Addressing spiritual needs.
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Holistic Nursing↗
Biomedical subjects
E R Giardino
Publications and source records attributed to E R Giardino.
Same place, different experience: nurses and residents on pediatric emergency transport.
A questionnaire was mailed to nurse transport coordinators at the 76 United States pediatric training programs listing 35 pediatric residents or more, and a related but different questionnaire was mailed to chief pediatric residents at the same centers. Comparisons of responses to a series of questions on the role of the nurse on transport suggest that the pediatric emergency transport team offers an excellent opportunity to implement collaborative practice strategies between nurses and residents. Both groups stated the value of professional discussion and consultation to derive mutually satisfactory resolutions to patient care issues. Physician respondents indicated a genuine respect for the nurses' skill and expanded role in the care of critically ill children during transport. The transport experience offers a window of opportunity for nurses and physicians interested in developing research and practice models aimed at fostering collaboration between nurses and physicians-in-training.
Child↗
Dimensions of nurse caring.
Dimensions of nurse caring were elicited through nurse and patient responses on the revised Caring Behaviors Inventory (CBI), a 43-item instrument. Subjects included 278 nurses and 263 patients and former patients. An exploratory factor analysis using the principal components method with varimax rotation was used to identify CBI dimensions; a five factor solution resulted. The five dimensions of nurse caring were respectful deference to others, assurance of human presence, positive connectedness, professional knowledge and skill, and attentiveness to the other's experience.
Attitude of Health Personnel↗
The educational value of pediatric emergency transport: by design or by default?
Pediatric emergency transport teams provide an important and challenging clinical experience in many residency training programs. However, the educational value of this experience has not been carefully examined. A 32-item questionnaire was developed to assess curricular components of the three phases of the transport experience in residency training: phase 1 included pretransport training and qualifications and curricular planning, phase 2 addressed intratransport phone backup for the team analogous to online medical command, and phase 3 included posttransport feedback and performance evaluation. The study also addressed the chief residents' perception of the roles of the resident and transport nurse working on the team. The survey was mailed to chief residents at 76 pediatric residency programs in the United States. Data were received from 75 programs for a return rate of 98%. Fifty-four programs that used residents for transport team staffing were analyzed using descriptive statistics. Of the respondents, 39% report a specific training process prior to transport. Twenty-two percent of programs provide residents with written materials such as a manual or course syllabus. Eighty-two percent have a senior physician always identified for phone backup. Fifty-two percent of programs have no specific method for team evaluation and 31% rely only on informal verbal feedback. Thirty percent routinely provide feedback within one week of the transport. Sixty-three percent of chief residents view the experienced transport nurse as an equal member of the transport team. The study found that the educational structure of transports is largely unplanned and that basics such as preservice training and timely performance feedback are not usually addressed.(ABSTRACT TRUNCATED AT 250 WORDS)
Curriculum↗
Symptoms: evidence and experience.
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Breast Neoplasms↗
Medical education and resident work hours.
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Education, Medical↗
University/community poster sessions.
Graduate nursing students created posters to illustrate their practicum projects at the end of a field course. Posters were presented at a poster session on a university campus in Philadelphia, open to preceptors, other nurse colleagues, and the university community. Students recognized the advantages of the poster session, including learning how to conduct a professional presentation in public and how to construct an attractive, literature-based poster to hold the attention of colleagues attending the session.
Audiovisual Aids↗