Abstract:

Professional development is desirous for any nursing official who is engaged in patient’s care and teaching or mentoring of student nurses. This research paper evaluated the attitude of nurses toward professional development trainings, assessed the reasons for their attitude in the professional development trainings and tried to proffer suggestions that will improve on the professional development of the nurses. It was a prospective, randomized, questionnaire-based cross-sectional descriptive survey of the attitude of nurses towards professional development among nurses working at the Jos University Teaching Hospital, Jos, Nigeria. One hundred and thirty-one nurses were studied, 99 (76%) were females and 22 (24%) were males (F: M=4.5:1). Results showed that the majority of the nurses had adequate knowledge about the nursing profession and professional development, and were would like to embrace further professional training given the opportunity, necessary motivation, support and encouragement. Many factors militated against the nurses’ interest in the professional development trainings, including family commitment, distances, time and lack of institutional financial support. It is recommended that professional development trainings should be encouraged. Nurses may be motivated and encouraged to participate in the professional development trainings in order to achieve the individual and organizational goal of quality health care delivery to patients.

Keywords: Professional training, Nurses’ attitude, Professional development, Service delivery, motivation and quality health care.

References:

[1].Attri A. K. Helping hands of professional development programs and trainings for teacher effectiveness. Academic Discourse: An International Journal. 2012; 4(1): 1-10

[2].Baker, S., Smith, S. “Starting off on the right foot: the influenced of four principles of professional development in improving literacy instruction in two kindergarten programs”. In: learning disabilities research and practice, 1999; 14(4), 239-253.

[3].Blunt, A., & Yang, B. Factor structure of the Adult Attitudes Toward Adult and Continuing Education Scale and its capacity to predict participation behavior: Evidence for adoption of a revised scale. Adult Education Quarterly, (2002); 52(4), 299-314.

[4].Broko, H., Putnam. R. T. (1995) Expanding a teacher knowledge base: a cognitive psychological perspective on professional development. New York: Teachers college press.

[5].Dalin, Per, T. Ayano, A. Biazen, M. Jahan, M. Miles and C. Rohas. How Schools Improve. (1992). Oslo: IMTEC. http://pdf.usaid.gov/pdf_docs/Pnade030.pdf

[6].Fullen M. The future of educational change: system thinkers in action. Journal of Educational Change. 2006; 7 (3): 113–122

[7].Gibbs, G. and Coffey, M. The impact of training of university teachers on their teaching skills, their approach to teaching and the approach to learning of their students. Active Learning in Higher Education. 2004; 5: 87

[8].Joseph Farrell; Robert Gibbons. Cheap Talk with Two Audiences. The American Economic Review, 1989; 79 (5):1214-1223. http://links.jstor.org/sici?sici=0002-8282%28198912%2979%3A5%3C1214%3ACTWTA%3E2.0.CO%3B2-V

[9].Lockheed, M. E., & Verspoor, A. Improving primary education in developing countries. (1991). Washington, D.C: Published for the World Bank, Oxford University Press. http://www.sciepub.com/reference/99343

[10]. L. M. Desimone, A C. Porter, Michael S. Garet, Kwang Suk Yoon and Beatrice F. Birman. Effects of Professional Development on Teachers' Instruction: Results from a Three-Year Longitudinal Study. Educational Evaluation and Policy Analysis, 2002; 24 (2): 81-112.

[11]. Makrani, A. (2010) Professional development of teachers retrieved from http://paknet.net/professional-development-of-teachers/ on 15/6/2017.

[12]. Oreg, S, Bayazit, M, Vakola, M, Aceniega L, Saksvik, I., & Van Dam, K. Dispositional Resistance to Change: Measurement Equivalence and the Link to Personal Values Across 17 Nations. Journal of Applied Psychology, (2008); 93(4), 935- 944.

