ABSTRACT
PURPOSE: Critical events in the operative setting require rapid management to prevent adverse outcomes. This article describes a multimodal educational bundle that was designed and implemented to improve readiness to respond to crises involving significant blood loss. Intended outcomes of this project were to increase knowledge and self-efficacy of anesthesia providers and perioperative staff members related to the use of the massive transfusion protocol (MTP). DESIGN: This is a quality improvement (QI) project. METHODS: A two-part educational bundle consisted of pre-education and low-fidelity simulation (LFS) via computer-based training (CBT) modules followed by hands-on skills sessions. Anesthesia providers, registered nurses, and technicians in the operative suite completed the educational intervention. Knowledge and self-efficacy were measured pre-and-post intervention. FINDINGS: After completing the educational bundle, the aggregated mean score on a knowledge test increased by 5.65%. Self-efficacy related to role-specific responsibilities and confidence regarding the team's ability to carry out the MTP significantly increased for all participants (n = 62). CONCLUSIONS: This project serves as an example of how a multimodal educational bundle can improve knowledge, confidence, and readiness to respond to critical events. This model demonstrates how pre-education and LFS enable crisis management training to be readily accessible for an entire interdisciplinary team.
Subject(s)
Clinical Competence , Self Efficacy , HumansABSTRACT
BACKGROUND: The coronavirus disease 2019 pandemic has disrupted and overwhelmed academia, adding many new challenges for nursing faculty. However, despite these challenges, nursing faculty at a small private university demonstrated resilience and innovation at the height of the acute phase of the crisis, transforming a traditional 2-day in-person Doctor of Nursing Practice (DNP) practicum to an abbreviated, interactive virtual format. METHOD: A qualitative study was conducted to explore DNP student perceptions of the virtual practicum. An anonymous survey was created to gather participant feedback; the link was embedded in an email invitation to practicum participants. RESULTS: The majority of respondents were English speaking, middle-aged, Black, non-Hispanic nurse practitioners. Content analysis revealed three themes: valuable interactions, supportive faculty, and enlightening feedback. CONCLUSION: Despite the crisis and ensuing consequences of the pandemic, DNP students who participated in the virtual practicum described a meaningful and valuable experience. [J Nurs Educ. 2021;60(9):513-516.].
