Evidence-Based Nursing Research

Effect of Training Program on Emotional Intelligence of Nurses Caring for Patients with Alzheimer’s Disease

Bahaa Eldin A. E. Ali — 2024-01-20

Context: Nurses are the cornerstone of the health care systems, and their work is associated with great pressure, and nurses are often overwhelmed. Emotional intelligence and its significance to nursing have been increasingly emphasized throughout the last few years. Emotional intelligence comprises a deposit of interrelated skills involving a capability to appraise one's emotions and those of others, utilization and regulation of one's emotions, and social skills.

This study aimed to evaluate the effect of training program on the emotional intelligence of nurses caring for patients with Alzheimer's.

Methods: A quasi-experimental (pre/post-test) design was used. The study was conducted at the geriatric units of Ain Shams University Hospitals and the geriatric department of Abassia Hospital, affiliated with the Ministry of Health. A study employs convenience sampling with a total number of 70 nursing staff who are working in the mentioned setting. Tools used for data collection were a self-administered questionnaire including two parts; part one concerned with sociodemographic characteristics of the studied nurses, and part two included the Emotional Intelligence Scale (EIS) to assess emotional intelligence in managing the workplace.

Results: The current study reveals that pre-program, 5.7% of the studied nurses have a high level of EI scores compared to about one quarter (22.9%) of the studied nurses who had a high level at post implementation of the program and increased to less than three quarters (71.4%) at follow up the program with a highly statistically significant difference between the levels of nurses’ emotional intelligence (p<0.001) comparing between pre-intervention and follow-up.

Conclusion: Emotional intelligence training program positively improves emotional intelligence levels among nurses caring for patients with Alzheimer’s disease. The study recommended that hospitals provide continuous in-service training, education, and awareness programs for nursing staff to enhance their skills regarding emotional intelligence. Nursing emotional intelligence skills should be included in undergraduate and postgraduate nursing curricula.

The Influence of HIV/AIDS Care and Support Services Accessibility on Utilization among HIV Infected Adults in Baringo County, Kenya

Danvas N. Otara — 2024-02-09

Context: Globally, efforts are being made to end the HIV/AIDS pandemic and improve the general health of people living with HIV/AIDS through continuous access to care and support services. However, the incidence of dropouts from utilization of HIV care and support services is rising among the HIV-positive clients enrolled in comprehensive care clinics in Baringo County for unidentified reasons. As a result, recognizing the opportunities and challenges in low-resourced communities that must be overcome to promote greater access to care and treatment will influence higher utilization.

Aim: This study evaluates the influence of accessibility of HIV/AIDS care and support services on the utilization of HIV-infected adults in Baringo County.

Methods: The study was conducted in Baringo County HIV comprehensive care centers. An analytical cross-sectional study design was used with 580 participants recruited. An interviewer-administered questionnaire was used to obtain data.

Results: Support from social services (p<0.0001), less frequent visits to clinics less than one month (p<0.0001), access to treatment interventions (p<0.0001), and easily accessible information (p <0.0001) were among the factors associated with good accessibility to HIV services, according to bivariate analysis. Conversely, being an atheist (p<0.006), residing in rural areas (p ≤0.0006), difficulty accessing services (p≤0.0001), and getting to another town (p < 0.03) or getting to another county (p ≤0.0004) were linked to inadequate access to HIV/AIDS care and support services.

Conclusion: The findings show that the efforts to support clients' access to HIV/AIDS care and support services should be made in response to their individual needs and consideration of geographical location. Besides, individualized HIV/AIDS services access depends on the support provided, where they are located, easily accessible information about the services, and how frequently they are provided. In contrast, living in rural areas, seeking services in a different town, feeling ashamed to visit clinics, and having a lower CD4 count were all associated with poor accessibility and utilization of HIV/AIDS care and support services. Consequently, it is necessary to establish support initiatives to address any of these access issues that particular clients might have.

