Nurse-led Education Intervention Research Articles

Development and feasibility of the peer and nurse-led HIV Self-Testing Education and Promotion (STEP) intervention among social networks of men in Dar es Salaam, Tanzania: application of the ADAPT-ITT model

BackgroundAccording to the 2016–2017 Tanzania HIV Impact Survey, only 45% of men living with HIV (MLWH) were aware of their HIV status. In an effort to increase HIV testing in Tanzania, including among men, the Government of Tanzania passed a law in December 2019 allowing HIV self-testing (HIVST) to be included in the national testing strategies. The objective of this paper is to describe the development and pilot feasibility assessment of the Self-Testing Education and Promotion (STEP) intervention, which includes male peer education and demand creation for HIVST, and nurse-led distribution of HIVST kits in a community setting.MethodsThe development and piloting processes were guided by the ADAPT-ITT model and informed by a national PEPFAR/USAID-funded HIV implementation science project called Sauti.The adapted STEP intervention included the following two components: 1) peer-based HIVST promotion; and 2) nurse-led HIVST distribution. For the feasibility assessment, 25 men were selected and trained as peer educators in 2019 to promote HIVST among their peers before recruiting 253 men who received instructions and an HIVST kit from a nurse at a community-based study tent site.ResultsOf the 236 participants who completed the 1-month follow-up survey, 98.3% reported using the kit. The majority (92.4%) of participants reported a negative HIVST result while 4.2% (n = 10) received a positive result. Most (70%, n = 7) of the participants with a positive result sought follow-up services at a healthcare facility while 40.3% (n = 95) of the participants with a negative self-test result visited the community-based project site. Most of the men (53%, n = 129) did not visit a healthcare facility or the study site.ConclusionThe findings demonstrate that the combined peer-based promotion and nurse-led distribution of HIVST intervention was acceptable and feasible, though seeking follow-up services at healthcare facilities remained low. Future research should evaluate the effectiveness of offering nurse-led community-based clinical follow-up services in addition to HIVST rather than referral to facilities.

CN56 A nurse-led physical activity educational intervention to improve quality of life in breast cancer women undergoing chemotherapy: A study protocol

CN56 A nurse-led physical activity educational intervention to improve quality of life in breast cancer women undergoing chemotherapy: A study protocol

Effectiveness of A nurse-Led Educational Intervention Program on Symptoms, Quality of Life and Progression of Mineral Bone Disorders among Patients with End-Stage Renal Disease

Effectiveness of A nurse-Led Educational Intervention Program on Symptoms, Quality of Life and Progression of Mineral Bone Disorders among Patients with End-Stage Renal Disease

Perianal Injury Prevention in Patients With Leukemia.

Perianal injuries in adults with hematologic malignancies can result in sepsis or death. Patients on a 36-bed acute care oncology unit experienced increased perianal injuries from 2018 to 2021 based on a chart review, which revealed that 24 patients with leukemia, all of whom had received cytarabine, developed perianal injuries. This study examined whether a nurse-led educational intervention would decrease perianal injuries. A survey examined baseline nurse knowledge on perianal injuries. Nurses received a 10-minute in-service education session about perianal injuries, their predisposing factors, and prevention strategies followed by a survey to test their knowledge. Twenty nurses completed the pre- and postintervention surveys. After the intervention, staff knowledge increased by 33%. One year postintervention, perianal injuries had decreased by more than 50%. Nurse and patient education are vital to decrease perianal injuries in patients with leukemia.

Development of Nurse-led Self-Management Education Instruments for Type 2 Diabetes Mellitus Patients

