Qualitative content analysis is defined as the subjective interpretation of text data through systematic classification and coding to identify themes and patterns. It can be used with both qualitative and quantitative data in either an inductive or deductive manner. Content analysis is a valid research method used to make inferences from data and provide new insights. It involves preparing the data, organizing it into categories, and reporting the results. The trustworthiness of content analysis relies on clearly linking the data to the results.
Qualitative data collection involves several key steps and considerations. Researchers must identify participants and sites, gain access and permissions, define what types of data to collect such as through observations, interviews, or documents, develop appropriate data collection tools, and collect data in an ethical manner. There are various sampling strategies such as purposive sampling to select information-rich cases. Key informants can provide insider perspectives. Interviews and focus groups are common but time-intensive methods to directly collect words from people. Reflective journals and field notes also capture qualitative data over time from single or multiple observers.
Critical thinking is an important skill for nurses that involves actively and skillfully analyzing, evaluating, and applying information. It includes cognitive skills like interpretation, analysis, and evaluation, as well as attitudes like inquisitiveness and open-mindedness. Critical thinking can be developed in nursing education through various active learning strategies like simulations, problem-based learning, case studies, and evidence-based learning. These strategies encourage students to engage deeply with material and practice higher-order thinking.
International Nosocomial Infection Control Consortium 2010Susheewa Mulmuang
Â
This document summarizes data collected by the International Nosocomial Infection Control Consortium (INICC) on device-associated infections in intensive care units from 2003-2008. The INICC monitored over 155,000 patients in 173 ICUs across multiple countries. They found that rates of central line-associated bloodstream infections, ventilator-associated pneumonias, and catheter-associated urinary tract infections were significantly higher in INICC hospitals than in US hospitals. Resistance to various antibiotics was also substantially higher in INICC hospitals. Device-related infections were associated with crude excess mortalities ranging from 23.6-29.3%.
This document discusses approaches to infection control in countries with limited resources. It notes that healthcare-associated infections are much more common in developing countries compared to developed ones, and many are preventable. The key barriers to effective infection control in developing countries include lack of trained personnel, guidelines, and resources. The document recommends that countries prioritize appointing infection control teams, conducting basic surveillance to identify issues, and implementing low-cost preventative measures like hand hygiene, aseptic practices, and isolating infectious patients. Focusing on process monitoring through audits rather than expensive outcome surveillance is also advised. With minimal efforts, infection rates can be reduced to an "irreducible minimum" of around 5%.
The document summarizes healthcare-associated infection surveillance data from England in 2008-2009. It found dramatic decreases in several infections like MRSA and C. difficile compared to previous years. For example, there was a 35% drop in C. difficile infections. However, infections still occur so continued prevention efforts are needed. The data comes from mandatory reporting schemes and helps target control measures.
Healthcare-associated infections are a major problem that increase patient suffering and drive up costs. Proper hand hygiene is the most important practice for reducing infections, but many healthcare workers' hand hygiene compliance remains low. Hospitals need monitoring and accountability to ensure staff follow hand hygiene guidelines between patient contacts.
1. Imperforate anus is a birth defect where the rectum is not connected to the anus. It requires surgery to create an opening for stool passage.
2. Surgery for high or intermediate cases first creates a temporary colostomy. After months of growth, a more complex procedure connects the rectum to the new anus.
3. Necrotizing enterocolitis is a disease that affects premature infants, causing parts of the intestine to die. It requires stopping feeds, antibiotics, and may necessitate surgery to remove dead sections of bowel.
Gastroschisis is an abdominal wall defect where an infant's intestines protrude through a defect near the umbilical cord at birth. There is no protective sac covering the intestines. Infants born with gastroschisis require immediate medical intervention and surgery to return the intestines to the abdominal cavity. After surgery, infants are cared for in the neonatal intensive care unit while recovering, receiving IV fluids, antibiotics, and other treatments, with feedings beginning slowly through a nasogastric tube once bowel function resumes.
16. âThe integration of nursing science, computer
science and information science to manage and
communicate data, information and knowledge
in nursing practice.
Nursing informatics facilitates the integration
of data, information and knowledge to support
patients, nurses and other providers in their
decision-making in all roles and settings. This
is accomplished through the use of information
structures, information systems and
information technology (Staggers and BagleyThompson 2002; p.260).â
22. Healthcare Informatics
ICD (INTERNATIONAL STATISTICAL
CLASSIFICATION OF DISEASE AND
RELATED HEALTH PROBLEMS TENTH
REVISION)Â āļĢāļ°āļāļāļāļēāļĢāļāļąāļāļŦāļĄāļ§āļāļŦāļĄāļđāđāļāļāļāđāļĢāļ āļ āļēāļ§āļ°
āļāļ§āļēāļĄāđāļāđāļāļāđāļ§āļĒāđāļĨāļ°āļāļēāļĢāļāļēāļāđāļāđāļāļāđāļēāļāđ āđāļāļĄāļāļļāļĐāļĒāđāļāļāļ
āļāļāļāđāļāļēāļĢāļāļāļēāļĄāļąāļĒāđāļĨāļ (WHO)
43. References and Bibliography
SïâŊ McCormick, K. A., Delaney, C. J., Brennan, P. F., Effken, J. A., Kendrick, K.,
Murphy, J., Skiba, D. J., Warren, J., Weaver, C. A., Weiner, B., Westra, B. L.
(2007). Â Guideposts to the future: Â An agenda for nursing informatics. Â
Journal of the American Medical Informatics Association, 14(1), 19-24. Â doi: Â
10.1197/jamaia.M1996
SïâŊ Saba, V. K. (2001). Â Nursing informatics: Â Yesterday, today and tomorrow. Â
International Nursing Review, 48 (177-187).
SïâŊ Staggers, N., Gassert, C. A., Curran, C. (2002). Â Â
Informatics competencies for nurses at four levels of practice. Â Journal of
Nursing Education, 10(1), 303-316.
SïâŊ Staggers, N., Thompson, C. B, Snyder-Halpern, R. (2001). Â History and trends
in clinical information systems in the United States: Â Health policies and
systems. Â Journal of Nursing Scholarship, 33(1), 75-81.
SïâŊ http://www.scaat.in.th/New/new50/1_2550/sa_dss/SA2.pdf