The effect of supportive program on maternal self-confidence in caring of infants with gastrointestinal anomalies: A randomized clinical trial

PurposeThis study aimed to determine the effect of supportive program on maternal self-confidence in caring of infants with gastrointestinal anomalies.MethodsIn this randomized clinical trial, 50 mothers of infants with gastrointestinal anomalies randomly allocated into control and intervention groups. The mothers of intervention group, in addition to the routine care, received supportive program. Maternal self-confidence was measured before and after the intervention, using Karitane Parenting Confidence Scale.ResultsThere was a significant difference in the pre-test and post-test scores of the intervention group (P < 0.001). Also, post-test scores of self-confidence was significant in both intervention and control groups after adjusting pre-test score (P < 0.001).ConclusionThe present study confirms the impact of a supportive program on increasing mothers' confidence. According to this, the four-dimensional support program can be offered as a systematic program in the neonatal units for mothers of infants with gastrointestinal anomalies.     

Examining changes in knowledge and practice in nurse practitioners after an online educational module on obstructive sleep apnea

AimsThe purpose of this study is to investigate primary care nurse practitioner (NP) knowledge and knowledge retention on obstructive sleep apnea (OSA) screening after an educational in-service.BackgroundThe prevalence of OSA is high and continues to rise amid the obesity epidemic. Approximately 75–90 % of individuals with moderate to severe OSA remain undiagnosed. Continuing education of OSA risk factors among primary care providers may increase screening rates, leading to early diagnosis and treatment.MethodsAn educational module was presented to NPs (n = 30) during a mandatory NP in-service at two sets of outpatient clinics. Knowledge was assessed with a pre-test and post-test survey consisting of 23 items. A 25-item follow-up test was administered five weeks after to assess knowledge retention.ResultsAn increase in total knowledge scores was demonstrated between the pre-test and post-test with a decrease in knowledge observed at follow-up. Follow-up test total mean scores remained above pre-test levels, indicating potential long-term learning.ConclusionsWhile learning was demonstrated, NPs acknowledged continued barriers to screening for OSA such as time and having no OSA screening tool available in the electronic medical record (EMR).     

Effect of online communication skills training on effective communication and self-efficacy and self-regulated learning skills of nursing students: A randomized controlled study

AimThe aim of this study was to determine the effect of online communication skills training conducted for first-year nursing students on effective communication and self-efficacy and self-regulated learning skills.BackgroundCommunication skills are an important part of nursing care.MethodsThis research was designed as a pre-test–post-test randomized controlled experimental study. The study population comprised first-year undergraduate nursing students of a state university in Turkey. A total of 60 students included in the study were divided into the two following groups: experimental (n = 30) and control (n = 30) groups. The research data were collected between 1 December 2020 and 1 March 2021. Pre-test and post-test forms were simultaneously provided to the groups. Post-tests were repeated 1 month after the pre-test was completed. A 2-day (a total of 12 h) communication skills training was conducted online for the students in the experimental group after the pre-test forms were filled. Information form, Effective Communication Skills Scale (ECSS), General Self-efficacy Scale (GSE) and Self-regulated Learning Skills Scale (SRLSS) were used to collect the data.ResultsThe effective communication and SRLSS mean scores of the nursing students were high and the GSE scores were below average. On comparing the groups, the post-test mean scores of the communication skills and GSE were found to decrease in both the groups compared with the pre-test ones. This decrease was significant only in the “ego-enhancing language” subdimension of ECSS (p < 0.05). The post-test mean scores of the SRLSS increased in both the groups, but this increase was not significant (p > 0.05).ConclusionAlthough the SRLSS scores of the students increased in the post-test, the study results show that communication skills training did not have a significant effect on effective communication and self-efficacy and self-regulated learning skills. The results of this study are important in terms of guiding research and trainings that examine the effects of communication skills.     

Overcoming nursing barriers to intensive care unit early mobilisation: A quality improvement project

ObjectivesTo increase adherence with intensive care unit mobility by developing and implementing a mobility training program that addresses nursing barriers to early mobilisation.DesignAn intensive care unit mobility training program was developed, implemented and evaluated with a pre-test, immediate post-test and eight-week post-test. Patient mobility was tracked before and after training.SettingA ten bed cardiac intensive care unit.Main outcome measuresThe training program’s efficacy was measured by comparing pre-test, immediate post-test and 8-week post-test scores. Patient mobilisation rates before and after training were compared. Protocol compliance was measured in the post training group.ResultsNursing knowledge increased from pre-test to immediate post-test (p < 0.0001) and pre-test to 8-week post-test (p< 0.0001). Mean test scores decreased by seven points from immediate post-test (80 ± 12) to 8-week post-test (73 ± 14). Fear significantly decreased from pre-test to immediate post-test (p = 0.03), but not from pre-test to 8-week post-test (p = 0.06) or immediate post-test to 8-week post-test (p = 0.46). Post training patient mobility rates increased although not significantly (p = 0.07). Post training protocol compliance was 78%.ConclusionThe project successfully increased adherence with intensive care unit mobility and indicates that a training program could improve adoption of early mobility.     

