Abstract
Purpose
Explore the effect of a nursing presence educational intervention on nurse circulators’
perceptions, knowledge, and use of nursing presence with patients undergoing surgical
procedures.
Design
One group, pretest-posttest design.
Methods
Nursing presence is an intentional-reflective way of being with patients that was
operationalized using four domains (Attention-to-Environment, Interaction Quality,
Focus-of-Energy, and Active Engagement). Data collection involved observations of
participants in practice and completion of surveys to examine 34 randomly selected
nurse circulators’ knowledge, perception, and use of nursing presence before and after
participating in a nursing presence educational intervention. Dependent t tests and McNemar tests were used to examine relationships between the independent
and three dependent variables – knowledge, perceptions, and use of nursing presence.
Findings
The educational intervention significantly enhanced participants’ nursing presence
knowledge, but not perceptions, which were very high at baseline. Participants’ significantly
increased their use of 3 of 4 nursing presence domains with the exception of the Attention-to-Environment
domain, which is related to promoting a healing environment.
Conclusions
Lack of attention to promoting a healing environment by the surgical team created
a barrier to circulators’ ability to successfully use all four nursing presence domains.
Embracing nursing presence as a practice framework involves cooperation from the surgical
team and a shift in perioperative environment from a chaotic to healing one.
Keywords
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Article info
Publication history
Published online: December 06, 2022
Footnotes
Conflict of Interest: None to report.
Identification
Copyright
© 2022 American Society of PeriAnesthesia Nurses. Published by Elsevier Inc. All rights reserved.
