BACKGROUND

Healthcare-acquired infections (HAIs) are adverse events brought about by non-compliance of the healthcare staff to set of infection prevention and control (IPC) standards. Consequently, additional medical costs, increased mortality and morbidity rates, and decreased quality of life among patients can happen. As valuable players in preventing and controlling HAIs, nurses must have good knowledge and strict compliance with infection control; however, recent evidence suggests that nurses may need more knowledge or better integration into practice. Nurses' degree of knowledge and practice in preventing and controlling HAIs and factors influencing them should be determined to provide solutions appropriately.

The study specifically sought answers to the following questions: (1) What is the level of knowledge of nurses in the prevention and control of HAIs? (2) What is the degree of practice of nurses in the prevention and control of HAIs? (3) Is there a significant relationship between nurses' knowledge level and degree of practice in the prevention and control of HAIs? (4) What are the facilitating and hindering factors that affect nurses' practice in the prevention and control of HAIs?

The study utilized a quantitative descriptive correlational design. The study was conducted from May to June 2023 at a private tertiary hospital in Baguio City. The study included 128 nurses who fit the inclusion criteria. The respondents were asked to answer three questionnaires, and the data were statistically treated using mean, Spearman Rank correlation, frequency, percentage, and rank distribution.

The study found that nurses possess good knowledge and a suboptimal degree of practice in preventing and controlling HAIs. The results showed that no significant relationship existed between nurses' knowledge level and degree of practice in preventing and controlling HAIs. Perceived personal benefits and organizational encouragement were seen to primarily facilitate the prevention and control practices of nurses. The primary hindrance identified was workload due to staff shortage, poor dissemination of guidelines, and personal discomfort associated with the use of PPE.

A good level of knowledge is a derivative of learnings obtained through various educational modalities and these strategies are considered effective means of knowledge formulation. However, created knowledge without actual application into practice results in overuse of unhelpful interventions. To avoid the unnecessary effects of ineffective knowledge translation, a multifactorial consideration is necessary to identify other factors that may influence the practices of nurses on HAI prevention and control because knowledge does not solely improve or worsen actual practices. Identified facilitating factors should be supported, and hindering factors should be addressed. Further recommendations based on the study results include strengthening existing programs and policies, and developing accessible materials to improve the present practices of nurses.

BACKGROUND AND OBJECTIVE

Nurses comprise the majority of the health workforce in the Philippines. Previous studies revealed that nurses manifest negative mental health outcomes exacerbated by COVID-19 pandemic. This study aims to determine the Professional Quality of Life (ProQOL) of nurses in the Philippines and their workplace psychosocial support interventions during the pandemic. The ProQOL measures compassion satisfaction (CS), burnout (BO), and secondary traumatic stress (STS).

A self-administered online questionnaire was disseminated by the Philippine Nurses Association, Inc. to affiliated nurses via email and Facebook posts. Out of 713 responses, 239 were eligible with their data analyzed using t-test, one-way ANOVA, and post hoc pairwise multiple comparisons.

Respondents were found to have high CS (41.95 [SD 5.97]), moderate BO (23.56 [SD 6.07]), and moderate STS (26.62 [SD 8.18]). The most reported intervention was policies on confidentiality of workers’ mental health (84.94%) while the least reported was community engagements under the hospital’s mental health program (61.51%). ProQOL scores significantly differed in CS by age (p=0.011), position (p=0.044) and monthly income (p=0.016), BO by age (p=0.001) and years with current employer (p=0.009), and STS by region (p=0.017) and area of assignment (p=0.015). The existence of interventions yielded significant increase in CS and decrease in BO scores.

Nurses in the Philippines exhibit high and favorable ProQOL during the pandemic. The majority of respondents reported the presence of workplace interventions which yield significant differences in CS and BO. The findings highlight the importance of workplace psychosocial support interventions and the need to strengthen implementation.