Body Image Perception and the Effect of Different Educational Programs on Embarrassment in Patients Undergoing Colonoscopy

PurposeColonoscopy is recognized as a safe and effective tool for detecting colorectal cancer. However, patients may experience discomfort and embarrassment arising from their body image, with the prejudice that health care professionals will have negative thoughts about their bodies. This study was carried out to determine the effect of the perception of body image and education given with different educational programs on the feeling of embarrassment in patients who were scheduled to undergo colonoscopy.DesignQuasi-experimental study with pre-test, post-test.MethodsThe population of this quasi -experimental study with pre-test, post-test, and experimental groups consisted of 184 patients who underwent colonoscopy for the first time at the endoscopy department of a university hospital.FindingsNo statistically significant difference in the mean Colonoscopy Embarrassment Scale (CES) pre-test scores was found between the groups (P > .05). The mean CES post-test scores of the video group were lower than those of the other groups, with a statistically significant difference (P < .05). Comparing the intragroup CES pre-test and post-test mean scores, the mean CES post-test scores were found to be lower in all three groups, with a statistically significant difference between the groups (P < .05). Although a statistically weak negative correlation was found between the body image mean scores and the pre-test CES mean scores of the booklet and video groups, no correlation was observed in the control group.ConclusionsThe body image perception was found to affect the sense of embarrassment in patients undergoing colonoscopy, and the mean embarrassment scores decreased with planned training programs.     

Knowledge,practice and attitudes towards breastfeeding among mothers of infants with retinopathy of prematurity (ROP)

BackgroundBreastfeeding has several benefits for both the infants and mothers. This study assessed breastfeeding knowledge, attitudes, and practices (KAP) among mothers of infants with Retinopathy of Prematurity (ROP).MethodsA cross-sectional study was conducted among mothers of infants with ROP visiting the ROP clinic in a selected tertiary care centre. A total of 100 mothers were selected through the convenience sampling method and interviewed using a structured questionnaire.ResultA significant number of mothers had average to poor knowledge (81%) with a mean score of 8.32 ± 2.7. More than half of the mothers had poor practices related to breastfeeding with a mean score of 7.6 ± 2.4. The attitudes of the mothers towards breastfeeding was either neutral or positive towards formula feeding.ConclusionThe KAPs of mothers regarding breastfeeding were inadequate. Intervention measures are recommended for promoting breastfeeding practices among the mothers of infants with ROP.     

Improving medical students' knowledge of systems-based practice

Systems-based practice is an important aspect of medical education. This study evaluates the effectiveness of an eight-hour intervention on medical students' knowledge of the principles of managed care. A pre-test on basic managed care principles was administered to freshman medical students at Mercer University. After an eight- hour managed care curriculum was presented to these students, a post-test was administered. The pre-test and post-test scores on the material increased a mean score of 9.7 points (p < 0.001). Our conclusion is that providing as little as eight-hours of instruction on managed care topics can significantly improve first-year medical students' knowledge and understanding of systems-based practice.     

Impact of a pain management program on nurses' knowledge and attitude toward pain in United Arab Emirates: Experimental-four Solomon group design

BackgroundLack of knowledge about pain is a common barrier to effective pain management. Educational pain management programs directed to health care professionals can improve knowledge and attitudes about pain. However, changing practice is more challenging, but can be achieved with more targeted educational interventions within the clinical setting.ObjectivesThe main objective of this study was to examine which of four separate pain management educational designs improved nurses' knowledge and attitudes toward pain over time. Secondary objectives were to compare and contrast nurse's knowledge and attitudes toward pain before and after the educational intervention.DesignThis randomized controlled trial using a four Solomon group design.SettingThis study took place in Dubai Hospital, Dubai Health Authority, in United Arab Emirates between January 2019–April 2019.ParticipantsThe sample consisted of 200 registered nurses who were randomly selected and assigned into four separate educational groups. Participants had at least one year of experience in Dubai hospital prior to data collection.Resultspaired t-test has shown the experimental group scored significantly higher than the control group (p < 0.01). One-way ANOVA revealed significant post-test score differences between groups p < 0.001. A repeated measures ANOVA with a Greenhouse-Geisser correction determined that mean scores over three months was not statistically significant. Indicating that the level of knowledge did not change over time within any of the groups.Conclusion and recommendationsThe most important findings were the relatively low pre-test knowledge scores among staff nurses, and the significant improvement in knowledge for most test items following the educational intervention. Moreover, the level of knowledge and attitudes were maintained over three months. The pain management program proved to be effective in improving nurses' pain knowledge, attitudes, and assessment practices. Nurses in the experimental group increased their pain score significantly after the pain management program.Registration number: NETUBR.     

