Nursing

Phlebitis is the inflammation of vein which is a common complication associated with the use of peripheral intravenous (IV) catheters affecting between 27% and 70% of all patients receiving IV therapy and association with up to 10% of S.Aureus bacteremia. Importance factors found to determine phlebitis incidence include the kind of infusion and dwell time of intravenous cannula. The use of the visual infusion phlebitis (VIP) score tool for the assessment of the early signs of phlebitis along with prompt removal of peripheral intravenous cannula has been very successful in reducing below the acceptable rate of 5%. However, achieving this goal depends on strict compliance with guidelines for cannula insertion, documentation and assessment using the VIP tool. This study aimed to increase the use of VIP scoring tool in the intensive care units and wards during a 6 months period in order to maximize its utility in phlebitis prevention. Nursing audit was carried out, during which assessment and plan of actions were introduced. The first step aimed to make the nurses aware of VIP scoring tool by the use of posters and training sessions. Second the assessment of nurses' knowledge and skill related to the intravenous cannula insertion and use of VIP score tool for the early detection and prompt action related to the care and control of infusion related phlebitis and its documentation.

Background: Thrombophlebitis is a condition where there is a blood clot in the vein that results in redness, swelling. Non-pharmacological therapies that can be provided to reduce the risk and incidence of thrombophlebitis are provision of proximal massage and hand exercise. Objectives: 1. To assess the IV cannulated site for the risk of thrombophlebitis among IV cannulated patients. 2. To evaluate the effect of proximal massage and palm fisting exercise in reducing the risk of thrombophlebitis among experimental and control group. 3. To determine the association between the risk of thrombophlebitis with the selected demographic and clinical variables among IV cannulated patients in experimental group. Methods: A quantitative research approach and true experimental research design was conducted by using simple random sampling technique with lottery method. Results: The mean VIP score (1.67) of the control group was higher than the mean VIP score (0.8) in the experimental group. Thus, indicating that proximal massage and palm fisting exercise was effective in reducing the risk of thrombophlebitis. The result of chi square revealed that, there is significant association between the risk of thrombophlebitis with selected demographic variables and clinical variables viz., age in years, gender, body mass index, current diagnosis, size of the cannula, and site of the cannula types and frequency of IV medications and IV infusions, frequency of IV medications and infusion among IV cannulated patients in experimental group. Conclusion: Proximal massage and palm fisting exercise are non-invasive, simple techniques and these are effective in reducing the risk of thrombophlebitis among IV cannulated patients.

ABSTRACT:

Simulation based nursing education is a good approach implemented in nursing education to provide students with varied opportunities to practice their clinical skills before they are expose to the real patient. Simulation in nursing education is used to teach learners concepts relating to the care of patients who are either sick or infirm. Through the replication of real-world nursing scenarios and experiences, learners can practice the skills necessary to succeed in the field, without ever putting a real life patient at risk. The investigators adopted a quantitative research design to provide a deep and broad understanding on simulation based nursing education through two days virtual training session. A total of 203 nurses were selected using convenient sampling technique. Post test was conducted at the end of the training session and feedback about the training session was taken from each participants. Data were collected using self-administered structured questionnaire through Google form. Data was analysed using descriptive research design. This study was carried out to assess the knowledge of Nurses towards simulation based learning in nursing education. Majority of the sample had score good knowledge regarding simulation in nursing education and excellent feedback on training was received from the participants. Simulation based education in nursing education is very helpful as it bridge the gap between theory and practical through innovative teaching learning process. It creates interest to the teacher as well as the learner. Students get to practice their procedure in those standardized patient before they actually practice with the patients.



KEYWORDS: Simulation, Nursing education.

