: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much ...engaged and have a lack of knowledge and skills.
: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students.
: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance.
: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies.
: EBP training can improve nursing students' capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.
Background: The most important of the health system inputs, the performance and the benefits the system can deliver, depend largely upon the knowledge, skills, and motivation of those individuals ...responsible for delivering health services. Purpose: This article discusses a study that considered predictors of successful personal involvement in a health care organization. Methodology/Approach: The research included three independent variables (organizational culture, teamwork, and leadership) and one dependent variable (personal involvement). The sample included 734 respondents from 14 Slovene hospitals and three personnel categories: doctors, nurses, and non-health care professionals. Findings: The results of regression analysis have shown that the dependent variable "personal involvement" can be explained with four independent variables in 49.6% of cases, which are: teamwork (p < .001), level of education (p < .001), transformational leadership (p < .001), and transactional leadership (p = .004). The study has demonstrated that doctors, nurses, and non-health care professionals view their hospitals as having a culture of internal focus, stability, and control. All three groups viewed their level of personal involvement in the organizations as low, whereas nurses and non-health care professionals also expressed a sense of subordination to doctors. Practical Implications: In addition to other predictors of personal involvement in an organization, which have been researched and confirmed in other studies, our study has also shown the level of education and transactional leadership to be a statistically significant predictor. Managers and leaders must accept responsibility for the existing results regarding personal involvement and start to work on interprofessional collaboration within the organization and outside of it.
Teaching evidence-based practice (EBP) in nursing education varies among nurse educators and universities. Lack of nurses' knowledge and skills are among the barriers commonly associated with the ...limited use of EBP in practice.
To describe the presence, characteristics and content of courses of EBP in nursing bachelor's, master's, and PhD programs in six European countries.
A descriptive study design was employed.
The study was implemented as part of the EBP e-Toolkit Project as a strategic partnership of six European higher education institutions from six countries in the framework of the Erasmus+ Programme.
Census sampling (N = 225) was used. A total of 162 (72%) faculties responded from the following countries: Spain (79), Italy (44), the Czech Republic (15), Poland (12), Greece (7), and Slovenia (5).
Three structured instruments were developed by using the consensus development panel. The research was conducted from December 2018 to March 2019. For names of subjects, a manual narrative Template Analysis was used with open descriptive coding.
Subjects in “EBP in Nursing or Health Care” are included in 45 (29.2%) bachelor's programs, mostly worth 180 European Credit Transfer System (ECTS) credits, 30 (28%) master's, and 6 (40%) PhD programs. In bachelor's programs, an average of 134 h are spent teaching EBP steps, followed by 127 h in master's programs and 52 h in PhD programs. EBP subjects have different focuses: clear topics in EBP, development of research knowledge, awareness of the need for evidence-based clinical work, and understanding the needs of the profession.
Teaching EBP is not yet sufficiently integrated into nursing curricula. For more efficient integration, guidelines on the standardization of teaching approaches and content have to be developed in all three cycles of higher education. Further research is needed on the implementation of teaching at master's and PhD levels of nursing curricula.
Izhodišča: V šoli otroci preživijo velik del dneva, zato ima šola pomembno vlogo pri zdravju otrok in mladostnikov pa tudi pri sodelovanju z zdravstvenimi službami.
Ugotoviti stališče ravnateljev o ...pomenu, smotrnosti in o možnosti umestitve šolske medicinske sestre v osnovne šole.
Podatki so zbrani s strukturiranim anketnim vprašalnikom. Vzorec zajema 55,6 % (n = 266) celotne populacije ravnateljev osnovnih šol. Uporabljena je deskriptivna statistika. Soodvisnost je analizirana z multiplo regresijsko in dimenzije odvisne spremenljivke s faktorsko analizo.
