Appreciative Inquiry as an intervention to change nursing practice in in-patient settings: An integrative review

BackgroundHigh profile accounts of failures in patient care reflect an urgent need for transformational development in healthcare. Appreciative Inquiry is promoted as an approach to exploring and bringing about change in social systems. Appreciative Inquiry has been used extensively in North American business since the late 1980s. The application of Appreciative Inquiry may have merit in the complex world of human health experiences.ObjectivesTo identify, evaluate and synthesise the evidence about the impact of Appreciative Inquiry on changing clinical nursing practice in in-patient settings.DesignAn integrative review and narrative synthesis.SettingIn-patient settings including paediatrics, maternity and mental health.ParticipantsNurses of all grades, patients, carers, relatives, other healthcare professionals including allied healthcare staff, management and students.Data sourcesAn electronic search of the following electronic databases was performed in January 2015 and updated in July 2015: MEDLINE, EMBASE, Cochrane Library (Cochrane database of systematic reviews), Cumulative Index of Nursing and Allied Health Literature, PsychINFO, PsychARTICLES, Amed, Assia, Scopus and Web of Science. Hand searching of reference lists of included studies was undertaken. Limits were set to include literature published in English only and publications from 1990 to July 2015.Review methodsThree reviewers independently assessed eligibility for inclusion and extracted data. Full text articles were systematically appraised using a standardised data extraction instrument in conjunction with criteria to assess whether change using Appreciative Inquiry is transformational.ResultsEight studies (reported in 11 papers) met the inclusion criteria. Overall, these studies demonstrate poor application of Appreciative Inquiry criteria in a nursing context. This makes judgement of the impact difficult. One study achieved transformation against agreed criteria for Appreciative Inquiry. Other included studies demonstrated that Appreciative Inquiry is being perceived as a gateway to knowledge translation rather than transformative change in practice.ConclusionsAppreciative Inquiry offers potential for nurse practice development and change but not without cognisance of the pivotal components. If Appreciative Inquiry is to be perceived as a legitimate research endeavour, there must be engagement and attention to rigour. Findings suggest caution is required against the choreography of Appreciative Inquiry where participant experiences are moulded to fit a previously drafted master plan. Further research is needed to explore the role of expert facilitation in securing and sustaining successful outcomes of Appreciative Inquiry.     

Delivering Social Work Education on Case Reviews and Inquiry Reports: An Exploratory Study of Students’ Perspectives in Northern Ireland

It is self-evident that we live in the age of inquiry where the negative impact of risk has been examined through numerous formal processes. In the wake of such scrutiny, there have been repeated recommendations for better training of the professionals charged with safeguarding the welfare of vulnerable individuals. Yet there has been very little examination of how student social workers, in particular, evaluate this training. This exploratory study responded to this gap through a mixed-methods design centring on the views of qualifying and post-qualifying social work students attending courses within two regional universities in Northern Ireland. The study found that, in the main, the cohorts responded favourably to certain aspects of the curriculum and how they were delivered. That said, the emotive nature of the case review and inquiry reports was inadequately addressed in the classroom and was not processed afterwards through a psycho-social framework. In effect, students were often left with residual anxieties that potentially hampered learning. On the basis of the findings, the study calls for further research into this highly significant area of professional competence.     

上海市市民对口腔实习门诊认知度和认可度的调查分析

目的:了解上海市市民对口腔实习门诊认知度和认可度的现状,探讨口腔临床实习教学的改进方案.方法:随机抽取上海市5个区县各一个大型卖场,分别发放100份调查问卷,共502份,回收498份,其中有效卷475份,有效率为94.62％.对结果进行整理分析.结果:10.32％的被调查者知晓并了解实习门诊,56.84％的被调查者愿意对其加以了解;40.21％的被调查者会选择专家门诊就医,但也有37.68％的被调查者愿意接受实习医师的诊治;对实习医师的总体满意度为65.43％.结论:市民对口腔实习门诊的认知度和认可度均有待提高,医院、学校应加大宣传力度,在提升实习门诊认知度的同时提高认可度,推进实践教学的开展.     

血吸虫病中度流行区化疗对象筛查方法的费用-效果

目的 寻找血吸虫病中度流行区简便、有效、经济、适用的化疗对象筛查方法。方法 分别以粪检、询检、间凝法(IHA)及胶体染料试纸条法(DDIA，原称DSIA)对居民进行血吸虫病筛查，并对各方法进行分析和评价。结果 IHA法与粪检总符合率为72.33％，阳性预告值为26.78％；DDIA法仅略低于IHA法；询检法相对较差。卫生经济学费用一效果分析显示，IHA法检出1例感染者所需费用明显高于DDIA法和询检法。结论 IHA法是一种简便、有效，在感染率为5％～10％的血吸虫病中度流行区较可取的筛查方法，但所需费用较高；DDIA法是一种较IHA法更为简便、快速、廉价的方法，且敏感性很高，较适合于现场筛查。     

规范管理临床、医技科室医院感染档案的必要性

目的规范临床科室医院感染管理资料提高医护人员的管理能力。方法给所有相关科室下发3个带有规定目录的档案盒。结果有一个科室未按规定去做,其余都按要求将相关资料归档。结论按要求归档的科室理清了工作思路,避免了资料混放现象,同时为控制院内感染工作查找资料提供了依据,节约了时间,效果很好。     

探究式方法在《护理教育学》教学中的应用

目的探讨探究式教学方法在护理教育学中的应用。方法将2004级甲乙两个自然班分成实验班与对照班，在部分应用性护理教育学教学内容中分别采用探究式教学方法与传统讲授法进行教学。学期结束两班采用同一份试卷进行测试。将两班学生成绩进行统计分析，并在期末采用自制问卷对教学效果进行评价。结果在闭卷考中实验班与对照班成绩无统计学差异。而开卷考成绩，两个班差异明显，实验班高于对照班。总成绩亦是实验班高于对照班。结论探究式教学能提升学生自我学习能力，激发学生学习兴趣，有利于培养学生的组织能力及表达自己见解能力，提高学生运用知识解决实际问题的技能和思维能力；同时，探究式教学亦有利于教师自身能力的提高。     

Narrative inquiry into life experiences of refugee women and men

BACKGROUND: Africa is the site of many refugee camps, and non-governmental agencies are often responsible for providing programmes and services to improve refugees' quality of life and health in temporary encampments. Rwanda hosts three refugee camps as a result of the 1994 genocide. AIM: This research examines meaningful life experiences as narrated by women and men Congolese refugees residing in a refugee camp in Rwanda. METHODS: Two in-depth interviews were conducted with 15 refugee men and 14 refugee women. Content in the research text was analysed separately by gender. FINDINGS: Women's experiences revealed themes of leaving the good life behind, worrying about their daughters, feeling ambivalent about marriage and lacking hope. Men's experiences revealed themes of leaving the good life behind, having no peace in the heart and fearing the future. CONCLUSIONS: Listening to refugee voices in narrated life experiences provides an opportunity for non-governmental organizations to create programmes and services that pertain closely to refugees' life experiences.