51 research outputs found
Briefing e debriefing nellâambito della formazione specifica in Medicina Generale: descrizione di unâesperienza
The most qualifying aspect of the vocational training course in general practice is the training at the practice of primary care team. During this training, a debriefing was structured over eight sessions and proposed in the School of General Practice of Trento (Italy). It was evaluated by participants, the facilitator and a panel of experts, through the analysis of transcripts of the registered sessions and of the final session of assessment.The experience was positive because participants were aware of the importance of integrated knowledge, successfully reflected on their own learning process and were able to work in a group.Therefore, besides the vocational training course in general practice planning a structured and guided reflection is an opportunity to build a community practice, and make to emerge the âtacit knowledgeâ, in order to enhance the personalization of care. This is possible if facilitators have not only clinical competences, but also relational and managerial ones, and if they are skilled to elicit reflections about experiences without any judgement and in a friendly manner
Briefing e debriefing nellâambito della formazione specifica in Medicina Generale: descrizione di unâesperienza
The most qualifying aspect of the vocational training course in general practice is the training at the practice of primary care team. During this training, a debriefing was structured over eight sessions and proposed in the School of General Practice of Trento (Italy). It was evaluated by participants, the facilitator and a panel of experts, through the analysis of transcripts of the registered sessions and of the final session of assessment.The experience was positive because participants were aware of the importance of integrated knowledge, successfully reflected on their own learning process and were able to work in a group.Therefore, besides the vocational training course in general practice planning a structured and guided reflection is an opportunity to build a community practice, and make to emerge the âtacit knowledgeâ, in order to enhance the personalization of care. This is possible if facilitators have not only clinical competences, but also relational and managerial ones, and if they are skilled to elicit reflections about experiences without any judgement and in a friendly manner
The Efficacy of Umbelliferone, Arbutin, and N-Acetylcysteine to Prevent Microbial Colonization and Biofilm Development on Urinary Catheter Surface: Results from a Preliminary Study
We evaluated, in a preliminary study, the efficacy of umbelliferone, arbutin, and N-acetylcysteine to inhibit biofilm formation on urinary catheter. We used 20 urinary catheters: 5 catheters were incubated with Enterococcus faecalis (control group); 5 catheters were incubated with E. faecalis in presence of umbelliferone (150 mg), arbutin (60 mg), and N-acetylcysteine (150 mg) (group 1); 5 catheters were incubated with E. faecalis in presence of umbelliferone (150 mg), arbutin (60 mg), and N-acetylcysteine (400 mg) (group 2); and 5 catheters were incubated with E. faecalis in presence of umbelliferone (300 mg), arbutin (60 mg), and N-acetylcysteine (150 mg) (group 3). After 72 hours, planktonic microbial growth and microorganisms on catheter surface were assessed. In the control group, we found a planktonic load of â„105 CFU/mL in the inoculation medium and retrieved 3.69 Ă 106 CFU/cm from the sessile cells adherent to the catheter surface. A significantly lower amount in planktonic (p < 0.001) and sessile (p = 0.004) bacterial load was found in group 3, showing <100 CFU/mL and 0.12 Ă 106 CFU/cm in the incubation medium and on the catheter surface, respectively. In groups 1 and 2, 1.67 Ă 106 CFU/cm and 1.77 Ă 106 CFU/cm were found on catheter surface. Our results document that umbelliferone, arbutin, and N-acetylcysteine are able to reduce E. faecalis biofilm development on the surface of urinary catheters
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 2018â2019. 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% (nâ=â176) were working in COVID-19 units, 22.9% (nâ=â74) in non-COVID-19 units and 22.6 (nâ=â73) 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 (pâ=â0.053). At the NCS, the first COVID-19 new graduate generation perceived significantly lower competences than the pre-COVID-19 generation in the âHelping roleâ factor and a significant higher in âEnsuring qualityâ and âTherapeutic interventionsâ 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
Nursing students' interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study
To explore nursing students' interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences
Nursing students' involvement in shift-to-shift handovers: Findings from a national study
Background
Effective performance of clinical handovers should be one of the priorities of nursing education to promote efficient communication skills and ensure patient safety. However, to date, no studies have explored to what extent nursing students are involved in handovers.
Objective
To explore nursing students' handover involvement during their clinical rotations and associated factors.
Method
This was a secondary analysis of a large national cross-sectional study that involved 9607 undergraduate nursing students in 27 universities across 95 three-year Italian baccalaureate nursing programs. The involvement in the clinical handovers was the end point (from 0, never, to 3, always). A path analysis was performed to identify variables directly and indirectly affecting students' handover involvement.
