Development of Trigger Films to Explore Nursing Students' Attitudes Toward Patients with Obesity.

Introduction: Given the increased prevalence of obesity and the existence of negative attitudes among health care providers toward patients with obesity (PWO), strategies are needed to assist nursing students in identifying and examining attitudes and beliefs related to the provision of care for individuals with obesity. Nursing school curricula should incorporate effective interventions for students in order to reduce stigmas and to modify negative attitudes and behaviors that interfere with quality nursing care for PWO. This article describes the process of developing and implementing an innovative bariatric sensitivity intervention (BSI) for prelicensure nursing students. Methods: The BSI includes six trigger films that address the multi-faceted aspects of caring for PWO and provoke reflection on obesity-related attitudes and beliefs, as well as a facilitated debrief. Conclusion: We discuss the practical aspects of video production and the successful use of multimedia instruction to affect prelicensure nursing students' behaviors.

Evaluation of an unfolding obstetric experience simulation in an undergraduate nursing program.

BACKGROUND: Clinical practice for pre-licensure nurses in obstetrics widely varies and many sites do not consistently present opportunities to meet course objectives or manage complex obstetric nursing care. To address this problem at our institution, we designed a large-scale obstetric simulation using recommendations for best practice in simulation design criteria. We designed an unfolding, obstetric simulation that allowed students repeated opportunities for deliberate practice after micro-debriefing. METHOD: A convenience sample of junior level nursing students (n = 53) participated in a pre/post design evaluation to measure achievement of communication skills based on student perception of obstetric nursing self-efficacy and their ability to transfer those skills to a similar scenario. RESULTS: Scores for obstetric self-efficacy were significantly improved. Pre-simulation (M = 40.78), Time 1 (M = 61.0) and Time 2 (M = 69.27), F (2, 159), =112.12, p = .00. A significant difference was found (t (52) = -7.839, p = .000) when comparing the mean pre and posttest clinical accuracy and completion scores for SBAR forms (n = 53). CONCLUSION: Our unfolding, obstetric simulation was effective in helping our students demonstrate the achievement of course objectives through improved obstetric self-efficacy scores and scores for shift to shift communication.

Patient Care Handoff in the Postanesthesia Care Unit: A Quality Improvement Project.

PURPOSE: The goal of this project was to improve the process of transferring patient information between certified registered nurse anesthetists and postanesthesia care unit registered nurses using an evidence-based handoff checklist and evaluate completeness and accuracy of transferred information. DESIGN: A convenience sample of 14 certified registered nurse anesthetists and 7 registered nurses working at a single regional health system was recruited. METHODS: The Handoff Accuracy Scoring Tool was developed to include a pre-/postinterventional design to compare scores of verbal handoffs conducted in the preintervention phase without checklist (n = 20) and postintervention phase with checklist (n = 20). FINDING: An unpaired sample t test revealed that differences in scores between the preintervention phase (mean = 9.50, standard deviation = 3.36) and postintervention phase (mean = 20.9, standard deviation = 1.74) were statistically significant (t[19] = 13.21; P = .0001; 95% confidence interval = [9.59, 13.21]). CONCLUSIONS: A department-specific handoff checklist can reduce the number of omission errors that may occur during patient handoff.

Using Trigger Films as a Bariatric Sensitivity Intervention: Improving Nursing Students' Attitudes and Beliefs About Caring for Obese Patients.

Nurse educators are uniquely positioned to improve obesity-related attitudes and beliefs among prelicensure nursing students. A bariatric sensitivity intervention using 6 trigger films with facilitated debriefing was designed and delivered to 70 first-semester baccalaureate nursing students. Attitudes and beliefs significantly improved immediately after the intervention on 3 of the 5 attitude measures and on the belief measure. Improvements in beliefs/attitudes were sustained 30 days after the intervention but may require content reinforcement throughout the curriculum for long-term effects.

Confronting confirmation bias about breast cancer screening with the four Cs.

The tendency to resist evidence that doesn't support our own beliefs is a type of confirmation bias. Recent changes to recommendations for breast cancer screening underscore the need for nurses to maintain awareness of most recent and reliable evidence, evaluate women's family histories and encourage women to mitigate modifiable risks and make well-informed decisions. When advising women about breast cancer screening, nurses can employ an approach based on the four Cs: (1) commit to staying up-to-date with evidence; (2) convey understanding; (3) communicate the evidence and answer questions; and (4) collaborate with women on their plan for breast cancer screening.

Modesty matters: cultural sensitivity and cervical cancer prevention in muslim women in the United States.

Muslim women represent a growing minority in the United States, and sensitivity to their cultural and religious values (modesty, in particular) is important, because lack of sensitivity to modesty is a barrier for Muslim women to obtain cervical cancer screening and prevention. This article presents current recommendations for screening, highlights the need for prevention strategies for children (e.g., HPV vaccination), addresses the limited amount of research on this population and suggests strategies to discuss and encourage cervical cancer screening and prevention among Muslim women.

Getting ready for simulation-based training: a checklist for nurse educators.

Nurse educators are incorporating computerized patient simulators into curricula with increasing frequency. Although several studies have focused on implementation and a framework for designing simulation using patient simulation, discussion of pre-training planning for simulation is limited. This article highlights some of the seminal literature from the science of training and discusses principles most applicable to nursing education. A key principle that is critical to successful training is the pre-training analysis. A framework and checklist were derived from the training literature review and are proposed to assist nurse educators in performing a pre-training analysis when planning simulation activities. This analysis will help educators define the knowledge, skills, and attitudes appropriate for the simulation experience. The tools are intended to complement existing strategies for planning simulations to provide a more comprehensive approach to simulation, resulting in a targeted and effective use of the teaching strategy.