ABSTRACT Background Medication administration via enteral tubes is a complex and key application for which nurses in intensive care units are responsible. Aim The aim of this study was to evaluate drug administrations via enteral tubes by nurses in intensive care units. Methods This research was conducted using a descriptive and cross‐sectional research design. The study was conducted with 289 nurses at intensive care units in hospitals in İzmir, Turkey. The data of the study were collected with the ‘Sociodemographic Information Form’ and the ‘Enteral Medication Administrations Questionnaire’, which was designed in accordance with the literature and consists of questions on interventions before, during and following medication administrations via enteral tubes. Results It was found that more than half the nurses (62.3%) use nasogastric tubes for medication administrations and that all of them use the enteral way for the administration of medications in the form of tablets, while 58.8% use this method to administer the medications in the form of enteric‐coated tablets. It was determined that approximately half the nurses (52.6%) apply more than one medication separately, and a majority (84.1%) use tap water to wash the enteral tube. Conclusions Enteral medication administration practices are inconsistent. Some nurses use unsafe practices and may therefore compromise patient care. Relevance to clinical practice Conduction of education programmes on medication administration via enteral tubes for intensive care unit nurses is important in improving nurses' knowledge.
Hemsirelikte Psikomotor Becerilerin Ogretiminde Senaryo Temelli Ogrenme: Bir Deneyim Paylasimi Ozet Amac: Psikomotor beceri egitiminin etkin yapilandirilmasi, hemsirelikte profesyonel kimlik gelisimi ve klinik ogretimde hasta guvenliginin saglanabilmesi acisindan onemlidir. Bunu saglamak icin hemsirelik egitiminde ogrencilerin interaktif ogrenme yontemleri ile ogrenme surecine katilmasini saglayacak egitim programlari onem tasimaktadir. Gerec ve Yontem: Interaktif ogrenme yontemlerinden biri olan senaryo temelli ogrenme, ogrencinin kendini senaryodaki role koyarak karsilastiklari sorunlari cozebilecek hedef ve davranislari gosterebilmesi temeline dayanan bir ogrenme yaklasimidir. Bu baglamda,Izmir Kâtip Celebi Universitesi Saglik Bilimleri Fakultesi Hemsirelik bolumu Hemsirelik Esaslari Anabilim Dali olarak psikomotor beceri ogretimi, demonstrasyon yontemi ve video destekli ogretim yonteminin yani sira yenilikci bir yaklasim olan senaryo temelli ogretim ile gerceklestirilmistir. Hemsirelik Esaslari dersini alan ogrencilerin (n=184) becerilerini degerlendirmede standardizasyonu saglamak amaci ile objektif yapilandirilmis klinik sinav (OSCE) uygulanmistir. Bulgular: Ogrencilerin (n=184) OSCE sinav ortalamasi 76.13±11.74 puan olarak bulunmustur. Sinav sonuclarinin daha onceki yillar ile karsilastirildiginda puan ortalamasi olarak olumlu yonde degistigi belirlenmistir. Senaryo temelli beceri egitiminin tamamlanmasinin ardindan ogrencilerden bu ogretim yontemine iliskin geri bildirimler alinmis ve bu geri bildirimler dogrultusunda 6 tema belirlenmistir. Sonuc: Psikomotor becerinin ogretiminde kullanilan senaryo temelli ogrenmenin hemsirelik egitimine katkilari olumlu yonde olmustur. Senaryo temelli ogrenmeye iliskin ogrencilerin geri bildirimleri, senaryo temelli ogrenmenin hasta ile iletisimi baslatma, hastayi butuncul olarak degerlendirme, klinik oncesi ozguveni arttirma, bilgide kalicilik saglama ve karar verme becerisini arttirdigina yonelik ipuclari icermektedir. Anahtar Kelimeler: (3-5 Kelime): Hemsirelik, hemsirelik egitimi, psikomotor beceri, senaryo temelli ogrenme. Scenario Based Teaching in Nursing Psychomotor Skills Education: Sharing of an Experience Abstract Objective: Effective structuring of psychomotor skills training is important in terms of professional identity development in nursing and patient safety in clinical teaching. In order to achieve this, nursing education programs which will provide students participate in the learning process via interactive learning methods within the nursing education, are important. Material and Method: Scenario-based learning, which is one of the active learning methods, is a learning approach based on the ability of the student to demonstrate the goals and behaviours that can solve the problems they meet by putting themselves in the scenario role. Therefore, Department of Fundamentals of Nursing of the Department of Nursing in School of Health Sciences at Izmir Kâtip Celebi University has performed psychomotor skills