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\"Ensure the most effective wellness-oriented nursing care for older adults--in any healthcare setting. Confidently deliver wellness-oriented care for older adults across a changing healthcare environment with the latest evidence-based coverage of gerontological nursing. Comprehensively revised and updated, Nursing for Wellness in Older Adults, Eighth Edition fosters your understanding of both the physiologic and psychosocial aspects of aging, as well as broader issues of cultural competence, legal matters, and ethical concerns. Organized around the author's proven Functional Consequences Theory for Promoting Wellness in Older Adults, this trusted text focuses on equipping you to work proactively with older adults to promote high levels of functioning and quality of life, despite the limitations associated with aging, disease, and related conditions. Technology to Promote Wellness in Older Adults boxes familiarize you with technology-based interventions for promoting wellness in older adults. Interprofessional Collaboration (IPC) coverage emphasizes strategies for working with other healthcare professionals in managing care of older patients. Global Perspective boxes illustrate proven international approaches to quality gerontological nursing. Unfolding Patient Stories authored by the National League for Nursing challenge you to apply your understanding to realistic patient scenarios. A Transitional Care Unfolding Case Study helps you manage a patient requiring care across a variety of healthcare settings. Case Studies (both multipart and standalone) encourage you to apply nursing theory to real-life situations. Quality and Safety Education in Nursing (QSEN) examples help you apply knowledge and skills to care plans for unfolding cases. Assessment, Intervention, Evidence-Based Practice, Cultural Considerations, Diversity Note, and Caregiver Wellness boxes detail helpful approaches and tools for effective wellness-oriented nursing practice. Online Learning Activities point readers to the book's companion web page to access related resources, articles, and evidence-based guidelines.\" -- Provided by publisher.

A Nurse's Step-by-Step Guide to Transitioning to an Academic Role gives you a detailed road map for a successful transition to academia, offering guidance in how to balance competing priorities and avoid burnout.

Nahla Tayyib Faculty of Nursing, Umm Al-Qura University, Makkah, Saudi ArabiaCorrespondence: Nahla Tayyib, Faculty of Nursing, Umm Al-Qura University, Makkah, 24381, Saudi Arabia, Tel +966550106868, Email natayyib@uqu.edu.saPurpose: This study evaluated nurses’ knowledge of pressure injury (PI) prevention in adult care settings using the Pressure Injury Prevention Knowledge (PIPK) tool, designed to measure prevention-focused knowledge. The study aimed to identify gaps in practice, as knowledge deficits remain insufficiently explored despite existing training programs.Methods: A cross-sectional study was conducted from January to April 2025 at a public hospital in the Makkah region of Saudi Arabia, involving registered nurses in adult care units. A two-part questionnaire was administered to collect demographic and professional information, including recent training exposure, and to assess PI prevention knowledge using the PIPK tool. Nurses were grouped according to the recency of their training, and comparative analysis was performed to evaluate differences in PIPK scores between these groups.Results: A total of 194 registered nurses participated, with 52.57% having 5 to 10 years of clinical experience. Slightly more than half had received recent formal training on PI prevention, while fewer engaged in self-directed learning. The average PIPK knowledge score was 72%, below the 75% sufficiency threshold. Nurses trained within the past year scored significantly higher than those trained over two years ago, indicating that recent training is linked to better knowledge of PI prevention.Conclusion: The PIPK questionnaire, developed from international PI prevention guidelines and originally validated in Spanish, showed response patterns in this study comparable to the original validation. Nurses’ knowledge was found to be below the sufficient threshold, indicating a gap that may hinder consistent preventive practices. These findings highlight the importance of contextual validation of assessment tools and the need for updated training programs. Notably, nurses trained within the past year scored significantly higher, emphasizing the role of continuous education and guideline updates in strengthening prevention practices.Keywords: pressure injuries, patient care, prevention strategies, nurses training, pressure injury prevention knowledge, nurse education, hospital-acquired pressure injuries

