The aim of this study was to test how distraction influences pain, distress and anxiety in children during wound care. Sixty participants aged 5-12 years were randomized to three groups: serious gaming, the use of lollipops and a control group. Self-reported pain, distress, anxiety and observed pain behaviour were recorded in conjunction with wound care. Serious gaming, an active distraction, reduced the observed pain behaviour and self-reported distress compared with the other groups. A sense of control and engagement in the distraction, together, may be the explanation for the different pain behaviours when children use serious gaming.
Ambulance nurses work daily in both emergency and non-emergency situations that can be demanding. One emotionally demanding situation for ambulance nurses is to nurse children who are ill.
The aim of this study was to describe ambulance nurses' experiences of nursing critically ill or injured children.
Eight specialist ambulance nurses were interviewed and the interviews were analyzed using qualitative content analysis.
The analysis resulted in one theme, a difficult aspect of ambulance nursing care, with five categories. The security of both child and parents was considered to be paramount. Ambulance nurses felt relieved when they handed over the responsibility and the child to the receiving unit. The ambulance nurses felt that more training, education and follow-up was desirable in order to increase their security when nursing children.
Ambulance nurses are subject to stressful feelings while nursing children. As providing reassurance to the child and its parents is a cornerstone of the treatment, it is important for the ambulance nurses to take the time to build up a trusting relationship in such an encounter. Skill development in the area might lead to increased security and reduce the mental burden resulting from negative stress.
This qualitative study describes the collaborative relationship between the Registered Nurses (RNs) and the Registered Nursing Assistants (RNAs) in wound care. Semi-structured interviews, focus groups and participants observation were used to explore how 3 RNs and 3 RNAs interact in wound care. The findings suggest that two levels of intrapersonal processes constitute the collaborative endeavor. The first level is the intrapersonal process within RNs/RNAs to shape their practice according to their professional roles. The second level is the intrapersonal emotional labor carried out by RNs/RNAs to find balance between their respect for the other group as a whole and their trust for certain individual RNs/RNAs. Intradisciplinary collaboration may contribute to work satisfaction and excellence in patient care. RNs and RNAs are called upon to increase their awareness and understanding of the emotional labor underpinning their interpersonal interactions in order to maintain and promote collaboration at the workplace. It is proposed that nurse managers at all levels promote a culture of collaboration and provide time and space in which the emotional labor of frontline staff is recognized, voiced and valued.
The military emergency care education of nurses is primarily concerned with the treatment of soldiers with combat-related injuries. Even though great progress has been made in military medicine, there is still the pedagogical question of what emergency care education for military nurses should contain and how it should be taught. The aim of this study was to describe and compare experiences of training emergency care in military exercises among conscript nurses with different levels of education. A descriptive study was performed to describe and compare experiences of training emergency care in military exercises among conscript nurses with different levels of education in nursing. There were statistical differences between nurses with general nursing education and nurses with a general nursing education and supplementary education. A reasonable implication of the differences is that the curriculum must be designed differently depending on the educational background of the students. Hence, there is an interaction between background characteristics, e.g., the level of previous education and differences pertaining to clinical experience of the participants, and the impact of the exercise itself.