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Biomedical subjects

S MacAvoy

Publications and source records attributed to S MacAvoy.

7 recordsLinked to original sources
PubMed1992

Nursing diagnoses in an oncology population.

The purposes of this study are to identify the nursing diagnoses occurring in an oncology population, to validate these using the clinical validation model, and to determine whether clusters of defining characteristics and etiologies occurred among the diagnoses identified. Secondary analysis was conducted using the patient care records of 48 oncology patients. Twenty-five nursing diagnoses were identified. The most common diagnoses were alteration in comfort (pain) and alteration in nutrition (less than body requirements). The etiologies of stress, pain, life changes, disease, and treatment occurred in some combination in 14 diagnoses. The defining characteristics of pain and fatigue/weakness occurred in over six diagnoses. Clusters of defining characteristics occurred with eight diagnoses. Clusters of etiologies occurred with the diagnosis of sleep/rest disturbance. Validation of defining characteristics and etiologies indicated variation from those proposed by the North American Nursing Diagnosis Association. One overriding variation was in the degree of specificity of defining characteristics used in clinical practice. The findings of this study support the need for continued validation of nursing diagnoses and continued education of nurses in the use of nursing diagnoses. The findings also contribute to the body of knowledge in nursing diagnoses in oncology patients, and contribute to the work beginning to be done in the field of nursing diagnosis with research into the existence of clusters of defining characteristics, etiologies, and/or nursing diagnoses.

Adult↗
PubMedDate not supplied

Activities and interactions of baccalaureate nursing students in clinical practica.

Basic nursing education is governed by individual state rules and regulations lacking in uniformity across the United States and based on unstated and perhaps mistaken assumptions. At the same time, there is increasing evidence of problems and difficulties with the current traditional model of nursing education. Before proposing changes in said model, the authors chose to examine what it is that a nursing student does in a clinical area. The perspective of activities and interactions was chosen to illustrate, through a nonparticipant observation study, the patterns and utilization of time during a scheduled clinical experience for baccalaureate nursing students. The goal of the study was to determine who, other than the client/patient, influences the student learning at the clinical site and how learning time is spent. Two schools (one private and one public) and nine clinical sites with 37 observations were used to collect the data for this study. Findings are best summarized in four (overlapping) categories of school time, registered nurse (RN) staff time, hospital staff time, and supervised time. School time, or time spent interacting with the instructor, another student, and/or the student on his/her own in the practice setting (time exclusive of staff input) constituted 84 per cent of all time. RN staff time that was time spent with either the primary nurse or other RNs on the unit used 10 per cent of the student time, Fourteen per cent of student time was spent in hospital staff time, which includes interactions with any nursing staff or other hospital personnel.(ABSTRACT TRUNCATED AT 250 WORDS)

Clinical Competence↗
PubMedDate not supplied

An effective skin integrity program.

Nursing staff development personnel are responsible for increasing the awareness of nursing staff of the problems caused by pressure ulcers and for supplying them with information needed for prevention and treatment. In answer to one hospital's needs, a hospital-wide, nurse-initiated, nurse-managed skin integrity program was developed and instituted. Protocols for treatment were standardized according to the latest concepts in wound healing. Basic components of the program were included in a comprehensive but succinct reference manual available on each nursing unit. Strategies for implementation were carefully planned to include feedback, approval, and support of selected physicians and nurses. Key for an effective, ongoing skin integrity program are the skin integrity clinicians and educated, confident, and enthusiastic staff nurses. Throughout the process of introducing this program, education of various groups of health-care professionals--physicians, staff nurses, skin integrity clinicians--by the Nursing Staff Development Department was pivotal in achieving a relatively smooth implementation of the program. Outcomes have demonstrated the success of this skin integrity program to both patients and staff. Creative planning, diligent research, skillful organization, and credibility of the specialists in the Nursing Staff Development Department were important elements in the development, implementation, and success of this skin integrity program.

Clinical Protocols↗