Abstract:

Background: Pressure injury results in significant physical, social and physiological problems for patients. It is important to implement strategies that prevent pressure injury development in burn patients. A care bundle is a structured group of interventions based on clinical practice guidelines that improve processes of care, encourage compliance to guidelines, and have been shown to improve patient outcomes.

Aim: To evaluate the effect of implementing evidence-based care bundle on prevention of pressure injury in dependent burned patients.

Methods: Quasi-experimental research design was utilized. A purposive sample of 50 burned patients were assigned into 2 equal groups; a control group received routine nursing care and a study group experienced the evidence-based pressure ulcer care bundle.

Results: All items of comprehensive skin assessment namely; temperature, color, moisture, turgor, integrity and tissue perfusion were significantly improved post implementation of evidence-based pressure ulcer care bundle in the study group. A significant difference was found between the study and control group regarding Braden risk assessment in the fourth and seventh days of follow up. Conclusion: It can be concluded that implementing the evidence-based pressure ulcer care bundle significantly reduced the development of pressure ulcer in burned patients.

Keywords: Care bundle, Pressure injury, Burn, Evidence based skin care bundle, Braden scale.

References:

[1].Mary D. Gordon, Michele M. Gottschlich, Elizabeth I. Helvig, Janet A. Marvin, Reginald L. Richard: (2004). Review of Evidenced-Based Practice for the Prevention of Pressure Sores in Burn Patients, The Journal of Burn Care & Rehabilitation, Volume 25, Issue 5, 1 September 2004, Pages 388–410, https://doi.org/10.1097/01.BCR.0000138289.83335.F4.

[2].National Pressure Ulcer Advisory Panel (NPUAP). NPUAP Pressure Injury Stages (accessed July 6, 2016).

[3].Reddy M, et al. Treatment of pressure ulcers: A systematic review. The Journal of the American Medical Association. 2008;300(22):2647-2662 (accessed July 6, 2016).

[4].Asimus, M., & Li, P. (2011). Pressure Ulcers in Home Care Settings: Is It Overlooked? Wound Practice & Research: Journal of the Australian Wound Management Association, 19(2), 88-97.

[5].S B Ladd, U I Ekanem, J Caffrey. (2018). 540 A Systematic Review of Pressure Ulcers in Burn Patients: Risk Factors, Demographics, and Treatment Modalities, Journal of Burn Care & Research, Volume 39, Issue suppl_1, 9 April 2018, Pages S233–S234, https://doi.org/10.1093/jbcr/iry006.443.

[6].Kohler, K., Perini, K. (2015, July 8). Critical Burn Patient Skin Breakdown Prevention Protocol. Poster presented at LVHN UHC/AACN Nurse Residency Program Graduation, Lehigh Valley Health Network, Allentown, PA.

[7].Coyer, F., Gardner, A., Dubrovsky, A., Cole, R. L., Ryan, F., Allen, C., & McNamara G. (2015). Reducing pressure injury for critically ill patients using an interventional patient skin integrity care bundle in a high-risk environment. American Journal of Critical Care, 24(3), 199-209.

[8].Robb, E., Jarman, B., Suntharalingam, G., Higgens, C., Tennant, R., & Elcock, K. (2010). Quality Improvement Report Using care bundles to reduce in-hospital mortality: quantitative survey. British Medical Journal, 340. doi: 10.1136/bmj.c1234.

[9].Tschannen D, Bates O, Talsma A, Guo Y. Patientspecific and surgical characteristics in the development of pressure ulcers. Am J Crit Care 2012;21(2):116–25.

[10]. Cooper, K. L. (2013). Evidence-based prevention of pressure ulcers in the intensive care unit. Critical Care Nurse, 33(6), 57-66.

[11]. Preventing Pressure Ulcers in Hospitals. Overview. October 2014. Agency for Healthcare Research and Quality (AHRQ), Rockville, Maryland (accessed July 6, 2016).

