M.Sc. (Nursing), Faculty of Health Sciences, University of the Witwatersrand, 2011 / In this present study, the instrument cardiac patients learning needs inventory (CPLNI) was assessed for validity and reliability by four cardiology doctors, two critical care nurses, and one patient with a history of myocardial infarction (stage one of the study). The instrument was not modified as a result of non modified CPLNI used in the pilot study which consisted of thirty seven items of information grouped into eight clusters (constructs). The aim of the study was to describe and compare intensive care nurses and patients perceptions of information needs of acute myocardial infarction patients at a public sector tertiary hospital in Johannesburg. The study has made recommendations for clinical practice and education of intensive care nurses. A quantitative, non experimental, descriptive, prospective two-part design using questionnaires was utilized in this study to find out what information out of that commonly given following myocardial infarction, patients and critical care nurses rated as being most and least important (stage two). These results were then compared with the results obtained from patients and nurses who were given the same instrument to complete. Seventy six subjects were recruited. Results indicated that some similarities existed between the patients and the nurses in terms of what they perceived as the most and least important clusters/constructs of information. The item one (what to do if I get chest pain)was ranked first with a frequency of seventy five(98,68%). The scores for some informational clusters included on the instrument were significantly different between the patient and the nurses groups (p<0.05). The constructs miscellaneous (p=0.0054), physical activity (p=0.0022) and symptom management (p=0.0284) were statistically significant. These findings and others are discussed, and recommendations are made for improving the information given on post myocardial infarction,

Bedside reporting is one way to improve communication among the health care team. At the study site, at least 50% of bedside reporting was being conducted at the door of the patient's room instead of at the patient's bedside. The project question addressed whether a computer-based education and training video on bedside reporting and a standardized bedside reporting checklist would increase the rate of bedside shift-to-shift reporting among a medical surgical unit (MSU) to 100%. The project addressed the implementation of standardizing bedside reporting through education and training using Agency for Health Care Research and Quality's (AHRQ) Guide to patient and family engagement. The project also promoted use of a standardized tool to conduct bedside reporting and a surveillance tool to ensure bedside reporting was being conducted. Data was collected through surveys and surveillance. The data was tabulated for frequencies displayed in percentages. Post-implementation findings indicated that bedside reporting went from 0% to 86% during the 2-week surveillance period. MSU nursing staff improved their knowledge and skill on how to conduct bedside reporting, but their attitude did not change as they thought the practice of bedside reporting was not an effective use of their time. Findings may be used to increase involvement of patients and families in their inpatient health care.