Purpose: The purpose of this study is to develop and outline the Nurse-Led Diabetes Mellitus Self-Management Education (Nu-DiMENTION) program, aimed at improving knowledge and behavior change among type 2 diabetes mellitus (DM) patients. Given the challenges faced by these patients in managing their disease effectively, including risks of complications such as diabetic foot ulcers, retinopathy, and ketoacidosis, there is a pressing need for tailored self-management education programs. The study seeks to address this need by creating a web-based nurse-led educational intervention that has demonstrated efficacy in increasing patient knowledge and promoting positive behavior change. Methods: The research adopts a research and development (R&D) approach to outline the development process of Nu-DiMENTION. Drawing upon theory, existing research evidence, international guidelines, and qualitative data from target users, the study identifies determinants of self-management and defines the content to be included in the program. The development process involves multiple stages, including evaluating existing educational instruments, conducting focus groups with relevant stakeholders (e.g., healthcare professionals and type 2 DM patients), and assessing item validity through expert evaluation. Results and discussion: The initial evaluation of 19 diabetes mellitus educational instruments revealed inadequacies in terms of goals, targets, content, methods, media, time, and evaluation. Subsequent focus groups involving healthcare professionals and type 2 DM patients provided valuable insights into strategic issues and innovation plans for the Nu-DiMENTION program. The assessment of item validity conducted by diabetes mellitus education experts confirmed the validity and reliability of the developed instruments, with a Cronbach's alpha value of 0.834 indicating good internal consistency. Implications of the research: The development of Nu-DiMENTION holds significant implications for improving the self-management capabilities of type 2 DM patients and reducing the risk of diabetes-related complications. By providing accessible, web-based nurse-led education, the program has the potential to empower patients with the knowledge and skills necessary to effectively manage their condition. Moreover, the rigorous development process, including expert validation, ensures the quality and reliability of the program, enhancing its suitability for implementation in clinical settings. Originality/value: This study contributes to the literature by outlining the development process and subject matter of Nu-DiMENTION, a novel web-based nurse-led self-management education program for type 2 DM patients. By synthesizing theory, existing evidence, and stakeholder insights, the program offers a comprehensive approach to addressing the educational needs of this patient population. Furthermore, the emphasis on item validity assessment ensures the program's reliability and effectiveness, adding to its value as a practical intervention for improving diabetes self-management. Overall, Nu-DiMENTION represents an innovative and valuable contribution to diabetes care and patient education.

Coaching Home Care Clients to Prepare Their Homes for Safe Care Visits: A Mixed-Methods Study to Evaluate a Nurse-Led Educational Intervention Process.

Assuring home care (HC) workers' safety is challenging because the work environment is a private home. This paper presents the process evaluation for a proof-of-concept safety intervention study to assess whether nurse-led safety coaching, using motivational interviewing and a safety handbook, could enable HC clients to improve safety in their homes. The process evaluation objectives were to (i) document the intervention's implementation progress and (ii) assess the intervention's dose delivery, dose reception, and fidelity. Five agencies employing liaisons (n = 5) and nurse managers (NMs, n = 8) implemented this study's intervention and control arms. NMs assigned to the intervention arm (n = 6) coached 34 clients. Process evaluation metrics were assessed with mixed-methods data from (i) surveys completed by NMs during the intervention, (ii) postintervention audio-recorded and transcribed interviews (n = 6) with NMs and liaisons, and (iii) study progress tracking tools. The delivered dose efficiency was 85%, measured by the distribution of safety handbook copies to clients. About 94% of clients (n = 32) were considered "engaged" or "maybe engaged" during the safety coaching. Most coached clients (n = 30) were reachable for follow-up by NMs to assess intervention progress. Despite challenges, the intervention was implemented with good fidelity. Safety coaching can be applied in many HC contexts in larger populations.

Effect of Nurse-Led PMTCT Health Education on HIV Disclosure among HIV-Positive Women in Mombasa County: A quasi-experimental study

Background: This study investigated the impact of nurse-led PMTCT (Prevention of Mother-toChild Transmission) health education on enhancing HIV status disclosure among HIVpositive women in Mombasa County, Kenya. HIV status disclosure is crucial for the prevention of mother-to-child transmission and the overall well-being of affected individuals and their families.
 Methods: A quasi-experimental design was employed, with participants divided into an intervention group of 107 receiving nurse-led PMTCT health education and a control group of 107 receiving standard care. Demographic information, knowledge, attitudes, and practices related to HIV status disclosure were collected at baseline and post-intervention phases. Descriptive statistics were computed and a chi-square test was used to compare the level of self-disclosure of HIV status to sexual partners across the groups. Difference in differences (DID) analysis was used to evaluate the effectiveness of the intervention. Results: The study initially found that at baseline, 60.4% of HIV-positive women in the control group did not disclose their status to sexual partners, compared to 55.4% in the intervention group. However, there was no significant difference between the two groups at this stage. In the end-line survey, the control group had 64% non-disclosure, while the intervention group showed a significant improvement, with only 20% not disclosing. Chi-square analysis revealed a substantial difference (p < 0.001) in disclosure rates between the intervention and control groups. Additionally, a Difference-in-Differences (DID) analysis indicated a significant improvement in self-disclosure (23.1% net intervention effect, p < 0.0001). Overall, the nurse-led health education intervention notably increased HIV status disclosure among HIV-positive women in selected Mombasa County health facilities.
 Conclusion: Nurse-led PMTCT education enhances HIV disclosure in Mombasa County, improving PMTCT outcomes and curbing mother-to-child transmission. Tailored interventions are vital in addressing HIV challenges in diverse contexts.

