Relación del nivel socioeconómico con el rendimiento académico de estudiantes durante la pandemia por COVID-19 / Relationship of socioeconomic level with the academic performance of students during the COVID-19 pandemic

Introducción: el nivel socioeconómico (NSE) de las familias tiene un papel fundamentan en el desempeño académico de los estudiantes. Durante la pandemia, las familias con NSE bajo tuvieron menores oportunidades y se acrecentaron las desigualdades por limitaciones económicas y técnicas, lo cual pudo haber influido en las calificaciones y rendimiento académico de los alumnos. Objetivo: identificar la relación entre el NSE y el rendimiento académico de un grupo de estudiantes de licenciatura en enfermería durante la pandemia COVID-19. Metodología: estudio transversal, cuantitativo, analítico, con alumnos que tuvieron educación a distancia, se utilizó el instrumento denominado Nivel Socioeconómico (NSE) de la Asociación Mexicana de Agencias de Inteligencia de Mercado y Opinión Pública (AMAI), así como los promedios del semestre cursado en línea Resultados: participaron 167 alumnos, entre las variables de rendimiento académico y nivel socioeconómico se obtuvo un valor de p = 0.961, para las variables de sexo y estado civil se encontró asociación con un valor de p < 0.05. Conclusiones: no se identificó ninguna relación entre las variables del rendimiento académico y el nivel socioeconómico; sin embargo, otras variables como estado civil y sexo dieron significancia estadística, por lo que se sugiere ahondar en estas variables, así como su relación con el rendimiento académico.

Introduction: The socioeconomic level (SES) of families has a fundamental role in the academic performance of students, during the pandemic families with a low SES had fewer opportunities and increased inequalities due to economic and technical limitations, which could influence grades and academic performance. of the students Objective: To identify th e relationship between the SES and aca demic performance of nursing undergraduate students during COVID-19. Methodology: Cross-sectional, quantitative, analytical study with students who had distance education, the instrument called Socioeconomic Level (NSE) of the Mexican Association of Market Intelligence Agencies and Public Opinion (AMAI) was used. and the averages of the semester completed online. Results: 167 students participated, between the variables of academic performance and socioeconomic level a value of p = 0.961 was obtained, for the variables of sex, marital status an association was found with a p value less than 0.05. Conclusions: No relationship was identified between the variables of academic performance and socioeconomic level, however, other variables such as marital status and sex gave statistical significance, so it is suggested to delve into these variables as well as their relationship with academic performance.

Application of telemedicine in the COVID-19 epidemic: An analysis of Gansu Province in China.

This paper analyzes the application of various telemedicine services in Gansu Province, China during the COVID-19 epidemic, and summarizes the experiences with these services. In addition, the satisfaction levels of patients and doctors with the application of telemedicine in COVID-19 were investigated, the deficiencies of telemedicine in Gansu were determined, and recommendations for modification were proposed. Coronavirus Disease 2019 (COVID-19) has broken out in China, and Gansu Province in Northwest of China has not been spared. To date, there are 91 local COVID-19 cases and 42 imported cases. 109 hospitals were selected as designated hospitals during the COVID-19 outbreak, and most of them were secondary hospitals. However, it was unsatisfactory that the ability of medical services is relatively low in most of secondary hospitals and primary hospitals. Therefore, we helped the secondary hospitals cope with COVID-19 by means of remote consultation, long-distance education, telemedicine question and answer (Q&A). Our practical experience shows that telemedicine can be widely used during the COVID-19 epidemic, especially in developing countries and areas with lagging medical standards.

Effects of a cultural competence education programme on clinical nurses: A randomised controlled trial.

BACKGROUND: The cultural competence education programme for health professionals aimed to ensure that all people receive effective health care, particularly those from culturally diverse backgrounds. OBJECTIVES: The purpose of this study was to investigate the effect of a cultural competence educational course on nurses' self-assessment of their cultural competence. DESIGN: A single-blind, randomised control trial design was employed. PARTICIPANTS AND SETTINGS: Eligible nurses were recruited from a northern Taiwan medical centre with 2089 beds. METHODS: A permuted block of four was used to randomly assign participants to the experimental (n = 47) and control groups (n = 50). The educational course comprised four units and was conducted once weekly for four weeks, with each session lasting 3 h. RESULTS: A significant group-time interaction was identified regarding self-learning cultural ability, verifying the education intervention's effect on self-learning cultural ability after a two-month intervention. In addition, a significant main effect over time was discovered for total cultural competence; there was no significant interaction effect. CONCLUSIONS: The study provided evidence that an educational programme effectively improved cultural competence in clinical nurses. The results provide a reference for health care providers to design in-service cultural competence education for improving quality of care.

