RESUMEN
PURPOSE: The purpose of this study was to determine whether nurses could use a structured intervention to educate patients with wounds about foods that promote healing and whether this educational intervention could be provided in a cost-effective manner. DESIGN: Cross-sectional survey. SUBJECTS AND SETTING: The study was conducted at an outpatient wound care center located on a hospital campus in the Southern United States; 3 full-time nurses and 2 nurses employed on part-time status delivered the intervention. METHODS: A nutrition education intervention was developed through collaborative efforts of a registered dietitian and a nurse. A cross-sectional survey design was used to (1) evaluate nurses' perceptions of the intervention and (2) identify barriers to implementation of the intervention. Direct costs related to materials and nursing time required to deliver the intervention were calculated. RESULTS: Participants indicated they were competent to deliver the structured intervention, and all were willing to continue its use. Survey results indicated that nurses believed the intervention was beneficial to their patients and they indicated that patients were responsive to the intervention. The intervention was found to be low cost ($8.00 per teaching session); no barriers to implementation of the intervention were identified. CONCLUSION: The results of this exploratory study suggest that a structured nutrition education intervention can be provided by nurses in outpatient wound clinics at low cost. Further study is needed to determine the impact of this intervention on nutritional intake and wound healing.
Asunto(s)
Enfermeras y Enfermeros/psicología , Ciencias de la Nutrición/educación , Educación del Paciente como Asunto/métodos , Percepción , Cicatrización de Heridas , Adulto , Instituciones de Atención Ambulatoria/organización & administración , Estudios Transversales , Femenino , Humanos , Masculino , Encuestas y Cuestionarios , Estados UnidosRESUMEN
The code of ethics for nurses was written for nurses in all settings. However, the language focuses primarily on the nurse in context of the patient relationship, which may make it difficult for nurse educators to internalize the code to inform practice. The purpose of this article is to explore the code of ethics, establish that it can be used to guide nurse educators' practice, and provide a pragmatic approach to application of the provisions.
Asunto(s)
Códigos de Ética , Educación en Enfermería/ética , Educación en Enfermería/organización & administración , Docentes de Enfermería/psicología , Humanos , Relaciones Interpersonales , Investigación en Educación de Enfermería , Investigación en Evaluación de Enfermería , Estudiantes de Enfermería/psicologíaRESUMEN
This article describes the experience of a baccalaureate community health nursing program during the implementation of a student home visiting program for vulnerable, community-dwelling older adults. The background, planning, implementation, and outcome of the program are described.
Asunto(s)
Enfermería en Salud Comunitaria/educación , Bachillerato en Enfermería/organización & administración , Enfermería Geriátrica/educación , Visita Domiciliaria , Anciano , Actitud del Personal de Salud , Actitud Frente a la Salud , Competencia Clínica , Enfermería en Salud Comunitaria/organización & administración , Anciano Frágil/psicología , Enfermería Geriátrica/organización & administración , Servicios de Salud para Ancianos/organización & administración , Humanos , Investigación en Educación de Enfermería , Evaluación de Resultado en la Atención de Salud/organización & administración , Técnicas de Planificación , Desarrollo de Programa , Evaluación de Programas y Proyectos de Salud , Estudiantes de Enfermería/psicología , Encuestas y Cuestionarios , Poblaciones Vulnerables/psicologíaRESUMEN
Simulation is increasingly being used as a teaching strategy in nursing education. The best learning outcomes occur when simulation is integrated into the curriculum rather than added to a crowded curriculum. Faculty are challenged to integrate simulation experiences into the curriculum in a way that promotes optimal achievement of student learning objectives. The purpose of this article is to describe the journey toward the integration of simulation in a baccalaureate nursing curriculum. A description of the journey from the beginning, through Health Resources and Services Administration funding, as a participating site in The NCSBN National Simulation Study, and through curricular redesign are presented in the context of faculty growth and lessons learned. The ultimate purpose is to provide guidance to faculty teaching in nursing programs that may be struggling with some of the same issues that beleaguered faculty during our journey.