Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.724323
Title: Optimising pressure ulcer prevention : an exploration of the complexities of preventative care
Author: Semple, Lorna Elizabeth
ISNI:       0000 0004 6424 3909
Awarding Body: Ulster University
Current Institution: Ulster University
Date of Award: 2016
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Abstract:
Pressure ulceration remains a significant problem within healthcare and over recent years has been elevated to a position of priority within national quality improvement agendas. This thesis will contextualise key issues, determine barriers and facilitators in relation to pressure ulcer prevention and make recommendations for service improvement. Several methodologies were used to explore different aspects of the structure, process and outcome measures involved with pressure ulcer prevention. Initially a retrospective data analysis reviewed incidence, reporting and validation of hospital acquired pressure damage. This showed the importance of a robust reporting and validation system. Qualitative methods were then used with staff throughout the organisational hierarchy to explore values and beliefs about pressure ulcer prevention. This showed that the context and key drivers behind the pressure ulcer prevention quality initiative were highly valued by those in positions of seniority. The ‘feedback loop’ was also viewed as of paramount importance by those in key positions of responsibility, but did not appear to be valued equally by clinically based ward staff. The importance of cohesive multidisciplinary ‘teamwork’ was valued by all levels of staff and equally ‘education and documentation’ were described as key facets of preventative care. ‘Accountability’ with regards to responsibility and ownership was also highlighted however a variation in views was evident among different staff groups. Whilst a high priority was attributed to pressure ulcer prevention by everyone, competing interests meant that this fundamental aspect of care was frequently delegated to healthcare assistants with no formal training in this area of practice. An experimental study design was therefore used to evaluate the efficacy of an educational intervention for healthcare assistants. Results show that training has improved knowledge levels, attitude and self-report of clinical practice. It is recommended that further research is conducted to substantiate the findings.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.724323  DOI: Not available
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