Bone cement implantation syndrome (BCIS) is a potentially fatal complication of orthopedic surgeries that use cement. The symptoms of BCIS occur primarily during femoral fracture repairs, but this complication has been reported in a wide variety of cemented procedures. Clinical presentation of this syndrome begins as a cascade with hypoxia and hypotension; if it is not reversed, it ends with right‐sided heart failure and cardiac arrest. This syndrome usually occurs at cementation, prosthesis insertion, joint reduction, or tourniquet deflation, and should be treated with aggressive resuscitation and supportive care. This article provides a comprehensive explanation of bone cement, the identification and management of BCIS, and the roles of the perioperative team in the event of cardiopulmonary collapse. It includes a case study that can be used as an educational tool for simulation, mock drills, or staff meetings; it also may be used as a framework for creating policies.

The standardized debriefing script helped students focus on the learning process, resulting in student improvement in all areas of clinical judgment: noticing, interpreting, responding, and reflecting. [J Nurs Educ. 2016;55(12):691-695.].

Background Unintentional drug overdose is the leading cause of accidental death in the United States. Previous research identified training health caregivers in the rescue medication naloxone as a strategy to prevent death from opioid overdose. Existing research on naloxone training with nursing students is limited. This educational research project investigated whether training on opioids, opioid toxicity, and overdose response could impact student knowledge, skills, and confidence responding to overdoses. Method Data were collected from baccalaureate nursing students using three sources: the Brief Opioid Overdose Knowledge questionnaire, a rubric based on the Substance Abuse and Mental Health Services Administration opioid overdose prevention toolkit, and a researcher-developed evaluation. Results Planned repeated-measures analyses of variance conducted on data from 284 baccalaureate students indicated high uptake of knowledge and skills for opioid toxicity and naloxone administration. Results were maintained with slight enhancement at 1 week, and training was highly rated. Cohort analysis suggests efficacy across semesters. Conclusion Education improved student opioid knowledge, skills, and confidence and was relevant across undergraduate nursing curricula.

No abstract

In the last decade, critical-care nurses have seen a surge in acute opioid overdose admissions to intensive care units; there have also been significant increases in intensive care unit admissions due to opioid-related illness such as dependence, tolerance, and hyperalgesia. Despite these issues, opioids continue to be the criterion standard of pain management, and the search for opioid alternatives has not produced a clear replacement. A contributor to this problem has been the prevailing opinion that once bound to a receptor, all opioids engaged in the same types of intracellular signaling, which resulted in the same types of responses, only differing in the magnitude of those responses.Contemporary research with G-protein-coupled receptor models (eg, opioids) has demonstrated that this oversimplification is incorrect or incomplete. Understanding the complexity of opioid pharmacodynamics and pharmacokinetics helps us to grasp the intricacies of opioid-related adverse effects. Although there are many potential adverse effects related to opioids, this review focuses on the major adverse effects commonly seen in critical care, namely, respiratory depression, tolerance, hyperalgesia, and central sensitization. In addition, a case study has been incorporated to aid in understanding of strategies nurses can incorporate into their practices: that help mitigate the development of these effects.