Background: 'Competency' is an important word in health care settings. From a novice nurse to a proficient registered nurse whoever is assessing a newly admitted patient or feeding a patient in a unit or a student nurse in a nursing education program continuous clinical competence is essential for everyone. The definition of clinical competence clearly refers to individual competence. It is thought to involve many aspects of the nurses' professional attributes, including the individual's personality trait, level of education, experience in practice and health care management skill. ICU nurses are expected to have superior professional knowledge and skills, be familiar with modern technical equipment and dedicated to the patient. Requirements for working in ICUs differ from one country to another. Nurses previously registered just once, after graduation, but are now required to demonstrate continuing competence if they are to maintain their registration. At the same time, communities expect safe and competent health care as a right. To fulfil their expectation, nurses need to be professionally and clinically competent. Materials and Methods: The present research study was conducted on 218 registered nurses selected by simple random sampling. The purpose of the study was explained to the nurses and written consent was taken from them and also assurance was given to maintain the confidentiality. The baseline data was collected from the samples using the structured interview schedule. Level of nurses clinical competencies was assessed by using the observational checklist and the factors influencing the clinical competencies of the ICU nurses was assessed by the Nurses competence scale (Rating Scale). Results: As per the score of observation checklist and three longitudinal observations to assess the level of clinical competencies of ICU nurses, the maximum score of clinical competencies of ICU nurses are within the range of very good (38-48) with majority of nurses (84.86% in 1 st observation, 74.31% in second observation and 68.34% in third observation respectively %) with an average mean± SD of 44.87± 3.04, 44.36± 2.86 & 45.16± 2.876 respectively. There is no significant difference among the average of three observations made while assessing the level of clinical competencies of ICU nurses. The factors especially teaching-coaching (37.66±10.06; Range: 10-68), diagnostic functions (16.6 ± 4.56; Range 3-37) and work role (45.4±12.48; Range: 0-58) has maximum score suggesting that these three factors had influence on the clinical competencies of ICU nurses. The factors especially teaching-coaching, diagnostic functions and work role are significantly influencing the level of the clinical competencies of ICU nurses. There is significant association between the levels of clinical competencies of ICU nurses such as knowledge, experiences, environment, independence and work satisfaction with only four selected demographic variable i.e. age, usual length of shift duty the nurses work, average patient assignment and years of experience in the hospital. The factor such as teaching-coaching is significantly associated with average patient assignment. Diagnostic functions' is associated with salary per month (in Rs.) of ICU nurses and work role is significantly associated with years of experience of ICU nurses. Conclusion: The study concludes that the factors such as teaching-coaching, diagnostic functions & work role have maximum influences on the level of clinical competencies of ICU nurses.

Background: 'Competency' is an important word in health care settings. From a novice nurse to a proficient registered nurse whoever is assessing a newly admitted patient or feeding a patient in a unit or a student nurse in a nursing education program continuous clinical competence is essential for everyone. The definition of clinical competence clearly refers to individual competence. It is thought to involve many aspects of the nurses' professional attributes, including the individual's personality trait, level of education, experience in practice and health care management skill. ICU nurses are expected to have superior professional knowledge and skills, be familiar with modern technical equipment and dedicated to the patient. Requirements for working in ICUs differ from one country to another. Nurses previously registered just once, after graduation, but are now required to demonstrate continuing competence if they are to maintain their registration. At the same time, communities expect safe and competent health care as a right. To fulfil their expectation, nurses need to be professionally and clinically competent. Materials and Methods: The present research study was conducted on 218 registered nurses selected by simple random sampling. The purpose of the study was explained to the nurses and written consent was taken from them and also assurance was given to maintain the confidentiality. The baseline data was collected from the samples using the structured interview schedule. Level of nurses clinical competencies was assessed by using the observational checklist and the factors influencing the clinical competencies of the ICU nurses was assessed by the Nurses competence scale (Rating Scale). Results: As per the score of observation checklist and three longitudinal observations to assess the level of clinical competencies of ICU nurses, the maximum score of clinical competencies of ICU nurses are within the range of very good (38-48) with majority of nurses (84.86% in 1 st observation, 74.31% in second observation and 68.34% in third observation respectively %) with an average mean± SD of 44.87± 3.04, 44.36± 2.86 & 45.16± 2.876 respectively. There is no significant difference among the average of three observations made while assessing the level of clinical competencies of ICU nurses. The factors especially teaching-coaching (37.66±10.06; Range: 10-68), diagnostic functions (16.6 ± 4.56; Range 3-37) and work role (45.4±12.48; Range: 0-58) has maximum score suggesting that these three factors had influence on the clinical competencies of ICU nurses. The factors especially teaching-coaching, diagnostic functions and work role are significantly influencing the level of the clinical competencies of ICU nurses. There is significant association between the levels of clinical competencies of ICU nurses such as knowledge, experiences, environment, independence and work satisfaction with only four selected demographic variable i.e. age, usual length of shift duty the nurses work, average patient assignment and years of experience in the hospital. The factor such as teaching-coaching is significantly associated with average patient assignment. Diagnostic functions' is associated with salary per month (in Rs.) of ICU nurses and work role is significantly associated with years of experience of ICU nurses. Conclusion: The study concludes that the factors such as teaching-coaching, diagnostic functions & work role have maximum influences on the level of clinical competencies of ICU nurses.

