Family Visiting Restrictions and Postoperative Clinical Outcomes: A Retrospective Analysis

In the last two years, all hospitals have adopted restricted visitation policies due to the coronavirus disease 2019. The objective of this study was to assess the consequences of hospital visitation restrictions on the most common outcome measures on adult patients who underwent surgery. A retrospective study design was conducted according to the STrengthening the Reporting of OBservational studies in Epidemiology statements in 2021. Forty patients exposed to a no-visitors policy and forty unexposed patients (1:1) were enrolled. Patients who were not allowed to receive family visits were more likely to report disorientation/agitation episodes (n = 25, 62.5% vs. n = 12, 30.0%; p < 0.01), spend more sleepless nights (n = 10, 25.0% vs. n = 1, 2.5%; p < 0.01), be restrained (n = 8, 20.0% vs. n = 1, 2.5%; p = 0.02), incur device-removal incidents (n = 14, 35.0% vs. n = 5, 12.5%; p = 0.01) compared to unexposed patients. Conversely, pain episodes were significantly more frequent in the unexposed group (n = 7.1, SD = 7.9 vs. n = 2.4, SD = 2.8; p < 0.01), and there was lower clinical deterioration risk (NEWS of 0–4 average 19.5, SD = 12.2 evaluations vs. 12.3, SD = 8.6; p < 0.01) compared to exposed patients. According to the results, family visiting restrictions should be measured against their possible advantages in order to prevent negative outcomes for surgical patients and to improve the quality of care

The first COVID-19 new graduate nurses generation: findings from an Italian cross-sectional study

BackgroundNursing education has been disrupted by the onset of the COronaVIrus Disease 19 (COVID-19) pandemic, potentially impacting learning experiences and perceived competencies at the time of graduation. However, the learning experiences of students since the onset of COVID-19, their perceived competences achieved and the employment status one month after graduation, have not been traced to date.MethodsA cross sectional online survey measured the individual profile, the learning experience in the last academic year and the perceived competences of the first COVID-19 new nursing graduates in two Italian universities. Details relating to employment status and place of employment (Covid-19 versus non-COVID-19 units) one month after graduation were also collected and the data compared with those reported by a similar cohort of new graduates pre-pandemic in 2018–2019. All those who graduated in November 2020 and attended their third year after the onset of the COVID-19 pandemic were eligible. The online survey included individual, nursing programme and first working experience variables alongside the Nurse Competence Scale (NCS). Descriptive and inferential statistical analyses were performed.ResultsA total of 323 new graduates participated. In their last academic year, they experienced a single, long clinical placement in non-COVID-19 units. One month after graduation, 54.5% (n = 176) were working in COVID-19 units, 22.9% (n = 74) in non-COVID-19 units and 22.6 (n = 73) were unemployed. There was no statistical difference among groups regarding individual variables and the competences perceived. Fewer new graduates working in COVID-19 units experienced a transition programme compared to those working in non-COVID-19 units (p = 0.053). At the NCS, the first COVID-19 new graduate generation perceived significantly lower competences than the pre-COVID-19 generation in the ‘Helping role’ factor and a significant higher in ‘Ensuring quality’ and ‘Therapeutic interventions’ factors.ConclusionsThe majority of the first COVID-19 new graduate generation had been employed in COVID-19 units without clinical experience and transition programmes, imposing an ethical debate regarding (a) the role of education in graduating nurses in challenging times with limited clinical placements; and (b) that of nurse managers and directors in ensuring safe transitions for new graduates. Despite the profound clinical placement revision, the first COVID-19 new graduate generation reported competences similar to those of the pre-COVID-19 generation, suggesting that the pandemic may have helped them to optimise the clinical learning process.</p

A two-year retrospective study of the neonatal emergency transport service in Northeast Italy