Development and Validation of the Achieving Effective & Safe Opioid Prescribing-Advanced Practice Registered Nurse (AESOP-APRN) Survey: A Pilot Study.

BACKGROUND: Advanced practice registered nurses (APRNs) are essential partners in the management of pain, both in primary care and in pain specialty practices. One of the more controversial treatment practices surrounds the use of opioid analgesic medication for the relief of pain in persons with chronic pain. Although several guidelines have been developed, the extent and impact of APRN knowledge, attitudes, and values about pain management and opioid prescribing practices are not known. In addition, regulatory mandates may encumber APRN scope of pain management practice. AIMS: This manuscript describes the development and pilot testing of the Achieving Effective & Safe Opioid Prescribing-APRN (AESOP-APRN) Survey conceptualized to address these topics. DESIGN: Instrument development. PARTICIPANTS/SUBJECTS: Advanced practice registered nurses. METHODS: Phase I addressed development, content validity determination, and survey refinement. APRN-focused discussion groups, expert review, and analysis of content were conducted. In phase II, pilot testing was conducted to determine reliability. RESULTS: APRNs are aware of regulatory restrictions to practice and potential implications on patient outcomes. The Initial Content Validity Index suggested refinement of survey questions. After content revision, final ratings were acceptable. A sample of APRNs (N = 23) completed the survey. Cronbach's α range (.65-.91) suggests acceptable internal consistency for a new survey. CONCLUSIONS: Even at this initial phase, the newly developed AESOP-APRN Survey accurately represents the underlying thematic concepts of interest; however further psychometric analyses are required, and instrument refinement is possible. Additional study should include analysis of members from a variety of health care disciplines, as was the intention of the development of the Core Competencies for Pain Management from which many items were derived.

Exploring health economics course competencies' value for nurse administrators.

BACKGROUND: A survey of nursing administrators in the United States was conducted to solicit opinions about health economics (HE) course competencies for baccalaureate nursing programs. PURPOSE: To provide rationale for intensifying educational efforts to increase nurses' awareness about the value of HE skills in their everyday work. METHODS: Participants were asked to rate six HE competencies using a Likert scale. Paired-samples t tests, bivariate correlations, and standard multiple linear regressions were used to analyze survey results. DISCUSSION: A strong direct relationship exists between the amount of prior knowledge nursing administrators have about HE and the perceived level of usefulness of HE skills. CONCLUSION: Nurses' contributions to creating value in healthcare must be encouraged. Increasing the share and accessibility of the HE content in continuing education offerings could be one way to expand HE knowledge among practicing nurses and promote cost-effective delivery of healthcare in the United States.

Evaluating the Effect of an Educational Intervention for Nursing Managers on the Rate of Incidents Reported at University Hospitals of Iran.

In this semiexperimental study conducted at the university hospitals in an urban area of Iran, the number of reported incidents-as per the information from offices-was evaluated and recorded for the improvement of the quality of hospitals. Subsequently, an educational intervention was conducted for nursing managers. Three months later, the number of reported incidents was again evaluated and recorded. According to the results, the number of reported incidents increased in the hospitals after the educational intervention. The results of this study could be helpful for hospital personnel, especially nurses, to improve the culture of incident self-reporting.

Is a baccalaureate in nursing worth it? The return to education, 2000-2008.

OBJECTIVE: A registered nurse (RN) license can be obtained by completing a baccalaureate degree (BSN), an associate degree (AD), or a diploma program. The aim of this article is to examine the return to baccalaureate education from the perspective of the nurse. DATA SOURCES: National Sample Survey of Registered Nurses, 2000, 2004, and 2008. STUDY DESIGN: The effect of education on RN wages is estimated using multivariate regression, both for initial education and for completing a second degree. The coefficients are used to calculate lifetime expected earnings. Multinomial logistic regression is used to examine the relationship between education and job title. PRINCIPAL FINDINGS: Lifetime earnings for nurses whose initial education is the BSN are higher than those of AD nurses only if the AD program requires 3 years and the discount rate is 2 percent. For individuals who enter nursing with an AD, lifetime earnings are higher if they complete a BSN. The BSN is associated with higher likelihood of being an advanced practice registered nurse, having an academic title, and having a management title. CONCLUSIONS: Because baccalaureate education confers benefits both for RNs and their patients, policies to encourage the pursuit of BSN degrees need to be supported.

