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Enhancing Caregiver Adherence to Water Safety: Interventions for Drowning Prevention
No full textDrowning is a leading, preventable cause of death among children aged one to four, and caregiver education is critical for reducing risk. This quality improvement project evaluated the American Academy of Pediatrics (AAP) Drowning Prevention Toolkit to enhance caregiver knowledge, adherence to water safety behaviors, and provider confidence in delivering education.
The project was implemented in a pediatric clinic in Colorado with caregivers of children aged one to four during routine well visits over a three-month period. Guided by the Health Belief Model and structured using the Iowa Model of Evidence-Based Practice, caregivers received brief, structured drowning prevention education using the AAP Toolkit. Pre- and post-surveys, delivered via QR code through Qualtrics, assessed changes in knowledge and self-reported safety behaviors two weeks after education. Providers also reported on their confidence in delivering drowning prevention education.
Survey data were analyzed using paired t-tests and descriptive statistics in SPSS Version 29. Results demonstrated a 20% increase in caregiver knowledge, meeting the project’s goal. Thirty-seven percent of caregivers adopted three or more recommended safety behaviors, with 55% designating a “water watcher,” 73% removing pool toys from water, and most using life jackets consistently. Providers reported increased confidence in delivering education. Limitations included a small sample size, limited post-survey responses, and no HIPAA-compliant reminder system.
This project supports evidence that structured, evidence-based drowning prevention education improves caregiver knowledge, promotes safety behaviors, and enhances provider confidence. Recommendations for practice include integrating the AAP Toolkit into routine pediatric visits, embedding prompts in electronic health records, offering multilingual materials, and continuing to evaluate caregiver feedback. APRNs are well-positioned to lead these initiatives, supporting anticipatory guidance and community safety
People-Centred Care (3rd ed.)
No full textThis BPG replaces the RNAO BPG Person- and Family-Centred Care (2015) (22), and includes the combination of two other BPGs, Establishing Therapeutic Relationships (2006) (23) and Strengthening and Supporting Families through Expected and Unexpected Life Events (2006) (24). These BPGs were merged because of the overlapping clinical concepts. Additionally, RNAO’s Best Practice Spotlight Organizations® (BPSO®)G provided feedback that merging the three would streamline the implementation and evaluation of the BPGs
Choices 360: Addressing STDs in Adolescents Through an Abstinence-Based Seminar
No full textAccording to the 2022 Sexually Transmitted Infections Surveillance report by the Centers for Disease Control (CDC), one in five Americans are affected by an STD, emphasizing the urgent need to prioritize STDs as a public health concern (CDC, 2024). Rising STD rates have become a prevalent problem within an urban county in West Texas and have been attributed to lack of education and risky sexual behavior. To address the knowledge gaps, the Office of Disease Prevention and Health Promotion (ODPHP) has introduced a new national objective within the Healthy People 2030 initiative, aimed at increasing the proportion of adolescents who receive formal sex education before the age of 18 (ODPHP, n.d.). The goal of this project was to deliver an abstinence-centered seminar to middle school students with three primary objectives: (1) enhance understanding of the physical and emotional risks associated with sexual activity, (2) bolster confidence (self-efficacy) in resisting unwanted sexual advances, and (3) foster a stronger intention to abstain from sexual activity until in a committed, long-term relationship, such as marriage. Student surveys were administered before and 30 days after the seminar was delivered. Surveys included questions surrounding demographics, knowledge, confidence, and behavioral intent. A two-tailed Mann-Whitney U test was used to assess statistical differences between pre- and post-survey scores. Statistically significant results were obtained for both confidence and behavioral intent (p\u3c.001). Although significance was not obtained for knowledge scores, an improvement was seen between the pre- and post-survey. In conclusion, this project supports the use of an abstinence-based seminar, such as Choices 360, in middle schools to help decrease STD rates in an urban county in West Texas
Successful Multi-Author Publication: Responsive Respectful Teamwork and Lessons Learned