Diet and physical exercises for preschoolers with ADHD and their mothers: An intervention study

BackgroundAttention deficit hyperactivity disorder (ADHD) is a serious public health problem. Diet-focused approaches and physical exercise can be used to complement other ADHD management techniques.ObjectiveTo determine the prevalence of ADHD symptoms among preschoolers in nursery schools and to evaluate the educational interventions toward nutrition and physical exercise in mothers and their preschoolers with ADHD symptoms.Research methodologyA two-phase sampling method was employed. First, a cross-sectional survey was conducted to determine the prevalence of ADHD symptoms in four nursery schools (400 preschoolers aged between 3 and 6 years). Second, an intervention study (a quasi-experimental research design with one group completing the pre-test and the post-test) was performed on 36 preschoolers having ADHD symptoms and their mothers by using the educational intervention for mothers and photos and games about nutrition and physical exercise for the preschoolers with ADHD; mothers of four children out of the 40 refused to participate in the study. Data were analyzed using SPSS version 20. The paired t-test was used to determine significant differences between the groups. Differences were considered significant at P < 0.05.ResultsOf the 400 preschoolers, 10% had high ADHD symptoms. The mean score of mothers’ knowledge of nutrition and physical exercise improved after the implementation of the program (p = 0.01). In addition, preschoolers with ADHD enjoyed the session with photos and games (p = 0.01).Conclusions and ImplicationsEducational intervention significantly improved the knowledge of the mothers. Moreover, preschoolers with ADHD symptoms enjoyed the session with photos and games. This intervention appears to be feasible and promising for further investigation of its effects.     

Promoting respectful maternal and newborn care using the Dignity game: A quasi-experimental study

AimThis study assessed a) the impact of playing the Dignity board game on participants’ understanding of respectful maternal and newborn care and b) participants’ perceptions of how the game influenced their subsequent practice in Malawi and Zambia.BackgroundNurse-midwives’ poor understanding of respectful maternal and newborn care can lead to substandard practice; thus, effective education is pivotal. Used in several disciplines, game-based learning can facilitate skills acquisition and retention of knowledge.Designa quasi-experimental study, using mixed-methods of data collection.MethodsData were collected between January and November 2020. Nurse-midwives (N = 122) and students (N = 115) were recruited from public hospitals and nursing schools.Completion of paper-based questionnaires, before and after game-playing, assessed knowledge of respectful care principles and perceptions around behaviours and practice. Face-to-face interviews (n = 18) explored perceived impact of engaging with the game in clinical practice. Paired and unpaired t-test were used to compare scores. Qualitative data were analysed and reported thematically.ResultsThe study was completed by 215 (90.7 %) participants. Post-test scores improved significantly for both groups combined; from 25.91 (SD 3.73) pre-test to 28.07 (SD 3.46) post-test (paired t = 8.67, 95 % confidence interval 1.67–2.65), indicating an increased knowledge of respectful care principles. Nurse-midwives performed better than students, both before and after. In Malawi, the COVID pandemic prevented a third of nurse-midwives’ from completing post-game questionnaires. Qualitative findings indicate the game functioned as a refresher course and helped nurse-midwives to translate principles of respectful care into practice. It was also useful for self-reflection.ConclusionsThe Dignity board game has the potential to enhance understanding and practice of respectful maternal and newborn care principles in low-resource settings. Integration into nursing and midwifery curricula and in-service training for students and healthcare workers should be considered.     

