Łukasz Samoliński

Validation study of the Polish version of the Evidence-Based Practice Profile Questionnaire

BackgroundDecisions about patient care in clinical practice should be made based on proven scientific evidence of efficacy and safety (i.e., evidence-based practice [EBP]). Currently, there are no available tools in Poland for assessing the knowledge and attitudes of specialists in health sciences towards EBP. Therefore, by validating the Polish version of the original English Evidence-Based Practice Profile Questionnaire (EBP2Q), we may provide an appropriate instrument for assessing EBP.MethodsThe validation group consisted of 1,362 people, including nurses and midwives taking the specialization exam, second-degree students in nursing/midwifery, and staff of selected municipal and clinical hospitals in Warsaw, Pruszkow, and Chelm. The study was conducted from March to June 2014. The following psychometric properties of the EBP2Q were assessed: reliability (Cronbach’s alpha coefficient, and test-retest), validity (exploratory factor analysis, Spearman’s r correlation coefficient, and assessment of inter-group differences), as well as unidimensionality of domains (principal component analysis).ResultsAll domains of the EBP2Q were characterized by high reliability (Cronbach’s alpha ranging from 0.800 to 0.972). The Polish version showed a strong similarity of factor structure with the original English EBP2Q, indicating that the condition for theoretical validity is fulfilled. Maintenance of the theoretical and discriminative validity and unidimensionality of five domains of the EBP2Q was confirmed.ConclusionsThe Polish version of the EBP2Q is comparable in terms of psychometry to the original English version. This questionnaire can be used to assess knowledge, attitudes, and skills concerning EBP among students and practicing professional nurses and midwives. The future validation of the EBP2Q in other groups of specialists in health sciences may increase the scope of applicability of this tool.

Próba szacowania edukacyjnej wartości dodanej jako miary efektywności kształcenia studentów pielęgniarstwa — badanie wstępne jednoośrodkowe

Wstep. Jedną z miar sluzących do oceny efektywności nauczania jest szacowanie edukacyjnej wartości dodanej (EWD), zdefiniowanej jako przyrost wiedzy studentow w wyniku prowadzenia procesu edukacyjnego. Cel pracy. Zbudowanie i wstepna walidacja modelu predykcyjnego o potencjalnym zastosowaniu w ocenie EWD. Material i metody. Przeanalizowano wyniki ksztalcenia z toku studiow na kierunku pielegniarstwo na Warszawskim Uniwersytecie Medycznym (WUM): zbior danych uczących sie (n = 1539) i testowych (n = 139); średnia wieku 19,6 ± 2,40 lat; 90% kobiet. Zastosowano model liniowej regresji wielorakiej z siedmioma predyktorami: oceny egzaminacyjne uzyskane przez studentow z zakresu nauk podstawowych i podstaw opieki pielegniarskiej; zmienna wynikowa: średnia ocen z egzaminow dotyczących opieki specjalistycznej; jakośc prognozy: wspolczynnik korelacji r-Pearsona; oszacowanie EWD na podstawie średniej roznicy miedzy wynikiem przewidywanym a rzeczywistym. Wyniki. Model regresji wielorakiej byl istotny statystycznie (F [7,1526] = 346,72; p < 0,0001), a poszczegolne predyktory wyjaśnialy w sumie ponad 60% wariancji średniej ocen. Jedynie oceny z przedmiotu fizjologia nie wykazywaly istotnego statystycznie wplywu na wartośc średniej ocen. Najwyzszy wplyw na osiągniecia studentow z zakresu opieki specjalistycznej mialy wyniki ksztalcenia z przedmiotow farmakologia (b stand. = 0,326) i podstawowa opieka (b stand. = 0,325). Otrzymany w toku analizy korelacyjnej wynik wskazuje na dobre parametry predykcyjne testowanego modelu regresji (korelacja r-Pearsona 0,772). EWD jako średnia z roznic miedzy wynikami oczekiwanymi a uzyskanymi z modelu predykcyjnego wyniosla –0,038. Wnioski . 1. Proponowany model regresji moze stanowic podstawe do szacowania EWD na kierunku pielegniarstwo na WUM. 2. Przedstawiona metodologia budowania i walidacji modelu predykcyjnego moze byc stosowana przez inne uczelnie ksztalcące studentow na kierunku pielegniarstwo na studiach pierwszego stopnia.

