Burkhartzmeyer, Holly L.

Introduction: Inclusive hair and skin care are essential for culturally congruent health care; however, hospitalized patients with textured hair and skin of color experience limited access to appropriate products. Nursing staff also report gaps in knowledge related to culturally responsive care of hair and skin. This initiative aimed to improve care through product access and education. Methods: A quality improvement project was conducted at a Midwestern academic medical center. Surveys of nurses, patient care assistants, and employee resource groups informed product selection and education design. Interventions included stocking products and providing education supported by a webpage and video library. Results: Post-education evaluations showed increased knowledge of hair and skin care, along with improved confidence and ability to provide culturally sensitive care. Discussion: Addressing hair and skin care through access to products and education enhances patient care. This model offers a replicable framework to improve inclusive hair and skin care practices.

AbstractObjectiveTo measure long‐term knowledge gain after provision of nursing education in a low‐income country.Design and SampleGlobal health education research has often focused on the short‐ term effects of providing education and direct patient care. Assessment of long‐term knowledge gain is key for determining whether education knowledge transfer is sustainable.MeasurementsThis prospective cohort study of educational training for nurses in Haiti tested knowledge gain before, immediately after, and 6 months after education.InterventionQuantitative assessments were obtained through multiple choice tests at 3 time points. Qualitative data were obtained through focus groups and self‐assessments.ResultsKnowledge gain was significant from pretest to immediate posttest, and knowledge retention was assessed at 6 months after the education. Qualitative data showed improvement in reported confidence levels and patient care activities. Short‐term knowledge gain was statistically significant for improvement; however, long‐term knowledge gain was statistically significant in only 4 of 19 lectures.ConclusionsReported qualitative improvements in patient care indicated added value of providing education to the nursing staff. Hands‐on learning techniques were important to long‐term retention, and building trust was vital to the completion of our study.