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Heart Failure Continuing Education Intervention for Nurse Anesthetists
No full textAs professionals, health practitioners must continually strive to keep up to date with the latest advancements in health care knowledge and patient populations. Health professionals rely on continuing education (CE) modules to maintain the information learned previously. Healthcare institutions rely on CE modules to validate that staff maintains their knowledge and skills to meet the continuing education requirements. The need to maintain current knowledge, skills, and proficiency with managing hemodynamically complex cases prompted the implementation of a heart failure CE
module for the certified registered nurse anesthetist (CRNA) staff at a Midwestern hospital. Postlearning questions and surveys were provided to assess the learner's baseline knowledge, provide feedback, and evaluate the module for continued improvement. The providers needed to complete the learning module, the post-module questions, and the survey to have the learning be considered completed. Analysis of the module test results and survey would have evaluated the module's utility to the CRNA providers. The data and results would have been used in planning modification and refinement of the HF learning module. The learning module's main limitations are the inability to measure the module's effect on patient care directly and measure its utility and value to the CRNA provider more than subjectively. Despite these limitations, the educational module met the organization's needs in providing continuing education of a co-existing condition that the providers will see with regularity. Healthcare institutions and providers will continually seek ways to meet their educational requirements
Interdisciplinary Relationships Through an Interprofessional Shadow Experience
No full textInterprofessional relationships are the foundation of healthcare organizations. When there is a disconnect in communication, teamwork, and role awareness between healthcare professionals, medical error or patient harm can occur. This quality improvement project aimed to determine if an interprofessional shadowing experience improved communication, teamwork, and role understanding between new registered nurses (RNs) and experienced nurse practitioners (NPs) and physician assistants (PAs). New RNs shadowed a NP/PA for four hours and attended multidisciplinary rounds with the medical team. The RNs completed pre/post-shadowing surveys along with narrative questionnaires for quantitative and qualitative analysis. There was a statistical difference between the overall pre/post-RCS mean survey scores (p = .006). When compared by theme, the pre/post-RCS survey was significant for communication (p = .008) and teamwork (p = .018). Role understanding was just above the level of significance (p = .063). Although 4-week post-RCS scores did decrease when compared to immediate post-RCS scores, the difference was not statistically significant (p = .058). In qualitative analysis, all 12 post-shadowing narratives noted value and recommended continuation of the shadowing experience. Several concepts were derived into four themes from narrative responses. Interprofessional shadowing between new RNs and experienced NP/PAs was valuable at improving communication, teamwork, and role understanding. Shadowing is a useful tool to improving interprofessional collaboration
Impact of Educational Neuroscience Key Features and Brain-Based Learning Strategies in the Elementary Classroom
No full textThis paper explores the impact that Educational Neuroscience key features and Brain-Based Learning strategies has on students in mathematics. The study addressed the effects on mathematic performance, mathematical engagement, and student’s view of themselves as mathematicians. A three-month study was conducted at the beginning of the school year with a group of 18 first grade students. The mixed-methods action research design included qualitative and quantitative data including story problem assessments, teacher journal entries, video analysis, Likert Scales, and student interviews. The results showed that the implementation of Educational Neuroscience key features and Brain-Based Learning strategies had a positive effect on first-grade students in mathematics. This study provides strong evidence that supports the implementation of Educational Neuroscience and Brain-Based Learning strategies in the classroom
Comparative Effects of Spontaneous and Student-Selected Incentives on Behavior of First-Grade Students
No full textThe purpose of this study was to determine the effects of spontaneous and student-selected incentives on behavior. The students in the study were exposed to student-selected and spontaneous incentive systems over the course of the first quarter of the school year. Quantitative measures collected used to measure behavior before and after the implementation of the two incentive systems in the first quarter of the school year. Quantitative data were gathered to measure any changes in students' behaviors over the course of the study. While using both student-selected and spontaneous incentive systems, positive changes were reported in behavior. However, results indicated that spontaneous incentive systems were significantly more positive on student behavior in all subgroups with the exception of students who had an Individualized Education Plan. While the results indicated that the spontaneous incentive system was significantly more positive, further research using a control group was warranted
Impact of Preoperative Exercise on Postsurgical Recovery for Total Joint Arthroplasty Patients
No full textTo review the impact of pre-operative exercise on postsurgical recovery of total knee arthroplasty (TKA) and total hip arthroplasty (THA) surgical patients
Improving the Quality of Care in the LTC Environment
No full textTo assess the quality of care residents receive in LTC by looking at staffing ratios and hours worked by caregivers
The Relationship Between Political Ideology, Religiosity, and Humanitarianism
No full textSecondary data analysis; Moral judgement in college students. DIT-2: second version of the Defining Issues Test; Test of moral judgement on multiple ambiguous situations. Heinz dilemma. Scoring of DIT-2; in addition to moral judgement, other indices were generated. Religiosity. Humanitarianism
Effects of Childbirth Education Classes on Labor Outcomes and Maternal Satisfaction
No full textTo determine the effects that attending a childbirth education class prenatally has
on labor outcomes
Exploring an Equity Analysis Tool in Counseling Services;
No full textThis action research explores an equity analysis tool used to explore and respond to mental health inequities in counseling services. A programmatic review of an existing equity analysis with slight modification for the counseling context is programmatically reviewed. An expert panel of 13 employee assistance professionals received a copy of an equity analysis and provided quantitative and qualitative feedback in a mixed method design. This research will respond to the following questions: (1) Is there potential use for an equity analysis in counseling services? and (2) How might the proposed analysis be modified to better fit the counseling context? Outcomes of the survey are discussed and recommendations to the field provided
Assessing and Addressing Nurses' Barriers to Family Education in Intensive Care Units
No full textThe aim of this quality improvement project was to identify and address barriers that registered nurses in intensive care units experience to improve family education. A gap analysis was performed to assess the use of institutionally supplied educational materials. An extensive literature review, Peplau's theory of interpersonal relations, and survey responses guided the interventions. Based on anonymous survey results, the top barriers included time (M = 2.6), availability of resources (M = 3.3), language (M = 4.0), and knowledge (M = 4.1). Interventions included an electronic toolkit, resource binder, a step-by-step guide is available for videos-on-demand explaining the steps to locate relevant videos. The interventions led to statistically significant findings regarding the accessibility of available resources when comparing pre- and post-survey responses (p < .0001). The step-by-step guide to locating relevant videos-on-demand led to an increase in RNs reporting that they have used the videos when providing family teaching when comparing pre- and post-survey responses (p = .0459). Based on the results of this project, it is evident that when nurses are provided materials to aid their teaching and are well equipped with resources to overcome the barriers they face, their ability to provide quality family education is improved. As the project was conducted during the height of the COVID-19 pandemic, nurses were surveyed if this historical event affected education delivery. When assessed, the majority of RN respondents (62.9%) strongly agreed and 22.9% somewhat agreed that COVID-19 had affected their ability to provide quality education