**by Heather Johnson

Caring for sick children is both rewarding and exhausting. You try so hard to make them feel as little pain as possible while keeping a positive spin on whatever the situation is. It’s part of your job to always be smiling even when the child is in dire straits. Adding the extra little touch that can brighten their day and improve their health is something all practitioners should try to apply each and every shift. It’s not always easy as some days are certainly better than other but the children deserve their caregivers to go that extra mile. Here are a few tips for a variety of situations that could help you help your patients:

1. Never lose track of a child’s toys. Many hospitals will attach the same ID band that a patient is wearing to the patient’s toys. This way a patient can be quickly reunited with their precious toys that mean so much to them like a teddy bear. This is a great system that ensures that toys will be recovered and returned to the proper patients which will brighten up a sad moment.
2. Let the patient get used to his or her surroundings. So many kids are frightened to death about their impeding stay at a hospital that many institutions invite the patient and his or her family to come in a few days before their due to arrive. Show the child where they’ll be staying and let them get a feel for the environment. When a child is familiar with where they’re headed they’ll be much more comfortable right from the start of their treatment period.
3. Set up a schedule. Children have difficulty grasping how long a given period of time actually is and this can be tough when they’re begging for a cast to come off. It it’s going to be two weeks then set up a calendar where they can cross off each day before the big moment when the cast will finally come off. Giving young patients a chance to feel actively involved in the healing process helps ease their anxiety.
4. Ditch the candy as treats. While lollipops and other candies are still popular as rewards or treats in a pediatric setting, many hospitals have tried to avoid this habit. Some give away other more rewarding prizes like finger puppets that aren’t unhealthy and can be fun for patients and their families.

**This article is contributed by Heather Johnson, who regularly writes on online nursing schools. She invites your questions and writing job opportunities at her personal email address: heatherjohnson2323@gmail.com.

October 7th, 2008
0800-1200
PL29

Do you feel lost when you read a research article? Are terms such as phenomenology and psychometric evaluation Greek to you? In this workshop, the differences between qualitative and quantitative research will be identified and different types of research designs described

• 4.0 Nursing Contact Hours provided by St. Louis Children’s Hospital for participants attending the entire session.

• SLCH Employees should register through CHEX. Non SLCH employees please call Sue Marten at 286-0385.

* St. Louis Children’s Hospital is an approved provider of continuing nursing education by the Missouri Nurses Association, an accredited approver by the American Nurses Credentialing Centers Commission on Accreditation.

14th Annual Nursing Research Day
Wednesday, October 29, 2008
Blessing-Rieman College of Nursing
Quincy, Illinois

Sponsors: Blessing-Rieman College of Nursing; Pi Pi Chapter of Sigma Theta Tau International; &
Blessing Hospital

Keynote Speaker: Carol Huston, MSN, MPA, DPA, President, Sigma Theta Tau, The International Honor Society of Nursing, Professor, School of Nursing, California State University, Chico. Dr. Huston will share The Leadership Journey and looking at the life lessons she has learned along her own personal leadership journey and Nursing’s Public Image, which is a frank look at nursing’s image and focuses on strategies for improvement. Dr. Huston is the author of several Leadership and Management texts.

CALL FOR ABSTRACT SUBMISSION DEADLINE: August 25, 2008

CALL FOR ABSTRACTS
Submit abstracts of your completed nursing research or research in progress.
We are interested in a variety of nursing research.

CHECK:
( ) Presentation ( ) Poster ( ) Presentation and Poster

ABSTRACT FORMATS:
Abstracts are limited to one page, single spaced, with one-inch margins, and suitable for duplication for conference proceedings. Abstracts should include: 1) problem and purpose of the study, 2) conceptual framework, 3) sample description, 4) design, 5) data collection methods, 6) data analysis methods, 7) results, and conclusions. Also include three learning objectives for your presentation and/or poster.

FOR CONFERENCE PROCEEDINGS:
The abstract will be copied and therefore include the author(s) names, credentials, and institutional affiliations centered at the top of the page above the abstract title and abstract.

Final selection and notification of presenters and posters will be made by August 30, 2008. One presenter for each selected presentation will be given courtesy registration but will assume travel, dining and lodging expenses.

E-MAIL OR MAIL A DISC OF THE ABSTRACT TO:
Ann O’Sullivan, RN, MSN
Blessing-Rieman College of Nursing
P.O. Box 7005
Quincy, IL 62305-7005
e-mail: aosullivan@brcn.edu
phone: (217) 228-5520, ext. 6984

The centerpiece of the Bright Futures program, the guidelines, provide child health promotion information and guidance for health professionals from pediatricians to public health officials to school nurses.

The Bright Futures Guidelines can help you be prepared for visits with parents and children. Organized for quick, easy access to the information you want.

