scholarly journals Effectiveness of an Evidence-Based Curriculum Module in Nursing Schools Targeting Safe Patient Handling and Movement

2007 ◽  
Vol 4 (1) ◽  
Author(s):  
Audrey L. Nelson ◽  
Thomas R Waters ◽  
Nancy N. Menzel ◽  
Nancy Hughes ◽  
Pamela C Hagan ◽  
...  
Keyword(s):  
Nursing Students ◽  
Nurse Educators ◽  
The United States ◽  
Nursing Schools ◽  
Evidence Based ◽  
Patient Handling ◽  
Evidence Based Practices ◽  
Safe Patient Handling ◽  
Curricular Materials ◽  
The Impact

Nursing schools in the United States have not been teaching evidence-based practices for safe patient handling, putting their graduates at risk for musculoskeletal disorders (MSDs). The specific aim of this study was to translate research related to safe patient handling into the curricula of nursing schools and evaluate the impact on nurse educators and students' intentions to use safe patient handling techniques. Nurse educators at 26 nursing schools received curricular materials and training; nursing students received the evidence-based curriculum module. There were three control sites. Questionnaires were used to collect data on knowledge, attitudes, and beliefs about safe patient handling for both nurse educators and students, pre- and post-training. In this study, we found that nurse educator and student knowledge improved significantly at intervention schools, as did intention to use mechanical lifting devices in the near future. We concluded that the curriculum module is ready for wide dissemination across nursing schools to reduce the risk of MSDs among nurses.

scholarly journals A transformational study abroad process model for nursing educators consideration

2017 ◽  
Vol 8 (3) ◽  
pp. 23
Author(s):  
Grace E. Moorefield
Keyword(s):  
Nursing Students ◽  
Study Abroad ◽  
Process Model ◽  
Nurse Educators ◽  
The United States ◽  
Point Of View ◽  
Holistic Model ◽  
Entire Study ◽  
Challenges And Opportunities ◽  
The Impact

Objective: Preparing nursing students within the college or university setting to make a positive difference in today’s global society increasingly includes opportunities to study abroad. Maximizing the transformational benefits of these experiences while minimizing the potential ill effects must be a focus of those who develop and implement these programs. This research was conducted to better understand the entire study abroad experience from the student point of view in order to develop a holistic model for nurse educators to utilize in the development of curricular and support programming.Methods: A descriptive, qualitative survey with 72 baccalaureate nursing and other art and science degree alumni from a mid-sized, private, Christian university in the United States who studied for a semester in a third world country was conducted. These participants provided essay answers to four questions regarding the impact, challenges, and opportunities appreciated throughout their study abroad experience, as well as recommendations for future study abroad programming. The responses were analyzed and the results compared with the theoretical framework upon which the study was based.Results and conclusion: Five major components of a transformative study abroad experience were exemplified. The first related to the characteristics of the sojourner, and the remaining four to a comprehensive patterned experiential process by which students moved through their study abroad experience towards transformation and action. The findings provide both a conceptual model and practical insights for nurse educators to consider as they prepare future nurses to engage their world for good through study abroad experiences.

Unhealthy Politics

2020 ◽  
Author(s):  
Eric M. Patashnik ◽  
Alan S. Gerber ◽  
Conor M. Dowling
Keyword(s):  
United States ◽  
Health Care ◽  
Scientific Evidence ◽  
The United States ◽  
Evidence Base ◽  
Medical Industry ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Delivery Of Medical Care ◽  
Based Medicine

The U.S. medical system is touted as the most advanced in the world, yet many common treatments are not based on sound science. This book sheds new light on why the government's response to this troubling situation has been so inadequate, and why efforts to improve the evidence base of U.S. medicine continue to cause so much political controversy. The book paints a portrait of a medical industry with vast influence over which procedures and treatments get adopted, and a public burdened by the rising costs of health care yet fearful of going against “doctor's orders.” It offers vital insights into the limits of science, expertise, and professionalism in American politics. The book explains why evidence-based medicine is important. First, the delivery of unproven care can expose patients to serious risks. Second, the slow integration of evidence can lead to suboptimal outcomes for patients who receive treatments that work less well for their conditions than alternatives. Third, the failure to implement evidence-based practices encourages wasteful spending, causing the health care system to underperform relative to its level of investment. This book assesses whether the delivery of medical care in the United States is evidence based. It argues that by systematically ignoring scientific evidence (or the lack thereof), the United States is substantially out of balance.

What Makes or Breaks Evidence-Based Supervision? Staff and Organizational Predictors of Evidence-Based Practice in Probation

2021 ◽  
pp. 0306624X2110491
Author(s):  
Sara Debus-Sherrill ◽  
Alex Breno ◽  
Faye S. Taxman
Keyword(s):  
Organizational Culture ◽  
Survey Data ◽  
Evidence Based Practice ◽  
Organizational Factors ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Weak Evidence ◽  
The Impact

Research on staff and organizational factors that affect receptivity, adoption, feasibility, and utilization of innovations in justice settings is limited. This study uses survey data from 349 employees in one probation agency to assess how staff and perceived organizational factors influence attitudes related to evidence-based practices (EBPs) and their self-reported use. Staff characteristics, including education and knowledge about EBPs, and perceptions of the organization, including cynicism about the organization’s ability to change, predicted EBP outcomes. Staff age, tenure at the agency, and caseload size affected perceptions of organizational culture, but did not predict attitudes or use of EBPs. There is weak evidence for a relationship between self-reported use of EBPs with attitudinal support for EBPs, prior EBP training, and knowledge of EBPs. This study contributes to an emerging body of literature about the impact of various individual and organizational factors on support for EBPs with important lessons for implementation.

Demystifying Deafness

2018 ◽  
pp. 93-131
Author(s):  
Jamie L. McCartney
Keyword(s):  
Public Schools ◽  
Hard Of Hearing ◽  
The United States ◽  
Deaf Children ◽  
Evidence Based ◽  
Public School Teachers ◽  
Evidence Based Practices ◽  
Specialized Schools ◽  
Pertinent Information ◽  
Schools For The Deaf

Most deaf children in the United States are not educated in specialized schools for the deaf but in public schools. This has had a detrimental effect on these students because many public-school teachers misunderstand deafness and are unable to adjust their teaching strategies to address the needs of this population. The mission of this chapter is to educate teachers on deafness and how to better teach and relate to a child who is deaf or hard of hearing. Specifically, this chapter will provide pertinent information for helping teachers better understand deaf and hard-of-hearing students as well as provide evidence-based practices and teaching tips that can be utilized in the classroom with this group.

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