Posted: January 30th, 2023
NRS-490-RS-Literature Evaluation Table
Literature Evaluation Table
Student Name:
Change Topic: Effect of hazard awareness training on nurse exposure to environmental risks
| Criteria | Article 1 | Article 2 | Article 3 | Article 4 |
| Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
|
Sato, Okamoto, Kayaba, Nobuhara & Soeda.
Journal of Nursing Education and Practice http://www.sciedu.ca/journal/index.php/jnep/article/viewFile/12043/7545 |
Clay, Chudgar, Turner, Vaughnn, Knudsen, Farnan, Arora & Mollo.
Annals of the American Thoracic Society, https://www.atsjournals.org/doi/full/10.1513/AnnalsATS.201610-773OC |
Hu, Luk & Smith.
International Journal of Nursing Sciences, https://www.sciencedirect.com/science/article/pii/S2352013215000071
|
Thompson & Barcott.
Journal of advanced nursing, https://doi.org/10.1111/jan.13246 |
| Article Title and Year Published
|
Effectiveness of role-play in hazard prediction training
for nursing students: a randomized controlled trial, |
How Prepared Are Medical and Nursing Students to Identify Common Hazards in the Intensive Care Unit?
2017 |
The effects of hazardous working conditions on burnout in Macau nurses, | The concept of exposure in environmental health for nursing,
2017 |
| Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
|
The study applied a quantitative approach with the aim of comparing the effectiveness noted for role-play and illustrations applying hazard prediction training
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The study applied a qualitative approach to determine if nursing and medical students can pinpoint hazards in their professional environment | The study applied a quantitative approach to evaluate how hazards in the working environment affected nurses’ burnout. | The study applied a qualitative approach to evaluate the concept of exposure in environmental health for nursing |
| Design (Type of Quantitative, or Type of Qualitative)
|
Randomized control trial | Mixed-methods observational study | Cross-sectional survey. | Chronological review of nursing literature |
| Setting/Sample
|
94 second-year nursing students | 144 participants who included 51 graduating nursing students and 93 medical students | 424 nurses working in Macau | Literature published between 1980–2015 and presented in ProQuest and CINAHL |
| Methods: Intervention/Instruments
|
Random allocation of participants to role-play and an illustration group before completing a risk sensitivity scale. | The participants identified hazards after completing two “room of horrors” simulations. | The participants were subjected to a survey that noted relationship between specific hazards and burnout. | The study identified, categorized and analyzed explicit and implicit conceptual definitions and measurements of exposure. |
| Analysis
|
After KYT, the participants underwent a hazard prediction test. | Themes were exacted from the participants’ responses before Fisher’s exact test was used to note group differences | Data subjected to structural equation modeling to note the relationship. | Thematic analysis was conducted. |
| Key Findings
|
R-group participants had better performance than the I-group participants | 66% did not identify missing protective equipment, and 58% did not identify a medication administration error. | 73% of the variance of burnout was caused by workplace hazards with a standardized regression weight of 0.85 | For the development of nursing knowledge, there is need for consistent use of terms. |
| Recommendations
|
Role play is shown to be an effective hazard prediction training tool for nurses. | Graduating nursing students missed to indicate some workplace hazards to imply that they should be educated on hospitalization hazards. | Workplace hazards should be better managed to reduce the risk of burnout for nurses. | Addressing exposure in the workplace must first start with definition of terms |
| Explanation of How the Article Supports EBP/Capstone Project
|
The article supports EBP by showing that nurses’ safety can be improved through hazard prediction training using role plays. | The article supports EBP by showing that nurses’ safety can be improved through hazard prediction training | The article supports the EBP by indicting that workplace hazards re source of concern for nurses | The article supports the EBP by noting that hazards are an issue, and should first be addressed by presenting consistent definition of terms |
| Criteria | Article 5 | Article 6 | Article 7 | Article 8 |
| Author, Journal (Peer-Reviewed), and
Permalink or Working Link to Access Article
|
Aluko, Adebyo, Adebisi, Ewegbemi, Abidoye, & Popoola.
BMC Research Notes https://bmcresnotes.biomedcentral.com/articles/10.1186/s13104-016-1880-2 NRS-490-RS-Literature Evaluation Table
|
Bonow, Cezar-Vaz, de Almeida, Rocha, Borges, Piexak, & Vaz.
Nursing Research and Practice, https://www.hindawi.com/journals/nrp/2013/386260/ |
Kim, Jeong & Kwon.
Applied Nursing Research. https://www.sciencedirect.com/science/article/pii/S0897189717302124 |
Tung, Chang, Ming & Chao.
International Journal of Environmental Research and Public Health. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4276660/ |
| Article Title and Year Published
|
Knowledge, attitudes and perceptions of occupational hazards and safety practices in Nigerian healthcare workers,
2016 |
Risk perception and risk communication for training women apprentice welders: a challenge for public health nursing,
2013 |
Effects of hazard perception training (HPT) on nursing students’ risk sensitivity to patient safety and developing safety control confidence,
2018 |
Occupational Hazards Education for Nursing Staff through Web-Based Learning,
2014 |
| Research Questions (Qualitative)/Hypothesis (Quantitative), and Purposes/Aim of Study
|
The study sought to assess safety practices and hazards identified by medical personnel in a Nigerian medical facility | The study sought to identify the perceptions of participants to workplace hazards. | The study intended to identify the effects of hazard perception training
. |
The study sought to evaluate the efficiency of online education to prevent occupational hazards among nurses. |
| Design (Type of Quantitative, or Type of Qualitative)
|
Descriptive cross-sectional design NRS-490-RS-Literature Evaluation Table | Descriptive design NRS-490-RS-Literature Evaluation Table | Nonequivalent control group pre-and post-test design | Descriptive design |
| Setting/Sample
|
290 respondents identified using stratified sampling technique | 45 participants taken through two phases with the first phase having 27 participants and the second phase having 18 participants | 107 senior nursing students were recruited s participants with 52 of them placed into the experimental group, and 55 of them placed into the control group. | 320 nursing staff from two Taiwan hospitals |
| Methods: Intervention/Instruments
|
Validated instruments used to collect quantitative data | Quantitative data collected | Intervention group subjected to hazard perception training before collecting risk sensitivity and safety control confidence for both groups | The participants were subjected to questionnaires that noted effect of e-learning on hazards |
| Analysis
|
Descriptive analysis conducted using IBM-SPSS version 20 | Data analysis carried out with SPSS version 19.0 | Descriptive analysis | Descriptive analysis |
| Key Findings
|
11% of health workers were not knowledgeable about hazards | The participants identified biological (62.9%), physiological (88.8%), chemical (96.2%), and physical (96.2%),
risk types. |
Experiment group more sensitive to risks when compared to control group (t = 12.47, p < 0.001) | Higher post-test scores for experiment group. Showing improved practices, attitudes, and knowledge. |
| Recommendations
|
There is a need for hazard knowledge levels to be increased to reduce the incidence of avoidable harm | Knowledge level must be identified before effective risk communication can be carried out through teaching and learning tools. | Nursing education should include hazard perception training. | Nursing staff should be encouraged to join e-learning forums to promote their attitudes and practices towards preventing occupational hazards. |
| Explanation of How the Article Supports EBP/Capstone
|
The article supports the EBP by showing that hazard management is best achieved through active efforts | The article supports the EBP by showing that knowledge of hazards is important. | The article supports the EBP by showing that hazard training is important for nurses in improving workplace safety | The article supports the EBP by acknowledging that hazard management can be improved through learning and training NRS-490-RS-Literature Evaluation Table |
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