Effect of a PBL teaching method on learning about nursing care for patients with depression

BackgroundDepression is a worldwide public health problem that requires the attention of qualified health professionals. The training of skilled nurses is a challenge for nursing instructors due to the complexity of this pathology.ObjectivesThe aim was to analyse the declarative and argumentative knowledge acquired about depression by students receiving traditional expository instruction versus students receiving problem-based learning instruction.MethodsQuasi-experimental study with pre-test and post-test design in experimental and control group to measure differences in the improvement of declarative and argumentative knowledge. Non parametric tests were used to compare the scores between the experimental group and the control group, and between the pre-test and post-test in each group. 114 students participated in the study. Implementation of the study took place during the 2014–2015 academic year in the third year of the Nursing undergraduate degree courses in the University of the Basque Country (UPV/EHU) as part of the Mental Health Nursing subject.ResultsThe data indicated that there were no statistically significant differences between the two methodologies in regard to declarative knowledge in the care of patients with depression. Nevertheless, the argumentative capacity of the experimental group improved significantly with the problem-based learning methodology (p = 0.000).ConclusionsThe results of the implementation indicated that problem-based learning was a satisfactory tool for the acquisition of argumentative capacity in depression nursing care. Still, working examples of teaching sequences that bridge the gap between general clinical practice and classroom practice remain an important goal for continuing research in nursing education.     

A T WO - HOUR I NTERVENTION U SING START I MPROVES P REHOSPITAL T RIAGE OF M ASS C ASUALTY I NCIDENTS

Objective. There are few data concerning the ability of prehospital providers to triage patients in a mass casualty incident (MCI). The authors evaluated the effectiveness of a brief educational intervention on MCI triage with a written scenario and test. The START method (simple triage and rapid treatment) was used. Methods. The authors enrolled and tested 109 prehospital providers consisting of 31 paramedics and prehospital registered nurses (PHRNs) and 78 emergency medical technicians (EMTs) and first responders. A written scenario of an MCI was used to test participants before, immediately after, and again at one month after a two-hour educational intervention consisting of a slide and video presentation utilizing START. Results. The 109 participants completed the pre-intervention and post-intervention test; 72 (66%) completed the one-month post-intervention as well. Mean work experience was 9 years (ranging from 1 to 27 years). The mean immediate post-test score (75% correct) was significantly improved compared with the mean pre-test score (55% correct) for the 109 providers completing both tests (p < 0.001). Among advanced life support providers (EMT-Ps and PHRNs) completing all three surveys, the mean immediate post-test score (76% correct) and mean one-month post-test score (75% correct) were not significantly different. Among the basic life support providers completing all three surveys, a modest but statistically significant decay in mean scores from immediate post-test (74% correct) to one-month post-test (68% correct) was observed (p < 0.01). Prior training in MCI had no statistically significant effect on changes in mean test scores. Conclusion. The ability of prehospital providers of all levels of training and experience to triage patients in an MCI is less than optimal. However, this ability improved dramatically after a single didactic session, and improvement persisted one month later.     

Involvement of mothers in high-risk neonatal care: A capacity building program for neonatal nurses

The quality of mother-infant interaction directly impacts neonatal and maternal health and well-being. Nurses play a significant role in facilitating and supporting the mothers to participate in the care of their neonates admitted to Neonatal Intensive Care Unit (NICU). Capacity-Building Program (CBP) was conducted to empower the neonatal nurses to facilitate and support mothers in routine care of their neonates admitted to NICU. A total of 53 neonatal nurses participated in the program. This program focused on empowering the neonatal nurses on the responsibilities and strategies to involve mothers in routine care of neonates at NICU. The program was evaluated by testing nurses’ knowledge through pre-test and post-test score analysis. Neonatal nurses demonstrated a higher level of knowledge post-implementation of the program. It was found that the capacity-building program intervention was effective (p < 0.001) in improving the knowledge of neonatal nurses on the role of nurses in facilitating and supporting mothers in the care of their neonates admitted to NICU.     

“Upgrading self-esteem: Effectiveness of cognitive enhancement package among psychiatric inpatients.”

ObjectiveTo assess and compare the self-esteem before and after administration of cognitive enhancement package among psychiatric inpatients.Design & methodQuantitative approach, Non-Equivalent control group pre-test and post-test design under quasi experimental research design was used for study. Total 60 psychiatric inpatients whose scores came out to be 25 and less in Rosenberg Self-esteem scale were enrolled in the study. Samples were selected by using purposive sampling method. Total four sessions of intervention were provided with 80 to 100 min for overall tasks. Interventions comprised of total three sub-tasks and each task was followed by daily assessment of progression with the help of self-care activities checklist for self-care activities, Ferrara Group Experience scale for group interaction and Mini-Mental Status Examination for cognitive functioning. Post-test was taken on fifth day of intervention.ResultsThe results showed that mean score of self-esteem (14.17 ± 2.00), self-care activities (3.83 ± 2.34) and group interaction (20.83 ± 7.42) along with cognitive functioning (18.23 ± 6.07) in pre-test were in lower level comparatively than in post-test after administration of Cognitive Enhancement Package which is self-esteem(20.17 ± 3.24), self-care activities (6.82 ± 2.31), group interaction (37.90 ± 5.71) and cognitive functioning (24.80 ± 4.12) at the 0.05 level of significance (p ≤ 0.05). However, the score remained same or decreased in case of comparison group who only received routine hospital care.ConclusionAll in all, present study concluded that different innovative psychological approaches like Cognitive Enhancement Package can be incorporated along with usual psychopharmacology in order to promote the overall wellbeing and better rehabilitation for the psychiatric inpatients.     

