scholarly journals Community nursing and antibiotic stewardship: the importance of communication and training

2019 ◽  
Vol 24 (7) ◽  
pp. 338-342 ◽  
Author(s):  
Angel Chater ◽  
Molly Courtenay

Antimicrobial stewardship (using antimicrobials responsibly) can reduce the risk of antimicrobial resistance (AMR). Many health professionals identify themselves as ‘antibiotic guardians’, but patient expectations, time constraints, and a lack of confidence or underdeveloped communication skills can influence decisions to prescribe. Nurse prescribers have an important role to play in antibiotic stewardship, and their numbers continue to grow. While nurse prescribers welcome this extension to their traditional role, they are often faced with barriers to antibiotic stewardship activities. These barriers may relate to their Capability (knowledge/skill), Opportunity (norms of practice, influence of patients, environmental factors), and Motivation (attitudes and beliefs, concern over outcome, emotion and habit) [COM-B]. Education, training and enablement can help to overcome these barriers, and the development of knowledge, confidence and effective communication skills should be of priority. Further, communication skills can help nurse prescribers understand patient expectations, with the use of open-ended questions, active listening and creation of a patient-centred consultation that leads to a mutually agreed end goal and way forward.

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Márcia Cristina Rocha Paranhos ◽  
Lívia De Rezende Cardoso

This article builds a mapping in order to analyze the theses and dissertations about body, health, curriculum and training of health professionals. For this, theses and dissertations were mapped in the period from 2010 to 2020 through a state-of-the-art study. The composition of the data is given by the presentation and discussion of the listed texts. As for research, these concern the production of bodies based on biotechnological discourses; professional training in health; others point to the curricula of health courses after the National Curriculum Guidelines (DCN); the performance of health professionals in relation to the Unified Health System (SUS); teaching strategies for health training; corporeidity in the curricula, especially in the curricula of the Physical Education course; the anatomoclinical body and educational health practices. In this perspective, some contributions, limits and possibilities of this academic production were observed.


2021 ◽  
Vol 36 (Supplement_1) ◽  
Author(s):  
J Perrin ◽  
J Tcherdukian ◽  
A Netter ◽  
E Lechevalier ◽  
F Bretelle ◽  
...  

Abstract Study question Among health professionals involved in contraceptive prescribing, what are the knowledge, professional attitudes and training on male contraceptive methods? Summary answer The health professionals involved in prescribing contraception are not sufficiently trained in male contraception and almost all of them want more. What is known already The most recent large-scale studies show that 70% of couple contraception is provided by women and that the majority of men and women would be willing to adopt male contraception as couple contraception. The medicalization of contraception places the medical profession at the forefront of the acceptability of and information regarding a contraceptive method. However, only one study have evaluated health professionals’ knowledge of the various methods of male contraception (MC), including male hormonal contraception (MHC) and male thermal contraception (MTC). Study design, size, duration Between April 2020 and June 2020, we carried out a descriptive prospective multicentre study in a medical population of 2243 prescribers of couple contraception in France. Participants/materials, setting, methods The participants were obstetrician-gynaecologists, medical gynaecologists, general practitioners or midwives. They completed a three-part numerical questionnaire, including i) sociodemographic characteristics and personal experiences with contraception, ii) knowledge and professional attitudes about male contraception and iii) training on male contraception. Main results and the role of chance The overall participation rate was 19% (340/2243). Condoms and withdrawal were known by 98% and 89% of the population, respectively. Vasectomy was known by 75% of the population and significantly better known by obstetrician-gynaecologists than by medical gynaecologists and general practitioners (p = 0.026). Male hormonal contraception (MHC) and male thermal contraception (MTC) were known by 10% and 23% of the population, respectively, and were significantly better known by medical gynaecologists and general practitioners than by other specialties (p < 0.001). More than half (55%) of the population never or infrequently offered MC during a couple’s contraceptive request consultation. Female practitioners offered MC significantly more often than male practitioners (48% vs. 26%; p = 0.033). Only 14% of the population had ever participated in training on MC, 96% wished to be better trained on MC, and 86% expressed a willingness to participate in such a training. Limitations, reasons for caution The population was mainly representative of medical health practitioners of southeastern France. There was an over-representation of women in all medical specialties, except for midwives. Wider implications of the findings: Our study shows that health professionals involved in contraception have limited knowledge about MC and are eager to have more information about it. To advance the acceptability and dissemination of such contraceptive methods, it seems imperative to provide health professionals with an adapted training program on male contraception. Trial registration number 2020–01–23–03


