Interventions promoting exclusive breastfeeding up to six months after birth: A systematic review and meta-analysis of randomized controlled trials

BackgroundThe World Health Organization (WHO) recommends that mothers practice exclusive breastfeeding (EBF) of their infants for 6 months. Various breastfeeding support interventions have been developed to encourage mothers to maintain breastfeeding practices. Research aim: This study aims to review how effectively breastfeeding support interventions enable mothers to practice EBF for 6 months and to suggest the best intervention strategies.MethodsSix databases were searched, including MEDLINE, EMBASE, Cochrane, CINAHL, PsycINFO, and KoreaMed. The authors independently extracted data from journals written in English or Korean and published between January 2000 and August 2017. Randomized controlled trials (RCTs) reporting EBF until 6 months were screened.ResultsA total of 27 RCTs were reviewed, and 36,051 mothers were included. The effectiveness of breastfeeding support interventions to promote EBF for 6 months was significant (odds ratio [OR] = 2.77; 95% confidence interval [CI]: 1.81–3.76). A further subgroup analysis of intervention effects shows that a baby friendly hospital initiative (BFHI) intervention (OR = 5.21; 95% CI: 2.15–12.61), a combined intervention (OR = 3.56; 95% CI: 1.74–7.26), a professional provider led intervention (OR = 2.76; 95% CI: 1.76–4.33), having a protocol available for the provider training program (OR = 2.87; 95% CI: 1.89–4.37) and implementation during both the prenatal and postnatal periods (OR = 3.32; 95% CI: 1.83–6.03) increased the rate of EBF for 6 months.ConclusionWe suggest considering a multicomponent intervention as the primary strategy and implementing BFHI interventions within hospitals. Evidence indicates that intervention effectiveness increases when a protocol is available for provider training, when interventions are conducted from the pre- to postnatal period, when the hospital and community are connected, and when healthcare professionals are involved.     

Best practices for educating NICU nurses about palliative care: A rapid review

IntroductionNurses in neonatal intensive care units (NICUs) provide more direct care at the end-of-life than other health care providers, yet report feeling inadequately prepared for neonatal palliative care. The purpose of this review was to identify studies testing educational interventions for palliative care to NICU nurses.MethodsRapid ReviewResultsFour studies reported education interventions lasting 6–21 h with 30–142 participants. All used convenience samples and pre/posttest designs. A variety of outcome measures were used, including objective knowledge tests and structured clinical observations. The studies showed statistically significant improvements in at least one outcome, although these results should be viewed cautiously because of less rigorous study designs.DiscussionThe small number of studies identified indicates a need to implement and evaluate further educational interventions. While the evidence from these studies suggested positive outcomes, additional studies using more rigorous research methods are needed.     

Educational interventions to promote respectful maternity care: A mixed-methods systematic review

AimThis systematic review critiqued the impact of educational interventions for midwives, nurses, or midwifery/nursing students to enhance respectful maternity care.BackgroundTreating women with respect during maternity care has gained considerable global attention. Although research has focused on raising awareness about respectful care among health care professionals, the effectiveness of educational interventions remains uncertain.MethodsA mixed-methods systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. This review used a convergent segregated approach, and methodology recommended by Joanna Briggs Institute (JBI) mixed-methods systematic reviews, to synthesise and integrate research findings. Multiple databases were searched. JBI critical appraisal checklists for quasi-experimental studies, cross-sectional, and qualitative studies, as well as a mixed-methods appraisal tool were used.FindingsNine educational interventions studies met the inclusion criteria, and most were conducted in Africa. Quantitative evidence supported the effectiveness of interventions to improve knowledge/perceptions of midwives and/or nurses regarding respectful maternity care, and woman-provider communication, and reduce women’s experience of disrespect and abuse. However, variation in content, intervention delivery mode, duration, timing of pre and post-test, evaluation methods, and difficulty distilling findings from multi-pronged interventions hindered robust conclusions. Only one study used a valid and reliable tool to measure women’s experience of respectful care. Qualitative findings suggest continuous education rather than one-off interventions and inclusion of other health care providers as well as managerial staff working in maternity care would help promote respectful care.ConclusionThere is low level evidence that educational interventions can improve midwives’, nurses’, and students’ knowledge and attitudes towards RMC. Outcomes of education and training need to be monitored regularly with valid and reliable tools. There is a need for respectful maternity care education interventions in high as well as middle and low-income countries.     

