scholarly journals The Impact of Education and Feedback on the Accuracy of Pressure Injury Staging and Documentation by Bedside Nurses

2019 ◽  
pp. 10-17
Author(s):  
Kathleen Sankovich ◽  
Laura Ann Fenimore ◽  
Rose Hoffman ◽  
Dianxu Ren
Keyword(s):  
Wound Care ◽  
Educational Interventions ◽  
Baseline Period ◽  
Skills Development ◽  
Post Test ◽  
Pressure Injury ◽  
Development And Validation ◽  
The Impact ◽  
Training Modules ◽  
Nurses Knowledge

Background: Pressure Injuries (PIs) are largely preventable. Accurate documentation of PI stage or progression is a key quality measure. Local Problem: Nurses frequently fail to accurately assess and document their findings in the electronic medical record. This project sought to increase nurses’ knowledge and accuracy of staging and documentation of PIs. Method: Educational interventions; direct observation of PI status; review of nurse documentation; feedback,;and referrals to wound, ostomy, and continence nurses (WOCNs). Interventions: Nurses completed a pre- and post-test and online training modules, and participated in training sessions. Clinical experts completed direct skin observations and provided feedback about PI staging. Results: There was a statistically significant improvement in nurses’ knowledge about PIs (p = 0.004). Skin assessments were conducted on 108 patients (13 PIs identified). The bedside nurse accurately assessed a PI stage in only 31% of these observations. Referrals to WOCNs increased by 18% compared to the baseline period. Conclusions: Educational interventions enhanced nurses’ knowledge; however, appropriate PI staging may require skills development and validation to build competency. Keywords: pressure injury, pressureulcer,wound care, prevention, evidence-based practice, prevalence, assessment, documentation, education

Revisiting rating scale development for rater-mediated language performance assessments: Modelling construct and contextual choices made by scale developers

2021 ◽  
pp. 026553222199405
Author(s):  
Ute Knoch ◽  
Bart Deygers ◽  
Apichat Khamboonruang
Keyword(s):  
Scale Development ◽  
Rating Scale ◽  
Language Assessment ◽  
Performance Assessments ◽  
Language Performance ◽  
Scale Development And Validation ◽  
Post Test ◽  
Development And Validation ◽  
The Impact ◽  
Different Sources

Rating scale development in the field of language assessment is often considered in dichotomous ways: It is assumed to be guided either by expert intuition or by drawing on performance data. Even though quite a few authors have argued that rating scale development is rarely so easily classifiable, this dyadic view has dominated language testing research for over a decade. In this paper we refine the dominant model of rating scale development by drawing on a corpus of 36 studies identified in a systematic review. We present a model showing the different sources of scale construct in the corpus. In the discussion, we argue that rating scale designers, just like test developers more broadly, need to start by determining the purpose of the test, the relevant policies that guide test development and score use, and the intended score use when considering the design choices available to them. These include considering the impact of such sources on the generalizability of the scores, the precision of the post-test predictions that can be made about test takers’ future performances and scoring reliability. The most important contributions of the model are that it gives rating scale developers a framework to consider prior to starting scale development and validation activities.

scholarly journals Effect of a dementia education intervention on the confidence and attitudes of general practitioners in Australia: a pretest post-test study

BMJ Open ◽  
2020 ◽  
Vol 10 (1) ◽  
pp. e033218 ◽  
Author(s):  
Ron Mason ◽  
Kathleen Doherty ◽  
Claire Eccleston ◽  
Margaret Winbolt ◽  
Marita Long ◽  
...  
Keyword(s):  
General Practitioners ◽  
Educational Interventions ◽  
Attitude Scale ◽  
T Test ◽  
Paired Samples ◽  
Post Test ◽  
Education Workshop ◽  
Group A ◽  
The Impact ◽  
Dementia Education

ObjectivesThis study assessed the impact of a Dementia Education Workshop on the confidence and attitudes of general practitioner (GP) registrars (GPR) and GP supervisors (GPS) in relation to the early diagnosis and management of dementia.DesignPretest post-test research design.SettingContinuing medical education in Australia.Participants332 GPR and 114 GPS.InterventionsRegistrars participated in a 3-hour face-to-face workshop while supervisors participated in a 2-hour-modified version designed to assist with the education and supervision of registrars.Main outcome measuresThe General Practitioners Confidence and Attitude Scale for Dementia was used to assess overall confidence, attitude to care and engagement. A t-test for paired samples was used to identify differences from preworkshop (T1) to postworkshop (T2) for each GP group. A t-test for independent samples was undertaken to ascertain differences between each workshop group. A Cohen’s d was calculated to measure the effect size of any difference between T1 and T2 scores.ResultsSignificant increases in scores were recorded forConfidence in Clinical Abilities,Attitude to CareandEngagementbetween pretest and post-test periods. GPR exhibited the greatest increase in scores forConfidence in Clinical AbilitiesandEngagement.ConclusionsTargeted educational interventions can improve attitude, increase confidence and reduce negative attitudes towards engagement of participating GPs.

