Evaluation of nurses' knowledge and performance regarding preparation and injection of intravenous drugs in pediatric wards in Iran.

BACKGROUND: A error in intravenous injection in pediatric wards can cause irreparable injuries. This study aimed to determine the level of knowledge and performance of nurses in terms of preparation and injection of intravenous drugs in pediatric wards of hospitals affiliated to Isfahan University of Medical Sciences. METHODS: This cross-sectional study was conducted in 2022 on 156 nurses working in pediatric wards. The data was collected with demographic information questionnaire and the knowledge and performance of the participants were determined using a researcher-made questionnaire, including the five rights of medication administration (preparation and injection, medication error, drug side effects, family empowerment, and documentation) using self-reporting and observation methods. Formal and content validity was calculated using the opinions of 10 experts and Cronbach's alpha with 40 samples. RESULTS: The mean and standard deviation of total nurses' knowledge and performance scores were 58.31 + 10.1 and 66.1 + 14.4, respectively. Moreover, the mean and standard deviation of nurses' knowledge scores were 63.55 + 14.3 for documentation, 46.1 + 7.9 for preparation and injection, 73.9 + 12.3 for drug side effects, 58.4 + 10.2 for medication error, and 69.4 + 9.4 for family empowerment. Besides, the mean performance was 69.1 + 17.6 for documentation, 61.3 ± 9.9 for preparation and injection, 78.21 + 12 for drug side effects, 58.6 + 15 for medication error, and 65.4 + 17.7 for family empowerment. CONCLUSION: The results showed that the mean knowledge and pharmacological performance of nurses working in pediatric wards in different areas of the principles of medicine were not at the desired level, and this can affect children adversely.

Comparing the pharmacology knowledge and performance of nurses and nursing students in the use of information resources in pediatrics wards: An observational study.

Objectives: One of the major duties of nurses is proper medication administration while maintaining patient safety, which requires sufficient knowledge and practice. Any gaps in knowledge used by nurses can lead to irreversible injury or death of the patient. This study is aimed to determine and compare the pharmacology knowledge and performance of nurses and nursing students in using the information resources in pediatrics wards. Method: This descriptive observational study was performed on 300 nurses and nursing students. Sources of knowledge and performance of nurses and nursing students were analyzed with researcher-made tools to determine their pharmaceutical knowledge, sources of knowledge, and attitudes by independent t-test, chi-square, one-way analysis of variance, Pearson, and Spearman tests. Result: Three hundred questionnaires were examined. The clinical experience of nurses and students was their most important source of information in drug challenges for 33.7% of the participants. About 24.6% of nurses obtained the required information from specialized books on pediatric medicine. About 17.1% of the participants attained their knowledge from multiple sources (e.g. various available sources such as the Internet, pharmacy books, software, and their experiences and colleagues), while electronic sources and the Internet were the sources of knowledge for 15.5% and 7.7% of the nurses, respectively. Concerning nursing students, 6.3% used books, 41.7% considered colleagues (clinical experiences), 20.8% employed electronic resources, 22.8% used the Internet, and 9.1% relied on multiple sources. There were significant differences in the knowledge and performance of the nurses based on their source of pharmacological knowledge (P < 0.05). Conclusion: Most of the resources used in the hospital are not up-to-date and evidence-base, and the majority of nurses tend to rely on their clinical experience or their collegues information for medication administration rather than reading books or searching for up-to-date approaches and information. Nursing students also trust nurses' clinical experiences more than other sources provided for them including books and Internet. Some action should be taken by the managers for boosting the nurses' tendency for using up-to-date information resources.

Restriction of the family-centered care miracle by COVID-19: the role of the father in sleep disturbance of hospitalized pediatrics.

Introduction: One of the important outcomes of hospitalization in infants with respiratory disease is sleep disturbance. This study was performed to investigate the role and participation of fathers in the sleep of hospitalized pediatrics with pneumonia during the COVID-19 pandemic. Material and Methods: In this clinical trial study, the parents of 40 children aged from 12 to 36 months hospitalized with a diagnosis of pneumonia were randomly assigned to the control and intervention groups. After implementing a supportive training program for the fathers in the intervention group, each father made an online video communication with the infant and the mother as the primary caregiver. Mothers completed the brief infant sleep questionnaire-revised at the beginning and a week later. Results: Data analysis showed that daytime sleep duration, setting time and total 24-hour sleep time in the intervention group improved compared to the control group. In addition, parents' behavior toward their child's sleep improved in the intervention group compared to the control group, but parents' perceptions of their child's sleep in the intervention group did not show a significant difference compared to the control group. The mean total score of the intervention group also improved compared to the control group. Conclusion: Planning to maintain family unity by educating and supporting fathers during the child's illness and their paternal support during the COVID-19 pandemic can improve the sleep of the hospitalized child due to pneumonia.