Healthcare professionals’ knowledge and attitudes of surgical site infection and surveillance: A narrative systematic review

AimThis systematic review reports on healthcare professionals’ knowledge and attitudes of surgical site infection and surgical site infection surveillance as well as interventions aimed at enhancing healthcare professionals’ knowledge and attitudes.BackgroundSurgical site infection is a serious adverse outcome following surgery. Despite the presence of international guidelines, the prevention of surgical site infections remains a challenge for patients and hospitals. It is critical that healthcare professionals have sufficient knowledge on surgical site infection and on their role in implementing evidence-based prevention strategies.DesignThis review is reported using the Preferred Reporting Items for Systematic review and Meta-Analysis (PRISMA) guidelines.MethodsA search was undertaken in the following databases: Academic Search Complete, CINAHL, ERIC, MEDLINE, PsycARTICLES, PsycINFO and Web of Science for studies published between January 2010 and March 2022. Studies that examined healthcare professionals’ knowledge and attitudes in relation to surgical site infection, surgical site infection surveillance and risk factors for their development were included. We also included studies that examined interventions that aimed to enhance healthcare professionals’ knowledge and attitude in relation to surgical site infection, surveillance, and risk factors. We also described the impact of such interventions on the incidence of surgical site infections.ResultsA total of 26 studies were included. Results were synthesised narratively according to the review objectives. Findings from this review show that knowledge of what surgical site infection is and its prevention was poor amongst healthcare professionals, while attitudes were positive particularly in relation to healthcare professionals’ role in prevention. Only three studies examined the effects of interventions on healthcare professionals’ knowledge of surgical site infection and surgical site infection prevention. Of those, two used multimodal educational interventions and found statistically significant improvement in knowledge.ConclusionsOverall knowledge of surgical site infection and its prevention is poor amongst healthcare professionals, while attitudes were positive particularly in relation to healthcare professionals' role in prevention. There is a need for more experimental research to evaluate interventions which aim to address healthcare professionals’ knowledge and attitudes towards surgical site infection prevention and surveillance. Such studies should include all healthcare professionals involved in the care of a surgical patient.Tweetable abstractKnowledge and attitudes of surgical site infection prevention amongst healthcare professionals.     

What works in delivering dementia education or training to hospital staff? A critical synthesis of the evidence

BackgroundThe quality of care delivered to people with dementia in hospital settings is of international concern. People with dementia occupy up to one quarter of acute hospital beds, however, staff working in hospitals report lack of knowledge and skills in caring for this group. There is limited evidence about the most effective approaches to training hospital staff on dementia.ObjectiveThe purpose of this literature review was to examine published evidence on the most effective approaches to dementia training and education for hospital staff.Design and review methodsThe review was conducted using critical synthesis and included qualitative, quantitative and mixed/multi- methods studies. Kirkpatrick’s four level model for the evaluation of training interventions was adopted to structure the review.Data sourcesThe following databases were searched: MEDLINE, PsycINFO, CINAHL, AMED, British Education Index, Education Abstracts, ERIC (EbscoHost), The Cochrane Library-Cochrane reviews, Economic evaluations, CENTRAL (Wiley), HMIC (Ovid), ASSIA, IBSS (Proquest), Conference Proceedings Citation Indexes (Web of Science), using a combination of keyword for the following themes: Dementia/Alzheimer’s, training/education, staff knowledge and patient outcomes.ResultsA total of 20 papers were included in the review, the majority of which were low or medium quality, impacting on generalisability. The 16 different training programmes evaluated in the studies varied in terms of duration and mode of delivery, although most employed face-to-face didactic techniques. Studies predominantly reported on reactions to training and knowledge, only one study evaluated outcomes across all of the levels of the Kirkpatrick model. Key features of training that appeared to be more acceptable and effective were identified related to training content, delivery methods, practicalities, duration and support for implementation.ConclusionsThe review methodology enabled inclusion of a broad range of studies and permitted common features of successful programmes to be identified. Such features may be used in the design of future dementia training programmes, to increase their potential for effectiveness. Further research on the features of effective dementia training for hospital staff is required.     