[13]. Stan, S. A., Stancovici, V., Palos, R. Teacher’s Attitude Toward Continuous Professional Training. Procedia - Social and Behavioral Sciences (2013); 84: 1722 – 1726

[14]. TALIS-2010-Teacher’s professional development. Belgium: Luxembourg: Office for official publication. Creating Effective Teaching and Learning Environments: First Results from TALIS. https://www.oecd.org/berlin/43541636.pdf. Accessed 11/07/2017

Abstract:

Background: Shock wave lithotripsy (SWL) is the best choice treatment for renal stone. Aim of the study is to test the effect of pre-procedure teaching module for patients undergoing SWL on patients' anxiety, claustrophobia and pain perception, and stone clearance. Methods: A quasi-experimental research design was utilized in this study, setting: The study was conducted in SWL unit at Prince Mutaib Bin Abelaziz Central Hospital, Saudi Arabia. Sample: A convenience sample consisted of 74 patients they divided equally into study and control groups. Tools: (1) An interviewing questionnaire sheet which included two parts; A) demographic and medical data and B) patients' knowledge questionnaire, (2) Beck Anxiety Inventory, (3) Numerical pain rating scale and (3) Visual analogue scale for claustrophobia. Results: Before receiving pre-procedure teaching module 100% of patients in both groups had poor level of knowledge. After receiving teaching; the study group had significant improvement in their knowledge, decrease in anxiety, claustrophobia and postoperative pain scores as well as an increase in rate of successful treatment and stone clearance than the control group (p <0.05). Conclusions: Overall results revealed that pre-procedure teaching for patients experiencing SWL procedure Led to improvement of patients' knowledge and reduction of anxiety, claustrophobia and pain scores after procedure as well as an increase in rate of successful treatment and urolithiasis clearance in the study group than the control group. Recommendations, planned teaching and simple Arabic booklet about SWL, preoperative instructions, post-procedure management, nutritional habits and life style modifications should be provided to patients before SWL.

Keywords: Pre-procedure teaching module - Shock wave lithotripsy - Anxiety - Claustrophobia - Pain – urolithiasis.

References:

Background: Shock wave lithotripsy (SWL) is the best choice treatment for renal stone. Aim of the study is to test the effect of pre-procedure teaching module for patients undergoing SWL on patients' anxiety, claustrophobia and pain perception, and stone clearance. Methods: A quasi-experimental research design was utilized in this study, setting: The study was conducted in SWL unit at Prince Mutaib Bin Abelaziz Central Hospital, Saudi Arabia. Sample: A convenience sample consisted of 74 patients they divided equally into study and control groups. Tools: (1) An interviewing questionnaire sheet which included two parts; A) demographic and medical data and B) patients' knowledge questionnaire, (2) Beck Anxiety Inventory, (3) Numerical pain rating scale and (3) Visual analogue scale for claustrophobia. Results: Before receiving pre-procedure teaching module 100% of patients in both groups had poor level of knowledge. After receiving teaching; the study group had significant improvement in their knowledge, decrease in anxiety, claustrophobia and postoperative pain scores as well as an increase in rate of successful treatment and stone clearance than the control group (p <0.05). Conclusions: Overall results revealed that pre-procedure teaching for patients experiencing SWL procedure Led to improvement of patients' knowledge and reduction of anxiety, claustrophobia and pain scores after procedure as well as an increase in rate of successful treatment and urolithiasis clearance in the study group than the control group. Recommendations, planned teaching and simple Arabic booklet about SWL, preoperative instructions, post-procedure management, nutritional habits and life style modifications should be provided to patients before SWL.

Keywords: Pre-procedure teaching module - Shock wave lithotripsy - Anxiety - Claustrophobia - Pain – urolithiasis.

Abstract:

Background: Documentation of nursing care is core to the Nursing profession and to share information on patients/clients with other nurses and between clinical disciplines and care settings, data needs to be recorded and stored in a standardized form. Therefore, to make the care nurses give to be visible, NANDA-I, NIC & NOC was endorsed to be used for documentation.