P692 An IBD nurse-led educational programme on safety and efficacy of adjuvated recombinant zoster vaccine can improve vaccine uptake in IBD patients on immunosuppressive treatment

Abstract Background Herpes Zoster (HZ) represents one of the most frequent opportunistic infections in IBD patients under immunosoppressive treatment and can be prevented by vaccination. Adjuvated recombinant zoster vaccine (RZV) is the first HZ vaccine approved for immunocompromised persons. IBD patients are less likely to receive appropriate vaccinations compared to the general population. IBD nurses operate as the primary point of contact for patients and this unique position provides a suitable opportunity to positively impact patient care and encourage vaccination. We aimed to improve RZV vaccination rates by a nurse-led education intervention within an on-site RZV vaccination programme. Methods IBD patients on immunosuppressive therapies were actively recruited by phone contact, mail and during outpatient clinic or infusion centre attendance. Prior immunization to VZV was collected from medical records. Patients were randomly assigned to receive either standard explanation on the importance of HZ vaccination by the IBD attending physician (group P) or additional education by an IBD nurse (group N). Patients in group N were referred to an IBD nurse for an individual 15 minutes nurse–patient interview. During the interview, disease activity and current treatment, previous immunization to VZV and history of HZ were reviewed; the importance, benefits and safety of HZ vaccination with RZV were discussed with the patient. Patients were then referred to dedicated on-site vaccination clinics where vaccine administration was provided by the IBD nurses running the infusion centre. Reasons for vaccine refusal was also recorded. Results From February to April 2022, 164 (80%) out of 205 eligible patients were enrolled (median age 48.5 years, 54.1% male; 48.7% UC, 51.3% CD); 65 patients (39.6%) were randomized to group P and 99 patients (60.4%) to group N. Six months after randomization, 112 (68.2%) had received at least 1 RZV vaccine dose whereas vaccination was completed in 110 patients (67%). Vaccination rate was significantly higher in the nurse-led education intervention group compared to standard clinical care (group N 75.7% vs group P 56.9%,p<0.05). Most common reasons for vaccine hesitancy were concerns about side effects (40.9%), fear of vaccine aggravating the disease (14.7%), considering themselves not at risk (13.3%) and objection to the administration of vaccine (10.1%). Conclusion Vaccination recommendations should be responsibility of the IBD patient care team and efforts should be made to reduce vaccine hesitancy. We showed that a simple nurse-led educational intervention on vaccine safety and efficacy was able to improve RVZ vaccination rates in IBD patients on immunosuppressive treatment.

Effectiveness of Nurse-led Educational Interventions on Glycemic Control and Self-care Behaviors of Type 2 Diabetics: A Systematic Review