Can interprofessional collaboration provide health human resources solutions? A knowledge synthesis

Many studies examine the impact of interprofessional (IP) interventions on various health practice and education outcomes. One significant gap is the lack of research on the effects of IP interventions on health human resource (HHR) outcomes. This project synthesized the literature on the impact of IP interventions at the pre- and post-licensure levels on quality workplace, staff satisfaction, recruitment, retention, turnover, choice of employment and cost effectiveness. Forty-one peer-reviewed articles and five IECPCP project reports were included in the review. We found that IP interventions at the post-licensure level improved provider satisfaction and workplace quality. Including IP learning opportunities into practice education in rural communities or in less popular healthcare specialties attracted a higher number of students and therefore may increase employment rates. This area requires more high quality studies to firmly establish the effectiveness of IP interventions in recruiting and retaining future healthcare professionals. There is strong evidence that IP interventions at the post-licensure level reduced patient care costs. The knowledge synthesis has enhanced our understanding of the relationships between IP interventions, IP collaboration and HHR outcomes. Gaps remain in the knowledge of staff retention and determination of staffing costs associated with IP interventions vis-à-vis patient care costs. None of the studies reported long-term data on graduate employment choice, which is essential to fully establish the effectiveness of IP interventions as a HHR recruitment strategy.     

A systematic review: The effects of orientation programs for cancer patients and their family/carers

ObjectivesTo assess the effects of information interventions which orient patients and their carers/family to a cancer care facility and the services available within the facility.DesignSystematic review of randomised controlled trials (RCTs), cluster RCTs and quasi-RCTs.Data sourcesMEDLINE, CINAHL, PsycINFO, EMBASE and the Cochrane Central Register of Controlled Trials.MethodsWe included studies evaluating the effect of an orientation intervention, compared with a control group which received usual care, or with trials comparing one orientation intervention with another orientation intervention.ResultsFour RCTs of 610 participants met the criteria for inclusion. Findings from two RCTs demonstrated significant benefits of the orientation intervention in relation to reduced levels of distress (mean difference (MD): ?8.96, 95% confidence interval (95%CI): ?11.79 to ?6.13), but non-significant benefits in relation to the levels state anxiety levels (MD ?9.77) (95%CI: ?24.96 to 5.41). There are insufficient data on the other outcomes of interest.ConclusionsThis review has demonstrated the feasibility and some potential benefits of orientation interventions. There was a low level of evidence to suggest that orientation interventions can reduce distress in patients. However, other outcomes, including patient knowledge recall/satisfaction, remain inconclusive. The majority of trials were subjected to high risk of bias and were likely to be insufficiently powered. Further well conducted and powered RCTs are required to provide evidence for determining the most appropriate intensity, nature, mode and resources for such interventions. Patient and carer-focused outcomes should be included.     

Systematic review of interventions to enhance preceptors’ role in undergraduate health student clinical learning

AimEvaluate interventions to prepare preceptors for their role in undergraduate health student clinical education.BackgroundPreceptor training and development are crucial to quality clinical learning experiences for undergraduate health students. The efficacy of education interventions designed for preceptors and use of reliable, valid outcome measures are unclear.DesignA systematic literature review informed by PRISMA Guidelines.MethodsMajor databases CINAHL, Medline and Google Scholar were searched between January 2010 and November 2021. 1253 articles were initially retrieved. Removal of duplicates and screening by title, abstract and keywords yielded 156 papers. Twenty-one papers fulfilled the inclusion criteria and were assessed using an adapted ‘Critical Appraisal Checklist for Reports of Educational Interventions’ and the New World Kirkpatrick Model.ResultsMost interventions were developed for the nursing profession and evaluated using pre-post-test (86%) or post-test only (5%). Two studies were considered high quality. Most studies (81%) reported positive short-term impact on preceptor knowledge, skills, attitudes and confidence. Two thirds (62%) of included studies measured preceptor behaviour change. No study measured impact related to quality of health care. Small sample sizes limited inferential analyses. Psychometric testing of tools to measure preceptor outcomes was inconsistent and validity and reliability were not reported in most studies.ConclusionsStructure and content of interventions were diverse and lacked rigour in outcome measurement. Most interventions demonstrated some positive impact on preceptor development. Objective measures determining longer term impact or how enhanced preceptor development translated into quality clinical student learning support was lacking. Future research should consider how best to measure the impact of educational interventions on broader outcomes such as quality of client care.     

