Developing nursing blood borne pathogen control plan for Mansoura university hospital

Blood borne infections pose a serious threat to health and well-being of health care workers in Egypt. Hepatitis B, Hepatitis C and HIV have in common the blood borne pathway of transmission and severity of their outcome Occupational health and safety aims at prevention of such transmission at different levels eg. vaccination prevention for Hepatitis, post exposure prophylaxis and follow up after exposure. Also OSHA's final rule made it mandatory that health care facilities assumed responsibility for protection of their employees from exposure to Blood borne pathogen by eight components such as person protective equipment, universal precaution engineering control, work practice control, Hepatitis B prophylaxis training and education record keeping. The aim of this study was to design a blood borne pathogen control plan for Mansoura University hospital through assessing nurses knowledge and awareness related to Blood borne pathogen control, assessing the viability of equipment and supplies in various department in the designated hospital, designing the blood borne pathogen control plan based on the assumed data, and examining the validity of the designated plan. The study was conducted in Surgical and Obstetric units at Mansoura University hospital in ten departments. The subjects of this study were composed of two groups, namely a nursing group, and a jury group. Nursing group included 104 subjects were chosen from the above mentioned hospital departments. Jury group consisted of 50 subjects, divided into two subgroups which include 25 medical and 25 nurses Study tools included, questionnaire format aimed to assessing nurse's knowledge related to blood borne pathogen control. Checklist aimed to checking the Blood borne pathogen control plan in the studied hospital and opinionative sheet aimed to test the validity of the developing Blood borne pathogen control plan. The results revealed that nurses knowledge about the blood borne pathogen control plan was low Meanwhile, nurses knowledge was high [59 %] in relation to getting and staying vaccinated while the knowledge was low [34 %] in relation to report and get help with any needle stick accidents. Whereas nurse leaders, awareness about the Blood borne pathogen control plan was very low in addition to all the nurses leader [100.0%] were aware about the absence of training programs and an explanation of exposure control plan. All the nurses [100%] were aware about the lack of clear duties and responsibility for nursing staff in the Blood borne pathogen department. Equipments and supplies for Blood borne Pathogen control as observed in various departments were mostly observed to be available, and in a working state, and good storage. As far as the validation of the blood borne pathogen control plan presented in the study, the majority of the members of the two groups of jury agreed upon all items regarding form of the plan and upon the general evaluation items of the plan. No statistically significant differences could be detected between the two groups. It is concluded from the study that health care workers are at risk of exposure to different occupational hazards especially blood borne infection which may have a direct or cumulative deleterious effect on their health as a result of many factors such as lack of staff nurses knowledge related to blood borne pathogen prevention, lack of hospital policy and system related to blood borne prevention, lack of nurses adherence to blood borne prevention and absence of Blood borne pathogen control plan. The study recommend that report the percentage of Blood borne infection among health care working in Egypt, increase nurses' knowledge related to Blood borne infection prevention, apply control plan in different departments in different hospitals and governorate, develop policies and regulations adherent to Blood borne prevention, mandatory testing of health care workers is not justified on the basis of current scientific evidence strategies for preventing transmission of blood borne pathogens should be reviewed as new information becomes available and re-evaluated as to their effectiveness and standards for infection control practices in health care settings and mechanisms to implement and evaluate these standards should be developed

Developing student evaluation of the clinical learning environment scale for female college of health science Kingdom of Saudi Arabia

Within nursing, there is a strong demand for high-quality, cost-effective clinical education experiences that facilitate student learning in the clinical setting. The clinical learning environment is the interactive network of forces within the clinical setting that influence the students' clinical learning outcomes. The identification of factors that characterize clinical learning environment could lead to strategies that foster the factors most predictive of desirable student learning outcomes and ameliorate those which may have a negative impact on student outcomes. In order to make comparison between clinical learning environment and explain variations in out comes of clinical learning there is a growing need in nursing research for reliable and valid measures of the student clinical learning environment. This research developed the student evaluation of clinical learning environment scale which measures nursing student perceptions of their clinical learning environment. A quality student clinical experiences considered critical to nursing education. This paper describes the refinement and testing of the student evaluation of clinical learning environment scale, an instrument designed to measure nursing student perceptions of the clinical learning environment. The study was conducted in two Female colleges of health science [Unaizah and Aljouf].The subject composed of two groups of nursing students and clinical instructors. The student group A total of 120 second year nursing students from above mentioned college completed the student evaluation of the clinical learning environment questionnaire in March and April 2007 in the 2[nd] semester. In addition 82 second year nursing students completed three pretest questionnaires from Unaizah and Aljouf during December in the 1[st] semester 2006.The clinical instructor group: It comprised of 18 clinical instructors from above mentioned college. Four tools were used for data collection, namely a questionnaire format, to assess the important factors influencing student learning in the clinical setting. Questionnaire format, to assess aspects of the clinical setting that facilitate learning and that hinder learning. A questionnaire format for student evaluation of the clinical learning environment. It based on instructors and students input from the perceptions of important factors of the clinical setting and important aspect that hinder or help learning. It composed of 47 items with liker-based agreement response opinions, divided among four scales: Communication and feedback, learning opportunities, learning support, and department atmosphere [initial questionnaire] and a questionnaire format, for student evaluation of the clinical learning environment. It based on student input from the initial questionnaire. It composed of 44 items with liker-based agreement response opinions. [Final questionnaire]. Data analysis indicated that students responded consistently to the instrument as a whole and to the four scales. Test-retest correlations for all scales were statistically correlated between individual student evaluations. Three items were not significant correlated. Overall, the Student Evaluation of the Clinical Learning Environment scale appears to be a reasonably valid and reliable measure