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Specific Education (specific + education)
Selected AbstractsThe effects of specific educational preparation on emergency nurses' clinical decisions regarding supplemental oxygen administrationNURSING & HEALTH SCIENCES, Issue 2 2006Julie Considine rn, certacutecarensg(emerg), frcna, graddipnsg(acute care) Abstract, The use of supplemental oxygen by emergency nurses has important implications for patient outcomes, yet there is significant variability in oxygen administration practises. Specific education related to oxygen administration increases factual knowledge in this domain; however, the impact of knowledge acquisition on nurses' clinical decisions is poorly understood. This study aimed to examine the effect of educational preparation on 20 emergency nurses' decisions regarding the assessment of oxygenation and the use of supplemental oxygen. A pre-test/post-test, quasi-experimental design was used. The intervention was a written, self-directed learning package. The major effects of the completion of the learning package included no change in the number or types of parameters used by nurses to assess oxygenation, a significant decrease in the selection of simple masks, a significant increase in the selection of air entrainment masks, fewer hypothetical outcomes of unresolved respiratory distress and more hypothetical outcomes of decreased respiratory distress. As many nursing education programs are aimed at increasing factual knowledge, while experience remains relatively constant, a greater understanding of the relationship between factual knowledge and clinical decisions is needed if educational interventions are to improve patient outcomes. [source] Patient subjective experience and satisfaction during the perioperative period in the day surgery setting: A systematic reviewINTERNATIONAL JOURNAL OF NURSING PRACTICE, Issue 4 2006BN (Hons), Lenore Rhodes RN This systematic review used the Joanna Briggs Institute Qualitative Assessment and Review Instrument to manage, appraise, analyse and synthesize textual data in order to present the best available information in relation to how patients experience nursing interventions and care during the perioperative period in the day surgery setting. Some of the significant findings that emerged from the systematic review include the importance of pre-admission contact, provision of relevant, specific education and information, improving communication skills and maintaining patient privacy throughout their continuum of care. [source] An Evaluation of Perceived Education and Training Needs of Staff Nurses and Care OfficersJOURNAL OF FORENSIC NURSING, Issue 4 2006Michael Brennan This study was carried out to ascertain the specific education and training needs of nursing and care officer staff1 working at the Central Mental Hospital (CMH) in Dublin, Ireland, which provides national forensic psychiatric services. This is the first time an education and training needs analysis was conducted for all nursing and care officer staff. [source] Basic knowledge in psychodermatologyJOURNAL OF THE EUROPEAN ACADEMY OF DERMATOLOGY & VENEREOLOGY, Issue 2 2007F Poot Abstract Background, The authors try to define the framework of this approach, what should be acquired by "well-informed" dermatologists and what is required to be a pyschodermatologist. Objective, To better define the necessary knowledge to practice psychodermatology. Results, 1) The first level is dermatology psychology: there is a psychotherapeutical implicit effect of the dermatological consultation with a goal that is not psychological change. This effect can be improved by acquiring better communication skills and information. The second level needs a possibility to change the emotional individual process and the relational context in a continuum between counselling and psychotherapy. To practice this level a complete psychotherapeutic education with some specificity is needed. This can be reached by a dermatologist also being a psychotherapist or by a team consisting of both dermatologist-psychotherapist. 2) The psychodermatological patient is characterized by alexithymia. He/she needs to be understood through the body language he/she presents. This kind of patient is coming from families where the theme of loss seems to dominate the histories and be associated with deep emotional experiences of separation anxiety. These characteristics must be known together with the different psychodermatological disorders and the mind-body interaction to handle these patients. 3) Taking all of this complexity into account, the psychodermatologist or the psychodermatological team should be able to integrate the different points and adapt attitudes to the patient's difficulty during the whole therapeutic process. 4) The evaluation of the problem should be done using psychological tools here described. Conclusion, The European Academy of Dermatology and Venereology (EADV) together with the European Society for Dermatology and Psychiatry (ESDaP) are able to provide the specific education for dermatologist and psychotherapist. In the future, they could be responsible for the recognition of these special abilities and treatments on a governmental and European political level. [source] | ||||||||||