Barriers to enrolment into a professional upgrading programme for enrolled nurses in Kenya.

INTRODUCTION: Nurses play a key role in the provision of health care. Over 70% of the nurses in Kenya are Enrolled Community Health Nurses (ECHNs). AMREF in partnership with Nursing Council of Kenya and the Ministry of Health pioneered an eLearning Nurse Upgrading Programme. The purpose of this study was to identify barriers that hindered enrolment into the programme. METHODS: A descriptive cross-sectional design was used. A sample of 532 ECHNs was interviewed from four provinces. Data was collected using a pre-tested self administered questionnaire. Analysis was done using SPSS computer software. Descriptive statistics were calculated for all variables and chi-square tests used to determine variables that were associated with enrolment. Mann Whitney U-test was used for continuous variables. RESULTS: A third (29.7%) of the nurses were from Rift Valley province and 17.9% from Coast. Majority (75%) were from public health facilities. The mean age of the nurses was 40.6 years. The average monthly income was KES 22,497.68 (USD 294). Awareness of the upgrading programme was high (97%) among the nurses. The cost of fees was the main (74.1%) barrier to enrolment in all the provinces and across all the health facilities. The type of health facility was significantly (p < 0.05) associated with enrolment. Nurses from faith-based health facilities were less likely to have enrolled. CONCLUSION: Awareness of the upgrading programme is high. The cost of upgrading programme, age and working in a faith-based health facility are the main barriers to enrolment. Intervention that fund nurses to upgrade would increase nurse enrolment.

Deterrents to nurses' participation in continuing professional development: an integrative literature review.

BACKGROUND: Continuing education (CE) helps nurses keep their practice safe and current. Although the literature provides information about motivating strategies, learning styles and settings, and reinforcement of the need to update skills, little research has focused on barriers to nurses' CE program attendance. This literature review describes factors that deter nurses' CE attendance. METHODS: Ten research studies published between 1990 and 2008 addressing barriers to nurses' CE participation were located. RESULTS: The most frequent deterrents found were the cost of attending CE, inability to get time off from work to attend CE, and child care and home responsibilities. CONCLUSION: Leaders supporting CE must understand factors that motivate and prevent nurses from participating in CE. Implications from this study can assist educators to develop CE offerings to better meet staff needs and increase participation.

Learning needs assessment for registered nurses in two large acute care hospitals in Urban New Zealand.

BACKGROUND: Ongoing education for the nursing workforce is necessary to ensure currency of knowledge in order to enable evidence based client care. The cost of education is high to the organisation and the individual, and must therefore be cost-effective, relevant and appropriate. According to research, education for nurses is not always systematically planned and developed and often relies on the interest area and assessment of the nurse educators. AIM: To survey the learning needs of clinically based registered nurses within an acute care setting. DESIGN AND METHOD: An anonymous questionnaire was used to collect the data. Two groups completed the questionnaire: all eligible registered nurses in two acute care hospitals located in urban New Zealand and their senior nurses such as clinical nurse managers, specialists and educators. RESULTS: The study found agreement on learning needs and also noted differing opinions between the Registered Nurses (RNs), and their senior RNs, RNs initially registered overseas and between levels of practice, on selection and ranking of learning needs. CONCLUSION: This survey identified a number of high learning needs for RNs working within acute care settings. Differences in perception of learning needs for RNs, between the nurses themselves and the Senior RNs exist, as well as among sub groups of RNs. As a result, educators and managers are encouraged to collaborate to realise the opportunity which exists for the provision of education across specialty areas and to work with the different groups and the individual to ensure unique learning needs are met.

Effects of a pain education program on nurses' pain knowledge, attitudes and pain assessment practices in China.

