Pressure Injury Prevention: Evidence-Based Solution
Intensive care units and other locations where patients are routinely immobilized for long periods of time are common places for pressure injuries, a hospital-acquired ailment. These wounds are typically avoidable, cause serious harm, lengthen the patient’s stay, worsen outcomes, and result in financial loss. A PICOT question might be posed: Do patients (P) benefit from nurse education on pressure injuries (I) compared to current practices (C) through a decrease in the manifestation of the problem in intensive care units (O) over the course of six months (T)? Their prevalence is primarily caused by care providers’ insufficient knowledge to prevent the problem.
Nurses can avoid pressure injuries by routinely screening patients to identify and manage hazards without using specialist equipment or medicines. They must, however, be aware of the symptoms to watch for and the people who are most likely to develop the disorder. Once they are aware of the potential, they should be able to take action to address it and lower the occurrence of pressure injuries (Henry and Foronda, 2017). Therefore, the intervention should concentrate on informing nurses about the root causes and warning indicators of the problem.
Small-group training sessions should be used to teach nurses the necessary skills, as this approach has been successful in the past. According to Hassan (2018), a technique in which the trainer simulates an infant with a doll has reduced the rate of pressure injuries in kids. Adults should use the same process. However it could be difficult to demonstrate it similarly. The focus should be on nurses’ current understanding of patient care, since they should be able to alter the patient’s state to prevent pressure injuries if they know the potential causes.
To prevent the condition, patients who are most at risk for developing it must be identified, and their conditions must then be monitored. Age, body mass index, and length of stay are highlighted as three important risk variables by Amirah et al. (2019). A nurse can relocate a patient or make modifications once they’ve been identified as at risk of a pressure injury in a particular region. Hence, the problem’s emergence will be stopped, and the area can recuperate.
Health Care Agency
The aforementioned risk factors are all linked to decreased mobility since elderly, obese, and very ill people frequently experience mobility problems. As a result, the intensive care units at various hospitals are the setting that needs the most attention. Patients in the area are prone to struggle with movement and repositioning, especially if they are asleep, and rarely leave their beds. Even if patients do not express complaints, nurses must be ready to address their concerns. Although training for other departments is necessary, it is less important in professions where patients do not stay for extended periods of time.
The intervention benefits nursing by ensuring that professionals in the field know and use the most recent techniques. This information allows them to conduct additional research and choose the best detection or reduction techniques. Overall, the standard of care will rise, leading to better patient outcomes, advancing nursing’s objective. Overall, the proposal will strengthen the idea of evidence-based practice and guarantee that medical experts adhere to the most recent norms.
Awajeh, A. M., Issa, M. R., and Abdallah, M. Amirah, M. F. Y., Rasheed, A. M. Y., Parameaswari, P. J., and (2019). Adult patients in a large intensive care unit who are severely sick have a high prevalence of pressure injury and risk factors. Intensive Critical Care Journal, 5 (2). Web.
- Hassan (2018). A. The effect of educational recommendations for newborns in critical care unit pressure injury prevention. 1–10 in Nursing Health Care, 4(1).
- Henry and C. Foronda (2018). An integrated review of the evaluation of evidence-based nurse education for preventing hospital acquired pressure injuries in practical practice 8(1), 9–15; Journal of Nursing Education and Practice.