Healthcare professionals’ perceptions of the value and impact of the arts in healthcare settings: A critical review of the literature

BackgroundInternationally there is growing interest in the use of the arts in the healthcare context evidenced by the number of research studies reported in the nursing and medical literature. Establishing successful projects in healthcare environments will to some extent be reliant on the cooperation of staff working in these settings: healthcare professionals and their cultural values will be the lynchpin in the relationship between the artists organising the activities and the patients. This review appraises healthcare professionals’ perceptions of the value of the arts in healthcare settings, and the impact of the arts on healthcare professionals.MethodsA critical review of the literature between 2004 and 2014 was undertaken. The following databases were searched: MedLine, CINAHL, AMED, Web of Science and ASSIA. Searches included words from three categories: arts activities; healthcare settings, and healthcare providers. Studies were included if they were written in English, explored the attitudes of healthcare professionals on the use of the arts in healthcare settings or the impact of arts activities on healthcare staff. Studies conducted in community venues and/or reporting on arts therapies (art, drama or music) were excluded. An initial 52 studies were identified and following screening for relevance and quality 27 articles were reviewed. Arts interventions were diverse and included music listening, visual arts, reading and creative writing, and dance.ResultsDespite some methodological limitations of the reviewed studies it was found that the majority of staff believed that engaging in arts interventions has a positive impact on patients’ health and well-being. The findings suggest that arts interventions are perceived to have an impact on patients’ stress, mood, pain levels, and sleep. Furthermore, staff believed that the arts can enhance communication between staff and patients, helping to build rapport and strengthen interactions. The majority of reported staff outcomes were positive, with arts activities in healthcare settings found to: decrease stress, improve mood, improve job performance, reduce burnout, improve patient/staff relationships, improve the working environment and improve well-being.ConclusionsThis review fills a gap in the literature, providing the first review of healthcare professional's views of the arts in healthcare settings and the impact of arts activities on healthcare staff. The largely positive perceptions of staff will aid in the implementation of arts activities in healthcare settings, which will enhance care and benefit both patients and healthcare staff.     

Can interprofessional collaboration provide health human resources solutions? A knowledge synthesis

Many studies examine the impact of interprofessional (IP) interventions on various health practice and education outcomes. One significant gap is the lack of research on the effects of IP interventions on health human resource (HHR) outcomes. This project synthesized the literature on the impact of IP interventions at the pre- and post-licensure levels on quality workplace, staff satisfaction, recruitment, retention, turnover, choice of employment and cost effectiveness. Forty-one peer-reviewed articles and five IECPCP project reports were included in the review. We found that IP interventions at the post-licensure level improved provider satisfaction and workplace quality. Including IP learning opportunities into practice education in rural communities or in less popular healthcare specialties attracted a higher number of students and therefore may increase employment rates. This area requires more high quality studies to firmly establish the effectiveness of IP interventions in recruiting and retaining future healthcare professionals. There is strong evidence that IP interventions at the post-licensure level reduced patient care costs. The knowledge synthesis has enhanced our understanding of the relationships between IP interventions, IP collaboration and HHR outcomes. Gaps remain in the knowledge of staff retention and determination of staffing costs associated with IP interventions vis-à-vis patient care costs. None of the studies reported long-term data on graduate employment choice, which is essential to fully establish the effectiveness of IP interventions as a HHR recruitment strategy.     