Institutional Factors Influencing Self-Directed Learning Readiness among Nursing Students in Medical Training Colleges in Siaya County, Kenya

Moses J. Abiri — 2024-03-06

Context: Self-directed learning (SDL) is a prominent pedagogical approach in nursing education. The success of self-directed learning hinges upon an individual's readiness, which is influenced by the complexity of factors. Self-directed learning readiness represents an individual's capacity and willingness to take charge of their learning journey. Evaluating factors influencing self-directed learning readiness is pivotal for educational planning, aiding in selecting appropriate instructional methods tailored to students' academic strengths and weaknesses.

Aim: The study aimed to investigate institutional factors influencing self-directed learning readiness among nursing students in Medical Training Colleges in Siaya County

Methods: A cross-sectional analytical study design was adopted. The study was conducted among 404 nursing students in the Bondo and Siaya campuses of Kenya Medical Training College. Data on socio-demographics and institutional factors were collected using a self-administered questionnaire, and individuals' readiness was measured using Fisher's self-directed learning readiness scale.

Results: The majority of the students were female (67.1% n=271) compared to males (32.9% n=133), and overall, the self-directed learning readiness level among both of them was high among 73.5% of the studied students, with a mean score of 157.2. Notably, institutional factors that significantly influenced self-directed learning readiness were access to the institution's internet connectivity (OR=0.635; 95% CI=0.407-0.991; p=0.046) and self-directed learning mentorship (OR=0.402; 95% CI=0.213-0.76; p=0.005).

Conclusion: Access to internet connectivity and self-directed learning mentorship are crucial institutional factors significantly influencing self-directed learning readiness among nursing students. This study recommends strengthening mentorship strategies for self-directed learning and providing reliable internet connectivity to students at all times to enhance their readiness to learn.

Factors Influencing Nurse Interns’ Competence in Physical Assessment for Adult Patients

Nelly J. Kiplagat — 2024-03-17

Context: Physical assessment is essential to the overall health assessment, constituting the nursing process's first phase. The physical assessment competence of nurse interns has been observed as insufficient in evaluating and solving patients' health problems in the clinical environment. This insufficiency has negatively influenced their ability to make better clinical decisions for patients, thus contributing to poor quality of patient care.

Aim: To investigate factors influencing nurse interns' competence in physical assessment for adult patients.

Methods: Cross-sectional analytical research design guided the conduct of the study. The sample comprised 117 nurse interns in health facilities in the Western region of Kenya. Data collection was done using a self-administered questionnaire and health assessment observation checklist. The study was done in level 5 and 6 referral hospitals in the Western region of Kenya, covering the former Western, Nyanza, and Rift-valley provinces. These comprised Kericho, Nakuru, Kitale, Kakamega, Bungoma, and Kisii County Referral hospitals; Jaramogi Oginga Odinga and Moi Teaching and Referral Hospitals.

Results: The overall assessment showed that 35% (n=41) of nurse interns were competent in physical assessment with a score of 90% and above in physical assessment skills, while 65% (n=76) were not competent. Factors that were statistically associated with higher competence scores (≥ 90%) included the year of completion between 2016 – 2019 (OR: 3.1; 95% CI [1.1-8.5]; p=0.02), longer internship period between 9–12 months (OR: 0.2; 95% CI [0.1-0.5]; p=0.0002), more than seven months previous clinical experience before internship (OR: 0.4; 95% CI [0.2-1.0]; p=0.05), self-confidence in performing physical assessment accurately (OR: 4.5; 95% CI [1.9-10.5]; p=0.003) and motivation to learn more and perform physical assessment (OR: 0.4; 95% CI [0.2-1.0]; p= 0.042).

Conclusion: Nurse interns' competence in physical assessment skills is low, as shown by around one-third of study participants achieving a 90% and above score. Key factors that influence physical assessment competence are the year of completion, a longer period of internship, previous clinical experience before internship, self-confidence in performing physical assessment accurately, and motivation of nurse interns to learn more and perform physical assessment. The study recommends that nurse training institutions emphasize theoretical and practical sessions of physical assessment skills to enhance the competence and confidence of student nurses in physical assessment before the internship.