Nursing Education Intervention Research Articles

Evaluation of a nursing education intervention: On-the-spot goals to support active patient engagement in rehabilitation

Evaluation of a nursing education intervention: On-the-spot goals to support active patient engagement in rehabilitation

Nurses’ Knowledge Regarding Management of Hypovolemic Shock: A Cross-Sectional Study

Hypovolemic shock, a common post-surgery complication, poses significant challenges globally, particularly in trauma-related fatalities. Understanding nurses' knowledge of hypovolemic shock management is crucial for improving patient care and reducing mortality rates. However, research assessing nurses' knowledge in this area remains limited, especially in specific hospital settings. This cross-sectional study aimed to evaluate nurses' knowledge of hypovolemic shock management at Al-Basrah Teaching Hospitals. Data from 120 nurses were collected using a questionnaire-based survey and analyzed using SPSS version 26. Results indicated that most nurses demonstrated good knowledge (58%), while 39% had moderate knowledge and 3% had inadequate knowledge. This study highlights the need for targeted educational interventions to enhance nurses' understanding of hypovolemic shock management, potentially leading to improved patient outcomes and reduced mortality rates. Highlight: Comprehensive assessment: Nurses' knowledge evaluated at Al-Basrah Teaching Hospitals. Knowledge distribution: Majority of nurses showed good understanding of shock management. Practice implications: Highlight importance of targeted educational interventions for nurses. Keywoard: Hypovolemic Shock, Nurses' Knowledge, Management, Al-Basrah Teaching Hospitals, Patient Care

Educational intervention to improve management of totally implanted vascular access device

Objective: To evaluate the effect of an educational intervention for nurses to increase knowledge and practical skills of management of totally implanted vascular access devices. Methods: A quasi-experimental study conducted in a teaching hospital. The intervention included exposure to a manual of procedures followed by a theoretical-practical training seven days later. Eighty-one nurses were evaluated at baseline, after self-exposure to the manual, and after receiving the theoretical-practical training. Participants were evaluated on their knowledge and practical skills of totally implanted vascular access device management. Descriptive statistics were performed for all variables. Paired t test was used to examine whether the mean score changed from the baseline to first and second assessments of knowledge, access, de-access and maintenance of catheter. Significance level was set to 0.05. Results: Mean increases in scores after nurses were exposed to the manual were: 18.2 points for knowledge, 16.5 points for access technique, 15.5 for de-access technique, and 24.2 for catheter maintenance technique. After the theoretical-practical training, we observed a mean increase of 4.2 points for access, 3.9 for deaccess and 4.2 for catheter maintenance. Conclusion: The educational intervention for nurses increased mean scores of knowledge and practical skills. At the end of the intervention, 75% of the nurses reached at least 33 points out of 38 for knowledge, and 77%, 77%, and 78% had perfect scores for access, de-access, and maintenance, respectively. The educational intervention was effective in improving knowledge and practical skills for management of totally implanted vascular access devices.

The Impact of Nursing Education on Ventilator-Associated Pneumonia Prevention Bundle to Reduce Incidence of Infection: A Quality Improvement Project.

Ventilator-associated pneumonia (VAP) is a health care-acquired infection that leads to poor patient outcomes, increased length of hospital stay, exhaustion of health care resources, and unnecessary increases in health care costs. This project was designed to educate registered nurses on the importance of an evidence-based VAP prevention bundle that reduces the overall incidence of VAP infections. Patients (N = 146) were enrolled in this quasi-experimental project that took place in a 14-bed neuro trauma surgical burn intensive care unit (ICU) at a level 1 trauma center. Data were collected from the chart review of patients admitted to the neuro trauma surgical burn ICU prior to and after nursing education intervention. The difference in VAP rate and enhanced nursing knowledge were the primary outcome measures. Data suggest improvement in several patient outcomes. Ventilator days were shortened from 17.45 days to 13.42 days (P = .085), and ICU length of stay decreased from 24.77 days to 17.62 days (P = .035). Patient laboratory data show improved white blood cell values (P < .001), less oxygen requirements (P < .001), and fewer patients meeting the diagnostic criteria for VAP (P = .073). Results suggest there were no statistically significant changes in the knowledge of registered nurses or oral care bundle compliance; however, improvements in patient data following the provider education suggest that continued education to nursing staff will have a positive impact on reducing hospital stay and significant costs associated with a VAP infection.

