RESUMO
Computer vision syndrome is caused by prolonged computer use. Symptoms, treatments, and recommendations are discussed.
Assuntos
Astenopia/etiologia , Terminais de Computador , Síndromes do Olho Seco/etiologia , Ofuscação/efeitos adversos , Cuidados de Enfermagem/normas , Transtornos da Visão/etiologia , Astenopia/enfermagem , Síndromes do Olho Seco/enfermagem , Educação Continuada em Enfermagem , Humanos , Guias de Prática Clínica como Assunto , Transtornos da Visão/enfermagemRESUMO
BACKGROUND: Educators are being challenged to show how participants implement in practice the objectives and outcomes of what they learn in professional development activities. Continuing education (CE) departments are being called on to document that the offerings are making a difference in practice. Participants described efforts to implement mindfulness processes after a CE workshop on managing the unexpected. METHODS: A mixed-methods approach was used. Qualitative and quantitative data were used to assess whether participants implemented mindfulness practices that they learned during a CE workshop. This pilot study used an e-mail survey and focused interviews. RESULTS: Participants self-assessed the use of practices taught at a CE workshop and identified barriers and aids to implementing practice change. Focused interviews elicited examples and provided more information about the barriers and facilitators of change that can assist with future program planning. CONCLUSION: CE can change practice in health care organizations. Additional research is needed to document best practices in CE to effect change in practice.
Assuntos
Educação Continuada , Conhecimentos, Atitudes e Prática em Saúde , Atenção Plena/educação , Avaliação das Necessidades , Humanos , Entrevistas como Assunto , Projetos Piloto , Avaliação de Programas e Projetos de Saúde/métodos , Gestão da Segurança , Estados UnidosRESUMO
The purpose of this study was to determine any relationship between peripheral IV catheter indwell time and phlebitis in hospitalized adults. A retrospective review of quarterly quality assurance data-monitoring indwell time, phlebitis rating, and site and tubing labels-was performed. Of 1,161 sites, only 679 had documented indwell time to use. Average indwell time was 1.9 days, and overall phlebitis rate was 3.7%. Analysis of variance revealed a significant association between phlebitis and indwell time. However, asymptomatic peripheral IVs may not need to be removed at regular intervals because there were healthy, asymptomatic sites with indwell time up to 10 days.
Assuntos
Cateteres de Demora/efeitos adversos , Flebite/epidemiologia , Adulto , Humanos , Incidência , Flebite/etiologia , Estudos RetrospectivosRESUMO
Educating the faculty of today and tomorrow presents challenges in the health professions. In rapidly changing clinical and educational settings, faculty need to be prepared to maintain course quality and promote student learning outcomes. This article provides reflective analysis of an established online Health Professions Educator Certificate Program and shares quality teaching/learning structures and strategies that provide flexibility for diverse interprofessional learners. A systems model of structure, process, and outcomes organizes the analysis.
Assuntos
Certificação , Educação em Enfermagem/métodos , Docentes de Enfermagem , Sistemas On-Line , Humanos , Modelos Educacionais , Pesquisa em Educação em Enfermagem , Pesquisa em Avaliação de Enfermagem , Pesquisa Metodológica em Enfermagem , Melhoria de Qualidade/organização & administraçãoRESUMO
Changing demographics, a nursing shortage, and various societal changes underscore the need for nurse educators and new nurse educator programs. This article describes a Web-based nurse educator program designed to prepare advanced practice nurses for faculty roles while simultaneously preparing them as clinicians. Guided by adult education theory and self-directed learning theory, the Web-based Nurse Educator Certificate (four Web-based nurse educator courses including a teaching practicum) has been developed and offered to clinical master's and postmaster's students. This article also describes student work with mentors, interactive Web-based teaching strategies, portfolios, graduate competencies, and initial evaluative data. In the first two years of the program, 48 students have taken at least one course in the Nurse Educator Certificate program and eight students have completed it. A Web-based nurse educator certificate program, as part of a clinical master's or postmaster's program, has the potential to help meet the faculty shortage.
Assuntos
Certificação/métodos , Instrução por Computador/métodos , Educação de Pós-Graduação em Enfermagem/métodos , Docentes de Enfermagem , Internet/organização & administração , Enfermeiros Clínicos/educação , Papel do Profissional de Enfermagem , Atitude do Pessoal de Saúde , Competência Clínica/normas , Currículo , Docentes de Enfermagem/provisão & distribuição , Humanos , Kansas , Mentores/psicologia , Modelos Educacionais , Enfermeiros Clínicos/psicologia , Pesquisa em Educação em Enfermagem , Preceptoria/organização & administração , Avaliação de Programas e Projetos de SaúdeRESUMO
This study used qualitative and quantitative methods to examine differences regarding correct placement of injectate, leaking or bleeding, time to administer injection, and comfort of person administering, and receiving an intradermal injection. Each (N = 98) administered and received two injections. Subjects evaluated their comfort on a Likert scale. After second injection, each reported which was better. Most of the time (82%), a wheal was produced. Leaking or bleeding occurred a fourth of the time. Subjects rated the first injection better (p < 0.05) with no preference regarding technique. Subjects administering injections reported bevel up more comfortable (p < 0.01). Bevel up was significantly faster.