Standards Of Nursing Practice Research Articles

Developing international scope and standards for high-quality home-based nursing practice

Abstract: The scope and standards of professional nursing practice define and guide high-quality nursing care. This article describes the collaboration between the International Home Care Nurses Organization and the American Nurses Association to develop evidence-based scope and standards of practice relevant to home-based nursing around the world.

Ethical decision-making: exploring the four main principles in nursing.

Nurses are regularly confronted with moral questions and ethical dilemmas in their practice, for example where a patient's decisions about their treatment conflict with the nurse's own views. While the standards contained in the Nursing and Midwifery Council The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates provide nurses with an overarching framework to guide practice, it is important that nurses understand the four main principles that underpin ethical care - autonomy, beneficence, non-maleficence and justice. This article examines these four principles and how they relate to nurses' ethical decision-making. The author also explores how nurses' ethics were tested by the coronavirus disease 2019 (COVID-19) pandemic. Having an awareness of ethical decision-making can enhance nurses' practice by providing them with a theoretical framework for treating patients with dignity and respect.

Elements of an Advanced Trauma Education Program for Emergency Nurses: A Modified Delphi Approach.

Basic trauma education for emergency department (ED) staff is available, but there are currently no advanced trauma nursing practice standards for ED nurses. The purpose of this study was to identify consensus-based elements of an advanced trauma nursing program for ED nurses. We used a modified Delphi process with three rounds of online survey data collection to ensure a large group of geographically diverse experts. Data were collected from February 2023 to May 2023. The sample for Round 1 was recruited from members of the Emergency Nurses Association reporting job titles, including trauma coordinator, trauma nursing core course instructor, and vice president of trauma services (n=829). Participants in subsequent rounds were drawn from respondents to the initial invitation to participate (n=131). Members of an emergency nursing research council with clinical and research expertise reviewed the results and provided expert input. An initial sample of 131 experts identified 17 elements that were assigned a median score equivalent to "agree/strongly agree" (i.e., median 4/5 or 5/5) in Round 2 (n=69). These elements were presented in Round 3 (n=43) to determine a rank order. Critical thinking/clinical judgment was the overall priority, followed by assessment/reassessment and early recognition of trauma. Emergency department trauma care experts identified priority content for advanced trauma education. Heterogeneity in the final ranking of components for this advanced trauma course, specifically differences by facility, regional, or demographic characteristics, suggests that training and education may not conform to a one-size-fits-all model.

Nursing standards, language and age as variables associated with clinical competence for nurses in long-term care facilities: A cross-sectional study.

To identify and examine the explanatory variables associated with clinical competence among registered nurses (RNs) and practical nurses (PNs) working in long-term care facilities (LTCF) for older adults. This was a cross-sectional study. The competence test, 'the Ms. Olsen test', was used for data collection. A convenience sample of 337 nursing staff working in LTCFs for older adults was selected between December 2020 and January 2021. A quantitative, non-experimental approach with multiple linear regression analysis examined the explanatory variables associated with clinical competence and the outcome variables. The main findings of the linear regression analysis show that the nursing staff's increasing age, use of Swedish as a working language and use of the Finnish nursing practice standards had statistically significant relationships with clinical competence among the participating nursing staff. This is the first knowledge test that has been developed to test nursing staff's clinical competence in elderly care. In this study in Finland, the highest clinical competence was among the nursing staff who were Swedish-speaking RNs working in institutional care homes caring for patients according to national practice standards. These results may be useful to nursing staff and managers working in elderly care to understand the explanatory variables associated with clinical competence in elderly care in Finland and in bilingual settings. The study highlights the importance of using national nursing standards in elderly nursing care. Knowing the explanatory variables associated with clinical competence can provide guidance for the further education of nursing staff in these settings. Caring according to national practice standards and caring for severely ill patients are associated with clinical competence. The authors adhered to the EQUATOR network guidelines AppendixS1 STROBE to report observational cross-sectional studies. Registered and PNs completed a questionnaire for the data collection.

Prevalence of the use of oral nutritional supplements among acute inpatients at risk of malnutrition and associated patient characteristics.

