Journal of Nursing & Care

The Nurses' contribution to the Health care sector globally is always delightful. The abrupt and undetected spread of COVID-19 worldwide, with variant mortality and morbidity rates in different countries, had put the health system into crisis. Response to the outbreak, preventing the spread of infection and control strategies, and nursing care during the pandemic is vital to attain goals of present medical emergency. Authors took efforts to discuss the perspective of nurses being front line health care workers, in an imperative situation in which the human population is undergoing with uncertainty, along with issues and concerns involved in managing the situation.

The leadership qualities among nurses to overcome the complex COVID-19 is once again proved in this episode of the pandemic. The concern to individual nurse in preserving the ethical and moral values with the fundamental framework and training undergone is recalled and channelized.

Nurses play an essential job responsibility in numerous ways while dealing with mankind, sick or well; either in a health care setting or at the community level.Vital domains involved in full filling nurses role during pandemic (COVID-19) noticeably creating awareness, screening services, and support for the general public who are high-risk conditions, infection prevention and surveillance, implementing appropriate preparations and precautions in health care settings, protecting the patients with immune deficient and or co-morbidities, care of COVID-19 patients with acute and chronic illness

Background : Needle stick injuries (NSIs)is a global issue. Each day thousand of health workers around the world, suffer from accidental occupational exposures during the course of their role for caring of patients.

Objectives: To assess the Knowledge, Attitude and Practices among staff nurses on needle stick injuries.

Material and Methods: A total of one hundred and fifty (150) nurses were included in the study. A descriptive cross sectional approach was adopted, a pretested structured questionnaire was used. Based on the objectives and the hypothesis the data was analyzed by using inferential statistics.

Results: The mean knowledge score of nurses regarding needle-stick injuries was 24.21(80.70%) with a range of 14-30 and the standard deviation was 3.97. Out of 150 nurses15(10%) subjects had poor knowledge,124(82.67%) subjects had average knowledge and 11(7.33%) subjects had good knowledge.The mean attitude score of nurses regarding infection control measures was 21.35(71.17%) with a range of 12-28 and the standard deviation was 3.71. out of 150 nurses 18(12%) subjects had poor attitude,109(72.67%) subjects had average attitude and 23(15.33%) subjects had good attitude.The mean practice score of nurses regarding needle-stick injuries was 23.36(71.73%) with a range of 10-30 and the standard deviation was 4.58.Out of 150 nurses 15 (10%)subjects had unfavorable practice,103 (68.67%) subjects had neutral level of practice, and 32(21.33%) had favorable level of practice.Finding of the study revealed that Staff nurses overall knowledge and attituderegarding needle-stick injurieswas average with neutral level of practice but there was positive correlation between them.

Conclusion: The training of nursing staff, continuous nursing education (CNE) and standard operating procedure regarding needle stick injuries is needed to improve knowledge, attitude and practice of nursing health care professionals regarding needle-stick injuries.

Background and Aim: Due to various undesirable aspects of educational environment, students’ have not well attaining their professional skills that affect their perception and qualities of nursing care provided to the community. This study was planned to assess nursing students’ perception towards their educational climate in governmental universities of Southwest Ethiopia.

Methods and Materials: Institution based qualitative case study design was conducted with a minimum of eightin-depth interviews from April 9 to 23/2019. Thus eight volunteer subjects were purposively sampled based on data saturation. The interviews were conducted for 45 minutes to 1 hour using open-ended semi-structured questionnaire translated to local languages. All interviews were recorded, transcribed, translated and analyzed using conventional content analysis approach; finally themes were emerged in table and presented with narration to realize students’ opinion.

Results: Based on the data analysis there was five themes are emerged as socio-demographic, Curriculum, instructors, institutional and students’ related factors that affects nursing students’ perception towards their educational environment.

Conclusions and Recommendation: Nursing students’ perception to educational environment were recognized as many attention seeking areas. Thus in-order to create a more genuine and an attractive educational environment, Minister of education, Universities, instructors, students’ and other concerned bodies could adopt strategies targeted on the aforementioned problems.

Background: Parenteral nutrition is an invasive therapy that provides nutrition support for persons who do not have adequate gastrointestinal functions; however, it does have inherent risks. Parenteral nutrition may better secure the intended nutritional intake but is associated with more infectious complications, most likely due to hyper alimentation and hyperglycemia.

Objective: to assess Knowledge, and Practice towards parenteral nutrition support on critical ill patients among nurses working in intensive care units at Amhara regional state referral hospitals, Northwest, Ethiopia, 2019.

Methods: Institution based cross-sectional study was conducted among 264 nurses from July 1 to August 15, 2019. Convenience sampling technique was used to recruit study participants. Data were entered by using epi-data 3.1 and analyzed by using STATA version 14.Descriptive statistics like frequency, mean, standard deviation and percentage were used to describe the distribution of data. The total scores of knowledge and practice were obtained and tested based on the nurses’ socio-demographic characteristics using independent Sample T-test, One-way ANOVA and Tukey HSD pairwise comparison test. P-values of <0.05 were considered to be statistically significant for all analysis.

