Physical Restraints in Critical Care Units: Impact of a Training Program on Nurses’ Knowledge and Practice and on Patients’ Outcomes

2013 ◽  
Vol 02 (02) ◽  
Author(s):  
Nadia M Taha Zeinab H Ali
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Physical Restraints ◽  
Critical Care Units ◽  
Knowledge And Practice ◽  
Nurses Knowledge

scholarly journals Improving nurses’ readiness for evidence-based practice in critical care units: results of an information literacy training program

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Jamileh Farokhzadian ◽  
Somayeh Jouparinejad ◽  
Farhad Fatehi ◽  
Fatemeh Falahati-Marvast
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Information Literacy ◽  
Intervention Group ◽  
Literacy Skills ◽  
Evidence Based ◽  
Control Groups ◽  
Critical Care Units ◽  
Literacy Training ◽  
Information Literacy Skills

Abstract Background One of the most important prerequisites for nurses’ readiness to implement Evidence-Based Practice (EBP) is to improve their information literacy skills. This study aimed to evaluate the impact of a training program on nurses’ information literacy skills for EBP in critical care units. Methods In this interventional study, 60 nurses working in critical care units of hospitals affiliated to Kerman University of Medical Sciences were randomly assigned into the intervention or control groups. The intervention group was provided with information literacy training in three eight-hour sessions over 3 weeks. Data were collected using demographic and information literacy skills for EBP questionnaires before and 1 month after the intervention. Results At baseline, the intervention and control groups were similar in terms of demographic characteristics and information literacy skills for EBP. The training program significantly improved all dimensions of information literacy skills of the nurses in the intervention group, including the use of different information resources (3.43 ± 0.48, p < 0.001), information searching skills and the use of different search features (3.85 ± 0.67, p < 0.001), knowledge about search operators (3.74 ± 0.14, p < 0.001), and selection of more appropriate search statement (x2 = 50.63, p = 0.001) compared with the control group. Conclusions Nurses can learn EBP skills and apply research findings in their nursing practice in order to provide high-quality, safe nursing care in clinical settings. Practical workshops and regular training courses are effective interventional strategies to equip nurses with information literacy skills so that they can apply these skills to their future nursing practice.

scholarly journals Effect of implementing designed educational training program for neurological nurses on clinical outcomes of stroke patients

2018 ◽  
Vol 6 (4) ◽  
pp. 121 ◽  
Author(s):  
Seham A. Abd El-Hay ◽  
Amany K. Abed Allah ◽  
El Sayed A. Tag El Din
Keyword(s):  
Activities Of Daily Living ◽  
Training Program ◽  
Clinical Outcomes ◽  
Daily Living ◽  
Self Care ◽  
Educational Training ◽  
Stroke Patients ◽  
Knowledge And Practice ◽  
Educational Training Program ◽  
Nurses Knowledge

Background: Stroke is a major cause of functional disability, it increased the need for continuous nursing care. Nurses need to pay attention not only to the physical recovery after stroke, but also to the psychological and social recovery. Therefore, it is important to provide training courses to nurses about care of stroke patients.Aim: This study was conducted to evaluate the effect of implementing designed educational training program for neurological nurses on clinical outcomes of stroke patients.Methods: Design: A quasi experimental research design was utilized. Setting: Data were collected from Neurological Intensive Care Units, Wards and Neurological outpatient clinics of Tanta Main University Hospital. Sample: All nurses (n = 35) who are providing direct care for stroke patients and a purposive sample of 30 stroke patients. Tools: Three tools were used to collect data. Tool (I): Assessment of nurses’ knowledge questionnaire sheet about stroke; Tool (II): Observational checklist to evaluate nurses’ practice regarding care of stroke patients; and Tool (III): Patient’s clinical outcomes assessment sheet.Results: The results revealed that there were significant improvements in nurses’ knowledge and practice regarding care of stroke patients post training program at p < .01. Also, significant improvements in self-care and activities of daily living among stroke patients were observed from immediately to 2 months later post application of training program.Conclusions: The study findings revealed that the implementation of designed educational training program within 2 months were successful for improving nurses’ knowledge and practice regarding care of stroke patients. Furthermore, there was improvement in activities of daily living and self-care among stroke patients.Recommendations: It is recommended to generalize implementation of designed educational training program for neurological nurses as a routine hospital care for stroke patients.

scholarly journals Improving the nursing informatics competency of critical care nurses: results of an interventional study

