Nurse Education in Preventing Hospital-Acquired Pressure Injuries: A Systematic Review

QUESTION

Kindly help solve this assignment using these articles.

Gaspar, S., Peralta, M., Marques, A., Budri, A., & Gaspar de Matos, M. (2019). Effectiveness on hospital-acquired pressure ulcer prevention: a systematic review. International wound journal, 16(5), 1087-1102. https://doi.org/10.1111/iwj.13147

Karimian, M., Khalighi, E., Salimi, E., Borji, M., Tarjoman, A., & Mahmoudi, Y. (2020). The effect of educational intervention on the knowledge and attitude of intensive care nurses in preventing pressure ulcers. The International journal of risk & safety in medicine, 31(2), 89-95. https://doi.org/10.3233/JRS-191038

PICOT Question: In high-risk patients for hospital-acquired pressure injury (HAPI) does nurse education on prevention protocols decrease HAPI per 1000 patient days over 6 months?

Introduction

1. Introduce your nursing practice problem and discuss the purpose of your paper.
2. State your PICOT question.

Background of Studies

1. Summary of studies including problem, significance to nursing, purpose, objective, and research question.

How Do These Two Articles Support the Nursing Practice Problem You Chose?

1. Discuss how these two articles will be used to answer your PICOT question.
2. Describe how the interventions and comparison groups in the articles compare to those identified in your PICOT question.

Method of Studies

1. State the methods of the two articles you are comparing and describe how they differ.
2. State one benefit and one limitation of each method you have identified.

Results of Studies

1. Summarize the key findings of each study in one or two comprehensive paragraphs.
2. What are the implications of the two studies in nursing practice?

Ethical Considerations

1. Discuss two ethical considerations in conducting research.
2. Describe how the researchers in the two articles you chose took these ethical considerations into account while performing their research.

Conclusion

ANSWER

Nurse Education in Preventing Hospital-Acquired Pressure Injuries: A Systematic Review

Introduction

Hospital-acquired pressure injuries (HAPI) pose significant challenges to patient care and quality outcomes. To address this nursing practice problem, this paper aims to evaluate the effectiveness of nurse education on prevention protocols in high-risk patients for HAPI. The PICOT question guiding this review is: “In high-risk patients for hospital-acquired pressure injury (HAPI), does nurse education on prevention protocols decrease HAPI per 1000 patient days over 6 months?”

Background of Studies

The problem of HAPI is a critical concern in healthcare settings, leading to increased morbidity and healthcare costs. The significance to nursing lies in the pivotal role nurses play in patient care and prevention of HAPI. The purpose of this paper is to review existing literature to explore the effectiveness of nurse education in reducing HAPI rates. The objective is to identify evidence-based interventions that can improve nursing practice and patient outcomes.

Studies Supporting the Nursing Practice Problem

The first study by Gaspar et al. (2019) is a systematic review that evaluates the effectiveness of hospital-acquired pressure ulcer prevention strategies. It provides valuable insights into various interventions and protocols for preventing HAPI, which can be used to answer the PICOT question. The second study by Karimian et al. (2020) examines the effect of an educational intervention on the knowledge and attitude of intensive care nurses in preventing pressure ulcers. This study directly aligns with the focus of the PICOT question, investigating the impact of nurse education on HAPI prevention.

The methods of the two articles differ in terms of study design. Gaspar et al. (2019) conducted a systematic review, analyzing various studies on HAPI prevention. Karimian et al. (2020), on the other hand, employed an educational intervention to assess its impact on nurses’ knowledge and attitude.

The benefits of the systematic review approach (Gaspar et al., 2019) lie in its comprehensive analysis of multiple studies, providing a broader understanding of HAPI prevention strategies. However, its limitation lies in the potential for bias in the selection and inclusion of studies. In contrast, the educational intervention study (Karimian et al., 2020) offers more direct insights into the effectiveness of nurse education, but its limitation includes the possibility of a small sample size and limited generalizability.

Results of Studies

Gaspar et al. (2019) found that nurse education and implementation of prevention protocols significantly reduced HAPI incidence. Karimian et al. (2020) reported that an educational intervention improved nurses’ knowledge and attitude, leading to better adherence to prevention protocols.

Implications in Nursing Practice

The findings of these studies underscore the importance of nurse education and protocol implementation in preventing HAPI. Integrating evidence-based education into nursing practice can empower nurses to better identify high-risk patients and implement appropriate prevention measures.

Ethical Considerations

Two ethical considerations in conducting research are informed consent and confidentiality. Both studies (Gaspar et al., 2019; Karimian et al., 2020) ensured participants’ informed consent and maintained data confidentiality to protect the rights and privacy of individuals involved.

Conclusion

Nurse education on prevention protocols is crucial in reducing HAPI rates in high-risk patients. The evidence from the two articles supports the effectiveness of educational interventions in improving nurses’ knowledge and attitudes towards HAPI prevention. By integrating these findings into nursing practice, healthcare professionals can work towards achieving better patient outcomes and enhancing the quality of care provided to high-risk patients for HAPI.