An educational module on hypertension was created in response to the recurring pattern of patient visits with hypertension and an observed knowledge gap among nursing staff in an outpatient clinic located in the southern United States. The educational module was patterned after Joint National Committee-8 and American College of Cardiology guidelines involving patient lifestyle modification and provided clinic staff with information on hypertension diagnosis and self-management for use in patient education. The module was reviewed by a panel of 3 experts who approved it for appropriateness and clarity of content and made one minor recommendation for revision. The education materials were modified to meet the panel's recommendations and subsequently presented to 5 nursing staff members. Pre- and postmodule questionnaires were provided to the staff to determine the extent of their learning from the education program. Pretest results indicated that staff lacked information on the guidelines for treatment of hypertension. Posttest results indicated that all 5 participants found the module information useful for staff to use in educating patients on self-management of hypertension. Providing nursing staff with current evidence-based practice guidelines can increase staff nurse knowledge on hypertension management. Educating nursing staff has the potential to effect positive social change by empowering staff and patients to improve health care outcomes by enabling staff to coach patients on hypertension management using up-to-date evidence-based practice guidelines.

Despite medical technology and research advances postpartum hemorrhages (PPH) continue to be a leading cause of morbidity and mortality for pregnant women, even in developed countries. One possible explanation for PPHs continuing to be a leading cause of maternal death is inconsistent recognition and timely treatment of women experiencing a PPH. This doctor of nursing practice project attempts to improve labor and delivery nurse knowledge through an educational intervention which will contribute to rapid identification and treatment of PPH. Knowledge change was demonstrated though change in pretest and posttest scores. The educational information and process was guided by adult learning theory and content was based on current research and evidence-based practice guidelines on PPH. Ninety six participants were assessed using a PPH pretest posttest design. The tests consisted of 15 questions. Correct scores were added and a percent correct score was calculated. The data demonstrated that 63% of the participants passed the pretest with an 80% or higher and 90% of the participants passed the posttest with an 80% or higher. The difference was statistically significant, indicating there was an increase in knowledge after the educational materials were presented. This DNP project contributes to social change by ensuring women receive excellent and timely PPH care by nurses who have a strong understanding of PPH and can apply that knowledge through rapid identification and treatment.

Falls are a major public health concern and contribute significantly to mortality and morbidity in the older adult population. Each year, approximately 3 million older adults are treated in emergency departments for fall-related injuries and at least 300,000 older people are hospitalized for hip fractures. The purpose of this project was to improve the participants' knowledge and highlight interventions to reduce the incidence of falls and injuries as a result of falls. The project was developed using the Stop Accidents, Deaths and Injuries (STEADI) toolkit, the Iowa model of evidence-based practice to promote quality of care, and the Lewin's change theory. The practice-focused question related to whether fall prevention would improve following the implementation of a staff education project using the STEADI toolkit. Twenty-six nurses were assessed to determine their knowledge deficits. Pretest and posttest data were analyzed, and as a result of the staff education initiative, the nurses' knowledge increased by 99.25%. Prior to the session, the facility had not participated in a fall-prevention initiative. This project offered a practical solution to the educational gaps identified at the practice setting. Adopting the STEADI toolkit at the practice setting is expected to improve patient safety, reduce falls with injuries and prevent fall-related deaths.

Using a staff development approach, this doctor of nursing practice project addressed the preparation of nurses who serve in the role of mentors. Developed and carried out in an American Nurses Credentialing Center Magnet-designated hospital, the primary aim of the project was to develop and implement a staff education program for mentors focusing on best-practice strategies for mentoring new nurses. The secondary purpose was to conduct a literature review on evidence-based practice strategies for mentoring new nurses. This project was guided by Knowles' adult learning theory and Benner's novice to expert model. A 2-hour education program was attended by 16 registered nurses, including 2 assistant nurse managers, 12 clinical nurses, and 2 unit-educators. A program evaluation was completed showing 2 RNs indicating interest in initiating a unit-based mentorship program. Two nursing units reported current mentorship programs already in place. Evaluation results were summarized and reported to the education council chair. Improvements in knowledge scores on mentorship was ascertained from the results of a posttest that were higher (average score of 83.125%) than the scores noted on the pretest (average score of 70%). Potential implications of the project include improving the morale of mentors who would be well equipped through organized mentorship education programs with tools for preparing, training, and developing new nurses. The findings of this project have the potential to positively influence social change by assisting in achieving higher nurse retention rates leading to improved patient outcomes.

