| 1. |
- Alrajhi, Asrar, et al.
(författare)
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Factors affecting bedside handover between nurses in critical care area
- 2018
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Ingår i: IOSR Journal of Nursing and Health Science. - 2320-1940 .- 2320-1959. ; 7:4, s. 53-64
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Tidskriftsartikel (refereegranskat)abstract
- Handover is an important process in nursing care especially in critical care area because it involves transferring patient data. Improving handover between nurses can lead to improved patient safety. Nurses must be qualified to provide quality care, and they need to have the nursing knowledge and skills to avoid errors and increase the well-being of patients. Nurses must view patients as the centre of care because care is the core of nursing practice. The purpose of this study was to identify factors affecting bedside handover/handoff between nurses in the critical care area from a patient safety perspective. A literature review was used as a method in this study. This method helped to identify the problem and locate articles necessary to achieve the study’s aim. The authors achieved the aim by reviewing, analysing, and examining the results from 16 primary academic studies. The articles found via searches in the PubMed database. The results showed that factors affecting bedside handover in critical care area, specifically from four aspects: nurses, patient, environment, hospital standards perspectives. In addition, the authors identified the factors affected by nurses, which related to nursing behaviour, communication skills, nurse experience, and documentation during bedside handover. Nurses need to be skilled in effective communication and work in collaboration with a high level of interaction, with successful decision-making, appropriate staff, and responsible leadership. In addition, if critical care nurses develop and update their delivery of care, that leads to achieving patient safety. The authors consider the communication and nursing experience as main points to focus on during bedside handover. Additionally, handwriting considered the main problem in the documentation, which could be resolved by typing via electronic documentation. This literature review showed that nurses need to improve bedside handover in critical care area by minimizing those factors (our finding) that to increased levels of patient safety. Nurses need to always consider the patient during nursing care practice as a centre of care.
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| 2. |
- Alshaikh, Zahra, et al.
(författare)
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Nurses' knowledge about palliative care in an intensive care unit in Saudi Arabia
- 2015
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Ingår i: Middle East Journal of Nursing. - 1834-8742. ; 9:1, s. 7-13
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Tidskriftsartikel (refereegranskat)abstract
- Background: Most patients die in hospital settings either in intensive care unit (ICU), emergency department (ED) or other departments. In Saudi Arabia, approximately 23,000 persons are diagnosed with cancer every year. According to the World Health Organization (WHO), palliative care is a holistic activity that involves physical, psychosocial and spiritual human needs to enhance quality of life for patients and their families. Palliative care is an essential aspect to be applied for patients with chronic diseases to improve their quality of life. Earlier studies have shown that physicians, nurses and nurse assistants who work in long-term care settings lack the knowledge to enforce palliative care principles due to lack of education. According to the WHO, health care professionals should be educated and trained to apply palliative care.Aim: The aim of this study was to explore nurses' knowledge about palliative care in an intensive care unit in Saudi Arabia. Method: Eight individual qualitative semi-structured interviews were conducted. Interviews were audiotaped and transcribed verbatim. Manifest content analysis was used to analyze the data. Results: The palliative care concept was not familiar for most ICU nurses but it was applied in their daily work. Most nurses provided physical care at the end of life to keep the body intact. Some nurses highlighted that dying patients did not feel pain to be treated and did not have emotions to be supported.Conclusions: Nurses had insufficient knowledge of palliative care and how to apply it in ICU setting. The provision of additional education in palliative care is recommended in order to improve the knowledge of palliative care among nurses.
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| 3. |
- Listermar, Karin Henley, et al.
