ABSTRACT
Objetivo: identificar a cultura de segurança do paciente em uma unidade de terapia intensiva materna, na perspectiva da equipe de saúde. Método: estudo do tipo survey, aprovado pelo Comitê de Ética em Pesquisa, que utilizou o instrumento Hospital Survey on Patient Safety Culture para coleta de dados. Os dados foram analisados mediante estatística descritiva e as dimensões da cultura foram classificadas em forte, neutra e frágil. Resultados: identificou-se uma dimensão forte, quatro neutras e seis frágeis. A dimensão com maior percentual de respostas positivas foi "Trabalho em equipe dentro da unidade", já a com menor percentual foi "Frequência de notificações de eventos". Conclusão: a cultura de segurança do paciente na unidade de terapia intensiva materna foi considerada frágil, apontando para necessidade de prestação de cuidados com maior segurança as gestantes e puérperas que necessitam de cuidados intensivos.
Objective: to identify the patient safety culture in a maternal intensive care unit as seen by the healthcare team. Method: in this survey study approved by the research ethics committee, data were collected using the Hospital Survey on Patient Safety Culture and analyzed using descriptive statistics. The culture dimensions were classified as strong, neutral or weak. Results: one dimension was found to be strong, four neutral, and six weak. "Unit teamwork" returned the highest percentage of positive responses, while the lowest-scoring dimension was "Event notification frequency". Conclusion: the patient safety culture in the maternal intensive care unit was considered weak, pointing to the need to provide safer care to pregnant and postpartum women requiring intensive care.
Objetivo: identificar la cultura de seguridad del paciente en una unidad de cuidados intensivos maternos, desde la perspectiva del equipo sanitario. Método: estudio por encuesta de opinión (Survey), aprobado por el Comité de Ética de la Investigación, que utilizó el instrumento Hospital Survey on Patient Safety Culture para la recolección de datos. Los datos se analizaron por medio de una estadística descriptiva y las dimensiones de la cultura se clasificaron en fuerte, neutra y frágil. Resultados: se identificaron una dimensión fuerte, cuatro neutras y seis frágiles. La dimensión cuyo porcentaje de respuestas positivas fue más alto: "Trabajo en equipo dentro de la unidad"; mientras que la dimensión cuyo porcentaje fue más bajo fue: "Frecuencia de las notificaciones de eventos". Conclusión: la cultura de seguridad del paciente en la unidad de cuidados intensivos maternos se consideró frágil, lo que apunta hacia la necesidad de proporcionar una atención con mayor seguridad a las mujeres embarazadas y puérperas que requieren cuidados intensivos.
ABSTRACT
Método: estudo de abordagem qualitativa realizado em maternidade de Fortaleza, Ceará, Brasil, entre junho e julho de 2018. As informações obtidas em entrevista individual com quatorze participantes foram submetidas à análise de conteúdo temática e interpretadas à luz dos pressupostos da Teoria Humanística de Enfermagem. Resultados: dos discursos emergiram as categorias: É só ver o risco, pulseira e tchau: um acolhimento perdido na automatização das práticas; Modos de ser e repercussões no estar com o outro: vozes que sinalizam fragilidades e possibilidades para o acolhimento, nas quais discutiram-se aspectos do encontro enfermeiro-adolescente e das possibilidades de abertura para uma relação dialógica capaz de acolher necessidades das adolescentes. Conclusão: o dispositivo não foi reconhecido como espaço de acolhimento, evidenciando a necessidade de repensar posturas e práticas profissionais para estabelecer um encontro genuíno.
