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ble. Moreover, a ventilator weaning plan should be included as a regular testing and monitoring item. Also, a respirator removal program should be provided on a case-by-case basis. Individualized ventilator weaning programs may reduce the burden on families and medical care providers.
Night-shift work affects the physical and mental health of employees. Early identification of relevant high-risk groups may be referenced in health promotion, job analysis, and job design.
To explore the differences in workplace fatigue, physiological index of metabolic syndrome, and risk of cardiovascular disease between long-term and non-long-term night-time working nursing staff.
The health examination data of 91 long-term and 119 non-long-term night-shift nurses were collected. A sub-data analysis approach was used and t-test, chi-square, Pearson`s correlation, and hierarchical multiple regression were used to conduct statistical analysis.
A positive correlation between cardiovascular risk and workplace fatigue was found in the long-term night-shift working group. Moreover, a lower average duration of sleep was found in the non-long-term night-shift working group. Finally, the participants with workplace fatigue and metabolic syndrome were found to have higher levels of cardiovascular risk.
Nursriate plans and necessary safety and health measures to achieve a mutually beneficial result for both employers and employees in the healthcare industry.
Hospice shared care is a model of care widely used in patients with terminal cancer. Appropriate interventions to improve related symptoms should be provided during disease progression through the end of life.
The purpose of this study was to explore the related symptoms and to compare symptom severity before and after the implementation of hospice shared care and medical care interventions.
Fifty patients with terminal cancer were enrolled in this longitudinal, quasi-experimental research. Inclusion criteria included having an expected life span of < 6 months and agreeing to enter hospice shared care.
The three most-frequently noted physical symptoms were, in rank order "pain", "weakness", and "dyspnea". In terms of severity, "pain" was the most severe, followed by "weakness" and "disturbance of sleep". The three most-frequently noted psychological symptoms were, in rank order "depression", "worry about the disease", and "afraid of dragging others down". In terms of severity, "depression" was the tion of prognosis condition" in the problem coordination and interview categories, and "massage", "consultation", and "nursing advice" in the non-pharmacological category.
The symptoms identified in this study provide clinical staff with a reference for the rapid assessment of patients with terminal-stage cancer. Manpower from various professional fields are committed to providing diversified services in the care teams, which positively affect the control of related symptoms. The experience presented in this article may be used as a reference to promote the hospice shared care model.
The symptoms identified in this study provide clinical staff with a reference for the rapid assessment of patients with terminal-stage cancer. Manpower from various professional fields are committed to providing diversified services in the care teams, which positively affect the control of related symptoms. The experience presented in this article may be used as a reference to promote the hospice shared care model.With the rapid advancement of information technology, artificial intelligence (AI) is being progressively utilized in various fields. The application of AI in healthcare practice is more advanced than in healthcare education. The advancement of AI is unstoppable. this website Nursing educators need to have a good understanding of AI to equip nursing students with the requisite knowledge to meet the needs of the AI age. The purpose of this article is to briefly describe the history of AI in education, relevant AI concepts, current applications of AI in healthcare education, dilemmas, and recommendations for the future. AI is not invincible, and it is critical to prudently evaluate and consider the related data biases and ethical issues. Nursing educators should reflect on whether we are preparing students for yesterday`s job or for the future workforce. Nursing educators need to engage in curriculum reform and gain an understanding of critical AI concepts and applications to equip nursing students with the requisite information-technology capacities to meet the needs of the AI age.The vigorous development of information and communication technology has enabled great progress in the application of mobile learning in clinical nursing education. Mobile learning allows students to use the internet and mobile devices to access convenient, immediate learning anytime and anywhere to achieve ubiquitous learning. Smartphones have become indispensable communication tools in our daily life. Smartphones equipped with chatbots may be used as mobile learning tools that are free of time and space limitations and promote instant responses and humanized interactions. These applications may help meet the preferences of a new generation of nurses. In this article, the concepts of mobile learning are introduced, the advantages and limitations of educational chatbots are discussed, suggestions for the application of chatbots in education are provided, and the author`s teaching plan for creating a chatbot via the LINE app is shared. Using chatbots allows nursing educators to integrate technology into clinical teaching, develop multiple innovative teaching