emergency nursing research questions

Emergency Nursing Research Paper Topics

Emergency nursing research paper topics are incredibly diverse and important to the evolution of healthcare. This field involves dealing with patients in emergency situations to provide them with the best possible care. Research in this area can lead to not only improved patient care but also to significant advancements in emergency medical procedures. This article will outline a range of topics, from triage and trauma care to mental health emergencies and disaster response, providing a comprehensive list for students and researchers interested in this crucial aspect of healthcare.

100 Emergency Nursing Research Paper Topics

Emergency nursing is a critical and dynamic specialty within the nursing profession, making the study of emergency nursing research paper topics highly relevant and essential for the ongoing improvement of patient care and outcomes. This field encompasses a wide range of urgent care situations, from initial assessment and stabilization to dealing with acute illnesses and traumatic injuries. It is a role that demands not only technical skills but also the ability to make quick decisions, manage multiple patients at once, and communicate effectively with other members of the healthcare team.

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• The effectiveness of triage systems in emergency departments
• Triage protocols for mass casualty incidents
• Triage nurse decision-making: A qualitative study
• The role of tele-triage in emergency care
• Pediatric triage: A systematic review
• Triage accuracy and patient outcomes
• The impact of overcrowding on triage effectiveness
• Training and education for triage nurses
• Triage for mental health emergencies
• The use of mobile apps in triage decision-making
• Management of pediatric asthma in the emergency department
• The role of emergency nurses in child abuse cases
• Pediatric sepsis: Early recognition and management
• The effectiveness of pain management for pediatric patients
• Emergency care for pediatric trauma patients
• The use of simulation training in pediatric emergency care
• Pediatric mental health emergencies: Best practices
• The impact of parental involvement in pediatric emergency care
• Emergency nursing interventions for children with special needs
• The challenges of pediatric medication administration in the emergency department
• The role of emergency nurses in trauma care
• Best practices for initial assessment and stabilization of trauma patients
• The impact of trauma team dynamics on patient outcomes
• The role of simulation training in trauma care education
• The effectiveness of fast track systems in trauma care
• The challenges of managing multiple trauma patients
• The impact of pre-hospital care on trauma outcomes
• The role of emergency nurses in mass casualty incidents
• The use of point-of-care ultrasound in trauma care
• The effectiveness of trauma protocols and guidelines
• The impact of electronic health records on emergency nursing practice
• The role of telemedicine in emergency care
• The use of mobile apps for emergency response
• The effectiveness of wearable technology in monitoring patients in the emergency department
• The use of simulation training in emergency nursing education
• The impact of artificial intelligence on emergency nursing practice
• The use of social media in emergency response and recovery
• The role of drones in emergency medical services
• The use of virtual reality in emergency nursing training
• The effectiveness of computerized physician order entry in reducing medication errors in the emergency department
• Managing suicidal patients in the emergency department
• The role of emergency nurses in managing acute psychosis
• Best practices for managing agitation and aggression in the emergency department
• The impact of substance abuse on mental health emergencies
• The effectiveness of brief interventions for alcohol and drug use in the emergency department
• The role of emergency departments in the management of opioid overdose
• The challenges of managing patients with dementia in the emergency department
• The effectiveness of mental health screening in the emergency department
• The role of emergency nurses in the management of patients with eating disorders
• The impact of mental health training on emergency nursing practice
• The role of emergency nurses in disaster response
• The effectiveness of disaster preparedness training for emergency nurses
• The impact of disaster simulation exercises on emergency nursing practice
• The challenges of managing mass casualty incidents in the emergency department
• The role of emergency departments in the management of infectious disease outbreaks
• The effectiveness of triage systems in mass casualty incidents
• The impact of communication systems on disaster response
• The role of inter-professional collaboration in disaster response
• The use of mobile apps in disaster response and recovery
• The challenges of providing mental health support in disaster situations
• The impact of overcrowding on emergency department operations
• The effectiveness of fast track systems in the emergency department
• The challenges of managing patient flow in the emergency department
• The impact of nurse staffing levels on emergency department operations
• The role of leadership in managing emergency department operations
• The use of lean principles in improving emergency department operations
• The impact of electronic health records on emergency department operations
• The role of inter-professional collaboration in emergency department operations
• The challenges of managing violence and aggression in the emergency department
• The effectiveness of emergency department protocols and guidelines
• The effectiveness of pain assessment tools in the emergency department
• The role of emergency nurses in acute pain management
• The challenges of managing acute pain in opioid-tolerant patients
• The effectiveness of non-pharmacological interventions for acute pain management
• The impact of patient education on acute pain management
• The role of opioids in acute pain management in the emergency department
• The impact of acute pain management on patient satisfaction
• The use of regional anesthesia in acute pain management in the emergency department
• The effectiveness of acute pain management protocols and guidelines
• The challenges of managing acute pain in special populations (e.g. pediatrics, elderly)
• The most common medication errors in the emergency department and how to prevent them
• The role of computerized physician order entry systems in reducing medication errors
• The impact of medication reconciliation on reducing medication errors
• The role of emergency nurses in preventing medication errors
• The challenges of medication administration in the emergency department
• The impact of medication errors on patient outcomes
• The role of pharmacists in reducing medication errors in the emergency department
• The effectiveness of medication error reporting systems
• The role of drug-drug interaction checking systems in preventing medication errors
• The impact of medication storage and labeling on medication errors
• The challenges of ethical decision-making in the emergency department
• The role of informed consent in emergency nursing practice
• The ethical considerations in triage decision-making
• The challenges of providing care to patients who refuse treatment
• The ethical considerations in providing care to vulnerable populations
• The role of advance directives in emergency nursing practice
• The ethical considerations in managing patients with substance abuse disorders
• The challenges of providing culturally competent care in the emergency department
• The role of ethics committees in addressing ethical dilemmas in the emergency department
• The ethical considerations in end-of-life care in the emergency department

In conclusion, the vast range of emergency nursing research paper topics reflects the complexity and diversity of this specialty. It is a field that is constantly evolving and adapting to new challenges, from the increased use of technology to the growing recognition of mental health emergencies. Research in this area is not only essential for the ongoing development and refinement of best practices but also for the preparation and training of future generations of emergency nurses. It is our hope that this list of topics will inspire and guide researchers and students in their efforts to contribute to this vital field of study.

The Range of Emergency Nursing Research Paper Topics

Emergency nursing is a critical and specialized field within the healthcare system that involves caring for patients in emergency situations. These patients may be experiencing acute illnesses, injuries, or other medical emergencies that require immediate attention. Emergency nurses are often the first healthcare professionals that a patient interacts with in the emergency department (ED), making their role vital in the initial assessment, stabilization, and treatment of patients. The field of emergency nursing covers a wide array of topics, including but not limited to triage, trauma care, disaster response, pediatric emergency care, mental health emergencies, and many others. This article will explore the significance of emergency nursing and the diverse range of research paper topics it offers.

Significance of Emergency Nursing

Emergency nurses play a crucial role in the healthcare system. They work in fast-paced and often chaotic environments where patients present with a variety of symptoms and conditions, ranging from minor injuries to life-threatening emergencies. The work of emergency nurses involves quickly assessing a patient’s condition, providing immediate care, and stabilizing the patient until they can be transferred to the appropriate department for further treatment. Emergency nurses also play a critical role in coordinating care with other healthcare professionals, such as physicians, paramedics, and other specialized nurses.

The role of emergency nurses is particularly important because the care they provide can often be the difference between life and death for a patient. Timely and appropriate care can significantly improve a patient’s outcome, while delays or mistakes can have severe consequences. Therefore, emergency nurses need to have a high level of skill, knowledge, and the ability to make quick decisions in high-pressure situations.

The scope of emergency nursing goes beyond just providing immediate care to patients in the ED. Emergency nurses are also involved in public health initiatives, disaster response, and education of the public and other healthcare professionals. For example, emergency nurses may be involved in community education programs to teach the public about preventing injuries, recognizing signs of a medical emergency, and when to seek medical help. In the event of a natural disaster or mass casualty event, emergency nurses play a critical role in the response and management of the situation.

Various Aspects of Emergency Nursing

• Triage: Triage is one of the most important aspects of emergency nursing. It involves the initial assessment of a patient’s condition to determine the severity of their illness or injury and prioritize their treatment accordingly. The triage process involves assigning a category or level of urgency to each patient based on their signs and symptoms, vital signs, and other relevant information. This process helps ensure that the most critically ill or injured patients receive care first, while those with less severe conditions may have to wait. Triage is a dynamic process, and a patient’s condition may change, requiring reevaluation and reprioritization.
• Trauma Care: Trauma care is another critical aspect of emergency nursing. Trauma patients are those who have sustained physical injuries, often as a result of accidents, falls, violence, or other traumatic events. Emergency nurses involved in trauma care are responsible for the initial assessment, stabilization, and ongoing care of trauma patients. They must be skilled in recognizing and managing a wide variety of injuries, from minor wounds to life-threatening injuries such as head trauma, internal bleeding, or multiple fractures.
• Disaster Response: Disaster response is another important area within emergency nursing. Disasters, whether natural or man-made, can result in a large number of casualties and overwhelm the healthcare system. Emergency nurses play a crucial role in the response to such events. They may be involved in the initial response, providing care to those injured at the scene, or in the ongoing care of patients in the emergency department or other healthcare facilities. Emergency nurses involved in disaster response must be skilled in mass casualty triage, coordinating care with other emergency services, and providing care in often challenging and resource-limited environments.

The field of emergency nursing is broad and diverse, offering a wide range of research paper topics. Some potential topics for research in emergency nursing include:

• The effectiveness of different triage systems in the emergency department.
• The impact of overcrowding in the emergency department on patient outcomes.
• Strategies to improve communication and coordination of care in the emergency department.
• The role of emergency nurses in disaster response and preparedness.
• The effectiveness of different pain management strategies in the emergency department.
• The impact of violence in the emergency department on healthcare professionals.
• Strategies to improve the mental health and well-being of emergency nurses.
• The effectiveness of simulation training in improving the skills and knowledge of emergency nurses.
• The role of emergency nurses in the management of patients with mental health emergencies.
• The impact of new technologies, such as telemedicine or mobile apps, on emergency nursing practice.

These are just a few of the many potential topics for research in emergency nursing. The field is continuously evolving, with new challenges and opportunities arising all the time. Research in emergency nursing is critical to improving patient care, enhancing the skills and knowledge of emergency nurses, and addressing the challenges faced by emergency nurses and the healthcare system as a whole.

Emergency nursing is a critical and specialized field within the healthcare system that plays a vital role in the care of patients in emergency situations. The work of emergency nurses involves quickly assessing a patient’s condition, providing immediate care, and stabilizing the patient until they can be transferred to the appropriate department for further treatment. The field of emergency nursing covers a wide array of topics, including but not limited to triage, trauma care, disaster response, and many others. Research in emergency nursing is essential to improve patient care, enhance the skills and knowledge of emergency nurses, and address the challenges faced by emergency nurses and the healthcare system as a whole. Therefore, exploring emergency nursing research paper topics is crucial for the continuous development and improvement of this vital field.

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40+ Emergency Nursing Research Topics

• Carla Johnson
• August 24, 2023
• Nursing Topics and Ideas

Emergency nursing is a dynamic and vital branch of healthcare that requires nurses to provide rapid and skilled care to patients facing critical situations. As nursing students embark on their journey to become healthcare professionals, understanding the intricacies of emergency nursing is essential. This article delves into emergency nursing research topics, offering insights into PICOT questions, evidence-based practice (EBP) projects, nursing capstone projects, research questions, and essay ideas.

Introduction to Emergency Nursing

Emergency nursing is a specialized field that focuses on caring for patients in urgent and critical situations. Emergency nurses are crucial in assessing, stabilizing, and providing immediate care to patients with various medical conditions, from life-threatening injuries to acute illnesses . Their ability to make rapid and informed decisions often means the difference between life and death. Emergency nurses work collaboratively with other healthcare professionals in this demanding role to ensure timely and effective interventions.

