Critical Care Nurses

By Author: Robert Sherry
Total Articles: 29
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Introduction
People learn at diverse rates and in various manners. It is vital for Educators to be conscious of differences in learner requirements, interests, abilities and prior learning so that learning strategies can be customized accordingly Terry, (2001) This research paper investigates the resource method which critical care nurses prefer in order to find answers to their clinical queries

Definition of Critical Care Nursing
Critical care nursing is a specialty in nursing which deals particularly with human reactions to life-threatening crisis. Critical care nurses are licensed professional nurses who are responsible for making sure that critically and acutely ailing patients and also their families obtain optimal care

Background
It has been stated that nurses of today's mainly those working within specialised areas need a wide skill base entailing advanced technological expertise, leadership, critical thinking, communication and motivation, computer skills and cultural understanding (Bechtel et al 1999). Within the framework of continuing nursing education for critical Nurses, issues ...
... concerning health care modification, technological advancements and economic effectiveness affect educational requirements and program plan. Nurse educators have a challenge of providing professional advancement which is easily reachable and suitable (Billings & Rowles 2001) with a good evidence basis (Ironside 2001). In addition, societal trends which values information against industry stress the need to offer training programs which assure, deliver and attest specified competencies. These factors thus influence preferred methods of nurses (Lemire, 2000)

Definition of a critically ill Patient
A Critically ill patient is defined as a patient who is at high danger for real or potential life-threatening health crisis. The further a critically ill the patient is, the more possible he/she is to be greatly vulnerable, unstable and intricate, thus needing intense and observant nursing care.

Research question
The questions designed for this research is:
Which resource method do critical care nurses prefer in order to find answers to their clinical queries?
After the careful review of prior studies and research conducted on this subject matter, this research has both an inductive and deductive position in relationship to the text. It is apparent that there is no one clear method preferred by all critical nurses in answering their clinical questions.

Preliminary literature study/theoretical framework
A lot of studies have been carried out to determine the preferred learning methods of critical nurses in answering their questions, for example (Fischer, 2005). These studies provide a good foundation to carry out the current research. Instead of repeating the details of the previous work we can focus on describing some of the major studies within the research together with the shortcomings of the research basis.

The aim of the research as stated is to underscore the strongest conclusions that can be made concerning learning methods preferred by critical nurses and come up with methods to further our understanding on the subject. Particularly the following aspect is covered
The learning method preferred by critical nurses in solving finding answers to there problems

According to Fischer (2005) many critical nurses working in different hospital deal with critically ill patients who require more and advanced nursing attention. To him these nurses have come to use reflective method in solving getting their answers. However is warns that other methods are also preferred by other critical nurses. This agrees with the previous s studies carried out by other research who notes that, there are several methods that nurses like to solve their problems, according to studies done by Asselin & Mooney (1999) they found out that many critical nurses liked to apply evidenced based method when solving in finding their answers.

Learning methods
Learning methods and the promotion of effectual learning surroundings have been a focus of research for a lot of years Billings & Rowles, (2001) Whereas learning methods may be defined basically as the way people come to understand and remember information Fischer,(2005) the literature includes many more intricate variations on this subject. The differences in definition seem to reflect the viewpoints of different learning method inventories that seek to analyze learning preferences using various methods. These consist of evaluation in accordance to both perceptual, cognitive and affective dimension (James & Gardner 1995); classification according to learning method models, personality, social relations, information processing or instructional preferences
(Powers B & Knapp, 1998)

In another pilot study formulated to explore the present status of learning strategies and learning methods preferences in Intensive Care Nurse Education at a particular site in Queensland Health, The program under analysis is the Transition to Intensive Care Nurse Education Program (TICNEP), a state-wide learning program which connects training results with the Australian College of Critical Care Nursing Competency Standards for Critical Care Nurses (2002). The TICNEP is based on an instructional design method that involves self-directed, flexible learning modules, with clinical support offered by Nurse Educators and clinical resource people. As part of a quality review of the program a pilot study was undertaken at the Princess Alexandra Hospital (PAH). (ACCCN, 2002)