training with demonstration method and video assisted learning method as well as scenario based learning which is an innovative approach. For skill evaluation of the students who attended the course entitled Fundamentals of Nursing (n = 184), objectively structured clinical examination (OSCE) was performed with the aim of providing standardization. Findings: The mean OSCE score of the students (n = 184) was found to be 76.13±11.74. It was determined that the mean score changed positively when the test results were compared with the previous years’. After completion of the scenario-based skills training, feedback about this teaching method was received from the students and 6 themes were determined in response to these feedbacks. Conclusion: The contribution of scenario-based learning used in teaching psychomotor training to nursing education was positive. The feedback of students on scenario-based learning included tips for scenario-based learners as initiating the communication with the patient, assessing the patient holistically, increasing pre-clinical self-confidence, providing information retention and improving decision-making skills Keywords: (3-5 Words): Nursing, nursing education, psychomotor skill, scenario based learning
As a citizen, we must take the responsibility of protecting ourselves from illness as well as preventing someone else from getting sick. In this study, we aimed to determine whether the behaviors exhibited in epidemic control change according to the inclination to the ethical values. In this cross-sectional study we reached 620 people over the age of 18 actively using their social media accounts. The data of the study were collected using the 'Introductory Information Form' created by the researchers, and 'The Inclination to Ethical Values Scale' in between October 23 and November in 2021. The mean age of participants was 28.56±10 were 77.7% female and 62.9%, were single participant 11.8% of the participants lived at home with an individual aged 65 or over and 14.2% of the participants had chronic illness. The rate of having a coronavirus disease-2019 (COVID-19) test was 25.2% and a positive rate of COVID-19 testing was 11.0%. The mean score of the participants' 'Behaviors for the control of the spread of COVID-19' was 4.46. The average score of the participants for 'The Inclination to Ethical Values Scale' was 4.38. There was an increase in score of 'Behaviors for the control of the spread of COVID-19' with the increase in score of 'The Inclination to Ethical Values Scale'. As a result of this study, in the contagious 'text-based case', those who felt responsible were more sensitive to controlling the spread of the infection.
Abstract The photoinactivation efficiency of antimicrobial photodynamic therapy (aPDT) with cationic porphyrin derivatives (CPDs) against multidrug-resistant (MDR) bacterial strain was assessed. MDR bacterial strains including Pseudomonas aeruginosa, Escherichia coli, Acinetobacter baumannii, and Klebsiella pneumoniae were used. The CPDs named PM, PE, PN, and PL were synthesized as a photosensitizer (PS). A diode laser with a wavelength of 655 nm was used as a light source. Photoinactivation efficiency of the combinations formed with different energy density (50, 100, and 150 J/cm²) and PS concentrations (ranging from 3.125 µM and 600 µM) on each bacterial strain were evaluated. Toxicity of the aPDT combinations that showed a strong photoinactivation on the bacterial strains and dark toxicity of PSs and were evaluated on fibroblasts cells. In the aPDT experiments, survival reductions of up to 5.80 log₁₀ on E. coli, 5.90 log₁₀ on P. aeruginosa, 6.11 log₁₀ on K. pneumoniae and 6.78 log₁₀ on A. baumannii were obtained. There was an increase in the photoinactivation efficiency in parallel with increasing the energy density, and the best effect seen at an energy density of 150 J/cm2. PL did not show any toxic effect on fibroblasts. However, other PSs were toxic in fibroblasts at high concentrations. In this research, which reflected the results of in vitro experiments, aPDT provided potent photoinactivation against MDR clinical isolates. The research results lead to an in vivo wound model study of aPDT with CPD infected with an MDR clinical isolate.
Background: Achievement of clinical learning outcomes in clinical practice training (CPT) is closely related to the support given to education by clinical nurses.
Aim: This study aimed to determine the contribution of nurses to the CPT according to nurses' and students' perspectives.
Study Design: Descriptive cross-sectional research.
