Do Cochrane summaries help student midwives understand the findings of Cochrane systematic reviews: the BRIEF randomised trial.

BACKGROUND: Abstracts and plain language summaries (PLS) are often the first, and sometimes the only, point of contact between readers and systematic reviews. It is important to identify how these summaries are used and to know the impact of different elements, including the authors' conclusions. The trial aims to assess whether (a) the abstract or the PLS of a Cochrane Review is a better aid for midwifery students in assessing the evidence, (b) inclusion of authors' conclusions helps them and (c) there is an interaction between the type of summary and the presence or absence of the conclusions. METHODS: Eight hundred thirteen midwifery students from nine universities in the UK and Ireland were recruited to this 2 × 2 factorial trial (abstract versus PLS, conclusions versus no conclusions). They were randomly allocated to one of four groups and asked to recall knowledge after reading one of four summary formats of two Cochrane Reviews, one with clear findings and one with uncertain findings. The primary outcome was the proportion of students who identified the appropriate statement to describe the main findings of the two reviews as assessed by an expert panel. RESULTS: There was no statistically significant difference in correct response between the abstract and PLS groups in the clear finding example (abstract, 59.6 %; PLS, 64.2 %; risk difference 4.6 %; CI -0.2 to 11.3) or the uncertain finding example (42.7 %, 39.3 %, -3.4 %, -10.1 to 3.4). There was no significant difference between the conclusion and no conclusion groups in the example with clear findings (conclusions, 63.3 %; no conclusions, 60.5 %; 2.8 %; -3.9 to 9.5), but there was a significant difference in the example with uncertain findings (44.7 %; 37.3 %; 7.3 %; 0.6 to 14.1, p = 0.03). PLS without conclusions in the uncertain finding review had the lowest proportion of correct responses (32.5 %). Prior knowledge and belief predicted student response to the clear finding review, while years of midwifery education predicted response to the uncertain finding review. CONCLUSIONS: Abstracts with and without conclusions generated similar student responses. PLS with conclusions gave similar results to abstracts with and without conclusions. Removing the conclusions from a PLS with uncertain findings led to more problems with interpretation.

Time's up! Women's experience of induction of labour.

Induction of labour is a common obstetric intervention in the UK, occurring in approximately 22 per cent of labours (Birthchoice UK 2014). Much evidence exists regarding methods, efficacy, safety and outcomes, but very little is known about women's experience of induction of labour (National Institute of Health and Care Excellence (NICE) 2008). Qualitative interviews were carried out with low risk primigravid women being induced post-maturity. Women expressed fear about the induction process, described their midwife as being their primary source of information and reported that they had sufficient information prior to admission.

The impact of paediatric oncology education on clinical practice -- a phenomenological study.

PURPOSE: Over the past 40 years, 5-year survival rates for children and young people with cancer have risen dramatically in the United Kingdom (UK), an improvement largely attributable to the increasingly effective treatments and the centralisation of care. Registered nurses in clinical roles, both within the hospital and the community setting, require on-going and relevant education and training programmes to equip them with the necessary professional and personal skills to ensure they are fit for purpose. METHOD: This research study reports on Child Health Nurses (CHN's) perceptions of the impact of paediatric oncology education on their practice. Using a phenomenological approach, this study explores this phenomenon in depth, constructing meaning through the individual participants 'lived experiences'. A purposive sample was selected to participate in semi-structured interviews within their clinical environment. RESULTS: Findings suggest that formal paediatric oncology nurse education is perceived to positively impact on certain aspects of the practitioners practice. All the CHN's felt empowered through their newly found knowledge, confidence and attitude and ability to apply evidence-based care. All participants perceived a need for education at all levels, most enjoyed the blended approach to the teaching, learning, and assessment, however all experienced great support from one another and the sharing of personal and professional experiences. CONCLUSIONS: From this study it is acknowledged that paediatric oncology education is required and is important for the delivery of quality care. However, there is a dearth of research-based literature which truly analyses the effectiveness and impact of education on paediatric oncology practice.

Coronary artery bypass graft surgery: surgical site infection prevention.

This project raised awareness of various factors influencing the risk of developing deep sternal wound infection, postoperative cerebravascular accident, and adverse cardiac events. It elevated attention to evidence-based research and improved outcomes relating to parameters of surgical antibiotic prophylaxis on risks of surgical site infection (SSI) following coronary artery bypass graft (CABG) surgery. Analysis of patient outcomes revealed CABG improvements were statistically significant and showed improvement after implementing improvement strategies. The project suggests improvement projects in hospitals to prevent CABG SSI should focus on a team approach and incorporate evidence-based practices as effective interventions and solutions.