Physician and Nurse Research in Multidisciplinary Intensive Care Units

Background Although clinical care is multidisciplinary, intensive care unit research commonly focuses on single-discipline themes. We sought to characterize intensive care unit research conducted by physicians and nurses. Methods One hundred randomly selected reports of clinical studies published in critical care medical and nursing journals were reviewed. Results Of the 100 articles reviewed, 50 were published in medical journals and 50 were published in nursing journals. Only 1 medical study (2%) used qualitative methods, compared with 9 nursing studies (18%) (P = .02). The distribution of quantitative study designs differed between medical and nursing journals (P < .001), with medical journals having a predominance of cohort studies (29 articles [58%]). Compared with medical journal articles, nursing journal articles had significantly fewer authors (median [interquartile range], 5 [3-6] vs 8 [6-10]; P < .001) and study participants (94 [51-237] vs 375 [86-4183]; P < .001) and a significantly lower proportion of male study participants (55% [26%-65%] vs 60% [51%-65%]; P = .02). Studies published in medical journals were much more likely than those published in nursing journals to exclusively involve patients as participants (47 [94%] vs 25 [50%]; P < .001). Coauthorship between physicians and nurses was evident in 14 articles (14%), with infrequent inclusion of authors from other health care disciplines. Conclusions Physician research and nurse research differ in several important aspects and tend to occur within silos. Increased interprofessional collaboration is possible and worthwhile.

Having an impact on improving practice

Deputy head nurse Katie Whalley applied for and won the first MSD Animal Health Veterinary Nurse Research Bursary, which is supporting her research into improving practice hygiene.

Psychological Effects of Military Service: Applying Research to Civilian & Academic Environments

Active duty, Reserve, and National Guard nurses participate in wartime, humanitarian, and disaster relief missions. Exposure to trauma, death, violence, threats to personal safety, and ethical dilemmas places military nurses at risk for untoward psychological effects. Compassion fatigue, burnout, and post-traumatic stress disorder (PTSD) are common despite robust efforts to better prepare nurses through realistic training and ongoing assessments of the psychological impacts of military service. Resilience and spirituality as psychological protective factors and post-traumatic growth are discussed. However, the results and implications of military nurse research maintains usefulness beyond the confines of the military context. This review of literature seeks to describe the psychological effects of military service on nurses, highlight similarities with civilian nursing practice, and explore the transferability of research findings and recommendations to civilian and academic environments. The article explores solutions, and offers implications for civilian nursing practice and civilian and academic nurse leaders.

The Effectiveness of Oral Care Guideline Implementation on Oral Health Status in Critically Ill Patients

Intubated patients need specific oral care due to the use of endotracheal tubes. An oral nursing care guideline needs to be implemented to guide nurses in oral care in intubated patients. To test the effectiveness of oral nursing care guideline implementation. The Rogers' Diffusion of Innovations Theory was used to introduce an oral nursing care guideline to 28 nurses working in an intensive care unit in a hospital within 2 months, using mass and private communication within a hospital management system. The oral care guideline was introduced to 47 intubated patients. The accuracy of oral care practice was assessed by nurse research assistants, and patients' oral health status was examined by dental nurse research assistants. The accuracy of practice among nurses was found between 88% and 100%. Total 97.47% ( n = 46) of patients had an acceptable oral health status after receiving oral care based on the oral nursing care guideline. The oral nursing care guideline was effectively implemented with high accuracy and could increase patient oral integrity after its implementation.

The Effect of Peer Learning to Nursing Care Knowledge and Occupational Stress of the Novice Nurse

Background. The transition period for novice nurses is the transition of roles as students become professional nurses. Conflict between expectations and the reality of the roles faced can cause stress. The peer learning learning model is a method of learning with peers that aims to develop skills, ways of thinking, solving problems, giving feedback and communicating with others. This study aims to determine the effect of peer learning on nursing care knowledge and work stress on novice nurses in hospital in Jakarta. Methods. This study used a quasi-experimental pretest-posttest control group design. The novice nurse research sample was divided into two groups, namely the intervention group and the control group with the number of each of 35 respondents using purposive sampling technique. Data collection tools use knowledge instruments about nursing care and Nursing Students Clinical Stress Scale. Data analysis using the Wilcoxon test, Chi-Square test, and Multivariate logistic regression. Results. The results showed differences in the quality of knowledge of nursing care and work stress before and after the implementation of peer learning for 3 times in 3 weeks had the possibility of knowledge increased 13 times compared to clinical nurses who did not implement peer learning and had the possibility of reducing work stress 27 times compared to clinical nurses who do not carry out peer learning. Conclusion. The implementation of peer learning is proven to influence the knowledge of nursing care and occupational stress of the novice nurse. It is recommended to carry out scheduled peer learning programs.

Ethics and the Reporting of Research Findings

Ethics in research, writing, and publication are critical for the healthcare disciplines. Findings from various formal inquiry studies are vital for the dissemination of new knowledge and possible implications for future research, practice, and education. All scholars of the discipline of nursing have an important responsibility to be careful stewards and rigorous evaluators of research from budding scholars. This article begins a discussion of potential straight-thinking implications for mentorship and ethical straight-thinking conduct required in nurse research.

Research Competencies Assessment Instrument for Nurses: Preliminary Psychometric Properties

Background and Purpose: Clinician research competencies influence research use for evidence-based practice (EBP). We aimed to develop, refine, and psychometrically assess the Research Competencies Assessment Instrument for Nurses (RCAIN) to measure registered nurse research competencies (i.e., knowledge, skills, attitudes) focused on EBP-related domains: research process, knowledge synthesis, and knowledge translation activities. Methods: The preliminary psychometrics (face, content, construct/criterion validity) were evaluated based on 63 completed surveys. Results: The Cronbach’s α coefficients were .871, .813, and .946 for each domain, respectively; interitem correlations ranged from .472 to .833 (explained variance: 68.5%). Three components/factors revealed: comprehension of and skills required in research process and application of knowledge and skills. The revised RCAIN consists of 19 five-point Likert-type questions. Conclusions: The RCAIN assesses modifiable characteristics and explains variance in practice, health system, and patient outcomes. Further assessments are underway.