High-output stoma management following bowel perforation

Abstract

In this article, the author explores the role of the stoma nurse in the community, and how this can support recent initiatives such as The Enhanced Recovery Programme and the High Impact Actions for Nurses by providing ongoing care in the secondary care setting. This can lead to an improvement in quality of care and patient outcomes, which is imperative in the current NHS environment where anecdotal evidence suggests that the financial goals managers are required to meet are leading to constraints on the number of home visits that the stoma nurse can carry out (Breckman, 2005). The case study presented within the article shows how the stoma nurse worked with the community team to manage a young woman following a traumatic bowel perforation experience.

Nurse specialist and ostomy patient: Competence and skills in the care pathway. A scoping review

“…Among the skills that emerged in our results, the main one appears to be therapeutic education (Ang et al, 2013; Barwell, 2012; Burch, 2005, 2010, 2017b; Moreira Queirós et al, 2021; Wound, Ostomy and Continence Nurses Society & Guideline Development Task Force, 2018) at all stages of the care pathway. Several authors (Ang et al, 2013) describe the different peculiarities of educational interventions according to the patient's care pathway period.…”

“…Among the skills that emerged in our results, the main one appears to be therapeutic education (Ang et al, 2013;Barwell, 2012;Burch, 2005Burch, , 2010Burch, , 2017b Therapeutic education represents the principal competence in the preoperative phase. Patient candidates for surgical procedures are unfamiliar with the way ahead.…”

“…Home setting and outpatient follow-up Skill 1. Therapeutic education (Alsunaid et al, 2021;Ang et al, 2013;Bare et al, 2017;Barwell, 2012;Black, 2002;Boyles & Hunt, 2016;Bradshaw & Collins, 2008;Burch, 2005Burch, , 2010Burch, , 2011bBurch, , 2017b…”

“…Discharge period Skill 1. Therapeutic education (Alsunaid et al, 2021;Ang et al, 2013;Bare et al, 2017;Barwell, 2012;Black, 2002;Boyles & Hunt, 2016;Burch, 2005Burch, , 2017bCobb et al, 2015;Dalmolin et al, 2020;Moreira Queirós et al, 2021;Moya-Muñoz et al, 2022;Palmer, 2020;Wound, Ostomy and Continence Nurses Society & Guideline Development Task Force, 2018) Educational competence at this time is crucial. The ScNS should ensure the level of self-care the patient achieves.…”

“…Postoperative period Skill 1. Therapeutic education (Abdulrahman et al, 2021;Alsunaid et al, 2021;Anderson, 2019;Ang et al, 2013;Arrowsmith, 1996;Bare et al, 2017;Barwell, 2012;Black, 2002;Boyles & Hunt, 2016;Bradshaw & Collins, 2008;Broadwell, 1983;Burch, 2005Burch, , 2010Burch, , 2011aBurch, , 2011bBurch, , 2017aBurch, , 2017bDalmolin et al, 2020 Postoperative therapeutic education is as relevant to the patient as preoperative education. The patient is still hospitalised and faces a new body image for the first time.…”