Biomedical subjects

Michael Pfeil

Publications and source records attributed to Michael Pfeil.

5 recordsLinked to original sources

PubMed2004

Early discharge following uncomplicated appendicectomy in children.

This cohort evaluation investigated the discharge of 15 children within 12 to 24 hours following an uncomplicated appendicectomy who were subsequently supported by an outreach nurse. By monitoring the child's progress, providing the support the family was expected to require and offering professional back-up for any unforeseen problems the outreach nurse ensured the child's safety and improved quality of care after early discharge from the hospital. The pivotal importance of the outreach nursing input was demonstrated when the expected visit did not materialise for one child.

Adolescent↗

PubMed2003

Assessing the clinical skills performance of nursing students.

This article records the development of assessment criteria for the clinical skills performance by pre-registration nursing students within a problem-based learning curriculum. Questionnaires allowed informally established provisional criteria to be exposed to students, practitioners and lecturers from all branches. Any opinions given and suggestions made by the participants were taken into account and the improved set of criteria was discussed in branch-specific focus groups, thus further enhancing them. A pilot study with a group of children's nursing students and their supervisors was set up to test the assessment criteria in practice. The students' skills performances were assessed by their supervisors as well as by themselves. Interviews with all participants tested the accuracy of the criteria, most of which were supported by the data. The improved criteria are used as part of the summative assessment of practice within a problem-based nursing curriculum.

Clinical Competence↗

PubMed2003

The 'invisible' nursing RAE 2001--an analysis.

In the United Kingdom the Research Assessment Exercise (RAE) is a major method of assessing research from Higher Education institutions. Participation is not compulsory, and anecdotal evidence suggests that many eligible institutions did not enter the Unit of Assessment for nursing (UoA 10). In this paper, Bruce Lindsay, Michael Pfeil and Kaen Bates describe a study designed to establish the approach to the 2001 RAE taken by institutions that were eligible to enter the nursing unit but had not done so. This included an assessment of their rationales for not entering UoA 10, and an analysis of the grades awarded to tose that entered nursing research in other UoAs. The study identified a small group of researchers whose work informs a range of health and social care disciplines. Their non-submission to UoA 10 may have resulted from a lack of clarity about criteria for this Unit: future RAEs could improve the standard of UoA 10 by producing clearer guidelines for submissions.

Attitude of Health Personnel↗

PubMed2003

The skills-teaching myth in nurse education. From Florence Nightingale to project 2000.

Using contemporary accounts as well as current academic literature this paper considers the amount and quality of skills teaching to nursing students from the mid 19th century to the late 20th century. All sources agree that the responsibility to teach practice skills lay with ward sisters who are reported to have regularly neglected to focus on this aspect of their role. Schools of nursing, on the other hand, were charged with the teaching of theory. Failing to find any evidence of good quality and systematic skills teaching to nursing students in the past this paper argues that no 'golden age' of skills teaching in nurse training or education ever existed.

Clinical Competence↗

PubMedDate not supplied

Genetics knowledge for nurses: necessity or luxury?

Senior nurses within frontline NHS Trusts in East Anglia were consulted about their perceptions of the genetics-related knowledge and education required by nurses working in their Trusts. They disagreed with policy decision makers, i.e. the Government and genetics specialists, on the currently necessary knowledge levels. They also did not recognize genetics as an important issue in current everyday nursing activities. The difference in perception also related to the speed with which its presence and importance will increase. Nurses already working under considerable pressure while not perceiving the importance of genetics in everyday practice cannot be expected to willingly absorb new genetics-related knowledge. The National Genetics Education and Development Centre in Birmingham will have to reach out to practitioners and managers throughout the UK and establish a shared platform from which to develop this issue in the future.

Education, Nursing↗