Background: Traction is a force applied to an injured or diseased part of the body, to reduce fractures to maintain alignment and corrects deformities. Prolonged application of skeletal traction several complications such as damage to the neurovascular structure, ligament damage, pin loosing and infection in implantation site Materials And Methods: A quantitative research approach with non experimental exploratory research design was used in the study. 60 orthopaedic patients with skin and skeletal traction were selected by purposive sampling technique. Prevalence of complication among orthopaedic patients with skin and skeletal traction were assessed by demographic performa and through observational checklist. Data were analyzed using descriptive and inferential statistics. Results: Majority of the patients with skin traction (46.7%) and skeletal traction (36.7%) belong to age group of <31-40, gender (60 %) were male and female (53.3%), majority (43.3%) patient with skin tractio...

Background: ‘Competency’, is a controversial word in health care settings. It is thought to involve many aspects of the nurses’ professional attributes, including the individual’s personality trait, level of education, experience in practice and health care management skill. ICU nurses are expected to have superior professional knowledge and skills, be familiar with modern technical equipment and dedicated to the patient. Nurses previously registered just once, after graduation, but are now required to demonstrate continuing competence if they are to maintain their registration. At the same time, communities expect safe and competent health care as a right. To fulfill their expectation, nurses need to be professionally and clinically competent. Method: The pilot study of the present research was conducted on 40 registered nurses selected by simple random sampling. The purpose of the study was explained to the nurses and written consent was taken from them and also assurance was give...

Background: 'Competency' is an important word in health care settings. From a novice nurse to a proficient registered nurse whoever is assessing a newly admitted patient or feeding a patient in a unit or a student nurse in a nursing education program continuous clinical competence is essential for everyone. The definition of clinical competence clearly refers to individual competence. It is thought to involve many aspects of the nurses' professional attributes, including the individual's personality trait, level of education, experience in practice and health care management skill. ICU nurses are expected to have superior professional knowledge and skills, be familiar with modern technical equipment and dedicated to the patient. Requirements for working in ICUs differ from one country to another. Nurses previously registered just once, after graduation, but are now required to demonstrate continuing competence if they are to maintain their registration. At the same time, communities expect safe and competent health care as a right. To fulfil their expectation, nurses need to be professionally and clinically competent. Materials and Methods: The present research study was conducted on 218 registered nurses selected by simple random sampling. The purpose of the study was explained to the nurses and written consent was taken from them and also assurance was given to maintain the confidentiality. The baseline data was collected from the samples using the structured interview schedule. Level of nurses clinical competencies was assessed by using the observational checklist and the factors influencing the clinical competencies of the ICU nurses was assessed by the Nurses competence scale (Rating Scale). Results: As per the score of observation checklist and three longitudinal observations to assess the level of clinical competencies of ICU nurses, the maximum score of clinical competencies of ICU nurses are within the range of very good (38-48) with majority of nurses (84.86% in 1 st observation, 74.31% in second observation and 68.34% in third observation respectively %) with an average mean± SD of 44.87± 3.04, 44.36± 2.86 & 45.16± 2.876 respectively. There is no significant difference among the average of three observations made while assessing the level of clinical competencies of ICU nurses. The factors especially teaching-coaching (37.66±10.06; Range: 10-68), diagnostic functions (16.6 ± 4.56; Range 3-37) and work role (45.4±12.48; Range: 0-58) has maximum score suggesting that these three factors had influence on the clinical competencies of ICU nurses. The factors especially teaching-coaching, diagnostic functions and work role are significantly influencing the level of the clinical competencies of ICU nurses. There is significant association between the levels of clinical competencies of ICU nurses such as knowledge, experiences, environment, independence and work satisfaction with only four selected demographic variable i.e. age, usual length of shift duty the nurses work, average patient assignment and years of experience in the hospital. The factor such as teaching-coaching is significantly associated with average patient assignment. Diagnostic functions' is associated with salary per month (in Rs.) of ICU nurses and work role is significantly associated with years of experience of ICU nurses. Conclusion: The study concludes that the factors such as teaching-coaching, diagnostic functions & work role have maximum influences on the level of clinical competencies of ICU nurses.

