Improved Concussion Discharge Instructions in a Pediatric Emergency Department.

Pediatric concussions are common and many children seek care in emergency departments. Providing concussion discharge instructions to patients and families is part of routine standard of care. The objective of this study was to determine whether the use of the Acute Concussion Evaluation-Emergency Department Discharge Instructions (ACE-ED DI) improves the caregiver's knowledge of injury management, specifics about returning to school and sports activities, and outpatient follow-up. This was a quasi-experimental study conducted in an urban Level 1 trauma center pediatric emergency department (PED). A convenience sample of caregivers of children aged 5-18 years who presented to the PED with a concussion was recruited and consented to participate. Caregivers completed a 16-item survey to assess overall understanding of concussion management after instructions were given. Caregivers received the standard discharge instructions (SDIs) in Phase 1 and SDIs plus the ACE-ED DI in Phase 2. Descriptive statistics were used for demographic variables and t-test to compare groups. Sixty-three of 68 (93%) caregivers participated; 30 in the SDI group and 33 in the SDI plus ACE-ED DI group. Demographic characteristics were similar between groups. Caregivers who received the ACE-ED DI reported a 24% increase in helpfulness of written materials (p < 0.001), a 25% increase in perceived understanding about concussion injury and management (p < 0.001), a 23% increase in understanding about returning to school activities (p < 0.001), and were 17% more likely to follow up with their primary care provider (p < 0.001). The ACE-ED DI used in a PED was found to be more effective at increasing caregivers' perceived knowledge of concussion management, specifics about returning to school and sports activities, and outpatient follow-up.

Effect of an acute care geriatric educational program on fall rates and nurse work satisfaction.

BACKGROUND: A successful faculty-mentored geriatric nurse education program resulted from an acute care-academic partnership. PURPOSE: This study educated nurses in best geriatric nursing practices to enhance effective management of common geriatric problems as well as to improve nurse work satisfaction. METHODS: Forty-seven nurses completed an online course in geriatric best practices. RESULTS: Pre- and posttest comparisons showed a declining trend in the incidence of falls and improved satisfaction with autonomy, task requirements, and nurse-to-nurse interaction among participants. Units in which two or more participants achieved national certification had significantly lower fall rates 3 months after program completion. Participants who attained national certification also had significantly improved satisfaction with professional status. CONCLUSION: This partnership represents a replicable model that facilitated the advancement of evidence-based practice and enhanced nurses' knowledge of best practices in caring for older adults. Early evidence shows that these successes may improve patient outcomes.

Promoting spiritual knowledge and attitudes: a student nurse education project.

PURPOSE: The spiritual dimension of holistic nursing is an area that has been neglected within nursing education. The purpose of this project was to develop and test a spirituality-focused nursing student education project designed to enhance the knowledge and understanding of spiritual care among nursing students. The researchers anticipated that the pilot program would result in a spiritually focused clinical experience that could be permanently implemented in the course and integrated throughout other clinical courses in the curriculum. METHODS: The Spirituality and Spiritual Care Rating Scale (SSCRS) was used to measure students' knowledge and understanding of spirituality and spiritual care. Following the administration of the pretest, a set of educational strategies was implemented to promote the spiritual knowledge and attitudes of nursing students. Examples of strategies used included a half-day educational presentation as well as the incorporation of presence, prayer, reminiscence, and chapel visits into resident care. RESULTS: Significant differences were seen between student total pretest and posttest scores on the SSCRS (t = -2.893, P = .018) as well as individual instrument items when compared before and after the intervention. CONCLUSIONS AND IMPLICATIONS: This pilot project focused on a spirituality-focused nursing student education project designed to enhance the knowledge and understanding of spiritual care among nursing students. Results indicated that the pilot program was beneficial and should be disseminated more widely.