Knowledge and teaching-learning methods regarding venous leg ulcers in nursing professionals and students: A scoping review

AimAccording to our scoping review questions, three aims were formulated to synthesize the evidence published on: (1) the content (2) the best or most appropriate teaching-learning methods for training nurses and undergraduate nursing students in venous leg ulcer care, and (3) to identify the level of knowledge in nurses and undergraduate nursing students about venous leg ulcer care.BackgroundA venous leg ulcer can be defined as a skin lesion on the leg or foot that occurs in an area affected by ambulatory venous hypertension. Hence, nurse visits are the main driver of Venous Leg Ulcer-related healthcare costs. Optimal levels of knowledge obtained with appropriate methodologies tend to improve care. Nonetheless, the time devoted to chronic wound education in undergraduate nursing curricula has been considered insufficient and inadequate.MethodsFor this scoping review, a search was performed in January 2021. To identify sources of evidence, a systematic search was conducted in MEDLINE, Embase, CINAHL, Web of Science, Scopus, Cuiden, ERIC and ScienceDirect. All types of evidence associated with knowledge, teaching and/or learning methods regarding venous leg ulcers in nursing were included.ResultsFinally, 19 documents were included. In these articles, the content mostly widely included in teaching-learning methods was compression therapy (14/19), anatomy, physiology, aetiology and/or pathophysiology (10/19) and topical treatment and care (8/19); various other topics were mentioned but less frequently. Teaching/learning methods and interventions were heterogeneous in modality, content, and duration but the majority showed better results after implementation. When looking at knowledge level, studies mainly focused on nursing staff. In general, it seems that there is a lack of knowledge and skills.ConclusionsRegarding our three pivotal questions: (1) There is no uniform type of content over the studies analysed and the most referred was compression therapy. (2) The educational interventions studied have demonstrated effectiveness, but there is insufficient data to determine which is the most effective. (3) This scoping review has highlighted the lack of knowledge among nurses and nursing students about venous leg ulcer care. Additionally, we felt that there is no ideal assessment tool to quantify knowledge, skills, attitude, confidence, and commitment in this context.Tweetable abstractA scoping review that synthesise the evidence on the level of knowledge and teaching-learning methods in nursing regarding of people with venous leg ulcers shows lack of knowledge and variability in programs.     

Promoting Breastfeeding and Lactation Among Mothers of Premature Newborns in a Hospital in China

ObjectiveTo promote breastfeeding and lactation in mothers separated from their premature infants admitted to the NICU in a hospital in China.DesignFor this evidence-based practice project we used a mixed method of survey measures and interviews and were guided by the Joanna Briggs Institute Practical Application of Clinical Evidence System and Getting Research Into Practice framework.Setting/Local ProblemObstetric unit of a Women and Children’s Hospital in China from September 2017 to August 2018. Before the project, the partial breastfeeding rate in the hospital was 17.9%, and the exclusive breastfeeding rate of premature infants was 1.8%; these rates were much lower than the national breastfeeding rate in the country.ParticipantsSeventeen nurses and 70 mothers of premature infants.Intervention/MeasurementsThe project included three phases: (a) finding the best evidence to promote breastfeeding in the literature and identifying the gaps between best practice and current practice, (b) implementing best practice strategies, and (c) comparing pre- and postintervention outcomes. Based on the evidence in the literature and the barriers, strategies were implemented in practice to promote breastfeeding and lactation among women separated from their preterm newborns. Chi-square and t tests were performed to compare the pre-/postintervention differences.ResultsPartial breastfeeding rates increased from 17.9% to 52.7%, and exclusive breastfeeding rates increased from 1.8% to 4.1%. Compliance with breastfeeding guidelines and measures of maternal lactation volume both improved significantly.ConclusionPromoting breastfeeding and lactation among mothers of premature infants requires not only scientific knowledge but also a caring environment and family-centered practice.     

