Biomedical subjects

C Gamel

Publications and source records attributed to C Gamel.

4 recordsLinked to original sources

PubMed2004

The development of evidence-based nursing interventions: methodological considerations.

BACKGROUND: The call for evidence-based practice presents numerous challenges to nurses who are responsible for developing interventions and expanding the associated knowledge base. The challenge is compounded because there is limited literature concerning development of interventions and their evidence base. AIM: The purpose of this article is to present a model that has been successfully used to guide the process of developing and testing complex nursing interventions, especially those in which the experience of the client plays an important role. DISCUSSION: The model consists of four stages: problem definition, accumulation of building blocks for intervention design, intervention design and intervention validation. Each stage is described and examples from research studies are presented. Specific attention is given to the manner in which the model allows for the accumulation of empirical evidence and theory development during the development process. CONCLUSIONS: Use of the model could facilitate effective communication among nurses, researchers and educators when discussing the development and testing of nursing interventions.

Delivery of Health Care↗

PubMed2001

A method to develop a nursing intervention: the contribution of qualitative studies to the process.

AIM OF THE PAPER: To describe how to develop a patient-centred nursing intervention (NI). BACKGROUND: The stimulus for scrutinizing methods and techniques to develop a NI was a research project concerning the contribution of information and support to the sexual adaptation of women with gynaecological cancer. Within this project, a NI for sexual teaching (ST) was developed because the literature review revealed no tested NI for this purpose. How patients experience and perceive received information influences the usefulness and efficacy of a teaching intervention. Qualitative methods provide insight and understanding of patients' experience. Consequently, qualitative methods are appropriate to use when developing interventions that aim to influence patients' situations through the provision of information. METHOD: Previously reported approaches for developing an intervention did not match the goals and underlying premises identified for the intervention under development. An alternative method, consisting of a design phase and a testing phase, was developed. The goal of the design phase was to develop a working definition of the intervention and to formulate recommendations for carrying out the intervention. Written guidelines provided concrete examples of the topics to discuss and how to discuss them. During the design phase, a qualitative study was conducted to describe the lived-experience of the phenomenon that the information should influence, namely sexuality after treatment for gynaecological cancer. In the testing phase, a different type of qualitative study took place. The patients' experience of receiving information and the nurses' experience of providing it were investigated in order to refine the proposed intervention, to identify the results patients hope to achieve (or achieved) and to explore the underlying theoretical explanation of the intervention. During the testing phase, the feasibility and acceptability of the modified intervention were both established. CONCLUSION: Even when the starting point is advice from care-givers, an intervention can be developed that is in harmony with the patient perspective when qualitative studies are part of the process.

Adaptation, Psychological↗

PubMed1995

Factors that influence the provision of sexual health care by Dutch cancer nurses.

A descriptive-correlational design was used with a sample of Dutch cancer nurses (n = 104) to describe provision of sexual health care (SHC) and to explore influential factors. This report is limited to the second goal. The Theory of Reasoned Action provided the conceptual framework for investigation of five previously identified factors and one unexplored factor. Knowledge, comfort, attitude (towards sexuality) and subjective norm were significantly related with provision of SHC. Multiple regression analysis demonstrated that knowledge and comfort were significant explanatory variables, accounting for 37% of the variance.

Adult↗

PubMed1993

Nurses' provision of teaching and counselling on sexuality: a review of the literature.

Patients' sexual concerns and problems are a focus for nursing care. Research studies with nurses, patients and healthy adults support this assertion. However, investigations also identify that specific teaching, supporting and/or counselling interventions aimed at managing the effects of illness and treatment on sexual function are not provided most of the time. This discrepancy can be analysed by exploring factors that influence the nursing care behaviours: sex teaching and counselling. Investigators have studied the influence of the following five factors: (sexuality) knowledge and skills, attitude towards sexuality, opinion about professional role and tasks, comfort with sexuality, and participation in continuing education activities. Conflicting findings regarding the influence of these five factors upon teaching and counselling on sexuality are found. Predicted upon previous investigations, two specific areas for future investigations are identified. First is the need to clarify the definition and theoretical basis for the interventions of teaching and counselling on sexuality. Second, future investigations could place the problem within the context of theory which helps to explain (nursing) behaviour, such as the Theory of Reasoned Action.

Attitude of Health Personnel↗