Result:The mean knowledge and practice level of nurses’ towards parenteral nutrition were 22.63±4.18and 1.75±1.23 respectively. Results evidence that categories of training [p<0.001], age [p<0.001], religion [p=0.0049], educational level [p<0.001], working units [P<0.05], total working experiences as a nurse [p<0.001], working experiences in intensive care units [p<0.001], and monthly income [p<0.001] have significant difference between mean knowledge of nurses’ towards parenteral nutrition support. The same is evidenced for age [p<0.001], educational level [p<0.001], training [P<0.001], total working experiences as a nurse [p<0.001], working experiences in intensive care units [p<0.0022], and monthly income [p<0.001]have significant difference in relation with mean practice of nurses’. 

Conclusion and recommendations:The finding of this study concluded that nurses have insufficient knowledge and practice towards parenteral nutrition support. Categories of age, educational level, training, total working experiences as a nurse, working experiences in intensive care units, and monthly income have significant difference between mean knowledge and practice of nurses’ towards parenteral nutrition.  Based on the finding of the study to it is better to enhance nurses’ knowledge and skill towards parenteral nutrition via regular training and carrying out educational programs about nursing management of parenteral nutrition complications and administration.

Aim of the study

This study aims to explore the views of newly graduated British and Saudi nurses on the contributions of undergraduate nursing education to developing and putting into practice their assertive communication skills. Both UK and Saudi Arabia have distinctly different cultural contexts, including the role of religion in shaping cultural norms and how assertive communication in each culture is perceived and practiced. Examining the views of newly graduated nurses in both settings will explore the similarities and differences between how assertive communication is taught during undergraduate nursing education and how newly graduated nurses in both countries learn and practice it.

Methods

Between 2015 and 2017 a total of 96 newly-graduated British and Saudi nurses completed a qualitative, open-ended question study. In their undergraduate nursing education and in their current clinical position, the nurses focused on acquiring and practising assertive communication skills. Using thematic research, the qualitative responses of the nurses were analysed.

Results

Data analysis established three main themes: "Drivers to Speak Up," "The Pedagogical Meaning of Speaking Up" and "Ways to Create Self-Confidence"

Conclusion

Across the UK and Saudi Arabia, undergraduate nursing education tends to express the need to learn assertive communication skills. However, this seems to be hampered by the lack of effective assertiveness teaching, as well as the lack of operational skills that would help nurses translate this theoretical teaching into tangible work-setting assertiveness strategies. The perceived sense of uncertainty over how to voice concerns seems to have made many participants more sceptical as to whether assertiveness as a concept can ever materialize in real ward settings.While removing any barriers that prevent speaking at work must be crucial, nursing education must also express both the importance of speaking, but also the best way to do so. Future research needs to examine the tactical skills (both verbal and non-verbal) that accommodate both cultural norms, but also the need to challenge poor practice, as well as the best teaching strategies to be used in pursuit of this objective.In future research , experimental methodologies may also be used to examine personality trait contributions to faster acquisition of assertive communication skills.

Higher education is going through a time of transition, full of challenges. Times call on nursing educators to facilitate learning in such a way that students are empowered to become future leaders in the profession. Appreciative study is a new educational approach that is used to bring about organizational change in the area of teaching and learning. It is an approach to learning where emphasis is focused on positive aspects of learning rather than on negative aspects. The goal of this article is to clarify how appreciative education is applied in nursing education institutions, including evaluation and feedback practices to increase outputs.

Introduction

Appreciative Inquiry (AI) is a collective approach to positive (educational) improvements in the institutions. Appreciative Inquiry is a theory, a model of change and a collection of tools and techniques that promote the exploration, dreaming, design and development of a common vision that encourages people within an organization to move towards a mutual destiny. Appreciative Inquiry is a "co-built process that is supported by all those who seek to build opportunities for development and progress focused on the quest for the positive heart." The optimistic essence is found in higher education everywhere people function in ways that improve the learning as well as the mission and purpose of higher education. The optimistic core may serve as the basis for what the organization should do next. The optimistic center for educators may be to aim for educational excellence, which means quality student preparation and training, successful learning results and high-skill students bringing success to the profession. We need to reconsider our approach as educators in order to improve the educational practices and bring about positive change.

Conclusion

Appreciative education is motivated by a mutual interest between educators and students to promote learning and view obstacles as growth opportunities. Educators who use appreciative instruction, derived from Appreciative Inquiry, to direct regular evaluation and feedback practices can have a positive effect on student success and the quality of NEI delivered items. The use of appreciative language during evaluation and feedback and the application of the Six-D phases of appreciative education can enhance the internal motivation, creativity and innovation of the students. Appreciative education qualities empower educators to plan and deliver professional nurse practitioners that can provide quality healthcare. Appreciative education is intended to understand the National Department of Health's co-constructed goal of delivering quality care to all South African people.