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Paediatric Nurse Education

Evidence Update

June 2018 (Quarterly)

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Contents

Current Journals: Tables of Contents

Training Sessions/ Outreach Librarian

Latest Evidence: NICE, The Cochrane Library, UpToDate®

Recent Database Articles

Departmental News

Library Opening Times and Contact Details

Current Journals: Tables of Contents

Click on journal title (+ Ctrl) for hyperlink

Journal Month Volume Issue

Nurse Educator

May/June 43 3

Journal of Nursing Education

May 57 5

If you require full articles please email: library@uhbristol.nhs.uk

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Your Outreach Librarian Helen Pullen

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Outreach: Your Outreach Librarian can help facilitate evidence-based practice for all

in the team, as well as assisting with academic study and research. We also offer one-

to-one or small group training in literature searching, critical appraisal and medical

statistics. Get in touch: library@uhbristol.nhs.uk

Literature searching: We provide a literature searching service for any library

member. For those embarking on their own research it is advisable to book some time

with one of the librarians for a one-to-one session where we can guide you through the

process of creating a well-focused literature research. Please email requests to

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Lunchtime Drop-in Sessions

June (12.00-13.00)

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28th (Thurs) Literature Searching

July (13.00-14.00)

5th (Thu) Critical Appraisal

9th (Mon) Statistics

19th (Thu) Literature Searching

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August (12.00-13.00)

1st (Wed) Statistics

6th (Mon) Literature Searching

16th (Thu) Critical Appraisal

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30th (Thu) Literature Searching

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Latest Evidence

Supporting children's nurses working outside of a designated ward/department [PDF]

Source: Royal College of Nursing - RCN - 14 May 2018

considering the support, guidance, management and education framework required for

children's nurses working outside of a...

Facing the Future Audit 2017: Facing the Future: Standards for acute general paediatric services and

Facing the Future: Together for child health [PDF]

Source: Royal College of Paediatrics and Child Health - RCPCH - 01 April 2018 - Publisher: Royal

College of Paediatrics and Child Health (RCPCH)

This audit reports UK performance on the RCPCH Facing the Future: Standards for acute general

paediatric services and Facing the Future: Together for child health standards in June 2017.

Surveys...

Nothing relevant to add

OpenAthens login required. Register here: https://openathens.nice.org.uk/

Nothing relevant to add

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Recent Database Articles

If you would like any of the articles in full text, or if you would like a more focused

search on your own topic, please contact us: library@bristol.nhs.uk

1. Pediatric Nurses' Perceptions of Medication Safety and Medication Error: A Mixed Methods Study.

Author(s): Alomari, Albara; Wilson, Val; Solman, Annette; Bajorek, Beata; Tinsley, Patricia

Source: Comprehensive Child & Adolescent Nursing; Jun 2018; vol. 41 (no. 2); p. 94-110

Publication Date: Jun 2018

Publication Type(s): Academic Journal

Abstract:This study aims to outline the current workplace culture of medication practice in a pediatric medical ward. The objective is to explore the perceptions of nurses in a pediatric clinical setting as to why medication administration errors occur. As nurses have a central role in the medication process, it is essential to explore nurses' perceptions of the factors influencing the medication process. Without this understanding, it is difficult to develop effective prevention strategies aimed at reducing medication administration errors. Previous studies were limited to exploring a single and specific aspect of medication safety. The methods used in these studies were limited to survey designs which may lead to incomplete or inadequate information being provided. This study is phase 1 on an action research project. Data collection included a direct observation of nurses during medication preparation and administration, audit based on the medication policy, and guidelines and focus groups with nursing staff. A thematic analysis was undertaken by each author independently to analyze the observation notes and focus group transcripts. Simple descriptive statistics were used to analyze the audit data. The study was conducted in a specialized pediatric medical ward. Four key themes were identified from the combined quantitative and qualitative data: (1) understanding medication errors, (2) the busy-ness of nurses, (3) the physical environment, and (4) compliance with medication policy and practice guidelines. Workload, frequent interruptions to process, poor physical environment design, lack of preparation space, and impractical medication policies are identified as barriers to safe medication practice. Overcoming these barriers requires organizations to review medication process policies and engage nurses more in medication safety research and in designing clinical guidelines for their own practice.

Database: CINAHL

2. An exploration of peer-assisted learning in undergraduate nursing students in paediatric clinical settings: An ethnographic study.

