EP.TU.838Educating the ITU Nursing Staff during the COVID-19 Pandemic: A Quality Improvement Project

Aims The nursing staff always plays a crucial role in the management of patients. This pandemic had put the ITUs under an undue burden, and the nurses faced an altogether new challenge. There was extensive use of various oxygen delivery systems and fastly emerging guidelines. So, there is an increased demand for the nursing staff to stay abreast with the situation. Hence a teaching program was organized for the ITU nurses. Methods Five academic sessions were conducted as a part of the first cycle of QIP in November 2020 under the guidance of nursing tutors and ITU consultants. These topics covered the respiratory system, including Severe Acute Respiratory Illness, Non-invasive and Invasive ventilation techniques, and ARDS. Feedback forms were collected and analysed after each session, which focused on the usefulness and relevance of content, teaching style, and the overall confidence in the topics. Results Audit of the feedback forms showed globally positive feedback and improvement in understanding amongst the nursing staff. Also, the confidence of nurses in these topics increased abundantly. Many of them expressed interest in attending similar sessions in the future. Conclusions Keeping the nursing staff up-to-date with the latest management guidelines is quintessential for patient safety. More so during this pandemic, where academic activities are becoming scarce, and protocols are rapidly changing. Further sessions on relevant topics will continue to enhance learning.

Conflict Management Skills among Nursing Tutors Working in Nursing Colleges

Conflict can exist among individuals, educational institutions, organizations, leadership of department, between staff, students and among tutors Conflict management is the practice of being able to identify and handle conflicts sensibly, fairly and efficiently. The objective of the study is to assess the conflict management skills among nursing tutors working in nursing colleges. Descriptive cross sectional research design was adopted for this study. Census method was used to select the subjects. Data collection was done among 74 nursing tutors of Kaski district. Data was collected by using self-administered Thomas Killman conflict mode standardized tool. The study revealed that 28.78% use avoiding, 20.58% use compromising, 19.9% use accommodating, and 18.74% collaborating and 12% use competing as conflict management skill. Conclusion: Avoiding was most commonly used conflict management style by nursing tutors whereas competing is the least. Int. J. Soc. Sc. Manage. Vol. 8, Issue-2: 359-361

Tribhuvan University certificate nursing curriculum

Introduction: A Nepalese certificate of nursing curriculum was developed in 1977 and has been used since with a few revisions. There has been open debate about continuing gaps between theory, as expressed in the curriculum, and practice. The purpose of this study was to evaluate this 3-year undergraduate curriculum, and to draw general lessons, which might help to develop appropriate strategies to improve nursing education in Nepal. Methods: A mixed evaluation method was used consisting of reviews of current curriculum theories/ models, and interviews with nursing students (15) and nursing tutors (10). Results: Both students and tutors were generally positive about the curriculum and its intended learning outcomes. While reviewing the existing curriculum, analysis revealed that there was limited use of curriculum theories and models. Conclusions: There is a need to focus more on the development of abilities related to evidence-based learning. Selection of appropriate teaching-learning methodologies in response to the growing needs of students and professionals, development of learning strategies to reduce the gap between educational theories and nursing practice, in line with a humanistic paradigm in nursing education is important. Keywords: Curriculum evaluation, Nepal, nurses, nursing education. DOI: 10.3126/joim.v31i3.2997 Journal of Institute of Medicine, December, 2009; 31(3) 46-55