Przegląd piśmiennictwa pielęgniarskiego na przykładzie czasopisma „Problemy Pielęgniarstwa”

Wstep. Czasopismo „Problemy Pielegniarstwa” jest oficjalnym pismem Polskiego Towarzystwa Pielegniarskiego, w ktorym są publikowane recenzowane artykuly poglądowe, oryginalne prace badawcze z dziedziny pielegniarstwa i dziedzin pokrewnych, sprawozdania, komentarze, recenzje oraz oficjalne stanowiska miedzynarodowych stowarzyszen zawodowych. Cel. Celem pracy byla ilościowa i jakościowa analiza publikacji zamieszczonych w czasopiśmie „Problemy Pielegniarstwa”. Material i metody. Do analizy wlączonych zostalo 613 artykulow elektronicznych, opublikowanych w latach 2007–2015, wydanych w 34 zeszytach czasopisma. Średnio w jednym numerze czasopisma publikowanych jest 18 artykulow. Najwiekszy odsetek spośrod wszystkich publikacji dotyczyl prac oryginalnych i artykulow poglądowych. Wyniki/Wnioski. W wyniku przeprowadzonej analizy dostepnych materialow źrodlowych zauwazono znaczący rozwoj tendencji do wydawania pozycji specjalistycznych i klinicznych w obszarze pielegniarstwa, jednak rosnąca ich liczba nie jest tozsama ze wzrostem jakości. W ostatnich latach na lamach „Problemow Pielegniarstwa” ukazuje sie coraz wiecej prac oryginalnych, co jest dobrym prognostykiem na przyszlośc i świadectwem coraz wiekszego zainteresowania pielegniarek prowadzeniem badan naukowych.

Attempt at the assessment of the infuence of the education on the level of knowledge of legal regulations concerning nursing profession among nurses

Abstract Introduction. The profession of a nurse should be practised along with the standards of the most recent medical knowledge and law. Aim. The authors aimed at assessing the relationship between nurse’s education and their knowledge of the legal regulations, taking into account nurses’ performance at work. Material and methods. A total of 91 nurses were included in the study group. The mean age of the nurses was 34 years (min. 22, max. 63). Group 1: 32 nurses with medium-level education, group 2: 59 nurses with higher-level education. The study tool was a voluntary and anonymous survey questionnaire the authors’ own design, consisting 36 questions. The results obtained were subjected to statistical analysis using STATISTICA 10.0 (Medical University of Warsaw licence), nonparametric U Mann-Whitney Test α<0.05). Results. 69 nurses declared they knew the legal acts regulating their profession, Group 2 members were significantly more likely to know them (p<0.007). Nurses with higher education were statistically more likely to be aware of the independent character of the profession they practised (p<0.002). Most nurses were aware of their right to refuse a doctor’s order in case it is noncompliant with their conscience (p=NS). Conclusions. Even though the respondents had relatively good knowledge of legal regulations concerning their profession, it needs to be complemented, for instance through postgraduate education. In the study group, education affected the level of knowledge of nurses. Particular attention should therefore be given to the provision of complementary knowledge of the principles of practising the profession of a nurse to the group of nurses with medium-level education.

Knowledge of students of selected universities about expanding professional competence of nurses and midwives with reference to prescribing medicines, writing out prescriptions, and referring for diagnostic tests

Abstract Introduction. Since January 1st, 2016, particular groups of nurses and midwives in Poland are allowed to write prescriptions and refer patients to diagnostic procedures without doctors’ involvement. Aim. The aim of the study was to assess what university students know about the changes that expanded the professional competencies of nurses and midwives. Material and methods. The study group comprised of 535 students of three different universities. The group was 82% female and the mean age was 23 years (min.=19; max.=58, SD=4.780). Nursing students were the largest group among the study participants (177 individuals which meant 33% of the total), followed by Medicine students (145 individuals, 27% of all), Midwifery (107 persons, 20% of the total), and Public Health (100 persons, 19% of all). As many as 324 respondents (60%) had never participated in any medical law-related courses. A voluntary and anonymous survey containing 39 questions divided into 3 parts: 13 questions about knowledge, 26 statements concerning attitudes using a Likert scale, 8 demographic questions) was used. Obtaining an approval from the University’s Ethical Review Board was not required. Pearson’s chi-square test was used to compare frequency of the correct answers by students of every major. The Kruskal-Wallis rank test with a post-hoc analysis for multiple comparison of mean rank sums, STATISTICA version 12.5 (StatSoft, Inc.), licensed to MUW, α=0.05, were used to calculate the differences in summative points for correct answers. Results. Nursing students were significantly more likely to choose the correct answers, unlike Medicine or Public Health students (p<0.001), as well as Midwifery students (p<0.002). The answers provided by the students of Medicine, Public Health, and Midwifery were relatively similar. Conclusions. The knowledge of students of various Polish universities concerning the expansion of professional competencies of nurses and midwives was insufficient and needs to be urgently updated. Learning curricula to be modified not only for students of Nursing and Midwifery but also for other members of therapy team, e.g. physicians and pharmacists as well as specialists in public health.