To provide a snapshot of the current use of oral nutritional supplements, its association with inpatient characteristics, and with a focus on the role of nursing monitoring of food intake and implementing nutritional interventions for patients with low intake. Retrospective cohort study. The study collected data from a hospital database regarding oral nutritional supplement initiation and variables of patients hospitalised in internal medicine departments, who did not receive enteral or parenteral nutrition. Of the 5155 admissions, 1087 fulfilled the inclusion criteria (47% female; mean age, 72.4 ± 14.6 years; mean length of stay, 14.6 ± 11.4 days). Sufficient food intake reporting was noted in 74.6% of the patients; of these 17% had decreased intake. Oral nutritional supplements and non-oral nutritional supplements groups did not differ in terms of sex, age, length of stay, Charlson Comorbidity Index, proportion of nursing reports, and absence of intake monitoring. Oral nutritional supplements were initiated in 31.9% of patients with a Malnutrition Universal Screening Tool score ≥2 and in 34.6% with decreased food intake. On multivariable analysis, hypoalbuminemia (adjusted odds ratio, 3.70), decreased food intake (adjusted odds ratio, 3.38), Malnutrition Universal Screening Tool score ≥2 (adjusted odds ratio, 2.10), and age <70 years (adjusted odds ratio, 1.56) were significantly associated with oral nutritional supplements use. The prevalence of oral nutritional intervention was suboptimal in patients at risk of malnutrition during acute hospitalisation, although decreased food intake and Malnutrition Universal Screening Tool score ≥2 independently increased the probability of oral nutritional supplements initiation. Understanding the clinical practice and nursing impact of care management in relation to nutritional intervention can assist in reviewing and improving patient care. IMPLICATIONS FOR THE PROFESSION AND/OR PATIENT CARE IMPACT (ADDRESSING): This study informs clinical management and influences nursing practice standards related to assessing, monitoring, and managing malnutrition risk. The study impacts the quality of care for patients at risk of malnutrition. We adhered to the STROBE Checklist for cohort studies. No Patient or Public Contribution.

THE RELATIONSHIP OF NURSE CHARACTERISTICS TO UNDERSTANDING COMPLETENESS OF DOCUMENTATION IN CLIENTS WITH ENDOCRINE DISORDERS AT RS "X" 20223

Background: The care of clients with endocrine disorders is often characterized as continuous and complex. Lack of understanding of the completeness of nurse documentation as an evaluation of nurses' compliance with low quality nursing practice standards can result in misdiagnosis and inappropriate treatment for clients. Objective: To determine the relationship between nurses' characteristics (age, gender, education) regarding their knowledge and understanding of the documentation of nursing care for clients with endocrine disorders as an evaluation of nurses' compliance with practice standards. Methods: Quantitative descriptive correlation cross sectional design, conducted February - August 2023 in two hospitals in West Java. A total of 112 nurses using the Simple Random Sampling technique became respondents. Data analysis of data using multiple logistic regression. Results: It is known that there is a significant relationship between age and knowledge of understanding related to nursing care (p value = 0.039), There is a significant relationship between education and knowledge of understanding related to nursing care (p value = 0.000). There is a significant relationship between gender and knowledge (p value = 0.00). Conclusion: There is a relationship between age, education level and gender on understanding related to nursing care evaluation of compliance with nursing practice standards in X Hospital in 2023.

Compliance In The Implementation Of Hand Hygiene Activities By Nurses At Siti Khodijah Muhammadiyah Hospital, Sepanjang Branch–Sidoarjo

Compliance with hand hygiene activities is an important aspect in maintaining patient health, preventing the spread of nosocomial infections, and improving nursing clinical practice standards. This study aims to analyze the level of compliance with the implementation of hand hygiene activities by nurses in several inpatient service units. This research method uses a quantitative descriptive approach involving a sample of nurses from several inpatient rooms. Data was collected through direct observation of the practice of 5 moments of hand hygiene as well as a questionnaire regarding compliance procedures for implementing hand hygiene activities. The results of the study showed that the level of compliance with the implementation of the 5 moments hand hygiene activities among inpatient room nurses was 94% for the moments before carrying out aseptic procedures, with almost all service units achieving a high level of compliance. Meanwhile, the moment before contact with the patient was 87%. Factors that influence compliance include knowledge, attitudes, accessibility of hand hygiene facilities, available time, and organizational culture. This research provides deeper insight into the obstacles faced by nurses in maintaining compliance with the implementation of hand hygiene activities. The results of this research can be used as a basis for developing interventions aimed at increasing and maintaining compliance with the implementation of hand hygiene activities, including training, supervision and facility improvements