No full textWhen two or more professionals engage in a scholarship project to develop and publish a journal manuscript, numerous questions could be considered at the outset for best outcomes. An international 10-person effort of Sigma colleagues to publish a manuscript followed a general collaborative plan of ten rules for such an initiative (Frassl et al., 2018). The purpose of this presentation is to describe how these rules spawned questions and actions for a successful publication outcome. Lessons learned may also inform others. Being responsive and respectful in an international collaboration supports scholarly productivity.Questions considered: What journals and impact factors meet expectations for a search of journal descriptions and Author Guidelines? How is the final journal choice to be made? With different cultures, language skills, first languages, and writing styles, how will the writing team be configured? Who will serve as the leader for manuscript development and interactions with the journal Editor? How will work be communicated, stored, and shared as the manuscript progresses? How will the authors’ names be listed for order and credentials? How will “who does what” be determined? What are any common directions for writing such as in active voice or use of a writing style for text and References? What are the timelines for submissions and reviews? How often will authors meet to ensure transparency and input? What plans are enacted to assure equity, diversity, and inclusion? How are ethical considerations addressed?In a final Zoom call after publication, the ten authors interacted to share their experiences.The authors appreciated that the leader managed smaller things such as grammar but they were involved in bigger topics such as major Editor requirements for revision. Timely information made the authors feel directly involved in the work and motivated to continue. Prior experience with one another in Sigma made a desire for success important to them.The leader\u27s one-on-one contacts to discuss manuscript parts promoted responsiveness and respect. This approach was said to increase feelings of common ownership in the final product and a positive feeling about providing leadership in the future with others in their own settings. The leader reported the importance of listening to all input from the authors and Editor and of creating relationships over the 15 months that could result in a successful publication outcome
Awareness of Non-Verbal Communication for Safety in Mental Health Nursing Students
No full textPreparing nursing students for clinical in the Mental/Behavioral Health field is always challenging. Students are often fearful of the experience which narrows their opportunities for learning in the clinical setting. One pre-licensure baccalaureate program in the South East United States (SE US) sought to elay some of those fears through preparation techniques before the clinical experience. One of the techniques was an increase in the awareness of Non-Verbal Communication in clients as to allow the student to be prepared for potential violence.
The students were first given a pre-clinical questionaire to see where their baseline was with knowledge and attitudes surrounding mental health clinical. The students were then introduced to the environment of the locked units through slides and pictures of what is different compared to a medical surgical unit. Discussions of safety and empathy surrounded these introductions. Basic safety precautions were taught such as elopement procedures, crisis intervention, and verbal de-escalation. After the students felt comfortable enough with the basics, therapeutic communication and verbal/non-verbal cues were announced and practiced in the simulation lab. One early assignment involved students being sent out into a public space to observe people for behavior, non-verbal communication and tells to changes in behavior.
Students learned how to respect the client and how to gain respect from the client via stance, body openness, eye contact, and relaxation techniques. Practice on each other in the classroom recognizing non-verbal communication or lack of in some circumstances proved an eye opening activity for many of them.
The final test was a simulation with live actors that the student had to recognize the non-verbal cues that may lead to safety issues and violence. After the simulation, a debriefing took place to discuss what went well and what could have been changed for the next circumstance like that.
At the end, students took a post- clinical questionnaire looking at knowledge and attitudes since the course had been taught. The results were overwhelmingly positive that they felt less fearful of the experience after the lectures, discussions, and simulations. Many students even discussed that this may be a field that they would seek upon graduation when no one had stated they would at the pre questionnaire
Empowering Nursing Education with Generative AI and Freire’s Critical Pedagogy
No full textPurpose: This abstract explores integrating Generative AI tools, such as ChatGPT, with Paulo Freire\u27s critical pedagogy in nursing education. It aims to demonstrate how this intersection can foster critical thinking, student empowerment, and ethical awareness, ultimately transforming the way nurses are educated.
Background: Generative AI technologies are increasingly used in nursing education to create personalized learning experiences and simulate real-world healthcare scenarios. However, there is a risk of reinforcing passive learning models without a solid pedagogical framework. Freire\u27s critical pedagogy, which emphasizes dialogue, reflection, and praxis (action based on reflection), offers a robust framework to ensure that students remain active participants in their learning process.
