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10 Things You Need to Know Before Joining University

Ten Things I Wish I Knew Before Starting University

You’ve slogged your way through secondary school and managed to achieve the necessary grades for your chosen university. What a buzz!

We bet you feel a full range of emotions – right?

Maybe you’re already picturing yourself walking through the uni’s campus, socialising with friends and the day you receive your degree whilst wearing the coveted cap and gown…whatever you’re dreaming of, it’ll soon be reality.

But wait a minute, let’s back up a bit and go stick with the present.

There’s lots to think about once you’ve decided on where you’re going and which student accommodation you’ll be living in.

Your first few months of university life might be confusing, but that’s why we’re here to give you a helping hand.

We’re the experts in all things uni, y’know, since we’re a student accommodation company?

So, we’ve compiled a list of five things that (generally) students wish they knew before starting university!

1. Prepare For Independent Living

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For years, you might have been raring for the independence of living alone, with none of your parents meddling in your affairs.

However, independence is not something you’ll enjoy if you haven’t prepared for it.

Forget having your laundry done, dinner prepped and your lunch packed, this new way of life will leave you to fend for yourself.

As a matter of fact, you’ll probs find popping home for a weekend is like living in the lapse of luxury! You won’t take it for granted ever again.

So, in order to prepare, why not try learning a few new recipes and house chores? Or, at least understand how to cook simple meals and use a washing machine…maybe that’s a good start?!

It may not seem like much fun, but we promise it’ll help massively when you move to university.

2. DON’T Blow Your Student Loan!

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Learning how to handle your money will not only affect your student life but will also impact how you handle your money as an adult after graduation.

As a student starting university, you now have the freedom of living away from home and handling finances off your own bank. More importantly, your student loan.

And no, that doesn’t mean splashing your loan in the first week…as much as we know you’d love to spoil yourself!

We advise you to budget a little and save your money for when you really need it.

Don’t forget you literally have to pay for everything, such as your accommodation, food, laundry and funding your nights out.

Now think about it, you wouldn’t wanna cancel a night out ‘cos you’ve blown your money on the latest designer bag – would you?

Some students find having a part-time job alongside their studies helps them manage their wages. It’s a fab idea and can even be a great way to make some new pals.

We wouldn’t suggest having a full-time job as you might struggle to balance your course and lifestyle.

3. Annoying Flatmates Alert

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If you’re living in shared student accommodation, then you need to prepare to not like everyone.

Mainly, you’ll get along with most of the individuals in your flat, but there might be the odd one or two that just do your head in (and that’s okay!).

Don’t put pressure on yourself to like everyone you live with, ‘cos you’ll begin to feel like you’re the issue if you do.

Your new friends are just as excited as you to begin the student life! Just prepare for what’s to come, such as a messy flatmate who doesn’t wash up or a party animal who’s up till early hours of the morning!

4. You Probs Won’t Need To Pay £££ For Your Reading List.

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Some of your books online will cost hundreds of pounds and it’s worth knowing that you don’t have to pay that much when starting university.

There are so many other ways you can get a hold of textbooks you need for your course.

Firstly, your library will have a huge stash of books, so why not just hire it for the period you need to use it? Oh, and make sure to take it back ‘cos you don’t want the library staff on your back.

They will also have an online library which you will be given access to at the start of the year. From here, you can search to see if it’s available to be read online.

Honestly, this will save you SO much £££ that you’ll be able to book that night out with your extra income!

If you do need to buy a course book ‘cos you can’t get it online, then deffo search around on Ebay and Facebook Marketplace for them second hand.

5. Forget Leaving Your Deadlines Till The Night Before

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Well, it’s your personal preference how you decide to tackle your deadlines before starting university, but just don’t leave them ‘til the night before…please.

Not only will you regret it, you’ll end up with a completely messed up bedtime routine and a crappy piece of work.

You’re best prepping a while in advance of deadlines and doing little bits here and there.

It’ll just make your life so much easier and way more enjoyable.

6. First Year Doesn’t Count (But That’s No Excuse!)

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Honestly, it might not count towards your degree classification, but it sure has a massive impact on your academic ability and knowledge.

We bet you’ll feel way more prepared for second and third year if you get the foundation set when starting uni.

Don’t be one of those students that says ‘oh, I wish I knew that’ or ‘no one told me it would help’ – you heard it here first, so go get those good grades!

7. Homesickness Is Real

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While it may be easy to get caught up in your new study load and activities, it would be helpful to keep your relationship with your family and closest friends strong.

There will be times when you will feel homesick and alone while you juggle through multiple projects and exams, and the best comfort can come from knowing that you have a strong support system behind you.

You may not know it, but your family might also be worrying about how you are doing, and a call from you can also ease their anxiety, knowing that you are okay.