As the U.S. health care system continues to evolve, the role of nurses also needs to evolve. Nurses must strike a delicate balance among advancing science, translating and applying research, and caring for individuals and families across all settings. Preparing nurses to achieve this balance is a significant challenge. The education system should ensure that nurses have the intellectual capacity, human responsiveness, flexibility, and leadership skills to provide care and promote health whenever and wherever needed. Education leaders and faculty need to prepare nurses with the competencies they need now and in the future. They need to prepare nurses to work and assume leadership roles not just in hospitals, but in communities, clinics, homes, and everywhere else nurses are needed. On February 22, 2010 the Initiative on the Future of Nursing held the last public forum in a series of three at the University of Texas MD Anderson Cancer Center. This forum, which covered the education of nurses, consisted of three armchair discussions. Each discussion was led by a moderator from the committee and focused on three broad, overlapping subjects: what to teach, how to teach, and where to teach. The verbal exchange among the discussants and moderators, prompted by additional questions from committee members at the forum, produced a wide-ranging and informative examination of questions that are critical to the future of nursing education. Additionally, testimony presented by 12 individuals and comments made by members of the audience during an open microphone session provided the committee with valuable input from a range of perspectives.

For those undertaking a nursing degree within higher education, this book provides study support and skills development for both oral and written communication in the context of nursing and healthcare in HE.

This study aimed to determine the effectiveness of a designed training program for nurses toward early detection of developmental disabilities among children aged 0–3 years. A group of 21 licensed nurses with professional experience ranging from 5–11 years participated in the study. The participants completed the measurements to evaluate their current knowledge, practice, and perception pre- and post-training program, as well as during a follow-up, in relation to early detection of disabilities. The results showed highly statistically significant difference between the studied nurses’ total knowledge, perception, and practice in pre- and post-program application (p = 0.01). However, there was no statistically significant difference between the post-program and follow-up application (p = 0.180).

Background Nurses’ recognition of clinical deterioration is crucial for patient survival. Evidence for the effectiveness of modified early warning scores (MEWS) is derived from large observation studies in developed countries. Methods We tested the effectiveness of the paper-based Cape Town (CT) MEWS vital signs observation chart and situation-background-assessment-recommendation (SBAR) communication guide. Outcomes were: proportion of appropriate responses to deterioration, differences in recording of clinical parameters and serious adverse events (SAEs) in intervention and control trial arms. Public teaching hospitals for adult patients in Cape Town were randomised to implementation of the CT MEWS/SBAR guide or usual care (observation chart without track-and-trigger information) for 31 days on general medical and surgical wards. Nurses in intervention wards received training, as they had no prior knowledge of early warning systems. Identification and reporting of patient deterioration in intervention and control wards were compared. In the intervention arm, 24 day-shift and 23 night-shift nurses received training. Clinical records were reviewed retrospectively at trial end. Only records of patients who had given signed consent were reviewed. Results We recruited two of six CT general hospitals. We consented 363 patients and analysed 292 (80.4%) patient records ( n  = 150, 51.4% intervention, n  = 142, 48.6% control arm). Assistance was summoned for fewer patients with abnormal vital signs in the intervention arm (2/45, 4.4% versus (vs) 11/81, 13.6%, OR 0.29 (0.06–1.39)), particularly low systolic blood pressure. There was a significant difference in recording between trial arms for parameters listed on the MEWS chart but omitted from the standard observations chart: oxygen saturation, level of consciousness, pallor/cyanosis, pain, sweating, wound oozing, pedal pulses, glucose concentration, haemoglobin concentration, and “looks unwell”. SBAR was used twice. There was no statistically significant difference in SAEs (5/150, 3.3% vs 3/143, 2.1% P  = 0.72, OR 1.61 (0.38–6.86)). Conclusions The revised CT MEWS observations chart improved recording of certain parameters, but did not improve nurses’ ability to identify early signs of clinical deterioration and to summon assistance. Recruitment of only two hospitals and exclusion of patients too ill to consent limits generalisation of results. Further work is needed on educational preparation for the CT MEWS/SBAR and its impact on nurses’ reporting behaviour. Trial registration Pan African Clinical Trials Registry, PACTR201406000838118 . Registered on 2 June 2014, www.pactr.org .

