Considine Julie, Botti Mari, Thomas Shane
Emergency Department, The Northern Hospital, Epping, Victoria, Australia.
Nurs Health Sci. 2006 Jun;8(2):73-80. doi: 10.1111/j.1442-2018.2006.00252.x.
The use of supplemental oxygen by emergency nurses has important implications for patient outcomes, yet there is significant variability in oxygen administration practises. Specific education related to oxygen administration increases factual knowledge in this domain; however, the impact of knowledge acquisition on nurses' clinical decisions is poorly understood. This study aimed to examine the effect of educational preparation on 20 emergency nurses' decisions regarding the assessment of oxygenation and the use of supplemental oxygen. A pre-test/post-test, quasi-experimental design was used. The intervention was a written, self-directed learning package. The major effects of the completion of the learning package included no change in the number or types of parameters used by nurses to assess oxygenation, a significant decrease in the selection of simple masks, a significant increase in the selection of air entrainment masks, fewer hypothetical outcomes of unresolved respiratory distress and more hypothetical outcomes of decreased respiratory distress. As many nursing education programs are aimed at increasing factual knowledge, while experience remains relatively constant, a greater understanding of the relationship between factual knowledge and clinical decisions is needed if educational interventions are to improve patient outcomes.
急诊护士使用补充氧气对患者预后具有重要意义，但在氧气管理实践中存在显著差异。与氧气管理相关的特定教育可增加该领域的事实性知识；然而，知识获取对护士临床决策的影响却知之甚少。本研究旨在探讨教育准备对20名急诊护士关于氧合评估及补充氧气使用决策的影响。采用了前测/后测的准实验设计。干预措施是一个书面的自主学习包。完成学习包的主要效果包括：护士用于评估氧合的参数数量和类型没有变化，简单面罩的选择显著减少，空气喷射面罩的选择显著增加，未解决的呼吸窘迫的假设结果减少，呼吸窘迫减轻的假设结果增多。由于许多护理教育项目旨在增加事实性知识，而经验相对保持不变，因此，如果教育干预要改善患者预后，就需要更深入地了解事实性知识与临床决策之间的关系。