(författare)
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Perinatal palliative care after a stillbirth : Midwives' experiences of using Cubitus baby
- 2020
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Ingår i: Women and Birth. - : Elsevier BV. - 1871-5192 .- 1878-1799. ; 33:2, s. 161-164
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Usually, parents remain at the hospital for two or three days after a stillbirth in Sweden, and the routine until recently has been to place the baby in a refrigerator during the night. A device, the Cubitus Baby, a specially designed cot with cooling blocks, was implemented in all 47 delivery wards during 2013 and 2014.AIM: To investigate the midwives' experiences of using the device when supporting parents after the stillbirth.METHOD: Questionnaires were completed by midwives, and a single open-ended question was analysed using content analysis.FINDINGS: 154 midwives responded. Four categories were identified, with two subgroups in each category: Feelings of dignity (Satisfactory feelings in working with grief; Design and function), Caring cooling (The cooling function; A cold baby), Time for farewell (Time together; Time to make your own choice) and Satisfying feelings for the parents (The parents and Cubitus Baby; The possibility for bonding).CONCLUSIONS: The midwives found that this practice provided a more dignified and worthwhile form of care. There is no need to separate the stillborn baby from the parents during their stay at the hospital. In modern perinatal palliative care, it is not justifiable to place a stillborn baby in a refrigerator.
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| 4. |
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| 5. |
- Lundell Rudberg, Susanne, et al.
(författare)
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The impact of learning styles on attitudes to interprofessional learning among nursing students : A longitudinal mixed methods study
- 2023
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Ingår i: BMC Nursing. - : Springer Science and Business Media LLC. - 1472-6955 .- 1472-6955. ; 22
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: A functional interprofessional teamwork improves collaborative patient-centred care. Participation in interprofessional education promotes cooperation after graduation. Individuals tend to use different approaches to learning depending on their individual preferences. The purpose of this study was to explore nursing students' experiences of professional development with a focus on the relationship between attitudes to interprofessional learning and learning styles.METHODS: A longitudinal parallel mixed-methods design. The study was carried out at a Swedish three-year nursing program from August 2015 to January 2020. On enrolment, thirty-four students self-assessed their attitudes to interprofessional learning according to the Readiness for Interprofessional Learning Scale, and their learning style according to Kolbs' Learning Style Inventory. In the final semester the students participated in an interview focusing on their experiences and perceptions of teamwork and they self-assessed their attitudes to interprofessional learning again.RESULTS: Our findings indicated that 64.7% had a predominantly concrete learning style and 35.3% had a predominantly reflective learning style. No significant relationship with internal consistency reliability was identified among the participants between attitudes to interprofessional learning and learning styles. The content analysis resulted in four main categories: Amazing when it's functional; Deepened insight of care; Increased quality of care; Understanding own profession which were summarized in the theme: Well-functioning teams improve patients' outcome and working environment.CONCLUSION: The students' attitudes to interprofessional learning were positive and it was considered as an opportunity to participate in interprofessional cooperation during internship. Transformative learning is a useful strategy in fostering interprofessional relationships due to the interdependence of various professions in interprofessional teams. When students are guided to use reflection to develop new perspectives and meaning structures, they acquire emotional and rational skills beneficial for interprofessional cooperation.
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| 6. |
- Lundell Rudberg, Susanne, et al.
(författare)
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Undergraduate nursing students' experiences of becoming a professional nurse : a longitudinal study
- 2022
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Ingår i: BMC Nursing. - : Springer Science and Business Media LLC. - 1472-6955 .- 1472-6955. ; 21:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: During education it is essential for nursing students to develop professionalism in nursing. Nurses are placed in situations based on trust, and it is crucial that their patients have confidence in them to provide professional and safe care. A key period in nursing students’ development of a professionalism occurs during training when students gain knowledge and skills that separate nurses as professional healthcare workers from laypeople. The purpose of this study was to investigate nursing students’ experiences of professional competence development during education.Methods: A longitudinal study was carried out using qualitative content analysis with a manifest inductive approach. Thirty-four students enrolled in a Swedish three-year nursing program, from August 2015 to January 2017 were interviewed on four occasions.Results: The results revealed that students’ professional role developed gradually. The students’ started their education with dreams and a naive understanding of the profession, but their understanding of the complexity of the nursing profession gradually evolved. Students became theoretically equipped at the university and developed clinical skills through practice. Students’ focus went from mastering medical technology to a more holistic approach. Before graduating, students felt ready but not fully trained.Conclusions: Our findings indicate a discrepancy between the content of the theoretical education and the clinical settings since students identified a lack of evidence-based practice. A solid theoretical education before entering clinical training offered students possibilities for reflecting on evidence-based practice and the clinical settings. The realization that there is always potential for professional improvement can be interpreted as an emerging awareness, and development of professionalism. It is clear that students could benefit from increased collaborative work between clinical supervisors and faculty staff at the university.