Even simple things like giving them a quick facetime or sending a little message. You’re bound to feel better in yourself if you do, so do it for your mental health and for your family’s sake.

Don’t feel alone if you’re feeling homesick, there’ll be so many students who’re in the same boat as you! It’s important to acknowledge and get help ASAP!

8. Pace Yourself During Freshers Week

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Oh gosh, now this is a biggggg one!

Don’t try to impress your new friends on the first night, honestly, you’ll only end up being bed ridden with a sore head.

Induction week will be happening alongside freshers, so making sure you pace yourself so you can head to uni the next day is essential.

It’s also suggested to not spend too much money during this week. There’s going to be so many events on and it’s important you manage your time well.

9. Think Ahead

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It’s never too early for you to think and plan for the starting university.

Why not begin researching what societies you might like to get involved in? Your student union website will be super helpful for this.

Or, you could even look around at activities to do in your new city as a student!

10. Start Getting Excited!

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Now you know exactly what you need to smash your way through university, it’s time to start getting excited about your first year!

Soon enough, you’ll be heading to your student accommodation and saying goodbye to your childhood home.

This new chapter in your life is super exciting, so soak it in as much as you can! Most people who’ve been and done uni will be super jealous of you, so prepare to live the life everyone dreams of.

We hope you’ve learnt a lot from our blog – 10 Things I Wish I Knew Before Starting University! To help you out even further, we accept custom orders on academic projects.

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What International Students Can Expect in the UK

What International Students Can Expect in the UK

Hey there! So, you’re thinking about studying in the UK, huh? Well, let me tell you, despite the infamous drizzle, this place has got a lot going for it. It’s no wonder students from all over the world are flocking here. Let me give you the lowdown on what to expect (raincoats not included!).

Landmarks

First off, let’s talk landmarks. The UK is like a treasure trove of iconic sights that will make your jaw drop and your Instagram feed explode. From Buckingham Palace and Big Ben to the Angel of the North and Edinburgh Castle, this place is a visual feast. The Brits take pride in their history, preserving these landmarks so that future generations can learn and appreciate what makes this country tick.

Scenery

But it’s not just about the famous spots. The UK is also blessed with some breathtaking scenery. Get ready to be blown away by stunning landscapes that will make you feel like you’re living in a postcard. And the best part? You can easily explore these sights thanks to the fantastic public transport system in university cities. So, hop on a bus or a train and go on an adventure!

Transport

Speaking of public transport, let me tell you, it’s a student’s best friend here. It’s like they designed it just for us! Whether you need to go to class or explore the city, the public transport network has got you covered. And fear not, my friend, you’ll quickly become a pro at navigating it. Soon enough, you’ll be zipping around like a local.

Food

Now, let’s talk food. The UK may not be known for its Michelin-starred cuisine, but we’re a nation of foodies. Fish and chips may be our claim to fame, but there’s so much more to enjoy. Ever heard of a full English fry-up breakfast? It’s a glorious way to start the day. And who can resist a good old Sunday roast dinner? Plus, we’re always up for trying new dishes, so don’t be shy about sharing your culinary delights with your new friends. Food brings people together, and trust me, it’s an excellent ice-breaker.

Pubs

Oh, and did I mention pubs? The UK loves its pubs. They’re like social hubs where friends gather to chat, complain about their bosses, watch football, or even have a cozy date. For students, pubs are a big part of the nightlife in university cities. So, get ready to find your “local” and make it your go-to spot for the next few years. Just remember to drink responsibly!

Bottom Line

So, there you have it—just a taste of what the UK has to offer for international students like yourself. From jaw-dropping landmarks to stunning scenery, convenient public transport, delicious food, and lively pubs, you’re in for an unforgettable experience. Get ready to embrace the rain and make some incredible memories. Cheers to your UK adventure!

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Moving In to Your Student Home – Tips and Hacks

Move In to Your Student Home

Moving into your student home is an exciting milestone, but the process of actually moving in can be stressful and tiring. Whether you’re relocating from a nearby location or a long distance away, there are a few strategies that can make the process easier for you.

Color code your boxes by function: Instead of cramming items into boxes randomly, pack them based on their intended areas in your student home. For example, keep all bathroom items in one box and kitchenware in another. To make it easier, use different colors to label each box according to its function. This way, you’ll know exactly where each box belongs, save time when unpacking, and reduce the chances of losing items.

Efficient packing saves space: While color coding may require more boxes, you can maximize space by packing efficiently. For instance, instead of using bubble wrap, you can wrap fragile items like glasses and mugs in kitchen towels to save space. By optimizing your packing, you’ll have more room for important items and potentially require fewer boxes overall.

Use a foldable sack truck for moving boxes: One of the most challenging aspects of moving is physically transporting the boxes from your vehicle to your room, especially if they contain heavy items like TVs. Investing in a foldable sack truck can make this task much easier. These portable metal structures are designed to wheel boxes and reduce the strain on your body. They are commonly used in warehouses and can significantly speed up the moving process.

