Using ways of knowing in nursing to develop educational strategies that support knowledge mobilization

Swift, Amelia; Twycross, Alison

doi:10.1002/pne2.12037

Cited by 11 publications

(5 citation statements)

References 70 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…7 Effective pain management for children and adolescents faces continued obstacles; a major one being the lack of knowledge plaguing health care professionals such as nurses, particularly in low-and middleincome countries (LMICs). 10 The population of nurses in this study highlighted a female predominance which aligns with findings from a comparable survey conducted in Iran, in which 79.8% of the nurses were women. 11 CNE and specialized training programs are crucial to nurses' pain evaluation and management skills.…”

Section: Discussionsupporting

confidence: 88%

See 1 more Smart Citation

Knowledge, Attitudes, and Practices regarding Pain Assessment among Nurses Working at Public-Sector Pediatric Oncology Units in Pakistan

Khan,

Farooq,

Masood

et al. 2024

Indian J Med Paediatr Oncol

View full text Add to dashboard Cite

Introduction Pain in pediatric oncology patients is often undertreated due to a lack of timely assessment and inefficient communication between health care workers. Improper pain assessment is a leading cause of poorly managed pain in children. In high-income countries, pediatric oncology nurses play a key role in developmentally appropriate pain assessment measures to identify potential management strategies. However, nurses in low- and middle-income countries (LMICs) face a deficit of knowledge about pain assessment tools and management. Owing to differences in availability of resources, a disparity exists between health-related quality of life of cancer patients treated at public- and private-sector hospitals in Pakistan. Methodology The Indus Hospital and Health Network partnered with nine public-sector hospitals nationwide to improve pediatric oncology practices. Supported by the My Child Matters grant, training sessions were conducted for nurses at each public-sector pediatric oncology unit (POU) from March to December 2021. Pain assessment tools were provided. To assess retention and implementation of practices, a knowledge, attitudes, and practices questionnaire was distributed online to nurses at each POU. All responses remained anonymous. Results Fifty-four responses were recorded, 85% were female and most were between 26 and 30 years of age. Most of the participants held a diploma in nursing and were designated charge nurses with more than 6 years of experience. Forty nurses reported routinely assessing pain; the most common reason for not doing so was increased workload. Correlations were observed between routinely performing pain assessment and the number of patients per nurse, availability of formal credentialing or certifications at the institution and routinely performing pain assessment, availability of trainings focused on pain assessment and routinely performing pain assessment, and qualification of nurses and knowledge of nonpharmacological pain assessment methods. Conclusion Strategies to improve pain assessment knowledge and practices among pediatric oncology nurses in LMICs must be developed to improve patient care and clinical outcomes.

show abstract

Section: Discussionsupporting

confidence: 88%

Section: Discussionmentioning

confidence: 99%

Knowledge, Attitudes, and Practices regarding Pain Assessment among Nurses Working at Public-Sector Pediatric Oncology Units in Pakistan

Khan,

Farooq,

Masood

et al. 2024

Indian J Med Paediatr Oncol

View full text Add to dashboard Cite

show abstract

“…Swift and Twycross 7 reported a positive association between providing nurses with knowledge and their willingness to respond effectively. In response to this relationship, a number of approaches to informing nurses about suicide have been developed 8 .…”

Section: Educational Interventionmentioning

confidence: 99%

The Effect of an Educational Intervention on Nurses' Knowledge, Beliefs, and Actions to be Taken, Regarding Suicide

Kramer,

Miniard,

Hayden

et al. 2024

JONA: The Journal of Nursing Administration

View full text Add to dashboard Cite

OBJECTIVE The aim of this study was to examine the effect of an educational intervention on nurses' knowledge defined as understanding, beliefs, and actions to be taken, regarding nurse suicide. BACKGROUND Between 2007 and 2018, nurses were 18% more likely to die by suicide than the general public. As a result, an assessment of nurses' knowledge regarding suicide has become an important issue for nursing administration. METHODS A quasi-experiment (N = 225) was conducted. Variables of interest were assessed pre and post an educational intervention on 3 domains related to suicide. RESULTS Significant and meaningful differences were found regarding 2 domains of interest in nurses' understanding related to nurse suicide, and actions to be taken, pre and post intervention. A significant change occurred regarding beliefs; however, the difference was small and therefore not meaningful. CONCLUSIONS Finding demonstrate that educational interventions focused on issues related to suicide can enhance nurses' knowledge of the challenges implicit when one considers taking one's own life.

show abstract

“…Certainly Carper's [45] and Chinn and Kramer's [46] five ways of knowing, with its holistic approach to knowing remains very relevant to nursing practice. [47] Evidence-based practice needs to be a part of a holistic way of knowing.…”

Section: Curricular Integration Of Evidence-based Nursingmentioning

confidence: 99%

Reflections on fostering student nurse evidence-based practice competencies via integration of nursing best practice guidelines

Ewers

Anyinam²,

Davis³

2022

JNEP

View full text Add to dashboard Cite

Evidence-based nursing practice has been identified as an important nurse competency and standard of practice by nurse regulators and nurse educators in both the United States and Canada, yet little is known about the curricular strategies which foster development of evidence-based competencies in the undergraduate nursing context. Although there are several evidence-based practice models that are being used by nurses, much of the literature reflects evidence-based practice implementation strategies which are focused on nurses already in practice. It remains unclear how evidence-based practice competencies are being taught to undergraduate nursing students. In the Canadian context, the Registered Nurses’ Association of Ontario, promotes the implementation of Nursing Best Practice Guidelines as a viable strategy for implementing evidence-base nursing practice in both the clinical and academic contexts. Clinical and academic institutions that implement best practice guidelines and meet the outcome criteria of the Registered Nurses Association may be designated as a Best Practice Spotlight Organization. In this paper, two of the authors reflect on the curricular strategies they used to integrate Best Practice Guidelines into selected undergraduate nursing courses and the challenges and opportunities that this engendered as part of their university school of nursing’s journey to achieve designation as a Best Practice Spotlight Organization (Academic).

show abstract

Using ways of knowing in nursing to develop educational strategies that support knowledge mobilization

Cited by 11 publications

References 70 publications

Knowledge, Attitudes, and Practices regarding Pain Assessment among Nurses Working at Public-Sector Pediatric Oncology Units in Pakistan

Knowledge, Attitudes, and Practices regarding Pain Assessment among Nurses Working at Public-Sector Pediatric Oncology Units in Pakistan

The Effect of an Educational Intervention on Nurses' Knowledge, Beliefs, and Actions to be Taken, Regarding Suicide

Reflections on fostering student nurse evidence-based practice competencies via integration of nursing best practice guidelines

Contact Info

Product

Resources

About