]]> http://beckerinfo.net/slch/2008/07/16/bright-futures-guidelines-free-online/feed/ http://beckerinfo.net/slch/2008/06/09/summertime-in-st-louis/ http://beckerinfo.net/slch/2008/06/09/summertime-in-st-louis/#comments Mon, 09 Jun 2008 20:22:53 +0000 Susan http://beckerinfo.net/slch/?p=44 We had a longer spring then usual with bearable temperatures and a surprising lack of humidity - ah - it was so nice! But it is now officially summertime in St. Louis with the telltale signs… daily temperatures in the 90’s and higher and the kind of humidity that feels like a impenetrable wall. According to the CDC,

“Those at greatest risk for heat-related illness include infants and children up to four years of age…”

So check out these resources to update yourself on how to handle the extreme heat of summertime in St. Louis…

CDC:Frequently Asked Questions (FAQ) About Extreme Heat

NYT: A Common Symptom of Heat Illness: Denial

Child Care Weather Watch: When is it okay to play outside and for how long? Check out this great chart from the Iowa Department of Public Health.

Snakes and Insects

And since folks are getting out and about, here are resources on snake and insect bites…

Guidelines - Venomous Snakebites in the United States: Management Review and Update

Common Spider Bites

Practical Guide to Anaphylaxis

Poisonous Plants

Finally, don’t forget to watch out for…

Poison ivy, poison sumac, and poison oak

Guidelines of care for atopic dermatitis

1: BMJ. 2008 Apr 26;336(7650):924-6.

GRADE: an emerging consensus on rating quality of evidence and strength of

recommendations.

Guyatt GH, Oxman AD, Vist GE, Kunz R, Falck-Ytter Y, Alonso-Coello P, Schünemann
HJ; GRADE Working Group.

Collaborators: Alderson P, Alonso-Coello P, Andrews J, Atkins D, Bastian H, de
Beer H, Brozek J, Cluzeau F, Craig J, Djulbegovic B, Falck-Ytter Y, Fervers B,
Flottorp S, Glasziou P, Guyatt G, Harbour R, Haugh M, Helfand M, Helfand M,
Jaeschke R, Jones K, Kunnamo I, Kunz R, Liberati A, Marzo M, Mason J, Mrukovics
J, Norris S, Oxman A, Robinson V, Schünemann H, Tan Torres T, Tovey D, Tugwell P,
Tuut M, Varonen H, Vist G, Wittington C, Williams J, Woodcock J.

Department of Clinical Epidemiology and Biostatistics, McMaster University,
Hamilton, ON, Canada L8N 3Z5. guyatt@mcmaster.ca

PMID: 18436948 [PubMed - indexed for MEDLINE]

2: Medsurg Nurs. 2008 Feb;17(1):55-60.

Nurse knowledge, skills, and attitudes related to evidence-based practice: before

and after organizational supports.

Munroe D, Duffy P, Fisher C.

School of Nursing, Northern Illinois University, DeKalb, IL, USA.

Publication Types:
Evaluation Studies

PMID: 18429543 [PubMed - indexed for MEDLINE]

3: J Contin Educ Nurs. 2008 Apr;39(4):166-72.

Nurses reclaiming ownership of their practice: implementation of an

evidence-based practice model and process.

Reavy K, Tavernier S.

Boise State University, Department of Nursing, Boise, Idaho 83725-1840, USA.

This article describes a new model and process to implement evidence-based
practice. This model builds on concepts from the Iowa Model of Evidence-Based
Practice, the Stetler model, and Rosswurm and Larrabee's model. The new model
focuses on the centrality and involvement of staff nurses in making
evidence-based practice clinical changes. Two figures illustrate the model and
the implementation process. A detailed case study based on the model is included.
Barriers identified in the literature review are addressed in the case study.
Implementation of this model creates opportunities for staff nurses to recognize
ownership of their practice and their role in changing the practice setting to a
culture of evidence-based practice.

PMID: 18429370 [PubMed - indexed for MEDLINE]

4: J Contin Educ Nurs. 2008 Mar;39(3):105-9; quiz 110-1.

Increasing understanding of nursing research for general duty nurses: an

experiential strategy.

Sawatzky-Dickson DM, Clarke DE.

Health Sciences Centre, Winnipeg, Manitoba, Canada.

Misconceptions and trepidation about research abound among practicing nurses.
However, in light of the movement toward increasing accountability to consumers
and the concurrent drive toward evidence-based practice, the need for nursing
research can no longer be ignored. Innovative approaches to augment nurses'
training and education in research and evidence-based practice must be
incorporated into continuing education programs. The Nursing Research and
Evidence-Based Practice Committee of a large tertiary care teaching hospital in
Winnipeg, Manitoba, Canada, developed a series of opportunities for staff nurses
to participate in research projects and have ongoing exposure to the steps in the
research process. The Great Canadian Cookie Experiment was an opportunity to
participate in quantitative research. Qualitative data from patients' thank you
cards were analyzed in an interactive fashion during luncheon seminars held
during Nursing Week in 2 subsequent years. A survey of nurses who participated in
the luncheon seminars indicated an overall increase in their knowledge about
qualitative research methods and an appreciation for participating in the process
of nursing research. Continued visibility of nursing research will contribute to
changing nurses' attitudes toward fostering an evidence-based approach to
clinical practice.