Triage nursing assessment supports nursing professionals in delivering safe and effective patient care in emergency departments. This staff education project was driven by an observation of inconsistencies in triage among emergency department (ED) nursing staff. The purpose of the project was to improve the triage assessment knowledge of ED nurses. Specifically, the aim was to determine if educating ED nursing staff about using the Emergency Severity Index (ESI), a 5-level triage algorithm and a previously developed tool, would improve nurse knowledge in the triage process. Following discussion with the ED nursing manager at a hospital, a presentation on the ESI was developed and pre- and posttest questions were used to assess and enhance the nursing staff members triage knowledge. The 16 members of the ED nursing staff attended the ESI education session, which was preceded by a pretest and followed by a posttest. The pretest results ranged from 68% to 96% on the 25 items, and the posttest resulted in an increase in test scores. The p value on the sample t test was 0.000, which demonstrated that the training was effective. The outcomes of this project might promote positive social change by helping to ensure that nurses in the ED can improve triage assessment

Darbo tikslas - nustatyti esminius pedagogų ugdymo kokybę įtakojančius kriterijus, jų kokybines ir kiekybines charakteristikas, bei suformuoti ugdymo tobulinimo kryptis. Magistro darbe yra analizuojama personalo ugdymo pagrindinėse ir vidurinėse mokyklose sistema, tikslai ir uždaviniai, apibendrinti personalo darbo organizavimo ir valdymo procesai, išanalizuoti rezervo formavimo, karjeros planavimo, bei organizavimo ypatumai, akcentuoti svarbiausi personalo ugdymo proceso aspektai. Atskleista nuolatinio pedagogų ugdymo reikšmė ir nauda, turinti įtakos jų darbo kokybei. Akcentuotos esminės problemos, trukdančios užtikrinti nuolatinio pedagogų ugdymo proceso sklandumą pagrindinėse ir vidurinėse miesto ir kaimo mokyklose. Iš dalies buvo patvirtinta autorės iškelta mokslinė hipotezė, kad personalo nuolatiniam ugdymui mokyklose yra sudaromos palankios sąlygos. Pateikti pasiūlymai, padėsiantys pašalinti pedagogų ugdymo proceso ir kvalifikacijos tobulinimo sistemos trūkumus. / The aim of the paper is to define essential criteria that influence the quality of teacher’s education, their qualitative and quantitative characteristics, and to shape the ways of education development. The aims and tasks of staff’s education system are described in this master’s work, processes of organization of employees’ work and management are summarized, peculiarities of reserve formation, career planning, and organization have been analyzed, the most important aspects of staff education have been emphasized. The meaning and use of continual staff education have been defined, that influences the quality of their work. Essential problems that interrupt the process of continual teachers’ education have been highlighted. The hypothesis formulated by the author has been proved partly: there are beneficial conditions for staff’s continual education in schools. Offers to eliminate the drawbacks of the teachers’ education and training system have been listed.

Despite American College of Radiology guidelines for breast cancer screening, the Appalachian Kentucky population has an increasing number of advanced stage breast cancer diagnoses related to a delay in mammogram screening initiation. A potential contributing factor for the delay in screenings is a lack of culturally competent care to support the need for early detection of breast cancer in the identified population. The purpose of this staff education project was to improve the knowledge base and skill set of health care employees concerning the most advantageous practice to increase cultural competence in the health care setting. A practice-focused question related to cultural competence through staff education as well as current research served as the foundation for this evidence-based project. Leininger's cultural care theory, Knowles's adult learning theory, and Kirkpatrick's 4 levels of training evaluation provided guidance for the project. Using the cultural competency checklist of 20 questions, the pre- and posttest responses of participants (n = 14) in the employee orientation setting were assessed to determine the outcomes of the staff education project. Statistical analyses were performed using a 2-sample proportion hypothesis test for each result, positive and negative responses, and a mean hypothesis test on weighted responses. In each statistical analysis, a significance level of .05 (5%) was reported. As a result of the statistical outcomes, permanent implementation of a staff education program to increase cultural competence, create social change through cultural awareness, and aid in decreasing advanced stage breast cancer diagnoses in the Appalachian Kentucky population was recommended.

