Splash Basins in the Operating Room: Clean or Contaminated? A Study on Bacterial Contamination in Splash Basins Used to Rinse Surgical Instruments During Surgery.

: Preventing postoperative infection and promoting patient safety are essential responsibilities of the operating room nurse. In some hospitals, splash basins are used to rinse instruments during surgery, although previous studies emphasise the risk of bacterial contamination. A recent systematic review calls for further investigation into surgical teams' use of splash basins.

Pharmacology Knowledge Among Nurses Working in Nursing Homes in Norway: A Cross-Sectional Study.

Introduction: The administration of drugs is an important part of nurses' professional practice. A basic knowledge of pharmacological principles is required to make accurate decisions about drug management and conduct patient medication education. However, several studies have suggested that nurses have inadequate knowledge of pharmacology and medication management.

Does Interprofessional Scenario-Based Simulation Training Change Attitudes Towards Interprofessional Learning - A Pretest-Posttest Study.

Purpose: To investigate readiness for interprofessional learning (IPL) among Norwegian health-care students at bachelor-, postgraduate- and master's level, before and after participating in a one-day scenario-based simulation-training course.

Participants And Methods: A pretest-posttest study using readiness for interprofessional learning scale (RIPLS) was conducted with bachelor nursing students (n = 123, 4th semester), postgraduate nursing students from anesthesia, operating theatre and intensive care (n = 61, 1st semester) and medical students (n = 78, 10th semester).

Results: Bachelor nursing students and postgraduate nursing students scored significantly higher in the posttest on all four subscales and on the total scale.

Comparison of peer assessment and faculty assessment in an interprofessional simulation-based team training program.

Challenges related to limited clinical sites and shortage of clinical instructors may reduce the quality of clinical experiences, leading to increased demand for the establishment of simulation-based training programs in the curricula of educational institutions. However, simulation-based training programs in health education place great demands on faculty resources. It is interesting, therefore, to investigate peers contributions in formal assessment, and how this compares to faculty assessment.

Learning by viewing versus learning by doing: A comparative study of observer and participant experiences during an interprofessional simulation training.

Larger student groups and pressure on limited faculty time have raised the question of the learning value of merely observing simulation training in emergency medicine, instead of active team participation. The purpose of this study was to examine observers and hands-on participants' self-reported learning outcomes during simulation-based interprofessional team training regarding non-technical skills. In addition, we compared the learning outcomes for different professions and investigated team performance relative to the number of simulations in which they participated.

Simulated settings; powerful arenas for learning patient safety practices and facilitating transference to clinical practice. A mixed method study.

Poor teamwork is an important factor in the occurrence of critical incidents because of a lack of non-technical skills. Team training can be a key to prevent these incidents. The purpose of this study was to explore the experience of nursing and medical students after a simulation-based interprofessional team training (SBITT) course and its impact on professional and patient safety practices, using a concurrent mixed-method design.