[12]. Atyea A., Mohamed R., Mohamed M &Abdel-Aziz M (2013). The effect of nursing guidelines for preventing pressure ulcer in intensive care units on patient's outcomes. AAMJ, VOL10, NO3, JULI, 2013.

[13]. Coleman S., Gorecki C., Nelson E.A., Close S.J., Defloor T., Halfens R., Farrin A., Brown J., Schoonhoven L. & Nixon J. (2013) Patient risk factors for pressure ulcer development: systematic review. International Journal of Nursing Studies 50, 974–1003. Crossref, PubMed, Web of Science, Google Scholar.

[14]. Bergstrom, N., Braden, B., Laguzza, A., Holmsan, V. (1987). The Braden Scale for Predicting Pressure Sore Risk.Nurs Res, 36, 205-21.

[15]. National Pressure Ulcer Advisory Panel, European Pressure Ulcer Advisory Panel and Pan Pacific Pressure Injury Alliance, 2014.

[16]. Tayyib, N. (2016): Use of an interventional patient skin integrity care bundle in the intensive careunit. PhD thesis. School of Nursing, Faculty of Health, Queensland University of Technology.

[17]. Cano, A., Anglade, D., Stamp, H., Joaquin, F., Lopez, J. A., Lupe, L., Schmidt, S. P. Young, D. L. (2015). Improving Outcomes by Implementing a Pressure Ulcer Prevention Program (PUPP): Going beyond the Basics. Healthcare (Basel, Switzerland), 3(3), 574-85. doi:10.3390/healthcare3030574.

Abstract:

This study was conducted to assess the effects of the educational programme on knowledge and practices of nurses working in haemodialysis centres Khartoum State 2014-2016 about Blood Borne Diseases. There is a lack of knowledge and practices of nurses working in haemodialysis centres, which may lead to outbreaks of blood-borne diseases in haemodialysis patients and even the nurses themselves. Due to this, an educational programme was designed to solve this problem. The lack of knowledge and practices of nurses working in haemodialysis centres was the leading cause of blood-borne disease outbreaks. The general objective is to assess the impact of an educational programme about blood-borne diseases on knowledge and practices of nurses working in haemodialysis centres. Study design, Interventional quasi-experimental study design, health facilities based study. The total number of the study subjects in this study revealed that the knowledge of nurses in the haemodialysis centres regarding prevention of blood-borne diseases show significantly improved, the knowledge improved from 65±7.6%to75±6.6 P<0.0001 practices were improved from 42.8±3.5% to 62.7±9.5 P<0.0001 after the application of the educational programme. We recommend applying the tested educational programme and raise haemodialysis nurses’ awareness about infection control by periodic training and assessment. The limitations of this study are starting in 191 and ended by 140 the attrition rate is 26.7%.

Keywords: Educational Programme, Dialysis, Knowledge, Practices, Blood Borne Diseases, Haemodialysis.

References:

[1].     Bakry S, Mustafa A, Eldalo AS, Yousif M. Knowledge, attitude and practice of health care workers toward Hepatitis B virus infection, Sudan. International Journal of Risk & Safety in Medicine. 2012;24(2):95-102.

[2].     Bittl JA. Catheter interventions for hemodialysis fistulas and grafts. JACC: Cardiovascular Interventions. 2010;3(1):1-11.

[3].     Doa’a AS, Elghorory LM, Shafik MR, Enayat EE. Improvement of Knowledge, Attitudes and Practices of Health Care Workers Towards the Transmission of Blood-Borne Pathogens: An Intervention Study. J Egypt Public Health Assoc.84(5):423-41.

[4].     Elamin S, Obeid W, Abu-Aisha H. Renal replacement therapy in Sudan, 2009. Arab Journal of Nephrology and Transplantation. 2010;3(2):31-6.

[5].     Foley M, Leyden A. American Nurses Association Independent Study Module, Needlestick Safety and Prevention, 2003. Sótt þann. 2012;2.

