Search

Background: Interprofessional teamwork is crucial for fostering healthcare performance and for minimizing adverse events. The daily huddle is an important arena for interprofessional interaction and communication between nurses and physicians in hospitals. Although prevalence strongly rooted in clinical practice, the huddle does not seem to be a prioritized area in nursing education programs. Taking part in a huddle is traditionally something nursing students learn in their clinical studies. Therefore, there is need for learning tools that can provide nursing students with quality assured training that can improve their preparation for interprofessional teamwork and strengthen the link between the educational institution and the field of practice. In this study, we have developed and tested a podcast to increase nursing students' competence in interprofessional teamwork when participating in huddles. The aim of the pilot study was to explore nursing students' experiences with utilizing a huddle-focused podcast as a learning tool during their clinical practice studies in the hospital., Method: This qualitative and exploratory pilot study used focus group interviews. Eleven third-year nursing students who had listened to the podcast during their practical studies at a medical hospital ward were included. The interviews were subjected to content analysis., Result: The analysis identified four categories that resonated across all participants in the focus group interviews: 1. understanding one's own role in the huddle; 2. being encouraged to speak up; 3. using the huddle as a flexible learning tool; and 4. being authentic but not always realistic., Conclusion: Findings indicate that the huddle-focused podcast seems to be valuable for nursing students learning about interprofessional teamwork. The podcast seemed especially useful in helping the students to understand their own role and to speak up in the huddle meetings. The positive experiences with the flexibility of the podcast learning tool are promising for use in other educational settings., (© 2021. The Author(s).)

Background: Health literacy (HL) is a multidimensional concept with significance for self-management and health outcomes in patients with chronic kidney disease (CKD); however, research with a multidimensional perspective on HL is scarce., Objectives: This study aimed to explore the relationship between multidimensional HL, quality of life (QoL) and adherence to long-term therapy in CKD patients., Design: A descriptive single-centre cross-sectional study., Participants: Patients with CKD in stages 3-5 were recruited from the nephrology unit in a Norwegian hospital., Measurements: The Health Literacy Questionnaire (HLQ) was used to assess HL, QoL was measured by the Short Form-12 (SF-12) and a Visual Analogue Scale (VAS-QoL). Adherence to long-term therapy was measured by the Medical Adherence Rating Scale 5 (MARS-5), participants' prescription withdrawals from pharmacies, and a VAS (VAS-adherence). Hierarchical cluster analysis was performed to group patients with similar HLQ scores, and multiple linear regression analysis was performed to identify the HL dimensions that were associated with QoL and adherence to long-term therapy., Results: A total of 187 patients were included, 65% were male, and the mean (SD) age was 67 (13) years. The high-level HL group (N = 52) had significantly better QoL than patients in the mid-level (N = 106) and low-level (N = 27) HL groups. The HL dimensions "actively managing health," "actively engage with healthcare providers," "ability to find good health information" and "ability to understand health information" were predictive of QoL and adherence to long-term therapy., Conclusion: HL seems to be important for both QoL and adherence to long-term therapy., (© 2020 The Authors. Journal of Renal Care published by John Wiley & Sons Ltd on behalf of European Dialysis & Transplant Nurses Association/European Renal Care Association.)