The Effect Of Educational Program On Critical Care Nurses’ Knowledge, Practice And Clinical Outcome Regarding Delirium  Among Critically Ill Patients

Pain management in the critically ill is a challenge and a problem of great concern for critical care nurses. The authors review research on pain in the areas of pain assessment, nurses’ knowledge and attitudes, pharmacologic interventions, and nonpharmacologic interventions for the management of pain. Although the research base is not completely developed in the critically ill population, implications for practice are provided, based upon the findings in populations akin to the critically ill. Strategies are outlined for achieving improved pain control in critical care units through education, adoption of standards on pain management, and quality improvement activities

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EFFECTIVENESS OF AN EDUCATIONAL PROGRAM ABOUT BIOLOGICAL HAZARD SAFETY MEASURES KNOWLEDGE AMONG CRITICAL CARE NURSES

10.36106/gjra/0410816 ◽

2021 ◽

pp. 98-100

Author(s):

Yasmin Abdalla

Keyword(s):

Critical Care ◽

Personal Protective Equipment ◽

Educational Program ◽

Critical Care Nurses ◽

Public Hospitals ◽

Work Place ◽

Protective Equipment ◽

Safety Measures ◽

Biological Hazard ◽

Nurses Knowledge

Background: communicable and contagious diseases and exposure to blood-borne pathogens make critical care nurses expose to biological work place hazard. The aim of the study was to assess the effectiveness of an educational program on critical care nurses' knowledge about safety measures of biological hazard. Methodology: It was a pre/post interventional, hospital-based study, study subjects were 200 intensive care nurses (34 males 17% and 166 females 83%) working for one year or more in critical care settings (8 units) in ve public hospitals, Khartoum state, Sudan. A structured face to face questionnaire was used pre and posttest. A program done by lectures about biological hazard, causes, and safety measures, sitting group's discussion and direct individual educational sessions, interview was carried with each hospital's matron. Results: Knowledge about biological hazard as work place hazards was 100% in both pre and post results. Regarding preventive measures of biological hazard, participants showed different values in answer like uses of personal protective equipment (PPE) mentioned by 99% in preprogram test while hand washing was mentioned by 49.5% in pretest evaluation, Personal protective equipment was poorly provided. Conclusion: The educational program for critical care nurses had efcient results, as the noticeable improvement of results of critical care nurses' knowledge about universal precautions.

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Effect of an educational programme on critical care nurses’ competence at two tertiary hospitals in Malawi

Malawi Medical Journal ◽

10.4314/mmj.v33i4.3 ◽

2021 ◽

Vol 33 (4) ◽

pp. 236-241

Author(s):

Rodwell Gundo ◽

Beatrice Gundo ◽

Ellen Chirwa ◽

Annette Dickinson ◽

Gael Janine Mearns

Keyword(s):

Critical Care ◽

Critically Ill ◽

Critically Ill Patients ◽

Educational Programme ◽

Critical Care Nurses ◽

Critical Care Nursing ◽

Nursing Competence ◽

Competence Scale ◽

Tertiary Hospitals ◽

Care Nursing

BackgroundCritical care specialty deals with the complex needs of critically ill patients. Nurses who provide critical care are expected to possess the appropriate knowledge and skills required for the care of critically ill patients. The aim of this study was to assess the effect of an educational programme on the competence of critical care nurses at two tertiary hospitals in Lilongwe and Blantyre, Malawi.MethodsA quantitative pre- and post-test design was applied. The training programme was delivered to nurses (n = 41) who worked in intensive care and adult high dependency units at two tertiary hospitals. The effect of the training was assessed through participants’ self-assessment of competence on the Intensive and Critical Care Nursing Competence Scale and a list of 10 additional competencies before and after the training.ResultsThe participants’ scores on the Intensive and Critical Care Nursing Competence Scale before the training, M = 608.2, SD = 59.6 increased significantly after the training, M = 684.7, SD = 29.7, p <.0001 (two-tailed). Similarly, there was a significant increase in the participants’ scores on the additional competencies after the training, p <.0001 (two-tailed). ConclusionThe programme could be used for upskilling nurses in critical care settings in Malawi and other developing countries with a similar context.

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Impact of Educational Program Regarding Ventilator-Associated Pneumonia Bundle on Critical Care Nurses' Knowledge and Practices

Mansoura Nursing Journal ◽

10.21608/mnj.2021.213213 ◽

2021 ◽

Vol 8 (3) ◽

pp. 301-318

Author(s):

Nahla khalil ◽

Hala Mohamed ◽

Ola Sayed

Keyword(s):

Critical Care ◽

Educational Program ◽

Critical Care Nurses ◽

Ventilator Associated Pneumonia ◽

Nurses Knowledge

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Evidence-based practice: fever-related interventions

American Journal of Critical Care ◽

10.4037/ajcc1999.8.1.481 ◽

1999 ◽

Vol 8 (1) ◽

pp. 481-487 ◽

Cited By ~ 9

Author(s):

R Henker

Keyword(s):

Critical Care ◽

Critically Ill ◽

Critically Ill Patients ◽

American Association ◽

Critical Care Nurses ◽

Critically Ill Patient ◽

Evidence Based ◽

Common Phenomenon ◽

Research Questions ◽

Research Studies

Fever is a common phenomenon in critically ill patients. Ideally, all decisions about treatment of fever would be based on results of well-developed research studies. Instead, some research questions related to treatment of fever have been studied more extensively than others. This article is an evaluation of the usefulness of the research studies related to treatment of fever in the critically ill. Two questions are addressed: when is treatment of fever most beneficial to a critically ill patient, and how is fever most effectively treated in the critically ill? Evidence related to the treatment of fever is evaluated by using the recommendation levels of the research-based practice protocols of the American Association of Critical-Care Nurses.

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Access to Continuing Education for Critical Care Nurses in Rural or Remote Settings

Critical Care Nurse ◽

10.4037/ccn2017999 ◽

2017 ◽

Vol 37 (2) ◽

pp. 66-71 ◽

Cited By ~ 9

Author(s):

Lori Hendrickx ◽

Charlene Winters

Keyword(s):

Critical Care ◽

Continuing Education ◽

Critically Ill ◽

Critically Ill Patients ◽

Rural Areas ◽

Urban Areas ◽

Health Care Facilities ◽

Critical Care Nurses ◽

Skilled Nursing ◽

Wide Range

Caring for the critically ill does not occur solely in large medical centers or urban areas. Nurses practicing in rural or remote settings practice as nurse generalists, caring for a wide range of patients, including those needing critical care. As a nurse generalist, the need for a wide variety of skill sets challenges nurses in rural areas to maintain current practice through continuing education across many content areas. They also may not come in contact with critically ill patients or emergent situations as often as their urban counterparts, which can make remaining comfortable with more advanced skills difficult. Because nurses working in rural or remote areas may care for critically ill patients less often, the need to remain vigilant in pursuit of continuing education is increased; however, access to continuing education can be problematic because of geographic isolation, difficulty getting time off from work, limited financial resources, and perceived lack of applicable topics. With advances in technology, critical care nurses working in rural areas have more options for continuing education, which is crucial for maintaining a skilled nursing workforce in rural health care facilities. This article addresses challenges critical care nurses working in remote or rural areas face in pursuing continuing education and provides information about available educational opportunities.

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