Nelda C. Stark College of Houston, Texas Woman's University, Houston, TX, USA.
Emergency Department, Memorial Hermann Pearland Hospital, Pearland, TX, USA.
Rehabil Nurs. 2021;46(1):43-51. doi: 10.1097/RNJ.0000000000000287.
The aim of our study was to test an educational intervention to improve nurses' confidence in supporting and frequency of offering a mirror to patients who have recently suffered visible body disfigurement.
DESIGN/METHODS: Forty-eight registered nurses who worked in two acute care hospitals took part in a mixed-method one-group repeated-measures (pretest and posttest) research study. The educational intervention included a video, a presentation, and a recorded discussion.
Study participants experienced a significant increase in confidence in supporting and frequency of offering mirrors to patients. An overarching theme from the qualitative analysis was that the nurse participants perceived assisting patients in viewing their changed bodies in mirrors as "an act of compassion." Four subthemes emerged: (a) seeing mirrors differently, (b) there is only one first time, (c) how can we do this better, and (d) "me too" stories of their own and patients' difficult mirror-viewing experiences.
Education enhances nurses' frequency of offering mirrors and supporting patients in mirror viewing after visible disfigurement because of trauma or surgery.
Education provides nurses with the necessary skills to assist patients in adapting to an altered body image.
本研究旨在测试一项教育干预措施，以提高护士对支持和提供镜子给近期遭受明显身体毁容的患者的信心和频率。
设计/方法：48 名在两家急性护理医院工作的注册护士参与了一项混合方法的单组重复测量（前测和后测）研究。教育干预措施包括视频、演示和记录讨论。
研究参与者在支持和提供镜子给患者的信心和频率方面都有显著提高。定性分析的一个总体主题是，护士参与者认为协助患者在镜子中观察自己的变化身体是一种“同情行为”。出现了四个子主题：（a）不同的看待镜子，（b）只有一次第一次，（c）我们如何做得更好，以及（d）他们自己和患者困难的镜子观察经历的“我也是”故事。
由于创伤或手术导致的明显毁容后，教育增强了护士提供镜子和支持患者在镜子中观察的频率。
教育为护士提供了必要的技能，以帮助患者适应改变的身体形象。