Methodology: This presentation proposes a conceptual framework for integrating generative AI into nursing curricula through Freirean principles: Problem-posing education: AI-generated case studies can challenge students to question assumptions and engage in critical dialogue. Dialogical learning: ChatGPT can facilitate interactive discussions between students and educators. Praxis-driven simulations: AI-powered simulations provide opportunities for students to reflect on their decisions, promoting technical proficiency and ethical awareness.
Implications for Nursing: Integrating generative AI with Freirean pedagogy can revolutionize nursing education by fostering critical thinking, reflective practice, and ethical decision-making. This innovative approach prepares nurses to be skilled practitioners and socially conscious healthcare leaders.
Conclusion: Integrating generative AI with Freirean pedagogy has the potential to revolutionize nursing education by fostering critical thinking, reflective practice, and ethical decision-making. This innovative approach prepares nurses to be both skilled practitioners and socially conscious healthcare leaders
Psychological Distress and Spiritual Care – An Effective Intervention?
No full textOn the rise globally is the epidemic of psychological distress, which encompasses mental illness, hopelessness, depression, and stress. When left untreated, further harm can occur with distressed individuals, not only affecting mental health, but potentially, even affecting quality of physical health outcomes. With extensive, systemic prevalence globally, cost-effective and widely available interventions are needed. This systematic review of the literature explores an economical and universally-available approach – the application of spiritual care to patients experiencing psychological distress. This review addresses the clinical question: In patients over 13 years of age affected by psychological distress, how do spiritual care interventions compared to no intervention affect mental health outcomes? To answer this question, a systematic database search was conducted using the Cochrane Library of Systematic Reviews, the Cumulative Index of Nursing and Allied Health Literature, the PubMed database, and the Cochrane Central Register of Controlled Trials. Exclusion criteria included peer-reviewed articles, a five-year recency of publication, and studies on adults aged 13 and older conducted in developed countries. Four articles were selected based on evidence level and clinical relevance. The synthesized findings show spiritual care emerging as an effective intervention, mitigating depression, anxiety, and psychological distress/morbidity both in acute and longitudinal settings
Addressing Opioid Use Disorder Stigma Through Simulation for Accelerated Nursing Students
No full textBackground: Opioid use disorder (OUD) is a global health issue and the most stigmatized health condition worldwide.2 Stigma blocks patients from seeking care. With their intimacy in patient care, nurses are poised to help overcome stigma-based barriers; however, nurses describe a lack of preparedness for the task.4 Historically, focus on the OUD patient population is inconsistent in nursing program curricula. Gaining insight about stigma can help reduce its power.1Purpose: This project aims to explore OUD stigma with accelerated BSN students using simulation scenarios to enhance knowledge and preparedness in caring for patients with OUD.Methods: Simulation faculty and OUD clinical faculty created two community health focused scenarios. Standardized participants portrayed the patients and family members. The scenarios included an oncology patient with medication diversion and a patient taking methadone wishing to breastfeed. A total of 151 students participated in the scenarios, which lasted two hours and included a prebriefing, a first state, intersession debrief, a second state and final debrief. Students then completed an evaluation using the SET-M tool.3Results: Faculty received 165 simulation evaluations corresponding to the OUD scenarios. The SET-M question means ranged from 2.91 to 2.96 and overall mean was 2.93. Seventy-four responses included free form comments on faculty evaluation, simulation evaluation, and learning insights. All evaluation comments were positive. Debriefing conversations provided anecdotal evidence in support of the simulations. Students remarked on the experience as “eye opening,” “engaging,” and “insightful.” Students appreciated practicing therapeutic communication, offering empathy, and providing non-judgmental care to the patient and their family. Students recognized gaps in knowledge related to caring for patients with OUD. Students also gained insights on the RN’s role in community health settings.Conclusions/Implications: Additional research may inform faculty of the impact these scenarios have on the awareness and preparation of nursing students as they transition to practice. Investing in a simulation-based educational experience provides a stronger experience and results in greater change.5 Incorporating OUD simulations within nursing programs may provide students with an understanding of their role in caring for the OUD patient population