Author(s): Carey, Matthew C.; Chick, Anna; Kent, Bridie; Latour, Jos M.

Source: Nurse Education Today; Jun 2018; vol. 65 ; p. 212-217

Publication Date: Jun 2018

Publication Type(s): Academic Journal

Abstract:Background Peer-assisted leaning relates to the acquisition of knowledge and skills through shared learning of matched equals. The concept has been explored within the field of nurse education across a range of learning environments, but its impact in practice is still relatively unknown. This paper reports on findings when observing paediatric undergraduate nursing students who engage in PAL within the clinical practice setting. Objectives The aim of this paper is to report

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the findings of a study undertaken to explore peer-assisted learning in undergraduate nursing students, studying children's health, in the clinical practice setting. Design A qualitative ethnographic study using non-participant observations. Settings A range of inpatient paediatric clinical settings across two teaching hospitals. Participants First, second and third year paediatric student nurses enrolled on a Bachelor of Nursing Programme. Methods Non-participant observations were used to observe a range of interactions between the participants when engaging in peer-assisted learning within the same clinical area. A total of 67 h of raw data collected across all observations was analysed using framework analysis to draw together key themes. Results Of the 20 identified students across two hospitals, 17 agreed to take part in the study. Findings were aggregated into three key themes; 1. Peers as facilitators to develop learning when engaging in peer-assisted learning, 2. Working together to develop clinical practice and deliver care, 3. Positive support and interaction from peers to enhance networking and develop working structure. Conclusions Peer-assisted learning in undergraduate children's nursing students stimulates students in becoming engaged in their learning experiences in clinical practice and enhance collaborative support within the working environment. The benefits of peer-assisted learning in current clinical practice settings can be challenging. Therefore, education and practice need to be aware of the benefits and their contribution towards future strategies and models of learning.

Database: CINAHL

3. A Multiinstitutional Simulation Boot Camp for Pediatric Cardiac Critical Care Nurse Practitioners.

Author(s): Brown, Kristen M.; Mudd, Shawna S.; Hunt, Elizabeth A.; Perretta, Julianne S.; Shilkofski, Nicole A.; Diddle, J. Wesley; Yurasek, Gregory; Bembea, Melania; Duval-Arnould, Jordan; Nelson McMillan, Kristen

Source: Pediatric Critical Care Medicine; Jun 2018; vol. 19 (no. 6); p. 564-571

Publication Date: Jun 2018

Publication Type(s): Academic Journal

PubMedID: 29533354

Available at Pediatric Critical Care Medicine - from Ovid (Journals @ Ovid) - Remote Access

Abstract:Objectives: Assess the effect of a simulation "boot camp" on the ability of pediatric nurse practitioners to identify and treat a low cardiac output state in postoperative patients with congenital heart disease. Additionally, assess the pediatric nurse practitioners' confidence and satisfaction with simulation training.Design: Prospective pre/post interventional pilot study.Setting: University simulation center.Subjects: Thirty acute care pediatric nurse practitioners from 13 academic medical centers in North America.Interventions: We conducted an expert opinion survey to guide curriculum development. The curriculum included didactic sessions, case studies, and high-fidelity simulation-based on high-complexity cases, congenital heart disease benchmark procedures, and a mix of lesion-specific postoperative complications. To cover multiple, high-complexity cases, we implemented Rapid Cycle Deliberate Practice method of teaching for selected simulation scenarios using an expert driven checklist.Measurements and Main Results: Knowledge was assessed with a pre-/posttest format (maximum score, 100%). A paired-sample t test showed a statistically significant increase in the posttest scores (mean [SD], pre test, 36.8% [14.3%] vs post test, 56.0% [15.8%]; p < 0.001). Time to recognize and treat an acute deterioration was evaluated through the use of selected high-fidelity simulation. Median time improved overall "time to task" across these scenarios. There was a significant increase in the proportion of clinically time-sensitive tasks completed within 5 minutes (pre, 60% [30/50] vs post, 86% [43/50]; p = 0.003] Confidence and satisfaction were evaluated with a validated tool ("Student Satisfaction and Self-Confidence in Learning"). Using a five-point Likert scale, the participants reported a high level of satisfaction (4.7 ±

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0.30) and performance confidence (4.8 ± 0.31) with the simulation experience.Conclusions: Although simulation boot camps have been used effectively for training physicians and educating critical care providers, this was a novel approach to educating pediatric nurse practitioners from multiple academic centers. The course improved overall knowledge, and the pediatric nurse practitioners reported satisfaction and confidence in the simulation experience.

