REVISIONS AbstractPurpose: The objectives of this pilot study for women breast cancer survivors with lymphedema was 1) to evaluate recruitment rates, retention rates, adherence to Bowenwork (a noninvasive complementary therapy involving gentle muscle movements), home exercises, safety and comfort; 2) determine the effect of Bowenwork on quality of life (QOL), functional status, perceived pain, range of motion (ROM), arm/ankle circumference (to assess for localized and systemic changes).Methods: Participants received 4 Bowenwork sessions with home exercises. Initial and post assessments included QOL, functional status, and pain. ROM, arm/ ankle circumference and pain measures were recorded before each session.Results: Twenty-one women enrolled in the study; 95% completion; adherence 100%; home exercises 95%; no adverse events. The intervention improved mental health (SF-36-MCS); breast cancer-related functional (FACT-B); increased ROM; reduced arm circumferences. P value set at <.05.Conclusions: The Bowenwork intervention was safe and acceptable for women breast cancer survivors with lymphedema.
Background Patient harm is a global crisis fueling negative outcomes for patients around the world. Working together in an international learning collaborative fostered learning with, from and about each other to develop evidence-based strategies for developing quality and safety competencies in nursing. Aims To report student outcomes from an international learning collaborative focused on patient safety using the Quality and Safety Education for Nurses competency framework. Methods A global consortium of nursing faculty created an international learning collaborative and designed educational strategies for an online pre-workshop and a 10-day in-person experience for 21 undergraduate and graduate nursing students from six countries. A retrospective pre-test post-test survey measured participants’ confidence levels of patient safety competence using the health professional education in patient safety survey and content analysis of daily reflective writings. Results Statistical analysis revealed student confidence levels improved across all eight areas of safe practice comparing-pre and post-education (significance, alpha of P < 0.05). Two overarching themes, reactions to shared learning experiences and shared areas of learning and development, reflected Quality and Safety Education for Nurses competencies and a new cultural understanding. Conclusions The international learning collaborative demonstrated that cross-border learning opportunities can foster global development of quality and safety outcome goals.
Objectives
An international Nursing Leadership Collaborative covened in Japan to hold a patient safety and quality workshop for nursing students from six countries. The purpose was to measure students’ self reported beliefs reflecting sensitivity and openness to cultural diversity before and after the international experience.
Methods
A pre-post-test design was used and the Beliefs, Events, and Values Inventory was administered to international undergraduate and graduate nursing students.
Results
The group aggregate data analysis indicate that prior to the start of the workshop, the group presented itself as quite introspective and after the workshop the group reported being more sophisticated in making causal explanations about why the world works in the way it does.
Conclusions
Nursing students experienced an expanded awareness of their beliefs and values that reflect a greater degree of intercultural sensitivity for acceptance of inclusivity and diversity after the experience.
Learning Curve
NURSING STUDENTS often think about cultural competence in terms of race and ethnicity, but it can be defined broadly to include many other cultural aspects as well, such as disability. The authors developed a novel simulation scenario at James Madison University that features a teenage patient with a disability. 1 The clinical skills incorporated into this controlled environment should prepare nursing students to provide high-quality care to individuals with disabilities.Simulation is an educational technique that can help nursing students with their competence and confidence in the delivery of culturally competent care. 1 This article describes the authors' simulation activity and highlights the importance of including similar scenarios in the curriculum to incorporate cultural education and ethical care into nursing practice. 2
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