Wound Care Using 0.9% Cadexomer Iodine as a Primary Dressing in a Grade II Diabetic Ulcer: A Case Study

2025-04-27T09:32:07+00:00

Diabetic ulcers are wounds that arise as a complication of microangiopathy and macroangiopathy. Peripheral neuropathy leads to a loss of sensation in the distal areas of the feet. This study aims to evaluate wound care using modern dressing with 0.9% Cadexomer Iodine in a Grade II diabetic foot ulcer with the nursing problem of impaired tissue integrity. The research method used was a case study, conducted at the Griya Afiat Makassar independent wound care clinic on October 14th, 16th, and 18th, 2024. The diabetic ulcer wound was assessed and monitored for healing progress using the Bates-Jensen Wound Assessment Tool (BWAT). Wound progression was also documented using an Android camera to visually compare the condition from the initial treatment to the final visit. The results of this study, based on wound care implementation three times a week, showed noticeable changes. These changes were observed in both the appearance and size of the wound across the three visits. On the first visit, granulation tissue covered 75% of the wound and epithelial tissue 25%, with a wound depth of 2.4 cm and dimensions of 1.5 × 0.9 cm. On the second visit, granulation increased to 80% and epithelial tissue decreased to 20%, with a depth of 2.2 cm and size of 1.3 × 0.7 cm. On the third visit, granulation further improved to 85% and epithelial tissue to 15%, with a wound depth of 1.6 cm and dimensions of 1 × 0.4 cm.Based on the wound care performed using modern dressing with 0.9% Cadexomer Iodine, it can be concluded that Cadexomer Iodine 0.9% is effective in promoting the healing of diabetic ulcers.

Improving Clinical Nurses' Competence through Peer Teaching

2025-05-31T10:55:33+00:00

Background: Nurses continuously interact with patients and provide interventions according to their needs and responses over a 24-hour period. Given this vital role, clinical nurses must maintain a high level of competency to ensure the quality and safety of patient care. Hospitals are therefore required to establish training programs that address the developmental needs of their staff, aiming to meet a service standard of at least 20 hours of training per year. However, the average training achievement among external employees often falls short, making it essential to explore alternative strategies to enhance learning hours and workforce competencies. One such method is peer teaching. Method: This study employed a descriptive analysis approach. The implementation of peer teaching activities was conducted in several phases: the preparation phase, the implementation phase, and the evaluation phase. Results: The findings revealed that the average pre-test score was 75, while the average post-test score increased to 91. Observations during the process indicated that clinical nurses actively participated in discussions throughout the peer teaching sessions.Discussion: The peer teaching method significantly enhances learning motivation and encourages active student engagement. Rather than passively listening and taking notes, students become directly involved in the learning process, contributing ideas and interacting with peers. This engagement supports improved long-term retention of knowledge.Conclusion: Peer teaching positively influences the improvement of clinical nurses’ competencies. Further in-depth studies are recommended to explore the impact of this method on learning satisfaction.

An Idea Nursing Journal

Wound Care Using 0.9% Cadexomer Iodine as a Primary Dressing in a Grade II Diabetic Ulcer: A Case Study

Improving Clinical Nurses' Competence through Peer Teaching