&lt;p&gt;Missed Care from the Patient’s Perspective – A Scoping Review&lt;/p&gt;

Gustafsson, Noora; Leino‐Kilpi, Helena; Prga, Ivana; Suhonen, Riitta; Stolt, Minna

doi:10.2147/ppa.s238024

Cited by 55 publications

(69 citation statements)

References 49 publications

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“…However, issues in missed care have not been investigated from the ethical perspective, and for example, the patients’ perspective in the present studies is very limited. 59 As for Spain, no explicit reason for the highest score among GNSs can be given; nationally, the finding aligns with a previous Spanish study where GNSs gave more importance to ethical values than experienced nurses, 60 such as the managers in this study. To sum up, previous research does not show a connection to moral courage for any of the above-mentioned aspects.…”

Section: Discussionsupporting

confidence: 87%

Analysis of graduating nursing students’ moral courage in six European countries

Koskinen¹,

Pajakoski

Linares

et al. 2020

Nurs Ethics

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Background: Moral courage is defined as courage to act according to one’s own ethical values and principles even at the risk of negative consequences for the individual. In a complex nursing practice, ethical considerations are integral. Moral courage is needed throughout nurses’ career. Aim: To analyse graduating nursing students’ moral courage and the factors associated with it in six European countries. Research design: A cross-sectional design, using a structured questionnaire, as part of a larger international ProCompNurse study. In the questionnaire, moral courage was assessed with a single question (visual analogue scale 0–100), the questionnaire also covered several background variables. Participants and research context: The sample comprised graduating nursing students (n = 1796) from all participating countries. To get a comprehensive view about graduating nursing students’ moral courage, the views of nurse managers (n = 538) and patients (n = 1327) from the same units in which the graduating nursing students practised were also explored, with parallel questionnaires. Ethical considerations: Ethical approvals and research permissions were obtained according to national standards in every country and all participants gave their informed consent. Results: The mean of graduating nursing students’ self-assessed moral courage was 77.8 (standard deviation 17.0; on a 0–100 scale), with statistically significant differences between countries. Higher moral courage was associated with many factors, especially the level of professional competence. The managers assessed the graduating nursing students’ moral courage lower (66.5; standard deviation 18.4) and the patients slightly higher (80.6; standard deviation 19.4) than the graduating nursing students themselves. Discussion and conclusions: In all countries, the graduating nursing students’ moral courage was assessed as rather high, with differences between countries and populations. These differences and associations between moral courage and ethics education require further research.

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Section: Discussionsupporting

confidence: 87%

Analysis of graduating nursing students’ moral courage in six European countries

Koskinen¹,

Pajakoski

Linares

et al. 2020

Nurs Ethics

Self Cite

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“…This group of patients face temporary communication disability which, if not addressed appropriately, might leave a negative imprint in their memories (29). What is worse, basic patients' needs might not be addressed because they cannot be communicated (41). Interestingly, hospital accreditation standards characterize the communication disability acquired as a result of endotracheal or tracheal intubation during critical illness as a condition requiring provider assessment and accommodation (42).…”

Section: Discussionmentioning

confidence: 99%

Communicating with Mechanically Ventilated Patients Who Are Awake. A Qualitative Study on the Experience of Critical Care Nurses in Cyprus during the COVID-19 Pandemic.

