How is nursing care for stroke patients organised? Nurses' views on best practices

Abstract

To improve quality care, the nurse managers should implement processes that strengthen continuity across the care spectrum and among all disciplines.

Nursing Best Practices to Prevent Stroke in Women

“…12,13,15,19 Assessing the immediate outcome of each encounter is essential along with structuring a plan of a focused individualized educational encounters with repetition of content through alternative learning modes (eg, patient teachback what is learned, handout listing key points, review questions with short quiz/assessment of learning, simulations, small group discussions) to reinforce learning retention. 12,13,[15][16][17][18][19] So how is the learning experience best packaged to maximize stroke prevention in women? For most Americans, the average reading level is at the 8th or 9th grade level with 1 out of 5 adults reading at or below the 5th grade level.…”

“…16 Providing quality evidence-based care requires that nurses and other HCPs receive consistent continuing education to maintain their stroke knowledge (eg, risk factors, treatment guidelines, etc) and how to translate this knowledge into practice. 12,13,[16][17][18][19][20] Sustainability of staff, patient, and family stroke knowledge and behavior change remains a persistent challenge requiring multiple teaching/learning events and reinforcement to achieve targeted outcomes. 12,13,[15][16][17][18][19][20][21] There is no simple formula pertaining to the timing, frequency, and length of each educational intervention.…”

“…12,13,[16][17][18][19][20] Sustainability of staff, patient, and family stroke knowledge and behavior change remains a persistent challenge requiring multiple teaching/learning events and reinforcement to achieve targeted outcomes. 12,13,[15][16][17][18][19][20][21] There is no simple formula pertaining to the timing, frequency, and length of each educational intervention. 12,13,15,19 Assessing the immediate outcome of each encounter is essential along with structuring a plan of a focused individualized educational encounters with repetition of content through alternative learning modes (eg, patient teachback what is learned, handout listing key points, review questions with short quiz/assessment of learning, simulations, small group discussions) to reinforce learning retention.…”

“…Essential considerations include sex, age, culture and race/ethnicity, learning styles, emotional status, readiness to learn, readiness to change, developmental stage, literacy, and self-efficacy. [12][13][14][15][16][17] Kulturel-Konak and colleagues 14 found that women prefer hands-on learning experiences, make intuitive or feeling-based judgments, are more people-oriented, and more comfortable with ambiguity. Educational interventions are also more effective when the teaching is learner-centered and individualized.…”

“…[23][24][25][26][27][28] Patients want tailored educational strategies that extend over a period of time, perhaps as often as 6 to 8 times, with a consistent educator coordinating the experience (often identified as the nurse). [12][13][14][15][16][17][23][24][25][26][27][28][29] Effective approaches include problem solving, goal setting with specific and tailored action plans, measurable outcomes, use of educational experiences incorporating not just printed materials, but video, internet resources, simulation, gaming, discussion groups, access to experts (eg, nurses, physicians, psychologists, case managers), stress management activities, and hands-on-training pertaining to medication management, diet choices, and feasible exercise.…”