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Introduction: Rise of major Healthcare associated infections (HAIs) can be mitigated by inculcating good infection control practices which can only be possible by proper and timely educational training of healthcare workers. Aim: To reinforce infection prevention and control knowledge and practices of nursing staff through proper training program- To conduct the training in multiple sessions, to assess the immediate outcome of training program by conducting Pre and Post test (in written format only) Materials and Methods: This study was done in a tertiary care hospital in Davangere, Karnataka over a period of 2 years. Healthcare workers including 144 nurses and 12 doctors underwent training in four sessions where knowledge on how to identify, audit and conduct surveillance of major healthcare associated infections, management of needlestick injuries were imparted through interactive lectures and video demonstrations followed by hands on hand hygiene, proper use and disposal of personal protective equipments. Pre and Post test were given to know their basal knowledge and effect of our training intervention. Data was collected, analyzed and tabulated. Results: Out of four sessions covering a total of 144 nurses, 84 were trained before the onset of COVID-19 and remaining 60 were trained in the latter half of 2021, when the lockdown was relaxed in our region. The mean total Knowledge score in pre test and post test was 5.93 � 1.336 and 7.95 � 1.040. The mean difference was -2.021 and it was statistically significant by paired test. (p - 0.001). The mean total practice pretest and post test score was 3.57 � 1.48 and 4.56 � 1.114. Paired t test showed significant mean difference between the pretest and post test score. (p - 0.001). Conclusion: Our training intervention was effective in increasing their awareness on proper infection prevention and control practices. Repeated training and retraining of healthcare care workers have to be carried out to prevent and control healthcare associated infections.
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Objective:To study the effect of video teaching combined with offline training in cardiopulmonary resuscitation training for new nurses outside hospital.Methods:From August 2017 to August 2018, 125 new nurses from Shanghai Changzheng Hospital were selected. New nurses in August 2017 were set as control group ( n=65). In August 2018, the new nurses were set as the observation group ( n=60). The control group used the traditional offline training mode to train cardiopulmonary resuscitation outside the hospital. The observation group used information platform video teaching combined with offline theoretical training to carry out cardiopulmonary resuscitation training. After systematic training, the results of cardiopulmonary resuscitation after training and the satisfaction of teaching were compared between the two groups. Results:Before training, there was no significant difference in the assessment results of cardiopulmonary resuscitation theory and operation between the two groups ( t values were 0.12, 1.23, P>0.05). After training the scores of cardiopulmonary resuscitation theory and operation examination in the observation group were 85.41±3.20, 92.40±2.50, and 82.52±4.50, 85.0±3.60 in the control group ( t value was 1.04,4.24, all P<0.05). Encouraging and enhancing the learning interest of new nurses, cultivating mutual supervision and mutual guidance, integrating theoretical knowledge with practical operation, improving and adjusting self-motivation, overall evaluation of teaching methods and total score in the observation group were 3.61±0.34, 3.54±0.20, 3.61±0.28, 3.87±0.20, 3.32±0.21, 17.95±0.26, and 2.60±0.41, 2.41±0.16, 2.55±0.35, 2.41±0.46, 2.58±0.20,12.55±0.32 in the control group ( t value was 2.187-2.452, P<0.05). Conclusion:Video teaching combined with offline training can improve the performance of new nurses in the training of high-quality cardiopulmonary resuscitation, stimulate the learning interest of nurses, and enhance the effect of high-quality cardiopulmonary resuscitation training.
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Objective To construct the objective and quantifiable model for evaluating clinical nurses' competency in hospital of Integrated Traditional Chinese and Western Medicine. Methods From December 2016 to August 2017, preliminary formulation of evaluation indicators was constructed through semi-structured interviews, combined with literature analysis. 21 experts from five hospitals of Traditional Chinese Medicine and medical universities were selected using Delphi method for performing two rounds of consultations and weight assignment of indexes. Data was logged and processed using SPSS 16.0. Results The preliminary system of the competency model included four items of Level one and 20 items of Level two. The weight coefficients of the first level indicators were 0.2609, 0.2598, 0.2570 and 0.2224. The positive coefficients from consulations of experts were 100 . 00％ and 95 . 24％, respectively . Authority coefficient was 0.88. The coefficients of variation were 0.0923 to 0.1628 and 0.0430 to 0.1827, respectively. Conclusions This model can provide guidance for the training objective of nurses' competency and serve as an instrument for hospital managers to evaluate nurses in hospital of Integrated Traditional Chinese and Western Medicine.