By following these tips, you can streamline the moving-in process to your student home, save time and energy, and ensure a smoother transition into your new living space.

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Nursing Research & Evidence-Based Practice

central line associated bloodstream infections (CLABSIs

Nursing Research & Evidence-Based Practice NUR 561

Overview

In researching the topic of central line associated bloodstream infections (CLABSIs), writer completed an online search for relevant articles to the topic. Articles selected were a quantitative and a qualitative article on CLABSI and prevention of CLABSI. This paper is based on the five-peer reviewed article on CLABSIs and CLABSIs prevention. CLABSI is considered a blood stream infection which is confirmed primarily by laboratory work (Sacks et al., 2014). CLABSI is a bloodstream infection that happens to the patient who has central line within 48 hours of insertion and is not related to an infection from another site (CDC, 2016). In general, CLABSI happens when there is a possibility of not correctly inserting the central venous line (CVL) or not monitoring or supervising the site after the insertion and not adhering to CLABSI protocol. It is one of the major blood stream infection with the increased morbidity and mortality rates of 10 to 20 % (Morrison, 2012). It cost a lot of money to the U.S. healthcare system and thousands of deaths in America, yet it is preventable healthcare associated infections just by implementing CLABSI bundle (CDC, 2016).

PICOT Question

The Evidence Based Practice research PICOT Question to be addressed: Does having a CLABSI prevention/elimination team who are dedicated to supervise entire central line insertion in Intensive Care Unit (ICU) and CLABSI bundle protocol as opposed to bedside ICU nurse be responsible to implement the CLABSI-related preventive measures for the purpose of reducing the risk of CLABSI?

P- Patients admitted in ICU

I- Having a CLABSI team to supervise the central line insertion

C- Bedside ICU nurses responsible to maintain and prevent CLABSI

O- Decreased rate of CLABSIs

T- During ICU stay

Keywords: Compliance, CLABSI bundles, Guidelines, CLABSI prevention, CLABSI

Literature Review

According to the article by Furuya et al., (2016), CLABSI is a condition that can be prevented. The intention of this study was to assess the compliance with the central line insertion bundle overall in US. The research method involved cross-sectional design involving National sample of adult ICUs participating in National Healthcare Safety Network (NHSN) surveillance (Furuya et al., 2016). The overall study involved 984 adult ICUs in 632 hospital (Furuya et al., 2016). The results of the study showed that only 69 percent of the US hospitals reported compliance with the set regulations to prevent CLABSI. It is therefore evident that compliance to the stipulated guidelines is not strictly followed. According to Furuya et al., compliance is the most effective method of preventing CLABSI. Most of the healthcare organization and healthcare centers are aware regarding the guidelines recognized by the World Health Organization (WHO) and Center of disease Control to presents the central line associated blood steam infections in ICU’s settings. This article by Furuya et al. (2016), is based on a qualitative study which is focused on the mutli-center research on the prevention and elimination of the CLABSI. This articles also focuses on why some of the hospital are more diligent on preventing the CLABSI than other despite the guidelines provided by national mandates. Research was conducted in 250 hospitals with the mean CLABSI rate of 2.1 per 1000 CVL (Furuya et al., 2016). Among them only 49 % reported to have a written CLABSI bundle policy (Furuya et al., 2016). Even on those who monitored compliance, only 38 % were highly compliant with the CLABSI bundle (Furuya et al., 2016). In this research, first the hospital’s infection preventionist was questioned by phone and then in person interviewed was conducted. On this research there was a use of snowball sampling to conduct the phone interview, in person interviews. The phone interview and in person interview was conducted on the epidemiologists, Physicians, unit managers, nurses in the ICU’s unit. After the interview it was identified that most of the organization had the common challenges to implement the CLABSI protocol in their organizations. There were basically four common challenges which were discussed by all the healthcare organization. The four challenges were the politics, culture, structure, and emotions. Politics meaning the relationship among the employee on the unit, culture as a values and beliefs which were shared by the employee, structure meaning some factors which are affecting the quality improvements projects, and lastly emotions as the level of commitment and passion shared on the unit (Furuya et al., 2016). After analyzing the article, it has been noted that those hospital who had a higher score on the culture and emotion were also the ones who were more committed and passionate about fostering change, improving implementation,  and collaborating more quality improvement projects. On the other hand, those hospital who did not score high on the four challenges were also found to be not having favorable environment for change.  The proposed study will close a gap in knowledge as it identifies that for effective implementation and collaboration of CLABSIs’ prevention plan, plan dissemination was deciphered as a prodigious step. From this article it has been found that the effect of implementing the CLABSI bundle protocol and educating nurses has a significant impact on reducing the CLABSI and associated infection as the p value was 0.015 (P = 0.015), incidence rate ratio [IRR] 0.77, 95% confidence interval and  (β = -1.029, p = 0.015).As we know that the p value less then .05 is significant and that we reject the null hypothesis of stating that there is no difference. The result indicated that there was a significant difference in reduction of CLABSI infection when the CLABSI bundles protocol were implemented and education were provided to the ICU employees on CLABSI. As a plan disseminating for the quality improvement was to meet the guidelines evidence-based practice research and implementing a Vascular Care Team (VCT) to monitor the CLABSI bundle protocol. Normally time frame for these kinds of projects will be three months. On a timely basis meeting were conducted between nurses and CLABSI team to monitor the progress towards prevention of the CLABSI.