The purpose of this study was to develop, implement, and evaluate the impact of a Pain Education Program (PEP) for nurses in China. The effects of PEP were measured in a quasi-experimental design. A total of 196 nurses who met the inclusion criteria from five nursing units in two teaching hospitals participated in the study. Randomization took place at the hospital level to select experimental and control groups. The research intervention was the PEP, which had two components: (1) to educate nurses about pain management and (2) to implement daily pain assessment by using the Changhai Pain Scale. The duration of PEP was five weeks and intervention methods included focused education, group activity, and individual instruction. After the baseline data were collected, PEP was implemented in the experimental group. The control group (n=90) received no intervention, and the experimental group (n = 106) received six hours of focused education training. During the fourth and fifth weeks of the training program, the researcher and the faculty instructed nurses in five nursing units on how to use the Changhai Pain Scale to assess patients' pain levels and demonstrated how to document pain condition in the nursing records. Nurses in both groups filled out a set of questionnaires, which included a background information form and the Nurses' Knowledge and Attitude Survey form, before the PEP (T1), at one month after the PEP (T2), and at three months after the PEP (T3). Nurses in the experimental group who received the PEP had a significant improvement in their pain knowledge and attitudes. Their scores on the Nurses' Knowledge and Attitude Survey increased from 15.67 at T1 to 26.13 at T2 and 35.14 at T3. The scores of nurses in the control group were unchanged (from 15.20 at T1 to 14.29 at T2 and 14.93 at T3, P>0.05). In addition, experimental group nurses had an improvement in pain assessment. The percentage of nurses who correctly used the Changhai Pain Scale to assess patients' pain intensity increased significantly after the PEP, and the increased usage of the assessment tool between experimental and control groups also shows a statistical difference in trend (chi(2)=93.281, P<0.001). The PEP has been demonstrated to be effective in improving nurses' pain knowledge, attitudes, and assessment.

Community nurse use of Doppler ultrasound in leg ulcer assessment.

Doppler ultrasound is used by community nurses to measure the ankle brachial pressure index (ABPI). This is required before applying compression therapy for patients with chronic venous insufficiency and venous leg ulcers.However, emphasis on the ABPI result has resulted in inappropriate referrals to the vascular department which led the author to survey current practice within one primary care trust. Results illustrated variations in how nurses obtain training and maintain their competency in using Doppler ultrasound. This has an impact on the accuracy of interpretation of the ABPImeasurement and subsequent management of the patient. Practical issues also explained the difficulties nurses encountered in using the correct procedure within the community, which may result in unreliable measurements. There is a need to standardize training for all community nurses, and to review the structure of current clinical guidelines to enable a wider analysis of arterial assessment, in order to reduce the emphasis purely on the ABPI measurement.

Multidisciplinary post-registered education in child and adolescent mental health services.

This article describes a study conducted in England as part of the preparation work for the Children's Taskforce, looking at the training needs of specialist Child and Adolescent Mental Health Service (CAMHS) staff, and of primary care staff who work with children and young people. A survey of existing service provision and of training opportunities was conducted, and as a result a series of recommendations for future training needs within CAMHS are made. It includes the needs of the developing role of Primary Mental Health Workers (PMHWs) within this area in their crucial link position between primary and secondary services. The study is multi-disciplinary in nature, given that all CAMHS teams are provided by multi-professional workers. Since this work was undertaken the workforce development plans for future CAMHS have progressed under the Children's Taskforce, with the National Service Framework for Children being published in October 2004.

Issues affecting the growth of independent prescribing.

AIM: To investigate factors that have influenced A&E departments, minor injury units (MIUs) and walk-in centres (WICs) on whether or not to send nurse practitioners on extended nurse prescribing courses. Also, to examine the extent to which nurses who have completed an extended course are independently prescribing in their everyday practice. METHOD: A pilot study was undertaken in 20 randomly selected units, and following minor changes the main study was carried out by sending a questionnaire with a stamped addressed envelope to all nurse managers in 307 units. The response rate was 62 per cent (n=192). RESULTS: The study found that 71 per cent (n=20) of WICs, 30 per cent (n=33) of A&E departments and 20 per cent (n=11) of MIUs have sent nurses on extended nurse prescribing courses. The most striking result was that 44 per cent (n=28) of nurses were still not prescribing even after completing the course. Patient Group Directions (PGDs) are the most common method for nurse practitioners to obtain medication for patients and 81 per cent (n=52) of nurses who have completed the course would continue to work under PGDs to supplement the formulary. CONCLUSION: It was surprising and worrying to find that less than half (n=28, 44 per cent) of nurse prescribers do not prescribe after completing the course. The reasons for this are unclear but could include: inappropriate selection of staff and problems accessing prescription pads, lack of peer supervision and inadequate knowledge of pharmacology. More studies are needed to understand the reasons and to help ensure government targets on increasing the numbers of nurse prescribers are met.