scholarly journals Nurses' Knowledge Related to Heart Failure Essentials

2014 ◽  
Author(s):  
Ann Garris
Keyword(s):  
Heart Failure ◽  
Acute Care ◽  
Care Setting ◽  
Hospital Admissions ◽  
Educational Interventions ◽  
The United States ◽  
Experimental Program ◽  
Acute Care Setting ◽  
Post Test ◽  
Nurses Knowledge

<p>Heart Failure is a complex syndrome which continues to be a major health issue in the United States and worldwide. Strategies and educational interventions implemented by hospitals to reduce hospital admissions and readmissions for this costly chronic disease have not been consistently successful. Patient education is an important strategy for the management of HF to improve quality of life, optimize patient outcomes, and reduce the use of healthcare resources by reducing readmissions. The purpose of this program development was to increase nurses’ knowledge regarding HF education to be provided to HF patients prior to discharge from the acute care setting. A quasi-experimental program design with a pre and post-test intervention was performed on a 38 bed medical telemetry unit at RI Hospital a Level 1 trauma center in Providence, RI. Registered nurses were asked to complete a pre and post-test survey, <em>Nurse Knowledge of Heart Failure </em>by Albert et al (2002). Nine RNs out of thirty two (28.8%) agreed to participate and completed the pre-test, attended one of the HF education classes followed by completion of the post-test. Pre-tests scores ranged from 60-90 out of possible 100, with a mean score of 73.3%. Post-test scores ranged from 70-95 out of possible 100, with a mean score of 86.1%, an increase of almost 13%. These findings suggest that providing HF education can be successful in increasing nurses’ knowledge regarding HF education provided to HF patients prior to discharge from the acute care setting.</p>

scholarly journals Promoting Documentation of Suicidality in a Family Medicine Residency Clinic

2018 ◽  
Vol 50 (2) ◽  
pp. 138-141
Author(s):  
Michelle D. Sherman ◽  
Kathryn Justesen ◽  
Eneniziaogochukwu A. Okocha
Keyword(s):  
Family Medicine ◽  
Treatment Plan ◽  
Educational Interventions ◽  
Baseline Period ◽  
Clinic Visit ◽  
Family Medicine Residency ◽  
Patient Reported ◽  
Patient Health ◽  
The Impact

Background and Objectives: Careful assessment of depression and suicidality are important given their prevalence and consequences for quality of life. Our study evaluated the impact of an educational intervention in a family medicine residency clinic on rates of provider documentation regarding suicidality. Methods: We offered two brief workshops to our clinic staff and created two standardized charting templates to empower and educate providers. One template used with the patient during the clinic visit elicited key factors (eg, plan, intent, barriers) and offered treatment plan options. The second template included supportive text and resources to include in the after-visit summary. A chart review was completed, examining 350 patient records in which the patient reported thoughts of death or suicide in the preceding 2 weeks on the Patient Health Questionnaire-9 ([PHQ-9], 150 over a 5-month baseline period, 150 in months 1 through 4 immediately following the workshops and template development, and 50 at follow-up months 7 through 8 following the intervention). We examined use of the templates and changes in rates of documentation of suicidality. Results: Rates of provider documentation of suicidality for patients who had expressed suicidal ideation on the PHQ-9 increased significantly from 57% at baseline to 78% in the postintervention phase; the rise persisted at follow-up. Rates of use of the assessment template were 58% (postintervention) and 49% (follow-up). Anecdotal provider feedback reflected appreciation of the templates for assessing and documenting challenging issues. Conclusions: Brief educational interventions were associated with improved rates of provider documentation of suicidality. The longer-term impact of the workshops and templates warrant further investigation.

scholarly journals Permanent education for good practices in the prevention of pressure injury: almost-experiment

2019 ◽  
Vol 72 (6) ◽  
pp. 1646-1652
Author(s):  
Ana Laura Mendes Campoi ◽  
Rosana Huppes Engel ◽  
Thaís Santos Guerra Stacciarini ◽  
Aldenora Laísa Paiva de Carvalho Cordeiro ◽  
Adriana Feliciana Melo ◽  
...  
Keyword(s):  
Educational Intervention ◽  
Teaching Strategy ◽  
Significance Level ◽  
Hybrid Teaching ◽  
Post Test ◽  
Pressure Injury ◽  
Quasi Experimental ◽  
The Difference ◽  
Student’S T ◽  
Nurses Knowledge

