Organ donation: what can we learn from North America?

The aim of this qualitative case study was to investigate how organ donation is promoted and managed in North America aimed specifically at patients and relatives. A 4-week study to Boston and Baltimore in America was undertaken to observe and learn how organ donation is promoted and managed within a critical care environment. The study tour was undertaken specifically to examine the policy and procedures that enhance the procurement of organ donation in specific centres in the USA. The study tour wanted to examine and gain a better understanding of the issues, policies and procedures used by these centres when seeking permission for organ donation. Data were collected by a variety of methods involving observation, unstructured informal interviews, examinations of policies and procedures and a daily diary was maintained. A thematic analysis method was used to analyse the qualitative data collected. Four areas were identified as potential areas for learning. Approaching relatives of potential donors for consent, at a time of intense emotional crisis, is a challenge that involves all nurses working in critical areas. Nurses are identified as a key component in the process of organ donation; research highlights that approaching relatives can be problematic and stressful for nursing staff. The British government should consider required request legislation that ensures all hospitals refer potential donors to the Regional Transplant Center. In-house coordinators could be appointed and protocols developed for referrals of potential donors. It is also suggested that the approach for consent is decoupled and designated requesters approach relatives.     

Sexual health education for people with mental health problems: what can we learn from the literature?

Research into sexual risk behaviour among people with 'severe' mental health problems suggested that they are likely to engage in high-risk sexual behaviour, for a number of reasons, putting them at risk of sexually transmitted diseases. The aim of this review is to describe approaches, content and outcomes of sexual health education programmes, developed and implemented for people with mental health problems. A literature review from 1980 to 2005 was carried out using the electronic databases CINAHL, PsycINFO, British Nursing Index, Pubmed and Medline, and the Cochrane library was also searched. The literature search was confined to papers written in English. The keywords 'sexuality', 'sexual health education', 'sexual health promotion', 'HIV', 'sexually transmitted disease' were combined with 'mental illness', 'chronic mental illness'severe mental illness'persistent mental illness'psychiatry', 'mental disorder', 'education interventions' and 'evaluation'. A vast amount of literature was recovered on sexual risk behaviour in people with severe mental health problems, and sexual dysfunction as a result of prescribed medication. As the focus of the review was on sexual health education, this literature was omitted. Although the literature on sexual health education for people experiencing mental health problems was sparse, 14 studies were located that either described or evaluated sexual health education programmes. Most sex education programmes focused on topics such as HIV and other sexually transmitted diseases, negotiating safe sex and skill development in condom use. Findings suggested that the people who attended benefited from sexual health education programmes, facilitated in a sensitive and supportive manner. Education tended to produce a reduction in sexual risk behaviour as opposed to complete cessation. Nevertheless, it is appropriate to consider integrating such education with service provision. The results of the review provide guidance to service providers and mental health nurses wishing to develop and evaluate sexual health education programmes for service users. Areas for future research are also identified.     

Brain dysfunction in sepsis: what can we learn from cerebral perfusion studies?

Investigations on the relationship between sepsis, brain dysfunction, and cerebral perfusion are methodologically very difficult to perform. It is important to interpret the results of such studies in view of our limited ability to diagnose and quantify brain dysfunction and to consider our limited understanding of the mechanisms that lead to or are associated with brain dysfunction in sepsis.     

Implementing the National Programme for IT: what can we learn from the Scottish experience?

The National Programme for IT (NPfIT) promises to revolutionize the delivery of health care by enabling seamless and secure electronic exchange of clinical information within the NHS. Challenges to NPfIT highlighted in the media and academic commentary are common to such initiatives worldwide. This paper offers key messages and recommendations derived from a comparable electronic clinical communications programme in Scotland, and elsewhere, as a means to aid the implementation process.     

Physiologic parameters as biomarkers: what can we learn from physiologic variables and variation?

Sepsis generates an overwhelming host response characterized by changes in physiologic parameters. Monitoring these parameters can help identify and stratify septic patients. Recognizing sepsis early and identifying septic patients at risk of worsening are keys to successful treatment. Several studies have analyzed the independent physiologic parameters associated with the diagnosis of sepsis or bacteremia, with the development of severe sepsis or septic shock, and with mortality. Physiologic variability of heart rate and body temperature is reduced in sepsis and measuring the variability of these parameters can be useful for the diagnosis and prognosis of sepsis.     

The advanced practice nurse. Changing the practice law: what did we learn?

The nurse practice statute was changed in Connecticut during the 1999 Legislative session in an effort to more accurately reflect the current practice of advanced practice nurses. The effort to make changes began in 1990, when the psychiatric clinical nurse specialists organized and incorporated to improve the practice status of this nurse specialty group and to improve patient accessibility to their services. This article describes the changes that were made in the practice statute and the lessons that were learned along the way. It elaborates on the need for strong organizational identification, coalition building, choosing legal and lobbying support carefully, negotiating with the opposition, and grassroots lobbying. Compromise was reached and statutory changes were made so that advanced practice nurses moved from being under the direction of physicians to a mutually agreed-on collaborative relationship with physicians. The article provides insights and learning experiences that may help others moving along the road to more independent practice laws.     

Safety and quality in healthcare: what can England and Australia learn from each other?

Australia and England have similar healthcare systems. They are affordable and accessible to all; both are blessed with health professionals of great skill. Anybody who falls ill in either country can expect a high standard of care. And yet, all is not well. The care we give our patients is not as safe as it should be and the community is becoming well aware of this. Our public healthcare systems never seem to have enough resources; our public hospitals show varying degrees of dilapidation. Access to care, while universal, is too often delayed. The medical workforce is understaffed, maldistributed (or both) and the shortage of nurses is of great concern. In both professions, morale is fragile. What, then, can be done to improve the safety and quality of healthcare in Australia and England?