scholarly journals Critically ill patient safety in nursing education: Students’ practices and perception

2018 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Samah Anwar Shalaby ◽  
Mohamed M. Seweid ◽  
Azza H. El-soussi
Keyword(s):  
Critical Care ◽  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Critically Ill ◽  
Clinical Performance ◽  
Thinking Skills ◽  
University Hospital ◽  
Critically Ill Patient ◽  
Clinical Practices

Background: Patient safety is the cornerstone for better quality health care and nursing education. There is limited evidence about how patient safety is addressed in healthcare professional curricula and how organizations develop safe practitioners.Aim: To assess the practices and perception of nursing students regarding the safety of critically ill patients.Materials and methods: Participants of this descriptive correlation exploratory study were 100 nursing students conveniently from the students enrolled in Critical Care Nursing course during academic year 2013-2014 in faculty of nursing, Alexandria University. The study was conducted in the critical care units affiliated to Alexandria Main University Hospital namely (Unit I, Unit III, and Triage). The first tool was Critical Care Practices of Safety Measures Observational Checklist and the second tool was Students’ Unsafe Clinical Practices Perception questionnaire.Results: It was found that 49% of the nursing students had poor perception regarding their unsatisfactory clinical performance. In addition, 55% of the nursing students have poor perception regarding their poor documentation. Furthermore, 44% of them have poor perception regarding lack of clinical educators’ role competency.Conclusions: Nursing students’ perception was poor regarding their clinical performance, cognitive performance and critical thinking skills and documentation. In addition, nursing students reported that they have poor perception regarding nurse educators’ role competency. Therefore, nursing curriculum should incorporate concepts and principles that guide nursing students in developing caring, safe, competent and professional behavior and should be developed for the nursing students based on the WHO patient safety topics which will focus on patient safety.

Incorporating Best Practices Into Undergraduate Critical Care Nursing Education

2014 ◽  
Vol 34 (1) ◽  
pp. 61-65 ◽  
Author(s):  
Zara R. Brenner ◽  
Nancy S. Iafrati
Keyword(s):  
Critical Care ◽  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Best Practices ◽  
Near Miss ◽  
Critical Care Nursing ◽  
Safety Education ◽  
Clinical Practices ◽  
Care Nursing

Incorporation of best clinical practices into the baccalaureate critical care nursing curriculum is important. At The College at Brockport, best clinical practices are introduced early in the semester and are reinforced throughout the semester in both class and clinical settings. Among the best clinical practices included are those recommended by the American Association of Critical-Care Nurses, The Centers for Medicare and Medicaid Services, the Institute for Healthcare Improvement, The Joint Commission, Quality and Safety Education for Nurses, the Surviving Sepsis Campaign, and the Institute for Safe Medication Practices. The culminating assignment of the semester requires students to focus on patient safety. Students describe the use of the National Patient Safety Goals and other best practices in the critical care setting. The role of the nurse leader and exploration of near-miss and work-around events also are described. Nursing students need to provide safe competent nursing care by incorporating best practices into their clinical practice now and in the future when they become registered professional nurses.

scholarly journals Ações educativas para identificação correta do paciente: relato de experiência

2021 ◽  
Vol 11 (34) ◽  
pp. 152-159
Author(s):  
Gabriele Malta da Costa ◽  
Paloma Vitória Serra Batista ◽  
Luana Ferreira de Almeida ◽  
Ronilson Gonçalves Rocha ◽  
Bruna Maiara Ferreira Barreto Pires ◽  
...  
Keyword(s):  
Patient Safety ◽  
Nursing Students ◽  
Health Professionals ◽  
Rio De Janeiro ◽  
Inservice Training ◽  
University Hospital ◽  
Correct Identification ◽  
Patient Identification ◽  
Interactive Training ◽  
Inpatient Units

