Background: Registered nurses perform numerous functions critical to the success of antimicrobial stewardship but only 63% of pre-registration nursing programmes include any teaching about stewardship. Updated nursing standards highlight nurses require antimicrobial stewardship knowledge and skills. Aim:To explore the delivery of key antimicrobial stewardship competencies within updated preregistration nursing programmes. Method:A cross-sectional survey design. Data was collected between March and June 2021. Findings: Lecturers from 35 universities responsible for teaching antimicrobial stewardship participated. The provision of antimicrobial stewardship teaching and learning was inconsistent across programmes with competencies in infection prevention and control, patient centred care, and interprofessional collaborative practice taking precedent over those pertaining to the use, management, and monitoring of antimicrobials. On-line learning and teaching surrounding hand hygiene, personal protective equipment, and immunisation theory was reported to have increased during the pandemic. Only a small number of respondents reported that students shared taught learning with other healthcare professional groups. Conclusion:There is a need to ensure consistency in antimicrobial stewardship across programmes, and greater knowledge pertaining to the use, management and monitoring of antimicrobials should be included. Programmes need to adopt teaching strategies and methods that allow nurses to develop interprofessional skill in order to practice collaboratively.
BackgroundOne incident of domestic violence is reported to the police every minute.1 The healthcare professional’s confidence and ability in management is vital. Patient confidentiality with such cases can prove particularly difficult to manage when talking to partners and relatives. We designed a two-part multi-disciplinary simulation teaching session. The primary aim was to increase awareness and confidence with management of domestic violence and patient confidentiality. The secondary aim was to improve and highlight the importance of multi-disciplinary team work.MethodBetween the medical and nursing student faculties we organised a series of simulation sessions. We designed a two-part simulation scenario, which was set in a simulated Emergency Department. A young girl presents with rib pain. For part one, she is reviewed by two nursing students, who then phone the two medical students for further assessment. The patient reveals that the injury was caused by domestic violence but she does not want anyone to know. For part two, the patient leaves and then her partner arrives, demanding details. The multi-disciplinary team worked together to manage the patient and talk with the relative.ResultsWe collected quantitative and qualitative data using free text boxes and 10-point Likert scales, from an anonymous, optional paper questionnaire, n = 29. Domestic violence: The feedback showed an improved awareness of domestic violence of 1.59/10 (p-value < 0.0019), from 7.69 to 9.28. There was an improved confidence in management of a domestic violence case of 2.97/10 (p-value <0.0001) from 4.48 to 7.45. Confidentiality: Students’ awareness of confidentiality improved by 1.22/10 (p-value 0.0139) from 8.07 to 9.29. Confidence with managing patient confidentiality improved by 2.24/10 (p-value <0.0001), from 6.62 to 8.86.RecommendationsThe feedback has demonstrated a statistically significant improvement in students’ awareness and confidence. We hope to extend this session to further Academies and Trusts for both undergraduate and postgraduate students.ReferenceWoman’s Aid, Statistics
distracting them from other learning objectives. There is specifically a lack of research regarding medical students' own beliefs and attitudes towards sim man dying. This pilot study explores whether final year medical students feel it is acceptable for sim man to die and to gain insight into their attitudes and beliefs regarding death in simulation. Methods A paper questionnaire was distributed to final year medical students on placement at Swindon Academy in December 2016. The survey included quantitative dichotomous questions with white space for students' comments. The free text comments regarding concerns and benefits from sim man dying were analysed using thematic analysis and coding. Results A total of 34 out of 35 students completed the questionnaire. 97% of final year students felt they should have end of life simulation scenarios. 88% of final year students felt that sim man should be allowed to die in acute scenarios.94% said there were benefits of sim man dying during simulations. The four themes within this included preparing to deal with death; experiencing death in a safe environment; realism of simulation and practicalities/skills regarding death.27% of final year students had concerns about sim man dying. The three main themes were emotional distress; feeling underprepared and negatively impacting on confidence.Conclusions The large majority of final year medical students feel that sim man should be allowed to die in both end of life and acute simulations. Educators should not assume sim man dying is too distressing for medical students and should consider utilising this as an undergraduate learning tool for dealing with death but providing a sensitive and supportive environment with a focus on debrief is essential.
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