Purpose: The purpose of the study was to evaluate whether NANDA-I, NIC, & NOC was used for documentation of care at the maternal and infant welfare units of selected Primary Health Centres (PHCs).

Methodology: A retrospective descriptive research design was adopted in this study. Random sampling technique was used to select 5 PHCs. All patient nursing care plan records documented with NANDA-I, NIC & NOC was utilized for data analysis. Data was analyzed using the Statistical Package for Social Sciences (SPSS) version 17.0 for both descriptive and inferential statistics.

Results: Findings revealed that nursing care was documented using NNN. There was no significant difference in the NANDA-I nursing diagnoses, NIC & NOC used as the t calculated value of -1.00 was lesser than the critical value of 1.96, which was not significant at 0.05 alpha levels.

Conclusion: This study has evaluated the documentation of care using NNN in PHCs. It is imperative to state that using NNN for documentation of care is a way of showing evidence-based practice. The researcher therefore recommends that the use and documentation quality of the NNN be evaluated periodically, and corresponding feedbacks given to nurses.

Keywords: Evaluation, Documentation, NANDA-I nursing diagnoses, Nursing Intervention Classification, Nursing Outcome Classification.

References:

[1].    Abreu, M. (2006). NANDA, NOC and NIC linkages in the care of orthopaedic patients in a Brazilian University Hospital. International Journal of Nursing Terminologies & Classifications, 17(10, 19-20.

[2].    Allen, S., Chapman, Y., O Conor, M &Francis, K. (2007). The importance of language for nursing: does it convey commonality of meaning and is it important to do so? Australian Journal of Advanced Nursing Volume 24(4), retrieved March 10, 2009 from http://www.nursingworld.org

[3].    American Nurses Association (2007). ANA Recognized Terminologies and Data Element Sets.

[4].   Available at http.nursingworld.org/npii/terminologies.htm. Accessed August 5, 2009.

[5].    American Nurses Association. (2009). Recognized languages for nursing. Retrieved from
 http://nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/Nursing

[6].   Standards/DocumentationInformatics/NIDSEC/RecognizedLanguagesforursing.aspx

[7].    Aquillino, M.L. & Keenan, G. (2001). Having our say: nursing’s standardized nomenclatures. The American J Nurs. 2001; 100(7): 33-38. Available from http://www.jstor.org/stable/3521755

[8].    Association of Perioperative Registered Nurses (2016). Perioperative nursing data set. Available from

[9].   http://www.aorn.org/research/

[10].Bakken, S., Holzemer, W. L., Portillo, C., Grimes, R., Welch, J. and Watland, D. (2005). Utility of a standardized nursing terminology to evaluate dosage and tailoring of an HIV/AIDs adherence intervention. Journal of Nursing Scholarship, 37(3), 251-257.

[11].Beyea, S.C. (1999). Standardized language – Making nursing practice count. AORN Journal, 70(5), 834, 837-838.

[12].Bjorwell, C., Thorell-Ekstrand, I., and Wredling, R. (2000). Development of an audit instrument for nursing care plans in the patient record. Quality in Health Care, 9, 6-10.

[13].Bostick, J.E., Riggs, C.J., and Rantz, M.J. (2003). Quality measurement in nursing. Journal of Nursing Care Quality 18(2), 94-10.

[14].Bulechek, G. M., Butcher, H., & Dochterman, J. M. (Eds.). (2008). Nursing interventions classification (NIC) (5th ed.). St. Louis, MO: Mosby Elsevier.

[15].College & Association of Registered Nurses of Alberta (2013). Documentation guidelines for registered nurses. Available at http://www.nurses.ab.ca/content/dam/carna/pdfs/DocumentLi st/Standards/DocumentationStandards_Jan2013.pdf

[16].Criminiello, C., Terjesen, M., & Lunney, M. (2009). Case study: Home nursing care for a 62-year old woman with multiple health problems. International Journal of Nursing Terminologies and Classifications, 20(2), 96-99.