Pediatric nurse practitioner practice patterns and compensation in Ohio.

INTRODUCTION: The purpose of the study was to describe practice patterns and compensation patterns of Pediatric Nurse Practitioners (PNPs) in Ohio. METHOD: A survey, including open-ended and forced choice questions, was sent to all members of Ohio's chapter of NAPNAP. The resultant sample included 200 female PNPs. Over half had practiced as NPs between 5-29 years, holding at least a Master's degree. RESULTS: Fifty percent worked full-time in a variety of practice settings; 71% held prescriptive privileges. Most saw patients with a physician on-site and billed for services with the physician's name; few had "on call" responsibilities. The majority spent most of their clinical time with acute visits and providing preventative services. Only 29% had a contract with a collaborating physician and the components of the contract varied greatly. Compensation for services mimicked national rates, annual salaries from $35,000-$90,000/year and hourly rates $19-$40/hour. Salary bonuses were reported by 23%. Two-thirds of the PNPs received benefits. DISCUSSION: Practice patterns of the Ohio PNPs were found to be consistent with the practice patterns of advanced practice nurses nationally. Most PNPs remain largely uninformed about reimbursement issues. Negotiation of employment contracts with potential employers will be enhanced by demonstration of the positive impact of the NP on the number and type of patients seen, reimbursement possibilities, and quality of care. Future studies need to focus on quantifying the value of the NP.

The integration of holistic nursing practices and complementary and alternative modalities into curricula of schools of nursing.

CONTEXT: Schools of nursing in the United States have responded to the increasing consumer use of complementary and alternative modalities and consumer demand for health professionals knowledgeable in complementary and alternative modalities by incorporating holistic nursing practices and complementary and alternative modalities into their curricula. OBJECTIVE: To determine the extent to which US schools of nursing have incorporated holistic nursing practices and complementary and alternative modalities into their curricula. DESIGN: Electronic web-based survey. SETTING: Surveys were sent to 585 US schools of nursing. PARTICIPANTS: Sample (n = 125) of deans and directors (or their designees) of Baccalaureate and higher degree US nursing programs at schools holding membership in the American Association of Colleges of Nursing (AACN). MAIN OUTCOME MEASURES: Demographics of US schools of nursing, percentages of schools who utilized the American Holistic Nurses' Association (AHNA) definition of holistic nursing practice and the Holistic Core Curriculum Guidelines, and percentage of complementary and alternative modalities incorporated into the curricula. RESULTS: Almost 60% (n = 74) of the responding schools used the definition of holistic nursing practice in their curricula and were familiar with the Holistic Nursing Core Curriculum. The majority (84.8%, n = 106) included complementary and alternative modalities in their curricula. CONCLUSIONS: The study provides preliminary evidence that US. schools of nursing are incorporating holistic nursing practices and complementary and alternative modalities into their curricula reflecting a response to increased consumer use of complementary and alternative modalities and consumer demand for health professionals who are knowledgeable about complementary and alternative modalities.

Oncology nursing education: peril and opportunities in the new century.

OBJECTIVES: To review the historic evolution of oncology nursing education, the health care trends affecting educational programs, and the educational innovations required for the future. DATA SOURCES: Articles, textbooks, and professional documents. CONCLUSIONS: Oncology nursing education has evolved into a premier model for specialty nursing education. Oncology nursing certification at both the generalist and advanced levels is well recognized. Current trends, however, suggest that some forms of oncology nursing education are on the decline and new and innovative educational approaches need to be considered for the future. IMPLICATIONS FOR NURSING PRACTICE: The 21st century will bring new challenges and opportunities for oncology nurse educators to develop new and innovative approaches to prepare oncology nurses to be effective and valued health care providers.

Computerizing records for continuing education.

The system was devised as a joint project by members of the Nursing Education Department, secretarial staff, and Information Services. The nursing education department members identified needed outcomes. The secretaries described what was necessary to simplify data entry. The information services personnel had the technical expertise to interpret the input from the others and put the system together. All members of this project were essential to its development. The reports provide information about classes, attendees, and educational budgets. The reports also meet requirements of the Joint Commission on Accreditation of Healthcare Organizations (JCAHO), Occupational Safety and Health Administration (OSHA), and state continuing education regulations.