Nurse-Led intervention on knowledge, attitude and beliefs of Acute Coronary Syndrome

Background Coronary heart disease has emerged as a number one killer in Malaysia and globally. Much of the morbidity and mortality in acute coronary syndrome patients is because of patients not recognizing their symptoms which contributes to delay in seeking early treatment. Aim The aim of this study is to evaluate the effectiveness of a nurse-led health education programme on knowledge, attitude and beliefs of coronary patients towards the responses to acute coronary syndrome and the association with patients' characteristics. Methods A single-group quasi-experimental design took place in a tertiary hospital. A total of 60 coronary patients were recruited to this study. The knowledge, attitude and beliefs towards acute coronary syndrome (ACS) were evaluated at baseline and after 1 month of giving education intervention. Results Knowledge, attitude and beliefs about ACS increased significantly from baseline to 1 month after intervention. Level of attitude was associated with gender, educational level and employment status. Conclusions The findings of this study suggest that an education program conducted by a nurse improved patients' level of knowledge, attitudes and beliefs in response to ACS symptoms at 1 month compared to baseline, but whether they are sustained for a longer period is unclear. Improving the responses towards ACS might reduce decision delay in symptom interpretation and seeking early treatment. Relevance to clinical practice Nurse-led interventions have imparted positive outcomes in response to ACS symptoms among coronary patients. Therefore, nurses should take the initiative in educating patients to minimize delay in symptom interpretation and seeking early treatment

Practical Learning and Theory-Practice as Perceived by Student Nurses in Universiti Malaysia Sabah

Introduction: The theory-practice gap is arguably the most important issue in nursing today, given that it challenges the concept of research based practice, which is the basis of nursing as a profession. Majority of the student nurses shared their views that some of the practical procedures that they learned during their theory sessions was different from what was practiced in the wards which caused some worries among the student’s that it may affect their performance during their Obstructive Structured Clinical Examination (OSCE). Aim: The aim of this study is to determine the perception of nursing students’ towards the practical learning and strategies to bridge the theory-practice gap. Method: Survey questionnaires pertaining to perception towards the practical learning and strategies to bridge the gap were distributed among 60 UMS students nurses Year 2 and Year 3 to understand their perception on theory-practice gap. Results: As for clinical practice experience, all (100%) students stated that clinical instructor and nursing educators did orientation during the first time in the wards or clinic. Forty students (66.67%) responded “yes” that supervision occurs all the time during the clinical posting. As for practical learning, all students indicated that simulation lab was found in their faculty and nursing block. On strategies, 50 (83%), students agreed that it is helpful if nurse educators spend time in clinical practice to update their skills and re-experiencing the realities of practice. Thirty eight (63%) students agreed that that they need clarification of difficult concepts from staff nurses, clinical instructors and nurse educators. Conclusion and Recommendations: Responses from students have suggested some strategies in bridging the gap between theory and practice such as continuous communication between the education and clinical area