No abstract

No abstract

ObjectiveAlcohol-related admissions are increasing. A significant number of these admissions are attributable to a small number of complex patients with other comorbidities who do not engage well with mainstream services. Assertive outreach teams have been used in the field of psychiatry to engage patients who are poorly compliant. This study examines whether an alcohol assertive outreach team (AAOT) can engage with this group and reduce hospital admissions.DesignThe AAOT is a multidisciplinary team with medical, psychiatric, substance misuse, psychology, nursing and social work specialists. The team worked with patients with the highest number of alcohol-related admissions and case managed in a community setting for 6 months. The admission and emergency department attendances of the cohort were compared for the 3-month period before and after the intervention. Christo inventory for substance misuse services (CISS) scores were determined pre and post the intervention period.Results54 patients were case managed. The total number of admissions in 3 months fell from 151 prior to the intervention period to 50 following the intervention. Emergency department attendances also fell from 360 in 3 months to 146 following the intervention period. CISS scores fell from 11 preintervention to eight postintervention.ConclusionsAn AAOT model appears to reduce hospital admissions and emergency department attendances in a complex group of patients that display high alcohol-related admissions.

The children had experienced low self-esteem as a result of nocturnal enuresis, but success on the programme dramatically improved their self-esteem and ability to socialise with other children. The study affirmed the value of the nurse as the facilitator of this programme. The study has contributed to the knowledge base on the management of nocturnal enuresis in a community-based nurse-managed programme.

The children had experienced low self-esteem as a result of nocturnal enuresis, but success on the programme dramatically improved their self-esteem and ability to socialise with other children. The study affirmed the value of the nurse as the facilitator of this programme. The study has contributed to the knowledge base on the management of nocturnal enuresis in a community-based nurse-managed programme.

Suicide risk assessment is a critical skill in preventing suicide. Yet most nurses do not feel confident in assessing suicide risk. Development of this potentially life-saving skill needs to begin at the undergraduate nursing level. As simulation is an effective pedagogical tool utilised within nursing education, the aim of this paper was to explore the potential of simulation in preparing student nurses' for suicide risk assessment. Literature was examined to identify what simulation modalities were employed within nursing education and the outcomes associated with these. The findings suggest that to varying degrees all simulation modalities have the potential to decrease student anxiety, and increase student confidence, knowledge and communication skills when working with people at risk of suicide. However the use of Standardised Patient (SP) simulation adds an authenticity to the experience and allows for the assessment of a wider range of human responses, including key nonverbal communication skills. The sense of realism provided by SP allows for more in-depth understanding into the person's experiences, which is critical in the assessment of a person's mental health needs and risk of suicide. The majority of simulations identified were located within a mental health setting. Given that student nurses may encounter a person who is suicidal in any clinical setting, further research is needed on simulation which integrates mental health assessments and suicide risk assessment into a variety of clinical areas.

Aims and Objectives: This paper describes Registered Nurses' (RN's) perceptions of the transferability of New Graduate Registered Nurses (NGRN's) skills across settings: one aspect of a larger study exploring RN's perceptions of NGRN's work-readiness. Background: There is evidence RN's do not consider NGRN's as adequately prepared for practice. However, there does not appear to be consensus on what characterizes work-readiness. Methods: An adapted online questionnaire was sent to RNs in a range of clinical settings. They rated NGRNs' skills and the applicability of those skills to their clinical setting using a 5-point Likert scale. Results: Perceptions of transferability of skills across settings varied. In the skills grouping of routine assessment, basic clinical skills, advanced clinical skills the percentage rated as "not applicable" was over 40% in 75% of the skills. The low or zero non-applicable responses to communication skills indicate this skill group contains transferable skills regardless of the setting. The zero non-applicable responses for preparedness for practice for all but two skills indicate these groups contain transferable skills across settings. Conclusion: There appears to be some alignment between expectations from RNs and current NGRN preparation. The lack of transferability of more advanced technical skills raises questions about the role of education in preparing the NGRN versus that of industry-based graduate programmes. The increase in nursing roles and the increased emphasis on aged care and primary health care dictates that generalist preparation of NGRNs emphasising the attributes of an RN should be the focus rather competency in advanced technical skills.

No abstract