Showing papers by "Phoenix College published in 2010"

Translating the evidence-based NICU COPE program for parents of premature infants into clinical practice: impact on nurses' evidence-based practice and lessons learned.

Abstract: Background and purpose Many interventions that have been supported as efficacious through research never make it to clinical practice to improve care and patient outcomes. Therefore, the purposes of this dissemination-implementation study were to determine (a) the impact of translating the evidence-based Creating Opportunities for Personal Empowerment (COPE) program for parents of premature infants into clinical practice on nurses' EBP (evidence-based practice) beliefs and implementation; (b) the best strategy for disseminating COPE into the neonatal intensive care unit (NICU), including evaluating the use of a COPE EBP mentor; and (c) barriers and facilitators to successful implementation of the COPE program. Subjects and methods The subjects for this study were 81 (45%) out of 180 nurses from a 55-bed NICU of a large children's hospital located in the Southwest region of the United States. The nurses completed the EBP beliefs and EBP implementation scales at baseline and 6 months after a full-day workshop on COPE and EBP and introduction of the COPE program into the unit. Evaluations from the nurses assisted in the identification of barriers and facilitators that fostered implementation of COPE in the NICU. Findings and conclusions Nurses in the 2 pods in which COPE was being implemented reported higher EBP beliefs and greater EBP implementation than did nurses in the non-COPE pods. The EBP mentor was instrumental in routine delivery of COPE to the parents. Strategies to accelerate the translation of efficacious interventions into clinical practice and to create cultures to support evidence-based care in healthcare systems are urgently needed.

Schools in the shadow of terrorism: Psychosocial adjustment and interest in interventions following terror attacks

Abstract: Following terrorist events, teachers and nonteaching school personnel are important in helping children recover, yet little is known about their willingness to assist with this We surveyed 399 employees from a Washington, DC-area school district following terror attacks (September 11, 2001, attacks; sniper shootings) about their exposure, adjustment, interest, and involvement in psychosocial interventions Between 10% and 27% experienced one or more symptoms of posttraumatic stress (depending on category of symptom) in the month prior to the survey Regression analyses revealed that peritraumatic distress, behavior change, and posttraumatic growth predicted interest in information on psychosocial interventions Feeling prepared, adaptively managing work responsibilities, and perceiving an increase in student problems were related to intervening with students Implications for school preparedness are discussed © 2010 Wiley Periodicals, Inc