Effectiveness of a video lesson for the correct use in an emergency of the automated external defibrillator (AED)

Background and aim of the work: Every year around 275 thousand people in Europe and 420 thousand in the United States are affected by sudden cardiac arrest. Early electrical defibrillation before the arrival of emergency services can improve survival. Training the population to use the AED is essential. The training method currently in use is the BLSD course, which limits training to a population cohort and may not be enough to meet the requirements of the proposed Law no. 1839/2019. This study aims to verify the effectiveness of an online course that illustrates the practical use of the AED to a population of laypeople. Methods: An observational study was conducted to compare a lay population undergoing the view of a video spot and a cohort of people who had participated in BLSD Category A courses. The performances of the two groups were measured immediately after the course and 6 months later. Results: Overall, the video lesson reported positive results. Six months later the skills were partially retained. The cohort that followed the video lesson showed significant deterioration in the ability to correctly position the pads and in safety. Conclusions: Although improved through significant reinforcements, the video spot represents a valid alternative training method for spreading defibrillation with public access and could facilitate the culture of defibrillation as required by the new Italian law proposal

Incidence and type of health care associated injuries among nursing students: an experience in northern Italy

Background and aim of the study: Nursing students are at high risk of injury while on clinical placement. The incidence of injury is three times higher in comparison to other healthcare workers, with a prevalence ranging from 25% up to 33,2%. Lack of knowledge and of experience in delivering nursing care, anxiety and unfamiliarity with the clinical environment all represent risk factors for injury. This study describes the number and type of injuries occurring in an organizational setting where nursing students are trained in simulation laboratories before being exposed to a real clinical environment. Methods: An eight year retrospective observational study (2009 to 2017) was conducted on a non-probabilistic population of 1,403 nursing students from a university in the north of Italy. Incident reports were anonymised and entered in a database. Results: Overall the percentage of students who reported an injury (6,2%) was much lower than the one reported in the literature. Conclusions: The nursing programme curriculum of the above mentioned university consists of frontal lectures, group works, simulation based sessions and supervised clinical practice designed to equip students with all the necessary knowledge and clinical skills to prevent health care injuries. Despite the encouraging results of this study, further actions in order to protect first year students, who are more subject to risk of injuries, are recommended

Il tutor di tirocinio per le professioni sanitarie: un progetto di formazione continua nell’Azienda Usl della Romagna

Background. The Erasmus program of students’ mobility is one of the most successful initiatives of the European Union. Despite the great number of general studies on students’ perception about the program and its result, specific studies about medical students are scarce.Materials and methods. Twelve students after their Erasmus stay wrote a narrative report about their experience, according to a suggested sequence of topics derived from theoretical models of culture, adaptation to diversity and inter-cultural competence. The textual data were analyzed according to the Giorgi’s phenomenological method.Results. Four themes emerged: the Erasmus stay as an initiation journey, an experience of personal transformation and acquisition of independence; a lived experience of professional development when faced with different organizational settings of healthcare provision and professional role models; the emotions of adaptation, both positive and negative, when faced with diversity; a dynamic dialectic between local and global dimension, home and the world, national and trans-national identity. While the themes of cultural and personal development were present in other studies, the idea of professional development was an original tract of this research.Conclusions. These results have educational implications. An Erasmus stay is always a strong lived experience, that should be prepared and assisted with reflective tools like diaries or a guide to narrative. After their return, students should be given the opportunity to share with their colleagues their experience during formal learning activities, in order to develop a socially built meaning for their stay.Le sedi formative dei Corsi di Laurea in convenzione con Ausl Romagna, a seguito della riorganizzazione aziendale, hanno progettato un corso di formazione per il Tutor di Tirocinio di tipo multiprofessionale rivolto alle professioni sanitarie non mediche. La metodologia adottata si basa su quanto definito nelle Linee di indirizzo della Regione Emilia-Romagna per la progettazione formativa

Il concetto di missed nursing care: una revisione narrativa della letteratura

Descrivere il concetto e le conseguenze delle cure infermieristiche perse. Metodi. È stata condotta una revisione della letteratura su Medline, Trip Database, Cinahl, Cochrane, attraverso una prima ricerca con i termini Missed care, Missed Nursing care. Risultati. Le missed care sono qualsiasi intervento infermieristico necessario al paziente ma omesso completamente, parzialmente o rimandato. Le cause delle cure perse sono la carenza di risorse umane, di presidi/materiali e di comunicazione ma dipendono anche da come gli infermieri individuano le priorità e dai rapporti con gli operatori di supporto. Le cure perse possono essere misurate con il Misscare: quelle perse con maggiore frequenza sono la deambulazione, la mobilizzazione passiva, l’igiene e la cura del cavo orale. Conclusioni. Sarebbe utile verificare quanto questi interventi vengono omessi o solo posticipati e confrontare il fenomeno a livello internazionale, la sua variabilità in base al numero di infermieri e la relazione tra cure perse ed esiti sui pazienti

Clinical Judgment Skills Assessment in High Fidelity Simulation: A Comparison Study in Nursing Education

Background: In nursing education, self-assessment associated with effective feedback promotes reflective learning, which is crucial for the acquisition of complex skills such as clinical judgment. The Lasater Clinical Judgment Rubric (LCJR) is one of the most frequently used scales for the evaluation of self-assessment among nursing students and it can be used by students and instructors for providing shared clinical judgment feedback. However, too few studies have evaluated its applicability. Objective of the study was to compare the LCJR scores assigned by the instructors with those self-reported by the nursing students to evaluate the students’ self-assessment skills. Methods: A comparative study was conducted in a probabilistic sample of 80 students enrolled in the 3rd year of the Nursing Programme in an Italian University. At the end of the high-fidelity simulation, the students and two instructors completed the LCJR scale. Results: The mean scores reported by instructors and students in the 4 subscales of LCJR were similar. In the 3 subscales, “Interpreting”, “Responding” and “Reflecting”, no significant differences were observed; only in the cognitive domain “Noticing” was a difference at the limit of statistical significance (p = 0.049) observed, with a slightly higher scores reported by instructors. Finally, the mean score of Overall Clinical Judgment of the LCJR scale reported by the instructors was slightly higher than that of the students (p = 0.044). Conclusions: Our results suggest that LCJR provides a common language between students and teachers and increases the training effectiveness of high-fidelity simulation through self-directed and reflective learning