Diana R. Mager

Deep vein thrombosis (DVT) is a commonly occurring problem-causing tissue damage, pain, immobility, and even death. This article describes the risk factors and pathophysiology associated with DVT; related signs, symptoms, and complications; diagnosing and treating DVT; and the role of the home care clinician when a patient suffers from this potentiallly debilitating and life-threatening condition.

To describe development, use and outcomes of a Home Healthcare (HHC) simulation experience. Quasi-experimental pre/posttest. Setting: A simulation center for nursing students (N = 108) completing an 8-hour simulation experience, followed by data collection on perceived benefits to their learning; and influence on their desire to work in HHC. 93% (n = 101) reported the simulation was helpful; 57.4% (n = 62) reported participation increased their desire to work in HHC. Use of a HHC-focused simulation had positive learning outcomes in this setting. In this sample, results suggest value in maintaining the simulation experience for future cohorts.

Purpose: To determine the impact of an educational intervention on student nurse knowledge of and interest in home care careers. Methods: A quasi-experimental pre-test/post-test design was used among nursing students (N= 108) completing an online module and simulation. Analysis: T-tests measured knowledge changes and descriptive statistics measured home care career interest. Findings: Knowledge increased significantly (p=.000) while preferred work setting rankings remained stable with a minimal but potentially impactful increase in home care interest. Conclusion: More education and research is warranted given home care workforce shortages and the need to imbed home care education into nursing curricula.

Schools of nursing are charged with preparing graduates to meet minimal practice standards upon workforce entry. To that end, students must pass the National Council of State Boards of Nursing Licensure Examination (NCLEX-RN®) upon graduation. Increased rigor and higher recent passing standards for the exam can contribute to declining scores, which negatively impact graduates and the nursing program. The purpose of this article is to describe a successful 10-step action plan implemented to remediate a brief dip in NCLEX-RN pass rates at one university. The plan contributed to a 10 percent increase in NCLEX scores within one year.

The purpose of this study was to reduce numbers of concurrently ordered sedative-hypnotic drugs for older adults in long-term (N = 220) and home-care (N = 357) settings. All active records were reviewed and numbers of sedative-hypnotics per patient were documented. Upon record review completion, educational sessions focused on dangers posed by use of multiple sedative-hypnotics were presented to nurses. One month posteducation, researchers reviewed the same records to evaluate changes. Matched pair t-tests suggested significant decreases in sedative-hypnotic use in long term, but not in the home care setting. Education in this area is critical within and across community settings.

The purpose of this year-long pilot study was to measure end-of-life care knowledge among health care providers (nurses, nursing assistants, therapists, spiritual care) in 5 home-care and long-term-care settings before and after attending educational sessions. The End of Life Nursing Education Consortium curriculum was used to inform 10 interactive, interprofessional educational sessions. Sessions were offered once per month for 10 months at each of the 5 partnering agencies. Quantitative data on end-of-life knowledge were gathered using a nursing-focused instrument that was modified for this study to address variation in provider role and educational level. Qualitative data via journal entries and structured interviews were also gathered. After session completion, mean scores (N = 34) improved significantly in 3 instrument categories (culture, communication, quality of life) and improved slightly in the remaining 6 instrument categories (nursing care, pain, symptom management, ethics/legal, grief and loss, and death), suggesting improved end-of-life knowledge among this sample. Qualitative results revealed participants perceived that they had gained knowledge for use in their current and future practice. Use of interactive small-group sessions focused on end-of-life care for interprofessionals was an effective method for increasing knowledge in these settings.