The research study by Park et al. (2017) was conducted in a community hospital which was based on the qualitative analysis of midline catheter and central line care that were provided by medical-surgical nurses. Most of the community hospitals are not equipped with the required tools or had experience with preventative measure which are needed to fight central line associated bloodstream infections (CLABSIs). In this research, the researcher has utilized the phenomenological framework and the methods of exploration was the interview process (Park et al., 2017). The study was approved by the Centers for Disease Control and Prevention institutional review board (IRB) and the New Jersey Department of Health’s IRB use in this analysis (Park et al., 2017). Consents were obtained from qualified participants. No human harm was noted on this study as it is an education study and was conducted by interviewing process. The researcher on this research study conducted 45-minute interview with the medical-surgical nurses on the medical-surgical units that has the highest rate of CLABSI. This research studies were basically focused on the nurse’s perspective at central line care. Fifteen medical surgical nurses were interviewed from the medical surgical units who had highest’s incidence of CLABSI who were working as fulltime. After the interview process various challenges emerges out. The biggest challenge was to follow the correct procedure along with CLABSI prevention. Also, nurses did not have high exposure with CLABSI and patient with CLABSI. 15 nurses identified that there is a need for education concentrating on the central line care and CLABIs prevention training. As, a teaching strategy, nurses who were seasoned and experienced related to CLABSI were brought to the community hospital to guide the nurses. As a result, plan was created which was based on the experiences nurses experience and when implemented decreased the CLABSI rate. This article focuses on the prevention of infection from the nurses prospective who were working nurse in a community hospital.  This article explores the interventions that can be implemented to prevent CLABSI. The article highlights that the condition can be prevented if healthcare organizations take the necessary preventive measures. This data collection methods involved exploring the impacts of overall intervention implemented by peer tutoring which involved 1000 days of continuous tutoring. The results of the research showed that CLABSI decreased from 6.9 infections in the pre-intervention period to 2.4 and 1.8 in the intervention (Park et al., 2017). This article focused on the CLABSI rate for 9 months pre-intervention, 6 months during the intervention and 9 months post-intervention. SPSS 22.0 was utilized to conduct the statistical analysis for this article. It has been found from this research that CLABSI rate decreased from 6.9 infections in the pre-intervention phase to 2.4 and 1.8 in the intervention period of 6 months with P value being 0.102 (p= 0.102) per 1000 catheters per 9-month period (Park et al., 2017). The researcher used the regression model to show the significant difference between the pre intervention and post intervention drop rate in CLABSI where the P value was  less than 0.001 (P < 0.001). As mentioned above P value less than 0.05 is considered to be statistically significant and shows the difference preintervention and postintervention of applying the CLABSI bundles and education provided to the nurses and we reject the null hypothesis stating there will be no difference in pre intervention of applying CLABSI bundle and post intervention of CLABSI bundles. Hence, this research showed significant increase in CLABSI when there was no peer tutoring. To close the gap in knowledge, the article highlights that without peer tutoring interventions, the rate of CLABSI infections can increased again. From this article it has been noted that in order to prevent the CLABSI, healthcare organization need to concentrate on clinical reasoning and preventative actions. This article can be used in healthcare organizations to explain the importance of peer tutoring towards the prevention of CLABSI.