A comparative study to assess the risk of varicose vein among A comparative study to assess the risk of varicose vein among critical care nurses and nurses working in other nursing units of critical care nurses and nurses working in other nursing units of selected hospital, Guwahati, Assam selected hospital, Guwahati, Assam

Background: Nursing is a multidimensional profession requiring a good knowledge base, attitude, skills and critical thinking abilities. The intensive care unit environment is a dynamic area of work with emerging technologies and therapies to ease patients' recovery through the life threatening illness. Intensive care unit (ICU) nurses play a crucial role in the assessment, care and recovery of patients who experience critical illness. Nurses' expertise, clinical competence and ICU knowledge allows them to work dedicatedly on their own and in collaboration with other health care team members in ICU. There are many factors (both internal and external) prevails in the ICU environment that sometimes influence the nurses' clinical competencies in the ICU. Developing and measuring competencies of nurses are highly relevant issues in intensive care units globally. Materials & Methods: The present research study was conducted on 218 registered nurses selected by simple random sampling. The purpose of the study was explained to the nurses and written consent was taken from them and also assurance was given to maintain the confidentiality. The baseline data was collected from the samples using the structured interview schedule. Level of nurses clinical competencies was assessed by using the observational checklist and the factors influencing the clinical competencies of the ICU nurses was assessed by the Nurses competence scale (Rating Scale). Results: As per the nurse competence scale, the score of clinical competencies of ICU nurses are within the range of very good (38-100) with majority of nurses (78%), mean of 94.17 and S.D 5.97 respectively. The factors especially teachingcoaching & work role has maximum score of 68, mean 37.66, SD 9.72 and 58, mean 45.4, SD 10.83 respectively suggesting that these two factors has influence on the clinical competencies of ICU nurses. There is significant association of factors influencing clinical competencies of ICU nurses with selected demographic variables. Factors such as teaching coaching, managing situations, therapeutic interventions and ensuring quality is significantly associated with ICU Nurses' educational qualification. Diagnostic functions and managing situations is significantly associated with nurses shift duty. Diagnostic functions' is associated with usual length of shift duty and average patient assignment of ICU nurses. Helping role, managing situation and ensuring quality is associated with marital status of ICU nurses. Helping role and managing situation is also significantly associated with no.of children the ICU nurses have. Conclusion: The study concludes that the factors such as teachingcoaching & work role have maximum influences on the level of clinical competencies of ICU nurses.

A descriptive correlational study was undertaken to find the correlation between parental expectations and level of stress among adolescents studying in selected high schools of Kamrup rural district with the objectives to assess the level of parental expectations ,level of stress among adolescents, to find the correlation between parental expectations and stress ,to find the association between parental expectations and selected sociodemographic variables and also to find the association between levels of stress and selected sociodemographic variables of adolescents studying in selected high school of Kamrup (rural) district. The research approach adopted for the study was quantitative descriptive approach and the research design was correlational descriptive design. 200 sample were selected by multistage stratified random sampling technique from ten selected high schools of Kamrup rural district. A structured questionnaire was developed to collect the demographic information, a St...

The outbreak of the COVID-19 pandemic has bought many changes to the education sector world wide. It has resulted in shut down of all the educational institutions across the globe. As a consequence, education impartment has changed dramatically, with the rise in e – learning, whereby teaching has been undertaken on digital platforms. While countries are at different points in their COVID-19 transmission rates, worldwide there are currently more than 1.2 billion children in 186 countries affected by school closures due to the pandemic. With this sudden lockdown in many parts of the globe, some are wondering whether the adoption of online learning will continue to persist post pandemic, and how such a shift would impact the worldwide education market. In response to significant demand, many online learning platforms are offering free access to their services. There are , however, challenges to overcome. Some students without reliable internet access and /or technology struggle to part...

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