Implementation and outcomes of an evidence-based precepting program for burn nurses

Robbins, Johnnie; Valdez-Delgado, Krystal K; Caldwell, Nicole; Yoder, Linda H.; Hayes, Elisabeth; Barba, Michael; Greeley, Hope L.; Mitchell, Colleen; Mann-Salinas, Elizabeth

doi:10.1016/j.burns.2017.04.017

Cited by 11 publications

(17 citation statements)

References 13 publications

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“…6,7 Furthermore, high-fidelity simulation has been associated with improved clinical outcomes and sustained improvement in nursing confidence and knowledge. 8,9 The main objective of this trial was to assess whether a multifaceted education program that included simulation scenarios was effective in reducing job strain evaluated at 6 months. Secondary objectives included the evaluation of the effects of the intervention on other psychosocial factors at work (including burnout assessment) along with absenteeism and turnover.…”

mentioning

confidence: 99%

Effects of a Multimodal Program Including Simulation on Job Strain Among Nurses Working in Intensive Care Units

Khamali

Mouaci

Valéra

et al. 2018

JAMA

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mentioning

confidence: 99%

Effects of a Multimodal Program Including Simulation on Job Strain Among Nurses Working in Intensive Care Units

Khamali

Mouaci

Valéra

et al. 2018

JAMA

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“…All were Australian and were published since 2017. Of the 14 studies that focused on transition to practice in speciality areas of practice, 11 were from the US in neuroscience (Ballard, Mead, Richardson, & Lotz, 2012), emergency departments (Casse, 2019), mental health (Jackson, 2018;Pelletier et al, 2018), intensive care/critical care (Kaddoura, 2010;Messmer, Jones, & Taylor, 2004;Schroyer, Zellers, & Abraham, 2016), operating suites (Persaud, 2008), neonatal intensive care/special care (Rivera et al, 2015;Square, 2010), and burns (Robbins et al, 2017). Canadian studies focused on transition in specialist settings included paediatrics (Baumann, Crea-Arsenio, Hunsberger, Fleming-Carroll, & Keatings, 2018).…”

Section: The Vast Majority Of Authors Described Transition Interventi...mentioning

confidence: 99%

“…They reported less turnover in graduates who had completed the programme compared to their control group. In US studies, (Crimlisk, 2017;Crimlisk, McNulty, & Francione, 2002;Friday et al, 2015;Pelletier et al, 2018;Robbins et al, 2017;Ward, 2009) high levels of graduate retention were reported but there were no controls. There were a small number of studies with commentary related to satisfaction of preceptors and intention to continue, management satisfaction, reduced staff turnover, improved risk management, and cost savings as a result of transition programmes but evidence was scant (Leigh, Douglas, Lee, & Douglas, 2005;M.…”

Section: Service Outcomesmentioning

confidence: 99%

Interventions to support graduate nurse transition to practice and associated outcomes: A systematic review

Kenny

Dickson‐Swift

McKenna

et al. 2021

Nurse Education Today

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“…Tool II: Nursing student's practice observational checklist. [25,26] This tool was developed by the researcher as an evaluative performance tool after reviewing literature and used to assess nursing students' practice in skill lab and during providing care for critically ill patient with severe burn injury regarding immediate care, intravenous infusion, blood transfusion, urinary catheter and wound preparation and dressing. It included 91 steps divided into five domains; 12 items immediate care checklist, 17 for Intravenous infusion checklist, 12 for blood transfusion checklist, 25 for urinary catheter checklist and 25 for wound preparation and dressing checklist.…”

Section: Tools Of the Studymentioning

confidence: 99%

“…Part three: Patient's physical assessment: [26] It was used to assess the physical status of critically patient with severe burn injury's which include; vital signs, length of hospital stay in burn ICU, healing time and complications such as infection, shock and scare problems.…”

Section: Tools Of the Studymentioning

confidence: 99%

The effect of emotional intelligence intervention on nursing students’ practice and patients’ clinical outcomes at burn intensive care unit

Al-Metyazidy

El-Ghafar²,

Weheida³

2019

JNEP

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Background and objective: Emotional intelligence in nursing practice helps students better deal with clinical pressures and communicates effectively with patients. Therefore, developing students' emotional maturity may seem more important than their physical responsibilities. The current study was carried out to evaluate the effect of emotional intelligence intervention on nursing students’ practice and their reflections on patients’ clinical outcomes at burn intensive care unit.Methods: This study was carried out in the Faculty of Nursing, Tanta University and Burn Intensive Care Unit at Tanta Emergency Hospital. A quasi experimental research design was utilized in the current study. A convenience sample of 120 undergraduate second year nursing students who studied critical care nursing course at academic year 2017-2018 were selected. They were divided into two equal groups, 60 students in each group as follows: Group I: Students were exposed to emotional intelligence intervention and clinical procedures. Group II: Students were exposed to clinical procedures only. In addition, a convenience sample of 60 adult critically patients with severe burn injury were selected and divided into two equal groups, 30 in each group as follow: Group I: Patients were exposed to intervention from nursing students who were undergoing emotional intelligence intervention during clinical procedures. Group II: Patients were exposed to intervention from nursing students who were trained on clinical procedures only. Three tools were used to collect the study data. Tool I: Emotional Intelligence Scale, Tool II: Nursing student's: observational checklist, and Tool III: Critically ill patient with severe burn injury’s clinical outcomes assessment.Results: There was a statistically significant improvement in the total practice mean score level among nursing students in group I than group II. Also, patients who received care from group I showed improvement in physical and psychological outcome compared to students in group II.Conclusions: Based on the results of the present study, it can be concluded that, merging emotional intelligence into practice is a favorable method which provides the undergraduate nursing students with a higher level of practice regarding burn intensive care unit. Students who acquired intelligence practice had a statistical significant effect on improving psychological and physical outcomes of patients with severe burn injury than nursing students who are not exposed to such emotional intelligence intervention during clinical practice. Recommendation: The emotional intelligence should be incorporated into the critical care nursing course and training the students’ about the appropriate way of implementation to improve their knowledge and practice and improve patients’ clinical outcomes.

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Implementation and outcomes of an evidence-based precepting program for burn nurses

Cited by 11 publications

References 13 publications

Effects of a Multimodal Program Including Simulation on Job Strain Among Nurses Working in Intensive Care Units

Effects of a Multimodal Program Including Simulation on Job Strain Among Nurses Working in Intensive Care Units

Interventions to support graduate nurse transition to practice and associated outcomes: A systematic review

The effect of emotional intelligence intervention on nursing students’ practice and patients’ clinical outcomes at burn intensive care unit

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