Diffusion and Adoption of the ANA Nursing Scope and Standards of Practice Document: A National Survey

Professional organizations have a role in maintaining a healthy profession. Despite the significance of American Nurses Association (ANA) Nursing Scope and Standards of Practice document as a preeminent guide for nurses, little is known about its diffusion and adoption in nursing practice. Members of ANA Committee on Nursing Practice Standards developed and administered a national survey to generate new knowledge on diffusion characteristics of the document using Rogers’ diffusion of innovation model. A total of 1679 participants were included in the descriptive and content analysis. Despite high agreement levels among respondents regarding the purpose of and need for the document, findings revealed that the document was not widely diffused or adopted. Awareness, the first criteria for diffusion, was found to be both a barrier and a needed strategy. Observability, a key component for adoption, had a low agreement level for making a difference in one’s own and a peer’s practice.

Delivering evidence-based care for the registered nursing associate.

British Journal of NursingVol. 32, No. 12 RegularsDelivering evidence-based care for the registered nursing associateJo RixonJo Rixon(E-mail Address: [email protected])Director of Nurse Education, School of Life and Health Sciences, University of RoehamptonSearch for more papers by this authorJo RixonPublished Online:21 Jun 2023https://doi.org/10.12968/bjon.2023.32.12.600AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Miller EM, Hill PD. Intuition in clinical decision making: Differences among practicing nurses. J Holist Nurs. 2018;36(4):318-329. https://doi.org/10.1177/0898010117725428 Crossref, Medline, Google ScholarMuir Gray JA. Evidence-based health care: How to make health policy and management decisions. London: Churchill Livingstone; 1997 Google ScholarNursing and Midwifery Council. The Code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. https://www.nmc.org.uk/standards/code (accessed 14 June 2023) Google ScholarNursing and Midwifery Council. What is revalidation? 2021. https://www.nmc.org.uk/revalidation/overview/what-is-revalidation (accessed 14 June 2023) Google Scholar FiguresReferencesRelatedDetails 22 June 2023Volume 32Issue 12ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 21 June 2023 Published in print 22 June 2023 Information© MA Healthcare LimitedPDF download

Practice standards for Australian cardiovascular nurses: An electronic Delphi study

Practice standards for Australian cardiovascular nurses: An electronic Delphi study

The leadership role and development for the registered nursing associate

British Journal of NursingVol. 32, No. 10 RegularsThe leadership role and development for the registered nursing associateJo RixonJo Rixon(E-mail Address: [email protected])Director of Nurse Education, School of Life and Health Sciences, University of RoehamptonSearch for more papers by this authorJo RixonPublished Online:23 May 2023https://doi.org/10.12968/bjon.2023.32.10.484AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Benner P. From novice to expert: Excellence and power in clinical nursing practice. Menlo Park CA: Addison-Wesley Publishing Company; 1984 Crossref, Google ScholarNursing and Midwifery Council. Standards of proficiency for nursing associates. 2018a. https://tinyurl.com/ys6hxwyy (accessed 16 May 2023) Google ScholarNursing and Midwifery Council. Future Nurse: Standards of proficiency for registered nurses. 2018b. https://tinyurl.com/5b2fdjmu (accessed 16 May 2023) Google ScholarNursing and Midwifery Council. The code: Professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018c. https://tinyurl.com/ymrm9nsp (accessed 16 May 2023) Google ScholarVan Dam PJ, Ford KM. Nursing leadership learning in practice: a four stage learning process. International Archives of Nursing and Health Care. 2019; 5:3. https://doi.org/10.23937/2469-5823/1510132 Google ScholarWarrick DD. What leaders need to know about organizational culture. Business Horizons. 2017; 60(30):395-404. https://doi.org/10.1016/j.bushor.2017.01.011 Crossref, Google ScholarWillis P. Raising the bar. Shape of Caring: A review of the future education and training of registered nurses and care assistants. 2015. https://tinyurl.com/yc6n8yeu (accessed 16 May 2023) Google Scholar FiguresReferencesRelatedDetails 25 May 2023Volume 32Issue 10ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 23 May 2023 Published in print 25 May 2023 Information© MA Healthcare LimitedPDF download

Implementation and utilisation of Australian critical care practice standards: What do we know?

