Nurse practitioners and clinical nurse experts specializing in ostomy care are responsible for the management and treatment of conditions that affect areas such as genitourinary, gastrointestinal together with integumentary, which include (digestive, skin and urinary systems. Consequently, their scope of care essentially encompasses the treatment of stomas, ostomies, chronic wounds, stomas, and urinary as well as fecal incontinence. Ostomy practitioners offer a multidisciplinary approach to medication across a sphere of care and in various settings. Although they have conventionally been a vital part of the acute care systems, they are becoming more fundamental part of outpatient care and are even increasingly found practicing in the long-term care facilities or even offering in-home care services. The rising number of the elderly and changes in the policies concerning health care has particularly triggered this.
In addition to the ostomy nurses being trained and educated to offer acute and rehabilitative care, they are also normally a remarkable source of support and comfort to both the victims and their families. Nonetheless, the challenges that the patients go through often give them social and emotional problems that require to be dealt with. Therefore, nurses are well trained and educated with all features of ostomy matters, which include offering advice, guidance and support. However, what matters is the way in which these nurses are trained, whereby some are trained using an anatomical ostomy apron while others just using the written literature. The anatomical ostomy is an educational tool that is used in the demonstration of both physiological and physical revisions, which occur when surgery is being performed. This forms the basis for this paper, which is an annotation bibliography of the comparison educational training using an anatomical ostomy apron with the written literature alone on how it affects nurses ostomy skills.
Describe the Problem and the Significance of the Problem
Most individuals are usually hesitant or even have a distinctive fear of visiting a physician or doctor. Medical processes even for the frequent and common diseases and conditions might often be disturbing, uncomfortable and essentially unfavorable to the victim. For the processes that are more complicated, most individuals normally fear visiting a physician because of the uncertainty of the processes to be carried out on them. With the introduction of medical related technologies, medical doctors are in a position of diagnosing and treating ailments and diseases that could not be treated initially. Furthermore, for other ailments and diseases, techniques and processes have been introduces that allow doctors to treat patients in novel ways all over the bodies of the patients. Nevertheless, the additional complexities associated with such novel treatments sometimes normally result to great worry for the patients because of the general lack of comprehension or uncertainty about the new processes.
Majority of the ostomy nurses have advanced education and training in nursing, as well as post-graduate certificates in ostomy, continence and wound care via educational programs, which can be done via a combination of on-site experience as well as home study. A physician or nurse that might demonstrate a surgical operation or process by citing the apron may wear the anatomical ostomy apron. The apron has a body section with a neck loop attached to it such that it is aligned to loop around the neck of an individual so that the section of the body covers a frontal part of the body of the individual. The apron constitutes of a single or more pieces of material designed as organs of the body of human beings fastened to the body of the apron. An initial flap is attached to the body of the apron and designed to cover the section of the single or more pieces of material that is designed as the body organs of human beings, where it can be fastened in a concealed position in the first flap. Furthermore, the apron consists of a single or more slits that are located in the first flap designed such that one or more of the material pieces that are designed as organs of human body might be channeled through in order to demonstrate a surgical procedure.
The purpose of this paper is to establish how educational training using an anatomical ostomy apron compare to written literature alone affect nurses ostomy skills in Registered Nurses caring for ostomy patients. The approach here is to provide practitioners or nurses the best methods that they should adopt in their education and training so that they can effectively and successfully handle their patients with ostomy. In this respect, nurses should ensure that they understand both sides of the subject to see whether they can embrace this new technology or not. This question will be examined through the review of available literature.
Hooper, D. J. (2010). U.S. Patent No. 7,566,328. Washington, DC: U.S. Patent and Trademark Office.This article provides a description of an anatomical apron configured for the illustration of an ostomy surgical process. This description essentially relates to the anatomical demonstrations, and more specifically to an apron and approach for the demonstration of physiologic structural alterations associated with surgical processes. The author put much emphasis on the need for nurses to be trained practically with the anatomical ostomy aprons so that they can have first-hand experience on how to handle it, and carry out their work efficiently and successfully.
Hooper J. (2012). Anatomical Aprons. Ostomy Canada Magazine. Winter 2012: Volume 20, Number 2.In the article Anatomical Aprons, Joy Hooper tried to describe the successes that have been experienced in ostomy care due to the anatomical ostomy aprons. The writer begins by asking her readers whether they ever wished that there existed a simple way of teaching or explaining to somebody about urostomy, ileostomy, or even some other abdominal surgeries. She then explains that anatomical apron is the answer, since it is a tactile and visual 3-D teaching model of the abdomen that helps one in easily explaining and illustrating physiological and physical procedures of the GI tract as well as the several surgical revisions that take place on the outside and inside of the body in the process of abdominal surgeries. The writer explains that when nurses are taught using this tool as opposed to theory, they are able to visualize and comprehend what takes place both in the process and after surgery, and the way a stoma or ostomy will impact or influence their lives and bodies.