Background: Some newborns require acute transport to a Neonatal Intensive Care Unit (NICU) due to unpredicted or unpredictable reasons. Objective: To describe the activity of the Neonatal Emergency Transport Service (NETS) in Northeast Italy. Methods: An observational retrospective study was performed between 1 January 2018, and 31 December , 2019. Results: A total of 133 transports were collected, with a neonatal transport index of 1.4%. Infants ≤2500 grams were more frequently transferred by NETS than those in the normal group (n = 34/563, 6.0% vs. n = 99/8,437, 1.2%; p 2500 grams, there was a low incidence of a cesarean birth compared to vaginal delivery (23.2% versus 63.5%; p = .001), while the percentages were reversed in the group of infants ≤2500 grams (67.7% versus 20.6%) (p = .001). Infant stabilization time was higher in the underweight group compared to those weighed >2500 grams (31.5 versus 23.0 min; p 2500 grams. Conclusions: This study described a local reality by showing the characteristics of the neonatal transports that took place in a metropolitan area in Northeast Italy. Wider database is necessary to achieve a better knowledge in the field of perinatal outcomes

Individuals with hearing impairment/deafness during the COVID-19 pandemic: A rapid review on communication challenges and strategies

This study aimed (a) to identify the communication issues and problems faced by individuals with hearing impairment (HI)/deafness during the COVID-19 pandemic and (b) to describe strategies to overcome the issues/problems and/or prevent their negative impact

What nursing home environment can maximise eating independence best among residents with cognitive impairment? Findings of a secondary analysis

To explore the influence of the Nursing Home (NH) environment on eating independence while taking into account individual and nursing care factors, was the aim of the study. A secondary analysis was performed based on data collected in a multicentre prospective observational study involving 13 NHs. Residents aged >65 were included (n=1,027).Dependence in eating was measured using the Edinburgh Feeding Evaluation in Dementia scale (EdFED, range 0-20). In addition to individual and nursing care variables, the NHs environments were assessed with the Therapeutic Environment Screening Survey for Nursing Homes (TESS-NH, range 0-149). The mean EdFED score was 2.48 (95% Confidence Interval [CI]=2.22-2.73) and the TESS-NH score was 122.19 (95% CI=115.89−128.49). A linear regression analysis explained 30.8% of the total variance in eating dependence.Alongside individual and nursing care factors, in poor NH unit environments, residents with severe cognitive impairment showed increased eating dependence; in contrast, in better environments, similar residents showed maximal eating performance

Students' and families' expenditures to attend a nursing programme in 2011-2012: a comparison of five southern European countries

9siAim To compare students' and families' nursing education expenditures across Europe. Background Nursing education costs are affected by investments in public education. The remaining costs fall on the shoulders of students and their families. While remaining somewhat understudied, public and student expenditure for nursing education is becoming critical in the current crisis context. Comparative studies on education costs are inevitably affected by a currency bias. Therefore, a standard measure named the Purchasing Power Standard, which has received no attention in nursing research, has been introduced. Design A mixed-method study incorporating qualitative and quantitative study designs was undertaken in 2011–2012. Methods Five nursing faculties located in the Czech Republic, Greece, Italy, Slovakia and Slovenia were included in the study. A questionnaire evaluating students' expenditures was developed in five languages and validated. Six hundred and twenty-five full-time students were recruited. Results A Slovakian student wishing to pursue a nursing career is required to commit an amount of money per year that corresponds to 15% of the average annual income of a Slovakian citizen. Lower percentages were required by students in Greece (10%), Italy (11%) and Slovenia (12%), while Czech students bore the lowest costs (5%). Conclusion None of the countries involved was supporting nursing students through either direct or indirect financial incentives. Students in some countries were also required to buy and maintain uniforms. There is a need to develop supportive policies, especially in those countries where nursing programmes are expensive and may not be accessible to all talented and motivated students due to limited public support in education and the current economic context.nonemixedAlvisa Palese; Guido Bortoluzzi; Illarj Achil; Darja Jarosova; Venetia Notara; Elissabet Vagka; Stefania Andrascikova; Lubica Rybarova; Brigita Skela-SavičAlvisa, Palese; Bortoluzzi, Guido; Illarj, Achil; Darja, Jarosova; Venetia, Notara; Elissabet, Vagka; Stefania, Andrascikova; Lubica, Rybarova; Brigita Skela, Savi

The first COVID-19 new graduate nurses generation: findings from an Italian cross-sectional study