Na osnovnih šolah najpogosteje ukrepajo zaradi akutnega bolezenskega stanja (PV = 3,48), psihosomatskih (PV = 3,42) in kroničnih bolezni (PV = 3,22) (lestvica 1-6). Ravnatelji prepoznavajo potrebo po nalogah šolske medicinske sestre iz promocije zdravja in zdravstvenih storitev, saj je 11 od 13 predlogov dobilo v povprečju oceno nad 4 (lestvica 1-5). Najprimernejšo umestitev šolske medicinske sestre vidijo deloma v zdravstvenem domu, deloma v šoli (60,2 %); najprimernejši delodajalec je zdravstveni dom (59,4 %). Mnenja se ne razlikujejo glede na velikost šole in vključitev v mrežo Zdravih šol. Ravnatelji s šol, v katerih je telesnih poškodb učencev več, izražajo značilno večjo potrebo po šolski medicinski sestri (b = 0,208, p < 0,014), kar velja tudi za ravnatelje z mnenjem, da je usposabljanje učiteljev za prepoznavanje in ukrepanje ob zdravstvenih težavah v odgovornosti zdravstvenega doma (b = 0,270, p < 0,000).
Ravnatelji menijo, da se v šolah srečujejo z zdravstvenimi težavami učencev, a učitelji za ukrepanje nimajo dovolj znanja niti kompetenc. Pozitivno prepoznavajo umestitev šolske medicinske sestre v šolo.
Background: Children spend most of their days in schools, therefore schools play an important role in children’s inter-institutional health care.
To identify views of school principals on the importance, relevance and possible placement of school nurses in Slovenian schools.
A structured questionnaire was used. The sample consisted of 55.6% (n=266) of the total population of elementary school principals; descriptive statistics was used. Interdependence was analysed with multiple regression, while dependent variable dimensions were obtained with factor analysis.
The most frequent interventions in schools are the result of acute medical conditions (M=3.48), psychosomatic disorders (M=3.42) and chronic diseases (M=3.22) (1-6 scale). Principals ranked the need for suggested services of school nurses highly, as 11 out of 13 suggestions received a mean value of over 4 (on a 1-5 scale), not only in health promotion/education but also in other medical services. The most appropriate work location of school nurses is partly in primary health centres and partly in schools (60.2%); the most appropriate employer is the primary health centre (59.4%). Opinions of principals do not differ according to the size of school or participation in the network ‘Schools for health’. Principals of schools with a higher number of interventions due to children’s injuries expressed a significantly higher need for school nurse services in the school (b=0.208, p<0.014); the same also goes for principals who feel that training teachers to recognise and act upon children’s health problems has to be organised by a primary health centre (b=0.270, p<0.000).
In school principals’ view, schools are faced with children’s health problems but teachers do not have enough knowledge or competences to take appropriate measures. They positively recognise the placement of school nurses in schools.
The primary aim was to describe differences, if any, between learned and practiced competences among a convenience sample of Italian and Slovenian nursing staff; the secondary aim was to validate an ...instrument capable of measuring internationally such competences.
The distance between competences learned and those practiced as a source of under- or over-education has not been investigated to date at the international level.
A explorative observational investigation was performed in 2019 by involving 426 Italian and Slovenian members of the nursing staff working in medical and surgical departments. The study was conducted according to the Strengthening the Reporting of Observational Studies in Epidemiology (STROBE) guidelines.
Members of the nursing staff (health care assistants, general nurses, specialist nurses and advanced nurses) were invited to complete the Nursing Competence Instrument based on the European Federation of Nursing Association’s four categories of the nursing care continuum, from health care assistants to advanced practice nurses.
The construct validity of the Nursing Competence Instrument indicated the presence of four identifiable dimensions (internal consistency ranging from 0.82 to 0.93). On average, the scores of the competences practiced were interestingly slightly higher than those learned among general care nurses. In contrast, health care assistants, specialist nurses and advanced practice nurses, reported to have learned importantly slightly lower as that practiced.
At the overall levels, nurses tend to apply what they had been thought; additionally, all profiles seem to rate at low ranges both the competences practiced and those learned, suggesting the need to maximise nursing competences, both in the classroom and in the daily practice. Mapping the degree of competences acquired in education, as applied in the clinical practice, might assist clinical nurses, nurse educators and health care managers to identify areas at need of improvement. Moreover, mapping differences (if any) across countries might have research, managerial and educational implications.
