Nursing Educational Intervention to Control COVID-19 Vaccine Hesitancy among School Team Members at Beni-Suef City and Benha City, Egypt

Introduction: Human errors occur during resuscitation despite individual knowledge of resuscitation guidelines. Poor teamwork has been implicated as a major source of such error; therefore interprofessional resuscitation teamwork training is essential. Hypothesis: A one-day team training course for pediatric interprofessional resuscitation team members improves adherence to PALS guidelines, team efficiency and teamwork in a simulated clinical environment. Methods: A prospective interventional study was conducted at 4 children’s hospitals in Canada with pediatric resuscitation team members (n=300, 51 teams). Educational intervention was a one-day simulation-based team training course involving interactive lecture, group discussions and 4 simulated resuscitation scenarios followed by debriefing. First scenario of the day was conducted prior to any training. Final scenario of the day was the same scenario, with modified patient history. Scenarios included standardized distractors designed to elicit and challenge specific teamwork behaviors. Primary outcome measure was change (before and after training) in adherence to PALS guidelines, as measured by the Clinical Performance Tool (CPT). Secondary outcome measures: change in times to initiation of chest compressions and defibrillation; and teamwork performance, as measured by the Clinical Teamwork Scale (CTS). Correlation between CPT and CTS scores was analyzed. Results: Teams significantly improved CPT scores (67.3% to 79.6%, P< 0.0001), time to initiation of chest compressions (60.8 sec to 27.1 sec, P<0.0001), time to defibrillation (164.8 sec to 122.0 sec, P<0.0001) and CTS scores (56.0% to 71.8%, P<0.0001). Significantly more teams defibrillated under AHA target of 2 minutes (10 vs. 27, P<0.01). A strong correlation was found between CPT and CTS (r=0.530, P<0.0001). Conclusions: Participation in a simulation-based team training educational intervention significantly improved surrogate measures of clinical performance, time to initiation of key clinical tasks, and teamwork during simulated pediatric resuscitation. A strong correlation between clinical and teamwork performance suggests that effective teamwork optimizes clinical performance of resuscitation teams.

Download Full-text

An Understanding of the Drivers of Infectious Diseases in the Modern World Can Aid Early Control of Future Pandemics

Pharmacy ◽

10.3390/pharmacy9040181 ◽

2021 ◽

Vol 9 (4) ◽

pp. 181

Author(s):

Taiwo Opeyemi Aremu ◽

Oluwatosin Esther Oluwole ◽

Kehinde Oluwatosin Adeyinka

Keyword(s):

Infectious Diseases ◽

Disease Outbreaks ◽

Vaccine Hesitancy ◽

Modern World ◽

Healthcare Team ◽

Economic Implications ◽

Team Members ◽

Health And Wellbeing ◽

Ancient Times ◽

Early Phases

Infectious diseases have been a significant challenge to health and wellbeing from ancient times, with substantial economic implications globally. Despite the advent of technology, infectious diseases continue to affect people of various social statuses and across geographical locations. Understanding some of the drivers of infectious diseases, antimicrobial resistance, vaccination, and vaccine hesitancy is a step towards thriving in the modern world, achieving fewer morbidities and mortalities, and adequately controlling future pandemics. Pharmacists are strategically placed as healthcare team members to promote early disease control through health education, advocacy, cross-professional and specialty collaboration, communal trust-building, research, and global unity. Not forgetting that infectious diseases in the modern world are about people and science, credible crisis communication during the early phases of disease outbreaks paves the way for well-informed guidance globally.

Download Full-text

Knowledge and Practices of School Team Members Regarding Injuries Prevention among Disabled Children

Journal of Nursing Science Benha University ◽

10.21608/jnsbu.2021.186434 ◽

2021 ◽

Vol 2 (2) ◽

pp. 112-128

Author(s):

Mona Mostafa Mohamed ◽

Hanaa Abd-Elgawad Abd-Elmegeed ◽

Doaa Sobhy Mohamed

Keyword(s):

Disabled Children ◽

Team Members ◽

School Team

Download Full-text

Hyperphosphatemia in Hemodialysis Patients: Can an Educational Intervention Make a Difference?