2020 ◽  
Author(s):  
Somayeh Jouparinejad ◽  
Golnaz Foroughameri ◽  
Reza Khajouei ◽  
Jamileh Farokhzadian
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Nursing Practice ◽  
Intervention Group ◽  
Educational Programs ◽  
Critical Care Nurses ◽  
Nursing Informatics ◽  
Interventional Study ◽  
Critical Care Units ◽  
The Impact

Abstract Background Along with growth and development of health information technology (HIT), nursing informatics (NI) is becoming a fundamental part of all domains of nursing practice especially in critical care settings. Nurses at different levels of the nursing continuum are expected to equip with NI competency for providing patient-centered evidence-based care. Therefore, improvement of the nurses’ NI competency through educational programs is important and necessary for effective using of HIT. This study aimed to evaluate the impact of a training program on NI competency of critical care nurses. Methods In this interventional study, 60 nurses working in critical care units at hospitals affiliated with a large University of Medical Sciences in the southeast of Iran were randomly and equally assigned to the control and intervention groups. NI competency was trained to the intervention group in a three-day workshop. Data were collected using demographic questionnaire and Nursing Informatics Competency Assessment Tool (NICAT) before and one month after the intervention. Results In the pretest stage, both intervention and control groups were at the “competent” level in terms of the NI competency, and no significant difference was observed between them ( p =0.65). However, in the posttest, the NI competency and its dimensions significantly increased in the intervention group with a large effect size compared with the control group ( p = 0.001). This difference showed that the intervention group achieved the “proficient” level in posttest stage. Conclusions The improved scores of NI competency and its dimensions after using the training program implied the effectiveness of this method in enhancing the NI competency of nurses working in the critical care units. The higher efficiency of the training program can be determined by its application in diverse domains of nursing practice. The project is a fundamental for improving nurses’ NI competency through continuous educational programs in Iran, other cultures and contexts.

scholarly journals Improving the informatics competency of critical care nurses: results of an interventional study in the southeast of Iran

2020 ◽  
Author(s):  
Somayeh Jouparinejad ◽  
Golnaz Foroughameri ◽  
Reza Khajouei ◽  
Jamileh Farokhzadian
Keyword(s):  
Critical Care ◽  
Training Program ◽  
Intervention Group ◽  
Critical Care Nurses ◽  
Nursing Informatics ◽  
Management Skills ◽  
Control Groups ◽  
Interventional Study ◽  
Critical Care Units ◽  
And Control

Abstract BackgroundNursing informatics (NI) along with growth and development of health information technology (HIT) is becoming a fundamental part of all domains of nursing practice especially in critical care settings. Nurses are expected to equip with NI competency for providing patient-centered evidence-based care. Therefore, it is important and necessary to improve nurses’ NI competency through educational programs for effective using of HIT. This study aimed to evaluate the impact of a training program on NI competency of critical care nurses.MethodsThis interventional study was conducted in 2019. Stratified sampling technique was used to select 60 nurses working in critical care units of three hospitals affiliated with a large University of Medical Sciences in the southeast of Iran. These nurses were assigned randomly and equally to the control and intervention groups. NI competency was trained to the intervention group in a three-day workshop. Data were collected using demographic questionnaire and the adapted Nursing Informatics Competency Assessment Tool (NICAT) before and one month after the intervention. Rahman in the US (2015) developed and validated the original NICAT to assess self-reported NI competency of nurses with 30 items and three dimensions (Computer literacy, Informatics literacy Information management skills). The NICAT is scored on a five-point Likert scale and the overall score ranges from 30 to150. Two medical informatics specialists and eight nursing faculty members approved the validity of the adapted version of NICAT and its reliability was confirmed by Cronbach’s alpha (95%). Results: All 60 participants completed the educational program and returned the completed questionnaire. Majority of participants in the intervention and control groups were female (83.30%), married nurses (70.90%, 73.30%) aged 30-40 years (51.6%, 35.5%). In the pretest stage, both intervention and control groups were competent in terms of the NI competency and its dimensions, and no significant difference was observed between them (p=0.65). However, in the posttest, the NI competency and its dimensions in the intervention group significantly increased with a large effect size compared with the control group (p = 0.001). This difference showed that the intervention group was proficient in the posttest stage. The highest mean difference in the intervention group was associated with the informatics literacy dimension and the lowest mean difference was associated with the informatics management skills dimension.Conclusions: The improved scores of NI competency and its dimensions after using the training program implied the effectiveness of this method in enhancing the NI competency of nurses working in the critical care units. The application of the training program in diverse domains of nursing practice shows its high efficiency. The project is fundamental for improving nurses’ NI competency through continuous educational programs in Iran, other cultures and contexts.

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