PICOT Questions in Emergency Nursing

• P: Adult population in psychiatric care; I: Implementation of daily RS questionnaire; C: Units without the daily survey; O: Reduced utilization of restraints and seclusion; T: 6 months. In psychiatric care settings, how does implementing a daily RS (Restraint and Seclusion) questionnaire compared to units without the questionnaire affect the utilization of restraints and seclusion over 6 months?
• P: Pediatric patients in emergency departments; I: Use of distraction techniques during procedures; C: Standard care without distraction; O: Reduction in procedural pain and distress; T: Per procedure. For pediatric patients in emergency departments, how does the use of distraction techniques during procedures compared to standard care without distraction influence the reduction of procedural pain and distress, measured on a per procedure basis?
• P: Geriatric patients with fall risk; I: Implementation of multifactorial fall prevention strategies ; C: Standard fall prevention protocols; O: Decreased fall incidence; T: 1 year. Among geriatric patients with fall risk, how does the implementation of multifactorial fall prevention strategies versus standard fall prevention protocols impact the incidence of falls over the course of 1 year?
• P: Trauma patients admitted to the emergency department; I: Early administration of antibiotics; C: Delayed antibiotic administration; O: Reduction in sepsis development; T: During hospital stay. For trauma patients admitted to the emergency department, how does the early administration of antibiotics compared to delayed administration influence the reduction in sepsis development during the hospital stay?
• P: Patients with suspected myocardial infarction; I: High-sensitivity troponin testing; C: Conventional troponin testing; O: Improved accuracy of diagnosing myocardial infarction; T: Within 1 hour. Among patients with suspected myocardial infarction, how does high-sensitivity troponin testing compared to conventional troponin testing impact the accuracy of diagnosing myocardial infarction within 1 hour?
• P: Post-surgical patients; I: Use of early mobilization protocols; C: Standard post-operative care ; O: Faster recovery of ambulatory function; T: Post-operative period. For post-surgical patients, how does the use of early mobilization protocols compared to standard post-operative care contribute to the faster recovery of ambulatory function during the post-operative period?
• P: Patients with diabetic emergencies; I: Implementation of standardized insulin infusion protocols; C: Non-standardized insulin administration; O: Better glycemic control; T: 48 hours. Among patients with diabetic emergencies, how does the implementation of standardized insulin infusion protocols compared to non-standardized insulin administration affect glycemic control within a 48-hour timeframe?
• P: Stroke patients in the emergency department; I: Use of telemedicine for remote neurologist consultation; C: No telemedicine use; O: Decreased door-to-treatment time; T: Per patient. For stroke patients in the emergency department, how does the use of telemedicine for remote neurologist consultation compared to no telemedicine use impact the reduction in door-to-treatment time on a per-patient basis?
• P: Patients with suspected sepsis; I: Procalcitonin-guided antibiotic therapy ; C: Empiric antibiotic therapy; O: Decreased antibiotic overuse; T: During hospital stay. Among patients with suspected sepsis, how does procalcitonin-guided antibiotic therapy compared to empiric antibiotic therapy contribute to the decreased overuse of antibiotics during the hospital stay?
• P: Obstetric patients in emergency care; I: Implementation of obstetric early warning systems; C: No obstetric early warning systems; O: Improved recognition of maternal complications ; T: Per admission. For obstetric patients in emergency care, how does the implementation of obstetric early warning systems compared to no use of such systems enhance the recognition of maternal complications on a per-admission basis?

Evidence-Based Practice Projects Ideas on Emergency Nursing

• Assessment of Pain Management Strategies in Emergency Department Settings: A Comparative Study.
• Effectiveness of Rapid Response Teams in Reducing Adverse Events in Critical Care Patients.
• Implementation of Evidence-Based Triage Protocols to Improve Patient Flow in the Emergency Department.
• Evaluation of the Impact of Simulation Training on Nurses’ Preparedness for Handling Pediatric Emergencies.
• Exploring the Use of Ultrasound-Guided Peripheral Intravenous Catheter Insertion in Emergency Nursing Practice.

Capstone Projects Ideas on Emergency Nursing

• Developing a Comprehensive Disaster Preparedness Plan for a Local Emergency Department.
• Analyzing the Effectiveness of Communication Strategies During Code Blue Situations in a Hospital Setting.
• Creating Educational Modules for Nurses on Recognizing and Responding to Sepsis in the Emergency Department.
• Assessment of Nurse Fatigue and its Impact on Decision-Making in High-Stress Emergency Environments.
• Implementing a Standardized Handover Process to Enhance Continuity of Care for Critical Patients in the Emergency Department.

Research Topics on Emergency Nursing

• Ethical Dilemmas in Emergency Nursing: Balancing Autonomy and Beneficence.
• Cultural Competence in Emergency Nursing: Providing Culturally Sensitive Care in Critical Moments.
• The Role of Advanced Practice Nurses in Leading and Innovating Emergency Care Delivery.
• Impact of Nurse-to-Patient Ratios on Patient Outcomes in Emergency Departments.
• Emergency Nursing Education and Training: Bridging the Gap Between Classroom Knowledge and Clinical Practice.

Emergency Nursing Research Questions

• How does the implementation of standardized protocols influence the efficiency and effectiveness of triage in the emergency department?
• What are the challenges and strategies for maintaining patient safety during high-stress emergency situations?
• How do emergency nurses manage their emotional well-being while dealing with traumatic and high-pressure scenarios?
• What role does interprofessional collaboration play in improving patient outcomes in emergency care settings?
• What are the barriers and facilitators to implementing evidence-based practices in emergency nursing?

Essay Topic Ideas & Examples on Emergency Nursing

• The Role of Emotional Intelligence in Emergency Nursing: Navigating High-Stress Situations with Empathy. Explore how emotional intelligence impacts the ability of emergency nurses to provide compassionate care in critical moments.
• Emergency Nursing: Beyond Medical Skills. Discuss the non-technical skills, such as communication and teamwork, essential for emergency nursing success.
• Ethical Dilemmas in Emergency Nursing: Making Tough Decisions Under Pressure. Analyze the ethical challenges that emergency nurses face and how they navigate morally complex situations.
• The Evolution of Triage: From Triage Tags to Triage Protocols. Trace the historical development of triage methods and their role in modern emergency nursing practice.
• Emergency Nursing in a Global Context: Varied Challenges, Universal Dedication. Compare and contrast the unique challenges emergency nurses face worldwide and their shared commitment to patient care.

As nursing students embark on their journey to become proficient and compassionate healthcare providers, exploring the realm of emergency nursing can be enlightening and inspiring. The challenges and rewards of this specialized field are immense, and delving into the topics of PICOT questions, evidence-based practice projects, capstone project ideas, research paper topics, research questions, and essay ideas related to emergency nursing can set the foundation for a fulfilling career. Remember, you don’t have to journey alone as you navigate your studies. If you ever need guidance or assistance crafting impactful essays or research papers, don’t hesitate to seek our reliable writing services that cater to nursing students. Your academic success and future contributions to the field of nursing are worth every effort you invest. Contact us today and take the first step toward academic excellence and a successful nursing career.

FAQs About Emergency Nursing

Q1: What is emergency nursing care?

Emergency nursing care involves providing rapid and skilled medical attention to patients facing critical medical conditions or injuries in urgent care settings, such as emergency departments.

Q2: What is the role of the emergency nurse?

The role of an emergency nurse encompasses assessing patients’ conditions, prioritizing care, administering treatments, collaborating with healthcare teams, and making crucial decisions in high-stress situations.

Q3: What is the difference between an emergency nurse and a critical care nurse?

While both roles involve handling critical patients, an emergency nurse primarily deals with immediate assessment and initial treatment in urgent situations, while a critical care nurse provides ongoing, intensive care for patients in unstable conditions, often in specialized intensive care units.

Q4: What are the priorities of emergency nurses?

Emergency nurses prioritize patient stabilization, rapid assessment, timely intervention, and effective communication with other healthcare professionals to ensure the best possible patient outcomes in critical situations.

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Evidence based emergency nursing: Designing a research question and searching the literature

Affiliations.

• 1 Deakin University - Eastern Health, Geelong, Victoria, Australia. Electronic address: [email protected].
• 2 Griffith University & Gold Coast Hospital and Health Service, Brisbane, Queensland, Australia.
• 3 University of Technology Sydney - Northern Sydney Local Health District, Sydney, New South Wales, Australia.
• 4 University of Sydney - St George Hospital, Sydney, New South Wales, Australia.
• PMID: 28233626
• DOI: 10.1016/j.ienj.2017.02.001

The purpose of research is to discover new knowledge. All good research starts with a clear, answerable question that addresses an important and significant problem or phenomenon of interest. In this paper, emergency nurses and other clinicians will be provided with a practical guide to successfully developing a quality research question as the basis of quality research. In this paper, how to plan and prepare question development using the PICO Framework, develop a literature search strategy, and perform a search, extracting and analysing information will be detailed.

Copyright © 2017 Elsevier Ltd. All rights reserved.

Publication types

• Emergency Nursing / methods*
• Evidence-Based Nursing / methods*
• Information Storage and Retrieval / methods
• Research / standards
• Research / trends
• Research Design / trends*

Key EBP Nursing Topics: Enhancing Patient Results through Evidence-Based Practice

This article was written in collaboration with Christine T. and ChatGPT, our little helper developed by OpenAI.

Evidence-based practice (EBP) is the use of the best available evidence to inform clinical decision-making in nursing. EBP has become increasingly popular in nursing practice because it ensures that patient care is based on the most current and relevant research. In this article, we will discuss the latest evidence-based practice nursing research topics, how to choose them, and where to find EBP project ideas.

What is Evidence-Based Practice Nursing?

EBP nursing involves a cyclical process of asking clinical questions, seeking the best available evidence, critically evaluating that evidence, and then integrating it with the patient’s clinical experience and values to make informed decisions. By following this process, nurses can provide the best care for their patients and ensure that their practice is informed by the latest research.

One of the key components of EBP nursing is the critical appraisal of research evidence. Nurses must be able to evaluate the quality of studies, including study design, sample size, and statistical analysis. This requires an understanding of research methodology and the ability to apply critical thinking skills to evaluate research evidence.

EBP nursing also involves the use of clinical practice guidelines and protocols, which are evidence-based guidelines for clinical practice. These guidelines have been developed by expert groups and are based on the best available evidence. By following these guidelines, nurses can ensure that their practice is in line with the latest research and can provide the best possible care for their patients.

Finally, EBP nursing involves continuous professional development and a commitment to lifelong learning. Nurses must keep abreast of the latest research and clinical practice guidelines to ensure that their practice is informed by the latest research. This requires a commitment to ongoing learning and professional development, including attending conferences, reading scholarly articles, and participating in continuing education programs.

You can also learn more about evidence-based practice in nursing to gain a deeper understanding of the definition, stages, benefits, and challenges of implementing it.

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How to Choose Evidence-Based Practice Nursing Research Topics

Choosing a science-based topic for nursing practice can be a daunting task, especially if you are new to the field. Here are some tips to help you choose a relevant and interesting EBP topic:

• Look for controversial or debated issues

Look for areas of nursing practice that are controversial or have conflicting evidence. These topics often have the potential to generate innovative and effective research.

• Consider ethical issues

Consider topics related to ethical issues in nursing practice. For example, bereavement care, informed consent , and patient privacy are all ethical issues that can be explored in an EBP project.

• Explore interdisciplinary topics

Nursing practice often involves collaboration with other health professionals such as physicians, social workers, and occupational therapists. Consider interdisciplinary topics that may be useful from a nursing perspective.

• Consider local or regional issues

Consider topics that are relevant to your local or regional healthcare facility. These topics may be relevant to your practice and have a greater impact on patient outcomes in your community.

• Check out the latest research

Review recent research in your area of interest to identify gaps in the literature or areas where further research is needed. This can help you develop a research question that is relevant and innovative.

With these tips in mind, you can expand your options for EBP nursing research topics and find a topic that fits your interests and goals. Remember that patient outcomes should be at the forefront of your research and choose a topic that has the potential to improve treatment and patient outcomes.

