Final year student nurses' experiences of wound care: an evaluation

Ousey, Karen; Stephenson, John; Cook, Leanne; Kinsey, Laura; Batt, Sarah

doi:10.12968/bjcn.2013.18.sup3.s7

Cited by 14 publications

(21 citation statements)

References 15 publications

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“…One moderate‐quality study in the United Kingdom explored the attitudes of pre‐registration nursing students concerning their perceived skills of managing patients’ skin integrity effectively on registration. In relation to preparedness to undertake clinical procedures, diploma nurses were more likely to feel confident and competent than their undergraduate counterparts despite spending the same amount of time with mentors and peers …”

Section: Resultsmentioning

confidence: 99%

“…Specific results included: Nurses and general physicians (GP) working in the primary health care setting and residential aged facilities had the highest needs for wound management education and training Nurses in the diploma programme reported receiving more hours of formal clinical teaching than nurses in the degree programme Significant gaps in core knowledge in the areas of PI prevention and management were identified among physicians and nurses.…”

Section: Resultsmentioning

confidence: 99%

“…In relation to preparedness to undertake clinical procedures, diploma nurses were more likely to feel confident and competent than their undergraduate counterparts despite spending the same amount of time with mentors and peers. 20…”

Section: Pi Education Increases Confidence and Competence In Pi Manmentioning

confidence: 99%

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Strategies to support pressure injury best practices by the inter‐professional team: A systematic review

Suva¹,

Sharma

Campbell

et al. 2018

International Wound Journal

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Optimal pressure injury (ulcer) management by the inter-professional team requires appropriate health care system and organisational resources, infrastructure, and policies. A systematic review was conducted on pressure injury care-related education and health care system-/organisation-level strategies. A search for relevant articles published between January 2006 and October 2014 was applied to 8 databases. Ultimately, 22 articles pertaining to education and training and 12 articles pertaining to health care system and organisation supports for pressure injury care were included in the systematic review. A lack of pressure injury assessment and management knowledge by health care professionals was an overriding theme in the education literature. Some of the methods preferred for pressure injury education among nurses and physicians included information technology (eg, e-learning) with technology support and the use of high-quality wound pictures. Although the evidence is scarce, the literature did highlight specific system- and organisation-level barriers and enablers that influence practice change, including inter-professional communication and human resource investments. In conclusion, (1) the current evidence on the education and system-level enablers, barriers, and strategies to optimise pressure injury best practices requires further investigation, and (2) multi-faceted, up-stream, evidence-based approaches for pressure injury care are essential to improve health care and patient-related outcomes.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Strategies to support pressure injury best practices by the inter‐professional team: A systematic review

Suva¹,

Sharma

Campbell

et al. 2018

International Wound Journal

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“…Furthermore, an understanding of the requirements of each stage of the healing process means that appropriate resources such as nutrition can be given to the patient. Finally, research and evidence underpinning effective wound prevention and maintenance of skin integrity must be incorporated into wound education for nurses (Ousey et al 2013). …”

Section: Introductionmentioning

confidence: 99%

Teaching and learning in the Biosciences: the development of an educational programme to assist student nurses in their assessment and management of patients with wounds

Redmond

Davies

Cornally

et al. 2015

Journal of Clinical Nursing

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Aims and objectivesThe aim of this project was to develop an educational package for undergraduate student nurses that would provide them with the theoretical knowledge and clinical judgement skills to care for a patient with a wound.BackgroundInternationally there is concern over the adequacy of preparation of undergraduate nurses for the clinical skill of wound care. Deficits have also been identified in the underpinning biological sciences needed for this skill. Expectations associated with wound management have altered significantly in the last two decades with decision making around wound care coming under the scope of practice of nurses. The treatment and care options for patients with wounds must be based on a sound knowledge of how wounds are formed and healed. If nurses do not have the evidence‐based knowledge, it can affect wound healing adversely leading to increased patient suffering, pain and delayed healing. From an organisational perspective, delayed healing will increase the cost of care.DesignThis project used constructivism learning theory to provide a framework for the development of a wound care educational package for undergraduate Irish nurses in their penultimate year of training.MethodsCollaboration was formed with key stake holders. Pertinent curriculum content was mapped. Learning strategies to suit the incoming student learning styles were incorporated into newly developed theoretical content and practical skill sessions.ConclusionThe developed educational programme will assist student nurses in their care of patients with wounds.Relevance to clinical practiceThis study provides a model that can be followed to develop small units of the study to keep abreast of changes in health care delivery and the changing scope of practice of nurses. It also contributes to the debate on the teaching and learning of biosciences as it highlights the depth of biological knowledge required as a basis for good evidence‐based nursing care.

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“…An analysis of what undergraduate nursing students know about PUs reported a low general level of knowledge (Larcher Carili, Miyazaki, & Pieper, ), despite evidence that even a small educational intervention (2‐hr lecture‐laboratory session) is effective in the short term (2‐month follow‐up) in improving students’ knowledge about chronic wounds (Huff, ). Nursing students also believe that the more time dedicated to guided practice and clinical teaching, the greater will be the improvement in their skills and knowledge about maintaining skin integrity (Ousey, Stephenson, Cook, Kinsey, & Batt, ).…”

Section: Introductionmentioning

confidence: 99%