Jihad Jawad Kadhim Alsudani

Background: Studies placed a great emphasis on implementing in-service educational intervention for nurses in order to improve their knowledge regarding critical nursing procedures. Therefore, critical-care nurses need to be more knowledgeable and competent in providing patient care. Hence, the researcher (nurse educator) developed structured educational program that mainly focused on endotracheal suctioning based on evidence-based recommended practice guidelines. Endotracheal suctioning is vitally important nursing procedure in terms of maintaining airway patency and preventing complications. Objectives: to evaluate the effectiveness of endotracheal suctioning educational program on critical-care nurses’ knowledge. Methodology: a quantitative, quasi-experimental one group pre-test and post-test design was used. Convenience sample of 87 critical-care nurses are recruited from three hospitals at AL-Najaf ALAshraf City. The study conducted over the period of time that started on December 10, 2019 and ended on January 22, 2020. Results: most of the participants had inadequate to moderate knowledge at pre-test. While after implementing the educational intervention, the participants gained more knowledge and statistical findings indicated that all nurses have adequate knowledge regarding endotracheal suctioning. Conclusion: Endotracheal suctioning is a widely performed technique for mechanically ventilated patients in critical care units. Nurses must be competent and well educated to perform this procedure in order to prevent patient potential complications and achieve best outcomes. Educational intervention that led by nurse educator has a positive influence on nurses’ knowledge. Recommendations: the researchers are highly recommended implementing ongoing educational program by using recent clinically recommended evidence that focuses on areas where knowledge expansion can be achieved to staff nurse. In Iraq, creating postgraduate degree focusing on nursing education is a cornerstone to engage in the health care team and articulate new scientific approach by using researches in the clinical setting and apply research findings in clinical practice

Background: Nurses need to participate in many different educational activities that enhance and promote lifelong learning, professional and personal growth. Structured endotracheal educational program is developed to articulate new scientific approach by using researches in the clinical setting and apply research findings in clinical practice. Objective: The study is aimed to evaluate the effectiveness of an educational program on critical care nurses’ practices regarding endotracheal suctioning of adult patients who are mechanically ventilated in hospitals at AL-Najaf, Iraq. Methodology: This study is carried out by using quasi-experimental of pre-test and post-test one group design. The study conducted over the period of time that started from December 10, 2019 and ended on February 20, 2020, by using observational schedule that concentrated on critical-care nurses’ practices related to endotracheal suctioning. The study involved observation of critical-care nurses’ practices prior to educational intervention and post-test evaluation of participants’ practices after four weeks from implementing ETS educational program. Results: The preliminary assessment of participants’ practices related to endotracheal suctioning indicated that most of the nurses were not be committed to the best evidence-based recommended practice guidelines. Dramatically improvement in participants’ practices occurred after implementing educational intervention with statistical highly significant indicators. Conclusion: In-service educational program is a cornerstone in clinical care settings in terms of promoting healthcare providers’ knowledge and practices that can lead to quality care and achieve desired outcomes of critically ill patient. Recommendations: emphasizing on providing in-service educational program is an imperative aspect to enhance practicum skills for novice nurses. Incorporating most recent scientific approaches plays vitally important role in tracking recommended clinical evidence that reflects on embracing change to daily practice standards. Keywords: Critical-care Nurses; Educational program; endotracheal suctioning; Evidence-based practice guidelines.

Background: Health as expanding consciousness (HEC) is a grand theory by Margaret Newman, and it is one of those key tools to be used in order to understand a patient as a whole. The theory is based on identifying the pattern of an individual. The HEC focuses on all aspects of the individual as a social, cultural, physical, emotional, and spiritual. It works for understanding the disease as well as other factors pertaining to the pattern of the individual. Objective: The present review study is aimed to provide inside comprehension on the applicability and feasibility of HEC from nurse educator perspectives based on review of qualitative studies. Results: This study shows how successfully the theory was applied to coronary heart disease patients, women with multiple sclerosis or rheumatoid arthritis, and pain during perioperative period. Thus, the theory is effective in all scenarios and provides the nurse ways to understand patients from varied backgrounds. The authors of reviewed studies used the hermeneutic-dialectic approaches as a tool for the research study. The nurses played an important role by help the patients to recognize their pattern and move to a higher level of consciousness. The nurse-patient relationship built on mutual trust and respect, which helped both nurses and clients to interact effectively in order to identify their pattern. Conclusion: Newman’s theory can be applied in every nursing setting in both short and long-term interaction with the patient. Keywords: Health as Expanding Consciousness; Nursing Theory; Qualitative Review.

Patient safety has been and is going to be the defining component of high quality health care. Studies have been performed regarding patient safety with much focus on medication errors, falls and safety incidents. In 2012, however, the World Health Organization stated that majority of the patient-provider interaction occurs in the primary care settings. Objective: The analysis aimed at reviewing the literature on the concept patient safety in primary care, clarifying the defining attributes, and identifying the antecedents and consequences of the concept by using Walker and Avant’s method of concept analysis. Methodology: For the purpose of concept analysis, the major databases were searched namely CINAHL, MEDLINE, PSYCHINFO, and ProQuest. The following criteria were used for search: (a) peer-reviewed scholarly articles (b) English language (c) full text (d) date range from 2008 to 2013. Out of these hits, 18 articles were randomly chosen for the study. The analysis follows walker and Avant’s method of concept analysis (2011). Results: The identified defining attributes of the concept are: knowledge, freedom from harm, and commitment. The antecedents of the concept patient safety in primary care include safety incidents, self-reflection, staffing, communication, documentation, in-service education and training for providers, and safety culture, while the consequences are: improved quality of care, prevention of injury, and improved patient satisfaction. Conclusion: the analysis provided well-clarified defining attributes of the concept patient safety in primary care which include: (a) knowledge, (b) freedom from harm, (c) and commitment to the patient safety. Recommendation: The study concluded the need for further research on the long-term consequences of safety incidents on patient and family health

Abstract The experiential learning process is a key concept in gaining and analyzing knowledge, which involves participation in those experiences. In nursing education, these experiences can occur through high-fidelity simulation. The most important component of this learning process is the post-experience critical analysis or debriefing. During the debriefing phase, students must reflect upon the experiences, identify key points, and discuss the main concern related to patient care. The debriefing phase helps students to be able to develop and refine knowledge and experiences. Methods of debriefing include verbal feedback or video-assisted verbal discussion that allows students to reflect and discuss on what occurred during simulation scenarios, which always are guided by a clinical nurse educator. Debriefing should immediately follow the simulation exercise to help the students in assessing their performance and experience. The purpose of this study is to compare the effectiveness of verbal debriefing versus video-assisted verbal debriefing on students’ learning experiences and the importance of those experiences to the student. The research question posed for this study is, “Do students learn and gain more experience with video-assisted verbal debriefing as compared to traditional verbal debriefing?” Kolb’s experiential learning theory (ELT) was used to guide this research study. A convenience sample of 64 students was recruited from a private university in northwest Indiana who were enrolled in a junior-level medical-surgical nursing course (NUR 354) during the fall semester 2013. The findings of this study may demonstrate which debriefing technique best facilitates learning for an undergraduate nursing student population and could impact clinical practice in the future

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