Demographic statistics gained from the participants in the study showed that there was an equal distribution of age, with the main of participants having over six months experience with TICNEP. This had an impact on the participants' capability to comment on the learning methods used in the study program, as they were so familiar with the many of the course and had a better understanding of the instructional design. Information from participants' ILS results was collated according to the position of their scores along a continuum of Well Balanced (WB); Moderate Preference (MP) and Strong Preference (SP) in each learning method: Active/Reflective; Sensing/Intuitive; Visual/Verbal; Sequential/Global. (ACCCN, 2002)

Results revealed an equal distribution of participants with active and reflective learning method preferences, a many with sensing as opposed intuitive learning preferences, many with visual compared to verbal learning preferences, an equal division of participants with sequential and global learning preferences. (Fischer, 2005)

According to the studies, visual and verbal learning methods presents perhaps the most interesting assessment, where the principal learning method were verbal (or written), whilst the many of critical nurses preferences were found to be for visual learning. This preference was further supported by the suggestions from the nurses. This represents an important deficit in the learning materials in catering for clinical nurse. Another subject was that of Appling more practical expression or simulation activities to support learning, which also reflects visual learning preferences of clinical nurses.

Research problem and objectives
As stated before the main of this research was to find out which resource method do critical care nurses prefer in order to find answers to their clinical queries? The objective was
1. To know the main resource methods critical nurses prefers
2. To know areas and aspects that can be improved.

Research design
This research was carried out using qualitative research methods. The methods used to get information was through analysing past research done on the same subject. The aim being to find out, the resource methods that critical care nurses prefer in order to find answers to their clinical queries

Research methodology
The research was conducted through secondary research methods by analyzing the previous studies done in the same field. The research based its focus on knowing the preferred learning methods of critical nurses.

Time frame
This study based its review on studies that have been done in the last ten years, to make it more relevant to the modern requirements.

Discussion
From the above literature review it clearly emerges that there is no specific method that all critical nurses prefer when answering the questions. However several methods are used by different nurses. While describing some of the methods it clear that visual and verbal methods are liked by many critical nurses.
Conclusion
Research is important in getting the right information about an aspect, researches findings can be used to implement different polices and make the necessary corrections. In the above research, it is clear, no specific method is entirely preferred by all nurses when answering their questions, thus plain that all methods are important and are used at different times.

Reference:
ACCCN (2002): Competency Standards for Specialist Critical Care Nurses (2ndEdition). ACCCN: Victoria
Asselin S & Mooney M (1999): Diverse Learners: Strategies for Success', Vocational Curriculum and Resource Centre -
Bechtel, V et al (1999): Future realities in nursing: partnerships, practice and economy Nursing Connections 12(1): 19-26
Billings D & Rowles C (2001): Development of continuing nursing education offerings for the world wide web, Journal of Continuing Education in Nursing 32(3): 107-13
Elselvier, A. D (1997): Nursing education to celebrate learning'. Health Care Perspectives for Community 18(3): 124-9.
Fischer, C.T. (2005): Working conditions of hospital staff nurses and health safety: Introduction through empirical studies. Academic Press
Ironside P (2001): ‘Creating a research base for nursing education: an interpretative review of conventional, critical, feminist, post-modern and phenomenologic pedagogies, Advanced Nursing Science 23(3): 72-87
James W & Gardner D (1998): Learning Styles: Implications for Distance Learning, New Directions for Adult and Continuing Education 67(1): 19-32.
Lemire D (2000): Research Report: A Comparison of Learning Styles Scores: A question of concurrent validity'. Journal of College Reading and Learning 31(1): 109-15.
Patton, M. Q. (2002): Qualitative research & evaluation methods (3rd Ed.). Thousand Oaks, CA: Sage Publications
Powers B & Knapp T (1998): A Dictionary of Nursing Theory and Research (2ndEd). Sage Publications, London
Schneider Z & Elliott D (Eds) (2003): Nursing Research: Methods, Critical Appraisal and Utilisation (2ndEd).
Soloman B. A & Felder R.M (1998): Index of Learning methods, Available:[http://www.ncsu.edu/felder-public/ILSpage.html]
Terry, M (2001): Translating learning style theory into university teaching practices: an article based on Kolb's experiential learning model'. Journal of College Reading and Learning 32(1): 68-86.

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