Parental reports of vaccine information statement usage in Utah.

BACKGROUND: Since the implementation in 1986, there is little research focused on vaccine information statements (VISs) use for vaccine education and parental perception. PURPOSE: To explore parental reports of dissemination and use of VISs. METHODS: Data for this pilot, cross-sectional, descriptive study were collected through an online survey in both English and Spanish. RESULTS: Responses from 130 parents in one school district were analyzed. Most participants (67.7%) reported getting vaccine information from a pediatric health care provider. A majority (71.5%) said that VISs were included in the vaccination process. Approximately one third of participants (37.7%) reported reading some or all the VIS before their child was vaccinated, and more than half (59.3%) read some or all the VIS after their child was vaccinated. CONCLUSIONS: While promising that many parents reported receiving a VIS, more than one quarter of parents reported they did not. Inadequate time to read and understand VIS information before an immunization may lead to limited parental understanding. Although some participants reported struggling to understand VISs, more than half said that VISs were helpful and would read another in the future. IMPLICATIONS: Without appropriate use of vaccine education material, providers miss the opportunity to educate parents on the risks and benefits of vaccinating their children. Providers must be aware of literacy levels and vaccine attitudes and create appropriate opportunities for parents to read and learn about vaccines. VISs are valuable educational tools for patients and parents. Improvements are needed to improve both VIS clarity and dissemination.

Psychometric testing of the healthy eating and physical activity self-efficacy questionnaire and the healthy eating and physical activity behavior recall questionnaire for children.

PURPOSE: The purpose of this study was to develop and assess the psychometric properties for two related questionnaires: the Healthy Eating and Physical Activity Self-Efficacy Questionnaire for Children (HEPASEQ-C) and the Healthy Eating and Physical Activity Behavior Recall Questionnaire for Children (HEPABRQ-C). DESIGN AND METHODS: HEPASEQ-C and HEPABRQ-C were administered to 517 participating children with 492 completing. Data were analyzed to evaluate for reliability and validity of the questionnaires. RESULTS: Content validity was established through a 10-person expert panel. For the HEPASEQ-C, item content validity index (CVI) ranged from 0.80 to 1.00. The CVI for the total questionnaire was 1.0. All HEPASEQ-C items loaded on a single factor. Cronbach's alpha was deemed acceptable (.749). For the HEPABRQ-C, item CVI ranged from 0.88 to 1.00. CVI for the total questionnaire was 1.0. Pearson product moment correlation between HEPASEQ-C and HEPABRQ-C scores was significant (r = .501, p = .000). PRACTICE IMPLICATIONS: The HEPASEQ-C and HEPABRQ-C are easily administered and provide helpful insights into children's self-efficacy and behavior recall. They are easy to use and applicable for upper elementary school settings, in clinical settings for individual patients, and in health promotion settings.

A Whooping Cough Education Module for WIC Clients in Utah.

BACKGROUND: Clients in the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) are required to complete education modules quarterly to maintain eligibility. The purposes of this project were to: (1) create a whooping cough vaccination education module for WIC clients; (2) evaluate baseline perceptions of WIC clients on the whooping cough vaccine and disease; and (3) evaluate whooping cough knowledge following completion of the module. PROBLEM: A decline in vaccination rates among infants and children using WIC services was reported by a local WIC program director who requested whooping cough vaccination education materials. This quality improvement project included development of a whooping cough education module and evaluation of learning. METHODS: Learning was evaluated using a pre- and posttest design. Client feedback was solicited via open-ended questions. Quantitative analysis was performed on visual analog-type questions with paired t-tests and a Cohen's d. Content analysis was conducted on open-ended items. INTERVENTIONS: The module was designed by a team of vaccination experts and included general definitions, signs and symptoms during the three stages of disease, recommendations to prevent whooping cough, and vaccination recommendations. Learning of users of the module was then evaluated. RESULTS: After using the module, clients indicated they were significantly more likely to vaccinate themselves and their child against whooping cough, and to recommend the vaccination to their family members. The greatest concern of participants about whooping cough was how it affected infants. Participants reported they learned new information on disease seriousness, recognition of symptoms, and treatment options but still requested additional information on the whooping cough disease and vaccine. CONCLUSIONS: A whooping cough education module is an effective strategy to improve whooping cough knowledge and promote the whooping cough vaccine.

