Knowledge and management practices of infant teething symptoms among mothers in a tertiary facility in Ghana.

Introduction: teething is a natural process that all infants go through, and most toddlers obtain their first tooth around six months. However, misconceptions about teething and its remedies are still prevalent. The study assessed the knowledge and management practices of infant teething symptoms among mothers whose children were admitted to the Pediatric ward of Tamale Teaching Hospital. Methods: the study adopted a prospective descriptive cross-sectional design with a quantitative data collection method. A total of 251 mothers were selected using a convenient sampling strategy, and a structured questionnaire was used for data collection. Results: the study found that 79.7% and 20.3% of respondents had good and poor knowledge of teething, respectively. Also, 65.3% and 34.7% of the mothers had good and poor practices, respectively, in the management of teething symptoms. Marital status (p= 0.029) and type of ward (p= 0.020) were significantly associated with mothers' knowledge of teething. Furthermore, mothers less than 30 years of age (OR, 2.07; 95% CI: 1.19-3.57; p= 0.009) and mothers with formal education (OR, 2.22; 95% CI: 1.22-3.81; p= 0.004) were more likely to have good management practices for teething symptoms. Conclusion: most mothers have a good understanding of child teething, but they do not think delayed eruptions indicate systemic disease. They identified taking the child to the hospital during teething symptoms and administering Paracetamol to relieve the symptoms as standard practices. However, more education is needed to differentiate between teething signs and other ailments and to prevent substandard first aid practices during teething.

The effect of educational interventions in managing nurses' alarm fatigue: An integrative review.

BACKGROUND: Alarm fatigue is becoming more widely acknowledged as a serious safety concern in modern clinical practice. Nurses are not always proficient in the alarms' functions and capabilities, and they do not undertake training regularly. Educating nurses on alarms maintains their knowledge and abilities in complex clinical settings. Some education has been undertaken to improve clinical alarm response, but the evidence for evaluating the effectiveness of nurse education interventions is limited. OBJECTIVE: To evaluate the effects of educational interventions for reducing alarm fatigue in nurses, including the reduction of excessive, false and non-actionable alarms, which are major factors causing alarm fatigue in nurses. DATA SOURCES: PUBMED, EMBASE, CINAHL, SCOPUS and OVID databases were systematically searched from 2016 to 2021. DESIGN: Integrative Review. REVIEW METHODS: An integrative review of literature was performed using the PRISMA checklist. Critical appraisal was done using Joanna Briggs Institute level of evidence. RESULTS: Thirteen studies met the inclusion criteria. The results of most studies showed that educational intervention was beneficial for reducing the total number of alarms and false alarms. Furthermore, nurses' perceptions and knowledge improved, but the reduction in nurses' alarm fatigue is uncertain. A positive effect in alarm management practices was identified after the educational intervention. CONCLUSION: Educational intervention may be the way to manage nurses' alarm fatigue. The use of medical devices in hospitals is increasing exponentially, and for this reason, alarms are inevitable. The introduction of effective and continuous education and training programs for nurses concerning clinical alarm management as well as raising nurses' awareness of the occurrence of alarm fatigue is vital.