预测急性呼吸窘迫综合征发生及死亡的临床指标:红细胞输注的潜在作用

急性呼吸窘迫综合征(acute respiraory distress syndrome,ARDS)是一种常见的严重肺功能紊乱的肺部并发症。常并发于脓毒血症、创伤和抽吸术等严重损伤后。ARDS的发生及死亡率可因发生ARDS损伤类型的不同而有差别,提示ARDS的发病机制和预后因临床风险因素而不同。最近,对重症病人进     

Development of an Adolescent Inpatient Sexual Abuse Group: Application of Lewin's Model of Change

The development and implementation of an adolescent sexual abuse group on an inpatient psychiatric unit is described. Steps of Kurt Lewin's model of change are used as a framework for this planned change. Specific issues concerning group procedure and process are detailed. Recommendations for this group and broader use of the Lewin model are included.     

The nurse''s role in patient education: incongruent perceptions among nurses and patients

The purpose of this study was to describe the amount of congruence in the perceptions of 38 matched nurse-patient dyads concerning the nurse's role in patient education. The perceptions of nurses and patients from two hospital settings were measured with two complementary sets of questions, developed for this study; t-tests were used to compare the mean responses of nurses and patients within and between the two settings to each set of complementary questions. The results indicated that incongruencies existed between nurses' and patients' perceptions of the nurse's role in patient education. Patients identified a general teaching function for nurses. When asked who they preferred to have teach them the specific information related to their condition, patients most frequently chose a physician. Nurses most frequently chose a nurse as the current and most desired patient teacher. Nurses incorrectly assumed that the desires of their patients for patient education were similar to their own. The results suggest that nurses need to develop a clear definition of their role in patient education, to validate patients' desires for teaching, and to examine organizational factors influencing their performance of the patient teaching role.     

A three-step method of self-reflection using reflective journal writing

Fiscal and financial constraints present a challenge for nurse educators to broaden the diversity and scope of teaching/learning methodologies. One method designed to promote autonomy and self-direction of nursing students is self-reflection combined with reflective journal writing. This paper describes a three-step process of self-reflection encompassing critical appraisal, peer group discussion and self-awareness. This process of self-reflection was initiated with one group of clinical nursing students. Using student and teacher feedback, implications for employing this teaching/learning strategy in clinical practice are suggested.