The research by Blot et al. (2014) is based on systematic review and meta-analysis of the interventions taken to prevent CLABSI. The article sought to determine whether central line–associated bloodstream infections. The research method involves analysis of the previously done studies from 1995–June 2012 (Blot et al., 2014). CLABSI per 1,000 catheter-days, CLABSI per 1,000 inpatient-days, and catheter utilization rates were identified in this article. Maryland Health Care Commission (MHCC) measured the objectives and difficulties of reporting data publicly and has approved this study (Blot et al., 2014). The research was conducted in a five adult ICUs at a regional teaching hospital, that has 63 ICU beds. The CLABSI bundle was introduced to ICU which has four components: hand hygiene, sterile technique upon insertion, use of chlorohexidine wipes for skin preparations, and avoidance of the femoral vein as the access site (Blot et al., 2014). The research was conducted for 10-month period over 18,656 inpatient-days and 9,388 catheter-days (Blot et al., 2014). In this research 687 CVL insertions on 481 patients were performed (Blot et al., 2014). Consents were obtained from qualified participants and no human harm was noted on this study as it is an education study and was conducted by interviewing process. The results of the study show that CLABSI have decreased significantly over the years due the use of CLABSI bundles and education regarding CLABSI. A ratio of 95% confidence intervals proved that CLABSI can be prevented (Blot et al., 2014). Hence, from the article, quality improvement interventions are crucial in preventing CLABSI. Continuous quality improvement can be used to close the gap in knowledge on how to implement continuous quality improvement in ICU. This article by studied a visual design of information from widely-reported central line-associated blood stream infection (CLABSI) ending data for generating decisions by different target individuals, health care customers and professionals. In deciding on the best way to openly document CLABSI data results Maryland Health Care Commission (MHCC) measured the objectives and difficulties of reporting data publicly and has approved this study (Blot et al., 2014). The visual view of quantitative knowledge explains data for customers and health care professionals for creating decisions. The purpose of visual design, to systematize the information for relaying a message successfully, can be achieved by prioritizing, combining, and arranging the information appropriately. The study used formative methods with several groups to verify the choices that the researchers did to obtain the members, and they employed an extensive cross section of the intended user populations. The researchers confirmed visualizations that were accepted and publicly organized for customers and health care professionals in Maryland. This article recognizes that in order to expedite the CLABSI prevention program, a peer-reviewed research framework which assimilates evidence into practices is really crucial. This article focused on systematic review and meta-analysis examines to find out the impact of quality improvement interventions on central line-associated bloodstream infections in ICU patient. Also, the researcher used the Meta-regression which assessed the impact of CLABSI bundle interventions and high baseline rate on intervention effect. From this article it has been found that the effect of implementing the CLABSI bundle protocol and educating nurses has a significant impact on reducing the CLABSI and associated infection as the p value was .03 (P = .03). As we know that the p value less then .05 is significant and that we reject the null hypothesis of stating that there is no difference. The result indicated that there was a significant difference in reduction of CLABSI infection when the CLABSI bundles protocol were implemented and education were provided to the ICU employees on CLABSI.

According to the article by Chopra et al. the main objective was to research on effective evidence-based care to prevent CLABSI infections among ICU patients. The article notes that Central Venous Catheters (CVC) play a central role in preventing the infections. The method of data collection involved 34 evidence-based studies done previously to identify causes and prevention of CLABSI (Chopra et al., 2013). Moreover, review was conducted in accordance with the protocol proposed by the Federal University of São Paulo. 1,485 studies were initially selected but only 34 studies were considered necessary for this study (Chopra et al., 2013). The results from the study showed that interventions such as hand hygiene and maximal barrier precautions are effective in preventing CLABSI among ICU patients. Therefore, the article concludes that that commitment of stuff plays a crucial role in preventing CLABSI. This article is can be used to seal the gap by teaching members of the staff how to commit themselves in preventing CLABSI. This article by Chopra et al. (2013) is a crossover randomized prospective pilot study of central venous catheter (CVC) team intervention in comparison to standard care. Consents were obtained from qualified participants and no human harm was noted on this study as it is an education study and was conducted by interviewing process. In most cases, treatment for children suffering from cancer includes chemotherapy that is delivered via CVC. Although the CVC is a reliable source for delivering chemotherapy, it increases the risk of bloodstream infections (BSIs). The study takes place in a children’s hospital with the focus on two inpatient oncology units with 41 patients in the experiential unit and 41 in the control unit. The study compares patients who receive CVC blood draw bundle by nurses on the CVC team experimental interventions versus standard care from a bedside nurse. In the six-month study, a significant difference was seen in the CVC team and standard care by the bedside nurse related to risk of BSIs. In determining the effectiveness of the CVC team, a larger cohort group is needed.  While the use of CVC is pervasive, most studies related to CLABSIs are done in the adult population. This article provides data related to CLABSIs in the pediatric population. A vascular team needs to be created to monitor the CLABSI protocol and to calculate the data of CLABSI. The vascular team will be conducting he seminar, meetings, and creation of the EBP bundles for the elimination of CLABSI. A vascular team should be created to monitor the CLABSI protocol and to calculate the data of CLABSI. The vascular team will be conducting he seminar, meetings, and creation of the EBP bundles for the elimination of CLABSI. Vascular team was providing PowerPoint presentation, webinar, websites and handouts regarding the prevention of CLABSI to educate nurses and empower them on CLABSI bundle protocol. In this research the pre intervention and post intervention of education and CLABSI bundles drastically decreased the rate of CLABSI from 3.9 per 1,000 catheter days to 1.0 per 1,000 catheter days. Also, in this research study the P value was 0.000 which is less than 0.5 and is considered to be statistically significant as the (P< 0.001).

