Institute of Clinical Nursing, College of Nursing, National Yang Ming Chiao Tung University, Taipei, Taiwan.
The School of Health in Social Science, The University of Edinburgh, Edinburgh, UK.
Nurse Educ Pract. 2022 Aug;63:103411. doi: 10.1016/j.nepr.2022.103411. Epub 2022 Jul 12.
Fever may be a result of many causes, infective or non-infective. Nurses' fever management can be affected by their knowledge and beliefs and also by patients' beliefs. Consequently, an understanding of fever is vital in the diagnosis, treatment and follow-up of various ailments and diseases. Greater knowledge of fever will guide more accurate assessments of the epidemiology of fever and its management.
This study explored nurses' knowledge in the context of fever and identified factors that affected this knowledge acquisition.
A mixed methods approach was used with a validated questionnaire designed to gather information about nurses' knowledge of fever. This was followed up by semi-structured interviews to explore factors associated with the acquisition of fever knowledge. The online survey was distributed to registered nurses in Scotland.
A total of 177 questionnaires were completed. The questionnaires were scored with a correct answer 1 point, while a wrong answer -1 point. The mean total score in the knowledge section was 0.47. Only 49.2 % of participants scored above 0. The stepwise linear regression demonstrated working experience in critical care unit, acute care unit and the role of nurse practitioner together could predict 10 % of the total knowledge score (P < 0.05). Through analysis of associations and qualitative data, it was found that many factors had contributed to the nurses' knowledge about fever, specifically educational content, individual confidence and the Sepsis Six bundle.
Considerable misconceptions were found to exist in the nurses' understanding of fever. Only a few factors were found to be associated with the total knowledge score. It was highlighted that the due to the strong influence of the Sepsis Six bundle, participants often assumed a direct causal connection between fever and infectious disease or sepsis. The study result indicated a concern in nurses' acquisition of fever knowledge.
Misconceptions from foundational learning were found in nurses' understanding of fever. However, the Sepsis 6 was found to impact their current knowledge of fever.
发热可能由多种原因引起，包括感染性和非感染性原因。护士的发热管理可能受到其知识和信念的影响，也可能受到患者信念的影响。因此，对发热的理解对于各种疾病的诊断、治疗和随访至关重要。对发热的更多了解将有助于更准确地评估发热的流行病学及其管理。
本研究探讨了护士在发热方面的知识，并确定了影响其知识获取的因素。
采用混合方法，使用经过验证的问卷收集有关护士对发热知识的信息。随后进行半结构化访谈，以探讨与获取发热知识相关的因素。在线调查分发给苏格兰的注册护士。
共完成了 177 份问卷。问卷的评分标准是正确答案得 1 分，错误答案得-1 分。知识部分的平均总分为 0.47。只有 49.2%的参与者得分高于 0。逐步线性回归表明，在重症监护病房、急症病房工作的经验以及护士从业者的角色可以共同预测总知识得分的 10%（P<0.05）。通过关联分析和定性数据分析，发现许多因素对护士对发热的了解有贡献，特别是教育内容、个人信心和Sepsis Six 包。
研究发现护士对发热的理解存在相当多的误解。只有少数因素与总知识得分相关。突出表明，由于 Sepsis Six 包的强烈影响，参与者通常认为发热与传染病或脓毒症之间存在直接因果关系。研究结果表明，护士对发热知识的获取存在一定的担忧。
从基础学习中产生的误解在护士对发热的理解中被发现。然而，Sepsis 6 被发现影响了他们目前对发热的认识。
