Future nurses should possess the knowledge and competences necessary to ensure patient safety. However, little evidence is available on the way in which students learn patient safety-related ...principles over time. This study explored the progress of a cohort of Italian undergraduate nursing students as they acquired patient safety knowledge and competences from time of enrolment to graduation.
A longitudinal study carried out between 2015 and 2018 enrolled a cohort of 90 nursing students from two Italian Bachelor of Nursing Science Degree Courses at the Udine University, Italy. The students were followed-up on an annual basis and data collection was performed three times: at the end of the 1st, 2nd and 3rd years. The validated Italian version of the Professional Education in Patient Safety Survey tool was used to collect data.
At the end of the 1st year, students reported an average 4.19 out of 5 patient safety knowledge acquired in classrooms (CI 95%, 4.11-4.28), which was stable at the end of the 2nd (4.16; CI 95%, 4.06-4.26) and 3rd years (4.26; CI 95%, 4.16-4.32) and no statistical differences emerged over the years. With regard to the competences acquired in clinical settings, at the end of the 1st year the students reported an average 4.28 out of 5 (CI 95%, 4.20-4.37), which decreased significantly at the end of the 2nd year (4.15; CI 95%, 4.07-4.23; p=0.02) and increased at the end of the 3rd year (4.37; CI 95%, 4.27-4.47; p<0.01).
Nursing students' competences in patient safety issues increases over time, while their knowledge remains stable. Students are more vulnerable at the end of the 1st year, when they seem to be overconfident about patient-safety issues.
No evidence from any longitudinal study design has been reported to date with regard to patient safety (PS) incidents witnessed by nursing students during their training. Therefore, with the aim of ...closing this gap in available knowledge, a longitudinal study was performed from 2012 to 2015 by involving all nursing students (n = 145) enrolled in two Italian nursing programs. At the end of each academic year, students were invited to report in writing all PS incidents witnessed during their clinical learning experience; the number of days each student spent in their clinical setting was also collected from administrative records. Ninety students were included and 94 incidents were reported: 17 (18.1%) by first year students, 27 (28.7%) by second year students, and 50 (53.2%) by third year students. One third of students did not report any PS incident at the end of each academic year, while only a few reported more than one. The incidence density was 3.8/1000 days of clinical training without statistical differences across academic years. Supporting nursing students by encouraging them to share, discuss, and reflect on their clinical learning experience might increase their confidence in reporting safety incidents.
The study sought to validate the Italian version of the Health Professional Education in Patient Safety Survey (H-PEPSS), an instrument used to assess the perceptions of health professionals ...regarding patient safety competence. The H-PEPSS was administered to a sample of 574 bachelor degree nursing students in two north-eastern Italian universities. Its factor structure, validity and reliability were examined using explorative factor analysis. The internal consistency of the Italian version of H-PEPSS (H-PEPSSIta) measured with Cronbach's alpha (α) was higher for both classroom (.938) and clinical training (.942) dimensions. The six factors that emerged from the analysis were composed of three to five items loading ≥.55 and explaining 69.344% of the classroom total variance and 70.425% of the clinical training total variance of the H-PEPSSIta. The H-PEPSSIta is a valid tool capable of evaluating the self-perception of nursing students regarding patient safety knowledge and competence. Therefore, the instrument could be adopted in educational settings as a periodic nursing student report. This may help students reflect on PS related-issues, and evaluate gaps in knowledge and competences; furthermore, data emerging from periodic self-reports may offer the opportunity to tailor educational strategies to fill the gaps in PS knowledge and competences that emerge.
•In the context of nursing education, it is necessary to support the learning process appropriately with an instrument capable of measuring student perceptions of Patient Safety (PS) knowledge and competence.•The Health Professional Education in Patient Safety Survey is a valid tool capable of evaluating the nursing students' self-perception of patient safety knowledge and competence.•The instrument could be adopted in the educational settings as a periodical nursing student report helping to reflect on PS issues, and evaluate gaps in knowledge and competences.•Periodical self-reports may offer the opportunity to tailor educational strategies to fill the gaps in patients safety knowledge and competences that emerge.