Objective: to understand how pregnant adolescents perceive receptiveness and risk classification in obstetrics services. Method: this qualitative study was conducted at a maternity hospital in Fortaleza, Ceará, between June and July 2018. Information obtained in individual interviews of 14 participants was subjected to thematic content analysis and interpreted in the light of the assumptions of Humanistic Nursing Theory. Results: the following categories emerged from the interviews: It's just to check the risk, fit a bracelet and on your way: receptiveness is lost as practices become automatic; Ways of being and repercussions of being with others: voices that point to weaknesses and possibilities in reception, discussing aspects of the encounter between nurse and adolescent and possibilities for openness to a dialogical relationship able to contemplate the adolescents' needs. Conclusion: the arrangement was not recognized as a welcoming space, evidencing the need to rethink professional attitudes and practices to establish a genuine encounter.
Objetivo: comprender percepciones de adolescentes embarazadas sobre acogida con clasificación de riesgo obstétrico. Método: estudio de abordaje cualitativo realizado en maternidad de Fortaleza, Ceará, Brasil, entre junio y julio de 2018. Las informaciones obtenidas en entrevista individual junto a catorce participantes fueron sometidas a análisis de contenido temático, interpretadas a la luz de supuestos de la Teoría Humanística de Enfermería. Resultados: de los discursos surgieron las siguientes categorías: Basta con mirar el riesgo, brazalete y ¡chau!: una acogida perdida en la automatización de prácticas; Modos de ser y repercusiones del estar con el otro: voces que señalan debilidades y posibilidades de acogida, en el que se discutieron aspectos del encuentro enfermero-adolescente y las posibilidades de abrirse a una relación dialógica capaz de atender necesidades de los adolescentes. Conclusión: el dispositivo no fue reconocido como espacio acogedor, evidenciando la necesidad de repensar actitudes y prácticas profesionales para establecer un encuentro genuino.
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PURPOSE: The purpose of this study was to analyze the effectiveness of simulation-based maternity nursing practice by applying problem based learning (PBL) on the problem solving process, self-confidence in clinical performance and nursing competence of nursing students. METHODS: This study was one group pre-posttest design, with 123 third year nursing students. Data were collected from March 19 to May 29, 2013 as the students completed their simulation practice class. Students completed a survey about their problem solving process, self-confidence, and nursing competence at the beginning and the end of the class. RESULTS: Students' problem solving process, self-confidence, and nursing competence showed significant improvements after the simulation-based maternity nursing practice. CONCLUSION: Therefore, it is recommended that current maternity nursing curriculum should be reviewed and improved, and the students should be provided variety of simulation-based education and maternity nursing skills.
Subject(s)
Humans , Infant, Newborn , Pregnancy , Curriculum , Education , Maternal-Child Nursing , Mental Competency , Nursing , Problem Solving , Problem-Based Learning , Students, NursingABSTRACT
PURPOSE: This study was done to examine current status of women's health nursing practicum and identify necessary core nursing skills in this practicum area. Moreover, one syllabus and evaluation sheets for women's health nursing clinical practicum at one university were reviewed. METHODS: A survey design was used with 81 educators who were teaching maternity or women's health nursing and its practicum. RESULTS: Most clinical sites for practicum were university hospitals (43.0%), women's hospitals (32.7%), or general hospitals (17.3%); but the majority (77.8%) of educators expressed difficulty in finding appropriate practicum places. Common teaching and learning methods were clinical guides for practicum (44.6%), e-learning content (30.2%), and simulation (23.6%). Core nursing skills for this practicum included assessment of stages of labor, preparation of uterine-fetal monitoring devices and interpretation of results, monitoring uterus and fetal activity, and performing Leopold's maneuver. For postpartum care, the following were included; postpartum fundal massage, assessment of breast engorgement, fundus height, and episiotomy sites, inserting urinary catheter, and teaching the use of patient-controlled analgesia. CONCLUSION: To improve the quality of clinical practicum, development of a clear course syllabus, standardized clinical guidebook, and core nursing skills is required and should be shared with all relevant nurse educators.