Methods: This research was after the completion of the 2021-2022 academic term. The sample of the study included 277 students who performed CTP in the internal and surgical clinics of a university hospital and 177 nurses actively working in these clinics. A data collection tool that included nurse behaviors to determine the contribution of the CPT was used.
Results: The proportions of students and nurses who reported that the level of nurses' contribution to students' knowledge and skills had good and excellent were 64.6% and 75.9%, respectively (p<0.05). According to 56% of the students and 81.1% of the nurses, nurses were a good and excellent role model for the student (p<0.001).The proportions of performing nursing behaviors including providing clinical orientation, clarification of expectations, encouragement of asking questions, establishing helpful communication, and observation of the skills varied between 26.0% and 54.5% for students and 61.5% and 94.3% for nurses, respectively (p<0.001).
Conclusion: Student and nurse perspectives were significantly different from each other. This raises the question of "why there is such an inconsistency?". Using routine checklists that determine the contribution level of nurses to CPT may be effective in providing self-control. Sharing the results obtained with both groups can create a driving force for self-awareness and improvement.
In this study, it was aimed to investigate the antibacterial activities of the cationic porphyrin derivatives against some multi drug resistant clinical bacterial isolates and standard strains for the development of potential antibacterial agents. In addition to the standard strains, methicillin-resistant Staphylococcus aureus, Escherichia coli and Pseudomonas aeruginosa clinical isolates were studied. We synthesized eight (P1-P8) cationic porphyrin derivatives. The minimum inhibitory concentrations (MIC) of these substances were determined by micro dilution method. Ciprofloxacin was used for quality control. The study was repeated three times. All porphyrin derivatives exhibited antibacterial activity at different levels according to the studied bacteria. The strongest antibacterial activity was obtained with compounds P6, P7 and P8. These compounds were found to have MIC values of <5-156μg/ml. Because of the low MIC values, it has been concluded that these synthesized porphyrin derivatives may be high-potency agents against bacteria with high resistance profile.
Bu arastirmanin amaci, bir yatili bolge okulunda ilkogretim ikinci kademe ogrencileri arasinda akran istismari durumunu ve akran istismari konusunda yapilan farkindalik egitiminin etkisini belirlemektir. 2008 yili Mayis ayinda 112 ogrenci ile yurutulen, yari-deneysel ve ontest-sontest tasarimli olarak planlanan bu arastirmada elde edilen sonuclar soyledir: Ogrencilerin %24.1’i okuldayken, %26.8’i siniftayken, %19.6’si okul bahcesindeyken, %21.2’si yemekhanedeyken, %27.3’u yatakhanedeyken, %24.1’i okul gidis-donuslerinde kendisini duygusal olarak kotu hissettigini belirtmistir. Ogrencilerin %24.1’i haftada birkac kez diger ogrenciler tarafindan fiziksel istismara maruz birakildigini, %46.4’u son bir yil icinde sozel ve fiziksel olarak istismara maruz kaldigini ve %44.2’si ise magduriyetini hic kimseye soylemedigini ifade etmistir. Ogrencilerin akran istismari bilgi duzeyi on test puanlari 44.7±22.0 ve sontest puanlari 68.5±20.5’dir. Planli egitim sonrasi ontest ve sontest puanlari arasinda istatistiksel olarak anlamli bir fark bulunmustur (p
Abstracts of the 9th Annual Spring Meeting on Cardiovascular Nursing / European Journal of Cardiovascular Nursing 8 (2009) S1-S52 organised and coordinated; (ii) Healthcare providers: what is an individually tailored TPE programme, why offer a patient TPE, how to make the offer, how to teach acquisition and maintenance of skills, how to manage and coordinate TPE, (iii) Healthcare providers, specialty societies: how to establish the procedures for implementing a TPE programme for a specific disease, and with whom.Part 2: A total of 35 quality objectives and 224 assessment criteria corresponding to 6 TPE domains were identified.Their readability, relevance, and usefulness were considered to be good by ≥80% of the peer reviewers; 10 objectives were redrafted and 3 deleted, 42 criteria were redrafted and 23 deleted.The final list comprised 32 objectives and 192 criteria.Discussion: The HAS guidelines for a structured approach to TPE do not propose a rigid framework but one that offers a wide choice of options.This means that the TPE programme can easily be tailored to the individual patient.Currently, two TPE programmes for chronic disease are being set up, one for cardiac insufficiency and one for obesity.