According to the article by Sacks et al. (2014), a central line-associated bloodstream infection (CLABSI) develops within 48 hours of the line placement. This article is based on the research done to investigate pathogens associated with CLABSI. The research method involved analysis done from October 2011 to September 2012, with the intention of identifying the infectious causing agents associated with CLABSI. This article investigated the effect of the effect of implementing a checklist for the placement of central venous lines (CVL). Participants were  assigned to the checklist group either control or experimental in a 1:2 ratio (Sacks et al., 2014). In this research the frequency of CLABSI was compared in control and experimental groups. In this study total of 4416 CVL were inserted; 1518 were from checklist group and 2898 participants were in the control group (Sacks et al., 2014).This article explains that the use of checklist during CVL placement has caused lowered incidence of CLABSI frequency. Consents were obtained from qualified participants. There was no human harm noted as the education conducted was online and screenings were performed during routine exams. The results of the study showed that majority of infections were caused by staphylococci 34.1 percent, enterococci16 percent, and Staphylococcus aureus, 9.9 percent (Sacks et al., 2014). The article concludes that the action taken by healthcare organizations to prevent CLABSI like use of antibiotics, echinocandins and parenteral vancomycin which is an antibiotic intervention. The knowledge from the article is useful to medical practitioners working in ICU. The recommendations provided can prevent CLABSI. The study by  (Sacks et al., 2014). was based on a two-year case matched controlled retrospective study of central line associated bloodstream infection (CLABSI) in an urban trauma service. The population consisted of 6014 admissions to the trauma service. The case reviewed 105 case-matched controlled groups who did not suffer from CLABSI. There were 35 CLABSI catheters that were identified, 25 out of 35 documented breaks in sterile technique, and 16 catheters were placed in intensive care unit (ICU). CLABSIs were associated with documented break in sterile technique placed in the ICU setting. Practitioners were encouraged to increase awareness and education to adhere to strict sterile precautions. An emphasis was put on the use of CLABSI bundle and education on CLBASI prevention. Research was approved by the Department of Intensive Care Medicine at the University Medical Center Hamburg–Eppendorf, Hamburg, Germany. Independent variable: Catheterize patients, dependent variables: CLABSI infections (Sacks et al., 2014). The researcher in this article have utilized the SPSS 22.0 has a data analysis method which is mostly used for quantitative data. The researcher noted that the rate of CLABSI per catheter days reduced 19/3,784 to 3/1,870 after implementation and collaboration of the CLABSI protocol Bundle. It was also noted that the p value was 0.02, which is statistically significant value. P value in this research study was less then .05, (p=0.02), p <0.05). With the CLABSI bundle and education intervention, CLABSI rate decreased from 3.9 per 1,000 catheter days to 1.0 per 1,000 catheter days. Also, in this research study the P value was 0.000 which is less than 0.5 and is considered to be statistically significant as the (P= 0.02),and (b = −0.505, χ2 (1) = 4.20) (Sacks et al., 2014). We can conclude that we can reject the null hypothesis and state that there was significant difference noted when CLABSI bundle was applies towards the prevention of the CLABSI. In conclusion, most of the CLABSI identified in the trauma service were related to break in the sterile technique. It is most frequent in the ICU setting. The adherence to proper sterile technique guidelines while placing catheter can help to reduce CLABSI and patient mortality. Also, the CLABSI bundles has been found very effective by various health organizations. As identified in this article, appropriate implementation of the bundle reduces the rate of infections by 38%.

Conclusion

As we all know, there are several comprehensive studies and research done on CLABSI and prevention of CLABSI. The main purpose of this research study is to establish the effect of working as a team on the quest to improve the patient’s safety and prevention of infection in ICU patient. It has been found from different article review that the best way to prevent CLABSI is by developing models, educating bedside nurses, attending seminar, attending continue education based on CLABSI and CLABSI protocol guidelines. The models have to be based on the Evidence Based Research (CDC, 2016).  Knowledge is defined as power (Morrison, 2012). Attending PowerPoint presentation, attending seminar based on the CLABSI and prevention, and keeping communication open on significance of CLABSI prevention was the best way of prevention of CLABSI.  As to test knowledge a competency test should also be conducted on the bedside nurses for competency and knowledge.

References

Blot, K., Bergs, J., Vogelaers, D., Blot, S., & Vandijck, D. (2014). Prevention of central line–      associated bloodstream infections through quality improvement interventions: a                                  systematic review and meta-analysis. Clinical Infectious Diseases59(1), 96-105.