Research in Brief series. Research to evaluate the effects of mandatory preclinical education on injury exposure occurrence as reported by nursing students.
To estimate the level of burnout among nurses working on oncology wards and to identify the risk factors of burnout and the strategies used to prevent and deal with stress.
Descriptive study.
...Oncology wards in public hospitals in a northeastern Italian region.
100 nurses working on oncology wards.
Head nurses of the oncology wards were personally informed about the aims of the study and were asked to distribute a questionnaire among the staff nurses and collect them after completion. The questionnaire had 58 items divided into three parts: sociodemographic and job characteristics of the population, the Maslach Burnout Inventory modified for Italian healthcare workers, and the respondents' perceptions about coping mechanisms and strategies adopted by the organization to help the nurses cope with stress.
Levels of burnout according to the Maslach Burnout Inventory.
The global response rate was 71% (100 of 140); 35% of the nurses had a high level of emotional exhaustion, 17% had a high level of depersonalization, and 11% had a high level of personal achievement. Significantly high levels of emotional exhaustion were found in nurses older than 40 with a working seniority of more than 15 years, those who had chosen to work on an oncology ward, and those who wanted another work assignment. The mean emotional exhaustion in subjects who identified lack of coordination (disorganization) as an important cause of stress was 24.5 (SD = 10.6), whereas the mean score in the nurses who did not cite disorganization as a cause of stress was 18.3 (SD = 12.0).
An important cause of stress reported by nurses is poor organization; therefore, hospitals should focus attention on specific organizational aspects.
Knowledge of the mechanisms of burnout and strategies to prevent and deal with them are important for nurses' psychophysical health and constitute a fundamental requirement in a policy that aims to improve quality in health services.
Abstract Purpose The main aim of this study was to present the hidden Clinical Nursing Minimum Data Set adopted by Italian nurses in outpatient oncology settings. Methods A multi-method study design ...articulated in three phases was conducted from November 2009 to December 2010. A cross-sectional study design involving outpatient oncology centres located in the 20 Italian regions was undertaken in order to collect structured nursing records used by nurses in the documentation of daily nursing care. An evaluation of the items contained in each nursing record was performed in order to individuate homogeneities. A content analysis of the items was therefore undertaken in order to categorise them in assessment, problems, intervention, and outcomes. Results A total of 1080 different items from the structured nursing records were counted, comprising on average 29 items (range 8–175; ±40.4) for each record. A total of 330 (30.6%) out of 1080 were categorised as assessment items, 146 (13.5%) as problems, 583 (54.0%) as interventions and 21 (1.9%) as outcomes items. Conclusion Italian nurses have developed a micro-system Clinical Nursing Minimum Data Set capturing and documenting several types of clinical data, following their implicit representation of what it is important to document: much consideration is given to nursing surveillance/monitoring and to at-risk problems, indicating the importance of the nursing role in the prevention and early recognition of a patient's clinical deterioration. However, there is a need to develop a macro-system national NMDS which will be useful for evaluating nursing outcomes and making decisions on workforce resources.
Abstract Purpose To evaluate the effectiveness of irrigating totally implantable venous access devices (TIVADs) every eight weeks instead of every four in maintaining the patency of the device. ...Methods An explorative, pragmatic, prospective study design was conducted in two day hospital centres located in the northeast of Italy, from January 2011 to September 2012. Twenty patients who had skipped an appointment and were thus washing their TIVAD every eight weeks (exposed) were included, as were 17 patients following the typical wash regimen of every four weeks (controls). TIVAD occlusion—defined as the inability of the device to aspirate blood and/or the inability to properly irrigate the device—was the principal study end-point. Results A total of six occlusions were documented in six patients. Four cases were observed among the exposed group (4/20; 20.0%), while two were observed among the control group (2/17; 11.7%). No statistically significant differences were observed in the occurrence of occlusion between the groups (RR: 1.29, 95%CI: 0.67–2.50, p = 0.49). No statistically significant differences emerged between groups in the time that elapsed from study inclusion to occlusion occurrence according to the time-to-event analysis performed using the Kaplan–Meier estimation model (Log Rank Mantel–Cox = χ2 0.284, df 1, p = 0.594). Conclusions Within the limitations of the study which should be addressed with further research based on double-blinded randomised clinical trials, postponing the irrigation regimen of TIVADs to eight weeks seems to be sufficient to maintain device patency.
