Nursing Grand Rounds: A Strategy for Promoting Evidence-Based Learning Among Pediatric Nurses

Laibhen-Parkes, Natasha; Brasch, Jennifer; Gioncardi, Linda

doi:10.1016/j.pedn.2014.07.008

Cited by 11 publications

(10 citation statements)

References 16 publications

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“…The presence of interdisciplinary staff at Nursing Rounds is consistent with reports from studies of Nursing Grand Rounds (NGRs), which are presentations given by nurses at venues often away from the bedside (Armola et al, 2010). Researchers report other health care professionals' interest in attending NGRs was an unexpected outcome, and increased inter-professionalism (Laibhen-Parkes et al, 2015). Although it may not be feasible for all disciplines to attend Nursing Rounds, their involvement should be encouraged to promote sharing of knowledge across groups.…”

Section: Discussionsupporting

confidence: 57%

Effectiveness of nursing rounds in the Intensive Care Unit on workplace learning

Tobiano

Murphy

Hervey

et al. 2019

Intensive and Critical Care Nursing

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Objectives: To evaluate the implementation of a regular Nursing Round as an educational strategy for workplace learning in an intensive care unit with a single room environment. Research Design: A multiple methods design was used. Fifty-four Nursing Rounds were observed, and nurses (n=40) completed bespoke evaluative surveys. Structured observational data and open-ended survey responses were submitted to content analysis and descriptive statistics were used to analyse survey findings. Results: Nursing Rounds involved a diverse range of participants, most frequently nurses. The content most frequently discussed was empirical clinical issues, and nurses decided on nursing care actions to address these issues. The most frequently observed outcome of Nursing Rounds was knowledge translation. Nursing Rounds were perceived to positively influence application of evidence in practice, identification of areas for practice improvement and ability to communicate clinical information. Two categories emerged from analysis of open-ended survey questions; (1) 'Positive learning environment', where nurses described Nursing Rounds as a social learning experience; and (2) 'Impediments to Nursing Rounds', including difficulty attending Nursing Rounds due to competing priorities. Conclusion: Nursing Rounds enabled evidence-based learning that enhanced inter-disciplinary collaboration. Further investigation may be required to understand how to enable nurses to attend more frequently, and generate a more holistic, evidence-based discussion.

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Section: Discussionsupporting

confidence: 57%

Effectiveness of nursing rounds in the Intensive Care Unit on workplace learning

Tobiano

Murphy

Hervey

et al. 2019

Intensive and Critical Care Nursing

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“…Students require adequate support, supervision, and teaching to facilitate achievement of learning during their clinical placement [8]. There is high evidence of effective learning when students are placed in clinical settings that encourage teaching and learning during care delivery [9].…”

Section: Introductionmentioning

confidence: 99%

Registered Nurses’ Experiences with Clinical Teaching Environment in Malawi

Bvumbwe

Malema²,

Chipeta³

2015

OJN

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Clinical practice remains an integral part of nursing curriculum because clinical practice provides students with an opportunity to achieve professional competence. Creating a conducive learning environment for students is responsibility of academic staff, clinical nurses and students alike. However, studies in Malawi have reported poor clinical learning environment for students. This study therefore aimed at exploring nurses' experiences of clinical teaching environment in Malawi. The study used a qualitative research design utilizing a descriptive phenomenological approach. Participants were randomly identified from teaching hospitals across Malawi by nursing managers to attend a six week clinical preceptorship training at one University nursing college. Immediately before commencement of the training, participants were invited to voluntarily participate in a focus group discussion pertaining to their experiences with clinical environment. We conducted focus group discussions with 9 trainees in 2013 and 12 trainees in 2014 training cohorts. Findings reveal that nurses meet a number of challenges in teaching students in the clinical area. Four themes emerged from the study, namely, inadequate faculty support, poor clinical teaching environment, poor competence among nurses and unsupportive working conditions. Nurses require support from academic staff and their managers to ensure a conducive clinical teaching environment.

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“…This was the impetus for the Johns Hopkins School of Nursing (JHSON) to start a monthly Virtual Nursing Grand Rounds series, with continuing nursing education credits, led by nurse researchers and interprofessional colleagues from around the world (Nakhongsri et al, 2015). The structure for expert speakers and live participation was used to deliver pertinent and state of the science topics chosen to support a culture of inquiry, nursing leadership and interprofessional practice (Laibhen-Parkes et al, 2015).…”

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confidence: 99%

Cultivating clinical–academic partnerships through a Virtual Nursing Grand Rounds series

Goodwin

Baptiste

Davidson

2020

Journal of Clinical Nursing

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Nursing Grand Rounds: A Strategy for Promoting Evidence-Based Learning Among Pediatric Nurses

Cited by 11 publications

References 16 publications

Effectiveness of nursing rounds in the Intensive Care Unit on workplace learning

Effectiveness of nursing rounds in the Intensive Care Unit on workplace learning

Registered Nurses’ Experiences with Clinical Teaching Environment in Malawi

Cultivating clinical–academic partnerships through a Virtual Nursing Grand Rounds series

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