BACKGROUND AND OBJECTIVES

This study at a national tertiary hospital in Manila, Philippines investigated the use of the "Copy and Paste" Function (CPF) within their Electronic Medical Record (EMR). While CPF has benefits and risks, little is known about its usage patterns and impact on patient safety at the institution. This study explores nurses' perceptions and recommendations on CPF use in this hospital’s EMR, assessing its prevalence, impact on patient safety, associations between prevalence and impact, and providing usage recommendations.

A sequential explanatory research design was employed using surveys and semi-structured interviews. Ethical clearance was obtained before data collection. Instruments were adapted from similar studies and have undergone expert validation. Content validity was confirmed, and internal consistency was acceptable (Cronbach’s Alpha = 0.77). Stratified random sampling determined the respondents per area. Data analysis included descriptive statistics, Spearman’s rho, and thematic analysis.

The survey (n = 256) showed CPF use by nurses and doctors, and was confirmed by semi-structured interviews (n = 9). Nurses generally perceived CPF's impact on documentation as neutral (40.17%), leaning towards positive impact. Interviews supported this, revealing both “challenges” and “benefits” of CPF use as themes after thematic analysis. There was no statistically significant association between perceived CPF prevalence and its perceived impact on patient safety (p = 0.164). The theme “considerations for safe CPF use” also emerged from the analysis.

This study found mixed perceptions on CPF’s impact in healthcare. There is a call to continue its use, but safety measures must be implemented first. Recommendations include order verification, caution, practice standardization, selective CPF usage, additional technological features, and alternative documentation methods. A governance structure to manage EMR-related issues, such as unsafe CPF practices, is also recommended to ensure proper monitoring and response.

OBJECTIVES

This study aimed to develop and to pilot-test a tailored introductory Evidence-Based Practice (EBP) training program for registered nurses. Despite the recognized importance of EBP in nursing, many practicing nurses lacked formal training and confidence in its application. This study addressed the gap in accessible and entry-level EBP education designed specifically for EBP competency among nurses.

A quasi-experimental one-group pretest-post test design was employed in this study. A convenient sample of 23 registered nurses from a tertiary educational institution in Angeles City, Pampanga, Philippines had participated in the pilot testing. The introductory EBP Training Program was developed based on core EBP competencies and structured into a modular format. The program was delivered in a computer laboratory setting and conducted for eight to ten hours. The training included lectures, guided case-based discussions, and hands-on exercises covering each step of the EBP process.

Data were collected using the Academic Center for Evidence-Based Practice Readiness Inventory (ACE-ERI) before and after the intervention. Statistical analysis was performed using paired sample t-tests to assess differences in pre- and post-intervention scores. All analyses were conducted using SPSS version 26. Ethical approval was obtained from the Holy Angel University Institutional Review Board (HAU-IRB).

The EBP training program resulted in a statistically significant improvement in both knowledge and confidence in using evidence-based practice. Participants' knowledge scores increased from a pre-test mean of 7.04 (SD = 1.72) to a post-test mean of 8.30 (SD = 1.87), while confidence scores rose from 64.61 (SD = 17.32) to 88.43 (SD = 16.80). Wilcoxon signed-rank tests confirmed the significance of these improvements in both EBP knowledge (Z = -4.16, p < .001) and confidence (Z = -3.56, p < .001).

The study demonstrated that the evidence-based practice (EBP) training program led to a significant improvement in nurses' knowledge and skills, as evidenced by the marked difference in pre- and post-test scores. EBP training programs can effectively enhance healthcare professionals' capacity to integrate evidence into clinical practice. Based on these findings, healthcare organizations should consider incorporating EBP training into regular professional development programs for nurses. EBP training programs should focus on fostering practical application skills and include more case-based learning to further reinforce the integration of EBP in clinical decision-making. Lastly, future researches may explore focusing on long-term outcomes of EBP training, including its impact on patient care and organizational practices, to assess the sustainability of the knowledge gained through such interventions. Overall, by enhancing EBP training and supporting its widespread adoption, healthcare systems can further improve the quality of patient care and promote a culture of continuous learning and evidence-based decision-making.

