Anatomical Study of Iliofemoral Ligament in Hip Joint Capsule

Norito Hotta^*
*Correspondence: Norito Hotta, The Aga Khan University School of Nursing and Midwifery, Karachi, Pakistan, Tel: 9232706844, Email:

Introduction

The iliofemoral ligament, which assumes a significant part in hip joint dependability, is shaped on the anterosuperior region of the hip joint capsule. Albeit the ligament and profound aponeurosis of the gluteus minimus and iliopsoas are incompletely associated with a similar region of the capsule, the exact area of the associations between the joint capsule and the tendons and profound Apo neuroses stays hazy. Ten hips were visibly examined, and four were histologically broke down. During naturally visible examination, the joint capsule was isolates from the acetabular edge and the femur, and its nearby thickness was estimated utilizing microcomputer tomography (micro‐CT) [1,2].

About the Study

The profound aponeurosis of the iliopsoas was likewise associated with the joint capsule, and the inferomedial end of its foremost line related with the inferomedial end of the intertrochanteric line. In the micro‐CT investigation, capsular thickening was seen at the foundation of the association with the gluteus minimus ligament and at the foremost line of the profound aponeurosis of the iliopsoas. A histological report showed that the gluteus minimus ligament and the profound aponeurosis of the iliopsoas were nonstop with the hip joint capsule. In view of the morphology of the tendinous and aponeurotic associations, nearby capsular thickening and histological progression, the cross over and dropping pieces of the iliofemoral ligament were the joint capsules, with filaments organized by the association with the gluteus minimus ligament and the profound aponeurosis of the iliopsoas, individually. Consequently, the so‐called iliofemoral ligament could be viewed as the unique stabilizer, with the capacity to communicate the strong capacity to the joint by means of the capsular complex. This anatomical information gives a superior comprehension of the hip adjustment system [3].

Recently, the advancement of medical technology, changes in population structure, and healthcare policies have necessitated the need for healthcare workers to quickly adapt to changes in the medical field while maintaining a professional role. Nursing educational institutions also aim to educate professional nurses to solve health problems through theoretical and practical training. Clinical practise allows students to apply the theoretical concepts they have learned in school in a hands-on setting. It is a method for students to integrate and participate in knowledge and practise. Clinical practise is critical to gaining a better understanding of the transition to professional nursing. However, many nursing students become nervous during clinical practise because of the unfamiliar hospital environment, the difference between theoretical content learned in school and clinical practise, and an immature role performance and lack of confidence due to insufficient knowledge. In the same way that new nurses experience transition shock, nursing students' clinical practise must be understood as a transition process when moving to a new environment, transition shock refers to feelings of anxiety, instability, and inadequacy in roles, responsibilities, relationships, knowledge, and expectations. Nursing students place a high value on clinical experience. For effective practical education, it is necessary to confirm nursing experiences when transitioning from a familiar environment to a new clinical practise environment. Furthermore, it is critical to find a way to alleviate and prevent transition shock in the clinical practise setting by confirming the shock's characteristic [4,5]

Conclusion

There are, however, significant differences in the roles and responsibilities of nursing students and professional nurses. Existing tools do not take into account the characteristics of nursing students because their questions assume that nurses, as members of the workplace, are licenced to perform medical practises. Nursing students, on the other hand, typically practise observation, and existing tools measure excessive work. As a result, it is questionable whether previous quantitative studies accurately measured nursing students' transition shock. As a result, it is critical to concentrate on the unique experiences of nursing students experiencing transition shock through clinical practise. Furthermore, when transitioning from a familiar to a new clinical practise environment, it is necessary to understand how to deal with transition shock. The goal of this study is to better understand the nature and meaning of transition shock experienced by nursing students in clinical practise, as well as to collect data for the development of clinical practise conversion shock tools for nursing students.

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