Aim and objective To evaluate the impact of a nurse prescriber‐led protocol compared to a traditional physician‐led nonprotocol‐based approach had on maintaining targeted haemoglobin levels in patients on maintenance haemodialysis. Background Anaemia is a common complication of chronic kidney disease and has a profound impact on the patients’ well‐being. Current practices place a greater emphasis on the decision‐making role of nurses in renal anaemia management. The introduction of nurse prescribing in this area is a relatively new concept. Design A retrospective cohort design, covering an eight‐month period pre‐ and post introduction of a nurse prescriber‐led anaemia protocol; study adheres to the STROBE Statement. Methods Using a nonprobability convenience sample, data extracted from the medical records and electronic patient records system (eMed) related to 74 patients at a single outpatient haemodialysis centre located within an acute general teaching hospital. The primary outcome was patients’ haemoglobin level pre‐ and post introduction of the protocol. Secondary outcomes included erythropoietin‐stimulating agent and iron dosage, and serum ferritin and transferrin saturation levels. Results There were no statistically significant differences between pre‐ and post protocol serum haemoglobin level and erythropoietin‐stimulating agent dosage. Under the management of the nurse prescriber, patients experienced a significant improvement in serum ferritin and transferrin saturation levels and required significantly less intravenous iron dosage. Conclusions This study, the first of its kind, found that patients receiving haemodialysis experience a significant improvement in iron indices while receiving a significantly lower amount of intravenous iron when managed by a nurse prescriber. Furthermore, the nurse prescribers’ decision‐making capacity is as effective as a physician‐led nonprotocol‐based approach in achieving haemoglobin target levels. Relevance to clinical practice Nurse prescribers have a role in implementing a safe, standardised and sustained approach to anaemia management in outpatient haemodialysis settings without compromising patient care.

Background: A study conducted on HI I CARE: A mnemonic device to frame safe patient encounters and support simulation experiences for novice nursing students by Velinda J.Chapman et,al. concluded that the mnemonic helped the novice students to remember and organize key safety behaviors and patient care activities.Methods: Non experimental Cross Sectional design was used.HI I CARE mnemonic based procedural checklist was prepared to assess the student's performance and Opinionnaire collected about the HI CARE mnemonic.Results: Data analyzed using the descriptive statistics. Students were able to do the procedure without missing the steps with the assistance of the mnemonic.Study results shows that the HI I CARE mnemonic was effective as a performance support tool for the nursing students

Background: Given the importance of globalization as well as the need to train skilled and knowledgeable employees for the 21st century workforce, higher education needs to take a more critical look at the educational practices and instructional methods which lead to improvements in students' essential skills such as selfdirected learning. This study sought to examine the effects of project-based learning method on students' self-directed learning skills among undergraduate nursing students. Objectives: To evaluate the effectiveness of Project-based Learning method on Self-directed Learning Skills among Under Graduate Nursing Students, To elicit opinion on project-based learning method. Design: Non-Experimental, Descriptive survey design. Setting: Selected nursing colleges in a metropolitan city Participants: 29 undergraduate nursing students. Methods: Participants were assigned to complete a project work to learn the topic. Opinionnaire was obtained to assess the effectiveness of project-based learning method. Results: Study results shows that project-based learning strategy was effective in improving the affective and conceptual learning skills among the participants. Conclusions: Project-based learning method can help student to develop there self-directed learning skills.

Video-Based Learning refers to learning experiences facilitated through video. Video based learning helps to improve learner's retention, enables micro learning and on demand learning. Objective: To determine the student perception on Video Based Learning of Clinical Procedural skill. Design: Non experimental Descriptive Survey Design. Settings: Selected Nursing College of Metropolitan city. Methods: Selected nursing procedure was video recorded at the time of demonstration which was uploaded in the Google Classroom for the students for later reference. Students perception about the Video Based Learning was obtained. Results: Descriptive Statistics used for data analysis. Student perception on Video Based Learning collected using 5 point Likert Scale. Majority of the students given positive perception about the new teaching method. Overall rating of the Likert scale was 4.44. Conclusion: Video Based Learning helped the students to reinforce the procedural steps and arouse the interest of learning.

Background: One of the greatest challenges that will face by the health system globally in the 21stcentury will be the increasing burden of chronic kidney diseases. Self-care management becomes an inevitable and significant task for them. Aim: The aim of the study was to assess the effectiveness of VAT with reinforcement handbook on knowledge patient and their self-care behavior among hemodialysis. Methods: An evaluative approach with one group pretest post -test design was adopted for the study. The study was conducted in SVBCH, Silvassa among 70 hemodialysis patients using convenience sampling method. Results: The results of the study revealed that the posttest mean knowledge scores of patient(18.6), and the self-care behavior of patients(111.5) found higher that the pretest mean(13.1, and 103.6) scores and the obtained ‘t’ values (patient- 11.02, patient’s self-care behavior-7.99, were greater than the table value 1.995 and it found to be highly significant at p<0.05. Hence the intervention was effective in improving knowledge and self-care behavior. The knowledge scores and the self-care behavior scores of hemodialysis patients found positively correlated (0.3). There was a significant association between hemodialysis patient pretest knowledge & educational status. There was no significant association between patient pretest self-care behavior & selected demographic variables. Conclusion: The study results confirmed that the knowledge regarding self-care management of hemodialysis patient significantly increased among patients after administration of video assisted teaching with reinforcement handbook. Self-care behavior also increased among patients along with the knowledge of patients.