Uvod: Razumevanje zgodovine razvoja zdravstvene nege poveča moč in pozitivno samopodobo strokovnjakov, razvije veščine kritičnega mišljenja in delovanja. Cilj raziskave je bil raziskati profesionalno ...delo Angele Boškin skozi teoretični okvir elementov profesionalizacije v zdravstveni negi.Metode: Uporabljena sta bila zgodovinsko raziskovanje z idealistično tradicijo in biografski pristop. V vsebinsko analizo in sintezo spoznanj je bilo vključenih 16 virov različne tipologije. Uporabljene so bile naslednje metode: parafraziranje, kronološki klasifikacijski sistem, vsebinska kategorizacija in tematizacija. Zanesljivost in veljavnost raziskave sta bili preverjeni z zunanjo in lastno kritiko virov, vsebinskim ravnovesjem in seznanitvijo z zgodovinskim obdobjem.Rezultati: Oblikovanih je bilo 122 parafraz, združenih v 31 kategorij in 10 tem, ki opišejo prispevek Angele Boškin k profesionalizaciji slovenske zdravstvene nege v obdobju od 1912 do 1944. Teme so bile osnova za zapis zgodbe in zaključnih spoznanj.Diskusija in zaključek: Angela Boškin je vzpostavila začetno ekspertizo stroke zdravstvene nege v Sloveniji, začetke njene avtonomije, profesionalne prepoznavnosti in ugleda. S prvo šolo je osnovala razvoj temeljnega strokovnega znanja in standardiziranega izobraževanja. Vzpostavila je avtonomijo dela na področju preventive mater in otrok na terenu, pripomogla k sprejemu zakonskih podlag za delovanje zaščitne sestre na področju preventive. Z vodenjem profesionalnega združenja je začrtala smer razvoja zdravstvene nege ter jo umestila v slovenski in mednarodni kontekst.
Uvod: Neizvedena zdravstvena nega je koncept, ki se pojavlja v zdravstveni oskrbi pacientov po vsem svetu. Namen sistematičnega pregleda literature je opisati neizvedeno zdravstveno nego in pridobiti ...razumevanje povezanosti koncepta z dejavniki za njen nastanek.Metode: Uporabljen je bil sistematični pregled literature, izveden v podatkovnih bazah PubMed, CINAHL, Wiley library online, COBISS.SI februarja in marca 2020. Iskalni pojmi so bili: neizvedena zdravstvena nega, zamujena oskrba; v angleškem jeziku pa unfinished nursing care, missed nursing care, implicit rationing, care left undone. Iskalna strategija je temeljila na vključitvenih kriterijih: znanstvena revija, recenzirana publikacija, dostopnost v polnem besedilu, slovenski ali angleški jezik, obdobje 2015–2020. Rezultati so bili analizirani s tematsko analizo.Rezultati: Skupaj je bilo identificiranih 1.667 in v končno analizo vključenih 16 zadetkov: dva sistematična pregleda literature, dvanajst presečnih raziskav in dve opisni kvalitativni raziskavi, kar skupaj združuje rezultate 88.294 zaposlenih v zdravstveni negi iz 21 držav. Rezultati so pokazali tri skupine dejavnikov za neizvedeno zdravstveno nego: kadrovske značilnosti, značilnosti delovnega okolja in timsko delo s komunikacijo.Diskusija in zaključek: Rezultati kažejo, da so vzroki za neizvedeno zdravstveno nego kompleksni in nekonsistentni. Med državami se razlikujejo tudi zaradi različnih izobraževalnih sistemov v zdravstveni negi. Povezani so z dejavniki v zdravstveni organizaciji in značilnostmi medicinskih sester. Če želimo na nacionalni ravni ugotoviti količino in obseg neizvedene zdravstvene nege, potrebujemo lastne podatke o stanju na tem področju v Sloveniji.
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