Nurse Education

In recent years mature students have been encouraged into nurse education for the valuable qualities they are known to possess, along with their ability to assist in providing a sustainable solution to the current health care crisis. Unfortunately corresponding resources and ...

Women with chronic illnesses face challenges during childbirth and recovery. However, Schizophrenic postpartum women are especially challenged during this period due to inadequate prenatal care, decreased tolerance for pain, and a psychotically distortion of reality 1, 5.  Most of these women experience overwhelming anxiety 1, 2. To handle the clinical needs of these patients, the postpartum nurse must possess excellent clinical skills and utilize all the available resources. The goal is for quality postpartum care and safety for the patient, baby, family, and staff.

Format: 170 x 240 mm ; 608 pages
ISBN: 9782294739897

Sous la direction de Catherine Muller et Jérôme Chevillotte

La formation des infirmiers anesthésistes diplômés d'État (IADE) est centrée sur les techniques d'anesthésie-réanimation-urgences et vise à l'acquisition des connaissances théoriques et cliniques nécessaires à la pratique infirmière au cours des anesthésies générales ou locorégionales.

Riche et complet,cet ouvrage est axé sur le référentiel des deux années de formation et couvre, de manière théorique et pratique, l'ensemble du programme.

Le contenu, composé de 200 fiches illustrées de schémas et dessins, est émaillé de conseils et d'études de cas analysées pour l'IADE diplômé ou en cours d'études.
Présentées de façon claire et synthétique, ces 200 fiches sont regroupées en 6 grands chapitres :
Sciences humaines, sociales et droit ;
Sciences cliniques, biologiques et médicales ;
Fondamentaux en anesthésie-réanimation-urgences ;
Exercices particuliers en anesthésie-réanimation-urgences ;
Outils en anglais ;
Situations cliniques.

Véritable vade-mecum unique pour un usage quotidien théorique et pratique en anesthésie réanimation et urgences, ce Guide de l'infirmier anesthésiste est conforme au nouveau programme de formation et aux dernières recommandations professionnelles et ainsi autant destiné aux étudiants infirmiers anesthésistes qu'aux professionnels diplômés soucieux de parfaire leurs connaissances.

Evidence suggests that student nurses need to share their personal responses to practice by describing their feelings and experiences. These experiences are often accompanied by a degree of stress. Whilst reflection may enhance students' learning in practice there is little evidence to support the degree of support they may obtain from this process.

Background: Practical hands-on learning opportunities are viewed as a vital component of the education of health science students, but there is a critical shortage of fieldwork placement experiences. It is therefore important that these clinical learning environments are well suited to students' perceptions and expectations. Purpose: To investigate how undergraduate students enrolled in health-related education programs view their clinical learning environments and specifically to compare students' perception of their 'actual' clinical learning environment to that of their 'preferred/ideal' clinical learning environment. Method: The Clinical Learning Environment Inventory (CLEI) was used to collect data from 548 undergraduate students (55% response rate) enrolled in all year levels of paramedics, midwifery, radiography and medical imaging, occupational therapy, pharmacy, nutrition and dietetics, physiotherapy and social work at Monash University via convenience sampling. Students were asked to rate their perception of the clinical learning environment at the completion of their placements using the CLEI. Results: Satisfaction of the students enrolled in the health-related disciplines was closely linked with the five constructs measured by the CLEI: Personalization, Student Involvement, Task Orientation, Innovation, and Individualization. Significant differences were found between the student's perception of their 'actual' clinical learning environment and their 'ideal' clinical learning environment. Conclusion: The study highlights the importance of a supportive clinical learning environment that places emphasis on effective two-way communication. A thorough understanding of students' perceptions of their clinical learning environments is essential.

This research was part of a Health Canada funded initiative developed to provide evidence about the effectiveness of interprofessional education (IPE) interventions to promote collaborative patient-centred care. Health professional students' ratings of health professions and the effect of IPE on those ratings were examined. Participants were divided into three groups (N= 51); control, education, and practice site immersion. Utilizing the Student Stereotypes Rating Questionnaire (SSRQ) which consists of a five point Likert-type scale each group rated health professionals on nine characteristics: academic ability, interpersonal skills, professional competence, leadership, practical skills, independence, confidence, decision-making, and being a team player (Hean, Macleod-Clark, Adams, and Humphris, 2006). Data were collected at four time points; prior to an IPE classroom intervention, following an IPE classroom intervention, following the IPE immersion experience, and four months post IPE immersion experience. Overall, perceptions of other health professions were more positive following the 2.5 day interprofessional education session and immersion experience. Student ratings of the seven professions among the nine characteristics will be presented, highlighting similarities and differences across professional groups. Findings support the incorporation of IPE curricula that address the role and functions of other health care professions to facilitate the development collaborative patient-centred care health care teams.

