Critical care nursing organizations and activities: a fourth worldwide review

Williams, Ged; Fulbrook, Paul; Kleinpell, Ruth; Schmollgruber, Shelley; Alberto, Laura

doi:10.1111/inr.12205

Cited by 9 publications

(18 citation statements)

References 10 publications

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“…Twenty-one publications met the inclusion criteria and comprised 13 primary research studies: five were quantitative, 18,54,56,57,59 two qualitative 49,55 and six used a mixed-methods design. 19,21,22,50,52,53 Five of these were validation studies for practice standards or competency tools.…”

Section: Resultsmentioning

confidence: 99%

“…18,19,21,22,53 Three used surveys. 54,57,59 There were two narrative literature reviews 51,58 and one structured reflection. 32 Five publications arose from grey literature which included three national or multi-national standards, 5,23 one competency framework 60 and one position statement.…”

Section: Resultsmentioning

confidence: 99%

“…53 Three explored programs worldwide. 51,59,61 Quality appraisal using the MMAT, the Narrative Review Checklist and the JBI Checklist for text and opinion papers revealed scores of 100% of quality items for 11 papers, 4,18,19,21,32,50,53,55,56,59,61 75-99% for six papers 5, 22, 49, 52, 54, 58 and 50-74% for four publications. 23,51,57,60 Thematic description to examine more complex professional practice issues.…”

Section: Resultsmentioning

confidence: 99%

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Structures, processes and outcomes of specialist critical care nurse education: An integrative review

Gullick

Lin

Massey

et al. 2019

Australian Critical Care

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Objectives: To review and synthesise international literature to reveal the contemporary structures, processes and outcomes of critical care nurse (CCN) education. Method: An integrative review on specialist critical care education was guided by Whittemore and Knafl's integrative review steps: problem-identification; literature search; and data evaluation, analysis and presentation. Donabedian's Quality Framework (Structure-Process-Outcome) provided a useful analytical lens and structure for the reporting of findings. Results: 1) Structures for CCN education incorporated transition-to-practice and ongoing education programs typically offered by hospitals and health services, and university level graduate certificate, diploma and masters programs. Structural expectations included a standard core curriculum, clinically credible academic staff and courses compliant with a higher education framework. Published workforce standards and policies were important structures for the practice learning environment. 2) Processes included incremental exposure to increasing patient acuity; consistent and appropriately supported and competent hospital-based preceptors/assessors; courses delivered with a flexible, modular approach; curricula that support non-technical skills and patient and family-centred care; stakeholder engagement between the education provider and the clinical setting to guide course planning, evaluation and revalidation; and evidence-based measurement of clinical capabilities/competence. 3) Outcomes included articulation of the scope and levels of graduate attributes and professional activities associated with each level. The role of higher degree research programs for knowledge-creation and critical care academic leadership was noted. Conclusions: Provision of high quality critical care education is multifaceted and complex. These findings provide information for healthcare organisations and education providers. This may enable

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

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Structures, processes and outcomes of specialist critical care nurse education: An integrative review

Gullick

Lin

Massey

et al. 2019

Australian Critical Care

View full text Add to dashboard Cite

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“…There are 10 fundamental actions required of world governments to address this appalling and worsening situation: ( Williams et al, 2015):…”

Section: The True Worth Of a Nurse … Time To Act!mentioning

confidence: 99%

The true worth of a nurse … time to act!

Williams

2020

Journal of Advanced Nursing

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“…Developing and measuring competencies are highly relevant issues in critical care nursing globally (Lakanmaa et al ., ; Williams et al ., ). Measuring competence as a broad concept is a complex task with many challenges (Flinkman et al ., ; Franklin and Melville, ); thus, there is a need to focus on concrete and contextual clinical skills (Windsor et al ., ).…”

Section: Introductionmentioning

confidence: 97%

Critical care nurses' self‐assessed patient observation skills: a cross‐sectional survey study

Alastalo

Salminen

Jeon

et al. 2019

Nursing in Critical Care

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Background Observing a patient's clinical condition is an important responsibility of critical care nurses and an essential component of their competence. Critical care nurses' patient observation skills contribute to patient safety and quality of care. These observation skills have not been assessed or measured previously. Aim The aim of this study was to measure the self‐assessed level of critical care nurses' patient observation skills and to explore the factors associated with these skills. Study design This was a multicentre cross‐sectional survey conducted in Finland. Methods The sample consisted of critical care nurses working at Finnish university hospitals. The data were collected between September 2017 and January 2018 using an instrument developed for the study – Patient Observation Skills in Critical Care Nursing (visual analogue scale 0–100). Descriptive and inferential statistics were used to analyse the data. Results A total of 372 critical care nurses (49%) responded. Finnish critical care nurses assessed their patient observation skills overall as excellent. The bio‐physiological foundation was assessed as good, whereas skills in using observation methods and skills in recognizing changing clinical condition were assessed as excellent. Education for special tasks in intensive care units, information searching in scientific journals, working experience in critical care nursing and critical care nurses' perception of critical care as a preferred field of nursing were factors promoting patient observation skills. Conclusions and relevance to clinical practice The study provided a novel instrument for measuring critical care nurses' patient observation skills. The instrument may be used as an assessment tool in clinical practice and education. Developing orientation and on‐the‐job training in intensive care units are essential in assuring critical care nurses' adequate patient observation skills. Patient observation skills could be developed during nursing education by providing students with opportunities for clinical training and applying patient cases in virtual learning environments.

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Critical care nursing organizations and activities: a fourth worldwide review

Cited by 9 publications

References 10 publications

Structures, processes and outcomes of specialist critical care nurse education: An integrative review

Structures, processes and outcomes of specialist critical care nurse education: An integrative review

The true worth of a nurse … time to act!

Critical care nurses' self‐assessed patient observation skills: a cross‐sectional survey study

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