Nsg3029 W5 Project Research Template Name Cite The Article R

Nsg3029 W5 Projectresearch Template Namecite The Article Reviewed In A

Complete an academic research template based on two articles. For each article, cite the article in APA style. Identify the correct research method used (quantitative or qualitative). Determine and describe the research problem, purpose, and summarize the literature review. Identify the framework or theoretical perspective. Specify the research questions or hypotheses. Clarify the dependent, independent, and demographic variables. Evaluate the appropriateness of the research design. Discuss the validity and reliability of the instruments, tools, or surveys used. Describe the significance of the study and whether the research questions were addressed. Discuss legal and ethical issues, including protection of human subjects. Include any cultural aspects of the studies. Describe the final sample size and characteristics. Summarize the data collection procedures. Summarize the results, including statistical analyses or other methods used. Discuss how the research findings may impact future nursing practice and how they can be applied to nursing practice as a student. Additionally, answer brief questions on the assigned reading, "The Therac-25: 30 Years Later" by Nancy G. Leveson, focusing on the purpose of the software, the difference between reliability and safety, and factors related to the accidents and progress made. Also, review the article "Nurses' Preparedness and Perceived Competence in Managing Disasters" by Sylvia Baack and Danita Alfred, highlighting relevant points for nursing practice.

Paper For Above instruction

Introduction

The increasing reliance on technology in healthcare necessitates rigorous evaluation of the safety, reliability, and ethical considerations associated with medical devices and nursing preparedness in disaster management. This paper performs a comprehensive review and synthesis of two scholarly articles: Leveson's "The Therac-25: 30 Years Later" and Baack and Alfred's "Nurses' Preparedness and Perceived Competence in Managing Disasters." The purpose is to critically analyze these studies, explore their implications for nursing practice, and provide insights into how nurses can better prepare for and manage technological failures and disasters.

Analysis of Leveson's "The Therac-25: 30 Years Later"

Leveson’s article examines the catastrophic software failures of the Therac-25 radiotherapy machine, which resulted in patient harm due to software errors. The purpose of the Therac-25 software was to automate the radiation therapy process, intending to improve treatment precision. However, software flaws, particularly race conditions and inadequate safety measures, led to severe overdoses in patients (Leveson, 2017). The article underscores the distinction between reliability and safety; reliability refers to the software's consistent performance, whereas safety pertains to its ability to prevent harm even when faults occur. Over time, progress has been made in addressing safety issues, notably through the adoption of formal methods and safety-critical system standards, but challenges remain in fully eliminating errors in complex medical software systems.

Leveson highlights that one key factor contributing to the Therac-25 accidents was insufficient testing and validation of software, compounded by overconfidence in software reliability. The author notes that since these incidents, the industry has made strides in improving safety protocols, including rigorous validation, verification, and system design approaches that emphasize fail-safes and user feedback. Nonetheless, the persistent complexity of software systems presents ongoing risks, emphasizing the need for continuous improvement in safety practices.

Analysis of Baack and Alfred's "Nurses' Preparedness and Perceived Competence in Managing Disasters"

Baack and Alfred's study explores nurses' perceptions of their preparedness and competence in disaster management. Their research employed a quantitative survey approach, aiming to identify factors influencing nurses' confidence levels and skills in disaster scenarios. The study’s variables included nurses’ perceived competence (dependent variable), training received, experience, and demographic factors such as age, education, and work setting. The results indicated that training and prior disaster experiences significantly enhanced perceived competence (Baack & Alfred, 2013).

The study employed a descriptive correlational design, appropriate for assessing relationships between variables in a non-experimental setting. The instruments used were validated questionnaires measuring perceived preparedness and competence, with reported high reliability and validity. Ethical considerations included obtaining institutional review board approval and informed consent from participants.

The significance of this study lies in highlighting the need for ongoing disaster preparedness training to improve nurses' confidence and ability to manage emergencies effectively. The authors found gaps between perceived competence and actual preparedness, underscoring the importance of targeted education programs. Legally and ethically, ensuring that nurses are adequately trained supports patient safety and aligns with professional standards. Cultural factors such as organizational support and cultural sensitivity were acknowledged as influencing disaster response effectiveness.

The sample consisted of 250 nurses from various healthcare settings, including hospitals and community clinics, with the majority holding a bachelor's degree. Data collection involved online surveys, and statistical analyses included descriptive statistics, correlation coefficients, and regression analyses. The findings suggest that enhanced training programs could improve nurses’ disaster response capabilities, which is vital in preparing for large-scale emergencies or disasters.

Future nursing practice can benefit from integrating disaster management training into core curricula, emphasizing simulation exercises and real-world scenario practice. This research supports the development of policies aimed at ensuring all nurses are equipped for disaster response, ultimately improving patient outcomes during emergencies.

Impact and Application to Nursing Practice

The insights from Leveson’s article underline the importance of rigorous software validation and safety systems in medical technology, directly impacting nursing practice by emphasizing vigilance, reporting malfunctions, and advocating for safety standards. As technology becomes more embedded in healthcare, nurses need to understand these systems' limitations and responsibilities. Similarly, Baack and Alfred's findings advocate for continuous nursing education and strategic disaster preparedness planning, integrating training that boosts confidence and competence in crisis situations.

Both articles reinforce that nursing practice must evolve with technological and disaster readiness advancements. Nurses equipped with knowledge of software safety principles and disaster management protocols are better positioned to ensure patient safety, contribute to interdisciplinary safety initiatives, and advocate for safer, more resilient healthcare environments.

Conclusion

This comprehensive review highlights the critical role of safety in healthcare technology and disaster preparedness for nursing practice. Emphasizing continuous education, rigorous safety protocols, and an understanding of the evolving technological landscape are essential steps toward enhancing patient care quality and safety. Future research should focus on developing integrated training programs and safety standards that keep pace with advancing medical technologies and emerging global health threats.

References

• Leveson, N. G. (2017). The Therac-25: 30 Years Later. IEEE Computer, 50(11), 8-11.
• Baack, S., & Alfred, D. (2013). Nurses' Preparedness and Perceived Competence in Managing Disasters. Journal of Nursing Scholarship, 45(3), 281-288.
• O’Hara, K., et al. (2015). Software safety and reliability in critical healthcare systems. International Journal of Medical Informatics, 84(9), 695–703.
• Wears, R. L., & Hollnagel, E. (2015). From Safety-I to Safety-II: A White Paper. The Resilience Enterprise.
• Gillespie, M., et al. (2018). Disaster preparedness training in nursing education. Nursing Education Perspectives, 39(2), 87-92.
• ISO 26262. (2018). Road vehicles — Functional safety. International Organization for Standardization.
• Canadian Nurses Association. (2017). Code of Ethics for Registered Nurses. CNA.
• National Council of State Boards of Nursing. (2020). Disasters and Emergencies: What Every Nurse Needs to Know. NCSBN.
• Hollnagel, E. (2014). Safety differentiation and the need for resilient health care. Safety Science, 62, 133–137.
• World Health Organization. (2017). Building resilient health systems. WHO Publications.