This descriptive, cross-sectional study in hospital ORs in İzmir, Turkey, assessed the environmental and physical ergonomic conditions that may place perioperative personnel at risk for injury or illness. We used an ergonomic conditions and risk factor description form to collect data in 58 ORs in nine different hospitals. We identified that the noise level and general air quality in the ORs were within recommended levels. However, none of the ORs had a surgical smoke evacuation system, pressure-absorbing mats, or special equipment to facilitate patient moving and lifting. Approximately 70% of the ORs had high stools to provide short periods of rest for the surgical personnel. In addition, perioperative personnel did not wear protection to prevent intraoperative radiation exposure. These results indicate that although some environmental factors were within acceptable limits, other physical ergonomic risks were not adequately addressed, thereby placing perioperative staff members at risk for health concerns.
This study examined the effect of Web-based preoperative and postoperative patient care education among undergraduate nursing students. This was an experimental, randomized controlled study. The study included 305 nursing students (experimental group: n = 155, control group: n = 150), who were assessed with the following instruments: the Preoperative and Postoperative Care Knowledge Test, Preoperative and Postoperative Care Skill Control List, Clinical Decision Making in Nursing Scale, and Nursing Student Clinical Performance Evaluation Scale. t Tests and χ 2 tests were used to evaluate the data. There was no statistically significant difference between the students' posttest knowledge levels, clinical performance assessment, or clinical decision-making scores. The experimental group was found to perform the skills of “check patient's documents and prophylactic antibiotics when going to surgery” (χ 2 = 4.88; P = .02), “controls the surgical safety checklist (before surgery) before going to surgery” (χ 2 = 10.41; P = .00), and “observes surgical site/dressing (χ 2 = 7.77; P = .00)” at a statistically significantly higher level. The education provided in the Web-based education was equivalent to that provided in traditional education. Thus, Web-based education appears to be a useful tool to educate student nurses in preoperative and postoperative patient care.
açısından yüksek riskli ve iyi yönetilmesi gereken kurumların başında gelmektedir. Hastanelerde de en riskli alanlar yoğun bakımlar ve ameliyathanelerdir. Salgının başlamasıyla birlikte cerrahi müdahale gerekli olan tüm hastalar, olası enfekte kabul edilerek hareket edilmelidir. Ameliyathanelerde cerrahi ekip (cerrah, hemşire, anestezist ve diğer yardımcı sağlık personeli) koordineli biçimde olası/kesin tanılı COVID-19 hastaların yönetiminde bulaş önlemlerini acilen hayata geçirmelidir. Önlemlerin amacı; olası/kesin tanılı COVID-19 hastalarının ameliyat sürecini kolaylaştırmak, sağlık çalışanlarına ve diğer hastalara yönelik viral bulaşma riskini azaltmaktır. Bu makalede, olası/kesin tanılı COVID-19 hastalarının ameliyat sürecinde alınması gereken önlemlere yönelik bir izolasyon ameliyathanesinin tanımlanması, iş akışı ve süreçlerinin belirlenmesi, personelin ve hastanın perioperatif dönem yönetimine ilişkin önlemler açıklanmıştır.
Purpose: The purpose of this study was to investigate the effects of a peer learning on attitudes to organ donation and the rate of obtaining a donor card in university students. Method: This was a quasi-experimental study in a single group. Study was conducted between October-2017 and October-2019 from nursing (n=320) and the fine arts (n=160) students. Peer learning approach was applied as an intervention. Results: There was a statistically significant difference in the nursing faculty students’ positive attitudes to organ donation after peer learning. Also, there was a statistically significant difference in the second-year nursing students’ negative attitudes to organ donation after peer learning. The difference in the number of the nursing students having a donor card after peer learning was highly significant. There was not a statistically significant difference in the fine art students’ positive attitudes to organ donation and having a donor card after peer learning. Conclusions: It is recommended that private and social issues such as organ donation be taught to students in the higher education curriculum with the peer learning approach.
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