The transfer of information between nurses from emergency departments (EDs) and critical care units is essential to achieve a continuity of effective, individualized and safe patient care. There has been much written in the nursing literature pertaining to the function and process of patient handover in general nursing practice; however, no studies were found pertaining to this handover process between nurses in the ED environment and those in the critical care environment. The aim was to explore the process of patient handover between ED and intensive care unit (ICU) nurses when transferring a patient from ED to the ICU. This study used a multi-method design that combined documentation review, semistructured individual interviews and focus group interviews. A multi-method approach combining individual interviews, focus group interviews and documentation review was used in this study. The respondents were selected from the ED and ICU of two acute hospitals within Northern Ireland. A total of 12 respondents were selected for individual interviews, three nurses from ED and ICU, respectively, from each acute hospital. Two focus groups interviews were carried out, each consisting of four ED and four ICU nurses, respectively. Qualitative analysis of the data revealed that there was no structured and consistent approach to how handovers actually occurred. Nurses from both ED and ICU lacked clarity as to when the actual handover process began. Nurses from both settings recognized the importance of the information given and received during handover and deemed it to have an important role in influencing quality and continuity of care. Nurses from both departments would benefit from a structured framework or aide memoir to guide the handover process. Collaborative work between the nursing teams in both departments would further enhance understanding of each others' roles and expectations.
Objectives: The exponential rise of social media (SoMe) has transformed how people connect, learn, and network. The use of SoMe in health education is in its infancy. The objective of the review was to examine the use of SoMe by healthcare students, professionals and educators to ascertain if the use of SoMe enhanced the learning experience. Design: An integrative literature review was completed in February 2019. Data sources: Three databases were used to facilitate the literature search (Medline (Ovid), Cinahl, and Scopus). Review methods: Inclusion and exclusion criteria for the literature search were applied and PRISMA guidelines followed. The search retrieved 316 citations. Forty-seven duplicate articles were removed at this stage. Titles and abstracts were screened and 215 excluded as they were not relevant. The remaining articles were assessed for eligibility and 37 were excluded for not meeting the review requirements. Results: Critical Appraisal Skills Programme (CASP 2019) checklists primarily guided the critique of the literature, with the Caldwell et al. (2011) approach used to supplement the critique of health-related research studies. 17 research studies are included in this review. Themes were developed using Braun and Clarke's (2006) approach. Five reoccurring themes emerged: communication and collaboration, a source of reference, personal development, pitfalls and ethical concerns. Conclusions: This review provides a synthesis of SoMe use in healthcare education. SoMe is an excellent educational resource which can provide advantages in education. Areas of concern were noted and the need for improved policy and guidance highlighted. Further research and education on SoMe use in healthcare education is essential for educators, students and practitioners.
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