Effect of nursing intervention on women’s knowledge about pregnancy problems and utilization of obstetrics care services in Edu, Kwara State, Nigeria

PurposeThis study assesses the effect of nursing intervention on the knowledge of women about pregnancy-related problems and utilization of obstetrics care services in Edu, Nigeria. MethodsPre-test post-test control of quasi-experimental design was adopted for the study. Researchers-designed questionnaire was used for data collection and a split-half test was used to determine the reliability of the instrument. One hundred and twenty women were exposed to ten weeks of community-based nursing education intervention sessions, (sixty experimental groups and sixty control groups). Pre-tests administered to sampled women before nursing health education intervention sessions and followed by Post-test. The results were analyzed using mean and standard deviation while the t-test was used to test the hypothesis at an Alpha level of 0.05. ResultsThe findings showed the positive effect of a nursing health education intervention on the knowledge of women about pregnancy problems with pre-intervention on experimental group mean of 63.33, and post-intervention mean of 72.22 with t-value of 1.26 less than the table value of 1.96. The study further showed a mean score of 35.97 experimental group and 28.33 for the control group with a t-value of 1.64, which shows little effect of intervention on the willingness of women to utilize obstetrics care services in Edu, Nigeria. ConclusionThe study concluded that the nursing health education intervention programme in this study on pregnancy-related problems programmes had a positive effect on the knowledge of women but had no effect on the utilization of OCS by women in Edu Local Government Areas. We recommended that health education programmes should be intensified to improve the knowledge level of women and encourage the use of obstetric care services in the community.

간호대학생의 스마트폰 중독과 학업지연행동 관계에서 자기자비와 감성지능의 매개효과

Objectives The purposes of this study were to o examine the mediating effects of self-compassion and emotional intelligence on smartphone addiction and academic procrastination behavior among nursing undergraduates.&#x0D; Methods Data was obtained via an online survey conducted from May to June 2023, with senior nursing students and multi-mediating effects were analyzed using the PROCESS macro for SPSS software, utilizing bootstrap techniques.&#x0D; Results Smartphone addiction showed a negative correlation with self-compassion. Academic procrastination and sma rtphone addiction showed a positive correlation, and self-compassion and emotional intelligence each showed a negative correlation. Smartphone addiction and self-compassion showed a negative correlation. The indirect effect of smartphone on academic procrastination behavior through self-compassion had significant mediating effects(Std. estimate=-.0213, CI: -.0518~.0048). However, emotional intelligence was not a mediating effect (Std. estimate=-.0110, CI: -.0505~.0264). There was a significant indirect effect of smartphone addiction on academic procrastination behavior through self-compassion and emotional intelligence (Std. estimate=.0470, CI: .0217~.0796).&#x0D; Conclusions The findings highlight the necessity of nursing education interventions for enhancing self-compassion and emotional intelligence, ultimately improving caregiving competency in nursing undergraduates.