[6].     Suliman SM, Beliela MH, Hamza H. Dialysis and transplantation in Sudan. Saudi Journal of Kidney Diseases and Transplantation. 1995;6(3):312.

[7].     Wreghitt T. Blood‐borne virus infections in dialysis units—A review. Reviews in medical virology. 1999;9(2):101-9.

[8].     Yousif KI, Abu-Aisha H, Abboud OI. The effect of an educational program for vascular access care on nurses’ knowledge at dialysis centers in Khartoum State, Sudan. Saudi Journal of Kidney Diseases and Transplantation. 2017;28(5):1027.

Abstract:

Background: There has been increasing public outcry following the frequency of children infected with HIV/AIDS, despite measures on the ground to prevent the occurrences. It is also not uncommon to find infants infected with the infection. The study focusses on the impact of prevention of mother to child transmission of HIV/AIDS in General Hospital, Bajoga, Gombe State, Nigeria.

Method: A cross-sectional survey was conducted among fifty women attending the study area, who gave written consent. Information on socio-demographic characteristics, knowledge, perception and opinion on prevention of mother to child transmission of HIV/AIDS was collected, using a semi-structured, interviewer-administered questionnaire. Data were analysed using descriptive statistics and chi-square test. Level of significance was set at p ≤ 0.05.

Results: The average age group was 20-25 years (60%). Majority 35 (70%) of participants had heard about prevention of transmission of HIV/AIDS from mother to child. 1 (2%) have not heard. Greater number 45 (90%) of respondent had HIV negative children, with 5 (10%) had positive children. 45 (90%) respondent believed that transmition from mother to child results from unskilled birth attendants during delivery. Majority 39 (78%) thinks that protected sexual intercourse can prevent transmition. Greater number 50 (100%) are of the opinion that counselling will help greatly in preventing the mother to child transmition of HIV/AIDS. There was no significant association between socio-demographic characteristics, knowledge, perception and opinion of the participants.

Conclusion: There is need for continuing education and counselling of the public on prevention of mother to child transmition of HIV/AIDS.

Keywords: Impact, prevention, transmition, mother, child, HIV/AIDS.

References:

[1].     Federal ministry of health and UNICEF all right reserved 2007.

[2].     Federal ministry of health federal secretariat Abuja Nigeria (2007; National AIDS/STD control program (NASCP).

[3].     Frazer D. M, copper M n; Myles textbook for midwives 14^th (2003) church hill Livingstone London.

[4].     J. B Kinnoths: - Los Angeles times in magazine June 1988.

[5].     M. C dwell 2008 Los Angeles times magazine 1998.

[6].     Nigeria curriculum: - prevention of mother to child transmission HIV/AIDS PMTCT Federal ministry of health (2006).

[7].     Redmond: Encarta premium anti-retroviral (2008).

[8].      RCHS Encarta premium: - anti retroviral (2006).

[9].      UNAIDS (2009); HIV infant feeding.

[10].  UNICEF USA (2006); Nutrition section

[11].  World Health Organization Health and department (2000); HIV and infant feeding department of child and adolescent.

[12]. World health organization (2000); national guidelines PMTCT.

[13].  World health organization (2005) Nigeria curriculum national guidelines for PMTCT.

Abstract:

Introduction: Blended learning (BL) is positive development in education. This method provokes the learner’s critical thinking and enables them to integrate their knowledge in real life. In the developed countries in 1990s and so on researchers had evaluated qualitative characteristics of blended learning effectiveness in education whereas in Pakistan this concept and in nursing this methodology is in its infancy stage hence based on the gap in the literature this study has explored the perception of the undergraduate nursing students enrolled in blended learning teaching strategy semesters.

Methodology: To answer the research objective phenomenological study design was deployed. 12 in depth interviews were conducted of the undergraduate students who have learned in both blended learning and traditional lecture-based semesters in Lahore School of Nursing, The University of Lahore. Sampling strategy was purposive.