A Statewide Evaluation of the Breastfeeding Resource Nurse Model

ObjectiveTo evaluate a statewide initiative to increase the provisioning of human milk in NICUs.DesignA survey of nurses before participation in an educational session, immediately after education, and again 9 months later.SettingNurses from 22 hospitals throughout Florida.ParticipantsWe surveyed 121 participants, including some nurses who had prior breastfeeding education or certification as well as those without specialized breastfeeding training.InterventionAn educational project called the Breastfeeding Resource Nurse Master program was intended to educate NICU nurses to implement the “Ten Steps to Promote and Protect Human Milk and Breastfeeding in Vulnerable Infants.”MeasurementA quantitative needs assessment survey was administered to participants to determine current hospital practices, policies, and perceived areas for improvement. Pre- and immediate posttraining surveys assessed NICU nurses’ knowledge, attitudes, and beliefs about human milk feeding of critical care infants and their self-efficacy for implementing the program in their respective NICUs. A follow-up, open-ended survey was administered at 9 months to yield information on program implementation.ResultsNICU breastfeeding practices varied widely at baseline. Nurses’ scores for knowledge, beliefs, and behavioral intentions improved postsession, but the implementation of practice changes related to the Ten Steps for Vulnerable Infants proved difficult. Nurses identified insufficient time and resources as barriers to educating others and changing practice.ConclusionsPolicies and regulations that make hospitals accountable for increasing human milk provision to vulnerable infants may be necessary to ensure that hospitals devote adequate resources to implementing practice changes in this area.     

The use of eHealth technologies to support communication with parents in the neonatal unit; an updated literature review for the COVID-19 era

IntroductionSince the outbreak of COVID-19, there has been a drive towards digital healthcare solutions. This review provides an update as to how eHealth technologies have been used in neonatal intensive care unit settings to help communication with parents and parental education since the last reviews published.MethodsA systematic search of MEDLINE and CINAHL via Ovid was conducted using the keywords ‘eHealth’, ‘mHealth’, ‘telemedicine’, ‘neonatal’, ‘intensive care’ and ‘NICU’. CASP methodology was used to identify bias and limitations.ResultsElectronic searching yielded 69 and 39 papers respectively. Six papers were considered eligible for full text review. Four studies focussed on eHealth interventions post-discharge from NICU, two of which showed reduced emergency visits to hospital.ConclusionseHealth may benefit infants post-discharge from neonatal intensive care units and is generally well-received by parents. However, technological and organisational adaptions may be necessary for its wider application. More research is needed in the use of communication technologies during infants’ admission, and to empirically test educational resources.     

Interprofessional education for delirium care: a systematic review

Abstract

Recent delirium prevention and treatment guidelines recommend the use of an interprofessional team trained and competent in delirium care. We conducted a systematic review to identify the evidence for the value of interprofessional delirium education programs on learning outcomes. We searched several databases and the grey literature. Studies describing an education intervention, involving two or more healthcare professions and reporting on at least one learning outcome as classified by Kirkpatrick’s evaluation framework were included in this review. Ten out of 633 abstracts reviewed met the study inclusion criteria. Several studies reported on more than one learning outcome. Two studies focused on learner reactions to interprofessional delirium education; three studies focused on learning outcomes (e.g. delirium knowledge); six studies focused on learner behavior in practice; and six studies reported on learning results (e.g. patient outcomes), mainly changes in delirium rates post-intervention. Studies reporting changes in patient outcomes following the delirium education intervention used an interprofessional practice (IPP) intervention in combination with interprofessional education (IPE). Our review of the limited evidence suggests that IPE programs may influence team and patient outcomes in delirium care. More systematic studies of the effectiveness of interprofessional delirium education interventions are needed.     

Improving Healthy Work Environments Through Specialty Nursing Professional Development