KNOWLEDGE AND SKILLS OF NURSES REGARDING ORPHAN DISEASES

Introduction. The role of the nurse in providing comprehensive and individualized care to patients with rare diseases is one ofthe key roles. Nurses work closely with physicians and patients and play an educational role for patients and their families, facilitating coordination, monitoring and continuity of care. Therefore, nurses should have a certain range of knowledge and skills regarding the most common rare diseases.The aim of research was to determine the knowledge and skills of nurses regarding some specifi c rare diseases.Material and methods. An anonymous and voluntary survey of nurses was conducted at the regional children’s clinical hospitalfrom April to May 2023. A total of 63 nurses from the hospital participated in the survey. The questionnaire consisted of 27 questions related to the sociodemographic data of the respondents and rare diseases. The most common rare diseases encountered in the practice of nurses at the hospital were primary immunodefi ciencies (PID), spina bifi da (SB), cystic fi brosis, and juvenile idiopathic arthritis.The research results are presented in the form of descriptive statistics. Comparisons of frequency parameters were made using the Chi-square test. Diff erences between parameters were considered statistically signifi cant at p&lt;0.05. Statistical analysis of the survey results was performed using the statistical package STATISTICA 10.0 and Microsoft Excel 2003 spreadsheet editor.The research and the publication of the materials were approved by the Bioethics Committee of the I. Horbachevsky Ternopil National Medical University (protocol № 73 dated 03.04.2023).The study was conducted within the framework of the research project of the Department of Children’s Diseases with PediatricSurgery of the I. Horbachevsky Ternopil National Medical University “Improvement of methods of diagnostics, treatment and rehabilitation of the most common children’s diseases”, registration number 0122U000039.Results. The majority of respondents were female (96.8%), between the ages of 31 and 50 (63.5%), and employed in the hospitalsetting (90.5%). Most were experienced workers with more than 20 years of experience (52.4%). Overall, the majority of respondents (71.0%) correctly identifi ed which diseases are rare. The percentage of correct answers regarding knowledge of rare diseases ranged from 47.9% for PID to 77.5% for SB, while correct answers regarding skills ranged from 41.3% for SB to 63.0% for PID. Overall, nurses demonstrated better knowledge than skills regarding rare diseases (p=0.0003). The most problematic issues were that HIV/AIDS was classifi ed as PID (31.7%), lack of knowledge about standards of neurogenic bladder control in children with SB (49.2%), unfamiliarity with the technique of subcutaneous immunoglobulin administration (87.3%), and bowel cleansing procedures in children with SB (95.2%), as well as infection control in patients with cystic fi brosis (66.1%).Conclusion. The study revealed a lack of awareness among nurses regarding certain rare diseases. The lowest level of knowledge was found for primary immunodefi ciencies. There is a need to improve nurses’ knowledge and skills regarding rare diseases, which can improve the quality of care for rare disease patients and their families. The development of educational interventions for nurses can help to increase their awareness of rare diseases.

Feasibility of a Mindfulness Education Module for Nurses: An Evidence-Based Practice Project.

Nurse burnout is a well-defined problem that has been exacerbated by the coronavirus disease 2019 (COVID-19) pandemic and negatively affects nurses' mental health, nursing shortages, patient safety, and quality of care. Evidence shows that mindfulness is an effective strategy for managing stress and decreasing burnout among nurses. This article describes an evidence-based practice project that translated this evidence into practice via a vetted mindfulness educational intervention for nurses on a pulmonary medicine unit and a medical intensive care unit. The goal of this project was to assess the feasibility of this educational intervention, processes, and outcomes with the goal to extend the project hospital-wide. Preintervention levels of nurse burnout were assessed using the validated Copenhagen Burnout Inventory. For both units, personal and work-related burnout were in the moderate range and patient-related burnout was in the mild range. Postintervention surveys completed by participant nurses and the nurse managers of both units supported the feasibility of this education module. Future implementation of annual mindfulness education was supported through both participant and administrative feedback. [J Contin Educ Nurs. 202x;5x(x):xx-xx.].

Therapeutic Nursing Education in Promoting Self-Management of Adolescents with Type 1 Diabetes Mellitus: Integrative Literature Review.

Diabetes Mellitus Type I (DM1) is an autoimmune disease, characterized by the total destruction of the beta (β) cells of the islets of Langerhans in the pancreas. This disease can strike people at any age, but it usually develops in children or young adults. Because of the high prevalence of DM1 in the young population, as well as all the difficulties in effective self-management in this population, with very specific characteristics, it is essential to develop therapeutic education interventions, with the aim of acquiring self-management skills. Thus, the main objective of this study is to identify the benefits of therapeutic nursing education interventions in promoting self-management of adolescents with DM1. For this, an Integrative Literature Review was carried out, using the EBSCOhost, PubMed, Scopus and Web of Science platforms. Six articles were eligible. In terms of results, benefits were identified in the health of adolescents, with the use of therapeutic education interventions by nurses, including the control of capillary glycemia, better acceptance of the pathology, improvement in body mass index, increased adherence to the therapeutic regime, a reduction in hospitalizations and complications, contribution to bio-psycho-social well-being and improvement quality of life.