A chapter in J.Tingle and A Cribb (eds) Nursing Law and Ethics (Blackwell 1995), co-written with Senior Nurse Tutor Ann Bird. Its focus is informed consent in the adult patient, examining various aspects of this. These include a philosophical discussion of the notion of autonomy, its relation to well-being and its place in different cultures; as well as issues about the place of patient autonomy and informed consent in medical practice.

Introduction: Up to half of all stroke survivors become depressed. Poststroke depression (PSD) negatively impacts on quality of life and rehabilitation outcomes and increases risk of mortality. Depression is also common in carers, leading to poorer outcomes in survivors. Few stroke patients receive adequate care to support prevention and management of PSD. We aimed to systematically review the evidence regarding the effectiveness of family-oriented interventions to prevent and manage depression after stroke and identify components of effective interventions. Methods: A systematic review was conducted, adhering to Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines. Eight databases were searched, and relevant journals and reference lists were hand searched. Abstracts were screened for relevance and two authors independently assessed selected full texts against inclusion criteria. Studies were included if they (1) engaged stroke patients and their informal/family caregivers; (2) measured changes in depression due to an intervention ; and (3) were available in English. Results: Twenty-five of 2741 identified citations met the inclusion criteria. Five studies demonstrated significant reductions in depression. Commonalities across effective studies included the delivery of interventions that were structured and multicomponent, actively engaged patients and families, coordinated care, and were initiated soon after a stroke. Conclusion: Family-oriented stroke rehabilitation may reduce depression in stroke survivors and their family caregivers. More research is required to clarify the effectiveness, feasibility, and acceptability of working with families and patients living with or who may be at risk of PSD.

To review the literature on the use of simulation in the development of non-technical skills in nursing The potential risks to patients associated with learning 'at the bedside' are becoming increasingly unacceptable, and the search for innovative education and training methods that do not expose the patient to preventable errors continues. All the evidence shows that a significant proportion of adverse events in health care is caused by problems relating to the application of the 'non-technical' skills of communication, teamwork, leadership and decision-making. Simulation is positively associated with significantly improved interpersonal communication skills at patient handover, and it has also been clearly shown to improve team behaviours in a wide variety of clinical contexts and clinical personnel, associated with improved team performance in the management of crisis situations. It also enables the effective development of transferable, transformational leadershi...

This study's objective was to evaluate the effect of an assertiveness training program on nursing and medical students' assertiveness, self-esteem, and interpersonal communication satisfaction. Using a longitudinal research design, 69 participants whose scores on the Assertive Scale were 650% (i.e., low assertiveness) and who were willing to participate were included and assigned to an experimental group (33 subjects) or comparison group (36 participants; participants were matched with the experimental group by grade and sex). Participants in the experimental group received eight 2-h sessions of assertiveness training once a week. Data were collected before and after training and again one month after the end of the training using the Rotter's Internal versus External Control of Reinforcement Scale, Sex Role Inventory, Assertive Scale, Esteem Scale, and Interpersonal Communication Satisfaction Inventory. The generalized estimated equation (GEE) method was used for statistical analysis. The assertiveness and self-esteem of the experimental group were significantly improved in nursing and medical students after

Title. Creating context for critical thinking in practice: the role of the preceptor. Aim. This paper is a report of a study to determine the impact of the preceptor coaching component of a reflective contextual learning intervention on novice nurses' critical thinking skills during the first 6 months of their practice. Background. The use of preceptors to develop novice nurses' clinical skills has been well documented in the literature. However, there is little literature focused on preceptor involvement to develop novice nurses' critical thinking. Method. This small case study was conducted in the United States of America in 2004 with six nurse/preceptor dyads. Stake's qualitative instrumental case study design was used to evaluate the preceptor component of the contextual learning intervention. Stories of preceptor experiences were analyzed using Stake's phases of data analysis (i.e. description, categorical aggregation, establishing patterns, naturalistic generalizations). Specific questions (e.g. nature of coaching used by the preceptor) guided the analysis. Repeating patterns were coded and isolated and later collapsed as the analysis moved forward. Findings. Preceptors use of the contextual learning intervention created a context that stimulated novice nurses' critical thinking. Two main themes describe the novice nurses' critical thinking skills relative to the preceptor coaching: 1) critical thinking as organizing and carrying out tasks; and 2) critical thinking as intentional, reflective thinking. Conclusion. Preceptor education should incorporate the following components: understanding the impact of power and anxiety on critical thinking of novice nurses transitioning into practice; creating dialogue that invites questions in a reflective and critical manner; and challenging thinking through sharing of perspectives.