Results: Analysis of 12 students’ interview was conducted with the major themes of Awareness, Learning Strategies, Learning Activities, Evaluation, and Interpersonal Skills. Participants shared a lot of experiences regarding the effectiveness of blended teaching environment comparatively to lecture based teaching semester. Blended learning fosters the nursing students learning and is beneficial to students’ learning in a tertiary environment.

Conclusion: This study adds to the unrevealed area of nursing education related to quality teaching strategy for undergraduate nursing students in order to enable them fully for provision of quality care to the individuals in hospitals and community environment. Thereafter, institutions, policy makers and regulatory bodies should incorporate this strategy in the nursing curriculum in Pakistan.

References:

[1].Algaidi, S., Makhdoom, N., Zolaly, M. A., Heissam, K., & Khoshhal, K. I. (2013). Blended learning’as an effective teaching and learning strategy in clinical medicine: a comparative cross-sectional university-based study.

[2].Bahadorani, M., & Changiz, T. (2006). The effectiveness of three methods of teaching medline to medical students: online, face to face and combined educational methods. Iranian Journal of Medical Education, 6(2), 35-43.

[3].Chen, F., Lui, A. M., & Martinelli, S. M. (2017). A systematic review of the effectiveness of flipped classrooms in medical education. Medical education, 51(6), 585-597.

[4].Cho, K.-C., & Shin, G. (2014). Operational effectiveness of blended e-learning program for nursing research ethics. Nursing Ethics, 21(4), 484-495.

[5].Clark, R. C., & Mayer, R. E. (2016). E-learning and the science of instruction: Proven guidelines for consumers and designers of multimedia learning: John Wiley & Sons.

[6].Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America: Teachers College Press.

[7].Fleetwood, J., Vaught, W., Feldman, D., Gracely, E., Kassutto, Z., & Novack, D. (2000). MedEthEx Online: a computer-based learning program in medical ethics and communication skills. Teaching and Learning in Medicine, 12(2), 96-104.

[8].Hasanpour, D. A., Kheyri, S., & Shahrani, M. (2006). The effect of teaching using, problem base learning and lecture on behavior, attitude and learning of nursing (BSc) students.

[9].Heravi, M., Jadid Milani, M., & Rejeh, N. (2004). The effect of lecture and focus group teaching methods on nursing students learning in community health course. Iranian Journal of Medical Education, 4(1), 55-60.

[10]. Jaggars, S. S. (2014). Choosing between online and face-to-face courses: Community college student voices. American Journal of Distance Education, 28(1), 27-38.

[11]. Jovanović, J., Gašević, D., Dawson, S., Pardo, A., & Mirriahi, N. (2017). Learning analytics to unveil learning strategies in a flipped classroom. The Internet and Higher Education, 33(4), 74-85.

[12]. Karimi Moonaghi, H., & Bagheri, M. (2017). Jigsaw: A good student-centered method in medical education. Future of Medical Education Journal, 7(1), 35-40.

[13]. Kouti, L., Aghsam, Z., Bargard, M. S., Javadi, M. R., Aghakouchakzadeh, M., & Eslami, K. (2018). Comparison of the effectiveness of three educational methods (e-learning, lectures and blended) on pharmacy students' knowledge of non-prescription drugs. Pharmacy Education, 18.

[14]. Kurt, G. (2017). Implementing the Flipped Classroom in Teacher Education: Evidence from Turkey. Journal of Educational Technology & Society, 20(1).

[15]. Mangione, S., Nieman, L., Greenspon, L., & Margulies, H. (1991). A comparison of computer‐assisted instruction and small‐group teaching of cardiac auscultation to medical students. Medical education, 25(5), 389-395.

[16]. McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of advanced nursing, 71(2), 255-270.

[17]. Meguid, E. A., & Collins, M. (2017). Students’ perceptions of lecturing approaches: traditional versus interactive teaching. Advances in medical education and practice, 8, 229.

[18]. Metzler, M. (2017). Instructional models in physical education: Routledge.