Background: Blood glucose control is challenging for patients with diabetes and is often associated with self-care behaviors. The effectiveness of nurse-led educational interventions for glycemic control and self-care behaviors in patients with type 2 diabetes is unclear.Objective: To determine effectiveness of nurse-led educational intervention on glycemic control and self-care behaviors in patients with type 2 diabetes.Design: Mixed methods systematic review.Data Sources: A comprehensive search in Medline, CINAHL and Scopus was conducted in February 2023 to identify peer-reviewed papers published between 2003 and 2023.Review Methods: The review was guided by the Joanna Briggs Institute systematic review manual. Data were extracted and assessed by two evaluators using a standardized checklist. Due to the high level of heterogeneity between studies, the data were analyzed using Popay et al.'s (2006) conduct of narrative synthesis in systematic reviews.Results: Ten randomized controlled trials met the inclusion criteria. Studies described nurse-led educational interventions delivered either face-to-face or online. The outcomes of the educational interventions and the measurement tools used were diverse, with many studies reporting attrition. Most studies reported that nurse-led educational interventions improved outcomes for patients with type 2 diabetes.Conclusions: The evidence identifies that nurse-led educational interventions are effective for glycemic control and self-care behaviors in patients with type 2 diabetes. This review demonstrates evidence of approaches that could inform future practice and research to support all adult populations of patients with type 2 diabetes to improve glucose control and self-care behaviors. Future research would benefit from well-designed clinical trials that use common outcome measures to provide more information about the effectiveness as well as the sustainability of such interventions.

Effectiveness of Nurse-led Educational Intervention on Therapeutic Communication of Undergraduate Nursing Students by Using SBAR tool

Efficient communication is most noteworthy because it impacts patient quality care. A prepared tool can useful to adequately impart patient data, lessen unfavorable incidents, improve patient safety, enhance quality of care, and amplify the healthcare team members’ satisfaction. Objective: To identify the effectiveness of nurse-led educational intervention on therapeutic communication of undergraduate nursing students by using the SBAR tool. Methods: This pre & post-quasi-experimental study was conducted from Jan-2021 to May-2021 among 120 undergraduate students from two different nursing institutions in Karachi by using a purposive sampling technique. Ethical approval was obtained and written informed consent was taken from each participant in the study. Data was collected by adopting the SBAR tool comprising 10 multiple-choice questions. Nurse-led educational intervention was provided after pre-assessment through lectures and discussion in the classroom. Data were analyzed using SPSS version-23. Results: Results showed a mean ± SD of age 30.44±5.40 varied from 23 to 51 years. Most of the participants (51.7%) were female and 70.8% of the participants had working experience ranging from 2 to 10 years. In the pre-test assessment, most of the participants secured a 4 out of 10 score (25.0%) whereas 8 out of 10 score (29.2%) in the post-test. A significant impact on the knowledge of undergraduate nursing students after educational intervention (p<0.001) was seen. Conclusions: This study concludes that undergraduate student nurses have very low knowledge related to the SBAR tool for therapeutic communication. Nurse-led education interventions improve nursing knowledge and understanding of the SBAR tool, as evident by post-test scores.

Nursing Intervention Including Meditation and Physiotherapeutic Treatment in Post PCI Chest Pain (Non-Ischemic)

OBJECTIVE: To determine the effectiveness of nursing educational interventions on patients with post PCI non-ischemic chest pain. METHODOLOGY: This experimental study was conducted from December 2017 to May 2018 on 100 post PCI patients. Patients who came with post PCI non-ischemic chest pain and on initial screening on the Numerical Rating Scale (NRS) patients scored 5 to 10 were included. Those who had post PCI ischemic chest pain with complications were excluded from the study. The Short McGill Pain Questionnaire (SMPQ) was used to assess the effectiveness of nursing educational interventions. Analysis of data was performed on SPSS version 21. Percentages were used for categorical variables, and inferential statistics were calculated using the Mann-Whitney Test. Mean and S.D. were calculated at baseline, week two, week four, and week six for both experimental and non-experimental groups. A P-value of 0.05 was considered significant. RESULTS: This study's findings showed that most participants (74%) were males and almost all (99%) were married. The P-value is significant at different intervals between the experimental and control groups at two, four and six weeks with P-values <0.001, <0.001, and <0.001, respectively. CONCLUSION: The findings of this study revealed that nursing interventions help reduce post PCI non-ischemic chest pain levels. This study demonstrates that after nurse-led educational interventions, there were significant differences in scores between interventional and non- interventional groups at different levels after PCI. KEYWORDS: Percutaneous Coronary Intervention, Chest Pain, Numerical Rating Scale, Short McGill Pain Questionnaire.