Le Service de santé des armées répond aux missions de soutien sanitaire des militaires mais aussi aux besoins de santé du territoire. L’encadrement paramédical des hôpitaux et centres médicaux des armées est réalisé par des cadres de santé diplômés, dont la majorité exerce sous statut militaire. La loyauté en milieu militaire n’est pas implicite, elle est clairement inscrite dans le Code de la défense. C’est un choix personnel fort, un engagement inscrit dès l’origine et constant
pour tout militaire.
Military Health Service, loyalty and management. The French Military Health Service provides healthcare services to members of the armed forces as well as meeting the healthcare requirements of the territory. The paramedical management of hospitals and military medical centres is carried out by qualifi ed healthcare managers, most of whom have military status. Loyalty in the military environment is not implicit, it is clearly written in the French Defence Code. It is a strong personal choice, a commitment made and upheld throughout the career of all members of the armed forces.

The growth of accelerated graduate entry nursing programs has challenged traditional approaches to teaching and learning. To date, limited research has been undertaken in the role of learning preferences, language proficiency and academic performance in accelerated programs. Sixty-two first year accelerated graduate entry nursing students, in a single cohort at a university in the western region of Sydney, Australia, were surveyed to assess their learning preference using the Visual, Aural, Read/write and Kinaesthetic (VARK) learning preference questionnaire, together with sociodemographic data, English language acculturation and perceived academic control. Six months following course commencement, the participant's grade point average (GPA) was studied as a measurement of academic performance. A 93% response rate was achieved. The majority of students (62%) reported preference for multiple approaches to learning with the kinaesthetic sensory mode a significant (p = 0.009) predictor of academic performance. Students who spoke only English at home had higher mean scores across two of the four categories of VARK sensory modalities, visual and kinaesthetic compared to those who spoke non-English. Further research is warranted to investigate the reasons why the kinaesthetic sensory mode is a predictor of academic performance and to what extent the VARK mean scores of the four learning preference(s) change with improved English language proficiency.

■ ■ ■ ■ ■ O autor deste livro e a EDITORA GUANABARA KOOGAN LTDA. empenharam seus melhores esforços para assegurar que as informações e os procedimentos apresentados no texto estejam em acordo com os padrões aceitos à época da publicação, e todos os dados foram atualizados pelo autor até a data da entrega dos originais à editora. Entretanto, tendo em conta a evolução das ciências da saúde, as mudanças regulamentares governamentais e o constante fluxo de novas informações sobre terapêutica medicamentosa e reações adversas a fármacos, recomendamos enfaticamente que os leitores consultem sempre outras fontes fidedignas, de modo a se certificarem de que as informações contidas neste livro estão corretas e de que não houve alterações nas dosagens recomendadas ou na legislação regulamentadora.

This paper analyses the current standing of nursing within the wider United Kingdom (UK) higher education (HE) environment and considers the development of academic identity within the sector, introducing a technology mediated approach to professional learning and development. A community of practice (CoP) is a way of learning based on collaboration among peers. Individuals come together virtually or physically, with a common purpose, defined by knowledge rather than task (Wenger 1998). In 2008, a small team of academics at Glasgow Caledonian University, School of Nursing, Midwifery and Community Health created and implemented iCoP, a project undertaken to pilot an international community of practice, where novices and expert academics collaborated to debate and discuss the complex transition from clinician to academic. Although not intended as a conventional research project, the developmental journey and emerging online discussion provide an insight into the collective thoughts and opinions of a multi-national group of novice academics. The article also highlights the key challenges, problems and limitations of working in an international online arena with professionals who traditionally work and thrive in a face to face, real time environment.