BACKGROUND: Nursing education has been disrupted by the onset of the COronaVIrus Disease 19 (COVID-19) pandemic, potentially impacting learning experiences and perceived competencies at the time of graduation. However, the learning experiences of students since the onset of COVID-19, their perceived competences achieved and the employment status one month after graduation, have not been traced to date. METHODS: A cross sectional online survey measured the individual profile, the learning experience in the last academic year and the perceived competences of the first COVID-19 new nursing graduates in two Italian universities. Details relating to employment status and place of employment (Covid-19 versus non-COVID-19 units) one month after graduation were also collected and the data compared with those reported by a similar cohort of new graduates pre-pandemic in 2018–2019. All those who graduated in November 2020 and attended their third year after the onset of the COVID-19 pandemic were eligible. The online survey included individual, nursing programme and first working experience variables alongside the Nurse Competence Scale (NCS). Descriptive and inferential statistical analyses were performed. RESULTS: A total of 323 new graduates participated. In their last academic year, they experienced a single, long clinical placement in non-COVID-19 units. One month after graduation, 54.5% (n = 176) were working in COVID-19 units, 22.9% (n = 74) in non-COVID-19 units and 22.6 (n = 73) were unemployed. There was no statistical difference among groups regarding individual variables and the competences perceived. Fewer new graduates working in COVID-19 units experienced a transition programme compared to those working in non-COVID-19 units (p = 0.053). At the NCS, the first COVID-19 new graduate generation perceived significantly lower competences than the pre-COVID-19 generation in the ‘Helping role’ factor and a significant higher in ‘Ensuring quality’ and ‘Therapeutic interventions’ factors. CONCLUSIONS: The majority of the first COVID-19 new graduate generation had been employed in COVID-19 units without clinical experience and transition programmes, imposing an ethical debate regarding (a) the role of education in graduating nurses in challenging times with limited clinical placements; and (b) that of nurse managers and directors in ensuring safe transitions for new graduates. Despite the profound clinical placement revision, the first COVID-19 new graduate generation reported competences similar to those of the pre-COVID-19 generation, suggesting that the pandemic may have helped them to optimise the clinical learning process. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12912-022-00885-3

Fundamentals of care: revisione narrativa della letteratura

ABSTRACT Introduction Over the last decades, several research lines have been carried out to investigate factors hindering or promoting patient\u2019s safety and quality of care. Among them, the Fundamentals of Care (FOC) framework has reached an increased relevance worldwide. The aim of this narrative review is to summarize the debate on FOC\u2019s concept, as well as its commonalities and differences with other relevant theoretical frameworks, and to underline some practical implications. Methods A narrative literature review has been performed in 2020. Studies have been identified in Medline (via PubMed) and Cumulative Index to Nursing and Allied Health Literature (CINAHL) databases, and the International Learning Collaborative website by using the following keywords: \u2018Fundamentals of Care\u2019, \u2018Fundamental of Care\u2019, \u2018Nursing\u2019; publications performed by the eminent authors in the field (prof. Kitson A. & Feo R) have also been retrieved. Results The nurse-patient relationship is a crucial component to meet the fundamental care needs, articulated in physical, relational, and socio-psychological dimensions. Commonalities with the patient-centred care movement and with that of compassionate and unfinished nursing care have been summarized. Moreover, models of care delivery, studies highlighting the perspective of patients with regards to the FOC and the relevance of nursing minimum data set have been highlighted. Conclusions It is important to continue to build a professional and scientific dialogue on fundamentals of care by including them in the professional and scientific agenda of prioritie

Missed nursing education: Findings from a qualitative study

To understand what nursing education activities are missed in the daily life of nursing programmes, by also identifying antecedents and consequences of missed educational activities

Night shifts as a learning experience among nursing students across Europe: Findings from a cross-sectional survey

12reservedmixedDobrowolska, Beata; Zec, Aleksandra; Tosoratti, Jessica; Machul, Michał; Pokorná, Andrea; Nascimento, Carla; Ferrão, Sónia; Ziakova, Katarina; Solgajova, Andrea; Rybarova, Lubica; Achil, Illarj; Palese, AlvisaDobrowolska, Beata; Zec, Aleksandra; Tosoratti, Jessica; Machul, Michał; Pokorná, Andrea; Nascimento, Carla; Ferrão, Sónia; Ziakova, Katarina; Solgajova, Andrea; Rybarova, Lubica; Achil, Illarj; Palese, Alvis