Where to Get EBP Project Ideas

There are several sources that nurses can use to get EBP project ideas. These sources are diverse and can provide valuable inspiration for research topics. By exploring these sources, nurses can find research questions that align with their interests and that address gaps in the literature. These include:

• Clinical Practice Guidelines

Look for clinical practice guidelines developed by professional organizations or healthcare institutions. These guidelines provide evidence-based guidelines for clinical practice and can help identify areas where further research is needed.

• Research databases

Explore research databases such as PubMed, CINAHL, and the Cochrane Library to find the latest studies and systematic reviews. These databases can help you identify gaps in the literature and areas where further research is needed.

• Clinical Experts

Consult with clinical experts in your practice area. These experts may have insights into areas where further research is needed or may provide guidance on areas of practice that may benefit from an EBP project.

• Quality Improvement Projects

Review quality improvement projects that have been implemented in your healthcare facility. These projects may identify areas where further research is needed or identify gaps in the literature that could be addressed in an EBP project.

• Patient and family feedback

Consider patient and family feedback to identify areas where further research is needed. Patients and families can provide valuable information about areas of nursing practice that can be improved or that could benefit from further research.

Remember, when searching for ideas for EBP nursing research projects, it is important to consider the potential impact on patient care and outcomes. Select a topic that has the potential to improve patient outcomes and consider the feasibility of the project in terms of time, resources, and access to data. By choosing a topic that matches your interests and goals and is feasible at your institution, you can conduct a meaningful and productive EBP research project in nursing.

Nursing EBP Topics You Can Use in Your Essay

Here are some of the latest evidence-based practice nursing research topics that you can use in your essay or explore further in your own research:

• The impact of telehealth on patient outcomes in primary care
• The use of music therapy to manage pain in post-operative patients
• The effectiveness of mindfulness-based stress reduction in reducing stress and anxiety in healthcare workers
• Combating health care-associated infections: a community-based approach
• The impact of nurse-led discharge education on readmission rates for heart failure patients
• The use of simulation in nursing education to improve patient safety
• The effectiveness of early mobilization in preventing post-operative complications
• The use of aromatherapy to manage agitation in patients with dementia
• The impact of nurse-patient communication on patient satisfaction and outcomes
• The effectiveness of peer support in improving diabetes self-management
• The impact of cultural competence training on patient outcomes in diverse healthcare settings
• The use of animal-assisted therapy in managing anxiety and depression in patients with chronic illnesses
• The effectiveness of nurse-led smoking cessation interventions in promoting smoking cessation among hospitalized patients
• Importance of literature review in evidence-based research
• The impact of nurse-led care transitions on hospital readmission rates for older adults
• The effectiveness of nurse-led weight management interventions in reducing obesity rates among children and adolescents
• The impact of medication reconciliation on medication errors and adverse drug events
• The use of mindfulness-based interventions to manage chronic pain in older adults
• The effectiveness of nurse-led interventions in reducing hospital-acquired infections
• The impact of patient-centered care on patient satisfaction and outcomes
• The use of art therapy to manage anxiety in pediatric patients undergoing medical procedures
• Pediatric oncology: working towards better treatment through evidence-based research
• The effectiveness of nurse-led interventions in improving medication adherence among patients with chronic illnesses
• The impact of team-based care on patient outcomes in primary care settings
• The use of music therapy to improve sleep quality in hospitalized patients
• The effectiveness of nurse-led interventions in reducing falls in older adults
• The impact of nurse-led care on maternal and infant outcomes in low-resource settings
• The use of acupressure to manage chemotherapy-induced nausea and vomiting
• The effectiveness of nurse-led interventions in promoting breastfeeding initiation and duration
• The impact of nurse-led palliative care interventions on end-of-life care in hospice settings
• The use of hypnotherapy to manage pain in labor and delivery
• The effectiveness of nurse-led interventions in reducing hospital length of stay for surgical patients
• The impact of nurse-led transitional care interventions on readmission rates for heart failure patients
• The use of massage therapy to manage pain in hospitalized patients
• The effectiveness of nurse-led interventions in promoting physical activity among adults with chronic illnesses
• The impact of technology-based interventions on patient outcomes in mental health settings
• The use of mind-body interventions to manage chronic pain in patients with fibromyalgia
• Optimizing the clarifying diagnosis of stomach cancer
• The effectiveness of nurse-led interventions in reducing medication errors in pediatric patients
• The impact of nurse-led interventions on patient outcomes in long-term care settings
• The use of aromatherapy to manage anxiety in patients undergoing cardiac catheterization
• The effectiveness of nurse-led interventions in improving glycemic control in patients with diabetes
• The impact of nurse-led interventions on patient outcomes in emergency department settings
• The use of relaxation techniques to manage anxiety in patients with cancer
• The effectiveness of nurse-led interventions in improving self-management skills among patients with heart failure
• The impact of nurse-led interventions on patient outcomes in critical care settings
• The use of yoga to manage symptoms in patients with multiple sclerosis
• The effectiveness of nurse-led interventions in promoting medication safety in community settings
• The impact of nurse-led interventions on patient outcomes in home healthcare settings
• The role of family involvement in the rehabilitation of stroke patients
• Assessing the effectiveness of virtual reality in pain management
• The impact of pet therapy on mental well-being in elderly patients
• Exploring the benefits of intermittent fasting on diabetic patients
• The efficacy of acupuncture in managing chronic pain in cancer patients
• Effect of laughter therapy on stress levels among healthcare professionals
• The influence of a plant-based diet on cardiovascular health
• Analyzing the outcomes of nurse-led cognitive behavioral therapy sessions for insomnia patients
• The role of yoga and meditation in managing hypertension
• Exploring the benefits of hydrotherapy in post-operative orthopedic patients
• The impact of digital health applications on patient adherence to medications
• Assessing the outcomes of art therapy in pediatric patients with chronic illnesses
• The role of nutrition education in managing obesity in pediatric patients
• Exploring the effects of nature walks on mental well-being in patients with depression
• The impact of continuous glucose monitoring systems on glycemic control in diabetic patients

The Importance of Incorporating EBP in Nursing Education

Evidence-based practice is not just a tool for seasoned nurses; it’s a foundational skill that should be integrated early into nursing education. By doing so, students learn the mechanics of nursing and the rationale behind various interventions grounded in scientific research.

• Bridging Theory and Practice:

Introducing EBP in the curriculum helps students bridge the gap between theoretical knowledge and clinical practice. They learn how to perform a task and why it’s done a particular way.

• Critical Thinking:

EBP promotes critical thinking. By regularly reviewing and appraising research, students develop the ability to discern the quality and applicability of studies. This skill is invaluable in a rapidly evolving field like healthcare.

• Lifelong Learning:

EBP instills a culture of continuous learning. It encourages nurses to regularly seek out the most recent research findings and adapt their practices accordingly.

• Improved Patient Outcomes:

At the heart of EBP is the goal of enhanced patient care. We ensure patients receive the most effective, up-to-date care by teaching students to base their practices on evidence.

• Professional Development:

Familiarity with EBP makes it easier for nurses to contribute to professional discussions, attend conferences, and conduct research. It elevates their professional stature and opens doors to new opportunities.

To truly prepare nursing students for the challenges of modern healthcare, it’s essential to make EBP a core part of their education.

In summary, evidence-based practice nursing is an essential component of providing quality patient care. As a nurse, it is important to stay up to date on the latest research in the field and incorporate evidence-based practices into your daily work. Choosing a research topic that aligns with your interests and addresses a gap in the literature can lead to valuable contributions to the field of nursing.

When it comes to finding EBP project ideas, there are many sources available, including professional organizations, academic journals, and healthcare conferences. By collaborating with colleagues and seeking feedback from mentors, you can refine your research question and design a study that is rigorous and relevant.

The nursing evidence-based practice topics listed above provide a starting point for further exploration and investigation. By studying the effectiveness of various nursing interventions and techniques, we can continue to improve patient outcomes and deliver better care. Ultimately, evidence-based practice nursing is about using the best available research to inform our decisions and provide the highest quality care possible to our patients.

📎 Related Articles

1. Top Nursing Research Topics for Students and Professionals 2. Nursing Debate Topics: The Importance of Discussing and Debating Nursing Issues 3. Mental Health Nursing Research Topics: Inspiring Ideas for Students 4. Top Nursing Argumentative Essay Topics: Engage in Thought-Provoking Debates 5. Top Nursing Topics for Discussion: Engaging Conversations for Healthcare Professionals 6. Exploring Controversial Issues in Nursing: Key Topics and Examples 7. Pediatric Nursing Research Topics for Students: A Comprehensive Guide

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PICOT Question Examples for Nursing Research

Are you looking for examples of nursing PICOT questions to inspire your creativity as you research for a perfect nursing topic for your paper? You came to the right place.

We have a comprehensive guide on how to write a good PICO Question for your case study, research paper, white paper, term paper, project, or capstone paper. Therefore, we will not go into the details in this post. A good PICOT question possesses the following qualities:

• A clinical-based question addresses the nursing research areas or topics.
• It is specific, concise, and clear.
• Patient, problem, or population.
• Intervention.
• Comparison.
• Includes medical, clinical, and nursing terms where necessary.
• It is not ambiguous.

For more information, read our comprehensive PICOT Question guide . You can use these questions to inspire your PICOT choice for your evidence-based papers , reports, or nursing research papers.

If you are stuck with assignments and want some help, we offer the best nursing research assignment help online. We have expert nursing writers who can formulate an excellent clinical, research, and PICOT question for you. They can also write dissertations, white papers, theses, reports, and capstones. Do not hesitate to place an order.

List of 180 Plus Best PICOT Questions to Get Inspiration From

Here is a list of nursing PICO questions to inspire you when developing yours. Some PICOT questions might be suitable for BSN and MSN but not DNP. If you are writing a change project for your DNP, try to focus on PICOT questions that align to process changes. 

