EORNA2022_Abstract Book

Stavanger, Norway | 12 - 15 May 2022 10th EORNA Congress Parallel Sessions 17 OP10 Bachelor nursing students in rotation practice in the operating room department: a collaborative project by Oslo Metropolitan University and Oslo University Hospital A.-K. Esbjug1, K. Brooker2, Collaborative Project Group - Rotation Practice in the Operating Room Department 1Oslo University Hospital, Division of Emergencies and Critical Care, Department of Operating Services, Administration Section, Oslo, Norway, 2Oslo University Hospital, Division of Emergencies and Critical Care, Department of Operating Services, Section for Operating Theatres Neuro and Maxillofacial Surgery, Ullevaal, Oslo, Norway Purpose: To explore the Operation Room Department (OR) as a learning arena for bachelor nursing students and if rotation practice in the OR increased their knowledge of the surgical patient’s need for surgical nursing and treatment throughout the surgical process. Method: A descriptive design and quantitative method with a comparative pre and post survey followed by a Likert scale survey. The bachelor nursing students’ intervention group (N=43) received a theoretical instruction before one week of supervised practice in the OR. They received a multiple-choice survey, which included questions regarding their knowledge in surgical nursing. The survey was taken twice, first one week before the supervised rotation practice in the OR and then when the practice was completed. The bachelor nursing students (N=52) in the control group were not offered the rotation practice, but received the same survey midway through their surgical ward practice. Descriptive analysis, frequencies, percent, crosstabs and chi-square tests, was performed. At the end of the surgical ward practice, the intervention group received a Likert scale evaluating survey and descriptive analyses were performed (frequencies, percent). Results: A significant difference in knowledge between the intervention and the control group was found, regarded to; preventing hypothermia (p=,027), pressure-, strain- and nerve damage (p=,050), preventing infection and infection control (p=,000 - ,013) and patient safety (p=,034). Results of the survey at the end of surgical ward showed that 98% of the bachelor nursing students gained greater insight into the surgical patient’s needs for nursing care and 98% recommended rotation practice in the OR. Conclusions: One-week supervised rotation practice in the OR for bachelor nursing students in surgical ward practice increased their knowledge and insight into the patient’s need for surgical nursing and patient treatment. The students recommended rotation practice as part of their surgical ward practice. OP11 Video of clinical procedures can increase students’ self-efficacy in clinical skill development A. Wevling1, I. Hjelmeland1, H.K. Grønlien1 1Østfold University College, Faculty of Health, Welfare and Organization, Department of Nursing, Health and Bioengineering, Halden, Norway Objectives: Clinical skills are important for developing the operation nurse’s expertise. Increased efficiency and production requirements in the hospital health service can constitute an obstacle to skills training and self-efficacy for students in post graduate program for operating room nursing. A high degree of self-efficacy increases motivation, cognition, courage, interest and initiative, which in turn can increase the success rate of clinical skills development. Methods: A quantitative study were conducted to investigate the potential benefits of using instructional videos in the learning process for the development of clinical skills, and its contribution to students’ self-efficacy. Five instructionalvideos containing clinical procedures, produced by the head teacher, were available to the students throughout their studies. Data management and analysis were performed using descriptive statistics in summary sizes, and a 2-tailed Spearman’s rho to measure correlations between variables. Results: The study revealed a significant correlation between how often the videos were watched and the students own self-efficacy. In addition, the students reported an increase in the development of clinical skills. Conclusions: Given the limitations of practicing clinical procedures, video can be a well-adapted learning resource for learning clinical procedures and has the potential to promote self-efficacy in students. The number of students imposes restrictions on the transferability of the study.

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