Background Intracranial pressure is a frequent target for goaldirected therapy to prevent secondary brain injury. In critical care settings, nurses deliver many interventions to patients having intracranial pressure monitored, yet few data documenting the immediate effect of these interventions on intracranial pressure are available. Objective To examine the relationship between intracranial pressure and specific nursing interventions observed during routine care. Methods Secondary analysis of prospectively collected observational data. Results During 3118 minutes of observation, 11 specific nursing interventions were observed for 28 nurse-patient dyads from 16 hospitals. Family members talking in the room, administering sedatives, and repositioning the patient were associated with a significantly lower intracranial pressure. However, intracranial pressure was sometimes higher, lower, or unchanged after each intervention observed. Conclusion Response of intracranial pressure to nursing interventions is inconsistent. Most interventions were associated with inconsistent changes in intracranial pressure at 1 or 5 minutes after the intervention.
Background
Nursing students who fail and are required to repeat courses experience personal consequences and have an impact on the academic institution and nursing profession because of delayed graduation or even attrition.
Purpose
The purpose was to summarize the literature on nursing students who fail and repeat courses and identify gaps in knowledge about this population.
Methods
This was a scoping review.
Results
Academic failure and course repetition have emotional, social, and financial consequences and impact the student, institution, and nursing profession. Nursing student repeaters are at increased risk for poor academic outcomes, but supportive interventions can be beneficial.
Conclusions
The literature lacks a comprehensive description of nursing school progression policies, the incidence of nursing student repeaters, the financial implications of course repetition, and effective interventions to support the academic success of nursing students who repeat courses.
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