CDC National and State Healthcare-Associated Infections Progress Report, (March 2014), retrieved from www.cdc.gov/HAI/pdfs/progress-report/hai-progress-report.pdf

Chopra, V., Olmsted, R.N., Krein, S.L., Safdar, N., & Saint, S. (2013). Prevention of central line-            associated bloodstream infections: Brief update review in making health care safer II: An             updated critical analysis of the evidence for patient safety practices. Rockville (MD):

 Agency for Healthcare Research and Quality (US), No. 211(10).  doi: 10.1007/s11606-    011-1935-y.

Furuya, E. Y., Dick, A. W., Herzig, C. T., Pogorzelska-Maziarz, M., Larson, E. L., & Stone, P.                W. (2016). Central line–associated bloodstream infection reduction and bundle                                   compliance in intensive care units: a national study. infection control & hospital                                   epidemiology37(7), 805-810.

Morrison, T. (2012). Qualitative analysis of central and midline care in the medical/surgical

setting. Clinical Nurse Specialist, 26(6), 323-328.

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Opioid Addiction with injured Athletes

Opioid Addiction with injured Athletes

Submitted to South University FNP-S, NSG 69999

Introduction

The consumption of alcohol, tobacco, and other drugs has become a concern in high-

performance athletes. Professional athletes are more exposed to drugs than the general

population, they have an active social life and encounter various pressures, which may lead to

greater risk of alcohol, marijuana, and cocaine misuse (Millman & Ross, 2003). Although some

drugs are unquestionably detrimental to performance, several studies have nevertheless shown

evidence of increased consumption of these substances within this subpopulation (Brisola dos

Santos et al., 2016). Drug abuse in such individuals may involve doping, in order to obtain a

competitive advantage but can also involve the misuse of substances such as alcohol or cannabis

without the intention of improving performance, thereby developing substance use disorders, just

as any non-athletes. The reasons for athletes using these substances could be the many stressors

to w/hich they are subjected, including the pressure for better (or the best) performance, injuries,

physical pain, and even retirement, which occurs much earlier than in most other careers

(Donohue, Pitts, Gavrilova, Ayarza, & Cintron, 2013). The care of an injured or ill patient may

be the responsibility of only 1 health care provider or a team of many providers. Depending on

where the patient care is given and the patient receiving it, the sports medicine team can include

athletic trainers (ATs), physicians, pharmacists, physical therapists, school nurses, and athletic

training student. Misuse and abuse of prescription opioids in the United States constitute a

public health crisis that has grown to epidemic proportions over the last decade. The Centers for

Disease Control and Prevention (CDC) has identified prescription drug abuse and overdose as

one of the top five health threat. When determining the dose of an opioid for acute pain, it is

critically important for clinicians to take into account whether the patient is opioid naive or

opioid tolerant.

 

Definition

 

Opioid addiction is a long-lasting (chronic) disease that can cause major health, social, and

economic problems. Opioids are a class of drugs that act in the nervous system to produce

feelings of pleasure and pain relief. Some opioids are legally prescribed by healthcare providers

to manage severe and chronic pain. Commonly prescribed opioids include oxycodone, fentanyl,

buprenorphine, methadone, oxymorphone, hydrocodone, codeine, and morphine. Some other

opioids, such as heroin, are illegal drugs of abuse.  The term opium refers to a mixture of

alkaloids from the poppy seed, and the term opiates refers to naturally occurring alkaloids (e.g.,

morphine, codeine). The term opioid refers to all compounds that bind to opioid receptors.

Opioids have been used for thousands of years for the treatment of moderate-to-severe acute

and chronic pain. Opioids provide their pharmacologic effects by binding to opioid receptors

located both within and outside of the central nervous system.

 

Epidemiology

 

Reports from CDC, the Drug Abuse Warning Network (DAWN), and the National Poison Data

System have demonstrated an alarming increase in opioid misuse and abuse over the last two

decades. The prescription of opioids is increasingly recognized as one of the most important

current health problems in the sports field. It can lead to physical and/or mental problems, and

even death (NIDA, 2014; Simoni Wastila, Ritter, & Strickler, 2004). Data from the National

Survey on Drug Use and Health (NSDUH) indicate that 12.7% of the population aged 26 and

over have already misused non-prescribed prescription opioids. s. At any one time there are 7.5

million adolescents in the US participating in high-school sports, with an with an anticipated

annual 2 million athletic injuries. A major factor contributing to this crisis is the rate at

which painkillers are being prescribed. The number of prescriptions for opioid painkillers

jumped from 76 million to approximately 207 million between 1991 and 2013. According

to Times Union a startling half-million people have died since 2000 as a result of misusing

painkillers. This issue especially impacts those who play sports. Data shows that 52 percent of

NFL players were exposed to opioids with 71 percent admitting to misuse.