Human ; Health ; Nurses

Human ; Research Personnel ; Nurses ; Students

BACKGROUND AND OBJECTIVE

There are mixed reports on nurses’ satisfaction with electronic medical records (EMR) in literature, and facilitators and barriers to its adoption were reported frequently. A Philippine public tertiary hospital developed an EMR to facilitate remote access to patient charts outside its COVID-designated areas during the pandemic. This study aims to assess nurses’ satisfaction with EMR use in order to improve their user experience. The Delone and McLean Information System (D&M IS) Success Model was used as its framework. This offers a unique perspective to EMR adoption by accounting for the effects of the pandemic.

A descriptive, cross-sectional, quantitatively driven, concurrent mixed-methods design was employed. Nurses from the hospital were recruited for the survey (n=353) and the focus group discussions (n=14). Ethical approval was obtained prior to its conduct. Analysis was done through descriptive statistics, multiple linear regression, and thematic analysis. Data were integrated to appreciate the differences in their experiences from the point of adoption up to their current experiences.

Nurses initially faced challenges with the EMR when it was introduced, but improvements and continuous use have led to their current high satisfaction. Despite mandatory use and high usage scores, some daily tasks are still done manually. Use, length of service, number of patients handled, designation, and area of assignment were found to be associated with satisfaction. Thematic analysis highlighted several adoption prerequisites in this setup, including assessment of user competence and experience, and the provision of training, structural necessities, and organizational support.

This study found high use and satisfaction scores, aligning with the D&M IS Success Model, despite initial adoption challenges. Recommendations include maintaining high EMR use and improving efficiency, communication, and collaboration. Emphasis was placed on the provisions of better training and continuous feedback gathering.

BACKGROUND

The crop of novice nurses who are currently employed is a product of flexible learning who had limited contact hours with actual patients, which is contrary to those who graduated from traditional learning modalities. Hence, it is essential to evaluate how the impact of flexible learning modality has affected the practice preparedness levels of novice nurses in the hospital setting.

This study aimed to determine the level of practice preparedness and its associated factors among novice nurses who work in private hospitals.

The study utilized a cross-sectional survey design. Data was gathered from a total enumeration of ninety-four novice staff nurses who graduated from the flexible learning curriculum and are currently employed in private hospitals in Baguio City and La Trinidad. The tool used was a questionnaire in two parts. Part 1 consisted of questions related to demographic information and factors related to practice preparedness, and part 2 included the Nursing Practice Readiness Scale, with validity and reliability scores of >0.924 and 0.90, respectively. The data was analyzed using the SPSS V27 trial version. The protocol was approved by the Saint Louis University Research Ethics Committee.

Findings reveal that more novice nurses in private hospitals perceived themselves as well-prepared across all domains of practice preparedness: “Collaborative Interpersonal Relationship” (n=94, 100%); “Patient Centeredness” (n=92, 97.90%); “Self-regulation” (n=90, 95.70%); “Clinical Judgment and Nursing Performance” (n=78, 83.00%); and “Professional Attitudes” (n=76, 80.90%). There is a significant association between practice preparedness and the following factors: “Attended more than one Training/Seminars per year” (p=0.02), “Graduated from Private Schools” (p=0.03), and “Assigned in Regular Wards” (p=0.05). On the other hand, no significant association was found between practice preparedness and the following factors: “Sex” (p=0.61) and “Membership in Professional Organizations” (p=0.73).

In agreement with existing studies, practice preparedness is multifactorial. However, what this study contributes are new factors that are favorable in making novice nurses more confident in performing their roles and responsibilities. These include being a graduate of private schools, being assigned to regular wards, and attending professional training/seminars more than once annually. Advantageously, these factors that promote practice preparedness are modifiable.

