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Biomedical subjects

J Wilson-Barnett

Publications and source records attributed to J Wilson-Barnett.

16 recordsLinked to original sources
PubMed1992

The newly registered nurse and the cancer patient: an educational evaluation.

This paper reports a study which aimed to develop an understanding of newly registered nurses' attitudes, knowledge, confidence and educational needs in relation to cancer care. An educational intervention designed to meet these nurses' needs was then developed and evaluated with 127 newly registered nurses from two general hospitals. Nurses attended two different educational interventions; one group of nurses completing a 3 day experiential workshop; and a second group attended a more formal seminar programme. A third group of nurses who were unable to obtain study leave were followed up as a control group. A triangulation strategy was used to collect data from different sources, and included a baseline study, and a study of nurses before, after and 3 months following the educational interventions. Data from the study revealed the perceived need and desire for more education on cancer care, and the strong association of cancer with death amongst newly registered nurses. Significant benefits to those nurses attending the workshop were demonstrated. These differences were however less obvious at 3 months follow-up.

Adult↗
PubMed1992

Health education in nursing: perceptions of practice in acute settings.

A postal questionnaire survey design was utilized to establish a national overview of perceptions of health education practice in general acute ward settings. Questionnaires were sent to individuals identified as the most senior nurse within each district health authority in England (n = 195). Respondents were asked to specify--with the help of their nursing teams--the progress made on wards within their respective district health authorities in relation to a range of health education activities. A response rate of 73% (n = 142) was achieved. The majority of responses reflected the perceptions of senior nurse managers or their deputies. The data showed that respondents felt health education activities generally are a feature of nursing practice on acute wards. However, on the majority of wards, they were seen as only partially included into some areas of nursing practice. On only a small proportion (4%) of wards was health education of any type reported not to be a feature of practice. Of the five specific health education areas explored in the questionnaire, 'patient education' and 'information-giving' were felt to be occurring on a significantly greater number of wards and significantly more frequently than 'encouraging patients and their families to participate in care'. Data analysis also showed that all the activities specified--that is, patient education, information-giving, healthy lifestyle advice and encouraging patient and family participation in care--were positively correlated.

Attitude of Health Personnel↗
PubMed1992

A comparative study of intensive therapy unit and hospice nurses' knowledge on pain management.

Caring for patients in pain is a pivotal function of nursing practice. In particular, pain control is a primary concern of hospice nurses in order to ensure comfort in the terminal phase of the person's life, and also for nurses in intensive therapy units caring for patients who may have substantial pain related either to pathologic conditions or treatment interventions and who have difficulty communicating their pain. This paper reports on a study which aimed to identify and compare the knowledge and the perceived adequacy and acquisition of knowledge of intensive therapy and hospice nurses pertaining to the theoretical, pharmacological and non-pharmacological aspects of pain and its management using multiple-choice, short-answer and open-ended questions. The sample consisted of 52 intensive therapy and 48 hospice nurses who were further divided into beginners and experts. The findings indicated that although the hospice nurses received higher knowledge scores than the intensive therapy nurses, both groups demonstrated lack of knowledge in specific content areas. In addition, the findings demonstrated few differences between the beginners and experts. The subjects, in general, were not confident about their knowledge of analgesics, nor did they believe that their basic nursing education had prepared them adequately to care for patients in pain. The working environment and clinical work in hospital since qualification were perceived by the subjects to be the most influential experiences in learning about pain and its management.

Adult↗
PubMed1992

Psychological reactions to medical procedures.

Many medical procedures evoke anxiety and discomfort. Despite substantial research effort showing the efficacy of psychological interventions, there is abundant evidence that patients remain inadequately prepared. This review of well-tried approaches demonstrates that varied interventions are required to reduce stress and discomfort and outlines ways in which staff should apply the research findings.

Adaptation, Psychological↗
PubMed1991

The experiment: is it worthwhile?

Parallel developments in social and educational research as well as more explicit humanistic philosophies of nursing have influenced views on what types of investigation are acceptable or useful to this field. Shifts in opinion towards more participative and qualitative studies reflect the move away from the predominant traditions of medical research and the experiment. This paper attempts to explore the reasons for such a change and examine the related criticisms of the positivist school and in particular deductive experimental approaches in order to assess whether such approaches should continue to have a role in building nursing knowledge.

Data Interpretation, Statistical↗
PubMed1990

Integrating nursing research and practice--the role of the researcher as teacher.

For the past two decades authors have discussed the lack of research-based nursing practice. Many explanations are afforded but few focus on the way in which the researcher plans to involve staff in each stage of the process. The desire by practitioners to become researchers has been confounded in the main by increasing pressures on staff and a failure to realise that special training and opportunities are necessary for the generation and fruition of research ideas. In this article two recent studies are briefly discussed to demonstrate how the researcher can work with nurses to identify relevant topics, provide support and specific education to improve care and subsequently to evaluate the effects. Final discussion reflects the importance of introducing a number of individuals with a researcher-teacher role amid the practitioners.

Clinical Nursing Research↗