Results
Handover involvement was reported as \u2018only a little\u2019, \u2018to some extent\u2019, and \u2018always\u2019 by 1739 (18.1%), 2939 (30.6%), and 4180 (43.5%) students, respectively; only 749 (7.8%) of students reported never being involved. At the path analysis explaining the 19.1% of variance of nursing students' involvement, some variables emerged that directly increased the likelihood of being involved in handovers. These were being female (\u3b2\u202f=\u202f0.115, p\u202f<\u202f0.001); having children (\u3b2\u202f=\u202f0.107, p\u202f=\u202f0.011); being a 3rd-year student (\u3b2\u202f=\u202f0.142, p\u202f<\u202f0.001) and being a 2nd-year student as compared to a 1st-year student (\u3b2\u202f=\u202f0.050, p\u202f=\u202f0.036); and having a longer clinical rotation (\u3b2\u202f=\u202f0.015, p\u202f<\u202f0.001) in units with high \u2018quality of the learning environment\u2019 (\u3b2\u202f=\u202f0.279, p\u202f<\u202f0.001). Moreover, students who were supervised by the nurse teacher (\u3b2\u202f=\u202f 120.279, p\u202f<\u202f0.001), or by a nurse on a daily basis (\u3b2\u202f=\u202f 120.253, p\u202f=\u202f0.004), or by the staff (\u3b2\u202f=\u202f 120.190, p\u202f<\u202f0.001) reported being less involved in handovers as compared to those students supervised by a clinical nurse. Variables with indirect effects also emerged (model of student's supervision adopted at the unit level, and number of previous clinical rotations attended by students). Moreover, handover involvement explained 11.5% of students self-reported degree of competences learned during the clinical experience.
Conclusions
Limiting students' opportunity to be involved in handover can prevent the development of communication skills and the professional socialization processes. Strategies at different levels are needed to promote handover among undergraduate nursing students
Graduating Nursing Studentsâ Empowerment and Related Factors: Comparative Study in Six European Countries
New nurses are needed in healthcare. To meet the role expectations of a registered nurse, nursing students must feel empowered at graduation. However, there are only a few studies focusing on nursing studentsâ empowerment. This study aims to describe and analyze graduating nursing studentsâ level of empowerment in six European countries and potential related factors. A comparative and cross-sectional study was performed in the Czech Republic, Finland, Italy, Portugal, Slovakia, and Spain with graduating nursing students (n = 1746) using the Essential Elements of Nurse Empowerment scale. Potentially related factors included age, gender, a previous degree in health care, work experience in health care, graduation to first-choice profession, intention to leave the nursing profession, level of study achievements, satisfaction with the current nursing programme, clinical practicums, theoretical education, and generic competence measured with the Nurse Competence Scale. The data were analysed statistically. Graduating nursing studentsâ self-assessed level of empowerment was moderate, with statistical differences between countries. Those with high empowerment had no intention to leave the nursing profession, had a higher level of study achievements, and a higher self-assessed generic competence level. The results suggest that empowerment needs to be enhanced during nursing education. Further research is needed to understand the development of empowerment during the early years of a nursing career.</p
Nursing students' interprofessional educational experiences in the clinical context: findings from an Italian cross-sectional study
To explore nursing students' interprofessional educational (IPE) experiences during their most recent clinical rotation and to explore the factors supporting IPE experiences
Nursing studentsâ self-directed learning abilities and related factors at graduation: A multi-country cross-sectional study
AimTo describe nursing studentsâ level of self-directed learning abilities and identify possible factors related to it at graduation in six European countries.DesignA cross-sectional comparative design across the countries.MethodsThe study was conducted from February 2018 to September 2019. Nursing students (N = 4,135) from the Czech Republic, Finland, Italy, Portugal, Slovakia and Spain were invited to respond to the research instruments (the Self-Rating Scale of Self-Directed Learning and the Nurse Competence Scale) at graduation. The data were analysed using the chi-square test, Pearson correlation coefficient and the linear model.ResultsThe nursing studentsâ (N = 1,746) overall self-directed learning abilities were at high level in all countries. Statistically significant differences occurred between countries. Spanish nursing students reported the highest level of self-directed learning abilities while students from the Czech Republic reported the lowest. Higher level of self-directed learning abilities was related to several factors, particularly with the self-assessed level of competence and country.</p
The level of competence of graduating nursing students in 10 European countriesâComparison between countries
AimTo analyse graduating nursing studentsâ selfâassessed competence level in Europe at graduation, at the beginning of nursing career.DesignAn international crossâsectional evaluative design.MethodsData were collected in February 2018âJuly 2019 from graduating nursing students in 10 European countries. Competence was assessed with a validated instrument, the Nurse Competence Scale (NCS). The sample comprised 3,490 students (response rate 45%), and data were analysed statistically.ResultsIn all countries, graduating nursing students assessed their competence as good (range 50.0â69.1; VAS 0â100), albeit with statistically significant differences between countries. The assessments were highest in Iceland and lowest in Lithuania. Older students, those with working experience in health care, satisfied with their current degree programme, with excellent or good study achievements, graduating to 1st study choice and having a nursing career plan for future assessed their competence higher.</p
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