BackgroundThe Australian College of Critical Care Nurses published the third edition of practice standards (PSs) for specialist critical care nurses in 2015. Higher-education providers currently use these standards to inform critical care curricula; however, how critical care nurses perceive and use PSs in clinical practice is unknown. ObjectivesThe objective of this study was to explore critical care nurses' perceptions about the Australian College of Critical Care Nurses PS for specialty critical care nursing, to understand how the PSs are used in clinical practice, and what opportunities exist to support their implementation. MethodsAn exploratory qualitative descriptive design was used. A purposive sampling strategy was used, with 12 critical care specialist nurses consenting to participate in semistructured interviews. The interviews were recorded and transcribed verbatim. Transcripts were analysed thematically using an inductive coding approach. FindingsThree main themes were identified: (i) lack of awareness of the PS; (ii) minimal to no utilisation of the PS in clinical practice and the challenges contributing to this; and (iii) improving the implementation and utilisation of the PS in clinical practice. ConclusionsThere is a significant lack of awareness and utilisation of the PS in clinical practice. To overcome this, increasing recognition, endorsement, and valuation of the PSs to stakeholders at an individual, health service, and legislative level are suggested. Further research is required to establish relevance of the PS in clinical practice and understand how clinicians use the PS to promote and develop critical care nursing.

Revising the Canadian Association of Critical Care Nurses Standards for Critical Care Nursing Practice: A Modified Delphi Protocol

Background: Since 1992, the Canadian Association of Critical Care Nurses (CACCN) has set the Standards of Practice for Canadian critical care nurses. The current Standards were revised in 2017, after undergoing the fifth review since inception. The Association’s practice has been to review the Standards approximately every five years. Aim: The aim of this protocol is to provide a transparent and replicable process for Standards revision. Methods: A two-phased design that includes a systematic review modelled on Joanna Briggs Institute (JBI) Scoping Review methodology and second, a Modified-Delphi consensus process. The reporting of this protocol is guided by PRISMA-P reporting guidelines. Outcomes: All items included in the final consensus will be utilized to create the revised sixth edition of the CACCN Standards for Critical Care Nursing Practice. The standards will be published in the Canadian Journal of Critical Care Nursing, posted on the CACCN website (www.caccn.ca), and shared among the CACCN network to help inform Critical Care Nursing practice in Canada. Keywords: practice standards, systematic review, modified-Delphi, critical care nursing, protocol

How do we achieve good education in wound care and tissue viability services?