Intervenção educacional de enfermagem em mulheres histerectomizadas: um protocolo de estudo de método mista

ABSTRACT Objectives: To know the meaning of education in the perioperative period, in women undergoing hysterectomy for benign causes and to determine the effectiveness of educational nursing intervention in improving female sexual function, quality of life and self-esteem in women undergoing hysterectomy for benign causes. Methods: Mixed design, exploratory sequential Qualitative phase semi-structured interviews and content analysis. Quasi-experimental study quantitative phase, non-equivalent control group. 26 women in 2 groups. Instruments: Biosociodemographic, Female Sexual Function Index, SF-36 Questionnaire, Rosenberg Scale. Both groups will receive traditional care and the experimental group will receive nursing educational intervention with web page support. Ethical requirements will be considered. Expected results: The women in the experimental group will improve their sexual function, health-related quality of life and self-esteem in relation to the comparison group. Conclusions: Education in the perioperative period of hysterectomy is essential for the recovery of women who go through this experience.

Impact of internet plus health education on urinary stoma caregivers in coping with care burden and stress in the era of COVID-19.

To explore the impact of "Internet Plus Health Education" on coping with care burden and pressure in urinary stoma caregivers in the era of COVID-19. Eighty caregivers of patients with urinary ostomy were equally randomized to experimental and control groups. Caregivers in the experimental group received digital nursing education intervention, which involved nursing intervention of Internet Plus Health Education (IPHE), and those in the control group received conventional care instructions. Six months later, care burden and emotional pressure were assessed in all caregivers using the Zarit Caregiver Burden Interview (ZBI) and the Simplified Coping Style Questionnaire (SCSQ). Before the intervention, the ZBI and SCSQ scores were comparable between both groups (p > 0.05). After the intervention, the ZBI scores in the experimental group were significantly higher than in the control group and vice versa for SCSQ scores (p < 0.01). Furthermore, after the intervention, the family care satisfaction scale (FCSS) of the experimental group was significantly higher than the control group. Providing "Internet Plus Health Education" to urinary stoma caregivers can reduce their care burden and enhance their pressure-coping ability in the COVID-19 era.

An Evidence-Based Educational Intervention for Reducing Coercive Measures in Psychiatric Hospitals

Investing in health care staffs' education can change the scope of action and improve care. The effectiveness of staff education remains inconclusive. To examine whether an evidence-based educational intervention for nurses decreases the use of seclusion rooms in psychiatric hospitals compared with usual practice. In this pragmatic, 2-arm parallel, stratified cluster randomized clinical trial, 28 wards in 15 psychiatric hospitals in Finland were screened for eligibility and randomly allocated (1:1). Nurses joined on either intervention (n = 13) or usual practice (n = 15) wards. The intervention was performed from May 1, 2016, to October 31, 2017. The follow-up data for January 1 to December 31, 2017, were collected from hospital registers in 2018. Data analysis was performed October 27, 2021. Evidence-based education delivered during 18 months, including 8 months of active education, followed by a 10-month maintenance period. The primary outcome was the occurrence of patient seclusion (events per total number of patients). Of 28 psychiatric hospital wards screened (437 beds and 648 nurses), 27 wards completed the study. A total of 8349 patients were receiving care in the study wards, with 53% male patients and a mean (SD) age of 40.6 (5.7) years. The overall number of seclusions was 1209 (14.5%) in 2015 and 1349 (16.5%) in 2017. In the intervention group, the occurrence rate of seclusion at the ward level decreased by 5.3% from 629 seclusions among 4163 patients (15.1%) to 585 seclusions among 4089 patients (14.3%) compared with a 34.7% increase from 580 seclusions among 4186 patients (13.9%) to 764 seclusions among 4092 patients (18.7%) in the usual practice group. The adjusted rate ratio was 0.86 (95% CI, 0.40-1.82) in 2015 and 0.66 (95% CI, 0.31-1.41) in 2017 (P = .003). However, the number of forced injections increased in the intervention group from 317 events among 4163 patients (7.6%) in 2015 to 486 events among 4089 patients (11.9%) in 2017 compared with an increase in the usual practice group from 414 events among 4186 patients (9.9%) in 2015 to 481 events among 4092 patients (11.8%) in 2017. Seven adverse events were reported. In this randomized clinical trial, the educational intervention had a limited effect on the change of occurrence rate of patient seclusion, whereas the use of forced injections increased. More studies are needed to better understand the reasons for these findings. ClinicalTrials.gov Identifier: NCT02724748.