 

Complications

 

Opioids change the chemistry of the brain and lead to drug tolerance, which means that over time

the dose needs to be increased to achieve the same effect. Taking opioids over a long period of

time produces dependence, such that when people stop taking the drug, they have physical and

psychological symptoms of withdrawal (such as muscle cramping, diarrhea, and anxiety).

Dependence is not the same thing as addiction; although everyone who takes opioids for an

extended period will become dependent, only a small percentage also experience the compulsive,

continuing need for the drug that characterizes addiction. Opioid addiction can cause life-

threatening health problems, including the risk of overdose. Overdose occurs when high

doses of opioids cause breathing to slow or stop, leading to unconsciousness and death

if the overdose is not treated immediately. Both legal and illegal opioids carry a risk of

overdose if a person takes too much of the drug, or if opioids are combined with other

drugs (particularly tranquilizers called benzodiazepines).

 

 

 

Clinical Presentation

 

Opioid physical dependence develops quickly, and abrupt discontinuation may cause signs and

symptoms such as loss of appetite, anxiety, craving, increased blood pressure and heart rate,

nausea, vomiting, and muscle spasms. sweating, chills, sighs, body pain, diarrhoea, rhinorrhea,

and lacrimation. Opioids include both prescription painkillers Vicodin and OxyContin and the

illicit drug heroin. Signs of opioid abuse include overall sedation, memory issues, inability to

concentrate, slowed reaction times, lethargy and mood swings.

 

 

Diagnosis

 

Respiratory depression is the result of opioid toxicity, and supportive care to restore ventilation

and oxygenation is the cornerstone of patient management. Opioid toxicity can be treated with

the competitive m-opioid receptor antagonist naloxone

 

 

 

Conclusion

 

When patients are being considered for opioid medication, including before surgery, they should

be screened for substance abuse, depression, and other psychiatric disorders. One or more

individuals on the sports medicine team may make decisions pertaining to the management of

OTC and prescription medications in the sports medicine facility. Written policies and

procedures will demonstrate that due diligence was exercised to involve and educate all

concerned parties, and that all personnel have established guidelines to reference when managing

medication in the sports medicine setting. Prescription drug monitoring programs (PDMPs) are

electronic databases created and overseen at the state level to collect data on opioids and other

controlled substances as well as noncontrolled drugs with potential for abuse. Consistent practice

for appropriate screening, assessment, and prescribing for pain can be directed through

computerized prescriber order entry (CPOE), clinical decision support (CDS), pharmacy and

therapeutics committee–approved guidelines, and formulary restriction.

 

 

 

PICOT

 

Will healthcare providers (P) That attends educational programs on the assessment and

management of pain in injured athletes (I) lead to an increase of knowledge (O) over a six

month time period (T).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

 

 

Brisola Dos Santos, M.B., Mello e Gallinaro, J.G., SampaioJunior, B., Marin, M.C.D., Andrade, A.G., Glick, I.D., … Castaldelli-Maia, J.M. (2016). Prevalence and correlates of cannabis use among athletes: A review. American Journal on Addictions, [Epub ahead of print].

 

Chang, C. J., Young, C. C., Weston, T., Ohkubo, M., Tedeschi, F., Higgs, J. D., … White, M. (2018). Inter-Association Consensus Statement: The Management of Medications by the Sports Medicine Team. Journal of Athletic Training (Allen Press)53(11), 1103–1112. Retrieved from https://search-ebscohoscom.southuniversity.libproxy.edmc.edu/login.aspx?direct=true&db=s3h&AN=134145157&site=eds-live

Cobaugh, D. J., Gainor, C., Gaston, C. L., Tai, I C. Kwong, Magnani, B., Mc Pherson, M. L.,  Krenelok, E. P. (2014). The opioid abuse and misuse epidemic: Implications for pharmacists in hospitals and health systems. American Journal of Health-System Pharmacy71(18), 1539–1554. https://doi.org/10.2146/ajhp140157

Donohue, B., Pitts, M., Gavrilova, Y., Ayarza, A., & Cintron, K.I. (2013). A culturally sensitive approach to treating substance abuse in athletes using evidence-supported methods. Journal of Clinical Sport Psychology, 7, 98–119

Gil, F., de Andrade, A. G., & Castaldelli-Maia, J. M. (2016). Discussing prevalence, impacts, and treatment of substance use disorders in athletes. International Review of Psychiatry28(6), 572–578. https://doi.org/10.1080/09540261.2016.1212821

Millman, R.B. & Ross, E.J. (2003). Steroid and nutritional supplement use in professional athletes. The American Journal on Addictions, 12, S48–S54. doi:10.1111/j.1521- 0391.2003.tb00556.x

Simoni-Wastila, L., Ritter, G., & Strickler, G. (2004). Gender and other factors associated with the nonmedical use of abusable prescription drugs. Substance Use Misuse, 39, 1–23