Gastroesophageal Reflux in the Intensive Care Unit Patient.

The incidence of gastroesophageal reflux disease (GERD) in the critically ill patient in the intensive care unit is unknown. Interventions used in critically ill patients, such as sedation, tracheal tubes, mechanical ventilation, enteral feedings, positioning, and medications, along with specific patient characteristics and comorbid conditions contribute to an increased risk for gastroesophageal reflux (GER) in this population. Critical care nurses have an integral role in helping identify critically ill patients at risk for GER or with known GERD, in preventing complications associated with these conditions.

Exploring the experience of clients with tetraplegia utilizing assistive technology for computer access.

PURPOSE: Assistive technology for computer access can be used to facilitate people with a spinal cord injury to utilize mainstream computer applications, thereby enabling participation in a variety of meaningful occupations. The aim of this study was to gain an understanding of the experiences of clients with tetraplegia trialing assistive technologies for computer access during different stages in a public rehabilitation service. METHOD: In order to explore the experiences of clients with tetraplegia trialing assistive technologies for computer use, qualitative methodology was selected. Data were collected from seven participants using semi-structured interviews, which were audio-taped, transcribed and analyzed thematically. RESULTS: Three main themes were identified. These were: getting back into life, assisting in adjusting to injury and learning new skills. CONCLUSIONS: The findings from this study demonstrated that people with tetraplegia can be assisted to return to previous life roles or engage in new roles, through developing skills in the use of assistive technology for computer access. Being able to use computers for meaningful activities contributed to the participants gaining an enhanced sense of self-efficacy, and thereby quality of life. Implications for Rehabilitation Findings from this pilot study indicate that people with tetraplegia can be assisted to return to previous life roles, and develop new roles that have meaning to them through the use of assistive technologies for computer use. Being able to use the internet to socialize, and complete daily tasks, contributed to the participants gaining a sense of control over their lives. Early introduction to assistive technology is important to ensure sufficient time for newly injured people to feel comfortable enough with the assistive technology to use the computers productively by the time of discharge. Further research into this important and expanding area is indicated.

Live vs. digital video disk exercise in college--aged females.

Although exercise digital video disk (DVD) sales have substantially increased over the past decade, little is known on the effectiveness of personal training vs. DVD exercises. The purpose of this study was to compare energy expenditures and heart rates of live and DVD vigorously intense exercise sessions. Twenty active and low-to-moderate fit, college-aged females completed 2 identical exercise sessions. Each exercise session consisted of 6 exercises; 1 session was completed with a personal trainer and the other with a DVD. A portable metabolic analyzer was used to measure oxygen consumption and record heart rate. Both energy expenditure (p < 0.001) and heart rate (p = 0.001) were significantly higher during the live exercise session as compared with the DVD exercise session. Rate of perceived exertion was significantly higher for the live exercise session compared with the DVD exercise session (p = 0.045). Finally, the majority (89%) of the participants reported that they preferred the live exercise session over the DVD exercise session. The results suggest that low-to-moderately fit college-aged females not only prefer exercise sessions with a personal trainer but will also demonstrate higher energy expenditures and heart rates.

Centesis studies in critical care.

Critical care nurses have a vital role in caring for patients undergoing centesis studies. Any centesis procedure involves puncturing a body cavity, joint, organ, or space with a hollow needle to withdraw fluid. All centesis studies are invasive procedures, typically performed for either therapeutic or diagnostic purposes. Because there are a variety of centesis procedures that the critical care nurse might encounter, the following centesis procedures are discussed in depth: amniocentesis, arthrocentesis, lumbar puncture, paracentesis, pericardiocentesis, and thoracentesis. By becoming more familiar with each of these procedures, the critical care nurse gains confidence in caring for clients when these procedures are indicated.

Preparing for practice: students' reflections on their final clinical experience.

Nursing students in their last clinical experience before graduating often encounter stressful situations and face unique challenges. To help students prepare for their transition into practice, both faculty and nurses in the clinical setting need a thorough understanding of what nursing students are thinking and feeling as they near the end of their academic program. This study was conducted to explore the cognitive and emotional responses of baccalaureate nursing students during their final clinical experience. Thirty-two senior nursing students wrote "thinking-in-action" reflections weekly during a 6-week period in the last semester of their nursing program. Reflections were analyzed using qualitative methods; seven themes emerged: being aware of human vulnerability, feeling the weight of registered nurse (RN) responsibility, recognizing limits, evaluating self, seeing the patient/family perspective, confronting ethical issues, and facing reality versus expectations. These findings help nurses in education and practice more fully understand the issues that students face in preparing for practice and may lead to strategies to smoothen the stressful transition from being a student to becoming an RN.

Examining the role of technology in learning: an evaluation of online clinical conferencing.

The rapidly expanding use of instructional technology requires faculty openness to new teaching and learning situations. This study compared two instructional methods of conducting clinical conferences for baccalaureate nursing students: online versus face-to-face. Quantitative and qualitative data were collected from 77 students in 10 clinical sections of a senior capstone nursing course. Mean scores for all 11 items on the clinical evaluation tool were higher for students who had conferences online than those in face-to-face conferences. Four of the 11 items were statistically significant, reflecting greater participation and convenience for online participants. Online students also reported greater opportunities to reflect on ethical issues. There were no significant differences in quiz scores between the groups when students were tested on content covered in their clinical conferences. Students identified advantages including opportunities for flexibility and equal participation. Barriers included unfamiliarity with technology and lack of face-to-face-contact. The findings suggest that students can successfully achieve the intended purpose of clinical conferences through an online instructional technique. Ongoing research in the use of technology is necessary to meet student needs, enhance student learning, and support evidence-based practice in nursing education.