Improving HPV Immunization Practices (IHIP): A process improvement project assessing nursing education intervention towards improving HPV vaccination rates among Army Active-Duty Service Members at a large military base (109)

<b>Objectives:</b> Human papillomavirus (HPV) is the most common sexually transmitted infection in the United States and accounts for more healthcare visits than other sexually transmitted infections. Vaccination against HPV is safe and effective but is not required for military service. Rates of vaccination are extremely low among active-duty members in the Armed Forces, with only 26% of women and 6% of men initiating the multi-dose series. Thus, we conducted a quality improvement project to recommend and administer HPV vaccine to soldiers in- and out-processing at a large military base. <b>Methods:</b> In March 2021, we conducted a one-hour training on HPV vaccination for nursing staff (<i>n</i>=11) at the Medical One Stop, a facility for all in- and out-processing soldiers at a large military base. Training included information regarding the background of HPV vaccines and using presumptive recommendations to present HPV vaccine as the default choice in routine care. After the training, nursing staff integrated HPV vaccination into standard clinic procedures, and we tracked HPV vaccine uptake among soldiers for four weeks. We used multivariable logistic regression to assess demographic correlates of uptake. The nursing staff was surveyed to assess their confidence in recommending the HPV vaccine and their perception of how the intervention fit into clinic workflow on a 5-point response scale (1= "strongly disagree" to 5="strongly agree"). <b>Results:</b> A total of 611 soldiers presented for medical processing during the four-week intervention period. Of these, 85% were eligible to receive and were offered HPV vaccine. In comparison, 12% had already completed the HPV vaccine series, and 3% visited the clinic on a day when the HPV vaccine was unavailable (Table 1). Of the 521 soldiers who were offered the HPV vaccine, 203 (39%) accepted and received the vaccine, including 180 first doses, 11 second doses, and 12 third doses. Soldiers aged <21 years accepted the HPV vaccine more often compared with those ≥21 years (46% vs 33%, <i>p</i><0.01). Neither sex nor the number of other vaccines given was associated with uptake. Training increased nursing staff confidence about addressing soldiers' HPV vaccine concerns (mean: 3.4 pre-training vs 4.5 post-training, <i>p</i><0.05). Nursing staff strongly agreed that the presumptive recommendation approach fit with in-processing procedures (mean: 4.6), and all agreed to adopt the approach. <b>Conclusions:</b> Our findings suggest that training nursing staff to recommend and administer HPV vaccines to soldiers is feasible and may warrant wider-scale testing as a strategy to increase military readiness and protect soldie rs from HPV-attributable cancers. Until guideline and policy changes are implemented, the use of education strategies across all provider levels is one path to increase HPV vaccine coverage among soldiers to ensure protection from HPV-related diseases.

Development of a scale measuring the difficulties faced by nurses who care for patients with delirium in intensive care units

BackgroundDelirium in patients in the intensive care unit is associated with adverse outcomes. Nurses experience many difficulties in caring for those with delirium, which can lead to nurse burnout, prevent effective care for patients, and negatively impact the patient. The identification of factors creating challenges for nurses is, therefore, important to enable intervention. ObjectivesThe aim of this study was to develop a new scale to assess the difficulties faced by nurses caring for patients with delirium in the intensive care unit and to examine its reliability and validity. MethodsWe based our draft scale items on literature reviews and interviews. Four experts evaluated the collected items. After a pilot study, 211 nurses working in intensive care units in Japan completed the questionnaire. Subsequent statistical analysis of results included factor validity, construct validity, known-group validity, internal consistency, and test–retest reliability. ResultsExploratory factor analysis extracted a scale of 33 items with eight factors and an additional scale of four items with one factor. The analysis of construct validity suggested a possible association with the Strain of Care for Delirium Index. In the known-group validity, a comparison with two groups based on experience in the intensive care unit found significant differences among the five factors. Internal consistency (Cronbach's α = 0.68–.87) and test–retest reliability (intraclass correlation coefficients = .46–.62) were confirmed. ConclusionWe developed a difficulty scale for nurses caring for patients with delirium in the intensive care unit and confirmed its reliability and validity. The difficulty factors were developed with the intention to identify educational interventions for nurses and the introduction of new organisational resources, such as manpower and providing emotional support and feedback to nurses.