10.28971/532016am110 ◽

2016 ◽

Author(s):

Mofoluso Agbelese

Keyword(s):

Educational Intervention ◽

Family Members ◽

Educational Interventions ◽

Hemodialysis Patients ◽

Convenience Sample ◽

Team Members ◽

Dietary Phosphorus ◽

Optimal Health ◽

The Difference ◽

Evidenced Based

<p>Adherence to the treatment regimen, including proper phosphate binder use and the monitoring of dietary phosphorus intake, is crucial to optimal health outcomes in hemodialysis patients. Hyperphosphatemia remains a significant health problem in hemodialysis patients since excessive serum phosphate is associated with increased morbidity and mortality rates in this patient population. Hyperphosphatemia can occur due to lack of knowledge. The purpose of this program is to determine the effect of an educational intervention on phosphorus knowledge in hemodialysis patients.</p> <p>Participants consisted of a convenience sample of 12 hemodialysis patients. The teaching intervention utilized a pre and posttest design. The difference in pre and posttest scores was analyzed to determine the effect of the educational intervention on patients’ knowledge of phosphorus. Post test scores revealed a statistically significant increase in phosphorus knowledge in participants (Z value = -2.97; p � .05). Responses to the openended qualitative question revealed that friends and family members were important support team members that enabled participants to adhere to their dietary phosphorus regimen. Implications for further studies include the expansion of educational interventions to include friends and family members and the inclusion of individuals from various ethnic and racial backgrounds. Nurses are strategically situated in hemodialysis units to provide patient education. Advanced practice registered nurses can provide leadership to other nurses on the use of evidenced-based educational interventions that positively impact patient outcomes.</p>

Download Full-text

The Effect of Educational Intervention on the Improvement of Nontechnical Skills in Circulating Nurses

BioMed Research International ◽

10.1155/2021/5856730 ◽

2021 ◽

Vol 2021 ◽

pp. 1-8

Author(s):

Reza Kalantari ◽

Zahra Zamanian ◽

Mehdi Hasanshahi ◽

Seyed Aliakbar Faghihi ◽

Jamshid Jamali ◽

...

Keyword(s):

Operating Room ◽

Educational Intervention ◽

Situational Awareness ◽

Intervention Group ◽

Educational Interventions ◽

Surgical Team ◽

Team Members ◽

Nontechnical Skills ◽

Safe Performance ◽

One Way Anova

Background. Nontechnical skills are necessary for clinicians’ safe performance and prevention of errors in the operating room. Educational intervention is a useful way to improve these skills, which are a vital area for improvement. Circulating nurses are surgical team members whose work depends heavily on using nontechnical skills. This study is aimed at assessing the effect of an educational intervention on the improvement of circulating nurses’ nontechnical skills. Methods. This semiexperimental study was conducted on 300 circulating nurses divided into the intervention and no intervention groups each containing 150 participants. The nontechnical skills were assessed using the circulating practitioners’ list of nontechnical skills. Then, the intervention group received training regarding these skills, and the two groups were evaluated again. After all, the data were entered into the SPSS 24 software and were analyzed using descriptive statistics and Wilcoxon and Mann–Whitney tests. Furthermore, Kendall’s tau, independent sample t -test, and one-way ANOVA were used for assessment of relationship between median scores and demographics. Results. The results revealed a significant improvement in the scores of all domains of nontechnical skills in the intervention group ( p < 0.05 ). The highest and lowest improvements were observed in teamwork (42%) and situational awareness (16.7%), respectively. After the intervention, the scores of some of the behaviors were still below the average level or were not improved significantly. Conclusions. Circulating nurses’ nontechnical skills can be improved by educational interventions. However, regarding the low scores or no improvements in the scores of some behaviors, other intervention types such as policymaking and correcting the existing hierarchies in the operating room can be useful to complete the educational interventions.

Download Full-text

Perspectives on the Initial Adoption of Multitiered Systems of Support for Behavior

Journal of Positive Behavior Interventions ◽

10.1177/10983007211024378 ◽

2021 ◽

pp. 109830072110243

Author(s):

Blair P. Lloyd ◽

Erik W. Carter ◽

Brooke C. Shuster ◽

Tara L. Axelroth ◽

A. Dia Davis ◽

...

Keyword(s):

Student Behavior ◽

Technical Assistance ◽

Evidence Based ◽

Staff Support ◽

Team Members ◽

High Expectations ◽

Building Administrators ◽

The Impact ◽

School Team ◽

Systems Of Support

Although the number of schools implementing multitiered systems of support for behavior (MTSS-B) continues to grow, most schools have still not adopted these evidence-based frameworks. We examined the views of educators ( N = 561) at the outset of adopting MTSS-B in their schools or districts. Our survey addressed the (a) reasons schools and districts decided to adopt MTSS-B, (b) challenges they anticipated with respect to implementation, and (c) expected outcomes of MTSS-B. We also compared views across three groups of stakeholders: local school team members, building administrators, and district representatives. Although most participants reported multiple motivations for adopting MTSS-B, concerns about student behavior and the need for staff support in this area were among the primary reasons. Anticipated challenges varied by group, with district representatives affirming those challenges most strongly. Responses also suggest these stakeholders have high expectations regarding the impact of MTSS-B in their school or district. We discuss implications for technical assistance providers related to supporting a more widespread adoption of MTSS-B.