[19]. Namnabati M, Fathi Azar E, Valizadeh S, Tazakori Z. (2011). Lecturing or problem-based learning: comparing effects of the two teaching methods in academic achievement and knowledge retention in pediatrics course for nursing students. Iranian Journal of Medical Ed.

[20]. Ramnanan, C. J., & Pound, L. D. (2017). Advances in medical education and practice: student perceptions of the flipped classroom. Advances in medical education and practice, 8, 63.

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[29]. Wang, Y., Han, X., & Yang, J. (2015). Revisiting the blended learning literature: Using a complex adaptive systems framework. Journal of Educational Technology & Society, 18(2).

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Abstract:

Background: Quality nursing care improves health outcomes, but quality nursing care cannot be provided without good vision. The aim: for this review was to identifying the future nursing vision along with challenges and how to overcome them Methodology: It was a literature review in which meta-analysis were utilized. A total of 181 articles related to the review title were accessed. After secondary reviewing, only thirty-three studies were included in the systematic review and meta-analysis during the period from November, 2018 up to February, 2019. The databases that used were PubMed, Google Scholar, SAGE and Academic Search Complete Magazines and journals (EBSCO). Results: The most cited future nursing vision was to improve health globally by raising the profile and status of nurses worldwide. For achieving this vision, there were some major challenges should be overcome. These challenges and obstacles had been categorized into six major groups which were financial, educational and training, clinical and working environment, technological, social and environmental determinants and multi-sectoral approach.

Keywords: Future vision, Nursing, Nursing practices, Challenges.

References:

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[6].    Beecroft PC, Kunzman LA et al. Bridging the gap between school and workplace: Developing a new graduate nurse curriculum. Journal of Nursing Administration. 2004; 34(7-8): 338 – 345.

[7].    Blumenthal D. and Tavenner M. Meaningful use, regulation for electronic health records. New England Journal of Medicine. 2010; 636(6): 501 – 504.

[8].    Bolton L., Gassert C.A and Cipriano P.F. Smart technology, enduring solutions: Technology solutions can make nursing care safer and more efficient. Journal of Healthcare Information management. 2008; 22(4): 24-30.

[9].    Cameron M. M. After five years of collaboration: the benefits of university-based education for nurses in Sir Lanka. Pakistan Journal of Applied Sciences. 2001; 1(3): 371 – 373.

[10].Candela L, Dalley K and Benzed –Lindley I. A case for learning centered curricula. Journal of Nursing Education. 2006; 45(2): 59 -66.

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Abstract:

The purpose of the study was to assess Nursing Competences in the Care of Spinal Cord Injured Patients in Accident and Emergency/Orthopedics Department UPTH. Observational research design was used, Instruments for data collection was source from the primary sources using developed Spinal Cord Injured Assessment Questionnaire, using descriptive statistical tools simple averages. The results however revealed that; Nurses competences in diagnoses and assessment shows a total means of 2.3, nursing intervention 2.30, militating factors such as physical factor shows a total mean of 3.13 and Psychological factor 3.02 in the care of SCI patients. Hypothesis H₁: The emergency/orthopedic nurses at Accident and Emergency Department in UPTH are competent in the management of spinal cord injured patients. H₂: There are no mitigating factors against the care of spinal cord injured patients. It was therefore Recommended that management of the UPTH, should work on the militating factors, against the nurses for effective nursing care of spinal cord injured patients. Only Emergency/Spinal/Orthopedic specialist trained nurses should be posted to accident and emergency Department of the trauma unit for effective management. The community and insurance companies should work in the welfare and rehabilitation of the patients.

Keywords: UPTH, spinal cord, Orthopedic, Emergency, Competence, Port-Harcourt.

References:

[1].     Chhabra, H., S., & Batra, S. (2016): Spinal cord injury and its impact on the patient, family and the society. Int J Recent Surg Med Sci 2: 1-4.

[2].     Emerich, L., Parsons, K., C., & Stein, A. (2012): Competent care for persons with spinal cord injury and dysfunction in acute inpatient rehabilitation. Top Spinal Cord Inj Rehabil 18: 149-166.

