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Postoperativ sårinfektion är en komplikation som var tionde patient drabbas av efter ett kirurgiskt ingrepp. Det medför inte bara lidande och förlängd vårdtid för patienten utan kan även vara direkt livshotande. Den förlängda vårdtiden medför dessutom kostnader för samhället, och resurser skulle kunna användas till annan vård. Syftet med litteraturstudien var att beskriva sådana omvårdnadsåtgärder som sjuksköterskan kan vidta för att förebygga postoperativa sårinfektioner. Evidensbaserade omvårdnadsåtgärder som, var för sig minskar risken för att patienten ska drabbas av en postoperativ sårinfektion, och tillsammans utgör grunden för en säker vård. Databassökning av vetenskapligt material inom området ligger till grund för resultatet. Genom aktuell forskning presenteras och lyfts olika omvårdnadsåtgärder som reducerar risken för patienten att drabbas av en postoperativ sårinfektion. Viktiga omvårdnadsåtgärder är: korrekt hårborttagning, bibehållen normotermi, dusch med desinfektion, glukoskontroll, administrering av antibiotikaprofylax och postoperativ sårvård. Ny forskning inom området efterfrågas för att kunna följa utvecklingen, eftersom den befintliga är publicerad för många år sedan. För att patienten ska kunna erbjudas en säker vård behövs kontinuerlig utbildning under sjuksköterskeutbildningen men även i den kliniska verksamheten. Regelbunden uppföljning och utvärdering bör också ske i den kliniska verksamheten för att omvårdnadsåtgärderna ska vara effektiva., Postoperative surgical wound infection is a complication that every tenth patient suffering after a surgical procedure. The consequences are the suffering and prolonged length of stay for the patient and can also be directly fatal. The prolonged duration of treatment is a high cost in society and resources could be used for other care. The purpose of literature review was to describe nurse’s interventions, which can be taken to prevent postoperative surgical wound infections. Evidence-based care interventions which reduce the risk of the patients suffering a postoperative surgical wound infection and together they represent a safe care. The result is based on search in databases for scientific materials in the subject area. Through current research highlights interventions which reduce the risk of the patient suffering a postoperative wound infection. Essential nursing interventions which are identified as: Hair removal, warming, shower with disinfectant, glucose monitoring, administration of antibiotic prophylaxis and wound care. New research in this area is requested to follow the developments since the current research is getting old. If the care should be safe for patient there must be education in nursing training as well as in the clinical work. Continuous follow-up should also occur in the clinical work in order to get feedback if the nursing interventions are effective.

The purpose of this study was to research the effect of money as a context on school students’ mental computational performance and strategy choices across a range of ages. This study adds to existing research, which has compared students' mental computational methods with their written methods, by the provision of the single common context of money. The content topics of whole and other rational numbers (simple fractions, decimals, and some percentages) were covered. Forty-eight primary school students plus sixteen secondary school students were involved in this study, with equal numbers of both genders from the two primary schools and one secondary school in the Perth metropolitan area. The method followed was both quantitative-by scoring test results-and qualitative-through tape-recorded interviews. Students' prior experiences with money were documented and performance data were collected on students' mental computation ability for the two sets of mathematically identical items presented in a money-context and context-free. Student strategy choices were also documented. The semi-structured interviews consisted of nine money experience questions such as, How often do you get pocket money or an allowance? In addition, 10, 12, 13, and 13 pairs of mental computation items for Years 3, S, 7 and 9 respectively. Where possible, common items were used across two or more year levels to ascertain growth in mental computation skills. Overall, results found that the context presentation did not make a difference to student performance and there was no correlation found between performance and student preference for one presentation or the other. No performance differences were found for gender. Year 3 recorded the lowest process scores, while Year 7 recorded the highest process scores although all the items used at both Year 7 and Year 9 were identical. The greatest growth in mental computation performance was found to occur from Year 3 to Year 5 and from Year 5 to Year 7. F