Publication Type : Journal Article
Publisher : International journal of Nursing Education
Source : International journal of Nursing Education, Volume 9, Issue 2, p.120-126 (2017)
Url : http://www.indianjournals.com/ijor.aspx?target=ijor:ijone&volume=9&issue=2&article=023
Campus : Kochi
School : College of Nursing
Department : Mental Health Nursing
Year : 2017
Abstract : BackgroundCoronary artery bypass grafting is one of the high risk and high cost surgeries performed all over the world. Post operative complications prolong the length of hospitalization. Clinical Practice Guidelines (CPGs) are relatively new quality improvement tools which are developed for maintaining quality, minimizing costs and improving out comes.MethodsA quasi experimental pretest post test design was used to compare the quality of nursing care of the conventional care group with those of the experimental group. The sample comprised of 60 post CABG patients admitted to the cardiothoracic ward and 30 staff nurses caring them. The non probability, total enumeration sampling technique was used. The quality of nursing care and patients’ satisfaction with nursing care was assessed before and after the implementation of the Nursing Process Based Clinical Practice Guideline.ResultsThe study findings showed that the quality of nursing care of the experimental group was significantly higher than that of the conventional group (249.90±23.58 Vs 145.17±22.70, p= 0.001). Further the level of satisfaction of the experimental group was significantly higher than that of the conventional care group (187.7±25.0 Vs 148.1± 36.9, p= 0.001).ConclusionNursing Process Based Clinical Practice Guideline was effective in improving the quality of nursing care of post-CABG patients, which in turn improved the patients’ satisfaction.
Cite this Research Publication : S. Ann Jhony, Prof. Moly K. T., and Prof. Sreedevi P. A., “Effectiveness of nursing process based clinical practice guidelines on quality of nursing care among CABG patients”, International journal of Nursing Education, vol. 9, no. 2, pp. 120-126, 2017.