Background: The nursing profession had recently noted a significant increase of men entering the profession. However, in countries like Canada where men comprise approximately 9% of the regulated nursing population---they were viewed as untapped human health resource due to an estimated 117,600 nurse shortage in Canada by 2030. Addressing barriers such as gender-based stigmatization, role strain, and stereotypes could improve male representation and help mitigate this workforce gap globally. The objectives of this study's literature review was to explore and to critically examine stigmatization, stereotypes, and other genderbased barriers that men face in the educational and professional setting while analyzing what influences their recruitment and retention in the nursing profession. Method: The literature review was based on related databases, such as CINAHL and PubMed, where barriers that exist for men in the nursing profession and in their undergraduate nursing education were explored. The search was restricted to international literature published in the English language with a publication date limited from 1990 to present. Key factors noted in the literature review that affected men in nursing education and the nursing profession were summarized as follows: (i) the historical feminization of nursing and (ii) stigma, role strain and stereotypes. These factors created barriers for men in nursing education and the nursing profession. Conclusion A variety of factors encompassing stress, barriers, and role strain affected the recruitment and retention of nursing students and professionals. It was discovered that there was a need to encourage men to enter the nursing profession using proactive and intentional recruitment strategies to de-gender the nursing profession and to remove the systemic barriers examined.
Nurses ; Male ; Role Strain ; Role Conflict

BACKGROUND

The capability of nurse educators to teach and practice quality improvement (QI) is crucial in assisting students in their transition to becoming professionals. Understanding the strengths and limitations of nurse educators on QI can be a logical start to determine if they can keep up with the expectations.

This paper aimed to determine the nurse educators' knowledge, preparation, application, and participation in QI, as well as the differences when grouped according to years of teaching and BSN degree completion.

A descriptive correlational design was utilized involving nurse educators from six nursing schools in Baguio City, Philippines. Only full-time nurse educators with official teaching load during the data gathering, regardless of academic background and position, were eligible. Faculty members who were on leave were excluded. A self-made tool (CVI 0.90, Cronbach's alpha 0.90) was used to gather data. Unpaired t-tests and ANOVA were used to determine the significant differences in the scores. Multiple regression was utilized to compute the relationship between knowledge, preparation, and participation in applying QI.

104 nurse educators responded. Results show that they are knowledgeable (x̄= 15.82; SD = 0.11), somewhat prepared (x̄= 2.93; SD = 0.08), and participated reasonably well (x̄= 2.77; SD = 0.11) on QI. Higher scores were given to the application of QI in the nursing courses (x̄= 2.44; SD = 0.08) and teaching-learning strategies (x̄= 0.83; SD = 0.07), compared with its application in improving Self as educators (x̄= 2.30; SD = 0.11), and improving student's learning outcomes (x̄= 2.13; SD = 0.11). Scores of nurse educators with more than ten years of teaching experience significantly differed in the extent of knowledge, application in teaching-learning strategies, and application of QI tools to improve Self and participation compared to those with less teaching experience. The scores did not significantly vary when grouped according to BSN degree completion. A positive relationship was observed between preparation and the application of QI tools to improve Self (p = 0.00). Data also showed a positive relationship between participation with application in nursing courses (p = 0.00), application of QI tools to improve Self (p = 0.00), and student learning outcomes. (p = 0.00).

The results of this study are encouraging and show the potential of nurse educators to apply quality improvement in the nursing curriculum. The adept use of technological tools in producing QI projects can augment the strength of nurse educators in meeting patient-centered care. Teaching experience can contribute to a better grasp of the concepts and maximum integration of quality improvement in nursing students' learning. Identifying, mobilizing, and supporting QI champions to spearhead the mentoring of new faculty members on QI may be a viable strategy to sustain a culture that values quality improvement. It further calls for the attention of educational institutions to develop policies to inform nurse educators in applying QI concepts.