PMID: 18386697 [PubMed - indexed for MEDLINE]

5: Int J Nurs Terminol Classif. 2008 Jan-Mar;19(1):14-9.

An exemplar of the use of NNN language in developing evidence-based practice

guidelines.

Kautz DD, Van Horn ER.

University of North Carolina at Greensboro, NC, USA. ddkautz@uncg.edu

PURPOSE. To explore the use of standardized language, NNN, in the development of
evidence-based practice (EBP). DATA SOURCES. Published research and texts on
family interventions, nursing diagnoses (NANDA-I), nursing interventions (NIC),
and nursing outcomes (NOC). DATA ANALYSIS. Research literature was summarized and
synthesized to determine levels of evidence for the NIC intervention Family
Integrity Promotion. CONCLUSIONS. The authors advocate that a "standards of
practice" category of levels of evidence be adopted for interventions not
amenable to randomized controlled trials or for which a body of research has not
been developed. Priorities for nursing family intervention research are
identified. IMPLICATIONS FOR NURSING PRACTICE. The use of NANDA-I nursing
diagnoses, NIC interventions, and NOC outcomes (NNN language) as research
frameworks will facilitate the development of EBP guidelines and the use of
appropriate outcome measures.

Publication Types:
Review

PMID: 18331480 [PubMed - indexed for MEDLINE]

6: J Nurs Manag. 2008 Apr;16(3):334-43.

Examining the knowledge, attitude and use of research by nurses.

Bonner A, Sando J.

School of Nursing Sciences, James Cook University, Cairns, Australia.
abonner@csu.edu.au

AIM: This study sought to determine the knowledge, attitudes and use of research
by nurses. BACKGROUND: There is little evidence about whether nurses are aware of
using research and how much research they use in their clinical practice. METHOD:
Using a descriptive design, 347 registered and Enrolled Nurses completed the
Edmonton Research Orientation Survey. RESULTS: Senior Nurse Managers were more
likely to have a positive attitude towards research, and completion of university
subjects on nursing research was significant in determining attitude and
knowledge of research. All nurses, regardless of position identified barriers to
performing research. CONCLUSION: Nurses require specific research education,
clinical nursing leadership and work environments conducive to ensure practice is
evidenced-based. IMPLICATIONS FOR NURSING MANAGEMENT: A positive attitude towards
research by Senior Nurse Managers has the potential to influence other nurses in
establishing an active nursing research culture and promote evidence-based
practice in the workplace.

Publication Types:
Research Support, Non-U.S. Gov't

PMID: 18324993 [PubMed - indexed for MEDLINE]

7: J Nurs Manag. 2008 Apr;16(3):327-33.

Increasing research evidence in practice: a possible role for the consultant

nurse.

Chummun H, Tiran D.

School of Health & Social Care, University of Greenwich, London, UK.
n.h.chummun@gre.ac.uk

AIMS: To determine the extent to which clinical nursing practice has adopted
research evidence. To identify barriers to the application of research findings
in practice and to propose ways of overcoming these barriers. BACKGROUND: Way
back in 1976, nursing and midwifery practice started adopting research evidence.
By 1990s, there was some transparency of research evidence in practice, but more
could have been done to widen its adoption. Many barriers were identified which
could hinder implementation of the evidence in practice, and the effort to remove
these remains weak. EVALUATION: 25 research articles from across Europe and
America were selected, and scrutinized, and recommendations analysed. FINDINGS:
Many clinical practitioners report a lack of time, ability and motivation to
appraise research reports and adopt findings in practice. The clinical
environment was not seen as research friendly as there were a general lack of
research activities and facilities locally. There was a clear lack of research
leadership in practice. IMPLICATION FOR NURSING MANAGEMENT: This paper reviewed
the research evidence from several published research papers and provides
consultant nurses with practical suggestions on how to enhance research evidence
application in their practice. It recommends how consultant nurses can make their
practice more research transparent by providing the required leadership, creating
a research-friendly organization, developing a clear research agenda and
facilitating staff develop a local research framework for reading research and
implementing research evidence in their practice.

Publication Types:
Review

PMID: 18324992 [PubMed - indexed for MEDLINE]

8: J Gen Intern Med. 2008 May;23(5):635-40. Epub 2008 Jan 5.

Tips for teachers of evidence-based medicine: understanding odds ratios and their

relationship to risk ratios.

Prasad K, Jaeschke R, Wyer P, Keitz S, Guyatt G; Evidence-Based Medicine Teaching
Tips Working Group.

Department of Neurology, Neurosciences Centre, All India Institute of Medical
Sciences, New Delhi, India.

Publication Types:
Review

PMID: 18181004 [PubMed - indexed for MEDLINE]

AACE Calls For New Standards for Safer Insulin Pump Use

2008-05-24 15:56:18
By: Richard Hellman, MD, FACP, FACE