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ICU nursing is a vitalpartof the development of specialized nursing in China, and the standardized training of the corecompetence of ICU nurses is the primary goal of the development of ICU nursing. This paper took the First Affiliated Hospital of Sun Yat-sen University in China and the Royal Free Hospital in London, the United Kingdom as example, and compared the hierarchical management and core competencies training status of ICU nurses in China and England to find out the similarities and differences, and then to put forward valuable suggestions for hierarchical management and the core competence training of ICU nurses in China.
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Objective To Establish an evaluation index system of critical care nurses training in Chongqing. Methods A panel of experts was formed with 20 experts from related fields. By the use of Del-phi method, we designed a questionnaire survey and took two rounds of expert consultation and revision, screening the intensive care nurse training evaluation index. SPSS 17.0 statistical software was used to assess the experts involved in the study and to determine the weight of indicators at all levels. Results In the course of the investigation, the experts participating in the initiative was very high, and the authority coeffi-cient (Cr) was 0.896. The training evaluation system of critical care nurses in Chongqing was initially iden-tified, including 3 first-level indicators, 7 second-level indicators 7, 21 third-level indicators. Conclusion The preliminary construction of critical care nurse training evaluation system in Chongqing can promote the ICU specialist nurse training effect and guarantee the training quality, and at the same time it provides some reference for the training and evaluation of the health administrative department.
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Resumen:
El presente trabajo surge de la experiencia de muchos años en la formación de profesionales de Enfermería y del interés de resaltar la importancia que tiene el humanismo en la prestación de los cuidados, pero éste no se origina de manera espontánea sino que debe ser enseñado primero y después llevado a cabo durante la práctica profesional.
La humanización del cuidado, requiere de un proceso centrado en el ser humano, durante la formación de la estudiante debe privilegiarse la comunicación con la persona, ha de basarse en la reciprocidad y en tener una calidad única y auténtica. La enfermera es la indicada para apoyar a la persona a aumentar su armonía dentro de la mente, del cuerpo y del espíritu. Desde este punto de vista, el cuidado no solo requiere que la enfermera sea científica, académica y clínica, sino también un agente humanitario y moral, como copartícipe en las transacciones de cuidados humanos.
Abstract:
This work stems from many years experience training nursing professionals and of the interest in highlighting the importance of humanism in the provision of care, which does not arise spontaneously but first must be taught and then put it into practice during the professional practice. The humanization of care requires a human being-centered process. During the students training the reciprocal, authentic and with an unique quality communication with the person must be promoted. The nurse is the right person to support the person in order to increase harmony within the mind, body and spirit. From this point of view, care not only requires that the nurse is a scientific, academic and clinical professional, but also a humanitarian and moral agent, as well as a partner in human care transactions.
Este trabalho resulta de muitos anos de experiência na formação da profissão de enfermagem e o interesse de destacar a importância do humanismo na prestação de cuidados, mas não se origina espontaneamente, mas debe ser ensinado primeiro e, em seguida, praticado durante o seu profissional prática. A humanização do atendimento, exige um processo centrado no ser humano, para a formação do aluno debe ser de comunicação privilegiado com a pessoa, debe ser baseada na reciprocidade e têm uma qualidade única e autêntica. O enfermeiro é direito de apoiar a pessoa a aumentar a harmonia dentro do corpo, mente e espírito. Deste ponto de vista, o cuidado não só requer que o enfermeiro é científica, acadêmica e clínica, mas também um agente humanitário e moral, como um parceiro nas transações de cuidado humano.
