Rectal irrigation in the management of functional bowel disorders: a review.

Faecal incontinence and constipation are examples of functional bowel disorders that can lead to distressing psychological and physical symptoms which seriously impact upon quality of life. Rectal irrigation has been introduced as a treatment option for such patients. This article critically reviews and evaluates the current evidence on the effectiveness of rectal irrigation as a management option for functional bowel disorders. The review was conducted using BIOSIS, AHMED, CINAHL, MEDLINE, and Web of Knowledge. From 1051 articles identified through the literacy search, only nine were specifically concerned with the evaluation of rectal irrigation as a treatment option for functional bowel disorders. The results of the literature review do indicate that rectal irrigation could be a successful treatment option for some people, however, variations between studies and methodological limitations mean evidence of the effectiveness of rectal irrigation is lacking.

Clinical education: a review of the literature.

In 2005, the University of Sheffield was commissioned to research the role, function and perceived impact of the clinical nurse educator role in a National Health Service Primary Care Trust. This paper presents the results of Phase I of the study, a review of the literature on clinical education and the series of research questions that were indicated. The importance of clinical education for quality nursing care has long been agreed but has gained increasing attention over the last two decades. This increased attention is the result of policy directives that place work based learning at the centre of health and social care practice. The literature is less equivocal, however, concerning the responsibility for clinical education and asserts various roles including; the lecturer employed by the University; joint appointments; mentors; ward sister; specialist and advanced practitioners including the nurse consultant; and more recently the clinical nurse educator. Clinical educators have reported to have been introduced to meet the professional educational needs of the workforce but there is little empirical or theoretical evidence to support or refute this. This paper is an attempt to begin to address this.

A study of supervised practice from the perspective of the supervisor and the supervised.

This is the ASORN Edna Ashy Award Winning Project for 2002. Ms. Stringer has a long and varied career in ophthalmic nursing, working both as a clinical specialist and an educator. Currently she functions as an educator and nurse practitioner for the University of Sheffield. She performs clinical duties in the ophthalmic casualty department and teaches the remainder of the week. Her academic interest include, the development of ophthalmic nursing practice as a specialty, practice supervision models and applying research-based data to daily practice patterns. Her qualifications include, Ophthalmic Nursing Diploma (OND), Registered Nurse (RN), BA)hons, and MA(ed), Masters in Education.