• Among healthy newborn infants in low- and middle-income countries (P), does early skin-to-skin contact of the baby with the mother in the first hour of life (I) compared with drying and wrapping (C) have an impact on neonatal mortality, hypothermia or initiation/exclusivity/ duration of breastfeeding (O)?
• Is it necessary to test blood glucose levels 4 times daily for a patient suffering from Type 1 diabetes?
• Does raising the head of the bed of a mechanically ventilated patient reduce the chances of pneumonia?
• Does music therapy is an effective mode of PACU pain management for patients who are slowly coming out from their anesthesia?
• For all neonates (P), should vitamin K prophylaxis (I) be given for the prevention of vitamin K deficiency bleeding (O)?
• For young infants (0-2 months) with suspected sepsis managed in health facilities (P), should third generation cephalosporin monotherapy (I) replace currently recommended ampicillin-gentamicin combination (C) as first line empiric treatment for preventing death and sequelae (O)?
• In low-birth-weight/pre-term neonates in health facilities (P), is skin-to-skin contact immediately after birth (I) more effective than conventional care (C) in preventing hypothermia (O)?
• In children aged 2–59 months (P), what is the most effective antibiotic therapy (I, C) for severe pneumonia (O)?
• Is skin-to-skin contact of the infant with the mother a more assured way of ensuring neonatal mortality compared to drying and wrapping?
• Are oral contraceptives effective in stopping pregnancy for women above 30 years?
• Is spironolactone a better drug for reducing the blood pressure of teenagers when compared to clonidine?
• What is the usefulness of an LP/spinal tap after the beginning of antivirals for a pediatric population suffering from fever?
• In children aged 2–59 months in developing countries (P), which parenteral antibiotic or combination of antibiotics (I), at what dose and duration, is effective for the treatment of suspected bacterial meningitis in hospital in reducing mortality and sequelae (O)?
• Does the habit of washing hands third-generation workers decrease the events of infections in hospitals?
• Is the intake of zinc pills more effective than Vitamin C for preventing cold during winter for middle-aged women?
• In children with acute severe malnutrition (P), are antibiotics (I) effective in preventing death and sequelae (O)?
• Among, children with lower respiratory tract infection (P), what are the best cut off oxygen saturation levels (D), at different altitudes that will determine hypoxaemia requiring oxygen therapy (O)?
• In infants and children in low-resource settings (P), what is the most appropriate method (D) of detecting hypoxaemia in hospitals (O)?
• In children with shock (P), what is the most appropriate choice of intravenous fluid therapy (I) to prevent death and sequelae (O)?
• In fully conscious children with hypoglycaemia (P) what is the effectiveness of administering sublingual sugar (I)?
• Is using toys as distractions during giving needle vaccinations to toddlers an effective pain response management?
• What is the result of a higher amount of potassium intake among children with low blood pressure?
• Is cup feeding an infant better than feeding through tubes in a NICU setup?
• Does the intervention of flushing the heroin via lines a more effective way of treating patients with CVLs/PICCs?
• Is the use of intravenous fluid intervention a better remedy for infants under fatal conditions?
• Do bedside shift reports help in the overall patient care for nurses?
• Is home visitation a better way of dealing with teen pregnancy when compared to regular school visits in rural areas?
• Is fentanyl more effective than morphine in dealing with the pain of adults over the age of 50 years?
• What are the health outcomes of having a high amount of potassium for adults over the age of 21 years?
• Does the use of continuous feed during emesis a more effective way of intervention when compared to the process of stopping the feed for a short period?
• Does controlling the amount of sublingual sugar help completely conscious children suffering from hypoglycemia?
• Is the lithotomy position an ideal position for giving birth to women in labor?
• Does group therapy help patients with schizophrenia to help their conversational skills?
• What are the probable after-effects, in the form of bruises and other injuries, of heparin injection therapy for COPD patients?
• Would standardized discharge medication education improve home medication adherence in adults age 65 and older compared to-standardized discharge medication education?
• In patients with psychiatric disorders is medication non-compliance a greater risk compared with adults experiencing chronic illness?
• Is the use of beta-blockers for lowering blood pressure for adult men over the age of 70 years effective?
• Nasal swab or nasal aspirate? Which one is more effective for children suffering from seasonal flu?
• What are the effects of adding beta-blockers for lowering blood pressure for adult men over the age of 70 years?
• Does the process of stopping lipids for 4 hours an effective measure of obtaining the desired TG level for patients who are about to receive TPN?
• Is medical intervention a proper way of dealing with childhood obesity among school-going children?
• Can nurse-led presentations of mental health associated with bullying help in combating such tendencies in public schools?
• What are the impacts of managing Prevacid before a pH probe study for pediatric patients with GERD?
• What are the measurable effects of extending ICU stays and antibiotic consumption amongst children with sepsis?
• Does the use of infrared skin thermometers justified when compared to the tympanic thermometers for a pediatric population?
• What are the roles of a pre-surgery cardiac nurse in order to prevent depression among patients awaiting cardiac operation?
• Does the increase in the habit of smoking marijuana among Dutch students increase the chances of depression?
• What is the direct connection between VAP and NGT?
• Is psychological intervention for people suffering from dementia a more effective measure than giving them a placebo?
• Are alarm sensors effective in preventing accidents in hospitals for patients over the age of 65 years?
• Is the sudden change of temperature harmful for patients who are neurologically devastated?
• Is it necessary to test blood glucose levels, 4 times a day, for a patient suffering from Type 1 diabetes?
• Is the use of MDI derive better results, when compared to regular nebulizers, for pediatric patients suffering from asthma?
• What are the effects of IVF bolus in controlling the amount of Magnesium Sulfate for patients who are suffering from asthma?
• Is the process of stopping lipids for 4 hours an effective measure of obtaining the desired TG level for patients who are about to receive TPN?
• What are the standards of vital signs for a pediatric population?
• Is daily blood pressure monitoring help in addressing the triggers of hypertension among males over 65 years?
• Does receiving phone tweets lower blood sugar levels for people suffering from Type 1 diabetes?
• Are males over the age of 30 years who have smoked for more than 1 year exposed to a greater risk of esophageal cancer when compared to the same age group of men who have no history of smoking?
• Does the increase in the use of mosquito nets in Uganda help in the reduction of malaria among the infants?
• Does the increase in the intake of oral contraceptives increase the chances of breast cancer among 20-30 years old women in the UK?
• In postpartum women with postnatal depression (P), does group therapy (I) compared to individual therapy (C) improve maternal-infant bonding (O) after eight weeks (T)?
• In patients with chronic pain (P), does mindfulness-based cognitive therapy (I) compared to pharmacotherapy (C) improve quality of life (O) after 12 weeks (T)?
• In patients with type 2 diabetes (P), does continuous glucose monitoring (I) compared to self-monitoring of blood glucose (C) improve glycemic control (O) over a period of three months (T)?
• In patients with chronic kidney disease (P), does a vegetarian diet (I) compared to a regular diet (C) slow the decline in renal function (O) after one year (T)?
• In pediatric patients with acute otitis media (P), does delayed antibiotic prescribing (I) compared to immediate antibiotic prescribing (C) reduce antibiotic use (O) within one week (T)?
• In older adults with dementia (P), does pet therapy (I) compared to no pet therapy (C) decrease agitation (O) after three months (T)?
• In patients with chronic heart failure (P), does telemonitoring of vital signs (I) compared to standard care (C) reduce hospital readmissions (O) within six months (T)?
• In patients with anxiety disorders (P), does exposure therapy (I) compared to cognitive therapy (C) reduce anxiety symptoms (O) after 12 weeks (T)?
• In postpartum women with breastfeeding difficulties (P), does lactation consultation (I) compared to standard care (C) increase breastfeeding rates (O) after four weeks (T)?
• In patients with chronic obstructive pulmonary disease (P), does long-acting bronchodilator therapy (I) compared to short-acting bronchodilator therapy (C) improve lung function (O) after three months (T)?
• In patients with major depressive disorder (P), does bright light therapy (I) compared to placebo (C) reduce depressive symptoms (O) after six weeks (T)?
• In patients with diabetes (P), does telemedicine-based diabetes management (I) compared to standard care (C) improve glycemic control (O) over a period of six months (T)?
• In patients with chronic kidney disease (P), does a low-phosphorus diet (I) compared to a regular diet (C) decrease serum phosphate levels (O) after one year (T)?
• In pediatric patients with acute gastroenteritis (P), does probiotic supplementation (I) compared to placebo (C) reduce the duration of diarrhea (O) within 48 hours (T)?
• In patients with chronic pain (P), does acupuncture (I) compared to sham acupuncture (C) reduce pain intensity (O) after eight weeks (T)?
• In older adults at risk of falls (P), does a home modification program (I) compared to no intervention (C) reduce the incidence of falls (O) over a period of six months (T)?
• In patients with schizophrenia (P), does cognitive remediation therapy (I) compared to standard therapy (C) improve cognitive function (O) after one year (T)?
• In patients with chronic kidney disease (P), does angiotensin-converting enzyme inhibitors (I) compared to angiotensin receptor blockers (C) slow the progression of renal disease (O) over a period of two years (T)?
• In postoperative patients (P), does chlorhexidine bathing (I) compared to regular bathing (C) reduce the risk of surgical site infections (O) within 30 days (T)?
• In patients with type 2 diabetes (P), does a low-carbohydrate, high-fat diet (I) compared to a low-fat diet (C) improve glycemic control (O) over a period of six months (T)?
• In patients with chronic obstructive pulmonary disease (P), does pulmonary rehabilitation combined with telemonitoring (I) compared to standard pulmonary rehabilitation (C) improve exercise capacity (O) after three months (T)?
• In patients with heart failure (P), does a nurse-led heart failure clinic (I) compared to usual care (C) improve self-care behaviors (O) after six months (T)?
• In postpartum women with postnatal depression (P), does telephone-based counseling (I) compared to face-to-face counseling (C) reduce depressive symptoms (O) after eight weeks (T)?
• In patients with chronic migraine (P), does prophylactic treatment with topiramate (I) compared to amitriptyline (C) reduce the frequency of migraines (O) after three months (T)?
• In pediatric patients with acute otitis media (P), does watchful waiting (I) compared to immediate antibiotic treatment (C) reduce the duration of symptoms (O) within seven days (T)?
• In older adults with dementia (P), does reminiscence therapy (I) compared to usual care (C) improve cognitive function (O) after three months (T)?
• In patients with chronic heart failure (P), does telemonitoring combined with a medication reminder system (I) compared to telemonitoring alone (C) reduce hospital readmissions (O) within six months (T)?
• In patients with asthma (P), does self-management education (I) compared to standard care (C) reduce asthma exacerbations (O) over a period of one year (T)?
• In postoperative patients (P), does the use of wound dressings with antimicrobial properties (I) compared to standard dressings (C) reduce the incidence of surgical site infections (O) within 30 days (T)?
• In patients with chronic kidney disease (P), does mindfulness-based stress reduction (I) compared to usual care (C) improve psychological well-being (O) over a period of three months (T)?
• In adult patients with chronic pain (P), does biofeedback therapy (I) compared to relaxation techniques (C) reduce pain intensity (O) after eight weeks (T)?
• In patients with type 2 diabetes (P), does a low-glycemic index diet (I) compared to a high-glycemic-index diet (C) improve glycemic control (O) over a period of six months (T)?
• In patients with chronic obstructive pulmonary disease (P), does regular physical activity (I) compared to no physical activity (C) improve health-related quality of life (O) after three months (T)?
• In patients with major depressive disorder (P), does mindfulness-based cognitive therapy (I) compared to antidepressant medication (C) reduce depressive symptoms (O) after eight weeks (T)?
• In postpartum women (P), does perineal warm compresses (I) compared to standard perineal care (C) reduce perineal pain (O) after vaginal delivery (T)?
• In patients with chronic kidney disease (P), does a low-protein, low-phosphorus diet (I) compared to a low-protein diet alone (C) slow the progression of renal disease(O) after two years (T)?
• In pediatric patients with attention-deficit/hyperactivity disorder (P), does mindfulness-based interventions (I) compared to medication alone (C) improve attention and behavior (O) after six months (T)?
• In patients with chronic pain (P), does cognitive-behavioral therapy (I) compared to physical therapy (C) reduce pain interference (O) after 12 weeks (T)?
• In elderly patients with osteoarthritis (P), does aquatic exercise (I) compared to land-based exercise (C) improve joint flexibility and reduce pain (O) after eight weeks (T)?
• In patients with multiple sclerosis (P), does high-intensity interval training (I) compared to moderate-intensity continuous training (C) improve physical function (O) after three months (T)?
• In postoperative patients (P), does preoperative carbohydrate loading (I) compared to fasting (C) reduce postoperative insulin resistance (O) within 24 hours (T)?
• In patients with chronic obstructive pulmonary disease (P), does home-based tele-rehabilitation (I) compared to center-based rehabilitation (C) improve exercise capacity (O) after six months (T)?
• In patients with rheumatoid arthritis (P), does tai chi (I) compared to pharmacological treatment (C) reduce joint pain and improve physical function (O) after six months (T)?
• In postpartum women with postpartum hemorrhage (P), does early administration of tranexamic acid (I) compared to standard administration (C) reduce blood loss (O) within two hours (T)?
• In patients with hypertension (P), does mindfulness meditation (I) compared to relaxation techniques (C) reduce blood pressure (O) after eight weeks (T)?
• In elderly patients with hip fractures (P), does multidisciplinary geriatric care (I) compared to standard care (C) improve functional outcomes (O) after three months (T)?
• In patients with chronic kidney disease (P), does aerobic exercise (I) compared to resistance exercise (C) improve renal function (O) after six months (T)?
• In patients with major depressive disorder (P), does add-on treatment with omega-3 fatty acids (I) compared to placebo (C) reduce depressive symptoms (O) after 12 weeks (T)?
• In postoperative patients (P), does preoperative education using multimedia materials (I) compared to standard education (C) improve patient satisfaction (O) after surgery (T)?
• In patients with type 2 diabetes (P), does a plant-based diet (I) compared to a standard diet (C) improve glycemic control (O) after three months (T)?
• In patients with chronic obstructive pulmonary disease (P), does high-flow oxygen therapy (I) compared to standard oxygen therapy (C) improve exercise tolerance (O) after three months (T)?
• In patients with heart failure (P), does nurse-led telephone follow-up (I) compared to standard care (C) reduce hospital readmissions (O) within six months (T)?
• In postpartum women with postnatal depression (P), does online cognitive-behavioral therapy (I) compared to face-to-face therapy (C) reduce depressive symptoms (O) after eight weeks (T)?
• In patients with chronic migraine (P), does mindfulness-based stress reduction (I) compared to medication alone (C) reduce the frequency and severity of migraines (O) after three months (T)?
• In older adults with delirium (P), does structured music intervention (I) compared to standard care (C) reduce the duration of delirium episodes (O) during hospitalization (T)?
• In patients with chronic low back pain (P), does yoga (I) compared to physical therapy (C) reduce pain intensity (O) after six weeks (T)?
• In pediatric patients with acute otitis media (P), does watchful waiting with pain management (I) compared to immediate antibiotic treatment (C) reduce the need for antibiotics (O) within one week (T)?
• In patients with schizophrenia (P), does family psychoeducation (I) compared to standard treatment (C) improve medication adherence (O) over a period of six months (T)?
• In patients with chronic kidney disease (P), does a low-phosphorus diet (I) compared to a regular diet (C) slow the progression of renal disease (O) after one year (T)?
• In postoperative patients (P), does wound irrigation with saline solution (I) compared to povidone-iodine solution (C) reduce the incidence of surgical site infections (O) within 30 days (T)?
• In patients with type 1 diabetes (P), does continuous subcutaneous insulin infusion (I) compared to multiple daily injections (C) improve glycemic control (O) over a period of six months (T)?
• In postoperative patients (P), does the use of prophylactic antibiotics (I) compared to no antibiotics (C) reduce the incidence of surgical site infections (O) within 30 days (T)?
• In patients with chronic obstructive pulmonary disease (P), does smoking cessation counseling (I) compared to no counseling (C) decrease the frequency of exacerbations (O) over a period of six months (T)?
• In patients with diabetes (P), does a multidisciplinary team approach (I) compared to standard care (C) improve self-management behaviors (O) over a period of one year (T)?
• In pregnant women with gestational hypertension (P), does bed rest (I) compared to regular activity (C) reduce the risk of developing preeclampsia (O) before delivery (T)?
• In patients with chronic kidney disease (P), does angiotensin-converting enzyme inhibitors (I) compared to placebo (C) slow the progression of renal disease (O) over a period of two years (T)?
• In older adults with hip fractures (P), does early surgical intervention (I) compared to delayed surgery (C) improve functional outcomes (O) after six months (T)?
• In patients with major depressive disorder (P), does exercise (I) compared to antidepressant medication (C) reduce depressive symptoms (O) after eight weeks (T)?
• In children with autism spectrum disorder (P), does applied behavior analysis (I) compared to standard therapy (C) improve social communication skills (O) over a period of one year (T)?
• In postoperative patients (P), does the use of incentive spirometry (I) compared to no spirometry (C) decrease the incidence of postoperative pulmonary complications (O) within seven days (T)?
• In patients with hypertension (P), does a combination of diet modification and exercise (I) compared to medication alone (C) lower blood pressure (O) after six months (T)?
• In patients with chronic obstructive pulmonary disease (P), does home oxygen therapy (I) compared to no oxygen therapy (C) improve exercise capacity (O) after threemonths (T)?
• In patients with heart failure (P), does a multidisciplinary heart failure management program (I) compared to standard care (C) reduce hospital readmissions (O) within six months (T)?
• In postpartum women with postnatal depression (P), does mindfulness meditation (I) compared to relaxation techniques (C) reduce depressive symptoms (O) after eight weeks (T)?
• In patients with chronic kidney disease (P), does a low-sodium diet (I) compared to a regular diet (C) lower blood pressure (O) after six months (T)?
• In pediatric patients with attention-deficit/hyperactivity disorder (P), does neurofeedback training (I) compared to medication (C) improve attention and behavior (O) after six months (T)?
• In patients with chronic pain (P), does transcranial direct current stimulation (I) compared to sham stimulation (C) reduce pain intensity (O) after eight weeks (T)?
• In older adults with osteoporosis (P), does a structured exercise program (I) compared to no exercise (C) improve bone mineral density (O) after six months (T)?
• In patients with type 2 diabetes (P), does a low-carbohydrate, high-protein diet (I) compared to a standard diet (C) improve glycemic control (O) over a period of six months (T)?
• In patients with chronic obstructive pulmonary disease (P), does mindfulness-based stress reduction (I) compared to usual care (C) improve dyspnea symptoms (O) after three months (T)?
• In postpartum women with postnatal depression (P), does online peer support (I) compared to individual therapy (C) reduce depressive symptoms (O) after eight weeks (T)?
• In patients with chronic kidney disease (P), does resistance training (I) compared to aerobic training (C) improve muscle strength (O) after six months (T)?
• In pediatric patients with asthma (P), does a written asthma action plan (I) compared to verbal instructions (C) reduce emergency department visits (O) within six months (T)?
• In patients with chronic pain (P), does yoga (I) compared to pharmacological treatment (C) reduce pain interference (O) after eight weeks (T)?
• In older adults at risk of falls (P), does a multifactorial falls prevention program (I) compared to no intervention (C) reduce the rate of falls (O) over a period of six months (T)?
• In patients with schizophrenia (P), does cognitive-behavioral therapy (I) compared to medication alone (C) reduce positive symptom severity (O) after six months (T)?
• In postpartum women with breastfeeding difficulties (P), does breast massage (I) compared to no massage (C) improve milk flow (O) after four weeks (T)?
• In patients with chronic obstructive pulmonary disease (P), does long-term oxygen therapy (I) compared to short-term oxygen therapy (C) improve survival rates (O) after one year (T)?
• In patients with major depressive disorder (P), does repetitive transcranial magnetic stimulation (I) compared to sham treatment (C) reduce depressive symptoms (O) after six weeks (T)?
• In patients with diabetes (P), does a digital health app (I) compared to standard care (C) improve medication adherence (O) over a period of six months (T)?
• In patients with chronic kidney disease (P), does a low-potassium diet (I) compared to a regular diet (C) lower serum potassium levels (O) after one year (T)?
• In pediatric patients with acute gastroenteritis (P), does oral rehydration solution (I) compared to intravenous fluid therapy (C) reduce hospital admissions (O) within 48 hours (T)?
• In patients with chronic pain (P), does hypnotherapy (I) compared to no hypnotherapy (C) reduce pain intensity (O) after eight weeks (T)?
• In older adults at risk of falls (P), does a tai chi program (I) compared to no exercise program (C) improve balance and stability (O) after six months (T)?
• In patients with chronic heart failure (P), does a home-based self-care intervention (I) compared to standard care (C) reduce hospital readmissions (O) within six months (T)?
• In patients with anxiety disorders (P), does acceptance and commitment therapy (I) compared to cognitive-behavioral therapy (C) reduce anxiety symptoms (O) after 12 weeks (T)?
• In postpartum women with breastfeeding difficulties (P), does the use of nipple shields (I) compared to no nipple shields (C) improve breastfeeding success (O) after four weeks (T)?
• In patients with chronic obstructive pulmonary disease (P), does a comprehensive self-management program (I) compared to usual care (C) improve health-related quality of life (O) after three months (T)?
• In patients with major depressive disorder (P), does internet-based cognitive-behavioral therapy (I) compared to face-to-face therapy (C) reduce depressive symptoms (O) after eight weeks (T)?
• Does the increase in the habit of smoking marijuana among Dutch students increase the likelihood of depression?
• Does the use of pain relief medication during surgery provide more effective pain reduction compared to the same medication given post-surgery?
• Does the increase in the intake of oral contraceptives increase the risk of breast cancer among women aged 20-30 in the UK?
• Does the habit of washing hands among healthcare workers decrease the rate of infections in hospitals?
• Does the use of modern syringes help in reducing needle injuries among healthcare workers in America?
• Does encouraging male work colleagues to talk about sexual harassment decrease the rate of depression in the workplace?
• Does bullying in boarding schools in Scotland increase the likelihood of domestic violence within a 20-year timeframe?
• Does breastfeeding among toddlers in urban United States decrease their chances of obesity as pre-schoolers?
• Does the increase in the intake of antidepressants among urban women aged 30 years and older affect their maternal health?
• Does forming work groups to discuss domestic violence among the rural population of the United States reduce stress and depression among women?
• Does the increased use of mosquito nets in Uganda help in reducing malaria cases among infants?
• Can colon cancer be more effectively detected when colonoscopy is supported by an occult blood test compared to colonoscopy alone?
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Emergency Nursing & Triage NCLEX Practice (40 Questions)

