Asunto(s)
Certificación/organización & administración , Personal de Enfermería en Hospital/educación , Enfermería de Quirófano/educación , Enfermería de Quirófano/organización & administración , Auxiliares de Cirugía/educación , Auxiliares de Cirugía/organización & administración , Canadá , Humanos , Internado no Médico , Perfil Laboral , Motivación , Personal de Enfermería en Hospital/psicologíaRESUMEN
Canada appears to have little formal history of nurses functioning in a RN first assistant (RNFA) role. On recent examination, however, perioperative nurses are first assisting in Canada daily, and several provinces have started programs. The following articles provides an overview of RNFA activities as of April 1997.
Asunto(s)
Enfermería de Quirófano , Auxiliares de Cirugía , Asistentes Médicos , Canadá , Educación Continua en Enfermería , Humanos , Enfermería de Quirófano/educación , Auxiliares de Cirugía/educación , Asistentes Médicos/educaciónAsunto(s)
Enfermería de Quirófano , Auxiliares de Cirugía , Asistentes Médicos , Canadá , Humanos , Perfil Laboral , Atención de EnfermeríaRESUMEN
Scrubbing, gowning, gloving and aseptic technique are currently the only formal teaching 4th year medical students receive at the beginning of an 8-week surgery rotation. Teaching is often delegated to junior house staff and early bad habits are difficult to unlearn in post-graduate training. A study population of 4th year medical students from three hospitals were examined. At the beginning of an 8-week surgery rotation technical skills were tested with a simulation appendectomy model at the beginning and end of the surgery rotation. On day one, after a pre-test, a teaching intervention was alternated between two hospitals. A control group received only a post-test. The outcome measure was a cumulative score of the students' performance in technical stations in the simulation model. A comparison was made of the mean post-test scores in the teaching, non-teaching and control groups. An analysis of variance of all post-test scores rejected the null hypothesis at the 0.05 level. Duncan's multiple range test demonstrated a significant difference between the teaching and non-teaching group. Feedback from 25 students indicated the teaching model was practical and relevant. A formal teaching intervention of basic technical skills with 4th year medical students improved their performance on a simulated appendectomy model.