Background/aims To review the literature on college students’ healthcare-seeking behaviours to uncover the current evidence and promote better healthcare-seeking behaviours and essentially better health outcomes in young adults. Methods The researchers conducted an extensive literature review using CINAHL, Cochrane, PubMed, EBSCOhost and Google Scholar in the years 2018 and 2019. The search was limited to the past 18 years (2000–2018) and to studies reported in the English language focused on the general healthcare-seeking behaviour of college students. The search was also extended to young adults (aged 18–39 years). Results A total of 56 articles were identified for abstract review and only 28 articles met the inclusion criteria for the final review. The following themes emerged to organise our findings: healthcare-seeking behaviour among college students, health information resource utilisation and its influence on healthcare-seeking behaviours and barriers to accessing care among college students. Conclusions This review summarises the current body of knowledge related to healthcare-seeking behaviour among college students, health information resource utilisation and its influence on healthcare-seeking behaviour and barriers to accessing care among this population. Important measures further to address the health needs and interventions for addressing these needs among the college student population are discussed.
Objective: Nurses are charged with providing quality care to all patients. In part, as a result of current and projected demographic changes in the United States, as well as the varying needs and circumstances of individual patients, nurses are faced with the challenges of providing culturally competent care. Preparing to care for a culturally diverse population begins during the teaching/learning process in the nursing curriculum. The aim of the study was to determine which teaching method(s) (stand-alone course on culture, integration of cultural concepts, cultural immersion) is/are the best predictor(s) of cultural competence after graduation. Methods: This study utilized a national sample. The target population was recent nursing graduates from programs accredited by the CCNE and ACEN in the U.S. A total of 126 cases (n = 126) were included in the final analysis. A survey method was used to collect data at one timepoint within 12 months of graduation. This study explored the difference between specified demographic variables and perceived level of cultural competence. This study also explored the differences in perceived level of cultural competence with and without a stand-alone course, integration of cultural concepts versus no integration, and with and without cultural immersion. Additionally, each variable was examined for their predictive ability and all study variables were analyzed simultaneously to assess their unique contribution to explaining the variance of perceived level of cultural competence. Results: Findings revealed variables that had a significant effect on perceived level of cultural competence were race/ethnicity, number of months practicing as a graduate nurse, and participation in a cultural immersion experience. Conclusions: Implications for nursing education include: (a) enabling faculty members to plan teaching methods pertaining to cultural content; (b) preparing graduates who are better able to serve the needs of current health care consumers with diverse backgrounds; and (c) determining a starting point for further research related to cultural competence.
Early progressive mobilization is the initiation of movement when a patient is hemodynamically stable, adequately oxygenated, and minimally able to participate. Early progressive mobilization has been linked to decreased morbidity and mortality as inactivity has a profound adverse effect on the brain, skin, skeletal muscle, pulmonary and cardiovascular systems. Literature supports early progressive mobilization and physical therapy as a safe and effective intervention that can have a positive impact on functional outcomes. While the benefits of early progressive mobilization in the intensive care unit have been well documented in recent years, many intensive care units are unable to effectively integrate early progressive mobilization into their daily practice. Therefore, the purpose of this project was to determine whether an educational intervention on the Early Progressive Mobilization Protocol at an urban intensive care unit in Las Vegas, Nevada affected knowledge of, skill in, and attitudes toward implementation of the protocol in practice, as well as to determine whether there was a difference in reported compliance scores among various disciplines. A pre-test survey designed to examine these variables and the reported compliance with the Early Progressive Mobilization protocol was administered. Educational sessions were provided to participants on the Early Progressive Mobilization Protocol after the pre-test. A post-test was administered after the educational session to determine the educational impact on the identified variables. Data analysis was completed using frequency distributions. Valuable insight was gained on the potential impact of targeted educational intervention. Further study is warranted to assess the effects of routine training in intensive care units with similar protocols.
Objective: A primary goal in clinical learning is to apply nursing knowledge and skills learned in the classroom to clinical. While benefits to learning in clinical are evident, this experience is not without challenges, which often relate to coordination of the learning experience. The AM/PM model, an innovative clinical learning model, was developed in response to scheduling challenges that impacted learning.Methods: A Bachelor of Science in Nursing program at a state university in the western region of the United States was using a 12-hour biweekly shift schedule for clinical rotations. This schedule negatively impacted learning. Thus, a 6-hour weekly (AM/PM) clinical learning model was developed and implemented to address barriers in clinical learning, using Lewin’s Theory of Change as the theoretical framework and as a guide to achieving the desired change. Standardized examination performance was used as a measure of success to evaluate summative learning.Results: Clinical learning was improved as a result of implementing the AM/PM model. Nursing students had more opportunity to develop critical thinking, clinical judgment, and communication skills. Learning outcomes measured by standardized exam scores increased for the AM/PM groups.Discussion and conclusions: The AM/PM model, in comparison to other traditional clinical models, was successful in providing experiences to support critical thinking, clinical judgment, and improved learning outcomes. Using Lewin’s Theory of Change as a theoretical framework to guide implementation of the AM/PM model supported all key stakeholders in adapting to the change, ultimately supporting nursing student learning.
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