2021 ◽  
Vol 30 (7) ◽  
pp. 448-449
Author(s):  
John Tingle

John Tingle, Lecturer in Law, Birmingham Law School, University of Birmingham, discusses some recent reports that consider how health professionals communicate with patients


2018 ◽  
Vol 37 (2) ◽  
pp. 172-180 ◽  
Author(s):  
Fatma Demet Arslan ◽  
Inanc Karakoyun ◽  
Banu Isbilen Basok ◽  
Merve Zeytinli Aksit ◽  
Esma Celik ◽  
...  

SummaryBackground:The most common sources of error in the preanalytical phase are considered to be at the stage of patient preparation and sample collection. In order to reduce the preanalytical errors, we aimed to determine the level of phlebotomists knowledge about the preanalytic phase before and after planned trainings in the study.Methods:Training about preanalytical processes was given to the 454 health professionals and the majority of them were employed as nurse. Questionnaires before and after training were conducted. In order to assess the effect of the training into the process, preanalytical error rates were calculated before and after training.Results:The total correct answer rates of vocational school of health diplomaed were statistically lower than the total correct answer rates of other. It was observed significantly increase in the rate of correct answers to questionnaire and significantly decrease in preanalytical error rates after training.Conclusions:The results of the survey showed that the attitudes of the phlebotomists were diverse in the preanalytical processes according to the levels of education and their practices. By providing training to all staff on a regular basis, their information about preanalytical phase could be updated and hence, it may possible to significantly reduce the preanalytical errors in health practice and nursing science.


Author(s):  
Vance G Fowler ◽  
Amanda Jezek ◽  
Emily S Spivak ◽  
Kathy Talkington

Abstract This paper is a call to action for the policies necessary to reduce the burden of antimicrobial resistance, including federal investments in antibiotic stewardship, antibiotic innovation, surveillance, research, diagnostics, infection prevention, the infectious diseases workforce, and global coordination.


2021 ◽  
Vol 6 ◽  
pp. 202
Author(s):  
Bernard Appiah ◽  
David Anum-Hagin ◽  
Martha Gyansa-Luterrodt ◽  
Elfreda Samman ◽  
Franklin Konadu Addo Agyeman ◽  
...  

Background: Interventions delivered in schools have been found to be effective in improving knowledge of antibiotics and antimicrobial resistance (AMR) among school-aged children, particularly those in high-income countries, but the evidence is largely lacking in low- and middle-income countries. This study aimed to design, implement and assess storytelling in one school and picture drawing in another school as engagement approaches for improving knowledge, attitudes and beliefs about antibiotics and AMR among schoolchildren in Ghana.  Methods: Two schools with a total population of 375 schoolchildren ages 11-15 years in Tema, a city in Ghana, participated in public engagement interventions involving storytelling in one school and picture drawing in another school. The interventions included eight weeks of engagement led by science teachers and a competition held in each school. For quantitative outcome-based evaluation, schoolchildren were randomly sampled in each school (31 in the storytelling school and 32 in the picture-drawing school). Purposive sampling was also used to select 20 schoolchildren in each school for qualitative outcome-based evaluation. Respondents completed identical knowledge, attitudes and beliefs questionnaires and were interviewed at two time points (before and at most a week) after key interventions to assess changes in antibiotics and AMR knowledge, attitudes and beliefs. McNemar test was conducted to assess statistical significance between baseline and endline scores. Framework analysis was used for analysing the qualitative data. Results: Picture drawing had more significant effects (both positive and negative) on schoolchildren’s AMR knowledge, attitudes and beliefs, whereas storytelling had a negative effect on children’s AMR knowledge and no significant impact on beliefs and attitudes.  Conclusions: Our project’s findings suggest that public engagement interventions that use picture drawing and storytelling may influence the knowledge, attitudes and beliefs of schoolchildren regarding antibiotic misuse and AMR. However, modifications are required to make them much more effective.