Relatar a experiência vivenciada por discentes e docentes de enfermagem na realização de atividades extensionistas para o aumento da adesão à identificação correta do paciente. Relato de experiencia acerca da importância da identificação correta do paciente realizadas em um hospital universitário do Estado do Rio de Janeiro de setembro de 2019 a março de 2020. Participaram profissionais de saúde, pacientes e acompanhantes. Para profissionais de saúde, foram desenvolvidos treinamentos interativos. Para pacientes e acompanhantes, elencou-se orientações acerca da importância da identificação do paciente. Realizados dezoito treinamentos, a maioria com técnicos de enfermagem (54 - 37,76%) e enfermeiros (23 - 16,08%). Alcançadas 2.050 orientações, sendo com 998 (48,68%) pacientes. As atividades ocorreram em 32 unidades de internação. Pode-se contribuir com atividades da Meta 1 de Segurança do Paciente, além de destacar a importância de Projetos de Extensão Universitária para melhor assistência. Descritores: Segurança do Paciente, Sistemas de Identificação de Pacientes, Capacitação em Serviço, Hospitais Universitários. Educational actions for correct patient identification: experience reportAbstract: To report the experience lived by nursing students and teachers in carrying out extension activities to increase adherence to the correct identification of the patient. Experience report about the importance of correct patient identification performed at an university hospital in the State of Rio de Janeiro from September 2019 to March 2020. The group of participants was health professionals, patients and companions. For health professionals, was developed interactive training. For patients and companions, guidelines were listed on the importance of patient identification. Eighteen training sessions were carried out, most with nursing technicians (54 - 37.76%) and nurses (23 - 16.08%). 2,050 guidelines were reached, with 998 (48.68%) patients. The activities took place in 32 inpatient units. It is possible to contribute to the activities of Patient Safety of Goal 1, in addition to highlighting the importance of University Extension Projects for better assistance.Descriptors: Patient Safety, Patient Identification Systems, Inservice Training, Hospital University. Acciones educativas para la identificación correcta del paciente: informe de experienciaResumen: Relatar la experiencia vivida por estudiantes y docentes de enfermería en la realización de actividades de extensión para incrementar la adherencia a la correcta identificación del paciente. Relato de experiencia sobre la importancia de la correcta identificación del paciente realizado en un hospital universitario del Estado de Rio de Janeiro de septiembre de 2019 a marzo de 2020. Participaron profesionales de la salud, pacientes y acompañantes. Para los profesionales de la salud, se desarrolló una formación interactiva. Para pacientes y acompañantes, se enumeraron pautas sobre la importancia de la identificación del paciente. Se realizaron 18 capacitaciones, la mayoría con técnicos de enfermería (54 - 37,76%) y enfermeras (23 - 16,08%). Se alcanzaron 2.050 guías, con 998 (48,68%) pacientes. Las actividades se desarrollaron en 32 unidades de internación. Es posible contribuir a las actividades de la Meta 1 de Seguridad del Paciente, además de resaltar la importancia de los Proyectos de Extensión Universitaria para una mejor atención.Descriptores: Seguridad del Paciente, Sistemas de Identificación de Pacientes, Capacitación em Servicio, Hospitais Universitarios.

scholarly journals Effect of community-based education on undergraduate nursing students’ skills: a systematic review

BMC Nursing ◽  
2021 ◽  
Vol 20 (1) ◽  
Author(s):  
Arezoo Zeydani ◽  
Foroozan Atashzadeh-Shoorideh ◽  
Fatemeh Abdi ◽  
Meimanat Hosseini ◽  
Sima Zohari-Anboohi ◽  
...  
Keyword(s):  
Systematic Review ◽  
Nursing Education ◽  
Nursing Students ◽  
Practical Method ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Community Based ◽  
Undergraduate Nursing Students ◽  
Community Based Education ◽  
Undergraduate Nursing

Abstract Background Community-based education, as an effective approach to strengthen nurses’ skills in response to society’s problems and needs has increased in nursing education programs. The aim of this study was to review the effect of community-based education on nursing students’ skills. Methods For this systematic review, ProQuest, EMBASE, Scopus, PubMed/ MEDLINE, Cochran Library, Web of Science, CINAHL and Google Scholar were searched up to February 2021. The methodological quality of the studies was assessed using the Mixed Methods Appraisal Tool (MMAT). Seventeen studies were included in this systematic review. Inclusion criteria included articles published in English and were original articles. Results In all studies, undergraduate nursing students’ skills were improved by participation in a community-based education program. Community-based education enhances professional skills, communication skills, self-confidence, knowledge and awareness, and critical thinking skills and teamwork skills in undergraduate nursing students. Conclusions Community-based education should be used as an effective and practical method of training capable nurses to meet the changing needs of society, to improve nurses ‘skills and empower them to address problems in society.