Bakgrund Demenssjukdomar, som blir allt vanligare, kan medföra beteendemässiga och psykiska symtomvid demens (BPSD). Dessa symtom förekommer någon gång hos ungefär 90 % av alla personermed demenssjukdom. BPSD kan innebära ett stort lidande för såväl den demenssjuke som fördennes anhöriga samt en yrkesmässig utmaning för vårdpersonalen. Syfte Syftet med denna litteraturstudie är att belysa olika utbildningar för personal som arbetar isärskilda boenden och vårdar brukare med oro/agitation kopplat till BPSD samt att beskriva deneffekt utbildningarna givit vad gäller oro/agitation som är kopplat till BPSD. Metod En litteraturstudie har genomförts med sökning i databaserna ”PubMed” och ”CINAHL”. Åttakvantitativa interventionsstudier som motsvarade syftet har analyserats och granskats.ResultatVi har i denna studie kommit fram till att utbildningar som syftat till individanpassade strategierför brukarna har givit positiv effekt vad gäller oro/agitation. Slutsats Studierna vi tittat på uppfattades vid en första anblick som tämligen olika. De har varierat mellanlängre och kortare utbildningar samt har haft olika innehåll, men det som vi har kunnat se somden gemensamma nämnaren för alla dessa utbildningar är att fokus ligger på individen och inte påsjälva sjukdomen. I denna studie har vi kunnat se ett positivt samband mellan personalutbildningsom syftar till individanpassade insatser och en minskad oro/agitation hos brukare med BPSD. / Background Dementia can cause behavioural and psychological symptoms of dementia (BPSD). Thesesymptoms may occur sometimes in approximately 90% of all people with dementia. BPSD caninvolve a great deal of suffering for both the person suffering from dementia as for his or herfamily and constitutes a professional challenge for the staff. Aim The aim of this study is to illustrate some of the educational interventions that exists for the staffcaring for persons suffering from anxiety/agitation caused by BPSD, the effect those interventionshas had on anxiety/agitation related to BPSD. Method A literature search has been made in the databases ”PubMed” and ”CINAHL”. A total of eightquantitative articles were selected, reviewed and analysed.ResultsThe result of this study indicated that staff education that aims to give individualized interventionsfor the residents seem to have a positive effect on anxiety/agitation on persons suffering fromdementia. Conclusions The educational interventions reviewed in this study was at a first glance quite different from eachother but the thing that was common in all the studies was that they aimed to give individualizedinterventions for the residents. In this study, we could see a positive connection between staffeducation aiming to give individualized interventions based on the resident’s preferences and adecreased level of anxiety/agitation in residents suffering from BPSD.

No description available.

Competent nurses are instrumental in assuring that a patient receives safe patient care of the highest quality. Patient care that lacks quality places patients at risk of poor health outcomes and results in negative financial impacts for the organization. The purpose of this staff education project was to develop nurse competency education for a facility's competency program, which merged the Wright competency model with quality and safety education for nurses' competencies. The nurse competency staff education program was evaluated by the organization's stakeholders for inclusion in the competency program. The whole-part-whole model, Knowles's adult learning theory, and Lewin's change theory were used to guide this project. Pre- and posttest data were collected from 16 organization stakeholders, including nurse managers, directors, clinical nurse specialists, nursing professional development specialists, and preceptors, who participated in an in-person education session. Data were analyzed by calculating the mean test scores and calculating the percent change. Results indicated a 32% increase in knowledge from pre- to posttest. Findings supported implementation through the nursing departments and may furthermore support implementation across other healthcare disciplines within the organization. The project promoted social change by developing and providing education to improve nurses' knowledge regarding competent practice, ensuring safe and high quality nursing practice and supporting improved patient outcomes.