Mcdermottreyes4822

CONCLUSION SP-based training produced improvement and retention in knowledge, clinical performance, and self-efficacy. [J Contin Educ Nurs. 2020;51(4)189-196.]. Copyright 2020, SLACK Incorporated.BACKGROUND Nurse managers often list finance as the most challenging responsibility of their roles. This study examined the outcomes of an experiential, evidence-based educational intervention to increase nurse managers' knowledge and competence with the financial aspects of their roles. selleckchem METHOD The study design was a pretest-posttest comparative evaluation. Twenty-three nurse managers attended two 4-hour sessions covering general budget terms, productivity measures, variance analysis, and personnel budgeting. Pre- and posttests included 20 questions obtained from health care finance texts and preparatory materials from a nurse leader certification examination. Preand postassessments consisted of the finance portion of the Nurse Manager Leadership Partnership's Nurse Manager Skills Inventory. RESULTS Scores improved significantly (p ≤ .05) for the posttest and the American Organization of Nurse Executives Nurse Manager Skills Inventory Finance self-evaluation questions (p ≤ .01). CONCLUSION Experiential methods were successful in facilitating learning. Certification examination questions addressed relevant areas of financial knowledge necessary for nurse managers' role in the financial management of their units. [J Contin Educ Nurs. 2020;51(4)181-188.]. Copyright 2020, SLACK Incorporated.BACKGROUND Team-based learning (TBL) can be one way of improving professional and practical skills for nurses. This study explored the effectiveness of an electrocardiography training program using TBL for early-stage nurses in intensive care units. METHOD This study used a pretest-posttest nonequivalent control group. A total of 65 participants were enrolled in the study (36 in the experimental group and 29 in the control group). Participants in the experimental group were trained with TBL, and participants in the control group had lecture-based learning on electrocardiography education. RESULTS There was no statistically significant difference between the team-based and lecture-based learning groups after the training in participants' knowledge of electrocardiography and reading ability of bedside (lead II rhythm) electrocardiography monitoring (p > .05). However, there was a statistically significant difference between the two groups in the reading ability of the 12-lead electrocardiography (p less then .001). CONCLUSION TBL was more effective in improving nurses' reading ability of the 12-lead electrocardiography. [J Contin Educ Nurs. 2020;51(4)174-180.]. Copyright 2020, SLACK Incorporated.BACKGROUND This study examined the effectiveness of two educational methods on nurses' skills and commitment to implementing evidence-based practice (EBP). METHOD Ninety nurses were randomly assigned to three groups. Participants in the workshop group took part in a 2-day training course, participants in the multimedia group received educational content through video, and participants in the control group did not receive any training content. The nurses' skills and commitment to implement EBP were assessed at baseline and 1 month after the teaching sessions. RESULTS The EBP skills of nurses in the intervention groups were significantly enhanced compared with nurses in the control group (p .05). CONCLUSION Different methods of training can be useful in improving nurses' EBP skills; however, the participants' commitment to implement EBP did not change considerably. Because of its cost effectiveness, the multimedia method should be considered for use in nurse training. [J Contin Educ Nurs. 2020;51(4)167-173.]. Copyright 2020, SLACK Incorporated.BACKGROUND The effects of an educational strategy, "demonstration, puzzle, dance, song (DPDS)," on the hand washing skills of primary school students was examined. METHOD This study used a quasi-experimental, training research format with a pre- and posttest research design and was conducted by a research team from a university department of public health nursing. The study included 671 (90.2%) of 744 students who attended primary schools in Nevsehir, Turkey. Data were collected with a demographic data collection form and a Hand Washing Skills Evaluation List. McNemar, Friedman, and Wilcoxon tests were used to analyze findings. RESULTS Immediately after training, all steps of hand washing were performed at higher levels than before training (p less then .01), and the difference between hand washing times was significant (p less then .001). CONCLUSION Hand washing skills and times increased after undergoing hand washing training using the DPDS method. [J Contin Educ Nurs. 2020;51(4)158-166.]. Copyright 2020, SLACK Incorporated.Patients with low health literacy have difficulty using health resources, a poorer health status, and increased morbidity and mortality rates. Nurses are integral to providing health education according to their patients' needs and health literacy level. Professional development educators play a significant role in preparing nurses to develop patients' health literacy skills. There are multiple health literacy resources and tools available to assist nurses in delivering this customized education. [J Contin Educ Nurs. 2020;51(4)155-157.]. Copyright 2020, SLACK Incorporated.Executive presence frequently is discussed from a developmental and training perspective. This column explores the meaning of the concept, training, and development approaches to foster awareness of and expectations linked to its meaning, and the challenges of measuring leader-learner outcomes. Four domains for measuring improvement include ego state, focus, impact, and legend. [J Contin Educ Nurs. 2020;51(4)152-154.]. Copyright 2020, SLACK Incorporated.American Nurses Credentialing Center's nursing continuing professional development accreditation criteria require both active learner engagement and evaluation processes. This article describes a process for using learner engagement as a mechanism for obtaining and using formative evaluation. [J Contin Educ Nurs. 2020;51(4)149-151.]. Copyright 2020, SLACK Incorporated.