Cant, Robyn , Young, Susan , Cooper, Simon J. , Porter, Joanne
  • Date: 2015
  • Type: Text , Journal article
  • Relation: CIN: Computers, Informatics, Nursing Vol. 33, no. 3 (2015), p. 108-114
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  • Description: This study explores preregistration nursing students’ views of a Web-based simulation program: FIRST2 ACTWeb (Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends-Web). The multimedia program incorporating three videoed scenarios portrayed by a standardized patient (human actor) aims to improve students’ recognition and management of hospital patient deterioration. Participants were 367 final-year nursing students from three universities who completed an online evaluation survey and 19 students from two universities who attended one of five focus groups. Two researchers conducted a thematic analysis of the transcribed narratives. Three core themes identified were as follows: “ease of program use,” “experience of e-Simulation,” and “satisfaction with the learning experience.” The Web-based clinical learning environment was endorsed as functional, feasible, and easy to use and was reported to have high fidelity and realism. Feedback in both focus groups and surveys showed high satisfaction with the learning experience. Overall, evaluation suggested that the Web-based simulation program successfully integrated elements essential for blended learning. Although Web-based educational applications are resource intensive to develop, positive appraisal of program quality, plus program accessibility and repeatability, appears to provide important educational benefits. Further research is needed to determine the transferability of these learning experiences into real-world practice.

Enhancing alcohol and other drug (AOD) screening by emergency nurses

- Kelly, David, Chan, Raymond, Plummer, Virginia

Patient deterioration education: Evaluation of face-to-face simulation and e-simulation approaches

- Cooper, Simon J., Cant, Robyn, Bogossian, Fiona, Kinsman, Leigh, Bucknall, Tracey

  • Authors: Cooper, Simon J. , Cant, Robyn , Bogossian, Fiona , Kinsman, Leigh , Bucknall, Tracey
  • Date: 2015
  • Type: Text , Journal article
  • Relation: Clinical Simulation in Nursing Vol. 11, no. 2 (2015), p. 97-105
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  • Description: Background Simulation-based education is one strategy that may be used to teach nursing students to recognize and manage patient deterioration. Method Final-year preregistration nursing students (n = 97) completed three face-to-face laboratory-based team simulations with a simulated patient (actor) and 330 students individually completed a three-scenario Web-based simulation program: FIRST2ACTWeb™. Results Both groups achieved moderate performance scores (means: face to face, 49%; e-simulation, 69%). Course evaluations were positive, skill gain showing a greater effect size in the face-to-face program than for e-simulation, and higher satisfaction and more positive appraisal. Conclusion Face-to-face simulation and e-simulation are effective educational strategies with e-simulation offering greater feasibility. Either strategy is likely to add value to the learning experience.