24.00
Hdl Handle:
http://hdl.handle.net/10755/621537
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
The Case for Including Sleep Content in Nursing Curricula
Other Titles:
Evidence-based Educational Strategies
Author(s):
Gambardella, Lucille C.; Deputy, Lyron
Lead Author STTI Affiliation:
Tau Beta
Author Details:
Lucille C. Gambardella, PhD, MSN, APN-BC, CNE, ANEF, Professional Experience: 40+years as a nurse educator/leader and currently a professor emerita and owner of Positive Transitions, a nurse educator consultant firm. Presentations at local, national and international levels. Research interests in nursing education, role exit theory, and the effects of military deployment on marital status.(published 2010). Certified as a nurse educator by the NLN and a fellow of the Academy of Nursing Education. Named Nurse Educator of the Year for the state of Delaware in 2012 by the Delaware Organization of Nurse Leaders and the Delaware Nurses Association and Delaware's Nursing Legend in 2016. Member of the NLN, ANA, Sigma Theta Tau, APNA. Author Summary: Dr. Gambardella in a seasoned nurse educator and clinical specialist in psychiatric mental health nursing. Her career in both has spanned over 40 years and includes presentations at the local, national and international levels. Her interest in sleep as a component of health has provided a practice venue that has served as a catalyst for determining sleep as the sixth vital sign.
Abstract:

Introduction: The importance of sleep for overall health is at the forefront of the media and the literature. Emphasis on the effects of sleep deprivation are highlighted in vehicular accidents such as theAmtrak train crash in Hoboken, NJ (NY Times, 2016) and in overall workplace performance for a variety of employee positions. Including sleep in all assessment processes by health care providers is becoming a topic of critical discussion as a need in the educational domain of provider preparation. Nursing curricula are not an exception and as nurses students must learn the dynamics of normal sleep and sleep physiology in order to provide sleep care for health promotion and illness prevention. (Redeker & McEnany, 2011) Conducting a survey to determine the current extent of the inclusion of sleep content was implemented at the Sigma Theta Tau Internation Honor Society of Nursing Research Congress in Cape Town, South Africa in July, 2016. The survey was available in the exhibit hall during the Congress exhibit hours and participants had the option to complete the survey voluntarily and anonymously.

Evidence Based Methodology: Participants representing 12 countries voluntarily completed the survey and provided information about their home school's educational program in nursing relative to the presence or absence of sleep content. If the program included sleep content, participants were asked to indicate which course(s) included the sleep content and to list some of the content covered in the classroom/clinical setting If the program did not provide sleep content, participants were asked if sleep content should be included and in which courses it should be taught. Finally participants were asked if sleep assessment should be considered as the next vital sign. All data was analyzed and quantified using the SPSS statistical software that provides quantitative, descriptive results for the outcomes discussion.

Outcome Findings: Participants who completed surveys represented 12 countries and all levels of nursing programs including diploma, associate degree, bachelor of science in nursing and master of science in nursing. Fifty-seven percent of the faculty reports that sleep content was not included in their home school nursing curriculum. Forty-three percent of the faculty report that the curriculum did include sleep content, primarily in the Fundamentals of Nursing course (as related to rest and comfort) or in Nursing Care of Children (as related to normal growth and development). Overall 98% of faculty believed sleep content should be included in a nursing curriculum whether their program included the content or not. The courses most frequently listed as appropriate for sleep content were Fundamentals of Nursing, Psychiatric/Mental Health Nursing, and Community health Nursing. Sixty percent of the faculty responding agreed that sleep could be considered as the next vital sign. However, two considerations evolved as concerns if this were to become a reality. First, how would it be measured and standardized as a quantitative measure for consistent application and second, how would it be universally taught, with evidence based criteria, in all health care provider programs, not just nursing.

Conclusions: 1. An overwhelming percentage of nursing faculty believe that sleep content should be included in the nursing curriculum of all level of programs.

2. Sixty percent of faculty believe sleep assessment as a vital sign is a plausible next step if the ability to standardize and quantify a measurement could be achieved.

3. Further exploration of this initiative from an evidence-based perspective is needed to successfully accomplish inclusion of sleep content in curricular programs of nursing and other health care  providers.

