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Enhancing the Competence of Nursing Staff
Research Process
The investigators created an exhaustive search methodology that was useful in the identification of articles from specific databases. They collected data on a variety of qualitative and quantitative studies published from 2005 to 2015 (Tölli et al., 2017). The sources of information included PubMed, PsycInfo, Scopus, Cochrane, and CINAHL. The researchers evaluated 1057 papers and excluded those that did not meet specific outlined criteria such as inadequacies in data collection, poorly described interventions, and solutions not implemented by nursing staff.
Study Type
The investigators developed a systematic quantitative review that does not include a meta-analysis because the interventions, measurements, and study designs under investigation were diverse.
Purpose
The researchers aimed to identify current information regarding the impact of training interventions on the management of challenging patients in nursing practice.
Research Questions
The studys principal objective was to answer three critical questions relating to patient behavior. First, it intended to identify the training interventions that managers use to improve the nursing staffs competence when managing challenging behavior. Secondly, the researchers sought to assess the types of measurements that have been employed in the evaluation of the nursing teams abilities when handling difficult patients. Finally, they purposed to classify the specific effects training sessions had on the nurses capacity to deal with taxing clients, the rate of violent incidents, and the use of restraints. The research results add to the body of evidence that guides the prioritization of patient safety in a variety of clinical contexts.
Reference
Tölli, S., Partanen, P., Kontio, R., & Häggman-Laitila, A. (2017). A quantitative systematic review of the effects of training interventions on enhancing the competence of nursing staff in managing challenging patient behavior. Journal of Advanced Nursing, 73(12), 28172831.
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