Learning retention in patients receiving midazolam during permanent pacemaker implantation.

This pilot study (N = 20) tested the effects of intravenous midazolam administration on learning retention after pacemaker implantation. Patients were randomized to receive teaching at 1 or 3 hours after the last dose of midazolam. Using a standardized teaching format, one of two study nurses performed the teaching that included incision care, activity restrictions, environmental factors potentially affecting pacemaker function, and follow-up requirements. Learning was evaluated by one of the investigators blinded to teaching time. Subjects in the 1-hour group retained significantly less information than those taught at 3 hours after drug administration. Patients taught later answered similar numbers of questions correctly, whereas there was much more variability in correct responses for the group taught earlier. This article reviews the effects of midazolam on memory and learning as well as provides suggestions for alterations in patient education protocols for patients receiving midazolam for pacemaker implantation. The effect of shortened length of stay on care practices is also discussed.

Medical-surgical nurses' utilization of research methods and products.

The purpose of this study was: (a) to describe the self-reported use of the methods and products of research by medical-surgical nurses, and (b) to identify attitudes toward the use of research-based knowledge in clinical nursing practice. Two hundred and twelve registered nurses completed the Research Utilization Questionnaire. Survey results indicated that it was difficult for respondents to change practice based on research. Nurses were willing to participate in research if investigations were relevant to practice. Articles from nursing research journals were ranked low by the respondents as sources of knowledge, while information gained from individual patients was ranked high.