Miia M Jansson1, Hannu P Syrjälä2, Pasi P Ohtonen3, Merja H Meriläinen4, Helvi A Kyngäs5, Tero I Ala-Kokko4. 1. Division of Intensive Care, Department of Anesthesiology, Oulu University Hospital, Oulu, Finland; Institute of Health Science, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu, Finland. Electronic address: miia.jansson@oulu.fi. 2. Medical Research Center Oulu, Oulu, Finland; Department of Infection Control, Oulu University Hospital, Oulu, Finland. 3. Department of Anesthesiology, Oulu University Hospital, Oulu, Finland. 4. Division of Intensive Care, Department of Anesthesiology, Oulu University Hospital, Oulu, Finland; Medical Research Center Oulu, Oulu, Finland. 5. Institute of Health Science, University of Oulu, Oulu, Finland; Medical Research Center Oulu, Oulu, Finland; Northern Ostrobothnia Hospital District, Oulu, Finland.
Abstract
BACKGROUND: Critical care nurses' knowledge and skills in adhering to evidence-based guidelines for avoiding complications associated with intubation and mechanical ventilation are currently limited. We hypothesized that single simulation education session would lead to a long-lasting higher level of skills among critical care nurses. MATERIAL AND METHODS: A randomized controlled trial was conducted in a 22-bed adult mixed medical-surgical intensive care unit in Finland during the period February 2012-March 2014. Thirty out of 40 initially randomized critical care nurses participated in a 24-month follow-up study. Behavior and cognitive development was evaluated through a validated Ventilator Bundle Observation Schedule and Questionnaire at the baseline measurement and repeated 3 times during simulation and real-life clinic settings. RESULTS: After simulation education, the average skills score increased from 46.8%-58.8% of the total score in the final postintervention measurement (Ptime < .001, Ptime × group = .040, and Pgroup = .11). The average knowledge scores within groups did not change significantly. The average between-group difference in skills scores was significant only at the measurement taken at 6 months (P = .006). CONCLUSIONS: Critical care nurses' skills in adhering to evidence-based guidelines improved in both groups over time, but the improvements between the study groups was significantly different only at 6 months and was no longer evident after 2 years following a single simulation education.
RCT Entities:
BACKGROUND: Critical care nurses' knowledge and skills in adhering to evidence-based guidelines for avoiding complications associated with intubation and mechanical ventilation are currently limited. We hypothesized that single simulation education session would lead to a long-lasting higher level of skills among critical care nurses. MATERIAL AND METHODS: A randomized controlled trial was conducted in a 22-bed adult mixed medical-surgical intensive care unit in Finland during the period February 2012-March 2014. Thirty out of 40 initially randomized critical care nurses participated in a 24-month follow-up study. Behavior and cognitive development was evaluated through a validated Ventilator Bundle Observation Schedule and Questionnaire at the baseline measurement and repeated 3 times during simulation and real-life clinic settings. RESULTS: After simulation education, the average skills score increased from 46.8%-58.8% of the total score in the final postintervention measurement (Ptime < .001, Ptime × group = .040, and Pgroup = .11). The average knowledge scores within groups did not change significantly. The average between-group difference in skills scores was significant only at the measurement taken at 6 months (P = .006). CONCLUSIONS: Critical care nurses' skills in adhering to evidence-based guidelines improved in both groups over time, but the improvements between the study groups was significantly different only at 6 months and was no longer evident after 2 years following a single simulation education.
Authors: Christine E Cassidy; Margaret B Harrison; Christina Godfrey; Vera Nincic; Paul A Khan; Patricia Oakley; Amanda Ross-White; Hilary Grantmyre; Ian D Graham Journal: Implement Sci Date: 2021-12-04 Impact factor: 7.327