Background: Stress is a feature of the life of nursing students and this had been well studied. However, there are very few instruments to measure stress in nursing students specifically. One such instrument, the Stressors in Nursing Students Scale has been developed in Scotland and applied in studies in Hong Kong and Australia and proved useful alongside other measures of individual differences and psychological distress. Objectives: To translate the Stressors in Nursing Students Scale into Chinese, test it with Chinese nursing students and explore the psychometric structure of stress in this population. Design: Cross-sectional survey using a self-administered questionnaire. Setting: A large teaching hospital in Southwest Mainland China. Participants: Nursing students (n= 1090) participated (1000 in the classroom and 90 on clinical placement); 862 from the classroom and 79 from clinical placements returned questionnaires (n = 914) representing a return rate of 86.3%. Methods: Principal component analysis and confirmatory factor analysis using structural equation modelling. Results: A four-factor structure was obtained from principal component analysis. This was confirmed (fit indices > 0.9 and RMSEA b 0.06) using structural equation modelling. The stress-related factors were: Clinical (0.83), Finance (0.81), Confidence (0.82), and Education (0.70).

Szybka reakcja w przypadku stanu nagłego zagrożenia życia niejednokrotnie decyduje o przeżyciu osoby poszkodowanej. Jednak jak pokazują badania CBOS z 2007 roku, że niemal 43% osób nie jest w stanie udzielić pierwszej pomocy. Przyczyną tego stanu rzeczy najczęściej jest strach przed braniem odpowiedzialności za czyjeś życie, obawa przed wyrządzeniem poszkodowanemu większej szkody oraz obawa przed prawnymi konsekwencjami udzielania pomocy. Cel pracy. Celem niniejszej pracy był oceny stanu wiedzy polskiej młodzieży na temat zasad udzielania pierwszej pomocy. Materiał i metody. W badaniu udział wzięło 200 uczniów liceów, techników oraz szkół wyższych. Jako narzędzie badawcze wykorzystano test wiedzy z zakresu pierwszej pomocy. Uzyskane wyniki badań poddano analizie statystycznej. Wyniki. W badaniu wzięło udział łącznie 200 osób, z czego 15% to kobiety a 85% to mężczyźni. 81% przebadanych jest w trakcie nauki. 63% ankietowanych mieszka w mieście. Na podstawie zabranych danych dotyczących wieku badanych osób, utworzono następujące kategorie wiekowe: do 16 lat-25%, 17-18 lat-25,5%, 19-20 lat-21% powyżej 20 lat-28,5%. Wśród badanych dokonano oceny poziomu wiedzy na temat podstaw udzielania pierwszej pomocy. W pytaniach jednokrotnego wyboru przyznawano jeden punkt za wskazanie poprawnej odpowiedzi. W przypadku pytań wielokrotnego wyboru przyznawano jeden punkt za wskazanie każdej poprawnej odpowiedzi a także za niewskazanie każdej niepoprawnej. Im więcej łącznie punktów uzyskano, tym wyższy był poziom wiedzy ankietowanych osób. Możliwa do uzyskania liczba punktów zawierała się w przedziale 0-50 punktów. Wyniki punktowe następnie ustandaryzowano do wartości 100 i uzyskano odsetek prawidłowych odpowiedzi. Wyniki te podzielono według następujących przedziałów: poziom najniższy (do 75% poprawnych odpowiedzi), poziom przeciętny (76-80% poprawnych odpowiedzi), poziom najwyższy (powyżej 80% poprawnych odpowiedzi). Wnioski. Postawiono wiele hipotez niektóre zostały odrzucone, a niektóre zostały potwierdzone. Dużym zaskoczeniem było, iż wiek ankietowanych nie ma istotnego znaczenia w przedstawianym poziomie wiedzy na temat pierwszej pomocy. Wykazano również, że poziom wiedzy zależy od miejsca zamieszkania. Ankietowani, którzy mieszkali poza miastem wykazywali mniejszą wiedzę na temat pierwszej pomocy niż osoby mieszkające w mieście. Wykazano również, iż osoby których tematyka szkolenia zaciekawiła, niezależnie od tego kto je prowadził, zdecydowanie więcej z niego wyniosły, czego dowodem jest większa znajomość zasad pierwszej pomocy.