British Journal of Community NursingVol. 27, No. Sup12 Clinical CommentHow do we achieve good education in wound care and tissue viability services?Alison SchofieldAlison SchofieldE-mail Address: [email protected]Clinical Manager, Mole Digital; Honorary Tissue Viability Nurse, York and Scarborough NHS Foundation TrustSearch for more papers by this authorAlison SchofieldPublished Online:15 Dec 2022https://doi.org/10.12968/bjcn.2022.27.Sup12.S24AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Adderley U. National Wound Care Strategy update: online education resources for all. Wounds UK. 2022; 18(2):72–73 Google ScholarAlterio M, McDrury J. Learning through storytelling in higher education: using reflection and experience to improve learning. Routledge; 2003 Crossref, Google ScholarBenner P. From novice to expert. Menlo Park. CA:Adaison-Wesley; 1984 Crossref, Google ScholarFosnot C. Constructivism: theory, perspectives and practice. New York: Teachers College; 1996 Google ScholarFried R. The passionate teacher. Boston: Beacon Press; 1995 Google ScholarHolloway S. Growing a specialism through education: wound care education 5 years on. Wounds UK. 2019; 15(4):20–25 Google ScholarHolloway S. Embedding wound management education into existing curricula. Wounds UK. 2020; 16(3):10–12 Google ScholarJarvis P. Adult learning in the social context. Routledge: Oxford; 2011 Google ScholarNHS Business Service Authority. NHS learning support fund (LSF). 2022. https://www.nhsbsa.nhs.uk/nhs-learning-support-fund-lsf. (accessed 3 October 2022) Google ScholarNoddings N, Witherell C. Epilogue: themes remembered and foreseen. In: WitherellNoddings (eds). Stories lives tell: narrative and dialogue in education. New York: Teachers College Press; 1991 Google ScholarNursing and Midwifery Council. The code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. https://www.nmc.org.uk/standards/code/ (accessed 1 November 2022) Google ScholarOusey K, Sollitt F, Rigby M. Supporting tissue viability by developing business knowledge and skills. Wounds UK. 2019; 15(5):66–69 Google ScholarReason P, Hawkins P. Story telling as inquiry. In: Reason P (ed). Human inquiry in action: developments in new paradigm research. London: Sage Publications; 1988 Google ScholarRoyal College of Nursing. Frequently asked questions: education grants. 2022. https://rcnfoundation.rcn.org.uk/Apply-For-Funding/Educational-grants/FAQ-Education-Grants. (accessed 1 November 2022) Google ScholarSchofield A. What have tissue viability services learnt from the coronavirus pandemic? Nurs Times. 2021; 117(3):23–25. https://cdn.ps.emap.com/wp-content/uploads/sites/3/2021/02/210224-What-have-tissue-viability-services-learnt-from-the-coronavirus-pandemic.pdf Google ScholarThe British Association of Urology Nurses. The British Association of Urology Nurses. 2022. https://www.baun.co.uk/ (accessed 1 November 2022) Google ScholarThe Queens Nursing Institute. The Queen’s Nursing Institute. 2022. https://qni.org.uk/ (accessed 1 November 2022) Google Scholar FiguresReferencesRelatedDetails 1 December 2022Volume 27Issue Sup12ISSN (print): 1462-4753ISSN (online): 2052-2215 Metrics History Published online 15 December 2022 Published in print 1 December 2022 Information© MA Healthcare LimitedPDF download

999 ‘emergency’ – the immersion of student health care professionals within the The SIMEX series disaster and emergency response exercise (2022)

As part of the SIMEX Series exercise [1] the University hosted a simulated mass casualty incident where Nursing/Allied Health students were joined by colleagues from the local Hospital Trust to treat simulated patients with a variety of presentations. The exercise was an educational activity and at key points in the simulation, action was paused to enable everyone to learn from significant injuries. The students involved were able to assist the emergency team to test disaster event response and build vital skills including interpersonal communication, supporting distressed patients, de-escalation techniques, and recognition of deteriorating patients. Nursing students assumed the roles of Band 5 Nurses and were allocated a shift. Also participating were Radiographer and Operating Department Practitioners students. Each student was designated an area (e.g. minors, majors) and was linked with a Nurse from the Acute Trust who coordinated care. The exercise used 43 simulated casualties, consisting of drama and healthcare students. Professional actors helped to support the authenticity of the event, especially around some of the more complex injuries such as a lady who required a Perimortem C Section and a patient presenting with schizophrenia. An amputee actor played the role of a person who required an amputation as a result of the simulated emergency. He was able to draw upon his own experience adding depth to the role. Simulations were designed in coordination with the hospital team to rehearse treatment of uncommon presentations. Further scenarios were developed to enable the students to achieve their proficiencies and to display the professional values required to support patients in challenging situations. Initial feedback has been very positive, highlighting how the event has helped the students build upon and consolidate the fundamental skills required to be confident and competent in their future roles [2]. We are currently awaiting formalised evaluation from a partnering university who undertook pre- and post-evaluation from all ‘players’. Immediate feedback included the students using language such as ‘empowered’, ‘empathy’, ‘unity’, and ‘team spirit’ to describe their experiences. Furthermore, the students identified that the exercise had high-fidelity and enabled them to embark on interprofessional learning to test not only their physical skills but also their emotional intelligence. Following the success of SIMEX 2022, discussions surrounding SIMEX 2023 have commenced and it is hoped the event will expand to a larger number of students across the Faculty, in line with Nursing and Midwifery Council Standards [3]. 1. The Simex Series Disaster &amp; Emergency Response Exercise. 2. Nursing and Midwifery Council (2018) Standards of proficiency for registered nurses. 3. Nursing and Midwifery.(2018) The Code: Professional standards of practice and behaviour for nurses, midwives and nursing. associates