Attitudes, perceptions, self-efficacy and knowledge levels of Israeli nurses in relation to opioid misuse: A cross-sectional survey.

In an opioid epidemic that is imposing heavy health burdens on individuals, families and health systems, nurses are the main front-line caregivers in the battle against the unrelenting increase in opioid medication misuse. Yet, little research has been conducted on nurses' opinions and knowledge surrounding this issue worldwide and in Israel as well. To evaluate Israeli nurses' attitudes, their knowledge about opioid use and misuse, their perception of institutional support, and their perception of their role and self-efficacy in preventing and treating opioid misuse. Cross-sectional study. The data were collected through an electronic questionnaire from 414 Israeli registered nurses using the Qualtrics platform for on-line surveys. The majority of the sample perceived their role positively, held positive attitudes toward people with opioid addiction, and were willing to take care of persons who misused opioids. Nurses reported low scores on knowledge, perceived institutional support, and self-efficacy relating to the issues surrounding opioid pain medication use and misuse. The results clearly indicate a lack of up-to-date knowledge among nurses concerning opioids use. This situation must be urgently corrected through revisiting the subject of opioids across undergraduate, graduate, and continuing nursing education programs. Improved knowledge, combined with a supportive organizational culture, should strengthen nursing care provided to this frequently neglected patient population. Broad insight into nurses' attitudes, their level ofknowledgeabout opioid use and misuse, and their perceptions of their own role in preventing and treating such misuseare essential for creating targeted, relevant educational interventions for nurses with the aim of providing safe and effective opioid treatment for individuals with pain.

The Effect of Educational Interventions on Professional Self-Perception of Nurses in Mongolia

<h3>Research Objectives</h3> To investigate the professional self-perception of nurses in Mongolia for the first time and to determine if an educational intervention would improve their professional self-perception. <h3>Design</h3> Longitudinal Panel Study of nurses with four waves of data: pre-intervention, post-intervention, three-month post-intervention, and six-month post-intervention. This study focuses on the pre- intervention and post-intervention data. Analysis to examine change scores was completed using descriptive statistics, correlation, t-test, gamma, and ANOVA in Stata. <h3>Setting</h3> The setting was a privately owned hospital in Ulaan Bataar, Mongolia, the only Joint Commission International Accredited hospital in Mongolia via collaboration with Nurses Heart to Heart. <h3>Participants</h3> 104 nurses attended the educational intervention and were eligible with 67 choosing to be participants. Eligibility requirements included currently working as a nurse in a hospital and attend the educational intervention. <h3>Interventions</h3> The intervention was a 4-hour class focused on the care of patients undergoing procedures in the cardiac catheterization lab including patient safety, procedures in catheterization labs, and introducing a clinical pathway for the care of cardiac patients. <h3>Main Outcome Measures</h3> NPVS-3 (Nursing Professional Values Scale-3) both at pre-intervention and post-intervention. <h3>Results</h3> There are different patterns of change for nurses' professional self-perception across a myriad of contexts including demographics (gender, age, marital status, nurse in family), nursing training (education, career choice), and career as nurse (years in profession, role, and membership in professional nursing organization). Of note for gender, nurse in family, and marital status, we see both significant and substantive differences in professional self-perception after participating in our educational intervention. <h3>Conclusions</h3> Nurses in Mongolia have a high level of professional self-perception. Educational interventions for nurses in Mongolia are effective not only for skill building but also for improving nurses' professional self-perception. <h3>Author(s) Disclosures</h3> None.