Download Full-text

Attitudes of Interdisciplinary Team Members Toward Speech-Language Services in Public Schools

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1703.230 ◽

1986 ◽

Vol 17 (3) ◽

pp. 230-240 ◽

Cited By ~ 10

Author(s):

Lou Tomes ◽

Dixie D. Sanger

Keyword(s):

Public Schools ◽

School Psychologists ◽

Elementary School Principals ◽

Team Member ◽

Interdisciplinary Team ◽

Survey Study ◽

Language Programs ◽

Team Members ◽

Positive Attitudes ◽

State Area

A survey study examined the attitudes of interdisciplinary team members toward public school speech-language programs. Perceptions of clinicians' communication skills and of the clarity of team member roles were also explored. Relationships between educators' attitudes toward our services and various variables relating to professional interactions were investigated. A 64-item questionnaire was completed by 346 randomly selected respondents from a two-state area. Classroom teachers of grades kindergarten through 3, teachers of grades 4 through 6, elementary school principals, school psychologists, and learning disabilities teachers comprised five professional categories which were sampled randomly. Analysis of the results revealed that educators generally had positive attitudes toward our services; however, there was some confusion regarding team member roles and clinicians' ability to provide management suggestions. Implications for school clinicians were discussed.

Download Full-text

Maximizing Expertise and Collaboration to Support Students With Brain Injury: A Case Study in Speech-Language Pathology

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2019_pers-sig2-2019-0003 ◽

2019 ◽

Vol 4 (6) ◽

pp. 1267-1282

Author(s):

Jessica Salley ◽

Sarah Krusen ◽

Margaret Lockovich ◽

Bethany Wilson ◽

Brenda Eagan-Johnson ◽

...

Keyword(s):

Brain Injury ◽

Medical Setting ◽

Speech Language Pathology ◽

Speech Language Pathologists ◽

Team Members ◽

School Activities ◽

School Based ◽

Language Pathology ◽

Specialized Education

Purpose Through a hypothetical case study, this article aimed to describe an evidence-based approach for speech-language pathologists in managing students with moderate-to-severe traumatic brain injury (TBI), particularly within a formal statewide-supported school-based brain injury team model, such as the BrainSTEPS Brain Injury School Consulting Program operating in Pennsylvania and Colorado. Conclusion Upon transitioning from the medical setting back to school, children with TBI present with unique educational needs. Children with moderate-to-severe TBIs can demonstrate a range of strengths and deficits in speech, language, cognition, and feeding and swallowing, impacting their participation in various school activities. The specialized education, training, and insight of speech-language pathologists, in collaboration with multidisciplinary medical and educational team members, can enable the success of students with TBI when transitioning back to school postinjury ( DePompei & Blosser, 2019 ; DePompei & Tyler, 2018 ). This transition should focus on educational planning, implementation of strategies and supports, and postsecondary planning for vocations or higher education.

Download Full-text

The Need for Nurse Training to Promote Improved Patient-Provider Communication for Patients With Complex Communication Needs

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac22.2.112 ◽

2013 ◽

Vol 22 (2) ◽

pp. 112-119 ◽

Cited By ~ 9

Author(s):

Debora Downey ◽

Mary Beth Happ

Keyword(s):

Health Care Providers ◽

Communication Disorders ◽

Provider Communication ◽

Nurse Training ◽

Care Providers ◽

Speech Language Pathologists ◽

Complex Communication Needs ◽

Team Members ◽

Patient Provider Communication ◽

Communication Needs

Abstract Hospitalized patients across the age continuum often present with complex communication needs (CCN) due to motor, sensory, cognitive, and linguistic barriers they may experience during their admission. Although hospitals recognize the need to enhance communication to improve quality and safety for all patients, the emphasis has been primarily on improving ”care coordination” amongst the health care providers the patient encounters across all points of admission. Most hospitals have yet to focus on improving the patient-provider communication experience, especially for patients with CCN. However, this population no longer can be ignored, as new standards mandate efforts to improve communication for patients with CCN. Nurses, as the team members responsible for continuous care during hospital stays, and speech-language pathologists, as communication disorders specialists, are positioned distinctively to facilitate patient communication and prevent miscommunications between patients and care providers. This article highlights the need to enhance the patient-provider communication experience for patients with CCN. We review the state of nurse training for patients with CCN, discuss the role speech-language pathologists can play in developing and implementing nurse training protocols, and outline basic elements nurse training modules should include.

Download Full-text

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse Populations ◽

10.1044/cds8.1.4 ◽

2002 ◽

Vol 8 (1) ◽

pp. 4-6 ◽

Cited By ~ 1

Author(s):

Vera Joanna Burton ◽

Betsy Wendt

Keyword(s):

English Language Learners ◽

Language Learners ◽

School System ◽

English Language ◽

First Language ◽

The United States ◽

Public School System ◽

Language Difference ◽

Number Of Children ◽

School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Download Full-text