‘We are the (simulation) champions – evaluating the role of simulation champions to enrich the diversity of simulation practice placements within higher education institutions undergraduate healthcare programmes’

Due to the COVID-19 pandemic, there has been a significant impact on undergraduate healthcare practice placement education [1]. In response, the Scottish Government, committed to ensuring Adult and Mental Health Nursing, Midwifery, and Paramedic Science students have adequate provision to student placements, awarded Higher Education Institutions (HEIs) funding to develop simulation placements. Within our HEI a Clinical Skills and Simulation Team (CSST) has been created comprising 3 Lecturers, a Simulation Technician, and a Digital Technologist. The team then built a Simulation Champions group (n=30) through fostering working relationships, to help promote simulation-based education (SBE) pedagogy across the HEI. The purpose of this study is to explore whether creating a simulation champions group has any impact on the delivery of simulated practice placements within undergraduate healthcare programmes. The Simulation Champions are a diverse group comprised of internal academic faculty and external National Health Service (NHS) partners (such as practice education facilitators) who are passionate educators in SBE. Each external partner has a contact within the HEI, aligned to their area of clinical expertise. Through an agreed Terms of Reference, their aim is to enhance, resource, and assist the delivery of high-quality, high-fidelity simulation placements to students by working collaboratively in line with the relevant professional body standards and proficiencies [2]. The CSST oversee the Simulation Champions, providing strategic direction, leadership, following the HEI strategy [3], and support the delivery of Simulation Placements. The group meets every quarter to discuss simulation practices, explore Continuous Professional Development (CPD) opportunities, and share knowledge and learning. The impact of this team will be measured through staff and student reflection using a framework to objectively analyse scenario diversity, achievement of learning outcomes, and alignment to professional body proficiencies. Following ethical approval, a group of Year 1 Adult Nursing students (n=60) will have completed a 40-hour Simulated Practice Placement designed and delivered by Simulation Champions (n=10). This study will then evaluate and conclude whether there is a need to create and develop a diverse, multi-professional Simulation Champions Group before successful Simulated Practice Placements can be achieved. It will also help determine if securing strong working relationships ensures a smooth transfer of knowledge and skills from clinical practice to the simulation setting within a HEI, and if all of this enhances the student experience. 1. Caplan J, Clements R, Chadwick C, Kadirgamar J, Morgan J, Rao A. Medical education in 2020: developing COVID secure undergraduate hospital placements. Medical Science Educator. 2020;30(4):1677–83. 2. NMC 2018a, 2018b, 2018c, 2018d: Nursing and Midwifery Council. The Code. Professional standards of practice and behaviour for nurses, midwives and nursing associates. Nursing and Midwifery Council. Realising professionalism: Standards for education and training. Part 3: Standards for pre-registration midwifery programmes. Nursing and Midwifery Council. Realising professionalism: Standards for education and training. Part 3: Standards for pre-registration nursing programmes. 3. University of the West of Scotland. Strategy 2025. 2020. uws-strategy-2025.pdf. [Accessed on 25/01/2022]

Nurses' perspectives of the patient care experience assessment items using importance-performance analysis.

This study aimed to evaluate the importance and performance of hospital nurses for patient experience evaluation items from the perspective of care providers and to identify the items that need improvement. Patient experience includes customized treatment and services that focus on patient satisfaction and needs, with healthcare providers participating as partners. The study was conducted using a cross-sectional survey design, and data were collected on the importance and performance of 15 out of 24 patient experience evaluation items. The sample population consisted of 193 direct care nurses from two hospitals in South Korea. The results showed the items with significant differences in importance and performance ('concentrate here' areas) such as 'description of a drug' (t = 2.26, p = .025), 'listening to patients' (t = 6.64, p < .001), 'description of adverse drug reactions' (t = 10.19, p < .001), 'clean hospital environment' (t= 2.95, p = .004) and 'easy notification of complaints' (t = 8.37, p < .001). The findings highlight the importance of awareness and performance in patient experience evaluation items from the nurses' perspective. While some items were recognized as important but not performing well, others were identified as important and performing well. As identified in this study, nursing managers should strive to develop nursing practice standards and educational programs for nurses to improve patient experiences. It is crucial that these changes are reflected in policies.