[17].Dochterman, J., and Bulechek, G. M. (2004). Nursing Interventions Classification (NIC) 4^th ed. St. Louis; Mosby.

[18].Erdemir, F., & Algier, L. (2006). Potential nursing diagnoses and interventions in the care of patients in Burn unit: A pilot study. International Journal of Nursing Terminologies & Classifications, 17(1), 30-31.

[19].Gusen, N.J. (2015). Knowledge and utilization of standardized nursing language (NANDA-I, NIC and NOC) among nurses in Jos University Teaching Hospital, Plateau State. A research project submitted to the Nursing & Midwifery Council of Nigeria in partial fulfillment of the award of Registered Nurse (RN) certificate.

[20].Hughes, R. (2006). Identifying and defining the problems, interventions, and outcomes of spinal cord injury in Irish spinal cord injury service using standardized nursing language: A Delphi study. International Journal of Nursing Terminologies & Classifications, 17(1), 38-39.

[21].Johnson, M. (2006). Linking NANDA, NIC, & NOC. International Journal of Nursing Terminologies & Classifications, 17(1), 39-40.

[22].Kautz, D.D., Kuiper, R., Pesut., D.J., & Williams, R. (2006). Using NANDA, NIC, and NOC (NNN) Language for clinical reasoning. International Journal of Nursing Terminologies & Classifications, 17(1), 129-138.

[23].Linch, G. F. C., Müller-Staub, M., & Rabelo, E. R. (2010). Quality of nursing records and standardized language: Literature review. Online Brazilian Journal of Nursing, 9(2), 01–06.

[24].Olaogun, A. & Adejumo, P. (2014). Standardized nursing languages. A power point presentation on the occasion of NANDA-International African network northern zone conference, University of Abuja Teaching Hospital.

[25].Paans, W., Sermeus, W., Nieweg, R., & van der Schans, C. (2010). Determinants of the accuracy of nursing diagnoses: Influence of ready knowledge, knowledge sources, disposition toward critical thinking, and reasoning skills. Journal of Professional Nursing, 26(4), 232–241.

[26].Rogers, E.M. (2003). Diffusion of Innovations, 5^th edn. Free Press, New York, NY.

[27].Rutherford, M. (2008). Standardized nursing language: What does it mean for nursing practice? Online Journal of Issues in Nursing, 13(1). doi:10.3912/OJIN.Vol13No01PPT05; Retrieved from http://www.nursingworld.org/MainMenuCategories/ThePracticeofProfessionalNursing/HealthIT/StandardizedNursingLanguage.html

[28].Saranto, K., & Kinnunen, U. (2009). Evaluating nursing documentation— research designs and methods: Systematic review. Journal of Advanced Nursing, 65(3), 464–476.

[29].Smith, V., & Smith, K. (2007). Supporting evidence based practice through the use of standardized nursing languages. HIMSS webinar, March 28, 2007.

[30].Tastan, S., Linch, G. C. F., Keenan, G. M., Stifter, J., McKinney, D., Fahey, L., Wilkie, D. J. (2014).

[31].Evidence for the existing American Nurses Association-recognized standardized nursing terminologies: A system

[32].Thede, L.Q. & Sewell, J.P. (2012). ANA Recognized Standardized Terminologies that support Nursing Practice.

[33].Thoroddsen, A., & Ehnfors, M. (2007). Putting policy into practice: Pre- and posttests of implementing standardized languages for nursing documentation. Journal of Clinical Nursing, 16(10), 1826–1838.

[34].Vizoso, H., Lyskawa, M., & Couey, P. (2008). Standardized nursing care plan: A case study on developing a tool for clinical research. Western Journal of Nursing Research, 30(5), 578-587.

[35].Wang, N., Hailey D., & Yu, P. (2011). Quality of nursing documentation and approaches to its evaluation: mixed method systematic review. Journal of Advanced Nursing; 67(9):1858–75.