Title. Italian oncology nurses’ knowledge of complementary and alternative therapies: national survey.
Aim. This paper is a report of a study to investigate the knowledge of Italian oncology nurses ...in relation to complementary and alternative therapies.
Background. In the last decade, the use of complementary and alternative therapies by the general public has increased dramatically. As primary care providers who play a key role in healthcare delivery, it is likely that nurses will be asked about these therapies by their patients. Only if they have an adequate knowledge base, however, can nurses give useful information and counsel patients effectively to allow them to make informed healthcare decisions.
Method. A survey was carried out in 2007 with, 270 nurses registered with the Italian Association of Oncology Nursing. A self‐administered questionnaire was used and the response rate was of 57·4% (155/270).
Findings. Ninety‐four (60·6%) nurses claimed to have knowledge about complementary and alternative therapies. Over two‐thirds (60·6%, 57/94) reported that books were a primary source of their knowledge. Other common sources included other healthcare workers (50%, 47/94), the Internet (48·9%, 46/94), workshops and seminars (29·8%, 28/94), and formal nursing education (17·0%, 16/94). Only 5·3% (5/94) reported that professional journals were a source of knowledge. During their professional activities, 71·6% (111/155) of the nurses encountered patients using complementary and alternative therapies, while 47·1% (73/155) treated patients asking for information about these techniques.
Conclusion. The fact that nurses are responding to demands for these therapies without a solid knowledge base makes it imperative that the nursing curriculum be expanded to include these topics.
Work capacity perceived by nurses: descriptive study Tomietto, Marco; Zanini, Antonietta; Sgrazzutti, Sasha ...
Giornale italiano di medicina del lavoro ed ergonomia,
2011 Oct-Dec, Letnik:
33, Številka:
4
Journal Article
Recenzirano
Perceived work ability is the worker perception of his/her job performances. There are many factors involved in this perception: individual characteristics (such as health status, motivation, and ...attitudes), job characteristics (such as technological resources, physical and mental demands) and working climate (such as job organization and leadership styles). The promotion of a good work ability could decrease the premature loss of workers and could help them in facing job demands and stress. In the health care settings the risk to perceive a low work ability could be higher due to nurses' shortage. The main aim of this pilot study was to measure the perceived work ability among nurses in order to find the work ability predictors. 78 nurses were recruited and had filled the Work Ability Index (WAI). The main work ability predictors found were: age over 45 years (OR=4,56; IC 95% 1,14 to 19,14), working years over 15 (OR=3,18; IC 95% 1,09 to 9,45) and more than 3 diseases (OR=25,00; IC95% 3,17 to 531,90). These results give useful information to health care managers in order to improve human resources management strategies and to find solutions about nurses' shortage and aging workforce.
Aims of the study was To define predictor factors of academic success of student in an Italian Nursing School. The recent introduction of the first level nursing education at university in Italy ...primed many changes processes and required to think new methods and contents. The study was descriptive and retrospective. The setting is an Italian School of Nursing. It was considered a sample constituted by 2 three years. Academic success was defined such as the capability of the student to finish formative pathway in three years with a final mark >90/110. An half of sample (53.7%, 66/123) finished the studies in three years. Variables that more influenced academic success were age, nationality, admission mark, evaluations obtained in professionals and tutorship formative activity. To know factors influenced academic success provides some indications that should be useful to define "at risk" students for which to plan formative pathways and specific supports.
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