Effect of Community-based Nurse-led Education Intervention on Youth Knowledge of preventive practices towards HIV/AIDS in Igbotako in Okitipupa Local Government Area, Ondo State, Nigeria

Background: Health education according to World Health Organization is the most effective weapon against the transmission and spread of HIV/AIDS worldwide. This study examines the effect of community-level health education on the knowledge and attitude of youths in the Igbotako community towards HIV/AIDS prevention practices. Objectives: This is intending to assess the effect of health education counseling on the knowledge, prevention practices and attitude towards prevention practices among youths aged 15 to 29 years. Methods: Multi-stage sampling method was employed for the study. In the first stage, Okitipupa was selected at random. The second stage involved the purposeful sampling of the Igbotako community and in the third stage, 200 youths between the age of 15 and 29 were randomly selected, with consideration of education and professional background to avoid bias. Confidentiality was assured and respondents were administered with anonymous questionnaires before and after the health education seminars and the resulting data was analyzed with SPSS version 20. Results: Results showed that community health education significantly improves the awareness and knowledge of respondents about HIV/AIDS (χ2 = 398.63, p-value = 0.0043). The awareness about prevention practices of respondents statistically significantly improves after the health education seminars (χ2 = 208.22 p-value = 0.0219). Also, the attitude towards prevention practices statistically significantly improved as respondents became aware of the various risky behaviours and practices they do (χ2 = 318.71, p-value = 0.0182). Regression analysis showed that marital status i.e. being single (Z= 189.45, p-value= 0.048), gender i.e. being female (Z= 193.78, p-value= 0.021) and profession, being a student (Z= 123.93, p-value= 0.001). Conclusion: The study concludes that continuous community education through health talks, seminars and shows will positively reduce the transmission of HIV/AIDS in the community.

The Effectiveness of nurse-led PMTCT health education on self-stigma reduction among HIV-positive women in Mombasa County, Kenya

BACKGROUND 
 Stigma compromises the quality of life of people living with HIV/AIDS. There is a critical knowledge gap on how to combat self-stigma among HIV-positives. the study assessed the effectiveness of nurse-led PMTCT health education on self-stigma reduction among HIV-positive women attending PMTCT antenatal clinics in Mombasa County, Kenya. 
 METHODOLOGY 
 The study used a two-group, quasi-experimental research design. All pregnant HIV-positive women of reproductive age (18-49) who attended PMTCT prenatal clinics at the selected Mombasa County healthcare facilities were included in the study. A nurse-led health education program on PMTCT was provided at the intervention location but not at the control site. The mean difference in the proportion of mothers who reported self-stigma between the intervention and control groups was computed using a chi-square statistic. To assess the effectiveness of nurse-led PMTCT health education intervention, the difference in difference (DiD) was conducted. 
 RESULT 
 Chi-square statistics indicated that there were significantly (χ2=151.096, df=1, p<0.001) more HIV-positive women with low self-stigma in the intervention group compared to the control group at the end-line survey. Nurse-led health education on PMTCT reduced the proportion of self-stigma in HIV-positive women from 62.1% to 10.6%. It thus reduced the proportion of self-stigma in HIV-positive women significantly by 82.6%. 
 CONCLUSION 
 Nurse-led PMTCT health education should be integrated with other interventional strategies aimed at reducing self-stigma among HIV-positive women attending PMTCT antenatal clinics

Nurse-led heart failure educational interventions for patient and informal caregiver dyads: An integrative review

BackgroundHeart failure is a major health problem with significant economic burden in the United States. Educating heart failure dyads (heart failure patient and informal caregiver) is a relatively new domain and is being proposed by providers, policy makers, and third-party payors. Nurse-led dyad education can improve quality of life and reduce hospital admissions in the heart failure population. ObjectivesThis integrative literature review focused on evaluating design, delivery content, and outcomes of nurse-led dyadic educational interventions. MethodsPubMed, CINAHL, Cochrane, and Google Scholar databases (1999 -2022) were searched for quantitative and qualitative studies that included these search terms: heart failure, dyads, nonmedical caregivers, caregivers, randomized controlled trials, nurse-led education, education. ResultsThe search yielded 92 articles. The results included seven randomized controlled trials and one pilot study conducted from 2005 to 2017. Sample sizes ranged from 20 to 155 dyads. Dyads who received education interventions had positive outcomes. Face-to-face coaching provided stronger outcomes. Interventions varied in length from baseline to three months, with post-intervention follow-ups from one to 12 months. ConclusionsA paucity of studies of nurse-led heart failure dyadic educational interventions have been reported in the literature. To advance the science and decrease heart failure readmissions, greater efforts to study and incorporate education and support for heart failure dyads is needed, along with assessment of both patient and caregiver outcomes.

