A Mixed-Methods Systematic Review of Interventions to Address Incivility in Nursing.

BACKGROUND: Incivility negatively affects patient safety, academic performance, and staff retention. This systematic review aimed to identify effective intervention strategies for addressing incivility in nursing education and practice. METHOD: Joanna Briggs Institute methodology for mixed-methods systematic reviews was used. Six databases were searched for incivility intervention studies with nurses or nursing students in academic or health care settings. Data from 39 studies were extracted and thematically synthesized. RESULTS: Two intervention categories, educational and administrative, were identified and used to cluster six intervention strategy themes. Six outcome themes were synthesized to examine strategy effectiveness. CONCLUSION: Findings indicated strong support for multicomponent interventions that incorporate educational strategies of sharing information, skill application, and reflective processing of learning with both nursing students and practicing nurses. Minimal evidence exists on how to increase civility among nursing faculty or enhance faculty role-modeling and coaching for students. Addressing this gap may improve civility in the profession. [J Nurs Educ. 2020;59(6):319-326.].

An Innovative Civility Intervention Created by a Faculty and Student Action Research Team.

BACKGROUND: Incivility is a significant issue in nursing education and practice, contributing to ineffective learning, unprofessional nursing practice, and negative patient outcomes. METHOD: A team of nursing faculty and students used Action Research to develop a quality improvement project targeting civility. A two-part, evidence-based training was offered to prelicensure nursing students, faculty, and staff. Part one was designed to increase incivility awareness, and part two was intended to enhance communication skills. RESULTS: Program evaluation data were collected through an anonymous survey and analyzed descriptively for themes. Results indicated students, faculty, and staff perceived the educational innovation as valuable and useful. CONCLUSION: By using free resources, a college of nursing was able to implement a cost-effective program to begin a conversation and offer a communication strategy to address incivility for students, faculty, and staff. This program design can be adopted by others for use in their organization. [J Nurs Educ. 2020;59(4):214-217.].

Current Evidence in the Diagnosis and Treatment of Children With Celiac Disease.

Recent statistics report that 3 million people, or 1% of the population in the United States (U.S.), are affected by celiac disease (CD). In addition, in the U.S., as many as 1 in 80 children is affected with CD. However, CD can be challenging to diagnose and many children are not correctly diagnosed or live without a diagnosis for several years. Symptoms, if present, are often nonspecific and may be common manifestations of many pediatric illnesses. The purpose of this review is to examine the current evidence regarding incidence, pathophysiology, diagnosis, and treatment of a child with CD. Clinical implications for nurses caring for children and families are discussed.

Parental self-efficacy and online support among parents of children diagnosed with type 1 diabetes mellitus.

Families faced with the challenges of caring for a child newly diagnosed with type 1 diabetes mellitus are often overwhelmed by the regimented demands of diabetes care management. Social support for families has been recognized as an important component to adaptation and has been deemed necessary for helping families develop healthy coping strategies. The purpose of this evidence-based practice (EBP) project was to develop a Web-based platform to enhance social support and increase self-efficacy of parents with a child with type 1 diabetes. The following clinical question guided the project: "Among parents of children diagnosed with type 1 diabetes in a small Midwestern city, what are parents' self-reported self-efficacy scores related to diabetic care management pre- and post-implementation of a Web-based social support platform?" A one-group pretest/post-test descriptive design was used, with parental self-efficacy measured pre- and post-intervention (Web-based platform access) using the Diabetes Empowerment Scale (DES) and Self-Efficacy for Diabetes Scale (SED), and parent satisfaction with the online support platform assessed through parental comments. Project outcomes corroborated the use of online social support as evidenced by improvement in parental self-efficacy scores in both the DES and SED survey measurements. A statistically significant increase (p < 0.05) was found between the pre- and post-implementation scores of the SED survey. Secondary data supported the positive relationship of social support and self-efficacy in raising a child with type 1 diabetes. This online social support platform was found to be an easily adaptable, cost-effective, and innovative means of networking and information sharing among families facing similar challenges in raising a child with type 1 diabetes.