Staff Education to Improve Knowledge of Wound Documentation Skills Among Inpatient Nurses
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| Udgivet i: | ProQuest Dissertations and Theses (2025) |
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ProQuest Dissertations & Theses
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| Online adgang: | Citation/Abstract Full Text - PDF |
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| 020 | |a 9798315755838 | ||
| 035 | |a 3213606059 | ||
| 045 | 2 | |b d20250101 |b d20251231 | |
| 084 | |a 66569 |2 nlm | ||
| 100 | 1 | |a Patron-Litorja, Rouine Kay | |
| 245 | 1 | |a Staff Education to Improve Knowledge of Wound Documentation Skills Among Inpatient Nurses | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a While many healthcare organizations have established wound documentation protocols, maintaining consistent, high-quality documentation remains a widespread challenge in clinical practice. In this staff education project, I addressed the implementation of a staff education program to increase nurses' knowledge about evidence-based practices regarding wound documentation. The staff education initiative was conducted in a medical telemetry unit, with 17 nurses participating. A pretest-posttest design was employed to evaluate the impact of the education. The aggregate pretest and posttest scores were analyzed using the Normalized Learning Gain (NLG) formula. The NLG gain of 0.37, equated to a 37% improvement in knowledge a moderate learning gain. This indicates that participants enhanced their understanding of wound documentation practices as a result of the educational intervention. Beyond improving documentation accuracy, this project supports the broader integration of evidence-based practice (EBP) by empowering nurses with the skills to provide thorough, consistent, patient-centered education. The enhanced competency gained through this initiative fosters clinical excellence, professional confidence, and alignment with standardized care protocols. Furthermore, the implications of this project for practice and social change include improved clinical competency, consistency in care, support for diversity, equity, and inclusion by emphasizing clear, comprehensive documentation, and positive social change as this initiative strengthens nurses' roles as advocates and educators, enhancing overall healthcare quality and outcomes.  | |
| 653 | |a Nursing | ||
| 653 | |a Health education | ||
| 653 | |a Education | ||
| 653 | |a Clinical psychology | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2025) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3213606059/abstract/embedded/H09TXR3UUZB2ISDL?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3213606059/fulltextPDF/embedded/H09TXR3UUZB2ISDL?source=fedsrch |