materials, and create a fun environment to promote professional learning and facilitate self-growth in nursing staff.Many different patient-centered care models have been promoted around the world in recent years. The goal of current nursing innovation includes simplifying nursing workflows, constructing creative care methods, developing innovative assistive devices, activating the workplace, and improving care quality. In addition to enhancing the ability of nurses to care for the sick, employ critical thinking, improve their information literacy, and deepen their research knowledge, innovative attitudes and R&D momentum represent new trends in nursing education and talent cultivation. In nursing education worldwide, including both in-school education and clinical in-service training, innovative courses, projects, and competitions as well as corresponding academic seminars have been launched with the intention to promote practical creativity and innovative solutions. The definition of design thinking is first introduced and the Stanford University`s design thinking model is next explained. The five stages of the design thinking model - empathize, define, ideate, prototype, and test - are then introduced. Finally, using the innovative nursing product as an example, the teacher-student team is proposed as the design thinking mentorship model. The authors hope that this article serves as a reference for novice educators, developers, and researchers in the field of nursing innovation.Board games are currently widely used in various courses, including in the teaching of cardiopulmonary cerebral resuscitation for neonatal and infants. They are generally deemed as useful in teaching concepts such as empathy and interpersonal communication skills that are relatively difficult to understand. However, board games have rarely been used in medical-surgical nursing courses. The main reason for this may be because of many different systems in medical-surgical nursing courses complicate the process of designing relevant / useful scheme of board games. In general, college students have a weak conception of diseases because they have not yet entered clinical practice and their knowledge construction is based on traditional teaching methods. Using different teaching methods to construct knowledge may increase students` understanding of a disease and help them better understand content. In this article, the author uses different teaching strategies to increase students` knowledge. Concept mapping, board games, and human figures were designed to construct the knowledge of students in each system and to assist students to reintegrate disease knowledge in order to reinforce learning efficacy. This learning method may help improve students` understanding of textbook-based knowledge and enhance students` self-learning and future clinical practice.Nursing education in Taiwan has evolved from the hospital-based nursing programs of the prewar era to today`s school-based education (Yeh, 2014), while the pedagogy utilized in nursing education has similarly transitioned from traditional apprenticeships to school-based education. Nursing faculty engage in knowledge transformation and skills demonstrations in hopes of producing practice-ready graduates who meet the needs of their time. However, new graduates often experience difficulties in transitioning into practice settings. They tend to engage in passive learning and are inadequately prepared on competencies such as problem-solving and critical thinking. Thus, they are not fully equipped to manage diverse clinical situations. In 2006, the Taiwan Ministry of Education established the Taiwan Nursing Accreditation Council, which subsequently proposed eight core competencies of nursing education as a guide for cultivating excellent professional nurses. While traditional approaches remain the mainstream pedago the essence and goals of nursing education. We must relentlessly learn new knowledge, align ourselves with the pulse of the times, develop innovative educational strategies, and engage in interprofessional collaboration to produce effective and wise nursing professionals.
We sought to assess the association of hemoglobin A1c (HbA1c) with adverse perinatal outcomes in obese women with gestational diabetes mellitus (GDM).
This was a secondary analysis of a multicenter randomized controlled trial assessing early (14-20 weeks) versus routine (24-28 weeks) screening for GDM in obese women. Women were included if they were diagnosed with GDM at either time during pregnancy and had a HbA1c result available. The primary exposure was HbA1c at 24 to 28 weeks. The primary outcome was a composite of macrosomia, primary cesarean, pregnancy-induced hypertension, shoulder dystocia, neonatal hypoglycemia, or hyperbilirubinemia. Receiver operating characteristics (ROC) curves were used to assess the association of HbA1c with the composite outcome. The Liu method was used to select an optimal HbA1c cutoff, and the incidence of the outcome compared.
Of 125 women with GDM, 93 (74%) had a HbA1c at 24 to 28 weeks and 103 (82.4%) had a HbA1c at 14 to 20 weeks. Baseline characteristics were se outcome.. · HbA1c that increases or remains stable may be associated with an increase in preterm delivery.. · HbA1c at 24 to 28 weeks was not significantly associated with the adverse perinatal composite outcome..
· A single HbA1c in GDM is not associated with a composite perinatal adverse outcome.. · HbA1c that increases or remains stable may be associated with an increase in preterm delivery.. · HbA1c at 24 to 28 weeks was not significantly associated with the adverse perinatal composite outcome..
