Healthcare Should Be Public or Private?
Men's Transformative Role in Nursing Leadership and Healthcare Delivery Systems: Breaking the Gender Barriers
Enhancing Engagement in Nursing Education: The Impact of Gamification on eLearning Modules
A Study to Assess the Effectiveness of Constraint-Induced Movement Therapy on Motor Function among Stroke Patients in Selected Hospitals in Erode
Effectiveness of Guided Imagery on Stress among High Risk Pregnant Mothers
A Study to Evaluate the Effectiveness of a Structured Teaching Program on Knowledge Regarding Breast Complications and their Management among Primi Post Natal Mothers in a Selected Hospital in Bangalore
Honey and Cancer: A Sustainable Parallel Relationship Especially for Developing Nations
Nursing Perspective on Pain Management
Nightingale’s Theory and its Application to Pediatric Nursing Care
Academic Strategies that Facilitate Learning in Millennial Nursing Students
Transformational Leadership: A Strategy towards Staff Motivation
Awareness of Good And Bad Touch Among Children
Suicide Among Youth: A Preventable Public Health Concern
The Impact of Culture on Faculty Retention in Nursing Education
Emotional Intelligence as a Predictor of Nursing Student Success
Psychological and Cognitive Determinants of the Health Literacy on Soon-To-Be-Aged and Older Adults: a Systematic Review
It Takes a Village to Assure Nurse Professionalism
Lessons Learned: Employing Focus Groups as a Research Methodology
Human papilloma virus is the most common sexually transmitted infection in the United States with 14 million persons newly diagnosed each year. Approximately 79 million people in the US currently have HPV with the majority of the cases in persons under 25 years old. Despite proven vaccine effectiveness in the reduction of HPV associated complications, adherence to recommended vaccination guidelines remains low. The purpose of this study was to identify the variables identified in the literature that can increase vaccination guideline compliance rates. The purpose of the HPV vaccine protocol was to positively affect HPV vaccine administration and HPV vaccine series completion. The study design was retrospective and quasi-experimental. The sample included voluntary participants in a privately owned family practice clinic with a patient population encompassing the life span in a rural area. Participants included healthcare providers, physicians, physician assistants and family nurse practitioners in a primary care setting. Methodology of the study included a pre-survey, educational intervention and post-surveys at timed intervals. A HPV vaccine protocol was implemented in the clinical setting using variables which included addressing lack of provider knowledge of HPV, failure of providers to recommend the vaccination series, the use of automated electronic reminders in achieving vaccination series compliance, and the importance of consistent provider recommendation to patients. At study completion, HPV vaccine series completion had increased from a baseline rate of 2.3% to 8.9%. Based on these findings, predetermined outcomes of a 10% increase in HPV vaccine administration and a 25% increase in HPV vaccine series initiation were achieved. In the first three months of the translational study, HPV vaccine administration (n=16 to n=35) increased by 118.75%. A 50% increase in knowledge among providers was not met despite statistically significant (p=.000) results between pre-survey and the second post-survey knowledge scores. A 50% increase in protocol utilization was not achieved among all providers during the study. Protocol utilization was measured at 18% at study completion. Study findings included that utilization of the HPV vaccine protocol did positively impact the HPV vaccine administration. The key finding of the study was that consistent provider recommendation is critical in HPV vaccine acceptance. The most significant results were related to knowledge gained in the clinical setting regarding HPV and the HPV vaccine. There was also a large increase in the number of HPV vaccines administered compared to the previous year within the clinical setting.
It is estimated that 1 in 500 college students are HIV positive. In 2017, youths (age 13-24) were 21% (8,164) of the 38,739 new HIV diagnoses in the United States. Several prevention challenges are noted in the literature such as low perception of risks, low rates of testing and low rates of condom use. The purpose of this study is to explore new teaching modalities that may increase HIV prevention in this population. The study used a pretest/posttest design. The non-random sample included 35 college students (≥ 18 years of age) living on-campus housing with access to smart phones. Participants were recruited via flyers placed around campus. HIV knowledge and HIV risky behaviors were measured at baseline and at two months using the HIV Knowledge Questionnaire and sex History Questionnaire. The intervention consisted of participants listening to two informational lectures, one month apart, using smart phones and QR codes. Upon completion, HIV literature was given to all participants. Data were analyzed using descriptive statistics, frequencies and independent t-tests. Participants’ age ranged from 18-24 (M = 20.2, SD = 1.57), who were mostly females (65.7%), African Americans (77.1%) and heterosexuals (85.7%). Almost two thirds (65.7%) of the sample had not been tested for HIV and 1 participant thought that he had been exposed to HIV, although 91% had reported to having unprotected sex. Pre-test HIV knowledge scores ranged from 9-18 (M =13.32, SD = 2.32). Post-test HIV knowledge scores were significantly different from pretest scores with a range of 16-48 (M = 17.88, SD = .42). The findings of this study support the need for innovative ways to deliver HIV prevention information to this population. Continued research is needed to help decrease risk behaviors among college students.