Database: CINAHL

4. An Adaptation of the Original <i>Fresno</i> Test to Measure Evidence-Based Practice Competence in Pediatric Bedside Nurses

Author(s): Natasha Laibhen-Parkes; Kimble, Laura P; Bernadette Mazurek Melnyk; Sudia, Tanya; Codone, Susan

Source: Worldviews on Evidence-Based Nursing; Jun 2018; vol. 15 (no. 3); p. 230

Publication Date: Jun 2018

Publication Type(s): Journal Article

Abstract:PurposeInstruments used to assess evidence-based practice (EBP) competence in nurses have been subjective, unreliable, or invalid. The Fresno test was identified as the only instrument to measure all the steps of EBP with supportive reliability and validity data. However, the items and psychometric properties of the original Fresno test are only relevant to measure EBP with medical residents. Therefore, the purpose of this paper is to describe the development of the adapted Fresno test for pediatric nurses, and provide preliminary validity and reliability data for its use with Bachelor of Science in Nursing–prepared pediatric bedside nurses.MethodsGeneral adaptations were made to the original instrument's case studies, item content, wording, and format to meet the needs of a pediatric nursing sample. The scoring rubric was also modified to complement changes made to the instrument. Content and face validity, and intrarater reliability of the adapted Fresno test were assessed during a mixed-methods pilot study conducted from October to December 2013 with 29 Bachelor of Science in Nursing–prepared pediatric nurses.ResultsValidity data provided evidence for good content and face validity. Intrarater reliability estimates were high.Linking Evidence to ActionThe adapted Fresno test presented here appears to be a valid and reliable assessment of EBP competence in Bachelor of Science in Nursing–prepared pediatric nurses. However, further testing of this instrument is warranted using a larger sample of pediatric nurses in diverse settings. This instrument can be a starting point for evaluating the impact of EBP competence on patient outcomes.

Database: BNI

5. Scaling Up and Validating a Nursing Acuity Tool to Ensure Synergy in Pediatric Critical Care...2018 National Teaching Institute Research Abstracts Presented at the AACN National Teaching Institute in Boston, Massachusetts, May 21-24, 2018.

Author(s): Connor, Jean; LaGrasta, Christine; Hickey, Patricia

Source: American Journal of Critical Care; May 2018; vol. 27 (no. 3)

Publication Date: May 2018

Publication Type(s): Academic Journal

Available at American journal of critical care : an official publication, American Association of Critical-Care Nurses - from EBSCO (CINAHL Plus with Full Text)

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Abstract:Purpose: To address the need for practical tools that capture multiple domains or attributes of acuity, a facilitator led the development of the Complexity Assessment and Monitoring to Ensure Optimal Outcomes (CAMEO) acuity tool. The CAMEO tool defines acuity in terms of nursing cognitive-workload complexity: the intellectual processing of information about patients that drives critical thinking, decision-making, and the resulting level of surveillance necessary to meet patient needs. Background/ Significance: Nursing productivity has been measured to describe and quantify nursing workload, intensity, and resource allocation. In pediatric critical care, most measurement of patient acuity has focused on physiological status to predict patient outcomes, length of stay, and resource use. Although these tools have demonstrated scientific usefulness, they are not sufficiently comprehensive to inform nurse staffing assignments and, in general, have limited practical application. Method: Validation of the CAMEO acuity tool was undertaken by an expert clinical panel with representation from 4 intensive care units. Given the lack of a gold standard with which to compare the CAMEO acuity tool, construct validation was conducted using a pediatric classification system, the Therapeutic Intervention Scoring System (TISS-C); and 2 pediatric physiological acuity tools, Pediatric Risk of Mortality III (PRISM-III) and, for patients in the neonatal intensive care unit, the Score for Neonatal Acute Physiology with Perinatal Extension (SNAPPE II). Convergent and divergent validities of the CAMEO score versus the TISS-C, PRISM-III, and SNAPPE II scores were assessed using Spearman rank correlation coefficients. A ρ value greater than 0.5 was considered a strong correlation, 0.35 to 0.5 was considered a moderate correlation, and 0.2 to 0.34 was considered a weak correlation. Results: Among the 235 completed CAMEO acuity tools across the intensive care units (ICUs), the mean total score was 99.06 and the median total score was 97.00 (range, 59-204). The number and percentage of patients by CAMEO complexity classification (range, I-V) of the 235 patients was: I, 22 (9.4%); II, 53 (22.6%); III, 56 (23.8%); IV, 66 (28.1%); and V, 38 (16.2%). Histograms of the scores for the CAMEO acuity tool, TISS-C, and PRISM-III were all positively skewed. Findings from 235 patients across the 4 ICUs revealed a significant correlation between the CAMEO and the TISS-C scores (ρ = 0.567; P < .001), CAMEO and PRISM-III scores (ρ = 0.446; P < .001), and the CAMEO and SNAPPE II scores (ρ = 0.359, P = .01). Conclusion: Information from this examination revealed a moderate to strong significant correlation in the 4 pediatric ICUs. The CAMEO acuity tool provides a comprehensive description and quantification of how nurses assess direct and indirect patient and family needs and then match personal skill sets to provide optimal nursing care. These findings have supported the initiation of a multisite validation of the CAMEO acuity tool in pediatric hospitals.

