The effects of specific educational preparation on emergency nurses` clinical decisions regarding supplemental oxygen administration

Considine, Julie, Botti, Mari and Thomas, Shane 2006, The effects of specific educational preparation on emergency nurses` clinical decisions regarding supplemental oxygen administration, Nursing & health sciences, vol. 8, no. 4, pp. 73-80.

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Title The effects of specific educational preparation on emergency nurses` clinical decisions regarding supplemental oxygen administration
Author(s) Considine, Julie
Botti, Mari
Thomas, Shane
Journal name Nursing & health sciences
Volume number 8
Issue number 4
Start page 73
End page 80
Publisher Blackwell Publishing Asia
Place of publication Carlton, Vic.
Publication date 2006-05-26
ISSN 1441-0745
Keyword(s) clinical decision-making
education
emergency
knowledge
nursing
research
Summary Abstract The use of supplemental oxygen by emergency nurses has important implications for patient outcomes, yet there is significant variability in oxygen administration practises. Specific education related to oxygen administration increases factual knowledge in this domain; however, the impact of knowledge acquisition on nurses' clinical decisions is poorly understood. This study aimed to examine the effect of educational preparation on 20 emergency nurses' decisions regarding the assessment of oxygenation and the use of supplemental oxygen. A pre-test/post-test, quasi-experimental design was used. The intervention was a written, self-directed learning package. The major effects of the completion of the learning package included no change in the number or types of parameters used by nurses to assess oxygenation, a significant decrease in the selection of simple masks, a significant increase in the selection of air entrainment masks, fewer hypothetical outcomes of unresolved respiratory distress and more hypothetical outcomes of decreased respiratory distress. As many nursing education programs are aimed at increasing factual knowledge, while experience remains relatively constant, a greater understanding of the relationship between factual knowledge and clinical decisions is needed if educational interventions are to improve patient outcomes.
Language eng
Field of Research 111003 Clinical Nursing: Secondary (Acute Care)
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2006, The Authors
Persistent URL http://hdl.handle.net/10536/DRO/DU:30003915

Document type: Journal Article
Collection: School of Nursing and Midwifery
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