Background “Train-the-Trainers in hand hygiene” (TTT) is a standardized training to train infection prevention and control (IPC) practitioners with the aim to promote hand hygiene in health care according to the World Health Organization (WHO) multimodal improvement strategy. Little is known in the literature about the sustained impact of hand hygiene and IPC trainings adapted locally. The aim of this study is to describe the impact of three TTT courses conducted annually in Japan on the adoption of the WHO multimodal improvement strategy by local IPC practitioners who became a “trainer” after their first TTT participation as a “trainee”. Methods Three TTT courses were conducted annually from 2020 to 2022 in Japan. A team “TTT-Japan” composed of more than 20 IPC practitioners who completed their first TTT participation adapted the original TTT program to reflect the local healthcare context in Japan, and subsequently convened the 2nd and 3rd TTTs. Pre- and post-course evaluations and post-course satisfaction surveys of the course participants were conducted to assess improvement in knowledge on hand hygiene and perception towards the course, respectively. Attitude and practice surveys of the TTT-Japan trainers were conducted to assess their perception and experience in hand hygiene promotion. The Hand Hygiene Self-Assessment Framework (HHSAF), a validated tool created by WHO to monitor the capacity of hand hygiene promotion at facility level, was applied at TTT-Japan trainers’ facilities to compare results before and after trainers’ engagement. We applied inductive thematic analysis for qualitative analyses of open-ended survey questions of the trainers’ attitude and practice surveys, and the Wilcoxon Sign Rank test for quantitive comparisons of pre- and post-data for the surveys and HHSAF. Results 158 Japanese healthcare workers participated in three TTT courses, the majority of whom (131, 82.9%) were nurses. Twenty-seven local trainers were involved in 2nd and 3rd TTTs. The scores of pre- and post-course evaluations significantly improved after the course ( P  < 0.001) and the improvement was consistent across all three TTTs. Post-course satisfaction survey showed that over 90% of the participants reported that the course met their expectations and that what they learned in the courses would be useful for their practice. Trainers’ attitude and practice survey showed that more than three quarters (76.9%) of the trainers reported that their experience as a trainer had a positive impact on their practice at their own facilities. Qualitative analysis of the trainers’ attitude and practice survey revealed that trainers appreciated continuous learning as a trainer, and group effort to promote hand hygiene as the TTT-Japan team. The HHSAF institutional climate change element at the trainers’ facilities significantly improved after their engagement as a trainer ( P  = 0.012). Conclusions TTTs were successfully adapted and implemented in Japan, leading to sustained hand hygiene promotion activities by local trainers over three years. Further research is warranted to assess the long-term impact on local hand hygiene promotion in different settings.

Unique realities influenced the development of the military nursing profession in Israel. While other countries, such as the United States, the United Kingdom and Canada, established military hospitals staffed by separately trained military nurses, conditions in Israel led to the development of interlocking military and civilian healthcare sectors, as the young country responded simultaneously to healthcare needs brought on by war, ongoing attacks on civilians, and massive waves of immigrants, including European Holocaust survivors and Jews from Arab countries. Relying on an analysis of documents in multiple archives, contemporaneous newspaper articles and interviews conducted with nurses who served in the 1948 Arab–Israeli War and the 1956 Sinai Campaign, this paper describes the development of the nursing profession in Israel through 1958, when military nursing was fully established as part of the civilian health sector, a reality that continues to the present.

The aim was to analyze the impact of education and training of nurses on the incidence of ventilator-associated pneumonia (VAP) and central line-associated bloodstream infection (CLABSI). A prospective observational study at a tertiary care hospital included adult patients with Intensive Care Unit stay >48 h. The study was done in three phases: in Phase 1, baseline VAP and CLABSI incidence was calculated; in Phase 2, education and training of nurses; and in Phase 3, data were recollected for the incidence of VAP and CLABSI. The baseline incidence of VAP in Phase 1 was 28.86/1000 ventilator days and that of CLABSI was 7.89/1000 central-line days. In Phase 3, the incidence of VAP increased to 35.06 and that of CLABSI decreased significantly, 1.73. Intensive education and training sessions with feedback from nurses over a period of 6 months led to significant reduction in the incidence of CLABSI; however, the incidence of VAP increased.