Subject(s)
Female , Infant, Newborn , Pregnancy , Analgesia, Patient-Controlled , Breast , Clinical Competence , Education , Episiotomy , Fetal Movement , Hospitals, General , Hospitals, University , Learning , Massage , Maternal-Child Nursing , Nursing , Postnatal Care , Postpartum Period , Urinary Catheters , Uterus , Women's HealthABSTRACT
ObjectiveTo investigate the teaching effect of problem-based learning(PBL) in clinical probation of gynecology and obstetrics.Methods48 students who majored in obstetrics and took internship in Xiamen Maternity and Child Care Hospital were selected as study subjects and were randomly assigned to control group and observation group.Traditional teaching pattern and PBL were performed in the above-mentioned groups respectively.The score of final test on maternity nursing and self-evaluation on capacity advancement were compared between two groups.ResultsThe score of observation group were significantly higher than control group (P＜0.05); Similarly,the self-evaluation of observation group after internship was also elevated with significance (P＜0.05) when being compared with control group.ConclusionEvidence showed that PBL was capable of improving the knowledge of maternity nursing,and it was also been proved effective in fostering the ability of self-learning,communication,and solving problem.Therefore,the PBL was appropriate to be promoted in the internship of nursing education.
ABSTRACT
PURPOSE: This study was conducted to examine the effects of simulation-based education on communication skill and clinical competence in maternity nursing practicum. METHODS: This study used a non-equivalent control pretest-posttest design. The simulation-based education in maternity nursing practicum consisted of two clinical situation scenarios pertaining to patients with normal and high-risk deliveries. The control group consisted of 35 students in 2010 and the experimental group consisted of 35 students in 2009. The experimental group was given the simulation-based education using a high-fidelity patient simulator over 3 sessions, whereas the control group was given a conventional pre-clinical practice orientation before maternity nursing clinical practicum. Data were collected using a questionnaire, which included questions to assess communication skill and clinical competence. Data were analyzed using SPSS/WIN 18.0. RESULTS: Members of the experimental group, who received the simulation-based education, showed significantly higher communication skill and clinical competence scores than the control group (t=-2.39, p = .020; t=-2.71, p = .009). CONCLUSION: The simulation-based education in maternity nursing practicum is effective in promoting communication skill and clinical competence. With application of diverse clinical situation scenarios, it is recommended to develop and apply simulation-based education using a high-fidelity simulator in the area of maternity nursing.
Subject(s)
Humans , Infant, Newborn , Pregnancy , Clinical Competence , Maternal-Child Nursing , Orientation , Patient Simulation , Surveys and Questionnaires , Students, NursingABSTRACT
PURPOSE: There are no interventional study results directed at maternal identity development education, including all stages of maternity role attainment, for expectant mothers with healthy babies. This research was conducted to assess the effect of maternal identity development education on the maternity role attainment and my baby perception of primigravidas. METHODS: The research was carried out by using pretest-posttest quasi-experimental model with control group. A total of 120 mothers and their babies participated in this study. In the collection of the data, Personal Information Form, Semantic Differentation Scale-Myself as Mother and My Baby and the Pharis Self-Confidence Scale were used. RESULTS: It was detected that the training of identification development given for the mothers increased score averages taken from the scales of Myself as Mother, My Baby and the Pharis Self-Confidence Scale; this increase was statistically significant. There was a significant positive correlation between the Pharis Self-Confidence Scale post-test score averages and scales of Myself as Mother and My Baby. CONCLUSIONS: Nurses should offer maternal identity development education, support the baby perception process in the early postnatal stages, and help develop the self-confidence of the mother in order for mothers to develop successful motherhood behaviors. Maternal identity development education should be routinely offered to all expectant mothers by specialized nurses, not just to primigravidas. There is a requirement for similar studies to be conducted on broader populations related to the subject.