Ostomy Autonomy: Using an Anatomical Apron for Visual Instruction. (2012). Conference: 44th Annual Conference of the Wound, Ostomy and Continence Society.
This article explains the use of an anatomical apron for visual instruction, whereby the author talks about its importance against lack of it. According to the author, the anatomical apron, which is a physical or visual ostomy model, is a highly effective tactile educational or training tool or approach that allows the learners to visualize the physiological and physical features and revisions that occur both outside and inside the body during the process of ostomy. The tool elicits fundamental questions during the training sessions and moves learners to a higher level of comprehension and closer to the ostomy independence.
Huff, JM. (2011). Adequacy of Wound Education in Undergraduate Nursing Curriculum. Journal of Wound, Ostomy & Continence Nursing. Volume 38 - Issue 2 - p 160164.
This paper is a report about a study that was conducted to examine a two-hour lecture and laboratory nursing specialist class on wound care. The intervention group participants reported higher scores as compared to the nursing students control group. A laboratory intervention using astomy apron and two-hour lecture enhanced the knowledge of the nursing students about essential evidenced wound care. This level of improvement was persistent for an extended period of about two months.
Rodd-Nielsen, Elise; Harris, Connie L. (2013). Conservative Sharp Wound Debridement: An Overview of Canadian Education, Practice, Risk, and Policy. Journal of Wound, Ostomy & Continence Nursing: Volume 40 - Issue 6 - p 594601
The purpose of this research was to describe the training, practice, strategies of risk management and policy of nurses that conduct conservative sharp wound debridement in Canada, before the launch of the Canadian Association for Enterostomal Therapy Evidence-Based Recommendations for CSWD. The finding was that the education, risk management, practice and policy of nurses that practice CSWD could benefit from the adoption and dissemination of a set of standards for high-risk wound treatment based on practical teachings such as the use of ostomy apron.
Doughty, D. (2010). Integrating Advanced Practice and WOC Nursing Education. Journal of Wound, Ostomy & Continence Nursing. Volume 27 - Issue 1 - p 6568.
This article talks about the integration of advanced practice and WOC nursing education. The writer says that the rising use of APNs in all frameworks of health care offers new oprions for practice for the WOC nurses and different challenges for the WOR nursing training. Many WOK nurces are shifting to APN roles, and the APNs that are not WOC experts are offering much of the primary care regarding wounds and ostomies. Therefore, it is important to adopt new strategies of teaching from the normal theory- or literature based. The article examines the possible strategies for attaining these new demands.
Boudreau, L. (2010). Professional PracticeImplementing a Pressure Ulcer Prevention Program: 3437: ASSESSING THE IMPACT OF NURSING EDUCATION ON SKIN AND WOUND CARE. Journal of Wound, Ostomy & Continence Nursing. Volume 36 - Issue 3S - p S64.
The purpose of this research was to examine the impact of nursing education on wound and skin care. According to the author, observation and prevention of skin breakdown is an area of priority for nursing care that should be focused on. The study established that lack of confidence and knowledge on the part of the nurse might have a negative impact on the quality of wound and skin care offered to patients. Therefore, the writer proposes an improved strategy of teaching, which involves the use of practical tools such as anatomical ostomy apron for the purposes of boosting knowledge and confidence among the nurses.
Summary of Literature review
The evidence that has been presented from the comprehensive review of literature about the use of anatomical ostomy apron against theory in teaching of the nurses is clear that the application anatomical ostomy apron is highly favored. Therefore, it is important that nurses comprehend and grasp the skills and concepts of both pre- and post ostomy procedure in order to be in a position of readily accomplishing positive patient care (Hooper, 2010). Nevertheless, the teaching of these skills can actually be both nurse-intensive as well as time-consuming, hence it is important to have an effective in teaching them, and the best approach is using anatomical ostomy apron. Many WOK nurces are shifting to APN roles, and the APNs that are not WOC experts are offering much of the primary care regarding wounds and ostomies (Doughty, 2010). Therefore, it is important to adopt new strategies of teaching from the normal theory- or literature based.
Of the several available teaching strategies including anatomical ostomy apron and theory, the above review of literature demonstrates that retention or the acquired or learned material is enhanced when visual and physical models are utilized as an addition to verbal teaching (Huff, 2011). Physical and visual devices encourages a...
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