[36].Yang, J. J. (2007). An analysis of nursing outcomes and interventions according to nursing diagnoses for inpatients with brain hemorrhages by undergraduate nursing students. Chonnam Journal of Nursing Science, 12(1), 59–69.

[37].Yom, Y., Chi, S.A., & Yoo, H.S. (2002). Application of nursing diagnoses, interventions, and outcomes to patients undergoing abdominal surgery in Korea. International Journal of Nursing Terminology and Classifications, 13(3), 77-87.

[38].Yun, H. Y. (2002). Development of a nursing intervention protocol based on nursing diagnosis of medical-surgical patients (unpublished master’s thesis). Yonsei University, Seoul.

Abstract:

This study was conducted to assess the patients’ knowledge about safety measures related to blood-borne diseases in haemodialysis units. There is a lack of knowledge of patients’ knowledge about safety measures related to blood-borne diseases in haemodialysis units. The lack of knowledge of patients in haemodialysis centres was the leading cause of blood-borne disease outbreaks. The general objective is to assess the patients’ awareness about safety measures related to blood-borne diseases in haemodialysis units. The study design is a descriptive study, which is hospital based-cross sectional study. The total number of the study subjects in this study revealed that the knowledge of patients’ knowledge in the haemodialysis centres regarding safety measures related to blood-borne diseases in haemodialysis units show a significant lack of knowledge about safety measures related to blood-borne diseases in haemodialysis units, P-value <0.0001. We recommend increasing study cases, More researches, Health education for patients about the route of transmission of blood-borne diseases, Use the posters which carry pictures learn the patients and new staff the good behaviours to avoid infection, Employ only qualified staff, Supervise the newly staff, Make regular training for staff, Provide well-equipped laboratories for virology screening. There are no limitations of this study starting in 100 subjects and ended by 100 subjects.

Keywords: AIDS, Hepatitis B, Hepatitis C, Malaria.

References:

[1].     Brunner 11th edition, Suzzane c. Smeltzer, Brenda G. Bare, Janice L. Hinkle, Kerry H. Cheever.

[2].     http://www.iaff.org/hs/Resi/infdis/What_are_the_routes_of_exposur

[3].     http://www.iaff.org/hs/Resi/infdis/What_is_Hepatitis_B_.htm

[4].     http://www.iaff.org/hs/Resi/infdis/What_is_Hepatitis_C.htm

[5].     http://www.iaff.org/hs/Resi/infdis/Hepatitis_D.htm

[6].     http://www.iaff.org/hs/Resi/infdis/What_is_HIV_AIDS_.htm

[7].     http://safety.science.tamu.edu/bloodborne.html

[8].     http://www.google.com/search?q=blood+borne+diseases&hl=en&n

[9].     http://www.answers.com/topic/blood-borne-disease

[10]. http://www.traveldoctor.co.uk/aids.htm

[11]. http://issues.tigweb.org/diseases?gclid=CKLC2NyvwqgCFYl66wodD

[12]. Lippincott 8th edition Authors/Editors: Nettina, Sandra M.; Mills, Elizabeth Jacqueline. Title: Lippincott Manual of Nursing Practice, 8th Edition Copyright ©2006 Lippincott Williams & Wilkins

[13]. http://www.google.com/search?q=blood+borne+diseases&hl=en&n

[14]. Fundamental of nursing skills First published 2004

[15]. Oxford hemodialysis 2nd edition EditorLevy, Jeremy; Morgan, Julie; Brown, Edwina

[16]. http://www.cdc.gov/hepatitis/Populations/HealthcareSettings.htm

[17]. http://www.cdc.gov/niosh/topics/bbp/

[18]. http://en.wikipedia.org/wiki/Blood-borne_disease

[19]. http://www.iaff.org/hs/Resi/infdis/What_is_a_bloodborne_disease.ht

[20]. http://www.iaff.org/hs/Resi/infdis/What_are_the_modes_of_transmis

Abstract:

Cancellation of elective surgeries could be reduced to a greater extend if one knows the reasons or factors leading to cancellations. Cross sectional study conducted in a multi- specialty hospital in Dubai during 2014-2015, to determine the weightage of the causes and the rate of cancellations. Causes were classified into system related, patient related and medical related. Performed quantitative analysis of the causes and rate of cancellations. Trend of cancellations reduced across the period from October 2014 to June 2015. 6008 surgeries were scheduled from October 2014 to June 2015. 5656 surgeries were performed; there were 352 cancellations in total. 6% cases were cancelled. Based on category wise weightage, medical related causes scored the highest reason (69.89%). Patient related causes (15.63%) was slightly more than the system related causes (14.49%). ‘Patient medically unfit for surgery’ ranked highest in the order of the reasons for cancellations. ‘Patients/relatives refused surgery’ was the second highest. ‘Patient had food before the surgery’ though instructed nil oral, ranked the third highest reason. Study of cancellations is important as the identification of the causes of surgery cancellations would help in averting the conditions leading to cancellations. Proper and timely interventions could reduce the cancellation rate. The cancellation rate reduced comparatively in the post study period. Cancellation could cause wastage of valuable time, effort and energy. Moreover, financial burden to patients & hospitals. Resource wastage can be estimated based on the cancellation rate, if the hospital administrators around the world focus their attention to it.

Keywords: elective surgeries; surgery cancellations; day case surgery cancellations.

References:

[1].     Dix P, Howell S. Survey of cancellation rate of hypertensive patients undergoing anaesthesia and elective surgery. Br J Anaesth 2001; 86: 789–93.

[2].     Dr.Madhav Madsudhan Singh, Dr. Amitha Jain, Critical Analysis of Cancellation of Operative Theatre of a Tertiary Hospital. Paripex Indian Journal of Research, Volume -7, Issue -5 May 2018.

[3].     Farhanul Huda, "A Retrospective Analysis of Reasons for Cancellation of Elective

[4].     Surgery in a Teaching Hospital". Int J Sci Stud. 2014;2(2):28-30.

[5].     Lacqua MJ, Evans JT. Cancelled elective surgery: an evaluation. Am Surg 1994; 11: 809–11.

[6].     Hariharan S, Moseley HSL, Kumar AY. Outcome evaluation in a surgical intensive care unit in Barbados. Anaesthesia 2002; 57:434–41.

[7].     R. Johannalagadda, E.R. Walrond, S. Hariharan, M. Walrond, C. Prasad. Department of Surgery, Queen Elizabeth Hospital, Barbados, West Indies. Evaluation of the reasons for cancellations and delays of surgical procedures in a developing country. Int J Clin Pract, June 2005, 59, 6, 716–720.

[8].     Rakesh Garg, Anju R Bhalotra, Poonam Bhadoria, Nishkarsh Gupta, and Raktima Anand. Reasons for Cancellation of Cases on the Day of Surgery–A Prospective Study. Indian Journal of Anaesthesia. February 2009.35-9.

[9].     Seim AR Fagerhaug T Ryen SM Curran P. Causes of cancellations on the day of surgery at two major university hospitals.Surg Innov. 2009 Jun; 16(2):173-80.

[10]. Tait AR, Voepel-Lewis T, Munroe HM et al. Cancellation of pediatric outpatient surgery: economic and emotional implications for patients and their families. J Clin Anesth 1997; 9: 213–9.

[11]. Venkataraman S, Sriram K. Cancelled elective surgery: study in an Indian Corporate Hospital. Indian J Surg 1997; 59 (12): 372–6.

[12].William N Schofield, George L Rubin, Michael Piza, Ying Yin Lai, Doungkamol Sindhusake, Michael R Fearnside and Peter L Klineberg, Cancellation of operations on the day of intended surgery at a majorAustralian referral hospital. Med J Aust 2005; 182 (12): 612-615.