Keywords:
Evidence Based Nursing Education; Nursing Curriculum; Sleep Assessment
Repository Posting Date:
20-Jun-2017
Date of Publication:
20-Jun-2017
Other Identifiers:
INRC17N03
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleThe Case for Including Sleep Content in Nursing Curriculaen_US
dc.title.alternativeEvidence-based Educational Strategiesen
dc.contributor.authorGambardella, Lucille C.en
dc.contributor.authorDeputy, Lyronen
dc.contributor.departmentTau Betaen
dc.author.detailsLucille C. Gambardella, PhD, MSN, APN-BC, CNE, ANEF, Professional Experience: 40+years as a nurse educator/leader and currently a professor emerita and owner of Positive Transitions, a nurse educator consultant firm. Presentations at local, national and international levels. Research interests in nursing education, role exit theory, and the effects of military deployment on marital status.(published 2010). Certified as a nurse educator by the NLN and a fellow of the Academy of Nursing Education. Named Nurse Educator of the Year for the state of Delaware in 2012 by the Delaware Organization of Nurse Leaders and the Delaware Nurses Association and Delaware's Nursing Legend in 2016. Member of the NLN, ANA, Sigma Theta Tau, APNA. Author Summary: Dr. Gambardella in a seasoned nurse educator and clinical specialist in psychiatric mental health nursing. Her career in both has spanned over 40 years and includes presentations at the local, national and international levels. Her interest in sleep as a component of health has provided a practice venue that has served as a catalyst for determining sleep as the sixth vital sign.en
dc.identifier.urihttp://hdl.handle.net/10755/621537-
dc.description.abstract<p><strong>Introduction</strong><span>: The importance of sleep for overall health is at the forefront of the media and the literature. Emphasis on the effects of sleep deprivation are highlighted in vehicular accidents such as theAmtrak train crash in Hoboken, NJ (NY Times, 2016) and in overall workplace performance for a variety of employee positions. Including sleep in all assessment processes by health care providers is becoming a topic of critical discussion as a need in the educational domain of provider preparation. Nursing curricula are not an exception and as nurses students must learn the dynamics of normal sleep and sleep physiology in order to provide sleep care for health promotion and illness prevention. (Redeker & McEnany, 2011) Conducting a survey to determine the current extent of the inclusion of sleep content was implemented at the Sigma Theta Tau Internation Honor Society of Nursing Research Congress in Cape Town, South Africa in July, 2016. The survey was available in the exhibit hall during the Congress exhibit hours and participants had the option to complete the survey voluntarily and anonymously.</span></p> <p><strong>Evidence Based Methodology</strong>: Participants representing 12 countries voluntarily completed the survey and provided information about their home school's educational program in nursing relative to the presence or absence of sleep content. If the program included sleep content, participants were asked to indicate which course(s) included the sleep content and to list some of the content covered in the classroom/clinical setting If the program did not provide sleep content, participants were asked if sleep content should be included and in which courses it should be taught. Finally participants were asked if sleep assessment should be considered as the next vital sign. All data was analyzed and quantified using the SPSS statistical software that provides quantitative, descriptive results for the outcomes discussion.</p> <p><strong>Outcome Findings</strong>: Participants who completed surveys represented 12 countries and all levels of nursing programs including diploma, associate degree, bachelor of science in nursing and master of science in nursing. Fifty-seven percent of the faculty reports that sleep content was not included in their home school nursing curriculum. Forty-three percent of the faculty report that the curriculum did include sleep content, primarily in the Fundamentals of Nursing course (as related to rest and comfort) or in Nursing Care of Children (as related to normal growth and development). Overall 98% of faculty believed sleep content should be included in a nursing curriculum whether their program included the content or not. The courses most frequently listed as appropriate for sleep content were Fundamentals of Nursing, Psychiatric/Mental Health Nursing, and Community health Nursing. Sixty percent of the faculty responding agreed that sleep could be considered as the next vital sign. However, two considerations evolved as concerns if this were to become a reality. First, how would it be measured and standardized as a quantitative measure for consistent application and second, how would it be universally taught, with evidence based criteria, in all health care provider programs, not just nursing.</p> <p><strong>Conclusions</strong>: 1. An overwhelming percentage of nursing faculty believe that sleep content should be included in the nursing curriculum of all level of programs.</p> <p>2. Sixty percent of faculty believe sleep assessment as a vital sign is a plausible next step if the ability to standardize and quantify a measurement could be achieved.</p> <p>3. Further exploration of this initiative from an evidence-based perspective is needed to successfully accomplish inclusion of sleep content in curricular programs of nursing and other health care  providers.</p>en
dc.subjectEvidence Based Nursing Educationen
dc.subjectNursing Curriculumen
dc.subjectSleep Assessmenten
dc.date.available2017-06-20T13:44:14Z-
dc.date.issued2017-06-20-
dc.date.accessioned2017-06-20T13:44:14Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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