Welcome to your NCLEX reviewer and practice questions quiz about Emergency Nursing and Triage. Test your competence in emergency nursing in this nursing test bank .

Emergency Nursing & Triage NCLEX Practice Quiz

In this section are the practice problems and questions for emergency nursing and triage NCLEX practice quiz. In this nursing test bank, there are 40 practice questions divided into two parts. Please check out also our reviewer for emergency nursing below.

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Emergency Nursing Reviewer

“Emergency!” The very event that is linked to drama and hysteria. The word emerge in emergency, and an emergency suddenly emerges — it happens all of a sudden, at any time to anyone, and anywhere. The person, specifically the nurse who responds at the scene in the emergency department or on the medical-surgical unit, faces the ultimate challenge of their nursing skills. In this medical setting, you plan a solution for a short period of time, and there is no room for error.

• Any trauma or sudden illness that requires immediate intervention to prevent imminent severe damage or death.
• Any condition that — in the opinion of the patient, his family, or whoever assumes the responsibility of bringing the patient to the hospital — requires immediate medical intervention. This condition continues until the determination has been made that the patient’s life or wellbeing is not threatened.

Emergency Nursing

• Emergency nursing is a nursing specialty that focuses on the care of patients who require prompt medical attention to avoid long-term disability or death. It involves the assessment , diagnosis, and treatment of perceived, actual or potential, sudden or urgent, physical or psychosocial problems that are primarily episodic or acute.

Emergency Medical Services

• Responsible for establishing, regulating, coordinating, and monitoring the components involved in the provision of emergency care.
• Team of healthcare providers that provides emergency care.

1. Emergency Medical Technician (EMT). Also known as an ambulance technician, is a health professional that provides emergency medical services. EMTs are most commonly found working in ambulances. They are also the most common type of providers in all of EMS.

2. Emergency Medical Technician Intermediates (EMTI). EMTIs are next to EMTs. Intermediates maintain a critical skill set that can often be life-saving to those involved in accidents, emergencies, and complicated procedures.

3. Emergency Medical Technician Paramedics (EMTP). EMTPs are the highest level of EMTs. Paramedics are advanced providers of emergency medical care and are highly educated in anatomy and physiology, cardiology, medications, and medical procedures.

Four Basic Steps for Emergencies

1. Know your facility. It is important to know what emergency resources are available in each location and the equipment’s placement, such as overhead sprinkler systems, fire extinguishers, and defibrillators. Healthcare providers, especially nurses, should know where the E-carts and E-kits are placed in the hospital setting. They need to be available to providers very easily.

2. Know the proper scope of your emergency care. The nurse should know their role, accountability, and responsibility when dealing with emergencies. The nurse is responsible for the following:

• Deciding when to call the doctor
• Coordinating care
• Assisting with other emergency procedures
• Performing emergency assessment and interventions

Primary and Secondary Assessment

• A irway. The most important component to be established and maintained to prevent hypoxia and ultimately death.
• B reathing. Assessed after the airway. During times of acute injury and stress, the respiratory system can be compromised.
• C irculation. Adequate circulation is needed to maintain tissue perfusion and cellular oxygenation. This system involves the heart, vessels, and blood volume.
• D isability. A neurological assessment to assess for motor or sensory deficits is vital as a decrease in level of consciousness can affect ABC.
• E xposure. Once the patient is exposed for full body assessment, their privacy needs to be respected by providing a gown and blanket.
• F ull set of vital signs. Vital signs such as temperature, respiration rate, heart rate , blood pressure , and pain should be assessed.
• G ive comfort. For many patients in the emergency department, levels of pain may be quite high.
• M edications
• P ast medical history
• E vents surrounding injury
• I nspect posterior surfaces.