Database: CINAHL

6. Core Curriculum to Facilitate the Expansion of a Rheumatology Practice to Include Nurse Practitioners and Physician Assistants.

Author(s): Smith, Benjamin J.; Bolster, Marcy B.; Slusher, Barbara; Stamatos, Christine; Scott, Jeanne R.; Benham, Heather; Kazi, Salahuddin; Schlenk, Elizabeth A.; Schaffer, Daniel E.; Majithia, Vikas; Brown, Jr., Calvin R.; Von Feldt, Joan M.; Flood, Joseph; Haag, David M.; Smarr, Karen L.; Brown, Calvin R Jr.

Source: Arthritis Care & Research; May 2018; vol. 70 (no. 5); p. 672-678

Publication Date: May 2018

Publication Type(s): Academic Journal

PubMedID: 29667375

Abstract:Objective: Due to an aging population, increasing prevalence of rheumatic disease, and a growing supply and demand gap of rheumatology providers, innovative solutions are needed to meet the needs of persons with rheumatic conditions. Nurse practitioners (NPs) and physician

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assistants (PAs) have been identified as a group of health professionals who could help address the workforce shortage. The Executive Committee of the Association of Rheumatology Health Professionals (ARHP), a division of the American College of Rheumatology (ACR), charged a task force to facilitate the preparation of NPs/PAs to work in a rheumatology practice setting.Methods: The task force, consisting of private practice and academic rheumatologists, and NPs and PAs, from both adult and pediatric settings, conducted a needs assessment survey of current NPs and PAs to identify mechanisms for acquiring rheumatology knowledge. Through face-to-face and webinar meetings, and incorporating stakeholder feedback, the task force designed a rheumatology curriculum outline to enrich the training of new NPs and PAs joining rheumatology practice.Results: Informed by the needs assessment data and stakeholders, an NP/PA rheumatology curriculum outline was developed and endorsed by the ACR Board of Directors for use by community-based and academic rheumatology practices, whether pediatric or adult, who desire to add NPs and PAs to their practice setting.Conclusion: As rheumatology is facing workforce shortages, the ACR/ARHP rheumatology curriculum outline can be utilized to train NPs and PAs and create more efficient integration of NPs and PAs into rheumatology practice.

Database: CINAHL

7. The ‘values journey’ of nursing and midwifery students selected using multiple mini interviews; Year One findings.

Author(s): Callwood, Alison; Bolger, Sarah; Allan, Helen T.