Updating the Simulation Effectiveness Tool: Item Modifications and Reevaluation of Psychometric Properties.

AIM: This study evaluated the psychometric properties of the modified Simulation Effectiveness Tool (SET), the SET-M. BACKGROUND: The SET, developed in 2005, was updated to be consistent with INACSL Standards of Best Practice, QSEN practices, and American Association of Colleges of Nursing baccalaureate essentials. METHOD: Undergraduate nursing students from two nursing programs, one with multiple campuses, completed the SET-M following completion of a simulated clinical experience; 1,288 students took part in the study. RESULTS: Exploratory factor analysis was completed using unweighted least squares. Four subscales were identified with acceptable internal consistency: Prebriefing (α = .833), Learning (α = .852), Confidence (α = .913), and Debriefing (α = .908). CONCLUSION: Revisions made to modify the SET to current standards of simulation practice have resulted in the SET-M, which has been shown to be a valid and reliable method of evaluating students' perceptions of the effectiveness of learning in the simulation environment.

Impact of universal disinfectant cap implementation on central line-associated bloodstream infections.

BACKGROUND: Central line-associated bloodstream infections (CLABSIs) result in increased length of stay, cost, and patient morbidity and mortality. One CLABSI prevention method is disinfection of intravenous access points. The literature suggests that placing disinfectant caps over needleless connectors decreases CLABSI risk. METHODS: A quasi-experimental intervention study was conducted in a >430-bed trauma I center. In addition to an existing standard central line bundle, a new intervention consisting of a luer-lock disinfectant cap with 70% alcohol was implemented in all intravenous (IV) needleless connectors on patients with peripheral and central lines. Compliance to the disinfectant cap was monitored weekly. A generalized linear model using a Poisson distribution was fit to determine if there were significant relationships between CLABSIs and disinfectant cap use. Impacts on costs were also examined. RESULTS: The rate of CLABSI decreased following implementation of the disinfectant cap. The incidence rate ratios (.577, P = .004) for implementing the disinfectant caps was statistically significant, indicating that the rate of patient infections decreased by >40%. Increased compliance rates were associated with lower infection rates. Disinfectant cap use was associated with an estimated savings of almost $300,000 per year in the hospital studied. CONCLUSIONS: Use of a disinfectant cap on IV needleless connectors in addition to an existing standard central line bundle was associated with decreased CLABSI and costs.

Identifying changes in comfort and worry among pediatric nursing students following clinical rotations.

Pediatric nursing clinicals often cause feelings of worry, thus hindering students' discovery. This study sought to identify worry-provoking elements before and after pediatric clinical rotations. Participants included 100 pediatric nursing students. A descriptive, exploratory, quantitative design was used to explore student worry using the Pediatric Student Comfort and Worry Assessment Tool. Pre- and post-test scores were calculated to evaluate changes in worry and comfort. The item that changed the most was comfort in assessment, whereas worry regarding causing a child pain changed the least. These data suggest the significant need in identifying worries to improve confidence in performance for pediatric clinical.

Exploratory factor analysis of the pediatric nursing student clinical comfort and worry assessment tool.

Pediatric nursing clinical often causes feelings of fear, thus hindering students' performance. This sparked the creation of the "pediatric nursing student clinical comfort and worry assessment tool," which can be utilized to identify worry-provoking elements before and after pediatric clinical rotations. The purpose of this study is to describe the development and psychometric testing of this tool. Psychometric tests used to assess data quality, reliability, and construct validity demonstrated that the pediatric nursing student clinical comfort and worry assessment tool can be used to evaluate nursing students' comfort and worry in pediatric nursing clinical rotations.

Mapping nursing program activities to nursing informatics competencies.

In order to facilitate the incorporation of Informatics competencies into nursing curricula, this group analyzed the course content of three BSN level nursing classes and correlated appropriate competencies to the course content. The two main areas of focus were competencies already used and competencies easily incorporated.