Responsibility for patient care in perioperative practice

Blomberg, Ann-Catrin; Bisholt, Birgitta; Lindwall, Lillemor

doi:10.1002/nop2.153

Cited by 49 publications

(50 citation statements)

References 25 publications

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“…During these procedures, perioperative nurses are responsible for providing high-quality care and protecting the safety of their patients. 2,3 Completing recommended care interventions is an important part of keeping patients safe. Both nurses [4][5][6][7] and patients 8 have reported missed nursing care (ie, recommended nursing care that either is not completed or is delayed) 4 in hospital inpatient units.…”

mentioning

confidence: 99%

Nurses’ Perceptions of the Extent and Type of Missed Perioperative Nursing Care

Marsh¹,

Kalisch²,

McLaughlin³

et al. 2020

AORN Journal

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Missed nursing care is a concern on inpatient hospital units but has not been adequately explored in the perioperative setting. This cross‐sectional study used results from a survey of 1,693 AORN members to investigate the amount and type of missed perioperative nursing care and evaluate associations between reported missed care and facility and nurse characteristics. The survey asked OR nurses how frequently specific care items were missed by themselves or others. Overall, nurses’ perceptions of the frequency of missed care was 0.84 on a scale of 0 to 4 (0 = never, 4 = always). The survey items were categorized into five subscales: legal requirement, preparation, safety, communication, and closing routine. Nurses reported most missed care in the communication and preparation categories. The number of ORs at a facility, nurse education and job title, and perceptions of staffing adequacy were significantly associated with the perceived amount of missed perioperative nursing care.

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mentioning

confidence: 99%

Nurses’ Perceptions of the Extent and Type of Missed Perioperative Nursing Care

Marsh¹,

Kalisch²,

McLaughlin³

et al. 2020

AORN Journal

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“…According to the intraoperative caring model [26], the nurse can show the presence of caring through compassionate interaction that reflects the lived experience of the patient. Sometimes simple body language, touch, or eye contact can lead a human relationship between the patient and the nurse [27]. The second factor, respect, refers to the value of recognizing the uniqueness of every patient [3] and includes items on polite behaviors toward and prompt responses to patients.…”

Section: Discussionmentioning

confidence: 99%

Development and Validation of a Person-Centered Perioperative Nursing Scale

Shin

Kang

2019

Asian Nursing Research

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a b s t r a c tPurpose: The purpose of this study was to develop a scale to measure person-centered perioperative nursing (PCPON) and validate its psychometric properties. Methods: The preliminary items of the PCPON scale were developed through a literature review, indepth interviews, and content validity analysis. A total of 459 nurses working in the operating rooms of 21 hospitals in Korea responded to the questionnaire from September to October 2017. The collected data were analyzed by exploratory factor analysis (EFA) and confirmative factor analysis (CFA) using SPSS and AMOS programs. Results: The final PCPON scale consists of 20 items. Through EFA, five factors, compassionate interaction, respect, providing comfort, information sharing, and nursing expertise, were derived. The internal consistency of each factor of the PCPON scale, as represented by Cronbach a, was .76e.88. The model fit of the scale was satisfactory, and the items of the scale demonstrated convergent and discriminant validity. Conclusion: The evaluation of the new PCPON scale indicated good reliability and validity. The PCPON scale is easy to administer and implies factors of person-centered care. This scale can be used to assess the person-centered care in the perioperative nursing field.

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“…The objectives for this part of the simulation were to determine if the RNFA student was aware of the sterile field and to assess his or her ability to maintain composure under pressure. The RNFA has an ethical obligation to exert a surgical conscience and advocate that sterile technique be maintained 13 . This part of the simulation gave the RNFA student an opportunity to interact with the surgeon in a professional manner regarding a breach of sterility.…”

Section: Interprofessional Simulation Exercise For Rn First Assistantmentioning

confidence: 99%

An Interprofessional Branching Simulation to Introduce RN First Assistant Students to Their Role in the Perioperative Setting

Dabney¹,

Appling²,

Herr³

2020

AORN Journal

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Simulation can be an effective tool for educating health profession students and can enhance interprofessional education by involving roles across multiple disciplines. Perioperative nurse educators at one institution used a five‐part branching simulation of preoperative, intraoperative, and postoperative events for a single patient undergoing a procedure to introduce RN first assistant (RNFA) students to their role in the perioperative environment. The simulation participants included student RN anesthetists, a surgeon, an RN circulator (played by an actor), and a standardized patient. The objectives for this simulation were to assess the implementation of the didactic RNFA curriculum and to enhance the RNFA students’ transition into their role in the perioperative setting. The simulation and multiple debriefings reinforced the concepts of role acquisition, surgical conscience, closed‐loop communication, and interprofessional collaboration. Perioperative nurse educators can use this type of educational activity to teach these concepts to their students.

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Responsibility for patient care in perioperative practice

Cited by 49 publications

References 25 publications

Nurses’ Perceptions of the Extent and Type of Missed Perioperative Nursing Care

Nurses’ Perceptions of the Extent and Type of Missed Perioperative Nursing Care

Development and Validation of a Person-Centered Perioperative Nursing Scale

An Interprofessional Branching Simulation to Introduce RN First Assistant Students to Their Role in the Perioperative Setting

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