Cet ouvrage est destiné aux infirmières et à tous les paramédicaux qui souhaitent entamer une recherche. On assiste aujourd'hui à l'émergence et à l'affirmation d'une culture scientifique au sein du groupe professionnel des paramédicaux. Le monde de la santé a compris ce changement et soutient la recherche infirmière et paramédicale, en particulier au travers des programmes de PHRI.
Mais conduire une recherche ne s’invente pas. Il faut en respecter les règles, il faut être rigoureux, intègre, mais aussi passionné, curieux et organisé. Une recherche se prépare avec soin.
Une bonne préparation du travail de recherche est le garant de sa réussite. De même, une étude bien préparée permet aussi d’obtenir des financements.
L’objectif de cet ouvrage n’a qu’une ambition : se familiariser avec la méthodologie de recherche. Il se veut simple, il comporte de précieux conseils pour aider les infirmières et autres professionnels de la santé à préparer un travail de recherche. Ces conseils sont basés à la fois sur des éléments théoriques, sur la littérature et sur l’expérience des auteurs. Des exemples complètent ces conseils. Les différents chapitres abordent les points suivants :
• Définir et conceptualiser le thème de recherche
• Préparer le travail de recherche
• Rédiger le contexte et présenter la question de recherche
• Elaborer et rédiger la méthode de recherche
• Préparer et rédiger les aspects organisationnels de la recherche mesurés dans un échantillon ?

Un outil indispensable !

Sous la direction de Monique Rothan-Tondeur
ISBN: 978-2-224-03429-6
136pp.

Research on nursing has focused heavily on the gendered aspects of nursing care while often overlooking diversity within the workforce, including age-related dynamics and multi-generational conflict on the job. This chapter explores the salience of age-related issues alongside gender in a sample of Baby Boomer (age 51+) and Millennial (age 23-31) nurses from the US to understand how age shapes the experiences and interactions of men and women in the nursing workforce. Based on survey data, Millennial nurses report feeling negative emotions more intensely compared to their Baby Boomer colleagues. Baby Boomer nurses are also more likely to evaluate their own care more highly overall and across a range of specific features of the job. Using audio diary data, themes of uncertainty and fear of future emotional burnout emerge from Millennial nurses while some Baby Boomer nurses in our sample express open disdain for younger nurses in terms of work ethic and the interruptions they cause. Training of younger nurses can be experienced as burdensome and exhausting. We use the results to further theorise an emotion practice approach that highlights nurses' need to conserve emotional resources and channel them toward patient care rather than co-worker support.

FUNDING: The research reported here uses data from a larger study, "Identity and Emotional Management Control in Health Care Settings," funded by the National Science Foundation (SES-1024271) and awarded to Rebecca J. Erickson (PI) and James M. Diefendorff (Co-PI).

Goal: To provide healthcare professionals with comprehensive multidisciplinary expert recommenda-
tions for the acute care of severe limb trauma patients, both during the prehospital phase and after admission to a Trauma Centre.
Design: A consensus committee of 21 experts was formed. A formal conflict-of-interest (COI) policy was
developed at the onset of the process and enforced throughout. The entire guidelines process was
conducted independently of any industrial funding (i.e., pharmaceutical, medical devices). The authors
were advised to follow the rules of the Grading of Recommendations Assessment, Development and
Evaluation (GRADE1) system to guide assessment of the quality of evidence. The potential drawbacks of making strong recommendations in the presence of low-quality evidence were emphasised. Few recommendations remained non-graded.
Methods: The committee addressed eleven questions relevant to the patient suffering severe limb trauma: 1) What are the key findings derived from medical history and clinical examination which lead to the patient’s prompt referral to a Level 1 or Level 2 Trauma Centre? 2) What are the medical devices that must be implemented in the prehospital setting to reduce blood loss? 3) Which are the clinical findings prompting the performance of injected X-ray examinations? 4) What are the ideal timing and modalities for performing fracture fixation? 5) What are the clinical and operative findings which steer
the surgical approach in case of vascular compromise and/or major musculoskeletal attrition? 6) How to
best prevent infection? 7) How to best prevent thromboembolic complications? 8) What is the best
strategy to precociously detect and treat limb compartment syndrome? 9) How to best and precociously
detect post-traumatic rhabdomyolysis and prevent rhabdomyolysis-induced acute kidney injury? 10)
What is the best strategy to reduce the incidence of fat emboli syndrome and post-traumatic systemic
inflammatory response? 11) What is the best therapeutic strategy to treat acute trauma-induced pain?
Every question was formulated in a PICO (Patient Intervention Comparison Outcome) format and the
evidence profiles were produced. The literature review and recommendations were made according to the GRADE1 methodology.
Results: The experts’ synthesis work and the application of the GRADE method resulted in 19 recommendations. Among the formalised recommendations, 4 had a high level of evidence (GRADE 1+/) and 12 had a low level of evidence (GRADE 2+/). For 3 recommendations, the GRADE method could not be applied, resulting in an expert advice. After two rounds of scoring and one amendment,
strong agreement was reached on all the recommendations.
Conclusions: There was significant agreement among experts on strong recommendations to improve
practices for severe limb trauma patients.