3. Know your patients. Nurses are responsible for identifying if the patient is in an emergency and recognizing patients’ symptoms, taking measures within their scope of practice to administer medications, providing other measures for symptom alleviation, and collaborating with other professionals to optimize patients’ comfort and families’ understanding and adaptation.

4. Stay prepared. Preparing for unexpected occurrences is only part of the equation. Being fast, ready, and accurate for an emergency also involves practicing good mental health strategies that can develop one’s level of competency in the event of a crisis.

Emergency Equipment, Drugs, and Procedures.

• Ambu Bag. An Ambu bag is a medical tool used to force air into the lungs of patients who are not breathing or who  are not breathing adequately so still need assistance. The term AMBU comes from the acronym for “artificial manual breathing unit.”
• Epinephrine . Epinephrine injection is used along with emergency medical treatment to treat life-threatening allergic reactions caused by insect bites or stings, foods, medications, latex, and other causes. 
• Atropine Sulfate. Atropine is a prescription medicine used to treat the symptoms of low heart rate or bradycardia, reduce salivation and bronchial secretions before surgery or as an antidote for overdose of cholinergic drugs or mushroom poisoning.
• Heparin. Heparin is used to decrease the clotting ability of the blood and help prevent harmful clots from forming in blood vessels.
• Protamine Sulfate. When bleeding requires reversal of heparinization, protamine sulfate (1% solution) by slow infusion will neutralize heparin sodium . No more than 50 mg should be administered, very slowly in any 10 minute period. Each mg of protamine sulfate neutralizes approximately 100 USP heparin units.
• General instruments (tissue tweezers, mosquito forceps, Cooper scissors, muscle retractors, and Mayo needle holder).
• 14-gauge sheath
• Guidewire dilating forceps
• Tracheostomy tube
• Endotracheal Tube. Endotracheal intubation is a medical procedure in which a tube is placed into the windpipe or trachea through the mouth or nose. In most emergency situations, it is placed through the mouth.
• CVP Kits. There are many different indications for placing a central venous line, but in emergency medicine, the most common indications include fluid resuscitation, drug infusions that could otherwise cause phlebitis or sclerosis, central venous pressure monitoring, emergency venous access, and transvenous pacing wire placement.
• Skin disinfectant (alcohol swab)
• 16-18 gauge IV catheter (smaller catheters may be used for pediatric patients, but larger is better in critical cases)

Guidelines for giving emergency care

1. Getting Started

A. Planning of action.

B. Gathering of materials needed.

2. Emergency Action Principles

A. Survey the scene. First, survey the scene for any possible hazards. Stop. Look. Listen. Feel. Safety first!

B. Perform Primary Assessment. If the area appears safe, check the victim for life-threatening conditions such as:

•  Level of Consciousness

I. Assess for ABC.

• The central pulse of choice for adults is the carotid pulse. In children, the carotid pulse is usually used, although the femoral pulse is also an option. Infants (<1 year) have short necks and so the carotid is not palpated. Instead, the brachial or femoral pulses are used.
• Do not move to the next step if the client is unstable.

C. Call for help. After checking the victim, call for help. Remain calm, and be prepared to describe the situation and the exact location where responders are needed.

Also, contact local site security and emergency response.

D. Perform Secondary Assessment. The main focus of the secondary assessment is to explore specific medical conditions the patient may have.

I. Neurologic Assessment

• Alert. Mentally quick, active, and aware.
• Lethargic. Quality of dullness, prolonged sleepiness, sluggishness, and serious drowsiness.
• Stuporous. State of unresponsiveness and unaware of surroundings.
• Semi-Comatose. Stupored but can be aroused.
• Glasgow Coma Scale. The Glasgow Coma Scale (GCS) is a neurological scale which aims to give a reliable and objective way of recording the state of a person’s consciousness for initial as well as subsequent assessment.  

Glasgow Coma Scale

• Severe, GCS < 8–9
• Moderate, GCS 8 or 9–12
• Minor, GCS ≥ 13.
• Eye response (E)

Four grades are starting with the most severe:

1. No opening of the eye 2. Eye opening in response to pain stimulus. A peripheral pain stimulus, such as squeezing the lunula area of the person’s fingernail, is more effective than a central stimulus, such as a trapezius squeeze, due to a grimacing effect. 3. Eye opening to speech. Not to be confused with the awakening of a sleeping person; such people receive a score of 4, not 3. 4. Eyes opening spontaneously

• Verbal response (V)

Five grades are starting with the most severe:

1. No verbal response 2. Incomprehensible sounds. Moaning but no words. 3. Inappropriate words. Random or exclamatory articulated speech, but no conversational exchange. Speaks words but no sentences. 4. Confused. The person responds to questions coherently, but there is some disorientation and confusion . 5. Oriented. The person responds coherently and appropriately to questions such as their name and age, where they are and why, the year, month, etc.

• Motor response (M)

There are six grades:

1. No motor response 2. Decerebrate posturing accentuated by pain (extensor response: adduction of the arm, internal rotation of the shoulder, pronation of forearm and extension at the elbow, flexion of wrist and fingers, leg extension, plantar flexion of the foot) 3. Decorticate posturing accentuated by pain (flexor response: internal rotation of the shoulder, flexion of forearm and wrist with a clenched fist, leg extension, plantar flexion of the foot) 4. Withdrawal from pain (absence of abnormal posturing; unable to lift hand past chin with supraorbital pain but does pull away when nail bed is pinched) 5. Localizes to pain (purposeful movements towards painful stimuli; e.g., brings a hand up beyond chin when supraorbital pressure applied) 6. Obeys commands (the person does simple things as asked)

• Pupils. Pupils are the black hole in the middle of the colored part of your eye (the iris).
• Equal. Normal pupils are about the same size. But, for about one in five people, one is bigger than the other. This condition is called anisocoria and may be harmless. 
• Round. Pupils should be perfectly round circles. Abnormal pupils may look like a keyhole or a cat ’s eye.
• Reactive to. The muscles in the iris open and close the pupil in response to light. Normal pupils get smaller in brighter light and larger in the dark.
• Light. Normal pupils shrink in reaction to bright light. Both pupils should get smaller together, even when only shining direct light into one eye at a time. Both pupils should get bigger once it’s dark again.
• Accommodation. Pupils change size as they switch from looking at something far away to something very near.
• Motor movement and strength of muscles.
• AVPU. Alert, Verbal, Pain, Unresponsive

II. History

• Chief complaint.
• Duration of the problem.
• Mechanism of injury.
• Associated manifestations.
• Past medical history.
• Current treatment and compliance .
• Use of OTC drugs.
• Routine use of alcohol or drugs.
• Medication allergy .
• Immunization history.

III. Pain Assessment. OPQRST is a useful mnemonic used by EMTs, paramedics, nurses, medical assistants, and other allied health professionals to learn about the patient’s pain complaint. 

• Onset of the event. What the patient was doing when it started (active, inactive, stressed, etc.), whether the patient believes that activity prompted the pain and whether the onset was sudden, gradual or part of an ongoing chronic problem. “Did your pain start suddenly or gradually get worse and worse?”
• Provocation or palliation. Whether any movement, pressure such as palpation or other external factor makes the problem better or worse. This can also include whether the symptoms relieve with rest. “What makes your pain better or worse?”
• Quality of the pain. This is the patient’s description of the pain. Questions can be open ended (“Can you describe it for me?”) or leading. “What does your pain feel like?”
• Region and Radiation. Where the pain is on the body and whether it radiates (extends) or moves to any other area. “Point to where it hurts the most. Where does your pain go from there?”
• Severity. The pain score (usually on a scale of 0 to 10). Zero is no pain and ten is the worst possible pain. Remember, pain is subjective and relative to each individual patient.
• Timing. How long the condition has been going on and how it has changed since onset.

IV. General Appearance. Gait, unusual skin markings, affect, posture, skin color.

V. Head to toe Assessment. Establishing a good assessment would, later on, provide a more accurate diagnosis, planning, and better interventions and evaluation . That’s why it’s important to have a good and strong assessment.

VI. Diagnostic Tests. A diagnostic procedure is an examination to identify an individual’s specific areas of weakness and strength to determine a condition, disease, or illness.

E. Diagnosis. Nursing diagnoses represent the nurse’s clinical judgment about actual or potential health problems/life processes occurring with the individual, family, group, or community.

F. Management. The nurse implements the nursing care plan , performing the determined interventions that were selected to help meet the goals/outcomes that were established.

G. Evaluation. The nurse evaluates the progress toward the goals/outcomes identified in the previous phases. If progress towards the goal is slow, or if regression has occurred, the nurse must change the care plan accordingly. 

H. Client Disposition. Understanding the patient’s readmission risk stratification, the needs of the patient upon discharge, and the ability of the receiving facility to meet those needs all have a role in the patient’s well-being and can help prevent readmission.

I. Documentation. The entire process is recorded or documented to inform all members of the health care team.

3. Golden Rules of Emergency Care

• Obtain consent whenever possible
• Be as calm and as direct as possible
• Care for the most serious injuries first
• Keep onlookers away from the injured person
• Handle victim to a minimum
• Loosen tight clothing
• Do not leave the victim alone
• Do not assume that the obvious injuries are the only ones
• Don’t give false reassurance
• Do not require the victim to make decision
• Trier in French, battlefield screening, to sort out, to categorize, to classify.
• The prioritization of patient care based on the severity of injury/illness, prognosis, and availability of resources.
• To sort or classify all patients
• Set priorities of care

Descriptions of a few Emergency Nurse roles:

Triage Nurse

• An emergency nurse is assigned to triage patients as they arrive in the emergency department, and as such, is the first professional patients will see. 
• This emergency nurse must be skilled at rapid, accurate physical examination and early recognition of life-threatening conditions.

ED Charge Nurse

• An experienced emergency nurse is put in the role of charge nurse or team leader.
• This nurse is responsible for the overall flow of the department.
• He or she assigns nurses to patients, assures patients are being transported to and from tests outside the ED, addresses patient complaints and concerns, communicates with the house supervisor, takes phone calls, and assures nurses get their breaks.

Trauma Nurse

• Trauma Nurses work in Trauma Centers and run the show when trauma patients come in by ambulance, helicopter, or personal vehicle.
• This role requires specialized training and usually two years of experience.
• Code Nurses run the Code Rooms where the sickest of the sick patients go in the ED. No pulse, not breathing? No problem! The Code Nurse will run the ACLS-based codes and provide emergency care for these critically ill patients.

Disaster Response or Emergency Preparedness Nurse

• In theory , all ED nurses are first-responders during a disaster.
• All ED nurses should have annual training in disaster response per the policy of their facility.

Critical-Care Transport (CCT) Nurse (Ambulance)

• CCT Nurses that work on ambulances are responsible for transporting critical care patients from one facility to another.

Burn Center Nurse

• Emergency Nurses that work in Burn Centers are specially trained in burn victim resuscitation and burn care. Most major metropolitan areas will have at least one designated burn center with an emergency department.

Emergency Department Triage System (Three-Tier System)

EMERGENT (RED)

• Injuries are life threatening
• Severe head injury or comatose state
• Active seizures
• Sustain chemical splashes to the eye
• Severe respiratory distress or cardiac arrest
• Chest pain with acute dyspnea or cyanosis
• Severe chest or abdominal wound
• Limb amputation
• Severe shock
• Excessively high temperature (40.6 °C)

URGENT (YELLOW)

• Injuries have complications that are not life threatening
• Asthma without respiratory distress
• Persistent nausea and vomiting and/or diarrhea
• Hypertension
• Other types of severe pain
• Simple fracture
• Abdominal pain
• Client with renal stone
• Fever above 38.9 °C

NONURGENT (GREEN)

• Injuries do not have immediate complications
• Mild headache
• Cold symptoms
• Minor laceration

NO CATEGORY or BLACK CATEGORY

• Includes dead or even catastrophically injured patients who have a minimal chance for survival despite optimal medical care.

