Biomedical subjects

T B McGoldrick

Publications and source records attributed to T B McGoldrick.

5 recordsLinked to original sources

PubMed2001

Nurturing the transformation from staff nurse to leader.

A major component of nurse job satisfaction is autonomy of clinical practice, recognition by colleagues, and participation in decision making relative to patient outcomes. Shared governance provides the framework for autonomy and control of practice, yet implementation of this model implies staff participation as leaders. Staff nurses describe a transformation of perspective when adopting decision-making, leadership-oriented roles and recount the factors that influence and nurture their confidence and acceptance.

Clinical Competence↗

PubMed1995

Nurses' perceptions of harmful outcomes from medication errors.

To determine if factors associated with medication errors explained perceived harmful outcome from such errors, perceptions of vividly recollected medication errors were reported by a convenience sample of 206 hospital-employed RNs and LPNs who completed the Medication Error Risk Profile (MERP). Symptoms related to the error, radiology studies performed, the toxicity of the medication given, adverse drug reaction unrecognized at first, and transfer of the patient to another unit explained 38% of the variance in perceived harmful outcome. The implications of the this study for medical-surgical nurses are explored.

Adult↗

PubMedDate not supplied

Factors associated with a perceived harmful outcome from medication errors: a pilot study.

The purpose of this pilot study was: 1) to describe factors associated with a perceived harmful outcome following medication errors made by nurses and 2) to refine the Medication Error Risk Profile (MERP) (Wolf, 1992). Ninety-four registered nurses and licensed practical nurses completed the MERP. Multiple stepwise regression analyses were used to explain the variance in the dependent variable of perceived patient harm with: 1) phases of preparation and administration; 2) categories of person responsible for the error; 3) interventions needed following the error and symptoms related to the error. The exploratory regression analysis suggests a model in which the dispensing phase of administration, the physician and pharmacist categories of persons responsible for the error, and the interventions of patient transfer to another unit and additional medications given following the error explain 53% of the variance in perceived harmful outcome for patients consequent to medication errors. A moderately strong correlation (r = .46, P < .001) existed between perceived patient harm as measured on the four-point scale and total intervention score following medication errors.

Adult↗

PubMedDate not supplied

Needs assessment for a patient education program in a nursing department. A Delphi approach.

Nursing staff members reported patient education activities in a teaching hospital during a needs assessment conducted as a three-round modified Delphi study. Members of the clinical practice committee and nursing staff members from all patient units were surveyed during three consecutive rounds. Results include the characteristics and priorities of nursing staff members' current interventions related to patient education. Programmatic directions for the nursing service organization, including the development of inservice education programs for creating a formal teaching plan, were identified.

Adolescent↗

PubMedDate not supplied

Effect of three teaching methods on a nursing staff's knowledge of medication error risk reduction strategies.

The authors' purpose in this study was to (1) compare the effects of three teaching methods on registered nurses' and licensed practical nurses' knowledge of medication error risk reduction strategies, and (2) to compare registered nurses' and licensed practical nurses' knowledge of medication error risk reduction strategies using a pretest/posttest design. Registered nurses (n = 129) and licensed practical nurses (n = 21) employed by two hospitals constituted the study sample. Subjects were assigned alternately to three intervention groups: videotape (n = 50); instructional booklet (n = 50); and lecture (n = 50). A 38-item test, including true-false, multiple choice, matching items and dosage calculation problems, was administered to subjects in each group before and after the teaching intervention. On the basis of the results, there was no statistically significant difference in total knowledge scores for the three intervention groups (F = 2.07, P = 0.130). Staff development instructors should consider the advantages of a videotape and instructional booklet over the time-intensive lecture strategy.

Adult↗