| Learning Objective #1: Describe a process for assessing a nursing teams ability to support famillies of the critically ill at critical junctures | |||
| Learning Objective #2: Identify the importance of an observational study prior to implementing a clinical practice protocol to support families of the critically ill |
Nurses find it difficult to support families of the critically ill, often describing this as more stressful than caring for a complex critically ill patient (Lallemand et al, 2003). Caring for the families is time consuming and taxing, as they have many needs (Leske, 1992; Molter, 1979). Martinez et al (2003) demonstrated involving families in the basic care of patients, significantly improved the patients mini mental state test scores and STAI test scores, and reduced the anxiety levels of the families and nurses involved in the patient's care.
A study looking at nurses supporting families of the critically ill prior to implementing a clinical practice protocol was important so nurses could identify what the current practices were among nurses in the critical care unit and what behaviours were seen by family members as supportive. Data collection included: Assessing how nurses perceived their team climate for innovation and development using the Team Climate Inventory (Anderson & West, 1998). Nurses and families identifying critical junctures, and ranking the importance of nurses support at these times. Describing the families' experience of nurses' support at critical junctures using the professional support questionnaire (Waters, 1999). Observing nurses' interactions and communication with families at critical junctures during their stay in a critical care unit.
The study provided vital information to inform the future intervention of implementing a clinical practice protocol to improve family communication and support