Podcasting: Promoting Inclusivity in Interprofessional Education
No full textInclusivity in interprofessional education (IPE) is crucial, enabling healthcare professionals to learn with and from each other, while improving teamwork and communication. This collaborative approach enriches education and enhances patient care. As healthcare rapidly evolves, educators are challenged to find efficient and effective methods to deliver high-quality, evidence-based education to healthcare professionals. With advancing technology, delivering accessible IPE content is imperative to meet healthcare\u27s dynamic needs (Liao et al., 2024).Since the COVID-19 pandemic began (Chu et al., 2022; Tarchichi et al., 2021), healthcare educators have had to rethink content delivery. Innovations in learning and a recognition for inclusivity in the learning environment have inspired healthcare educators to embrace podcasting as a medium for education due to its convenience, accessibility, flexibility, and ability to foster interprofessional collaboration (Rime et al., 2022; Rodman et al., 2020; Kiernan et al., 2023).As a result, a podcast series was created where hosts and guests discuss IPE and the integration of inclusivity in the learning environment. This series provides listeners with valuable insights to enhance their educational activities and professional practice. Unlike traditional methods, podcasting delivers free educational content to a global audience by making it available on popular platforms.This podcast role models inclusivity through use of transcription, closed captioning for video podcasting, and subject matter experts with global perspective on healthcare education. Inclusive podcasting increases awareness and fosters a sense of belonging. It also improves accessibility and inspires others to consider inclusive learning environments within their practice settings.The podcast series has demonstrated significant outcomes, enhancing accessibility to evidence-based IPE by providing free, timely content on popular platforms. Listen feedback highlights improved understanding of IPE and inclusivity principles, with healthcare professionals applying insights to enhance teamwork, communication, and patient care. The podcast fosters interprofessional collaboration, promotes practical application in educational and clinical settings, and attracts a growing, diverse audience, highlighting its relevance as a tool for professional development
Adolescent Girls’ Uptake of PrEP in Sub-Saharan Africa: A Meta-Aggregation of Mixed Methods Studies
No full textBackground: Sub-Saharan Africa (SSA) is home to 25.9 million people living with HIV, with adolescent girls accounting for 63% of new infections [1,2]. These girls face risks compounded by gender-based violence, and limited sexual education [3]. Pre-exposure Prophylaxis (PrEP), estimated to be 99% effective in preventing HIV from intercourse and 77% from injectable drug use, is a promising prevention strategy [4]. Despite its efficacy, PrEP uptake and adherence among adolescent girls in SSA remain low [3]. This meta-aggregative review synthesizes evidence on PrEP uptake, adherence, facilitators, and barriers among adolescent girls, addressing a critical gap in research.Methods: This meta-aggregative review followed Joana Briggs Institute guidelines as proposed by Munn et al. [9]. It include clear objective and question, eligibility criteria, and a comprehensive search across Scopus, PubMed, Embase, Web of Science, and other sources. Studies were quality-appraised, and data were analyzed thematically. Findings were synthesized and reported per PRISMA guidelines [10]. The review is registered with the Open Science Framework (DOI: https://doi.org/10.17605/OSF.IO/AUJZH).Results: PrEP uptake rates among adolescent girls ranged from 4% to 95%. Health service factors including service delivery and drug-related factors, as well as personal factors comprising psychological issues such as depression, high behavioural HIV risk such as intimate partner violence, and socio-demographic characteristics influenced PrEP uptake. The rate of PrEP adherence drops substantially from 89% at one week to 9% after 12 months. Enablers of PrEP adherence include personal characteristics, HIV risk perception, adherence strategies, supportive networks, and health system factors. Barriers to PrEP adherence encompasses personal and psychosocial factors, accessibility issues, interpersonal challenges, and health provider-related matters.Conclusion: PrEP uptake and adherence among adolescent girls in SSA vary significantly. This variability impacts efforts to achieve the SDG target of eliminating new HIV infections. To improve PrEP uptake and adherence, there is a need for age-specific and context-sensitive strategies tailored to adolescent girls in SSA