Source: Journal of Advanced Nursing; May 2018; vol. 74 (no. 5); p. 1139-1149

Publication Date: May 2018

Publication Type(s): Academic Journal

Abstract:Abstract: Aim: To explore how adult, child and mental health nursing and midwifery students, selected using multiple mini interviews, describe their ‘values journey’ following exposure to the clinical practice environment. Background: Values based recruitment (VBR) incorporates assessment of healthcare students’ personal values using approaches like multiple mini interviews. Students’ experience of adjustment to their values during their programme is conceptualized as a ‘values journey’. The impact of VBR in alleviating erosion of personal values remains unclear. Design: A cross-professional longitudinal cohort study was commenced at one university in England in 2016 with data collection points at the end of years one, two and three. Non-probability consecutive sampling resulted in 42 healthcare students (8 adult, 8 child and 9 mental health nursing and 17 midwifery students) taking part. Methods: Six semi-structured focus groups were conducted at the end of participants’ Year One (DC1). Data analysis incorporated inductive and deductive approaches in a hybrid synthesis. Findings: Participants described a ‘values journey’ where their values, particularly communication, courage and wanting to make a difference, were both challenged and retained. Participants personal journeys also acknowledged the: ‘courage it takes to use values’; ‘reality of values in practice’ and ‘need for self-reflection on values’. Conclusion: A ‘values journey’ may begin early in a healthcare student's education programme. This is important to recognize so that appropriate interventions designed to support students in higher education and clinical practice can be implemented. The values incorporated in VBR should be continually evaluated for fitness for purpose.

Database: CINAHL

8. Using a Web-Based e-Visit Simulation to Educate Nurse Practitioner Students.

Author(s): Merritt, Lisa Schaeg; Brauch, Allison N.; Bender, Annah K.; Kochuk, Daria

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Source: Journal of Nursing Education; May 2018; vol. 57 (no. 5); p. 304-307

Publication Date: May 2018

Publication Type(s): Academic Journal

Available at Journal of Nursing Education - from ProQuest (Hospital Premium Collection) - NHS Version

Abstract:Background: The purpose of this pilot study was to develop and implement a Web-based, e-Visit simulation experience for nurse practitioner students and evaluate student satisfaction and perceived learning. Method: The convenience sample consisted of 26 senior-level Master of Science in Nursing students in the Pediatric Nurse Practitioner and Adult-Gerontology Nurse Practitioner programs. A Likert survey was used for evaluation that measured items from 1 (strongly disagree) to 5 (strongly agree). Results: Students reported that the simulation cases closely resembled real-world patients (97%; M = 4.42, SD = 0.69), providing them with a better understanding of complaints commonly addressed via telehealth services (96%; M = 4.46, SD = 0.57). Accuracy of diagnosis and treatment on first attempt was 95%. Conclusion: A Web-based, e-Visit simulation can be a useful learning experience for nurse practitioner students with knowledge gained that is transferable to real clinical situations.

Database: CINAHL

9. The Cost of Caring: An Exploration of Compassion Fatigue, Compassion Satisfaction, and Job Satisfaction in Pediatric Nurses.

Author(s): Roney, Linda Nancy; Acri, Mary C.

Source: Journal of Pediatric Nursing; May 2018; vol. 40 ; p. 74-80

Publication Date: May 2018

Publication Type(s): Academic Journal

Abstract:Purpose The purpose of this study was to describe levels of compassion satisfaction, compassion fatigue, and job satisfaction among pediatric nurses in the United States and determine if there was a relationship among these constructs. Design and Methods All members Society of Pediatric Nurses were sent an electronic invitation to participate, and those who consented received three measures; a demographic questionnaire, the Job Satisfaction Survey (JSS) and the Professional Quality of Life (ProQOL) measure. Results Three hundred eighteen (10.6%) of members of the Society of Pediatric Nurses participated in the study: Over three quarters (245, 76%) of the sample had another career before nursing. The sample's mean job satisfaction level was 149.8 (SD = 29.74), which was significantly higher than published reported means for nurses. Bivariate analyses revealed a significant relationship between gender and the compassion satisfaction, in that women were more likely to evidence compassion satisfaction than men (t = 1.967, p = .05, df = 298). No other significant relationships were found. Conclusions The majority of nurses had high levels of compassion satisfaction and job satisfaction; further, female gender was associated with higher levels of compassion satisfaction. Practice Implications This current study had a very high response from second-career nurses (n = 245, 76.8%) and overall, the sample had higher levels of compassion satisfaction. It is possible that second career nurses are better equipped in some way that helps them mediate negative responses of caring as a pediatric nurse and future research should explore this. Due to the significant financial costs to institutions of having nurses who have low levels of job satisfaction and high levels on compassion fatigue, it is imperative for hospital administrators to develop infrastructures to support employees.

Database: CINAHL

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10. Pediatric diabetes training for healthcare professionals in Europe: Time for change.

