PW376 A pilot study of a post-discharge nurse-led, educational intervention on cardiac self-efficacy and anxiety in post-PCI patients

Author version made available in accordance with the publisher's policy for non-mandated open access submission. Under Elsevier's copyright, non-mandated authors are permitted to make work available in an institutional repository. NOTICE: this is the author’s version of a work that was accepted for publication in GLOBAL HEART. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. A definitive version was subsequently published in GLOBAL HEART, [VOL9, ISSUE1, (2014)] DOI:10.1016/j.gheart.2014.03.243

The effectiveness of post-percutaneous coronary intervention nurse-led clinics: A systematic review

Hospitalisation for percutaneous coronary intervention (PCI) is typically brief. The onset of psychological distress is common between the period from hospital discharge until cardiologist review and or commencement of cardiac rehabilitation. Contributing factors to psychological distress for this population are insufficient education and deficiencies in self-management skills. The aim of this review was to synthesise evidence on the effectiveness of nurse-led clinics delivered in the early discharge period (up to 30 days) after PCI on patient-related and health service-related outcomes

Indigenous-led First Peoples health interprofessional and simulation-based learning innovations: mixed methods study of nursing academics\u27 experience of working in partnership

Background: Collaborative, Indigenous-led pedagogical and research approaches in nursing education are fundamental to ensuring culturally safe curriculum innovations that address institutional racism. These approaches privilege, or make central, Indigenous worldviews in the ways healthcare practices are valued and assessed. With the aim of informing excellence in cultural safety teaching and learning, and research approaches, this study draws on the experiences and key learnings of non-Indigenous nursing academics in the collaborative implementation of First Peoples Health interprofessional and simulation-based learning (IPSBL) innovations in an Australian Bachelor of Nursing (BN) program. Methods: An Indigenous-led sequential mixed method design was used to investigate non-Indigenous nursing academics’ experiences in the design, development and delivery of two IPSBL innovations. A validated survey (the Awareness of Cultural Safety Scale, (ACSS)) was administered to nursing academics before and after the innovations were delivered. Phenomenological interviews were also conducted following the implementation of the innovations. Results: Of the 27 staff involved in the delivery of the innovations, six nursing academics completed both pre-and post-surveys (22%). Nine (33%) participated in phenomenological interviews. There was a non-significant trend towards improved scores on the ACSS following the delivery of the innovations. Nursing academics’ perceptions of the innovations’ relevance to their practice were enhanced. An increased awareness of culturally safe academic practices was reported among those actively involved in innovations. Impact statement: Indigenous-led approaches in teaching and research promote excellence within mandatory cultural safety education for nurses and midwives. Conclusions: This study confirms the importance of educating the educators about cultural safety in teaching and learning, and research approaches. It also provides important insights into how non-Indigenous nursing academics can work within Indigenous-led pedagogical and research approaches to design culturally safe curriculum innovations