Effect of Nurse-Led Education Intervention on Knowledge and Adaptation to Menopausal Symptoms among Women in Selected Communities in Ondo City, Ondo State, Nigeria

Effect of Nurse-Led Education Intervention on Knowledge and Adaptation to Menopausal Symptoms among Women in Selected Communities in Ondo City, Ondo State, Nigeria

A Registered Nurse-Led Diabetes Self-Management Education and Support Intervention: A Performance Improvement Initiative

A Registered Nurse-Led Diabetes Self-Management Education and Support Intervention: A Performance Improvement Initiative

Effectiveness of Nurse-Led Educational Intervention on Knowledge Regarding Management of Chronic Kidney Disease among Patients

Effectiveness of Nurse-Led Educational Intervention on Knowledge Regarding Management of Chronic Kidney Disease among Patients

Protocol for a pilot and feasibility study evaluating a complex nurse-led patient education intervention to promote cancer patient engagement in healthy lifestyle (O-PHE programme)

IntroductionLiterature suggests that patient engagement in healthy lifestyle is of crucial importance in ensuring a more effective management of side effects of cancer therapies and better quality of life for...

A Nurse-Led Education Intervention to Improve Infusion Center Management of Sickle Cell Pain

Problem Statement: Patients with Sickle Cell Disease (SCD) experience acute pain episodes for which they seek care in the Emergency Department (ED). SCD predominantly affects African Americans, and adults with SCD face significant disparities and bias when seeking care in the ED (Haywood, et al., 2013; Mills, et al. 2011). In January 2019, the UCSD Sickle Cell team established a same-day infusion center (IC) management strategy for SCD pain crises as an alternative strategy to seeking care in the ED. This program was well accepted by patients, and as the IC volume of sickle cell patient visits grew (270 visits in the two years pre-IC vs.1076 visits in two years post-IC), a need was identified to assess and improve IC staff knowledge and comfort of management of sickle cell pain. Methods: A 30-minute educational presentation (EP) was created and delivered in a hybrid (in-person/virtual) format to IC staff at three IC sites. A 9-question Google Forms survey was created with input from a validated survey tool and administered. This form comprised of 7 knowledge questions and 2 questions related to comfort levels assessing pain and administering pain interventions in persons with SCD. Responses were collected pre- and post-EP at 1-week (0-7 days). Results: Forty-three pre-surveys were recorded, and twenty-two post-surveys were returned. The overall average score of correct knowledge-based questions (7 total) increased from 2.98 to 5.18. The total responses of "Comfortable" and "Very comfortable" increased for both comfort level assessing pain in persons with SCD (40.4% pre-EP to 86.4% post-EP), and comfort level administering pain interventions in persons with SCD (47.5% pre-EP to 91% post-EP). Conclusion: Surveys confirm that knowledge deficits and comfort level gaps exist among IC staff. A nurse-led education intervention proves effective in increasing IC staff knowledge and comfort levels treating sickle cell pain in the IC setting. Implementing an education intervention to increase IC staff knowledge about SCD creates an opportunity to optimize IC staff competence and comfort in treating patients with SCD. This education is critical for compassionate care of this vulnerable population and transcending racial bias and disparities.

Effect of community-based nurse-led support intervention in the reduction of HbA1c levels.

To determine the effect of community based Nurse-led support intervention in the reduction of HbA1c levels compared to usual care. A systematic search of four electronic databases was conducted until August 2021 including RCTs to check for a reduction in HbA1c levels in Nurse-led intervention arm. Twenty-one trials involving 4649 diabetic individuals were included in the review. The pooled mean difference in the reduction of HbA1c in the intervention group was found to be -0.421 (95% CI: -0.59 to -0.25). Nurse-led educational intervention proved beneficial in the control of HbA1c among diabetic individuals.