Reducing Maternal Stress in Pediatric Hospitalization during the COVID-19 Pandemic by Improving Family-Centered Care with Bedside Telehealth: A Pilot Randomized Clinical Trial.

Objective: Stress and anxiety in the mother as one of the most important members of the child's health can delay recovery and prolong hospitalization of the child. However, families feel very anxious or stressed because of the limitations imposed by COVID-19; therefore, it is important for physicians and nurses who work with children and families to recognize and reduce family stress. This study aimed to investigate the effect of implementing an educational-supportive program on improving family-centered care with bedside telehealth. Method : In this clinical trial, 40 parents with hospitalized children were selected and randomly assigned to control and intervention groups. The intervention group received a supportive training program, including teaching parental roles and supportive methods for the child and mother during the illness, while nurse counseling and support role was performed virtually as part of the intervention. After the virtual and visual implementation of the training, the father established online video communication with the child and the mother as the primary caregiver. Data collection tools were a demographic questionnaire and Stress Response Inventory (SRI) completed by the mother before and after seven days of intervention. The control group received routine care. Results: After the intervention, mothers in the intervention group showed significantly lower levels of stress than before the intervention (P < 0.05). Stress level of mothers in the control group did not demonstrate significant difference before and after the intervention (P > 0.05). Also, a comparison of mothers' stress scores post-intervention showed significant difference between the two groups (P < 0.05). Conclusion: Planning and maintaining family integrity during the COVID-19 pandemic along with educating and supporting fathers through the supportive role of spouses can reduce stress of mothers with hospitalized children.

Effect of a Comprehensive Total Parenteral Nutrition Training Program on Knowledge and Practice of Nurses in NICU.

BACKGROUND: Parenteral nutrition is a lifesaving therapy for many infants who are unable to tolerate enteral feedings. It fulfils preterm neonates' needs for growth and development when their sizes or conditions preclude enteral feeding. Virtuous nursing care and close biochemical monitoring are absolutely essential for successful parenteral nutrition therapy. Since poor knowledge in parenteral nutrition can causes severe impairment to neonatal infants, the conduction of this study is essential. AIMS: The present study aims to: (1) examine the knowledge and practice of nurses in total parenteral nutrition (TPN); (2) employ training programs for improving knowledge and practice in management of TPN in new-borns. METHOD: A quasi-experimental study was carried out in Sarem Maternity Hospital in Tehran, Iran. The study population included nurses working in Neonatal Intensive Care Unit (NICU) who were included in the study using headcount census method (n=30). A two-part questionnaire including demographic information; 20 multiple choice questions on the nurses' knowledge of TPN therapy and 19-item 3-point Likert-type checklist on administration of TPN completed by observing the nurses' practice. To examine the reliability of the practice part, Cronbach's alpha method was used (α=0.78). Study interventions were mentoring education by the researcher and researcher-developed training manual and educational video and guidelines about neonatal parenteral nutrition. Before and after intervention data were collected and compared using paired t-test. RESULTS: The mean scores of nurses' knowledge before and afterward parenteral nutrition (PN) training program were 11.93±1.91 and 17.56±1.59, respectively. The mean scores of the nurses' practice earlier and after training program were 38.84±2.96 and 40.15±3.02, respectively. Comparing the mean scores of the nurses' familiarity, before and after taking the training course, demonstrated a significant difference (p<0.0001). The knowledge of the nurses in all areas of parenteral nutrition prescription was significantly improved after the employment of mentoring method (p<0.05). Despite an increase in the post-intervention total score, the nurses' practice, before and after, the intervention was not statistically significant (p<0.05). CONCLUSION: There is a breach between nursing knowledge and practice in prescribing parenteral nutrition. The gap between knowledge and practice in this area can lead to more morbidity and negative influences on the infant. Therefore, it is required that the gap between knowledge and practice is known as the infant gets less damage.