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Humanos , Docentes de Enfermería , Educación en Enfermería , Filosofía en Enfermería , Humanismo , Ética en Enfermería , MéxicoRESUMEN
This paper aims to examine the establishing background, curriculum and organization of personnel of Nurses' Training School of PO KU NYO KWAN(Caring For and Saving Woman's Hospital), the first nurses' training school in Korea. It is attempt to richen Korean medical history by the historical approach to modern nurses' training institution in Korea. PO KU NYO KWAN, the first women's hospital in Korea was established in 1887 by Metta Howard, who was sent by the Woman's Foreign Missionary Society of Northern Methodist Episcopal Church. Women doctors who were responsible for PO KU NYO KWAN felt the necessity of the professional nurses' training institution during performing medical activity with the help of Korean assistants and asked the Woman's Foreign Missionary Society to establish the nurses' training institution consistently. Margaret J. Edmunds was sent with the mission to establish nurses' training school in PO KU NYO KWAN. She made regulations for establishing nurses' training school, translated 'nurse' into "Gan-ho-won" in Korean language, made nurses' uniforms and prepared textbooks. Nurses' Training School of PO KU NYO KWAN was opened late December in 1903 officially. It had various subjects relating nursing in curriculum. The faculty of it was mainly comprised of medical missionaries of Methodist Episcopal Church and Presbyterian Church. Also the graduates of Severance Medical School and the graduates and students of Nurses' Training School of PO KU NYO KWAN participated its curriculum as teaching staff. In late 1920, Joseon Nurses Association (Joseon ganhobuhoe) discussed about the requirements for admission and the course of study for missionary nurses training school. After this process, students who were qualified for high-level class could have admission for Nurses' Training School of PO KU NYO KWAN. Medical staff belonged to East Gate Hospital and the graduates of Ewha College taught classes in it. First capping ceremony was held on January 25, 1906 and first graduate ceremony was held on November 11, 1908 in Nurses' Training School of PO KU NYO KWAN. They were for nurse students who finished proper course of study. Capping ceremony and graduation ceremony were not held regularly. The superintendent of Nurses' Training School graduated qualified students irregularly. The superintendents of Nurses' Training School were Margaret J. Edmunds, Alta I. Morrison, Mary M. Cutler, Naomi A. Anderson, E. S. Roberts, M. M. Rogers, and E. T. Rosenberger. They worked for the establishment of the first Korean nurses' training school, the development of the curriculum of it, the organization of faculty of it and making various opportunity for nursing practical training till the closure of it in 1933. Professional experts of Korean nursing were produced thanks to their efforts. We can identify 49 graduates of Nurses' Training School of PO KU NYO KWAN, including KIM Martha and LEE Grace. After graduation, most of them worked as nurses in mission hospitals and institutions and taught classes in nurses' training school. Nurses' Training School of PO KU NYO KWAN was the first modern nurses' training institution in Korea. Korean women could turn over new leaves, overcome their traditional view of womanhood which they had as Korean women, and change their consciousness in it.
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Femenino , Humanos , Curriculum , Historia de la Medicina , Historia del Siglo XX , Religión y Medicina , Facultades de Enfermería/historia , Estudiantes de Enfermería/historiaRESUMEN
PoKuNyoKwan was established in 1887 by Meta Howard, a female doctor who was dispatched from Woman's Foreign Missionary Society, an evangelical branch affiliated with U.S. North Methodist Church. PoKuNyoKwan was equipped with dispensaries, waiting rooms, pharmacies, warehouses, operating rooms, and wards for about 30 patients. It used a traditional Korean house, which was renovated for its medical purpose, in Ewha Haktang. Residing in Chung Dong, the medical institution had taken care of women's mental and physical health for about 25 years, until it was merged with East Gate Lillian Harris Memorial Hospital in 1912, and then its dispensary function was abolished in 1913. Medical missionaries(Meta Howard, Rosetta Sherwood, Mary M. Cutler, Emma Ernsberger, Esther K. Pak, Amanda F. Hillman) and nurse missionaries(Ella Lewis, Margaret J. Edmunds, Alta I. Morrison, Naomi A. Anderson), who were professionally trained in the United States, and their helpers, who were trained by those missionaries, managed PoKuNyoKwan. Nurses who were educated in Nurses' Training School, which was also established by PoKuNyoKwan, helped to run the institution as well. At the beginning, they usually had worked as a team of one medical missionary and three helpers. Since its establishment in 1903, however, the helpers began to enter the Nurses' Training School to become professional nurses, and the helpers eventually faded out because of the proliferation of those nurses. PoKuNyoKwan did not only offer medical services but also executed educational and evangelical activities. Medical missionaries struggled to overcome Koreans' ignorance and prejudice against westerners and western medical services, while they took care of their patients at office, for calls, and in hospital dispensaries. Enlightening the public by criticizing Korean traditional medical treatments including fork remedies, acupuncture, and superstitions, they helped modernization of medical systems in Korea. In the area of education, Rosetta Sherwood taught helpers basic medical science to make them regular medical staff members, and Margaret J. Edmunds established the Nurses' Training School in PoKuNyoKwan for the first time in Korea. The nurses who graduated from the school worked at PoKuNyoKwan and some other medical institutions. Evangelical activities included Bible study in the waiting rooms of PoKuNyoKwan and prayer meeting on Sunday for those who were treated in PoKuNyoKwan. The institution in the end worked as a spot for spreading Christianity in Korea. As the first women's hospital, PoKuNyoKwan attempted to educate female doctors. Eventually, it played a role as a cradle to produce Esther K. Pak, who was the first female doctor in Korea. The hospital also ran the first nurse training center. It was, in a real sense, the foundational institution to raise professional practitioner undertaking medical services in Korea. Therefore, it is reasonable to say that PoKuNyoKwan provided sound basis for the development of modern medical services for women in Korea.