Kyranou

Cheta

Pampoulou

2021

Preprint

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Background: Modern protocols for light sedation in combination with the increased turnover of COVID-19 infected patients hospitalized in Intensive Care Units (ICUs) have increased the number of patients who are mechanically ventilated and awake. Nurses require specific skills to care for this vulnerable group of patients. At the same time, nurses report feeling inadequate and frustrated when they attempt to establish communication with mechanically ventilated, conscious patients. Methods: The purpose of this study was to explore nurses’ experiences taking care of conscious, intubated patients in the intensive care unit. The research questions aimed to identify i. the strategies that nurses use for communicating with patients, and ii. the barriers in communication between nurses and patients. This study employed a qualitative design. Data were collected using semi-structured interviews with 14 intensive care nurses working at ICUs in four different hospitals of Cyprus. The data were analyzed by applying thematic analysis.Results: We identified several strategies of unaided (movements -lips, hands, legs- facial expressions, gestures, touching) and aided forms of communication (pen and paper, boards, tablets, mobiles) used by nurses to communicate with patients. Additionally, barriers in communication were reported by participating nurses mainly pertaining to patients’, nurses’ characteristics and the ICU environment. The health protocols imposed by the pandemic added more barriers in the communication between nurses and patients mostly related to the use of protective health equipment.Conclusions: The results of this study, combined with those of others in different countries, point to the difficulties nurses face when trying to communicate with conscious patients during mechanical ventilation. It appears that the complex communication needs of this group of patients are not being met mainly due to the lack of nurses’ training and of appropriate equipment to facilitate alternative and augmentative communication. Our study is amongst the first to add that the protective health protocols due to the pandemic imposed further communication barriers. Undoubtedly, the recognition of such an important issue creates an urgent need to educate nurses in alternative ways of communication with mechanically ventilated, conscious patients during their ICU stay.

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“…In this light, we involved all actors in nursing education according to the Italian rules (Di Giulio, Palese, Saiani, & Tognoni, 2020) but also documented at the international levels (e.g., Rusch et al., 2018). Moreover, we also considered the experiences of students as key informants; thus, preventing the gap underlined in the MNC research field where patients have only recently been involved (Gustafsson, Leino‐Kilpi, Prga, Suhonen, & Stolt, 2020).…”

Section: Discussionmentioning

confidence: 99%

Missed nursing education: Findings from a qualitative study

Palese

Cracina

Marini

et al. 2020

Journal of Advanced Nursing

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Aim To understand what nursing education activities are missed in the daily life of nursing programmes, by also identifying antecedents and consequences of missed educational activities. Design A descriptive qualitative study according to the COnsolidated criteria for REporting Qualitative research guidelines. Methods A purposeful sample of 32 participants with different roles (nurse educators, clinical nurses, students, and administrative personnel) and working in different settings (university, administrative, healthcare service levels) were involved in three focus groups and nine face‐to‐face interviews from 2019–2020. Both focus groups and face‐to‐face interviews were audio‐recorded and transcribed verbatim. The data that emerged were thematically categorized by induction. Findings Missed Nursing Education reflects those educational activities needed in the process of nursing education that are missed or delayed. Direct educational activities missed include clinical rotations, classroom teaching and students’ overall learning experience. Indirect missed educational activities concern continuing professional development of nursing faculty members, nursing discipline development and the organizational processes of the nursing programme. As antecedents, missed nursing education is triggered by factors at the organizational, nursing faculty, and student levels. Consequences have been reported for students, nursing faculty, clinical nurses, and patients. Conclusions Missed Nursing Education can be considered a multifaceted, multicausal phenomenon, with multitargeted consequences. Impact To date, missed nursing care has only been investigated in clinical practice. However, care also permeates the relationship between nurse educators and students. Thus, at the point of ‘educational care’ delivery, aspects can also be omitted. Educational activities at risk of being missed or delayed affect the quality of nursing education and, in the short‐ and in the long‐ terms, also the quality of patient care. Some Missed Nursing Education antecedents can be modified by appropriate strategies that should be addressed by policy, health care and academic institutions.

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<p>Missed Care from the Patient’s Perspective – A Scoping Review</p>

Abstract: On behalf of the RANCARE consortium COST Action-CA15208

Cited by 55 publications

References 49 publications

Analysis of graduating nursing students’ moral courage in six European countries

Analysis of graduating nursing students’ moral courage in six European countries

Communicating with Mechanically Ventilated Patients Who Are Awake. A Qualitative Study on the Experience of Critical Care Nurses in Cyprus during the COVID-19 Pandemic.

Missed nursing education: Findings from a qualitative study

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