Using the diffusion of innovation model to influence practice: a case study

There continue to be suggestions within the nursing literature that research findings are not being utilized in clinical practice The reasons for this are well documented However, less emphasis is given to ways to facilitate utilization It seemed possible that non‐utilization could be due not only to lack of knowledge, but also to the method of implementing change towards research‐based practice The ‘top‐down’, authoritarian, approach to dissemination of information within the NHS may have been a block to research use Could staff be motivated to consider research‐based change through use of a different approach? An ‘action research’ approach seemed a possible way to attempt to facilitate research‐based practice Within this study one ward was used with all staff as the participants The staff identified the area to be studied (devising a protocol for preoperative information‐giving) The instruments used were semi‐structured interviews and informal discussions and field notes Rogers' diffusion of innovation model was used to organize data collection and to analyse results Although the results may not be generalizable, the use of this model provides a useful framework for others interested in an alternative approach to achieving research‐based practic

Literature review: understanding nursing competence in dementia care

Aims and objectives. The aim of this study was to review dementia nursing competencies. The objectives were to explain the relevancy of dementia competencies across care settings and levels of practice. Background. Dementia is strongly associated with increasing age and as the world population ages there is an imperative to ensure the healthcare workforce is fully equipped to meet the needs of people with dementia and their carers. Design. A literature review study addressed the research aim and objectives. Method. Literature sources were (i) academic databases, (ii) the internet and (iii) snowballing. Search terms were \u27dementia\u27, \u27care standards\u27, \u27training and education\u27 and \u27competency\u27. Results. The sample consisted of 59 reviewed publications. A synthesis of the findings generated 10 dementia competencies: (i) Understanding Dementia; (ii) Recognising Dementia; (iii) Effective Communication; (iv) Assisting with Daily Living Activities; (v) Promoting a Positive Environment; (vi) Ethical and Person-Centred Care; (vii) Therapeutic Work (Interventions); (viii) Responding the needs of Family Carers; (ix) Preventative Work and Health Promotion and (x) Special Needs Groups. There were also five levels of practice: (i) Novice; (ii) Beginner; (iii) Competent; (iv) Proficient and (v) Expert and no care setting specific competencies were generated. Conclusion. Government initiatives demonstrate commitments to dementia, such as Australia\u27s adoption of dementia as a National Health Priority and the UK National Dementia Strategy. Registration boards for the nursing workforce in Japan and the UK included dementia competencies in generalist frameworks to emphasise the importance of dementia as a healthcare issue. This study demonstrated that there is no dementia competency framework relevant across care settings or levels of practice. Relevance to clinical practice. An empirical study will develop a multi-disciplinary dementia competency framework relevant across care settings and levels of practice to ensure the healthcare workforce can effectively deliver services to people with dementia and their carers

Assessment of Public Health Core Competencies in Prelicensure Baccalaureate Nursing Students

Objective: The purpose of this study was to assess the use of the Public Health Foundation\u27s (Public Health Foundation [PHF], 2014) Competency Assessment for Tier 1 Public Health Professionals to examine prelicensure baccalaureate nursing students\u27 self‐reported levels of competence in public health before and after completing community health nursing courses. Design: Prelicensure baccalaureate nursing students enrolled in community health nursing courses completed a pre and postcourse Competency Assessment for Tier 1 Public Health Professionals survey. The survey results were analyzed using nonparametric tests to determine whether there were significant differences in pre and postsurvey scores for the eight domains of public health core competencies, and for an overall competency score. Results: Significant differences were found in the pre and postaggregate mean scores for each of the eight domains of public health core competency, and the overall mean public health competency score. Chi‐square testing of pre and postcourse competency found significant difference in the proportion of students who met criteria for self‐reported competence in each of the eight domains and overall public health competence. Conclusion: The Competency Assessment for Tier 1 Public Health Professionals can assist baccalaureate nursing faculty with assessing precourse learning needs, and postcourse evaluation of self‐reported competence in public health