Effect of Educational Intervention on Nurses' Knowledge, Practice and Attitudes regarding HVI/AIDS

Abstract: Background: Nurses who provide health care to people with Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome (HIV/AIDS) must be equipped with sufficient knowledge of Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome. The study aimed to evaluate the effect of educational intervention on nurses' knowledge, practice and attitudes regarding Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome. Methods: quasi-experimental design used and performed on convenient sample included 122 nurses working with Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome patients at Zagazig outpatient clinics of Fever and Chest Hospital. Three tools were used. Tool (I): self-administered structured questionnaire consisting of two parts about demographic characteristics of nurses and Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome knowledge, Tool (II): Observational Nurse’s Practice Checklist and Tool (III) regarding human immunodeficiency virus/acquired immunodeficiency syndrome attitude scale. Results, total satisfactory knowledge increased from 15.60% in pre-sessions to 84.40% in post sessions after one month and was reduced to 69.70% after three months. Also, nurses' satisfactory practice increased from 10.33±4.1 in pre-sessions to 14.45±3.1 in post sessions and was reduced to 13.26±2.9 after three months. Additionally, their positive attitude increased from 26.20% in pre-sessions to 72.10% in post sessions and reduced to 68.90% after three months. Conclusion: increasing nurses' knowledge, positive attitudes and good practices towards patients living with Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome. Recommendations: develop educational interventions for nurses’ focus on preventive methods, symptoms and modes of Human Immunodeficiency Virus transmission.

A Quality Approach to Reducing the Occurrence of Occluded Leukocyte Reduction Filters During Platelet Transfusion.

In 2019, an increase in clotted platelet filter occurrences was noted with the implementation of new leukocyte reduction filters through a volumetric pump. Occluded platelet filters contribute to delays in platelet transfusions, additional nursing workflows, and potential wastage of platelets, leading to staff and patient dissatisfaction. Direct observation of nursing practice with priming platelet filters identified opportunities for improvement. Education was designed incorporating manufacturer recommendations with results of the observations. Nursing education was disseminated through small group sessions, one-to-one teaching, tip sheets, and an e-learning video. Nursing education interventions resulted in a 170% reduction in the reported monthly filter occlusion rate. Engagement of nurses in quality improvement processes and collaboration across departments led to a sustained decrease in the clotted platelet filters.

Effect of Nursing Education Intervention on Standardized Insulin Injection in Patients with Type 2 Diabetes Mellitus

Effect of Nursing Education Intervention on Standardized Insulin Injection in Patients with Type 2 Diabetes Mellitus

Educational Nursing Intervention: Its Effect on the Nurses’ Performance, Patients’ Daily Living Activities, Needs and Selected Visual Problems of Cataract Surgery

Cataract is the second cause of visual impairment and the first cause of blindness globally so inadequate nursing intervention lead to serious complications for the patient with cataract surgery. Purpose of the study: to evaluate the effect of educational nursing intervention on the nurses’ performance, patients’ daily living activities, needs and selected visual problems of cataract surgery. Setting: The current study was carried out at ophthalmology department and out patients’ ophthalamology clinic in Menoufia university hospital and El Ramad hospital in Shebin El-Kom district, Menoufia governorate, Egypt. Subjects: A purposive sample of adult 25 nurses and 100 patients was divided into two equal groups (study and control). Tools of the study: Three tools for data collection; two tools for nurses (a self-administered questionnaire (tool I) and an observation checklist for nurses’ performance (tool II) and one tool for patients (an interview questionnaire, tool III). Results: There was a highly statistically significant improvement in total mean score of nurses’ knowledge from 27.56±3.11 pre intervention to 41.08±4.09 post intervention and after one week to 38.0±3.69 as a follow up. Also, there was a highly statistically significant improvement in the total nurse's performance mean score from 102.84±21.54 pre intervention to 245.44±22.84 post intervention and after one week to 239.84±23.05 as a follow up p < 0.001. Also, there were highly statistically significant improvements in meeting all patients’ daily living activities and needs with minimized visual complications after intervention (p < 0.001). Conclusions: Total good level of knowledge, satisfactory performance of the studied nurses significantly improved after implementing educational nursing intervention with better achievement of patients’ daily living activities and needs with major limitation in visual problems.