Enhancing family nursing practice: The effect of a supportive-educational programme on the family nursing practice, family satisfaction and family perceived support in the intensive care unit
Bibliographic record
Abstract
search, G -Funds CollectionBackground.The severity of the disease and the anxiety caused by working with a patient in a critical situation increase the need of supporting both families and nurses.Objectives.To evaluate the effect of implementing a supportive-educational programme for nurses on the family nursing practice, family satisfaction and family perceived support in the intensive care unit. Material and methods.A non-randomised intervention study was performed on 90 patients' family members and 72 intensive care unit nurses.The supportive-educational programme included a 6-hour face-to-face workshop for nurse managers to create a supportive work environment for nurses and a one-month online educational programme for nurses.The Family Nursing Practice Scale was completed by the nurses.The Family Satisfaction-ICU scale and ICE-Family Perceived Support Questionnaire were completed by the family members on the third and tenth day after the patient's hospitalisation.Results.A statistically significant difference was found between the mean score of family nursing practice before (Mean = 26.36,SD ± 4.9) and after the intervention (Mean = 20.66,SD ± 6.6).The mean score of family satisfaction on day 10 showed a statistically significant difference between the groups (intervention Mean = 73.97,SD ± 9.18, control group Mean = 92.15,SD ± 10.25).The mean score of the family perceived support was significantly different in both groups on the third day of hospitalisation (intervention Mean = 45.15,SD ± 9.18 and control group Mean = 48.4,SD ± 4.98) and on the tenth day of hospitalisation (intervention Mean = 43.84,SD ± 6.48 and control group Mean = 53, SD ± 4.29).Conclusions.simultaneous support and training of nurses working in the intensive care unit can increase the desired outcomes related to the patient's family by improving their performance in relation to the family.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".