Author(s): Kime, Nicky Helen; Waldron, Sheridan; Webster, Elizabeth; Lange, Karin; Zinken, Katarzyna; Danne, Thomas; Aschemeier, Bärbel; Sumnik, Zdenek; Cinek, Ondrej; Raposo, João Filipe; Vazeou, Andriani; Bratina, Natasa; Campbell, Fiona

Source: Pediatric Diabetes; May 2018; vol. 19 (no. 3); p. 578-585

Publication Date: May 2018

Publication Type(s): Academic Journal

Abstract:Background: Training for healthcare professionals (HCPs) in Europe who care for children and young people (CYP) with type 1 diabetes and their families is variable depending on the country. Building on the work of SWEET (Better control in Pediatric and Adolescent diabeteS: Working to crEate CEnTers of Reference) and using the German Certified Diabetes Educators (CDEs) curriculum, a European collaboration of pediatric diabetes experts aimed to (1) establish current core elements that should be included in a pediatric diabetes education training course and (2) create a template for a European CDE's training curriculum. Methods: A qualitative methodology incorporating a survey questionnaire, focus group discussions, individual semi-structured interviews and workshops was employed to explore participants’ experiences and opinions. HCPs—pediatric consultants, diabetes nurses, dietitians and psychologists, national and local diabetes leads, academic and education leads and children, and young people with diabetes and families took part in the study. The total number of participants equaled 186. Results: A template for a European Certified Diabetes Educator Curriculum (EU-CDEC) was developed based on the themes that emerged from the participants’ expertise and experiences. This provides a model for HCPs’ pediatric diabetes training provision. Conclusions: There is a severe shortage of high quality, standardized training for HCPs across the majority of European countries. Lack of trained HCPs for CYP with diabetes will result in the delivery of suboptimal care and impact on health, wellbeing and clinical and psychological outcomes. The EU-CDEC template can be used to increase access to high quality training provision for all HCPs across Europe and worldwide.

Database: CINAHL

11. Nursing role in well-child care: Systematic review of the literature.

Author(s): Turley, Jolanda; Vanek, Jaclyn; Johnston, Sharon; Archibald, Doug

Source: Canadian Family Physician; Apr 2018; vol. 64 (no. 4)

Publication Date: Apr 2018

Publication Type(s): Academic Journal

PubMedID: 29650619

Available at Canadian family physician Medecin de famille canadien - from EBSCO (MEDLINE Complete)

Abstract:Objective: To describe and compare well-child care (WCC) in Australia, the Netherlands, and the United Kingdom (UK), focusing on the role of nurses and their interactions with other primary care providers in order to derive relevant lessons for Canada's interprofessional primary care teams.Data Sources: Ovid MEDLINE, EMBASE, and CINAHL were searched broadly using the search terms well child care, nursing role, and delivery of care and other synonymous terms. In addition, Google Scholar was used to search for gray literature, and reference mining revealed a few other relevant articles.Study Selection: The original search identified 929 articles. The inclusion criteria were the following: relevant to WCC delivery; focuses on Canada, the Netherlands, the UK, Australia, or an international comparison; describes care of healthy term infants; describes care

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provided in the community; and describes the role of the nurse in WCC delivery. An abstract review followed by full-text review condensed the search to 25 selected articles.Synthesis: Selected articles varied in method and scope; thus, a narrative synthesis was generated using thematic analysis. In Australia, the Netherlands, and the UK, many WCC tasks are performed by trained public health nurses in a separate but parallel system to family medicine, with interaction between nurses and FPs varying greatly among countries. In general, nurses' roles in WCC remained in the preventive care and screening domains, including monitoring development, providing health education, and supporting parents. The 3 overarching themes that were identified were around professional development and education, integration of care and interprofessional collaboration, and the nurses' role in an evolving health system.Conclusion: International examples, given Canada's primary care reforms, suggest it is time to examine greater role sharing in WCC between nurses and FPs in interdisciplinary primary care teams.

Database: CINAHL

12. Pediatric nurses’ perceived knowledge and beliefs of evidence-based practice in the care of children and adolescents with moderate-to-severe traumatic brain injury.

Author(s): Oyesanya, Tolu O.; Snedden, Traci R.