Tobacco use is considered as one of the leading causes of lung cancer and Chronic Obstructive Pulmonary Disease (COPD). The use of tobacco is dependent upon many factors, such as age, sex, social class, education and income. Therefore, the trend of tobacco consumption is shifting from the developed to the developing countries. The purpose of this study was to identify the contributing factors which lead to tobacco use among undergraduate university students (18-25 years). A retrospective Case-Control study was carried out on 560 (280 Cases and 280 Controls) undergraduate students in three universities of Khyber Pukhtunkhwa (KP), Pakistan. Data was collected through a self-filled structured questionnaire, which was analyzed using descriptive and inferential Odd Ratio (OR) statistics, via SPSS Version 19. The data revealed that tobacco use is significantly associated with brothers (OR: 1.81), and other family members (father in law, grandfather, nephew, relatives) (OR: 3.62) who are addicted to tobacco use. Tobacco using friends (OR: 15.39), use of tobacco in university (OR: 4.37), hostel (OR: 3.79), and public places (OR: 1.49) are also significantly associated with tobacco use. Staying in social gatherings (OR: 2.23) where people use tobacco and offer it to others (OR: 7.43) is also linked with tobacco use. Getting impressed by media promotion advertisements (OR: 1.81), and beliefs about the beneficial effects of tobacco use (OR: 2.19) are also significantly related to tobacco use. Furthermore, having personal problems (OR: 1.78), physical / medical diseases (OR: 1.78), and financial problems (OR: 1.57) were also found significantly associated with tobacco use. The study concluded that there are many factors like tobacco using family members, peer pressure, social gatherings where tobacco is used and offered freely, and promotion of tobacco by media, etc., are positively associated with tobacco use among undergraduate university students (18-25 years) in KP, Pakistan.
Healthcare-associated infections (HAIs) continue to be a problem for hospitals and patients around the world. However, there is little to no focus on the day-to-day transfer of bacteria that cause these types of infections. Supplies used by healthcare professionals such as stethoscopes, phones and tablet computers can serve as a vehicle of transmission for bacteria that cause HAIs, yet few healthcare facilities have policies addressing the routine cleaning of these supplies. The purpose of this analysis was to explore the evidence related to the cleaning of supplies and its effect on the rate of HAIs. The following PICO question was used to guide the research: In hospitalized patients, does sanitizing of supplies used by nurses between each patient compared to no sanitizing (or inconsistent sanitizing) affect healthcare-associated infections? Six articles were reviewed to determine whether a relationship between cleaning supplies and HAIs exists. Studies examined the frequency in which supplies were cleaned, the types of disinfecting solutions used and the common bacteria found on a variety of supplies. Bacteria capable of producing different types of HAIs were found on all supplies used by healthcare workers. Disinfecting supplies even once a shift reduces the number of bacteria found. Results suggest that policies directed toward routinely disinfecting supplies should be enforced in all healthcare facilities as a measure to improve patient safety. Routinely disinfecting supplies can reduce the number of bacteria capable of producing HAIs and prevent the transfer between healthcare workers' supplies and patients.
The first AIDS case in India was reported in 1986, and as the epidemic was spreading, there was a need for nationwide efforts. Over time several successful Projects have been operated to control the epidemic. HIV Projects have successfully evolved over a timeline of last 25 years. This paper attempts to review a few such projects to assess their evolution with time and to evaluate their impact to guide other disease intervention projects for other infectious epidemics, especially in Tuberculosis (TB) and HIV TB co-infections. Effective evaluation of these projects has provided the evidence based foundation for projects over time. The methodology used for the analysis of projects was done through an exhaustive literature search, from peer-reviewed articles and international/national and Government/Non-Government Organizations' (NGO) reports. These projects have previously been successful in increasing awareness, literacy rate and effecting socio- economic empowerment of the key population. Assessing these projects has provided the best practices and approaches as key learning as compiled in this paper. Taking lessons from the HIV–AIDS projects and applying them in other projects could shorten the learning curve for other disease prevention and control.
The purpose of this paper is to apply Walker and Avant's (2011) method of concept analysis to develop a definition of presence to help identify the importance of faculty presence to nursing students in improving student motivation and learning. The concept of presence is complex, difficult to define and fragmented. Presence is often confused with other concepts such as caring, empathy, support and nurturing which adds to the difficulty of defining presence. The concept of presence can also be applied when describing the relationship between nursing faculty and their students. The concept of presence was chosen to explore students' perceptions of faculty presence in terms of enhancing student motivation and learning. While numerous research studies on nursing presence can be found, very few studies focusing on presence related to faculty/teacher presence were discovered. A pattern of three attributes emerged related to the characteristics of the concept of presence: attentiveness, listening and connectedness. Antecedents included a conducive and encouraging environment, adequate time, communication skills and faculty self-awareness. Consequences of presence appeared to be related to relationships, rewards and encouragement. Through this concept analysis, presence has been defined as a reciprocal exchange between the faculty member and the student that involves a sincere connection through active listening and attentiveness to improve student learning and motivation. Due to the substantial benefits of both the educator and the student, a greater understanding and knowledge on this concept is suggested.
CBT is a psychosocial intervention to treat schizophrenia. it aims to empower the patient to function with the maximum capacity. Cognitive model for mental illness states that person perception is responsible for their behaviors and emotions. The therapist unfolds three levels of cognition; core belief, dysfunctional assumption and negative automatic thoughts to understand and shape the patient's cognition. Studies have shown positive impact of CBT on patient, yet in Pakistan several barriers line up to restrict the patient to avail the treatment. To increase its effectiveness, several steps must be taken at respective levels to ensure its availability and accessibility to everyone.
