ABSTRACT
We report a case of a 7-year old male with idiopathic pulmonary arterial hypertension, successfully transitioned from an intravenous infusion to inhaled treprostinil during inpatient admission, after his intentional removal of multiple central venous catheters. He had no clinical, echocardiographic, or serum biomarker evidence of loss of control of pulmonary arterial hypertension during the 4-day transition. The patient was discharged home without complications, and 3 weeks after discharge the patient's pulmonary hypertension remained well controlled per clinical and echocardiographic evidence, including a significantly improved 6-minute walk distance test.
ABSTRACT
BACKGROUND: As the demands for high-quality nursing care increase and organizations are held accountable for patient outcomes, health care must be driven by research and evidence-based practice (EBP). Historically, prelicensure nursing students have expressed little interest in these topics as they focus on establishing the clinical skills necessary to provide care and have found that courses on nursing research are not clinically relevant. METHOD: This article presents one institution's approach to undergraduate nursing research education by three initiatives: (a) a summer research program, (b) a distinguished major program, and (c) an EBP approach in the undergraduate nursing research course. RESULTS: The results of these initiatives have demonstrated positive outcomes in three areas: practice improvements, knowledge dissemination, and student interest in research and further professional development. CONCLUSION: These programs have proven to be clinically beneficial, while increasing student interest in research and further nursing education. [J Nurs Educ. 2018;57(1):58-62.].
