Antibiotic stewardship: The role of clinical nurses and nurse educators

2018 ◽  
Vol 60 ◽  
pp. 157-160 ◽  
Author(s):  
Sharon Sumner ◽  
Sandra Forsyth ◽  
Katreena Collette-Merrill ◽  
Caroline Taylor ◽  
Todd Vento ◽  
...  
2016 ◽  
Vol 44 (12) ◽  
pp. 1454-1457 ◽  
Author(s):  
Mary Lou Manning ◽  
Jeanne Pfeiffer ◽  
Elaine L. Larson

2015 ◽  
Vol 36 (9) ◽  
pp. 718-724 ◽  
Author(s):  
Jan Sayers ◽  
Violeta Lopez ◽  
Patricia B. Howard ◽  
Phil Escott ◽  
Michelle Cleary

Author(s):  
William D Miller ◽  
Robert Keskey ◽  
John C Alverdy

Abstract Although sepsis has been characterized as a dysregulated immune response to an ongoing or suspected infection, the role of the microbiome as a key influencer of the septic response is emerging. The unavoidable disruption of the microbiome while treating sepsis with antibiotics can itself result in immune system dysregulation, further exacerbating the course and outcome of sepsis. Alterations in the gut microbiome as a result of sepsis and its treatment have been implicated in the organ dysfunction typical of sepsis across a wide variety of tissues including the lung, kidney and brain. A number of microbiota directed interventions are currently under investigation in the setting of sepsis including fecal transplant, the administration of dietary fiber in enteral feeding products and the use of antibiotic scavengers that are directed at attenuating the effects of antibiotics on the gut microbiota while allowing them to concentrate at the primary sites of infection. Taken together, the emerging role of the gut microbiome in sepsis touches various elements of the pathophysiology of sepsis and its treatment, and provides yet another reason to consider the judicious use of antibiotics via antibiotic stewardship programs.


1994 ◽  
Vol 3 (19) ◽  
pp. 984-985 ◽  
Author(s):  
Mike Nolan ◽  
Janet Nolan
Keyword(s):  

Author(s):  
Laura M Dempsey

Described in this study are the experiences of six clinical nurses in Ireland who have transitioned to the role of nurse lecturer. Semi-structured interviews were used to gather data from these novice nurse lecturers. Data were analyzed manually and thematically, generating five emerging themes: feelings experienced during the transition; educational preparation for the role; actual and potential support structures available; hindering factors of the role; and the overall transition experience. Negative feelings and experiences encountered were found to decrease as participants accepted their role change, gained experience in their new role, and became more familiar with their work environment.


2011 ◽  
Vol 12 (4) ◽  
pp. 224-235 ◽  
Author(s):  
Linda L. Shanta ◽  
Constance B. Kalanek ◽  
Patricia Moulton ◽  
Terri Lang

Nurses often do not become faculty through deliberate intention; rather they enter the role because of circumstance. While they may be expert practitioners, they are often not prepared for faculty roles. Unlike traditional preparation for nursing practice, which requires clinical education, the role of nurse teacher often has no systematic preparation. The purpose of the Nurse Faculty Intern (NFI) Pilot Study was to investigate the role development of nurse educators and the mechanism by which graduate students gain competencies related to pedagogy through practical experience and a relationship with mentors. Results from the study revealed need for intentional role development for the NFI. Even though NFI’s had many years of nursing experience, they expressed the need for orientation to teaching pedagogy to better use their nursing knowledge when working with students. This article will present the findings and recommendations from the study.


2007 ◽  
Vol 14 (4) ◽  
pp. 503-509 ◽  
Author(s):  
Sheila Shaibu

Reflections on my experience of conducting research in Botswana are used to highlight tensions and conflicts that arise from adhering to the western conceptualization of bioethics and the need to be culturally sensitive when carrying out research in one's own culture. Cultural practices required the need to exercise discretionary judgement guided by respect for the culture and decision-making protocols of the research participants. Ethical challenges that arose are discussed. The brokerage role of nurse educators and leaders in contextualizing western bioethics is emphasized.


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