2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
C Copperstone ◽  
M Bonello

Abstract Background Addressing health inequalities is a crucial public health issue. It is thus imperative that health professionals are equipped with explicit competences to recognise and address health inequalities. Methods This is a multi-phase mixed-methods study exploring health inequalities and training within professional health curricula at the University of Malta. Phase One consists of a scoping study which explores whether and how health inequalities feature within the health professions' undergraduate curricula. This involved a systematic search of undergraduate health professional curricula, including competency profiles in each programme of study, using information available in the public domain. Academic year reviewed was 2019-2020. To ensure harmonisation, the two independent reviewers used the following search strategy: a) using a keyword descriptive approach (MeSH terms divided into two levels: direct, level one, and more general keywords, level two) and b) a more subjective approach to assess wider topic elements. Results Preliminary results emanating from mapping of 19 different programmes of study will be presented. A wide range of occurrences, from zero occurrences in some programmes to a maximum of one occurrence for level one and 12 for level two keywords in other programmes, was observed. Conclusions There is a wide disparity between the awareness of and training of inequalities across different professional training programmes. This provides the groundwork for Phase Two of this research during which public health stakeholders' attitudes and perceptions on health professional training and current practices will be explored. Findings from this study will provide the evidence and the impetus for possible interdisciplinary modules and/or continuous professional development programmes in health inequalities. Key messages The need for developing short courses/reviewing health curricula to incorporate health inequalities is encouraged. Public health professionals have a responsibility to address health inequalities in their professional practice.


2018 ◽  
Vol 9 (2) ◽  
pp. 215
Author(s):  
Zaraida Aviles Saez ◽  
Rosalía Cara Rodríguez ◽  
Luisa María López Trinidad

Resumen: La comunicación con las personas diagnosticadas de patologías mentales es un punto fundamental para ayudar a conseguir su reinserción social. Enfermería es la figura que mantiene un contacto más estrecho con estos pacientes cuando se encuentran ingresados en centros sanitarios. El diálogo con estos pacientes es sumamente complejo, lo que hace necesario realizar investigaciones y formación que aborden la mejor forma de relacionarnos con ellos. Este estudio tiene por objetivo demostrar la im­portancia que tiene la comunicación con el paciente psiquiátrico respecto a la relación con el personal de Enfermería y su evolución. Los resultados muestran que los profesionales y estudiantes de Enfermería necesitan formación específica para saber cómo enfrentar un diálogo con personas con enfermedades mentales. La escucha activa, el idioma, la comunicación no verbal y la cercanía en la relación son claves para una comunicación efectiva.Palabras clave: Comunicación; enfermedad mental; Enfermería; relación.Abstract: Communication with people diagnosed with mental pathologies is a fundamental point to help achieve their social reintegration. Nursing is the figure that maintains a closer contact with these patients when they are admitted to health centers. The dialogue with these patients is extremely complex, which makes it necessary to conduct research and training that addresses the best way to relate to them. The purpose of this study is to demonstrate the importance of communication with the psychiatric patient regarding the relationship with the nursing staff and their evolution. The results show that nursing professionals and students need specific training to know how to face a dialogue with people with mental illness. Active listening, language, non-verbal communication and closeness in the relationship are key to effective communication.Keywords: Communication; mental illness; nursing; relationship.


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