Transforming education:Developing a practice-ready workforce

The well-known question,why do people keep doing the same thing but expect a different result,applies to nursing education.Healthcare delivery systems are in constant evolution yet much of nursing education operates with traditional teaching approaches expecting to produce graduates suitable for rapidly changing healthcare delivery systems.Nursing is a practice-based discipline with its own body of knowledge situated within the context of dy-namic nursing practice.It is the responsibility of nursing academia to prepare graduates suitable for practice.If we are to change prac-tice,we must rethink education.The impact and interruptions of the global COVID-19 pandemic gave rise to questions on best prac-tices to guide nursing education into the future.

Measuring the influence of a mutual support educational intervention within a nursing team

Background:Teamwork is essential to provide the highest quality of care for patients.Feeling supported within a nursing unit is a significant factor in nursing satisfaction,intention to remain in the job,and the capacity to provide safe patient care by Aiken et al[1].Purpose:This study examined mutual support among a nursing team to measure the influence of an educational intervention focusing on Mutual Support from the Team STEPPS curriculum by Agency for Healthcare Research and Quality,AHRQ[2].Methods:The study design used a Likert scale survey,the Nursing Teamwork Survey,before and following an education intervention adapted from the Team STEPPS curriculum on Mutual Support.Demographic data from the 41 participants were analyzed for impact on educational background,roles and responsibilities,age,and other factors.Results:Pre-Post education intervention results varied among the survey items,although scores demonstrated heightened awareness of teamwork following the educational intervention.The subscale of Backup illustrated the strongest improvement.Conclusion:The study demonstrates that education can have an impact on perceptions and awareness of mutual support among nursing team members.The survey instrument can be used effectively to inform leadership areas for improvement and staff development in the effort to improve team coordination and mutual support.

Quality and Safety Education for Nurses:Making progress in patient safety,learning from COVID-19

The past year of global COVID-19 pandemic renewed the attention on the inherent quality and safety risks in healthcare.Fragmentation in delivery services,poor coordination across transitions in care,and ineffective communication among providers and patients were magnified as healthcare delivery underwent sudden pivots to address unprecedented healthcare demands.The scope of unknown vulnerabilities to system safety and quality,the demands of processing the explosion of new information,and the complexity of managing safety risks to patients and workers were only some of the sudden threats as the virus spread across boundaries.

Reflective practice and knowledge development: Transforming research for a practice-based discipline

Knowledge development to guide evidence-informed practice is a cornerstone of nursing as a practice-based discipline.The emphasis on empirical knowledge development overshadows other ways of knowledge developmentdpersonal,aesthetic,and ethical.Technical,objective knowledge development is more dominant than knowledge development for delivering holistic,personcentered care.Personal,aesthetic,and ethical ways of knowing are essential factors in satisfying work environments,patient satisfaction,and nurse retention.Boyer's model of scholarship development defining the scholarship of discovery,teaching,application,and integration guide nurses in building programs of scholarship informing the practice of nursing in practice and academia with an aim of improving and transforming healthcare delivery and patient outcomes.The purpose of this paper is to describe the various forms of scholarship described by Boyer as priorities in knowledge development,examine how the multiple ways of knowing expand traditional empirical perspectives of knowledge development,and present the value of reflective practices that undergird knowledge generation,integration,and application for holistic personcentered safe quality care.Reflective practices have a unique contribution to forming the unique art and science of nursing as a practice-based discipline.

手术后患者疼痛控制满意度状况及影响因素的研究

目的描述手术后患者对疼痛控制的满意度状况,探讨影响疼痛控制满意度的因素。方法采用多阶段抽样方法,随机抽取北京地区5家综合性三级甲等医院,对符合入选标准的304例手术后第2天的住院疼痛患者进行了调查,问卷由休斯顿疼痛情况调查表、疼痛治疗指数和病历资料核查表3个部分组成。结果术后患者对疼痛控制总体满意度平均评分为7.3。疼痛控制教育、医生对疼痛的处理、疼痛减轻、患者受到的所有针对疼痛的照料、医生或护士是否告诉患者要优先有效地控制疼痛以及手术次数共6个因素进入回归方程,是影响疼痛控制满意度的主要因素。结论患者对术后疼痛控制较为满意;疼痛控制服务因素是影响手术后患者疼痛控制满意度的主要因素。建议制订术后疼痛控制制度和标准,采取针对性措施,改善术后疼痛控制质量,提高术后患者对疼痛控制的满意度。