[3].     Hickey, J. (2009): The clinical practice of neurological and neurosurgical Nursing. (6^TH ed). Wolter Kluwer/Lippincott Williams & Wilkins. Philadelphia.

[4].     Kirshblum, S, Burns, S, Biering-Sorensen & Waring, W. (2011). International standards for Neurological classification of spinal cord injury (Revised 2011). The Journal of Spinal Cord Medicine. 34(6): 535-546.

[5].     Koivu, A., Saarinen, P., I., & Hyrkas, K. (2011): Stress relief or practice development: Varied reasons for attending clinical supervision. J Nurs Manag 19: 644-654.

[6].     Martini, F. (2011): Anatomy and Physiology (4^th ed) U.S.A Prentice Hall.

[7].     Portney & Watkins (2OOO): Foundation for clinical Research Applications to practice 2 edition U.S.A. Prentice hall Inc publishers.

[8].     Spinal cord patient association and Orthopedic/ Neurosurgeons association international (2013)

[9].     The Queensland spinal cord injuries service, (2013). Management of pressure areas following Spinal cord injury: Information for health professionals.

[10]. Vogel, L; Hickey, K; Klaas, S; and Anderson, C. (2004). Unique issues in pediatric spinal Cord injury. Orthopaedic Nursing. 23(5):300-308.

[11]. Yellow, Bob. (2011): Preventive measures of spinal cord injured patient on complications, UPTH Publishers. 

Abstract:

Objectives: This study was carried out to determine the level of nurse’s knowledge and practice regarding postoperative infection prevention who work in the surgical departments of the military hospital in Sudan.

Background: Postoperative infection is known worldwide as one of the five several causes of harm to patients and preventable patient safety problem, also frequently described as a sign of the quality of care provided by health care organizations.

Methods: An institution-based cross-sectional survey was conducted among 122 nurses. A structured self-administered questionnaire was used for data collection. Data analysis was done using SPSS version 23. Statistical package. Descriptive statistics were used to describe the study population in relation to related variables.

The results: The analysis of knowledge scores of the total sample showed the participant knowledge level regarding postoperative infection prevention was poor based on their results only (37.6%) of the participants give correct answers. Regarding a practice, was found the nurses has a good practice about postoperative infection prevention, 63.2%. Some barriers have been found, such as insufficient knowledge, Staff shortage, inadequate facilities, equipment, and lack of a surveillance system.

Conclusion: Concluded that the nurse's working in a military hospital in Sudan that their knowledge regarding postoperative infection was found to be inadequate. Should the higher educational status, tending approved practice, being further encountered showed a positive and significant connection with knowledge. Whereas staff shortage, inadequate facilities, were found to be affected by the practice of postoperative infection prevention.

The study recommended In-service practicing updating programs and ensuring the availability of the required equipment are some of the important steps to improve nurses' knowledge and practice.

Keywords: Knowledge, Practice, Postoperative, Infection, Prevention.

References:

[1].     Anderson DJ, Podgomy K, Berrios S, et al. Strategies to prevent surgical site infection in an acute care hospital: Infection Control Hospital Epidemiology. 2014 Jun;35(6):605-27.

[2].     Labeau SO, Witdouck SS, Vandijck DM, et al. Nurses’ Knowledge of Evidence-Based Guidelines for the Prevention of Surgical Site Infection. 2010 Mar;7(1):16-24.

[3].     Bours GJ, Halfens RJ, Abu-Saad HH, et al. Prevalence, prevention, and treatment of pressure ulcers: a descriptive study in 89 institutions in the Netherlands. Research 2002 Apr;25(2):99-110.

[4].     Cicolini G, Simonetti V, Comparcini D, et al. Nurses' knowledge of evidence-based guidelines on the prevention of peripheral venous catheter-related infections. Journal of clinical Nursing. 2014 Sep;23(17-18):2578-88.

[5].     Fry DE, Fry RV. Surgical site infection: the host factor. AORN Journal. 2007 Nov;86(5):801-10; quiz 811-4.

