Assessment of motor limb strength by neuroscience nurses: variations in practice and associated challenges.

Background: Limb strength is a central component of neurological assessment and monitoring in nursing practice, yet there is a lack of research examining the tools used by nurses or challenges nurses encounter when using these tools. The evidence base is lacking to inform effective practice and the underpinning educational approaches.

Aim: To determine which tools are used by UK and Irish neuroscience nurses in the assessment of limb strength and the associated challenges and variations in practice.

Nurses' understanding and experience of applying painful stimuli when assessing components of the Glasgow Coma Scale.

Aims And Objectives: To evaluate nurses' application, understanding and experience of applying painful stimuli when assessing components of the Glasgow Coma Scale.

Background: The Glasgow Coma Scale has been subjected to much scrutiny and debate since its publication in 1974. However, criticism, confusion and misunderstandings in relation to the use of painful stimuli and its application remain.

The Glasgow Coma Scale and evidence-informed practice: a critical review of where we are and where we need to be.

Aims And Objectives: This paper aims to critically consider the evidence since the Glasgow Coma Scale was first launched, reflecting on how that evidence has shaped practice. It illustrates the lack of clarity and consensus about the use of the tool in practice and draws upon existing evidence to determine the route to clarity for an evidence-informed approach to practice.

Background: The Glasgow Coma Scale has permeated and influenced practice for over 40 years, being well-established worldwide as the key tool for assessing level of consciousness.

An evaluation of post-registration neuroscience focused education and neuroscience nurses' perceived educational needs.

Background: People with complex neurological conditions require co-ordinated care provided by nurses educated in meeting service needs, understanding the pathophysiological processes of disease and the preparation to care for those with complex needs. However, evidence suggests that neuroscience specific education provision is largely unregulated and set outside of a cohesive professional development context. Furthermore, it largely seems to only address the induction phase into working within neurosciences.

A comparison between intravenous and subcutmaneous immunogobulin.

Multifocal motor neuropathy (MMN) is a rare immune-mediated disease that presents with predominantly distal motor weakness in one or more limbs without sensory loss. Symptoms may give riseto functional impairment and consequently may affect quality of life. High-dose intravenous immunoglobulin's therapy (IVIg) is the current mainstay treatment, however, subcutaneous immunoglobuli(SCIg) is emerging as a viable alternative.

The experience of living with a family member with challenging behavior post acquired brain injury.

Acquired brain injury (ABI) can be a sudden, dramatic, and, sometimes, fatal event that instantly disrupts the lives of the patients and their families. Healthcare professionals and families are being confronted with the long-term effects of ABI. This article presents a descriptive phenomenological study that aimed to explore the families' meaning of living with the cognitive, emotional, and behavioral sequelae of ABI survivors.

Exploring student's perceptions and experience of personal tutors.

There are a variety of arrangements to support pre-registration nursing students whilst they engage with the theoretical and practical elements of their course; these includes academic supervisor and a personal tutor. The personal tutor system is recognized as an effective method of ensuring that each student has access to a wide range of support services and that the individual's academic progress and personal development are monitored by a skilled member of academic staff (Harrison, 1990). However, there is a dearth of studies relating to the role of the personal tutor in nurse education from the students' perspective.

Exploring new nurse teachers' perception and understanding of reflection: an exploratory study.

Reflection and the development of reflective practitioners are integral in many nursing programmes. This study set out to explore new lecturers' perception and understanding of reflection and how well they are preparing nurses to be reflective practitioners. Using a mixed method, new lecturers appointed to the school of nursing within the last 18 months were questioned using a semi-structured questionnaire.