Source: Journal for Specialists in Pediatric Nursing; Apr 2018; vol. 23 (no. 2); p. 1-11

Publication Date: Apr 2018

Publication Type(s): Academic Journal

Abstract:Abstract: Purpose: Pediatric nurses play a significant role in all phases of traumatic brain injury (TBI) recovery, particularly during the hospital stay. Although evidence-based nursing practice is known to improve patient outcomes, limited research exists on nurses’ evidence-based perceived knowledge and beliefs specific to TBI care. As nurses’ perceived knowledge and beliefs are known to guide their practice behaviors, this assessment is important to overall TBI outcomes. The purpose of this study was to evaluate pediatric nurses’ evidence-based perceived knowledge and beliefs in providing care for children and adolescents with moderate-to-severe TBI. Design and methods: Data for this study were obtained from a larger parent study on nurses’ perceptions of caring for patients of all ages with moderate-to-severe TBI. The parent study was an exploratory, cross-sectional electronic survey of registered nurses across all hospital departments within a large Midwestern health system. Only data specific to pediatric nurses (n = 330) were analyzed for this study. Descriptive statistics and latent class analysis (LCA) were performed. Results: Pediatric nurses, on average, were 38.79 years, female (90.37%), had over a decade of nursing experience (13.55 years), and practiced as a staff nurse (80.07%) on an inpatient unit (45.51%). Findings indicated pediatric nurses reported overall low levels of evidence-based perceived knowledge and had inaccurate beliefs about caring for patients with TBI. LCA indicated two distinct homogenous subgroups specific to evidence-based perceived knowledge: low (41%) and high (59%). Nurses in the low evidence-based perceived knowledge group were younger, had less nursing experience, worked primarily on an inpatient unit, and cared for patients with TBI at a higher frequency compared to high evidence-based perceived knowledge nurses. Additionally, there were significant differences in beliefs about sex-based patient differences after TBI and the role of nurses in caring for patients with TBI based on level of evidence-based perceived knowledge. Practice implications: Assessing nurses’ perceived knowledge and beliefs of evidence-based practice is a foundational step toward implementing evidence-based care for patients with moderate-to-severe TBI. Implications of these findings indicate the need to provide additional education to increase pediatric nurses’ perceived knowledge and ensure accurate beliefs about evidence-based TBI care.

Database: CINAHL

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13. Enhancing nurse satisfaction: an exploration of specialty nurse shortage in a region of NHS England.

Author(s): Gray, Keith; Wilde, Rebecca; Shutes, Karl

Source: Nursing Management - UK; Apr 2018; vol. 25 (no. 1); p. 26-33

Publication Date: Apr 2018

Publication Type(s): Academic Journal

Abstract:Aim This article offers nurse managers guidance on analysing, managing and addressing a potentially dissatisfied nursing workforce, focusing on three priority shortage specialties: emergency care, paediatrics and cardiology. The aim of the study was to explore to what extent registered nurses and healthcare assistants, referred to collectively here as 'nursing staff', are satisfied with teamworking opportunities, continuing professional development (CPD) opportunities and workplace autonomy. Method A survey questionnaire was developed to evaluate three derived determinants of nurse satisfaction: team working, CPD and autonomy. The NHS West Midlands region was the focus given that it is among the poorest performing regions outside London in filling nursing posts. Findings Overall, nursing staff respondents were satisfied with teamworking, CPD and autonomy, which challenges the perception that nurses in NHS England are dissatisfied with these satisfaction determinants. The findings give a complex picture of nurse satisfaction; for example a large minority of respondents were dissatisfied with their ability to carry out duties as they see fit. Conclusion When developing management systems to investigate, manage and enhance nurse satisfaction, nurse managers must recognise the complexity and subtleties of determining factors. This will increase as nursing becomes more specialised. Subsequently, nurse managers need to work closely with staff at higher education institutions and other professional agencies to commission appropriate professional development.

Database: CINAHL

14. The effectiveness of online pain resources for health professionals: a systematic review with subset meta-analysis of educational intervention studies.

Author(s): Liossi, Christina; Failo, Alessandro; Schoth, Daniel E.; Williams, Glyn; Howard, Richard F.

