Effect of the coughing technique during subcutaneous heparin injection on pain severity and individual satisfaction. / Efecto de la técnica de la tos durante la inyección subcutánea de heparina sobre la severidad del dolor y la satisfacción individual.

to examine the effect of the medium intensity coughing technique during subcutaneous low molecular weight heparin injection on pain severity and individual satisfaction in general surgery patients. the prospective, quasi-experimental study included 100 patients who had been prescribed a subcutaneous low molecular weight heparin injection once in 24 hours. Each patient received two injections by the same researcher, one using the standard injection technique with medium intensity coughing technique and the other only the standard injection technique. there was a statistically significant difference between patients' mean scores on pain severity and satisfaction levels after injections administered by the two techniques (p= 0.000). Also, it was found that gender affected pain severity relating to the injection but did not affect the level of individual satisfaction. the medium intensity coughing technique was found to reduce pain severity and increase patient satisfaction in general surgery patients receiving subcutaneous low molecular weight heparin injections. Trial registration: NCT05681338.

examinar el efecto de la técnica de tos de mediana intensidad durante la inyección subcutánea de heparina de bajo peso molecular sobre la severidad del dolor y la satisfacción individual en pacientes de cirugía general. estudio prospectivo, cuasi experimental, que incluyó a 100 pacientes a los que se les prescribió una inyección subcutánea de heparina de bajo peso molecular una vez cada 24 horas. Cada paciente recibió dos inyecciones por el mismo investigador utilizando técnica de inyección estándar con técnica de tos de intensidad media y solo técnica de inyección estándar. hubo una diferencia estadísticamente significativa entre las puntuaciones medias de los pacientes sobre la intensidad del dolor y los niveles de satisfacción después de las inyecciones administradas por las dos técnicas (p= 0,000). Además, se encontró que el género afectó la severidad del dolor relacionado con la inyección, pero no afectó el nivel de satisfacción individual. se encontró que la técnica de tos de intensidad media reduce la severidad del dolor y aumenta la satisfacción del paciente de cirugía general que reciben inyecciones subcutáneas de heparina de bajo peso molecular. Registro del ensayo: NCT05681338.

examinar o efeito da técnica de tosse de média intensidade durante injeção subcutânea de heparina de baixo peso molecular na intensidade da dor e satisfação individual em pacientes submetidos à cirurgia geral. estudo prospetivo, quasi experimental que incluiu 100 pacientes que haviam recebido uma injeção subcutânea de heparina de baixo peso molecular em 24 horas. Cada paciente recebeu duas injeções pelo mesmo pesquisador usando a técnica de injeção padrão com técnica de tosse de média intensidade e apenas técnica de injeção padrão. houve diferença estatisticamente significativa entre as pontuações médias dos pacientes quanto à gravidade da dor e níveis de satisfação após as injeções administradas pelas duas técnicas (p = 0,000). Além disso, verificou-se que o sexo do paciente afetou a intensidade da dor relacionada à injeção, mas não afetou o nível de satisfação individual. a técnica de tosse de média intensidade reduz a intensidade da dor e aumenta a satisfação de pacientes submetidos à cirurgia geral recebendo injeções subcutâneas de heparina de baixo peso molecular. Registro do ensaio clínico: NCT05681338.

Challenges facing standardised patients representing equity-deserving groups: Insights from health care educators.

INTRODUCTION: Health professions training programmes increasingly rely on standardised patient (SP) programmes to integrate equity-deserving groups into learning and assessment opportunities. However, little is known about the optimal approach, and many SP programmes struggle to meet these growing needs. This study explored insights from health care educators working with SP programmes to deliver curricular content around equity-deserving groups. METHODS: We interviewed 14 key informants in 2021 who were involved in creating or managing SP-based education. Verbatim transcripts were analysed in an iterative coding process, anchored by qualitative content analysis methodology and informed by two theoretical frameworks: sociologic translation and simulation design. Repeated cycles of data collection and analyses continued until themes could be constructed, aligned with existing theories and grounded in empirical data, with sufficient relevance and robustness to inform educators and curricular leads. RESULTS: Three themes were constructed: (i) creating safety for SPs paid to be vulnerable, (ii) fidelity as an issue broader than who plays the role and (iii) engaging equity-deserving groups. SP work involving traditionally marginalised groups risk re-traumatization, highlighting the importance of (i) informed consent in recruiting SPs, (ii) separating role portrayal from lived experiences, (iii) adequately preparing learners and facilitators, (iv) creating time-outs and escapes for SPs and (v) building opportunity for de-roling with community support. CONCLUSIONS: SP programmes are well positioned to be allies and advocates to equity-deserving groups and to collaborate and share governance of the educational development process from its outset. SP programmes can support the delivery of curricular content around equity-deserving groups by advocating with curricular leadership, building relationships with community partners, facilitating co-creation and co-delivery of educational content and building safety into simulation.