Subject(s)
Humans , Infant, Newborn , Pregnancy , Maternal-Child Nursing , Mothers , Semantics , Turkey , Weights and MeasuresABSTRACT
PURPOSE: This study was performed to provide data for improvement in clinical practice education through analyzing the status of clinical practice education in maternity nursing in four year course nursing schools in Korea. METHOD: Analyzed subjects were 43 schools out of 53 four year course nursing schools in Korea. RESULT: Credits in theory and clinical practice are on the decline. The relationship between goals and areas of clinical practice was not sufficient. The department was not efficient in meeting the demands between theory and practice. The number of students in a group according to clinical areas were thoughtfully assigned, and clinical practice was performed based on real situations. Instructors for clinical practice used practice lecturers, part-time lecturers, preceptors, and assistant instructors including faculty. Methods of practice education and evaluation were varied. CONCLUSION: A suitable philosophy and goals of clinical practice education maternity nursing should be established at this point in time. Furthermore, a study should be performed to analyze the relationship between goals and contents of clinical practice for maternity nursing. In addition, a standardized tool should be developed to evaluate clinical practice.
Subject(s)
Humans , Infant, Newborn , Pregnancy , Education , Korea , Maternal-Child Nursing , Nursing , Philosophy , Schools, NursingABSTRACT
PURPOSE: This study was done to apply a PBL module for students' practice in maternity nursing. METHOD: Two PBL module scenarios were made for clinical cases in antepartum, intrapartum, and postpartum nursing care. A total of 70 senior nursing students of S university were enrolled in this module for their scheduled 3 weeks of practice. A structured questionnaire and subjective statements were collected for evaluation. RESULT: The students' perceptions of PBL were found to be effective in encouraging motivation and interest in studying, absorbing practical knowledge better, and learning through interaction with tutors. They became more confident, active, and positive throughout the PBL experiences while a lack of time for learning was a limitation. CONCLUSION: PBL is considered a method that can strengthen nursing students' abilities to adjust to clinical situations in maternity areas. It is recommended to expand PBL in nursing practice courses and develop various scenarios and qualified tutors.
Subject(s)
Humans , Infant, Newborn , Pregnancy , Learning , Maternal-Child Nursing , Motivation , Nursing , Nursing Care , Postpartum Period , Surveys and Questionnaires , Students, NursingABSTRACT
This study was done to develop a digital textbook for students to use over the internet for maternity nursing practice. The textbook is not only for student nurses, but also for nurse midwives and nurses working in the maternity. The process used was as follows; 1.Existing educational media on maternity nursing were reviewed and examined. 2.Workshops and meetings were held to decide the most appropriate type of presentation. 3. The digital content including text, pictures, audios, and videos were developed using Macromedia Dreamweaver, Adobe Photoshop and Adobe Premier. 4.Revisions were made recursively as the content was previewed and implemented over the internet by professionals and the end-users. 5. A database of members and a web survey module were developed and posted. The clinical implication of a digital textbook over the internet is the possibility of using it to educate many student nurses throughout the country and to disseminate the content for whoever needs it in practice settings and facilities. Another implication is that this site stressed interactivity by developing member database and web survey. In conclusion, the study found this first trial of digital textbook to be a unique educational media for nursing skills practice. Further refinement of this media is strongly recommended.
Subject(s)
Female , Humans , Infant, Newborn , Pregnancy , Internet , Maternal-Child Nursing , Nurse Midwives , Nursing Care , NursingABSTRACT
This quasi-experimental study was conducted to explore what kind of impact a Web-based educational program can have on nursing students and how nursing students react to this educational program. A Web-based computer assisted instruction for maternity nursing practice was developed by researchers using Instruction System Design model and serviced far nursing students on the WWW. To study educational effect of this program on nursing students 30 senior students at a school of nursing were selected. They were assigned into experimental and control groups based on their maternity nursing practice schedule. The effect of the Web-based CAI was measured and compared between two groups using Achievement score, attitude toward learning experience and attitude toward computer and internet. There were significant differences between two groups in achievement and attitude scores. And students in the experimental group showed positive response to the Web-based CAI program. These results suggest that Web-based CAI can be used as a new teaching tool for maternity nursing practice as well as other nursing courses. Comments on program improvement and operational issues were collected from students. These will be used for program improvement in future.