Source: Pain (03043959); Apr 2018; vol. 159 (no. 4); p. 631-643

Publication Date: Apr 2018

Publication Type(s): Academic Journal

PubMedID: 29319610

Abstract:Online educational interventions are increasingly developed for health professionals and students, although graduate and undergraduate medical curricula often contain limited information about how to assess and manage pain. This study reviews the literature on the effectiveness of pain-related online educational resources. Studies were identified through a search of Medline, PsychINFO, Web of Science, CINAHL, PubMed, Scopus, Cochrane Library, Google Scholar, and OpenGrey databases. Search terms included 3 concept blocks: (1) type of intervention-online education, computer-based, e-learning, web-based, and internet-based; (2) population-pediatrician, physician, nurse, psychologist, and medical; and (3) outcome-pain*. Thirty-two studies (13 randomised controlled trials, 5 nonrandomised controlled trials, and 14 single-group pre-post studies) were included. Ten provided data for inclusion in a series of between-groups meta-analyses. After intervention, participants receiving online instruction had significantly greater knowledge compared with those receiving training as usual/alternative training (Hedges' g = 0.80, 95%

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confidence interval [CI]: 0.12-1.49), and students had significantly greater skills compared with students receiving training as usual (g = 1.34, CI: 0.38-2.30). No significant differences were found for confidence/competence (g = 0.02, CI: -0.79 to 0.84) or attitudes/beliefs (g = 0.16, CI: -0.48 to 0.79). Although online educational resources show promise in improving learner knowledge, considerable heterogeneity exists between studies in quality, design, educational content, and outcomes. Furthermore, methodologically robust RCTs are required to establish the effectiveness of online educational interventions and a greater understanding of the key features of successful online resources, including cognitive interactivity. Few studies assessed health outcomes for patients, remaining a major priority for future investigations.

Database: CINAHL

15. Using an Unfolding Simulation With Maternity and Pediatric Nursing Students.

Author(s): Edwards, Taylor; Boothby, Johanna E.; Succheralli, Lauren; Gropelli, Theresa

Source: Teaching & Learning in Nursing; Apr 2018; vol. 13 (no. 2); p. 122-124

Publication Date: Apr 2018

Publication Type(s): Academic Journal

Abstract:Providing appropriate and timely learning experiences for maternity and pediatric clinical rotations can pose challenges for nursing programs. Learning experiences for student nurses may be limited because of a number of variables, including patient availability, the ability to conduct assessments, availability of clinical sites, and number of students allowed. Nursing programs may elect to creatively utilize simulation experiences to promote student learning in specialty areas. This article discusses an unfolding simulation experience with maternity and pediatric nursing students.

Database: CINAHL

16. Identifying Best Practice for Healthcare Providers Caring for Autistic Children Perioperatively

Author(s): Gettis, Margaret A; Wittling, Katherine; Jessica Palumbo-Dufur; McClain, Ashley; Riley, Linda

Source: Worldviews on Evidence-Based Nursing; Apr 2018; vol. 15 (no. 2); p. 127

Publication Date: Apr 2018

Publication Type(s): Journal Article

Abstract:This column shares the best evidence-based strategies and innovative ideas on how to facilitate the learning and implementation of EBP principles and processes by clinicians as well as nursing and interprofessional students. Guidelines for submission are available at https://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1741-6787

Database: BNI

17. A pedagogical framework for facilitating parents’ learning in nurse–parent partnership

Author(s): Hopwood, Nick; Clerke, Teena; Nguyen, Anne

Source: Nursing Inquiry; Apr 2018; vol. 25 (no. 2)

Publication Date: Apr 2018

Publication Type(s): Journal Article

16

Abstract:Nursing work increasingly demands forms of expertise that complement specialist knowledge. In child and family nursing, this need arises when nurses work in partnership with parents of young children at risk. Partnership means working with parents in respectful, negotiated and empowering ways. Existing partnership literature emphasises communicative and relational skills, but this paper focuses on nurses’ capacities to facilitate parents’ learning. Referring to data from home visiting, day-stay and specialist toddler clinic services in Sydney, a pedagogical framework is presented. Analysis shows how nurses notice aspects of children, parents and parent–child interactions as a catalyst for building on parents’ strengths, enhancing guided chance or challenging unhelpful constructs. Prior research shows the latter can be a sticking point in partnership, but this paper reveals diverse ways in which challenges are folded into learning process that position parents as agents of positive change. Noticing is dependent on embodied and communicative expertise, conceptualised in terms of sensory and reported channels. The framework offers a new view of partnership as mind-expanding for the parent and specifies the nurse's role in facilitating this process.

Database: BNI

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