Todos os direitos reservados. É proibida a utilização total ou parcial deste resumo sem prévia autorização. Autores: Fábio Fabian Buscariolo e Mariana Ricci Disponível em www.disciplinas.famerp.br/patologia Todos os direitos reservados. É proibida a utilização total ou parcial deste resumo sem prévia autorização.

L’exercice de l’art infirmier répond à des règles réglementaires qui sont d’ordre public. Ceci implique qu’elles sont directement opposables à l’infirmier et ne souffrent pas d’exception. Néanmoins, en situation d’exception, ces règles répondent clairement à la problématique de l’infirmier placé en situation de catastrophe, attentat ou face à de nombreuses victimes.

Aim: This paper profiles a study that explored nursing students' information and communication technology competence and confidence. It presents selected findings that focus on students' attitudes towards information and communication technology as an educational methodology and their perceptions of its relevance to clinical practice. Background: Information and communication technology is integral to contemporary nursing practice. Development of these skills is important to ensure that graduates are 'work ready' and adequately prepared to practice in increasingly technological healthcare environments. Methods: This was a mixed methods study. Students (n = 971) from three Australian universities were surveyed using an instrument designed specifically for the study, and 24 students participated in focus groups. Findings: The focus group data revealed that a number of students were resistant to the use of information and communication technology as an educational methodology and lacked the requisite skills and confidence to engage successfully with this educational approach. Survey results indicated that 26 per cent of students were unsure about the relevance of information and communication technology to clinical practice and only 50 per cent felt 'very confident' using a computer. Conclusion: While the importance of information and communication technology to student's learning and to their preparedness for practice has been established, it is evident that students' motivation is influenced by their level of confidence and competence, and their understanding of the relevance of information and communication technology to their future careers.

• Presidente da Comissão de Treinamento em Medicina Paliativa da SBA-CTMP. • Médica anestesiologista com certificação na área de atuação em dor e medicina paliativa. • Professora adjunta da disciplina de farmacologia da Universidade Federal do Amazonas. • Mestre e doutora em farmacologia pela Universidade Federal do Ceará.

Aim: This paper profiles a study that explored nursing students' information and communication technology competence and confidence. It presents selected findings that focus on students' attitudes towards information and communication technology as an educational methodology and their perceptions of its relevance to clinical practice. Background: Information and communication technology is integral to contemporary nursing practice. Development of these skills is important to ensure that graduates are 'work ready' and adequately prepared to practice in increasingly technological healthcare environments. Methods: This was a mixed methods study. Students (n = 971) from three Australian universities were surveyed using an instrument designed specifically for the study, and 24 students participated in focus groups. Findings: The focus group data revealed that a number of students were resistant to the use of information and communication technology as an educational methodology and lacked the requisite skills and confidence to engage successfully with this educational approach. Survey results indicated that 26 per cent of students were unsure about the relevance of information and communication technology to clinical practice and only 50 per cent felt 'very confident' using a computer. Conclusion: While the importance of information and communication technology to student's learning and to their preparedness for practice has been established, it is evident that students' motivation is influenced by their level of confidence and competence, and their understanding of the relevance of information and communication technology to their future careers.

Factors affecting quality of oral care in intensive care units Aims. This paper presents a study to assess to nurses' attitudes and practices concerning oral care and to determine predictors of the quality of oral care in intensive care units. Background. The oropharynx of critically ill patients becomes colonized with potential respiratory pathogens; oral care has been shown to reduce oropharyngeal bacteria and ventilator-associated pneumonia. Methods. In April 2002, a random and national sample of 420 intensive care unit directors was asked to participate in the survey. Of invited directors, 126 (30%) agreed to participate and were sent questionnaires to be completed anonymously by their staff, and 102 institutions returned 556 surveys. This gave a response rate of 83% of those who consented to participate.