Cardiopulmonary Resuscitation (CPR)

Cardiopulmonary Resuscitation (CPR) incorporates rescue breathing with chest compression to circulate oxygen around the body while anticipating further emergency help. CPR does not normally restart a person’s heart, but it can save many lives when combined with early emergency help, early defibrillation, and early advanced hospital care. Ribs may be broken during CPR, but this is preferable to dying .

Basic Life Support (BLS)

• Basic Life Support (BLS) is a specific level of prehospital, noninvasive emergency lifesaving medical care that attempts to give a person in cardiopulmonary arrest an open airway, adequate ventilation, and mechanical circulation (via chest compression) to the vital organs.
• BLS includes recognition of signs of sudden cardiac arrest (SCA), heart attack , stroke , and foreign-body airway obstruction (FBAO); cardiopulmonary resuscitation (CPR); and defibrillation with an automated external defibrillator (AED).

Elements of Basic Life Support (BLS)

• Maintain an open airway
• Support the breathing
• Support the circulation

Four Age Categories in Basic Life Support (BLS)

• Newborn . First hour after birth until discharge from the hospital
• Infant. Less than one year of age
• Child. One to eight years of age
• Adult. Age beyond that of a child

Procedures in Doing Cardiopulmonary Resuscitation (CPR)

https://www.redcross.org/take-a-class/cpr/performing-cpr/cpr-steps

Before Giving CPR

1. Check the scene and the person. Ensure the scene is safe, then tap the person on the shoulder and shout “Are you OK?” to ensure that the person needs help. 2. Call 911 for assistance. If it’s evident that the person needs help, call (or ask a bystander to call) 911, then send someone to get an AED. (If an AED is unavailable, or there is no bystander to access it, stay with the victim, call 911 and begin administering assistance.) 3. Open the airway. With the person lying on their back, tilt the head back slightly to lift the chin. 4. Check for breathing. Listen carefully, for no more than 10 seconds, for sounds of breathing. (Occasional gasping sounds do not equate to breathing.) If there is no breathing, begin CPR.

CPR Steps according to Red Cross 

1. Push hard, push fast. Place your hands, one on top of the other, in the middle of the chest. Use your body weight to help you administer compressions at least 2 inches deep and delivered at a rate of at least 100 compressions per minute. 2. Deliver rescue breaths. With the person’s head tilted back slightly and the chin lifted, pinch the nose shut and place your mouth over the person’s mouth to make a complete seal. Blow into the person’s mouth to make the chest rise. Deliver two rescue breaths, then continue compressions. Note: If the chest does not rise with the initial rescue breath, re-tilt the head before delivering the second breath. If the chest doesn’t rise with the second breath, the person may be choking. After each subsequent set of 30 chest compressions, and before attempting breaths, look for an object and, if seen, remove it. 3. Continue CPR steps. Keep performing chest compressions and breathing cycles g until the person exhibits signs of life, such as breathing, an AED becomes available, or EMS or a trained medical responder arrives on the scene.

Note: End the cycles if the scene becomes unsafe or you cannot perform CPR due to exhaustion .

Automated External Defibrillation (AED)

• Automated External Defibrillation (AED) is an equipment used to shock the heart with specialized electrical current in an attempt to stop the chaotic, disorganized contraction of the myocardial cells and allow them to start again in a synchronized fashion to restore a normal rhythmic heartbeat.
• Indicated for pulseless patients and mostly for patients with ventricular fibrillation

Two Types of Machine

1. Monophasic. Monophasic AEDs are devices that emit a type of shock. It sends an electrical current in a single direction from one side of the chest to an electrode on the other side.

2. Biphasic. Biphasic waveform defibrillators utilize bidirectional current flow as opposed to monophasic AED, where the current flows are in one direction.

Contraindications:

While it’s important to know when to use a defibrillator, it’s just as important to know when not to use a defibrillator.

• Patients with traumatic cardiac arrest. They have a window of about 10 minutes to be resuscitated. With each minute that goes by, their odds of survival decline by about 10%.
• Children younger than one year of age
• Absence of hospital protocols in defibrillating patients between the ages 1 and 7 years old or those who weigh less than 55 lbs (25 kg).

Advanced Cardiac Life Support (ACLS)

• Advanced Cardiac Life Support (ACLS) involves lifesaving procedures, such as cardiac monitoring, administration of intravenous fluids and medications, and use of advanced airway adjuncts.

Criteria for Not Starting Cardiac Life Support

• The patient has a valid Do Not Attempt Resuscitation (DNAR) Order
• The patient has signs of irreversible death
• No physiologic benefit can be expected because viral functions have deteriorated despite maximal therapy
• Attempts to perform CPR would place the rescuer at risk of physical injury
• Newborn: If gestation, birth weight, or congenital anomalies are associated with almost certain early death.

Terminating BLS in Out-of-Hospital Setting

• Restoration of effective, spontaneous circulation and ventilation.
• Care is transferred to a more senior-level emergency medical professional who may determine that the patient is unresponsive to the resuscitation attempt.
• Presence of reliable criteria indicating irreversible death.
• The rescuer is unable to continue because of exhaustion, or the presence of dangerous environmental hazards, or because continuation or resuscitative efforts places other lives in jeopardy.
• A valid DNAR order is presented to rescuers.
• There is a high degree of certainty that the patient will not respond to further ACLS.
• Newborn: After 10 minutes without signs of life despite continuous and adequate resuscitation efforts.

Recommended Resources

Recommended books and resources for your NCLEX success:

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NCLEX-RN Prep Plus by Kaplan The NCLEX-RN Prep Plus from Kaplan employs expert critical thinking techniques and targeted sample questions. This edition identifies seven types of NGN questions and explains in detail how to approach and answer each type. In addition, it provides 10 critical thinking pathways for analyzing exam questions.

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14 thoughts on “Emergency Nursing & Triage NCLEX Practice (40 Questions)”

Thanks Nurseslabs! I passed my NCLEX examination.

Ivana, congratulations! So happy to hear you’ve made it! We’re proud of you!

these questions are very useful, but suddenly the website not available to start the test

Hello, please refresh the page if that happens. It’s working fine on my end. Also, please use modern browsers like Chrome, Safari, Firefox, and Edge.

It a good learning platform. Preparing for my NCLEX exams

Merci de tout mon coeur!!!

dear madam i would like to thank you ! nice to meeting you ! I am looking for a faithful, affectionate, friendly, reliable, sincere, understandable, sympathetic, cheerful, hardworking but with enough time to overcome a seriously relationship!!! I show my respects to you because i get more and more information from your NCLEX Page when i was learning master emergency nursing specialist program

Thank you May u please refresh the page or add more questions

Thank you for the material…it was very helpful for me to re-learn emergency material

Hi Evita, You’re welcome! I’m really glad to hear the material was helpful in refreshing your knowledge on emergency nursing. It’s always great to keep those skills sharp. If you have any specific topics you’d like to delve deeper into or have questions on, just let me know. Here to help!

Stay safe and keep up the great work!

Thank you for your valuable information and the great efforts you did

You’re very welcome! I’m delighted that you found the information helpful, and I appreciate your kind words. If you ever have more questions or need further guidance on emergency nursing triage or any related topics, feel free to reach out.

Yes! Thank you I am not a nurse or nurse wannabe—I was just trying to understand my ER experience + found this to be very helpful—if there had been a pay-wall—I would be less informed. I did LOL at: “No pulse, not breathing? No Problem.”[it’s a problem for someone].

Am an emergency medical technician who has already done her certificate now am upgrading.Am having troubles in finding NCLEX practice questions for emergency medical technician..please help

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Lisa Anderson and Cindy Berhtram discuss the report, Lessons from Teaching and Learning at Stanford during the COVID-19 Pandemic: A Review, 2020-21  with colleague Erik Brown

Although many educators view that time as an aberration and welcome the return to pre-pandemic norms, the new 78-page report highlights innovations in teaching and learning that Stanford and other universities may consider adopting as common practice in the coming years. Titled Lessons from Teaching and Learning at Stanford during the COVID-19 Pandemic: A Review, 2020-21 , it was posted online this morning by Stanford Digital Education , a unit of the Provost’s Office.

“This review documents the resilience, creativity, and compassion that blossomed at Stanford in the face of a pandemic that upended our educational practices,” Provost Persis Drell said. “It shows how our community pulled together to ensure we continued to support our educational mission. Now, as the pandemic wanes, we have the chance to chart a new course in digital learning that is guided by the lessons we learned during the pandemic.”

The review, which draws upon interviews with 59 Stanford leaders, faculty, staff, and students, highlights recurring themes and spotlights remarkable stories. It also is informed by analyses of internal Stanford reports and articles by University Communications as well as secondary digital resources, such as recorded campus events and stories in higher education publications.

Lisa J. Anderson and Cynthia Berhtram , both of Stanford Digital Education, led the project and authored the review. They document how the pandemic exacerbated pre-existing inequities and how the pivot to emergency remote education demanded real-time solutions. And they show how Stanford rose to these challenges through creativity and ongoing collaboration. They determined that worthwhile advances in teaching and learning were made during this difficult period, and that these advances could be the basis for lasting improvements if the university recognizes and builds on them.

Some view the teaching that occurred during the pandemic as evidence of the limitations of online learning. Vice Provost for Digital Education Matthew Rascoff questions such thinking in his letter introducing the review. He notes that the authors use the term “emergency remote teaching” throughout the report in order “to draw a critical distinction between what occurred during the pandemic at Stanford and true online learning.”

He explains: “Emergency remote teaching was an urgent response to a global crisis. Well-designed online learning is the product of patient ‘backwards design,’ an intentional, collaborative process that begins with the needs and learning goals of the student. There was no time for such design during the pandemic, but there will be in the future.”

Four chapters deal with key subjects

The review’s analysis divides Stanford’s response to the pandemic in 2020-21 into four chapters: innovations in pedagogy, the changing role of students and staff, the development of professional networks, and a new emphasis on the whole student.

Chapter I details new approaches to teaching that were tried as instructors sought to make their classes more inclusive, with many becoming more sophisticated in their use of technologies such as the video conferencing platform Zoom and the learning management system Canvas. Breakout rooms, back-channel chats, and online office hours became commonplace. The shift to remote education caused instructors to experiment with splitting class lessons into smaller, more digestible chunks; creating courses that could work for both face-to-face and online audiences; using scaffolded formative assessments in place of one high-stakes final exam, and much more. “Every faculty member’s eyes were opened to the possibilities of remote teaching,” Jim Plummer, the John M. Fluke Professor of Electrical Engineering, told the review’s authors. “This is a huge opportunity for Stanford and other universities.”

Chapter II describes how the switch to online instruction led staff and students to shoulder new responsibilities. New student jobs such as digital ambassadors and course development assistants were created to support faculty in making the most of the virtual experience. Staff units, including teaching and learning teams and educational technology support teams, developed new models to meet increased demand for their services. Traditional silos were broached as teams became more cross functional. “Staff were empowered to think creatively about how to respond to an extraordinary situation,” Helen Chu, senior director of learning spaces in Learning Technologies and Spaces, said in an interview for the report.

Chapter III discusses the new networks that emerged to deal with the “infodemic” that accompanied the COVID-19 pandemic. The Stanford community had to make sense of a tsunami of information about remote teaching and learning. New Slack channels, new symposiums and workshops, new online clearinghouses, and new communities of practices, or CoPs, were established to help guide people through it. For instance, the Teaching Commons website, which had been defunct, was revived to provide instructors with curated content to answer a variety of questions. “It became this growing ecosystem, turning the ‘untamed jungles’ of Stanford into a garden,” Kenji Ikemoto, an academic technology specialist, explained to Stanford Digital Education researchers.