Is Moulage effective in improving clinical skills of nursing students for the assessment of pressure injury?

BackgroundIn wound care simulations, the practice can be performed on 3D-wounds formed by moulage. Moulage helps the student to perceive the etiology, physiology, and healing processes of the wound, and it can also be used to improve the students' wound assessment skills.ObjectiveThe aim of this study is to investigate the effectiveness of moulage in the improvement of pressure injury assessment skills of nursing students.DesignA quasi-experimental study.SettingsA nursing faculty at a public university.ParticipantsAll fourth-year students (n = 73) who take the simulation elective course were invited to participate.MethodsFall semester students (n = 38) constituted the control group and spring semester students (n = 35) formed the intervention group. The coin-flipping method was used to match the education period and student groups. The intervention group simulation was performed using moulage, and the control group simulation was performed using a pressure ulcer visuals. The same simulation scenarios were used for both groups. The data were collected using the Simulation Design Scale, Student Satisfaction and Self-Confidence Scale, and student identification form, knowledge test, performance checklist and feedback form developed by the researchers.ResultsStudents' knowledge scores for pressure injury assessment have improved significantly in both the intervention group (pre-test:61.71 ± 9.77 and post-test 70.57 ± 12.53, t = −4.27, p < 0.001) and the control group (pre-test: 66.81 ± 13.47 and post-test 73.06 ± 15.50, t = −2.34, p = 0.02). Laboratory and clinical pressure injury assessment skill scores of the intervention group students were significantly higher than the control group. Besides, the correct staging percentages of the intervention group students are higher than the control group students during the clinical practice (χ2 = 5.05, p = 0.02).ConclusionsIt can be concluded that the simulation with moulage was effective in improving the skills of nursing students who received training for pressure injury assessment and in transferring what they learned to the clinical setting.     

A digital-based follow-up program to improve maternal competence in preterm home care- A true-experimental study

ObjectiveThe purpose of this study is to evaluate how a digital-based follow-up program affects maternal competence in preterm newborn home care.MethodsA true-experimental, pretest-posttest control group study was conducted on 80 mothers of preterm infants at a tertiary-level medical college hospital in Karnataka, India, using a structured knowledge questionnaire and observation checklist. The experimental group received a multi-component, digital-based follow-up program.ResultsThe competence of mothers in the experimental group improved significantly after the intervention, as evidenced by the between-group difference in knowledge and practice score (p = 0.000).ConclusionBecause it provides mothers with continuity of support, a digital-based follow-up program can be used to improve their ability to care for preterm babies.     

Proportion of mothers practicing kangaroo mother care at home and factors influencing the practices following hospital discharge,South Wollo,Ethiopia

BackgroundLow birth weight continues to be a significant public health problem globally. Kangaroo Mother Care (KMC) comprises of early and continuous skin-to-skin contact between mother and baby as well as exclusive breastfeeding. More interest has been given to initiate KMC at the health facility for low birth weight babies born at home but, there has been trace evidence to support initiation of KMC at home. Thus, this study was aimed to estimate the proportion of mothers who continued to practice kangaroo mother care at home and identify factors influencing this practice following hospital discharge.MethodsIt was a cross-sectional study of 190 mothers with their low birth weight babies who were discharged from KMC unit at Dessie referral and Akesta hospitals and counseled about KMC to practice at home. In the first week following hospital discharge, the data collectors visited the mothers to interview her about KMC practices and the factors influencing it and analyzed by SPSS V.25.0. Crude odds ratio and adjusted odds ratio were performed to test the association between dependent and independent variables.ResultThe proportion of mothers who practice KMC at home was 89(46.8%). Multivariate logistic regression showed that support from husband (AOR = 4.4, 95% CI = 1.8–10.4), support from health extension works(HEW)(AOR = 3.4, 95% CI = 1.6–7.2), availability of helper (AOR = 4.5, 95% CI = 1.9–4.10) and mothers explained the important of KMC (AOR = 2.3,95% CI = 1.1–4.9) were statistically associated with KMC practices at home.ConclusionThis study concludes that support comes from husband, health extension workers and family. Understanding of mothers about the importance of KMC was found to be one of the significant enhancing factors to implement KMC at home.