Educational preparation: specialist practice in continence care.
Contributing factors to effective continence service provision include funding, organization, and expert knowledge among the individuals providing care. Expert knowledge can be gained through clinical experience and appropriate ongoing education. It has been widely reported that undergraduate education in this area for nurses, doctors and physiotherapists is limited (Brocklehurst, 1990; Swaffield, 1994; Laycock, 1995). Many nurses providing continence care have accumulated knowledge through experience and trial and error. Little is known about the effectiveness of advanced postgraduate education of 'experts' in continence care. This article outlines a continence education module developed to prepare a specialist group of nurses to provide a high standard of continence care that is both safe and effective in a clinical environment. This module was designed and evaluated specifically as part of the Leicestershire Medical Research Council (MRC) Incontinence Study. Changes in continence knowledge, attitudes to research, and acceptability of the module have been explored. When setting up a new nurse-led continence service, it is of great importance to systematically detail the components of the educational preparation of the nurses providing the service. Open discussion of any problems in the design and implementation of this module may inform future modules in this and other areas.
Williams
K S
KS
Nottingham City Hospital Trust.
Assassa
R P
RP
Smith
N K
NK
Shaw
C
C
Carter
E
E
D001291:Attitude of Health Personnel; D002983:Clinical Competence / Q000592:standards; D003479:Curriculum; D004509:Education, Nursing, Continuing / Q000458:organization & administration*; D005242:Fecal Incontinence / Q000451:nursing*; D007722:Health Knowledge, Attitudes, Practice; D006801:Humans; D009722:Nurse Practitioners / Q000193:education* / Q000523:psychology; D015402:Nursing Education Research; D015397:Program Evaluation; D014549:Urinary Incontinence / Q000451:nursing*