Au coeur de l’urgence, l’infirmier est au plus près du patient et centralise l’attention d’un travail d’équipe. Il constitue une aide précieuse par les gestes réalisés dans un cadre optimal de sécurité.
At the heart of an emergency, nurses work closely with the patient and centralise the focus of the team work. They provide technical assistance through procedures carried out in an optimal safety framework.

Background: People living with HIV/AIDS (PLHIV) experience stigma and discrimination. Negative attitudes of nursing faculty about caring for PLHIV can adversely affect student perceptions and their nursing care. The study purpose was to describe nursing faculty attitudes and beliefs about caring for PLHIV.

Method: The HPASS (Healthcare Provider HIV/AIDS Stigma Scale), Spanish version, was delivered to nursing faculty in Colombia and Peru.

Results: The HPASS was completed by 98 nursing faculty. The overall mean score was 2.41 (SD = 0.69), with subscale scores: stereotypes, 2.55 (SD = 0.84); discrimination, 2.28 (SD = 0.74); and prejudices, 2.41 (SD = 0.63). Peruvian faculty had the highest scores, statistically correlated with the importance of religion, whereas Colombia had the lowest.

Conclusion: Nursing faculty attitudes toward PLHIV were slightly positive in Colombia to slightly negative in Peru; however, both countries had negative stereotypes. Knowledge deficiencies about HIV persist and attitudes appear to be influenced by culture and religion.

علم پرستاری یکی از شاخه های پویای دانش بشری است و دامنه اطلاعات در این رشته افزایش و تغییر و تحول است

کتب مرجع در فواصل کوتاه مورد تجدید نظر قرار می گیرند وپیشرفت های حیرت آور؛هر روز اطلاعات تازه ای در مورد داروهای جدید اندیکاسیون های جدید داروهای موجود؛تداخلات دارویی؛پروتکل های جدید درمانی و… منتشر می شود

اطلاعات بالینی موجود در این کتاب بر مبنای آخرین تالیفات و تحقیقات پزشکی تهیه و تنظیم شده؛اندیکاسیون ها و ….. دوزاژ داروها مبتنی بر موارد پذیرفته شده در منابع معتبر پزشکی است

این کتاب به نحوی طراحی شده است که شرایط استفاده از کتاب برای دانشجویان مقاطع مختلف رشته های پرستاری و سایر دست اندکاران حوزه های مراقبت بالینی و درمانی فراهم باشد
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مجری تبلیغات اینترنتی
امیر احمد اکبری مدیریت کافی نت سهندیه

The Escola Superior d’Infermeria del Mar proposed to incorporate the skills acquisition of cultural competence in the curricula design of the new Nursing Degree; to get it, an optional course was created (Cultural Competence) within the 3rd quarter of 3rd year. The aim of this study is to evaluate the effectiveness of training for the acquisition of Cultural Competence in nursing students. Is a quasi-experimental pretest-postest design with a single group in two consecutive courses (2011-12/2012-13). Data were collected through an ad-hoc 16 items Likert questionnaire at the beginning (pre-test) and the end of the course (post-test). A total of 43 students participated in the study. Statistically significant differences were observed in two items of the pretest results and no difference in post-test results. To confirm pretest and posttest hypothesis, results were compared after the educational intervention, finding significant differences in all survey items. The design of the course, in which knowledge and skills were worked, appears to be effective in acquiring cultural competence.

Resumen
Introducción: Los futuros profesionales de enfermería deben estar preparados para cuidar a los enfermos que van a morir con la certeza de que sus actos van a preservar la dignidad del paciente hasta el culmen de su vida. Por este motivo la capacidad para afrontar la muerte debería ser reforzada en los profesionales que van a acompañar y cuidara los pacientes moribundos. El objetivo fundamental de este estudio fue determinar el miedo y la ansiedad generados por la muerte en una muestra de estudiantes de enfermería. Metodología: Mediante un trabajo cuantitativo, descriptivo, se evalúa mediante la Escala Collet-Lester, el miedo a la muerte en una muestra de 142 estudiantes de Enfermería, en los que se observó un miedo moderado-alto, mayor ante el proceso que acompaña la muerte, que ante la muerte en sí misma. Conclusión: Se ha observado un miedo a la muerte moderado-alto, que es mayor ante el proceso que la acompaña que para la muerte en sí misma.
Palabras clave: Miedo/ Muerte/ Ansiedad/ Estudiantes de Enfermería/ Collet-Lester.