Clinical nurses' knowledge and practices on routine care related to the prevention of complications of peripheral intravenous therapy: A cross-sectional study.

AIM: The aim of this descriptive and cross-sectional study was to determine the knowledge and practices of nurses related to the prevention of peripheral intravenous therapy (PIT) complications, and to identify the influencing factors. METHODS: The study adopted a cross-sectional and descriptive design and was conducted between April and August of 2018 with a total of 214 clinical nurses. The data collection tools employed were a 12-item sociodemographic questionnaire and a 16-item questionnaire on knowledge and practices related to the prevention of peripheral intravenous therapy complications. RESULTS: The mean knowledge scores of the nurses were found to be 81.54 ± 12.06 (min: 50, max: 100). No statistically significant difference was found to exist between the scores, and the variables of the nurses' gender, length of employment in the health profession, type of work, training received related to PIT complications, and self-competence level in PIT complications. CONCLUSION: The nurses were found to have high knowledge levels; however, their practices for preventing PIT complications differed. Standardized practice procedures and workplace training are needed in order to transform nurses' knowledge into practice with regard to the prevention of PIT complications.

Determining Covid-19 Vaccine Literacy Levels of Nursing Students.

This study aimed to determine nursing students' levels of COVID-19 vaccine literacy and the affecting variables. This descriptive research was carried out on 391 students receiving education at Bursa Uludag University Nursing Department between January and March 2022. Research data were collected using a "Student Introduction Form" and the "COVID-19 Vaccine Literacy Scale". The mean total score of the nursing students included in the study on the COVID-19 Vaccine Literacy Scale was 2.80±0.44. The mean scores of the students on the subscales were 2.41±0.58 for functional skills, 2.99±0.55 for interactive/critical skills. There was a significant difference between the students' grades, place of residence, and income status and their mean total COVID-19 Vaccine Literacy Scale score and mean interactive/critical skills subscale score (p<0.05). On the other hand, the variables of gender, COVID-19 positivity, and COVID-19 positivity in family member(s) were not associated with COVID-19 Vaccine Literacy (p>0.05). In this study, it was determined that the COVID-19 vaccine literacy levels of nursing students were moderate and that some of the variables affected vaccine literacy.

Talking the talk in junior interprofessional education: is healthcare terminology a barrier or facilitator?

BACKGROUND: Use of healthcare terminology is a potential barrier to interprofessional education (IPE). This study describes how junior learners perceive and classify healthcare terminology in IPE settings. METHODS: We conducted a mixed methods study involving 29 medical, 14 nursing, and 2 physician assistant students who had previously attended or were registered to participate in educational activities at McMaster University's Centre for Simulation-Based Learning. 23 participants identified "inclusive" or "exclusive" terminology in a series of scenarios used for IPE workshops using an online survey. We collated lists of "inclusive" and "exclusive" terminology from survey responses, and characterized the frequencies of included words. 22 students participated in focus group discussions on attitudes and perceptions around healthcare terminology after attending IPE workshops. We identified themes through an iterative direct content analysis of verbatim transcripts. RESULTS: Students analyzed 14 cases, identifying on average 21 terms per case as healthcare terminology (28% of overall word count). Of the 290 terms identified, 113 terms were classified as healthcare terminology, 46 as inclusive and 17 as exclusive by > 50% of participants. Analysis of focus group transcripts revealed 4 themes: abbreviations were commonly perceived as complex terminology, lack of familiarity with terminology was often attributed to inexperience, simulation was considered a safe space for learning terminology, and learning terminology was a valued IPE objective. CONCLUSIONS: While students perceive a lot of healthcare terminology in IPE learning materials, categorization of terminology as "inclusive" or "exclusive" is inconsistent. Moreover, healthcare terminology is perceived as a desirable difficulty among junior learners, and should not be avoided in IPE.