scholarly journals Evaluation of the Role of Nursing Institutions in the Implementation of Patient Safety by Nursing Students in 21st Century: Literature Review

2021 ◽  
Author(s):  
Dyah Wiji Puspita Sari ◽  
Moses Glorino Rumambo Pandin
Keyword(s):  
Patient Safety ◽  
Nursing Education ◽  
Nursing Students ◽  
Clinical Education ◽  
Real Life ◽  
Infection Prevention And Control ◽  
Educational Institutions ◽  
Learning Approaches ◽  
Screening Process ◽  
Treatment Safety

Students' knowledge of the concept of patient safety in infection prevention and control and treatment safety is still low. Real-life problem-based learning approaches in the area of ​​clinical education assist in patient safety education. This study was designed to identify, evaluate and summarize available evidence on the effectiveness of clinical education on student achievement of patient safety competencies. The Methode that use in this study is systematic review. Search for articles in research journals obtained from Sciencedirect, Ebscohost, Garuda, Proquest and Scopus. As many as 228 articles were obtained consisting of nursing journals and health journals with the keywords clinical education, competence, and patient safety. After that, the screening process was carried out based on the inclusion criteria and obtained 25 articles that met the criteria. The result of this study are the contribution of educational institutions in the achievement of patient safety competencies for nursing students is still low and the achievement of patient safety competencies for students at the professional level is better than for students who are still learning theory in educational institutions. The conclusion of this study is clinical education carried out by educational institutions is considered ineffective in achieving the competence of patient safety for nursing students. Therefore, it is necessary to develop a patient safety model or curriculum that is attached to clinical education in nursing education institutions

scholarly journals Nursing Students and Nurses’ Recommendations Aiming at Improving the Development of the Humanistic Caring Competency

2021 ◽  
pp. 084456212110489
Author(s):  
Dimitri Létourneau ◽  
Johanne Goudreau ◽  
Chantal Cara
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Methodological Approach ◽  
University Hospital ◽  
Hospital Data ◽  
Interpretive Phenomenology ◽  
Pedagogical Strategies ◽  
Individual Interviews ◽  
Progressive Development ◽  
Regulatory Bodies

Background Most nursing education programs prepare their students to embody humanism and caring as it is expected by several regulatory bodies. Ensuring this embodiment in students and nurses remains a challenge because there is a lack of evidence about its progressive development through education and practice. Purpose This manuscript provides a description of nursing students’ and nurses’ recommendations that can foster the development of humanistic caring. Methods Interpretive phenomenology was selected as the study's methodological approach. Participants (n = 26) were recruited from a French-Canadian university and an affiliated university hospital. Data was collected through individual interviews. Data analysis consisted of an adaptation of Benner’s (1994) phenomenological principles that resulted in a five-stage interpretative process. Results The following five themes emerged from the phenomenological analysis of participants’ recommendations: 1) pedagogical strategies, 2) educators’ approach, 3) considerations in teaching humanistic caring, 4) work overload, and 5) volunteerism and externship. Conclusion The findings suggest the existence of a challenge when using mannikins in high-fidelity simulations with the intention of developing humanistic caring. The findings also reaffirm the importance of giving concrete and realistic exemplars of humanistic caring to students in order to prevent them from making “communication” synonymous to “humanization of care”.

scholarly journals Enhancing Critical Thinking Skills in Nursing Higher Education in Preparation for the Industrial Revolution 4.0

2021 ◽  
pp. 793-804
Author(s):  
Argi Virgona Bangun ◽  
Andria Pragholapati
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Nursing Education ◽  
Nursing Students ◽  
Creative Thinking ◽  
Industrial Revolution ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Human Potential ◽  
Educational Strategies