A healthy work environment (HWE) is an interrelated system of people, structures, and practices enabling nurses to engage in work processes and relationships identified by clinical nurses as standards of quality care to patients in hospitals. In HWEs, nurses can make a maximum positive contribution to their patients and the organization. According to AACN, the six standards of an HWE include skilled communication, true collaboration, effective decision-making, appropriate staffing, meaningful recognition, and authentic leadership. HWEs have been correlated with employee engagement and organizational commitment. Much of HWE literature findings are based on designs that assess the presence or absence of HWE and the outcomes of HWE. Few studies evaluate the impact of professional development interventions on HWE. The authors aimed to investigate the effect of an acute care professional development intervention for three nursing units on staff nurse perception of HWE.Study aimThis study aimed to administer a pre- and post-intervention assessment of the work environment among staff nurses working on acute care units in a Magnet® hospital in southeastern Louisiana.MethodsThis study used a pre-test and post-test single group study quantitative design where subjects completed online assessments before and after an educational intervention. The intervention included an educational presentation tailored for each hospital unit’s nursing specialty and patient population. Education topics reinforced the HWE standards and TeamSTEPPS® communication techniques to enhance teamwork. The online assessments included demographic questions and a valid and reliable AACN HWE survey. The HWE survey consists of 18 questions, 3 for each standard. The sample included staff nurses working in three acute care units. Demographic questions included gender, age, education, certification, participation in shared governance, career ladder participation, years in the current unit, hours worked per week, and years in nursing. Following the baseline assessment collection, an educational intervention was developed and delivered to the staff nurses. The intervention ranged from 4 to 8 hrs. It included specialty-focused education topics based on each unit’s patient populations (e.g., cardiac, pulmonary/sepsis, and stroke/renal care). The participants received information on certification, TeamSTEPPS® techniques for feedback, and conflict management. Following the intervention, electronic HWE surveys were sent to participants via e-mail for reassessment. Both the pre- and post-test participation was voluntary. No identifying information was collected, and the study was Institutional Review Board approved.ResultsA total of 53 staff nurses (50 females; 3 males) working among three acute care inpatient units completed the pre/post-test and intervention. The results were analyzed using SPSS. There was a significant increase in the means for 9 of 18 HWE survey questions from the pre- to post-test (P < .05). These results demonstrated a positive impact of the professional development intervention on staff nurse perception of HWE.ConclusionsImproving nurse work environments results in improved nurse empowerment, nurse satisfaction, and increased patient safety [DiChiara, J. (2015); https://revcycleintelligence.com/news/how-the-nursing-work-environment-affects-patient-outcomes]. This study demonstrated the benefit of a professional development that supported HWE standards on staff nurse perception of HWE in acute care work environments. This intervention study could serve as a strategy for units aiming to improve nurse perception of HWEs.     

Increasing medical students’ understanding of the role of occupational therapists

Abstract

Understanding the roles and responsibilities of different healthcare professionals allows for collaborative care to occur. This article describes the evaluation of a student-designed, case-based educational module about the roles and responsibilities of occupational therapists (OTs) designed to increase the knowledge of occupational therapy among medical students. The study used a quasi-experimental, pre-/post-test design. Independent paired t-tests showed medical students’ mean score on the OT Awareness Education Module at post-test was significantly greater than their mean score at pre-test. Results demonstrated how using an evidence-based approach to design an educational strategy can increase the knowledge of one member of the healthcare team about the role of another within a short period. This study documented an effective approach for educating future physicians about the roles and responsibilities of occupational therapy as they prepare to make decisions affecting patient care outcomes.     

Effectiveness of nurse-delivered patient education interventions on quality of life in outpatients: A systematic review

BackgroundNursing education is a crucial part of nursing practice; however, evidence regarding its impact on quality of life is lacking. No review has addressed the effects of overall nursing education interventions on the quality of life in a general outpatient population.ObjectivesThe objective of this study is to evaluate the effectiveness of nurse-delivered education interventions compared with usual care with regard to the quality of life of outpatients.MethodsA systematic search was performed to identify randomized controlled trials that examined the effects of nurse-delivered educational interventions on the quality of life of outpatients. The search was performed in December 2012 in the MEDLINE (via PubMed), EMBASE (via Ovid), and CINAHL (via EBSCO) databases and was limited with regard to publication time and language. The studies were appraised according to methodological quality, and p values were extracted to determine the effectiveness of the interventions.ResultsTwenty-nine studies were included in the review. Approximately 70% of the studies included showed no effects on quality of life. The studies that showed positive effects each used different types of interventions. A methodological appraisal revealed biases in most of the studies.Conclusions and Implications of Key FindingsBecause of an overall lack of effectiveness and heterogeneity between studies, no evidence for the effectiveness of nursing education interventions in outpatients was observed. Further studies should examine interventions that focus on quality of life using validated measures.