Internal Code: 1IAHJ
Nursing curriculum: Nurses’ Experiences and Strategies When Providing Intensive Residential Care Facilities to Patients
Task: 1
What are nurses’ experiences of patient-related violence whilst working in the Emergency Department setting?
The research question is highly significant in clinical practice because nurses’ experiences and coping strategies can provide insights into how they cope as they strive to provide person-centred care in a workplace with escalating levels of patient and relative-related violence (NMBA 2016). Whilst the issue of workplace aggression in the ED is complex and mulit-factorial, exploring this problem from the nurses’ perspectives is imperative. Findings could inform safe work practices, interventions to prevent patient aggression, and provide care to ED nurses after such events (Gates, Gillespie & Succop 2011). Findings could inform strategies that target audiences such as nurse managers and nurses could implement to improve safety in work environments and occupational health and safety for all. Findings could also be used by nurse educators to raise awareness and promote effective strategies in the nursing curriculum. The research question is therefore highly relevant to clinical practice and has wider implications for the profession and the provision of safe working environments for all nurses working in Emergency Department settings.
Task: 2
What are nurses’ experiences, beliefs and coping strategies when providing end-of-life care for patients and their families in the intensive care setting?
The research question is highly significant in clinical practice because nurses’ experiences and coping strategies related to patient death can provide insight to how they manage their emotions as they provide person-centred care for patients and their families (NMBA 2016). Findings could inform strategies that target audiences such as nurse leaders and managers could implement to strengthen supportive ICU work environments in which nurses provide care. Findings could also be used by nurse educators to integrate end-of-life care and self-care strategies into the nursing curriculum to raise undergraduate nursing students’ awareness about the importance of developing coping strategies to effectively manage their emotions and grief (van der Riet, Pitt & Blyton 2014). The research question is therefore highly relevant to clinical practice and has wider implications for the health and wellbeing of nurses, the nursing profession, healthcare organisations, and quality care for patients and their families.
Task: 3
What is the effectiveness of exercise-based interventions in reducing falls in older adults living in residential care facilities?
This research question is relevant for evidence-based clinical practice and professional knowledge. If exercise-based intervention programs have positive effects on reducing falls among older people, then this approach could change the way older adults are cared for in residential care facilities. This research question could generate evidence to inform person-centred care planning regarding effective exercise-based interventions for falls prevention and targeted education for older adults living in residential care facilities (NMBA 2016). Findings could inform strategies that target audiences such as managers, nurses and families could implement to improve holistic care for older adults living in residential care facilities. Nurse educators could also use the evidence to teach effective strategies in the undergraduate nursing curriculum. The research question is therefore highly relevant to clinical practice and has wider implications for the provision of quality care and encouraging older adults to adopt effective self-care practices.
Task: 4
What are nurses’ experiences, beliefs and coping strategies when providing end-of-life care for patients and their families in the intensive care setting?
The research question is highly significant in clinical practice because nurses’ experiences and coping strategies related to patient death can provide insight to how they manage their emotions as they provide person-centred care for patients and their families (NMBA 2016). Findings could inform strategies that target audiences such as nurse leaders and managers could implement to strengthen supportive ICU work environments in which nurses provide care. Findings could also be used by nurse educators to integrate end-of-life care and self-care strategies into the nursing curriculum to raise undergraduate nursing students’ awareness about the importance of developing coping strategies to effectively manage their emotions and grief (van der Riet, Pitt & Blyton 2014). The research question is therefore highly relevant to clinical practice and has wider implications for the health and wellbeing of nurses, the nursing profession, healthcare organisations, and quality care for patients and their families.
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