Nursing higher education will challenge the dynamics of the work environment in the Industrial Revolution Era 4.0 and they will compete with digital technology. Critical thinking skills as one of the basic competencies must support higher education in preparation for the industrial revolution 4.0. Exploring thinking skills makes nursing students will be trained in their punishment and analysis skills according to their knowledge. Critical thinking skills not only guide students to develop continuing skills, but also help nursing students to be motivated to create innovation in college. The aims of this review is to learn the critical skills needed in higher education to prepare for the industrial revolution 4.0 based on literature understanding. There are 6 (six) important things about Critical Thinking in nursing education in the Industrial Revolution Era 4.0, namely Definition of Critical Thinking, Why do we need to focus on critical thinking in higher education, Why is critical thinking needed in industry 4.0 preparation, Industry Innovation 4.0 and human potential to overcome environmental problems, Critical Thinking in Nursing Education, and Educational Strategies for Developing Critical Thinking in Nursing. These critical thinking skills are suitable for equipping students in higher education before they enter different workplaces. Educational strategies in developing critical thinking skills by supporting the use of questions, small group activities, role plays, debates, use of case studies, journals, simulations, puzzles, problem solving and writing assignments. Nursing students who think critically in line with creative thinking and innovation will be useful to survive in the dynamics of the industrial revolution 4.0 and beyond in the world of the future.     Keywords: Critical Thinking, Nursing Higher Education, Industrial Revolution 4.0

scholarly journals Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

2020 ◽  
Vol 14 (01) ◽  
pp. 82
Author(s):  
Basma Salameh ◽  
Ahmad Ewais ◽  
Osama Salameh
Keyword(s):  
Critical Care ◽  
Nursing Education ◽  
Nursing Students ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Learning Experience ◽  
Control Group ◽  
Learning Materials ◽  
Academic Achievements ◽  
Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course.  On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p &lt; 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p&lt;0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

Early versus Late Tracheostomy for Intubated Patients

2017 ◽  
Author(s):  
Rachel J. Kwon
Keyword(s):  
Critical Care ◽  
Critically Ill ◽  
Clinical Case ◽  
Critically Ill Patient ◽  
Early Tracheostomy ◽  
Surgical Critical Care ◽  
The Family ◽  
Study Intervention ◽  
Landmark Study

This chapter provides a summary of a landmark study in surgical critical care. Does early tracheostomy reduce mortality in ventilated critically ill patients? Starting with that question, it describes the basics of the study, including funding, year study began, year study was published, study location, who was studied, who was excluded, how many patients, study design, study intervention, follow-up, endpoints, results, and criticism and limitations. The chapter briefly reviews other relevant studies and information, gives a summary and discusses implications, and concludes with a relevant clinical case on discussing the option of a tracheostomy with the family of a critically ill patient.

Transport of the critically ill patient

2017 ◽  
Author(s):  
Laura Flutter ◽  
Christoph Melzer-Gartzke ◽  
Claudia Spies ◽  
Julian Bion
Keyword(s):  
Critical Care ◽  
Critically Ill ◽  
Critically Ill Patients ◽  
Best Practice ◽  
Ad Hoc ◽  
Critically Ill Patient ◽  
National Guidelines ◽  
Specialist Services ◽  
Hospital Transfer ◽  
Safe Transport

The safe transport of critically ill patients is recognized internationally as a key competency for clinicians working in anaesthesia, critical care, and emergency medicine. This includes inter- and intra-hospital, land, and air transport. The centralization of specialist services and growing demand for critical care beds have increased pressure on hospitals to provide transfer support for critically ill patients. A variety of systems have emerged to facilitate the increasing need for both inter- and intra-hospital transfer of patients, ranging from a national coordinated retrieval service to the ad hoc utilization of on-call teams. The potential for complications during all types of transfer has been well documented. In order to improve safety, a number of national guidelines and courses have been developed to provide a standardized approach to transfer medicine. This chapter reviews the current literature on the subject and provides a summary of best practice for the transfer of the critically ill patient.

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