Knowing the Patient: One Aspect of Clinical Knowledge

Jenny, Jean; Logan, Jo

doi:10.1111/j.1547-5069.1992.tb00730.x

Cited by 131 publications

(103 citation statements)

References 8 publications

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“…Most reviews of weaning from mechanical ventilation have examined only quantitative data [10][11][12][13][14][15][16][17][18][19][20][21][22][23][24] Range of health care professionals [25][26][27][28][29][30][31][32][33][34][35] Patients only [36][37][38][39][40][41][42][43][44][45] Physicians only (intensivists or anesthetists working in intensive care units) [46][47][48][49] Patients' family members 50,51 Patients and nurses Participant interviews and observation 12,13,27,28,[31][32][33]40<...>…”

Section: Discussionmentioning

confidence: 99%

“…Thematic content analysis Grounded theory [17][18][19]21,34,39,41 Case study 26,42 Unclear 33 15 (35) 11 (26) 10 (23) 4 (9) 2 (5) 1 (2) 10 (23) 10 (23) 9 (21) 7 (16) 3 (7) 4 (9) 25 (58) 8 (19) 6 (14) 3 (7) 1 (2) 15 (35) 10 (23) for decision making or use of weaning protocols and guidelines. This characteristic made interpretive synthesis difficult, and thus we opted to generate a narrative summary to comprehensively map knowledge provided by the included studies.…”

Section: Methodsmentioning

confidence: 99%

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Weaning From Mechanical Ventilation: A Scoping Review of Qualitative Studies

Rose

Dainty

Jordan

et al. 2014

American Journal of Critical Care

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A closed-book, multiple-choice examination following this article tests your under standing of the following objectives:1. List 3 key factors that influence ventilator weaning. 2. Define a scoping review. 3. Describe the steps in conducting a scoping review.To read this article and take the CNE test online, visit www.ajcconline.org and click "CNE Articles in This Issue." No CNE test fee for AACN members.By Louise Rose, PhD, Katie N. Dainty, PhD, Joanne Jordan, PhD, and Bronagh Blackwood, PhDBackground Weaning from mechanical ventilation is influenced by patient, clinician, and organizational factors.Objective To identify factors that may influence weaning and adoption of weaning strategies and tools, clinicians' perceptions of weaning strategies, and weaning experiences of patients and patients' families. Method A scoping review of indexed and nonindexed publications was done. Qualitative studies of health care providers, patients, and patients' families involved in weaning were included. Two investigators independently screened 8350 publications and extracted data from 43 studies. Study themes were content analyzed to identify common categories and themes within the categories. Results The study sample consisted of nurses in 15 studies, nurses and patients in 1 study, various health care providers in 11, patients in 10, and physicians in 4. Categories identified were as follows: for nurses, role or scope of practice, informing decision making, and influence on weaning outcome; for health care providers, factors influencing weaning decisions or use of protocols, role or scope of practice related to weaning, and organizational structure or practice environment; for patients, experience of mechanical ventilation and weaning, experience of the intensive care environment, psychological phenomena, and enabling success in weaning; and for physicians, tools or factors to facilitate weaning decisions and perceptions of nurses' role and scope of practice. However, even for these easy-to-wean patients, organizational and clinician factors such as staffing levels, skill mix, experience, and decision-making hierarchy influence the weaning process and can delay weaning and extubation. Such delays may result in prolonged duration of mechanical ventilation and stay in the intensive care unit (ICU) and increased costs.3 Approximately 30% of patients treated with mechanical ventilation experience difficult or prolonged weaning. 4 For these patients, similar organizational and clinician factors influence the duration and success of weaning. Because of the risk of further prolongation of mechanical ventilation, reintubation, and increased mortality, 5,6 identification of potentially modifiable factors that cause delays in weaning, unsuccessful weaning trials, and unsuccessful attempts in extubation is needed.An important step in ascertaining patient, clinician, and organizational factors that influence weaning is obtaining the views and perceptions of clinicians, patients, and patients' families who experience the process. Using...

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Weaning From Mechanical Ventilation: A Scoping Review of Qualitative Studies

Rose

Dainty

Jordan

et al. 2014

American Journal of Critical Care

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“…They possess similar levels of education-with some specialized training, but not more than their salaries can justify. Their work is oriented toward human improvement, and professionals in each field are dependent upon client cooperation for success (Cohen, 2011;Jenny & Logan, 1992;Popple, 1985). They spend the bulk of their workdays interacting with clients, limiting opportunities for professional growth.…”

Section: The Theoretical Comparability Of the Helping Fieldsmentioning

confidence: 99%

Looking outside education: Expanding our thinking about moving research into practice

Schneider

2015

EPAA

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This essay explores the usefulness of looking outside of education for inspiration, particularly with regard to seemingly intractable issues that have been resigned to the margins. First, it proposes that, rather than comparing education to medicine and law-the traditional comparison fields for education-we turn instead to the "helping fields" of nursing and social work, which seem to offer better parallels. Then it considers a test case: the stalled conversation around linking research and practice in education. Finally, the work offers a model framework of the sort that might be generated through such cross-field analysis-one for organizing our thinking about what matters in moving research into practice in education. Keywords: research; practice; social work; nursing; scholarship; reform. Education Policy Analysis Archives Vol. 23 No. 1192 Buscando fuera del ámbito educativo: Ampliando nuestro pensamiento sobre la movilización de la investigación a la práctica Resumen: Este ensayo explora la utilidad de buscar inspiración fuera del ámbito educativo, en particular con respecto a cuestiones aparentemente insolubles que se han marginalizado. En primer lugar, se propone que, en lugar de comparar la educación con la medicina y los abogados -campos de comparación tradicionales para la educación-miremos en lugar a los "campos de ayuda" como la enfermería y el trabajo social, que parecen ofrecer mejores paralelos. En segundo lugar se considera un caso de prueba: la conversación estancada en torno a la vinculación de la investigación y la práctica en educación. Por último, el trabajo ofrece un modelo de marco conceptual que pudiera generarse a través de los cruces entre campos de análasis -uno para organizar nuestro pensamiento acerca de lo que importa en la movilización de la investigación a la práctica en educación. Palabras clave: investigación; práctica; trabajo social; enfermería; investigación; reforma.Buscando fuera del ámbito educativo: Ampliando nuestro pensamiento sobre la movilización de la investigación a la práctica Resumen: Este ensayo explora la utilidad de buscar inspiración fuera del ámbito educativo, en particular con respecto a cuestiones aparentemente insolubles que se han marginalizado. En primer lugar, se propone que, en lugar de comparar la educación con la medicina y los abogados -campos de comparación tradicionales para la educación-miremos en lugar a los "campos de ayuda" como la enfermería y el trabajo social, que parecen ofrecer mejores paralelos. En segundo lugar se considera un caso de prueba: la conversación estancada en torno a la vinculación de la investigación y la práctica en educación. Por último, el trabajo ofrece un modelo de marco conceptual que pudiera generarse a través de los cruces entre campos de pensamiento -uno para organizar nuestro pensamiento acerca de lo que importa en la movilización de la investigación a la práctica en educación.

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“…They were also asked to identify which model of reflection they preferred. Knowing Others Jenny and Logan (1992) argue that the 'knowing' process is influenced by factors such as the specific attributes of the client, the amount of time spent with the person, the motivation of both the client and carer and the empathy and skills of the carer. Likewise Tanner et al (1993) suggest that whether or not you see the client as a person in their own right is related to your knowledge of the person's responses to therapeutic approaches, routines and habits, coping resources, physical capacities and characteristics.…”

Section: Knowing Selfmentioning

confidence: 99%