ABSTRACT Objective: To verify the effectiveness of the educational intervention through the evaluation of nurses’ knowledge about prevention of pressure injury. Method: A quasi-experimental study with a single group, carried out with 95 nurses from a teaching hospital in the interior of Minas Gerais, in August and September 2017. As a teaching strategy, the active methodology and hybrid teaching were used, based on the reference of the Method of the Arch of Charles Maguerez. Data were collected from a validated instrument, called the Pieper Knowledge Test, and analyzed by descriptive statistics and Student’s t-test with significance level of p <0.001. Results: The mean number of correct answers obtained by the nurses was 78.8% in the pre-test and 88.8% in the post-test, and the difference was statistically significant (p <0.001). Conclusion: The educational intervention developed was effective, since it contributed to the improvement of nurses’ knowledge.

scholarly journals Concussion: Improving Nurses' Knowledge in the Emergency Department

2017 ◽  
Author(s):  
Danielle Marsden
Keyword(s):  
Emergency Department ◽  
Motor Vehicle ◽  
Specific Treatment ◽  
Medical Attention ◽  
Evidence Based ◽  
Convenience Sample ◽  
Post Test ◽  
The Impact ◽  
Nurses Knowledge ◽  
Discharge Education

<p>Patients presenting to the emergency department (ED) after trauma from a fall, motor vehicle collision, or assault frequently develop a mild traumatic brain injury (MTBI) also called concussion. There is no specific treatment for concussion, therefore, the focus shifts to managing symptoms. Countless EDs experience overcrowding leading to time and resource constraints, therefore nursing discharge education is brief and may only review symptoms which require immediate medical attention. This ED discharge practice leaves the patient on their own to manage symptoms and if the patient is unaware, they may perform activities that exacerbate their condition. The purpose of this project was to evaluate the impact of an educational program on ED nurses’ knowledge of concussion/MTBI and the current Centers for Disease Control and Prevention (CDC) recommended education for patients and families discharged home.</p> <p>The study took place at a large level I trauma center, using a nonprobability convenience sample of ED nurses. A pre-intervention post-test design was used to measure nurses’ knowledge regarding concussion. The intervention consisted of a poster board and informational packet that provided nurses with evidence-based information about concussion and discharge instructions. Fifty-one nurses (28%) completed the pre-test with a mean score of 61.96% and total scores ranged from 30% to 90%. Twenty-eight nurses (15%) completed the post-test with a mean score of 78.2% and a range of 40% to 100%. There was an overall improvement in the total scores by 16.24%. These findings suggest that an evidence-based educational intervention increases ED nurses’ knowledge regarding concussion and appropriate discharge education for concussion patients.</p>

Implicit and explicit corrective feedback and feedback exposure conditions

2020 ◽  
Vol 4 (1) ◽  
pp. 3-48
Author(s):  
Takehiro Iizuka ◽  
Kimi Nakatsukasa
Keyword(s):  
Explicit Knowledge ◽  
Corrective Feedback ◽  
Significant Difference ◽  
Oral Corrective Feedback ◽  
Post Test ◽  
Picture Description ◽  
Potential Factors ◽  
Implicit And Explicit ◽  
Instructional Settings ◽  
The Impact

This exploratory study examined the impact of implicit and explicit oral corrective feedback (CF) on the development of implicit and explicit knowledge of Japanese locative particles (activity de, movement ni and location ni) for those who directly received CF and those who observed CF in the classroom. Thirty-six college students in a beginning Japanese language course received either recast (implicit), metalinguistic (explicit) or no feedback during an information-gap picture description activity, and completed a timed picture description test (implicit knowledge) and an untimed grammaticality judgement test (explicit knowledge) in a pre-test, immediate post-test and delayed post-test. The results showed that overall there was no significant difference between CF types, and that CF benefited direct and indirect recipients similarly. Potential factors that might influence the effectiveness of CF, such as instructional settings, complexity of target structures and pedagogy styles, are discussed.

The Effect of Internal Corporate Social Responsibility on Job Satisfaction: An Empirical Study on Jordanian Pharmaceutical Companies

2020 ◽  
Vol 8 (2) ◽  
pp. 112
Author(s):  
Sura Altheeb ◽  
Kholoud Sudqi Al-Louzi
Keyword(s):  
Job Satisfaction ◽  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Quantitative Research ◽  
Skills Development ◽  
Future Research ◽  
Pharmaceutical Companies ◽  
Corporate Social ◽  
The Impact ◽  
Positive Results

The current research investigates the impact of internal corporate social responsibility on job satisfaction in Jordanian pharmaceutical companies. Quantitative research design and regression analysis were applied on a total of 302 valid returns that were obtained in a questionnaire based survey from 14 pharmaceutical companies among employees, supervisors and managers. The results showed that internal corporate social responsibility was significantly related to job satisfaction and three of its dimensions, namely working conditions, work life balance and empowerment contributed significantly to job satisfaction, whereas employment stability and skills development had no contribution. This study implies that Jordanian pharmaceutical companies have to try their best to promote and facilitate internal corporate social responsibility among their employees in an effort to improve their job satisfaction, which will eventually yield positive results for the company as a whole. In light of these results, the research presented many recommendations for future research; the most important ones were the application of this study in other sectors, cultures, and countries, and using of multi method for collecting data.

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