“Integrity is integrity. IT doesn't matter the context”: A qualitative exploratory study of academic integrity in an undergraduate nursing program

Academic integrity is integral to the development of knowledge, clinical skills, and the professional development of nursing students, and provides an inextricable link to the standards for professional nursing practice. A semi-structured interview of 11 nursing academics was undertaken to explore academic integrity in an undergraduate nursing program in a large, Australian metropolitan university. An inductive approach to thematic analysis was used to identify the following themes (1) Graduate attributes: the participants believed academic integrity was important in equipping nurses with the knowledge, skills, critical thinking, and moral integrity necessary to support decision making in clinical practice. They expressed concerns that dishonest behavior may be transferred into clinical practice and threaten patient safety. (2) Gatekeepers: participants viewed themselves as gatekeepers, with vested interest to protect patients and the professional reputation of nursing. (3) Role models: participants instilled integrity in students nurses through dialog and role modeling of discipline-specific values. (4) Curriculum: participants believed that assessment design, course content and the physical environment influenced a student's ability to maintain integrity. Based on these findings, the participants identified a greater focus on the importance of academic integrity in the development of graduate attributes should be made more explicit to nursing students throughout their studies. A focus to learning with integrity will create notable learning opportunities and better prepare students for future professional practice.

Patient-centred outcomes

Journal of Aesthetic NursingVol. 11, No. Sup2 CommentPatient-centred outcomesAnna BakerAnna Bakere: E-mail Address: [email protected]Board member, British Association of Cosmetic Nurses and Journal of Aesthetic NursingSearch for more papers by this authorAnna BakerPublished Online:2 Mar 2022https://doi.org/10.12968/joan.2022.11.Sup2.S30AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References Nursing and Midwifery Council. The Code: professional standards of practice and behaviour for nurses, midwives and nursing associates. 2018. www.nmc.org.uk/standards/code (accessed 20 February 2022) Google Scholar FiguresReferencesRelatedDetails 1 March 2022Volume 11Issue Sup2ISSN (print): 2050-3717ISSN (online): 2052-2878 Metrics History Published online 2 March 2022 Published in print 1 March 2022 Information© MA Healthcare LimitedPDF download

Pathophysiology applied to nursing: the basis for disease and illness.

British Journal of NursingVol. 31, No. 2 Clinical: New SeriesPathophysiology applied to nursing: the basis for disease and illnessIan PeateIan PeateEditor in Chief, British Journal of NursingSearch for more papers by this authorIan PeatePublished Online:29 Jan 2022https://doi.org/10.12968/bjon.2022.31.2.72AboutSectionsView articleView Full TextPDF/EPUB ToolsAdd to favoritesDownload CitationsTrack CitationsPermissions ShareShare onFacebookTwitterLinked InEmail View article References McCance KL, Huether SE. Pathophysiology: the biologic basis for disease in adults and children. 8th edn. St Louis (MI): Mosby; 2018 Google ScholarNursing and Midwifery Council. The Code: Professional Standards of Practice and Behaviour for Nurses, Midwives and Nursing Associates. 2018. https://tinyurl.com/gozgmtm (accessed 17 January 2022) Google ScholarOffice for Health Improvement and Disparities. New Era of Public Health to Tackle Inequalities and Level up the UK. 2021. https://tinyurl.com/54m5mhkm (accessed 17 January 2022) Google Scholar FiguresReferencesRelatedDetails 27 January 2022Volume 31Issue 2ISSN (print): 0966-0461ISSN (online): 2052-2819 Metrics History Published online 29 January 2022 Published in print 27 January 2022 Information© MA Healthcare LimitedPDF download