[6].     Famakinwa TT, Bello BG, Oyeniran YA, et al. Knowledge and Practice of Postoperative Wound Infection Prevention among Nurses in the Surgical Unit of a Teaching Hospital in Nigeria. Jan 2014; 23-28.

[7].     Fogerty MD, Abumrad NN, Nanney L, et al. Risk factors for pressure ulcers in acute care hospitals. Wound Repair Regen.2008; 16(1):11-8.

[8].     Ilesanmi RE, Ofi BA, Adejumo PO. Nurses' knowledge of pressure ulcer prevention in Ogun state, Nigeria: results of a pilot survey. Ostomy. 2012 Feb;58(2):24-32.

[9].     Joshi, RA. Study to assess the Knowledge and Practice of Staff Nurses Regarding Prevention of Surgical Site Infection. 2014.

[10]. de Lissovoy G, Fraeman K, Hutchins V, et al. Surgical infection: Incidence and impact on hospital utilization and treatment cost. Amirian Journal of Infection Control. 2009 Jun;37(5):387-397.

[11]. Mangram AJ, Horan TC, Pearson ML, et al. Guideline for Prevention of Surgical Site Infection, 1999. Centers for Disease Control and Prevention (CDC) Hospital Infection Control Practices Advisory Committee. Amirian Journal of Infection Control. 2011; 27(2):97-132.

[12]. Moore Z, Price P. Nurses' attitudes, behaviors and perceived barriers towards pressure ulcer prevention. Journal of Clinical Nursing. 2004 Nov;13(8):942-51.

[13]. Mockridge J, Anthony D. Nurses' knowledge about pressure sore treatment and healing. Nursing standard (royal college of nursing. 2014; 7-13;13(29):66, 69-72.

[14]. Nichols, R.L. Postoperative infections in the age of drug-resistant gram-positive bacteria. Amirian Journal of Medicine. 2012;104(5A):11S-16S.

[15]. Parvin, A., Mondol. Begum. Project on reduction in hospital surgical wound infection.2001.

[16]. Pancorbo-Hidalgo PL, García-Fernández FP, López-Medina IM, et al. Pressure ulcer care in Spain: nurses' knowledge and clinical practice. Journal of Advanced Nursing. 2007;58(4):327-38.

[17]. Petrosillo N, Drapeau CM, Nicastri E, et al. Surgical site infections in Italian Hospitals: a prospective multicenter study. BMC Infectious Disease. 2014; 8:34.

[18]. Robinson, Maureen. Australian Council on Healthcare Standards: Primary Intention the Australian Journal of Wound Management.13. 3, Aug 2005: 104.

[19]. Acaroglu R, Sendir M. Pressure ulcer prevention and management strategies in Turkey. Journal of Wound Ostomy Continence Nurses Society. 2005 Jul-Aug;32(4):230-7.

[20]. Sicker HK, Sea Sia, W. Nurses Knowledge and Practice Regarding Prevention of Surgical Site Infection. 2014.

[21]. Tanner J, Dumville JC, Norman G, et al. Surgical hand antisepsis to reduce surgical site infection. Cochrane Database of Systematic Reviews. 2016 Jan 22;(1):CD004288.

[22]. Teshager FA, Engeda EH, Worku WZ2.Knowledge, Practice, and Associated Factors towards Prevention of Surgical Site Infection among Nurses Working in Amhara Regional State Referral Hospitals, Northwest Ethiopia. Surgical Research and Practice. 2015;736175.

Abstract:

The present study explores how registered nurses perceive shared governance and how they implement in their workplace, especially on how they lead or how they are being led. The analyses of survey data provide us with valuable information specific to nurse's perceptions in a different work environment. It might forecast aid in innovative decision-making processes.

Method: A descriptive survey with Hess Index of professional nursing governance was used in the study. All RNs working on the clinical side and in the administrative area are selected to participate in the study. Data were analyzed using SPSS version 20.