Chapter IV covers the increased awareness that student well-being is critical for learning. This appreciation for the “whole student” arose from seeing how the pandemic’s effects on students’ inequitable access to resources, as well as its impact overall on mental health, led to difficulties in academic performance. Stanford responded with new programs and materials at Vaden Health Services. Resources to encourage equity and inclusion proliferated. Guides were available to faculty to help them lead discussions on sensitive subjects. Many adopted for the first time classroom practices such as “temperature checks” and “share spaces” to enable instructors to see how students were feeling. “I think of it as a huge permission slip to everybody on campus to care and empathize, and to bring their humanity forward in every interaction with students,” Susie Brubaker-Cole, vice provost of student affairs, said in an interview. “We need to build a culture around that.”

Questions for the future

The review offers “lessons learned” in its final chapter, but it does not issue recommendations. Instead, it suggests that the Stanford community consider a series of questions in the coming months, including:

• How do we provide digital education opportunities that enhance equity and access for students?
• Under what circumstances should faculty and academic instructors be able to teach with flexibility, using such instructional modalities as fully online, hybrid, or flipped instruction?
• Should students be afforded alternatives to attending classes in-person and have more options of alternative forms of assessment?

The review provides vital context for answering these and other questions, though it offers only a sampling of views. The authors make no claim to its being comprehensive and underscore the need for further input. The report is described as a “beginning.”

In the coming months, members of the Stanford community are encouraged to read the review and its website, offer comments and join the effort to build upon this work.

“We take seriously the call to learn from the pandemic teaching and learning experience, and this review is an important step in that direction,” Rascoff said. “We hope that by discussing its implications we can collectively map a promising future of innovation in teaching, learning, and digital education at Stanford.”

At the request of Provost Drell, Stanford Digital Education will be reaching across campus during the coming academic year to help the university devise a new university-wide digital strategy. The team will gather input from different units to understand their priorities and to see how the university could best support them.

“I am confident that we can continue Stanford’s history of finding new and better ways to provide outstanding education that extends beyond the physical boundaries of our campus,” the provost said.

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UW College of Health Sciences Honors 2024 Outstanding Faculty and Staff

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Institutional Communications Bureau of Mines Building, Room 137 Laramie, WY 82071 Phone: (307) 766-2929 Email:   [email protected]

Published May 09, 2024

The University of Wyoming’s College of Health Sciences recently honored faculty and staff members for having gone above and beyond in contributions to teaching, research and administrative support.

The College of Health Sciences Outstanding Faculty and Staff Awards ceremony, held April 25, also recognized those in the college for excellence in professional development and helping students achieve academic success.

Honorees are selected each year by the College of Health Sciences Faculty Development Committee. While considering a wide range of qualifications for those nominated, the committee also considers letters of recommendation from peers and students.

“The committee derived great satisfaction from meticulously reviewing the remarkable accomplishments, contributions and services detailed in the nomination packets,” says Corri Sandoval, an associate clinical professor, speech clinic director in the Division of Communication Disorders and Faculty Development Committee chair. “Each submission showcased a variety of excellence, making it challenging to select a single recipient for each category.”

Michelle Hilaire, interim college dean and clinical professor of pharmacy, began the awards ceremony by noting that, despite the continued challenges faced by an ever-evolving landscape of higher education, faculty and staff in the UW College of Health Sciences always meet those challenges and excel in their efforts to support one another and students in the college.

“You have demonstrated extraordinary courage and strength, embodying the very essence of what it means to work in the College of Health Sciences,” Hilaire said. “We have confronted uncertainties, adapted to new realities and continued to serve all with unwavering dedication.

“We also celebrate the remarkable achievements and milestones attained by you,” she added. “This day is a testament to your perseverance and hard work, highlighting the extraordinary accomplishments that have emerged.”

Recipients of College of Health Sciences awards are:

-- Outstanding Staff (0-5 years): Gwen Cotterman, senior student advising coordinator, Division of Kinesiology and Health.

-- Career Achievement: Sandy Root-Elledge, senior lecturer, Wyoming Institute for Disabilities (WIND).

-- Outstanding Contributions to Diversity, Equity and Inclusion: Mark Guiberson, professor and director, Division of Communication Disorders.

-- Distinguished Teacher: Esther Hartsky, assistant lecturer, American Sign Language, Division of Communication Disorders.

-- Outstanding Staff (5-plus years): Gisele Knopf, assistive technology program specialist, WIND.

-- Meritorious Service: Christine Porter, professor, Division of Kinesiology and Health.

-- Early Career Teacher: Angela Simonton, assistant lecturer, Division of Kinesiology and Health.

-- Early Investigator: Kelly Simonton, assistant professor, Division of Kinesiology and Health.

-- Distinguished Investigator: Tristan Wallhead, professor, Division of Kinesiology and Health.

About the University of Wyoming College of Health Sciences

UW’s College of Health Sciences trains health and wellness professionals and researchers in a wide variety of disciplines, including medicine, nursing, pharmacy, speech-language pathology, social work, kinesiology, public health, health administration and disability studies. The college also oversees residency and fellowship programs in Casper and Cheyenne, as well as operating a speech/hearing clinic in Laramie and primary care clinics in Laramie, Casper and Cheyenne.

With more than 1,600 undergraduate, graduate and professional students, the college is dedicated to training the health and wellness workforce of Wyoming and conducting high-quality research and community engagement, with a particular focus on rural and frontier populations.

Nurses Week 2024

The University of Texas at Austin School of Nursing celebrates National Nurses Week 2024 by highlighting a few of our faculty and students who work diligently toward improving health care for all. Read about our honorees below and join us in celebrating all Longhorn Nurse leaders making a difference.

Support Texas Nursing

Mentoring the Next Generation of Nurses

Meet Nico Osier, PhD, BSN, BS, RN , Clinical Assistant Professor for the UT Austin School of Nursing. We honor Dr. Osier during National Nurses Week for their passion for teaching and mentoring the next generation of registered nurses and nurse scientists!

Fostering Growth and Resilience through Relationships

Meet Megan Thomas Hebdon, PhD, DNP, RN, NP-C , Assistant Professor at UT Austin School of Nursing. We honor Dr. Thomas Hebdon during National Nurses Week for her impact on students that will resonate through future generations.

Collaborating to Advance Outcomes Research

Meet Linda H. Yoder, PhD, MBA, RN, AOCN, FAAN , Professor at UT Austin School of Nursing. We honor Dr. Yoder during National Nurses Week for her impact on future nurse leaders!

Providing Self-Management Tools for Underserved Populations

Meet Heather Cuevas, PhD, RN, ACNS-BC, FCNS , Assistant Professor at UT Austin School of Nursing. We honor Dr. Cuevas during National Nurses Week for her contributions to fostering future nurse leaders.

Leading with Respect in Psychiatric Nursing

Meet Morgan Ballantine, MSN , Clinical Instructor at UT Austin School of Nursing. We honor Morgan Ballantine during National Nurses Week for giving future nurses the skills to provide exceptional care.

Creating a Welcoming Learning Environment

Meet Jessica Cowen, DNP, APRN, CPNP AC/PC , Clinical Instructor at UT Austin School of Nursing. We honor Dr. Cowen during National Nurses Week for inspiring future nurses to provide exceptional care.

Bringing Passion for Service to the Student Community

Meet Florence Fadipe, BSN Student at the School of Nursing. We honor Florence during National Nurses Week for her leadership among undergraduate nursing students!

Implementing Change in Healthcare Environments

Meet Arushi Gupta, MSN Student at UT Austin School of Nursing. We honor Arushi during National Nurses Week for her dedication to leading change in healthcare environments.

Advancing Health Care for Vulnerable Infants

Meet Jennifer Joyner, MSN, APRN, CPNP-AC, DNP Candidate at the UT Austin School of Nursing. We honor Jennifer during National Nurses Week for her commitment to improving patient-centered care!

Improving Person-Centered Care

Meet Oscar Franco-Rocha, BSN, RN, PhD in Nursing Candidate at the School of Nursing. We honor Oscar during National Nurses Week for his leadership in improving person-centered care.

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11 local nurses graduate from first-ever residency program

W HEELING, W.Va. (WTRF) – Eleven first year nurses graduated from WVU Medicine Wheeling Hospital’s first-ever nurse residency program this morning.  

This is the program’s first cohort, and they met with mentors every month to learn about a variety of topics.  

Some discussions included building communication skills with co-workers and patients, evidence-based research, emergency management, patient safety, and even stress management and self-care practices.  

Many nurses say the first year on the job is the hardest.  

According to a press release, some data reveals 17% of nurses leave the profession within their first year due to the high stress of the job.  

“Our first ever nurse residency program for WVU Medicine Wheeling Hospital. The program is designed to help the transition from student to nurse. That first year is very, very difficult. And as everyone knows, we have difficulty retaining our nurses that first year. And so, we really wanted to build something to help them both professionally and personally build resilience and compassion and empathy.”   Jennifer Riley | Chief Nursing Officer, WVU Medicine Wheeling & Reynolds Memorial Hospitals*

The program was implemented to help new nurses transition from college into the workforce, build morale and commitment which can help with nurse retention rates. 

There are four other cohorts for this program at Wheeling Hospital with the next one beginning this June.  

For the latest news, weather, sports, and streaming video, head to WTRF.

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A Blockbuster Trilogy for First Responders

The Science and Technology Directorate (S&T) is premiering a trio of new resource guides for our partners in law enforcement, the fire and emergency medical services, and emergency management.

Our nation’s first responders often don’t seek out the spotlight or consider themselves to be superheroes, but we at S&T know that’s exactly what they are. It’s why S&T has a dedicated research and development (R&D) mission and why we work directly with responders of all disciplines to deliver the technology solutions they need.

Two weeks ago, I had the pleasure of kicking off the annual gathering of our First Responder Resource Group (FRRG) and meeting many of its more than 140 volunteer members, and I’ll say that these heroes did not disappoint. They came ready to roll up their sleeves and get to work, and we came ready to listen and document their priorities. It was a thrill to witness firsthand one of the first steps in S&T’s responder R&D lifecycle and also a great source of pride for me being able to brief them on how far we’ve come in delivering what they’ve asked for. For instance, at previous years’ meetings, the FRRG expressed a need for enhanced situational awareness technologies—the impetus for efforts like C-THRU and DePLife™ . When they shared a desire for next-generation navigational tools, the seeds were planted for Mappedin and POINTER . And when they requested personal protective equipment to help them breathe easier, well, there’s the Wildland Firefighter Respirator .

All of these and more are documented in S&T’s new series of resource guides: Supporting First Responders Through Science and Technology . The guides aggregate S&T’s available assets and in-process R&D in support of the fire and emergency medical services (EMS), emergency management, and law enforcement. They are living reports that will be updated as our responder mission expands alongside the evolving responder threat and safety landscapes. For the first time, this year’s FRRG-identified priority areas include a big focus on S&T investments in artificial intelligence—to support everything from assessing mass-casualty incidents to analyzing crowd flow at large events to streamlining incident reporting. I can’t wait to keep them (and all of you) posted on how we plan to tackle all of this moving forward.

To our colleagues in blue: we celebrate your commitment and steadfast service this National Police Week. Our Providing Police Backup Through Science and Technology guide was created with your unique requirements in mind, and we look forward to continued collaboration.

To our colleagues in the fire service who recently celebrated International Firefighter Day, as well as those who will soon commemorate the 50th Anniversary of National EMS Week: we remain in awe of your selflessness and stewardship of our communities. Our Fighting Fires and Saving Lives Through Science and Technology guide offers you access to tools that can help you accomplish your important missions safely and efficiently.

And to our colleagues in emergency management who stay cool under pressure: we see you always seeing the big picture. Our Managing Emergency Response with Science and Technology guide curates tools to help you continue to deploy critical resources and manpower wherever they need to go.

Keep an eye on this blog, the Technologically Speaking Podcast , and our social media accounts (@DHSSciTech) as we continue to honor and highlight S&T’s support for first responders throughout the month of May. For more information about the FRRG and our First Responder Capability program, contact [email protected] .

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