ABSTRACT
Skin tears are frequently encountered in emergency and unscheduled care, and are prevalent in older people. Patients may present soon after an acute skin tear, or at a later stage when the wound presentation is different and there are complications. This article describes evidence-based recommendations and strategies for the prevention, assessment and management of skin tears, discusses risk factors and explains when to refer patients for specialist management.
Subject(s)
Lacerations/nursing , Lacerations/prevention & control , Skin/injuries , Age Factors , Aged , Bandages , Evidence-Based Nursing , Female , Humans , Lacerations/epidemiology , Male , Practice Guidelines as Topic , Risk FactorsABSTRACT
The objective structured clinical examination (OSCE) is a popular form of assessment in clinical practice and higher education.
Subject(s)
Clinical Competence/standards , Education, Nursing/methods , Educational Measurement/methods , Emergency Nursing/education , Nursing Staff, Hospital/standards , Adult , Female , Humans , Male , Middle AgedSubject(s)
Ambulances/statistics & numerical data , Crime , Health Services Misuse , Hotlines , Humans , State Medicine , United KingdomABSTRACT
Recently, I taught a leadership session to second-year undergraduate students.
Subject(s)
Compassion Fatigue , Leadership , Education, Nursing , Empathy , HumansABSTRACT
WITNESSING SUDDEN death and managing bereavement are among the most difficult experiences emergency nurses can have.
ABSTRACT
THE NURSING profession has made great strides in recent years. nurses work as equals to clinicians in multidisciplinary teams, continually expand their practice, and have developed an evidence base that is staggering in its range and depth.
ABSTRACT
The use of blended learning to develop the clinical knowledge and skills of healthcare professionals is increasing. This paper reports the qualitative findings from an evaluation of a blended learning course designed to equip registered nurses with the knowledge and skills required to practice competently in cardiac nursing. The aims of the study were to explore whether a cardiac care course could be successfully delivered mainly online and it had any impact on the students' clinical practice. The sample consisted of course members and their mentors. Data were obtained through focus groups and interviews and analysed using thematic analysis. All students felt they had benefited from undertaking the course. Mentors identified higher levels of confidence and greater depth of knowledge and skills amongst their students. Areas identified for further development by both groups were firstly, the preparation of mentors for their role in supporting the students undertaking an online course and secondly, the expected level of competence that students needed to display in practice. This study indicates online learning is useful in enhancing student competence but may be wrongly seen as requiring less time commitment for both course members and mentors when compared to taught courses.
Subject(s)
Clinical Competence , Curriculum , Education, Nursing/methods , Learning , Mentors , Teaching/methods , Cardiovascular Diseases/nursing , Faculty, Nursing , Humans , Qualitative ResearchABSTRACT
THE WIDESPREAD popularity of social networking websites may lull people into a false sense of security about their safety and confidentiality.
