Peter Nydahl1, Kai Miethbauer2, Hannah Baillie3, Torben Bergmann4, Tom Miethbauer5, Steffen Ochs6, Sarah-Isabelle Pschonder7, Ralf Wenzel8, Stefan Schreiber9, Wolfgang von Gahlen-Hoops10. 1. Pflegeforschung und -entwicklung, Pflegedirektion, Arbeitsgruppe Didaktik in der Pflege, Universitätsklinikum Schleswig-Holstein, Haus V40, Arnold-Heller-Str. 3, 24105, Kiel, Deutschland. peter.nydahl@uksh.de. 2. Fachkrankenpfleger für Anästhesie- und Intensivpflege, Atmungstherapeut, Klinik für Innere Medizin, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland. 3. Fachkrankenschwester für Intensivpflege, Atmungstherapeutin in Weiterbildung, Klinik für Innere Medizin, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland. 4. Fachkrankenpfleger für Intensivpflege, Atmungstherapeut in Weiterbildung, Klinik für Innere Medizin, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland. 5. Fachkrankenpfleger für Intensivpflege, Atmungstherapeut, Klinik für Innere Medizin, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland. 6. Fachkrankenpfleger für Intensivpflege, Teamleitung Intensivstation 1. Medizin, IMC-Weaningstation 2/Atmungstherapie, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland. 7. Fachpflegerin für Intensivpflege, Atmungstherapeutin in Weiterbildung, Klinik für Innere Medizin, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland. 8. Atmungstherapeut, Klinik für Innere Medizin, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland. 9. Direktor der Klinik für Innere Medizin I, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland. 10. Institut für Allgemeinmedizin, Arbeitsgruppe Didaktik der Pflege und Gesundheitsberufe, Universitätsklinikum Schleswig-Holstein, Christian-Albrechts-Universität, Kiel, Deutschland.
Abstract
BACKGROUND: Respiratory therapists (RT) perform various tasks, including the care of patients, diagnostics, support for therapy and care, training and education as well as optimization of structures and processes. It is unclear to what extent the various activities are performed at German university hospitals and how trained employees evaluate the service. AIM: Description of activities of RT at a university hospital and evaluation of microlearning of employees. METHOD: Data were collected in a prospective mixed method study over 6 months. Primary outcome was the number of RT activities. Secondary outcome was the evaluation of microlearning as evaluated by employees with regard to benefits for personal knowledge gain, practical application, and for benefits for patients on scales of 1-10 (1 = very bad, 10 = very good). RESULTS: During the 6‑month study period, RT were called for a total of 1674 consultations and carried out 2274 activities; the three most common activities accounted for 45% (n = 1037) of all activities and included the following: 20.1% (n = 461) adjustment of non-invasive ventilation, 13.1% (n = 299) secretion management, and 12.2% (n = 277) protocolized weaning. In all, 111 RTs rated microlearning as very good 111 employees with a median of 9.8 (interquartile range 9-10). About 74% of the working time was spent in direct care and education on the wards. CONCLUSIONS: The job profile of RTs is complex, is associated with responsibility, and is largely located in direct patient care. Bedside microlearning courses for RTs may be an innovative opportunity to expand the competencies of employees.
BACKGROUND: Respiratory therapists (RT) perform various tasks, including the care of patients, diagnostics, support for therapy and care, training and education as well as optimization of structures and processes. It is unclear to what extent the various activities are performed at German university hospitals and how trained employees evaluate the service. AIM: Description of activities of RT at a university hospital and evaluation of microlearning of employees. METHOD: Data were collected in a prospective mixed method study over 6 months. Primary outcome was the number of RT activities. Secondary outcome was the evaluation of microlearning as evaluated by employees with regard to benefits for personal knowledge gain, practical application, and for benefits for patients on scales of 1-10 (1 = very bad, 10 = very good). RESULTS: During the 6‑month study period, RT were called for a total of 1674 consultations and carried out 2274 activities; the three most common activities accounted for 45% (n = 1037) of all activities and included the following: 20.1% (n = 461) adjustment of non-invasive ventilation, 13.1% (n = 299) secretion management, and 12.2% (n = 277) protocolized weaning. In all, 111 RTs rated microlearning as very good 111 employees with a median of 9.8 (interquartile range 9-10). About 74% of the working time was spent in direct care and education on the wards. CONCLUSIONS: The job profile of RTs is complex, is associated with responsibility, and is largely located in direct patient care. Bedside microlearning courses for RTs may be an innovative opportunity to expand the competencies of employees.