An Examination of the Relationship between Fear of Coronavirus (COVID-19) in First Year Nursing Students and Their Attitudes to the Profession.

This study was conducted with the aim of determining the fear of coronavirus (COVID-19) and attitudes to the profession in first year nursing students, and examining the relationship between them. The descriptive study was conducted in April and May 2021 with first year students at the Nursing Department of Bursa Uludag University. The research sample consisted of 156 students who participated voluntarily in the study. A Student Description Form, a Coronavirus (COVID-19) Fear Scale and an Attitude Scale for the Nursing Profession were used to collect research data. It was found that the nursing students included in the study had mean scores of 161.49±19.54 on the Attitude Scale for the Nursing Profession (ASNP) and 17.50±5.87 on the COVID-19 fear scale, and that there was a significant positive correlation between the two scores. The means scores on the ASNP and COVID-19 Fear Scale of female students and of students who experienced fear during the pandemic were significantly higher than those of other students (p<0.05). It was also determined that the attitude scores of students who had chosen the nursing department willingly were significantly higher than those of other students (p<0.05).

The relationship between health sciences students' perceptions of health news and their attitudes to using complementary and alternative medicine.

PURPOSE: Written-visual and social media play a significant role in accessing knowledge about health issues. Media coverage of complementary and alternative medicine (CAM) can affect the beliefs, attitudes, behaviors and decisions to use of CAM the individuals. The research was planned as a descriptive, cross-sectional study was to evaluate the relationship between the health sciences students' perceptions of health news and their attitude towards using CAM. METHOD: The sample included 736 students studying in a Department of Nursing, Physiotherapy and Rehabilitation, and Nutrition and Dietetics program in a Faculty of Health Sciences. A Students' Description Form, The Perception of Health News Scale (PHNS), and The Attitude towards Using Complementary Treatments Scale (ACTS) were used to collect the data in this study. RESULTS: The students' mean PHNS scores were found to be 81.05 ± 13.42, and their mean ACTS scores were 30.07 ± 6.56. There was a statistically significant difference between HS students' mean PHMS scores and usage of CAM and following of health news on the written-visual media (p < 0.05). There was a statistically significant difference between HS students' mean ACTS scores and their department of study, year of study, usage of CAM, education on CAM, usage of social media, following of health news on the written-visual media and following health news on social media (p < 0.05). A weak positive correlation was found between the students' PHNS scores and their ACTS scores (r = 0.189, p = 0.000). CONCLUSION: In the conclusion of our research, it was found that HS students' perception of health news may affect their attitudes towards using CAM.

The effectiveness of scenario-based learning to develop patient safety behavior in first year nursing students.

The aim of this study was to examine the effect of scenario-based learning (SBL) compared to traditional demonstration method on the development of patient safety behavior in first year nursing students. During the 2016-2017 academic year, the Fundamentals of Nursing course curriculum contained the teaching of demonstration method (n=168). In the academic year 2017-2018 was performed with SBL method in the same context (n=183). Objective Structured Clinical Examination (OSCE) that assesses the same three skills was implemented in both academic terms to provide standardization so that students could evaluated in terms of patient safety competency. It was found that students' performance of some of the steps assessed were not consistently between the demonstration and SBL methods across the three skills. There was a statistically significant difference between demonstration method and SBL method for students' performing the skill steps related to patient safety in intramuscular injection (p<0.05) Our results suggest that the integration of SBL into the nursing skills training may be used as a method of teaching in order to the development of patient safety skills.

Evaluation of Bachelor's Degree Nursing Program Assessment by Nurses Working at A University Hospital: A Cross-Sectional Study from Turkey.

The aim of this study was to examine the evaluation of integrated program, traditional and problem based programs in nursing by nurses working in a university hospital. The population of the study consisted of the 288 nurses. In the collection of research data, use was made of a Nurses' Description Form and the Bachelor's Degree Nursing Program Assessment Scale (BNPAS). It was found that the total mean BNPAS scores of nurses graduating from the integrated educational program were higher than those of nurses graduating from traditional and problem-based learning educational programs (p < 0.05). The total mean BNPAS scores of nurses who followed professional scientific publications after graduation were higher than the scores of those who did not, and the difference was found to be significant (p < 0.05). It was concluded that nurses had positive assessment of the bachelor's degree programs from which they graduated.