Results: Data analysis in the study revealed RN s perception towards the type of governance was determined by the mean score and find out that shared governance is practiced as per the guidelines set up by the IPNG Tool. As per the objective of my study, it revealed that there is no significant difference in the perception between administrative nurses and clinical side nurses in all IPNG subscale, It can be due to the difference in the number of participants, as 13% of administrative nurses only participated in a survey whereas 87% were clinical nurses. Comparing the clinical specialty with subscales showed a significant difference in participation, goals, and practice where P value is < 0.05, and also related to education. But no significant difference noticed among age or gender.

Conclusion: This study seeks to understand the relationship between different perceptions and views related to shared governance.

Keywords: Registered nurse, Shared governance, Perception, Index Professional Nursing Governance, decision making, empowerment.

References:

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Abstract:

Previous study has assessed patient awareness about management of sickle cell disease (SCD) which indicates that there is a lack of awareness about the disease and possibly a need for more awareness. Therefore, our study aimed at Awareness & Knowledge of Sickle Cell Disease in Rivers State, Nigeria. The study was conducted from October 2018 to February 2019. A questionnaire was distributed among 154 persons selected from among the general public. Most (75.0%) had heard of SCD and 35.0% knew that it can be diagnosed by a blood test, but 33.3% did not know the prevalence of SCD in Nigeria. 50(41.7%) recognized it as a hereditary disorder. Professional/university students gave the most correct answers; Females showed better knowledge than males and married persons seems to know more about SCD than unmarried ones. There is a fair level of knowledge about SCD among the respondents, though some of the respondents were confused about the difference between the carrier state of a disease and the disease itself. Health education should be intensified to impact sufficient comprehensive knowledge about SCD to enable the public take informed decision about their marriage so as to prevent procreation of children affected with SCD.

Keywords: Awareness, Knowledge Sickle Cell Disease, Rivers State, Nigeria.

References:

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[3]. Durotoye, I., A., Salaudeen, A., G., Babatunde, A., S., Bosah, E., C., & Ajayi, F., D. (2013): Knowledge and Perception of Sickle cell disease among Senior Secondary School students in Illorin Metropolis. The Tropical Journal of Health Sciences; 20(2): 1-7.

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Abstract:

This study developed an intervention to improve the e-learning self-efficacy of operating room nurses utilizing the Intervention Mapping Protocol (IMP). The 6-step process of IMP which includes (1) Logic Model of the Problem, (2) Logic Model of Change, (3) Intervention Design, (4) Intervention Production, (5) Implementation Plan and (6) Evaluation Plan was followed which resulted to a self-administered, computer-based intervention, which embedded theory-based strategies into a learning management system for implementation. The effect of the intervention was determined through a quasi-experimental, one group pretest-posttest design involving 31 operating room nurses of Cebu Doctors’ University Hospital. E-learning self-efficacy was measured using the Modified E-learning Readiness Assessment Tool (MERAT). The median score for e-learning self-efficacy among the participants of the study during pretest was 66, with scores ranging from 43 to 78. The e-learning self-efficacy median score increased to 72, with scores ranging from 53 to 80, during the posttest. Data were statistically treated using Wilcoxon Signed-ranks test. The difference between the pretest and posttest scores was found to be significant with p<0.05 at 95% level of confidence (z=-3.103, p=0.002). A medium effect size (r=0.56) was reflected in the analysis. This study highlighted the potential of IMP as a systematic framework to develop evidence-based interventions in the field of nursing.

Keywords: Intervention Mapping Protocol, e-learning, nursing informatics, operating room.

References:

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[3]. Bahrambeygi, F., Shojaeizadeh, D., Sadeghi, R., Nasiri, S., & Ghazanchaei, E. (2018). The effectiveness of an e-Learning program on nurse’s knowledge and behavior for caring of patients with thromboembolism: A comparative study. Journal of Nursing and Healthcare Management, 1(1), 1-7. doi: 10.18875/2639-7293.1.105.

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