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| 8. |
- Rudberg, Susanne Lundell, et al.
(författare)
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Nursing students experienced academic emotions during education - a longitudinal descriptive study from a nursing bachelor’s program in Sweden
- 2024
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Ingår i: BMC Nursing. - 1472-6955. ; 23
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Tidskriftsartikel (refereegranskat)abstract
- Aim To explore nursing students’ academic emotions during ongoing learning activities focusing on perceived challenge and competence.Background Emotions plays an important part in learning. Positive emotions can be beneficial while negative emotions can be detrimental to educational outcomes. Optimal experiences are situations when learners simultaneously experience sufficient challenge and competence. Since various learning activities are performed in different learning environments during the nursing program, it is of interest to investigate students’ ongoing emotions in the occurring contexts.Design A longitudinal descriptive study.Methods By using the Contextual Activity Sampling System, data was collected every third week on a three-year nursing program. From August 2015 to January 2020, a total of 2, 947 questionnaires were answered by 158 students. Experiences of positive and negative academic emotions were calculated for the entire program. Optimal experience was calculated for courses where high discrepancy between positive and negative experiences were identified.Results Students self-reported academic emotions varied over time and in relation to learning activities. High ratings of negative emotions were reported during clinical practice in all semesters except the final. Students’ positive academic emotions and optimal experience in clinical practice increased after having deepened their academic knowledge.Conclusion Nursing students had an increased positive experience when they themselves practice a learning activity and it appeared that they benefit from academic preparation prior to entering internship. Nursing students need an academic competence to develop their skills during training in the clinical reality. Increased collaboration between academia and clinic would be beneficial for students’ clinical development.
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| 10. |
- Rådestad, Ingela, et al.
(författare)
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Sleeping patterns of Swedish women experiencing a stillbirth between 2000-2014 : an observational study
- 2016
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Ingår i: BMC Pregnancy and Childbirth. - London : BioMed Central. - 1471-2393 .- 1471-2393. ; 16:1, s. 193-
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: External (to the fetus) stressors may act together with maternal factors as well as fetal and placental factors to increase the risk of stillbirth. Data published in 2011 indicate non-left side sleeping positions, particularly the supine one, is such a stressor; we do not know, however, if this new knowledge has influenced the choice of sleeping position among pregnant women.METHODS: Using a web-based questionnaire made available at the home page of the Swedish national infant foundation we collected information on sleeping positions among women who gave birth to a stillborn baby between 2000 and 2014.RESULTS: The questionnaire was completed by 583 women. About one third of the women reporting their sleeping position stated that they lay down on their the left side when going to bed, and another third reported lying down as often on the left as on the right side. Figures for typically going to bed on the left side the 4 weeks preceding the stillbirth was as follows: 72 (30 %) of 242 between 2011 and 2014 and 86 (27 %) of 313 between 2000 and 2010. Among the 240 women who remembered their position when waking up on the day the stillbirth was diagnosed, 63 (26 %) reported a supine position.CONCLUSION: Our data indicate that one third of the women went to bed on the left side the month before the stillbirth. The data are consistent with the notion that efforts in Sweden to advise women to lie on their left side when going to bed may decrease the rate of stillbirth.
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