Electronic Health Record Knowledge, Skills, and Attitudes Among Newly Graduated Nurses: A Scoping Review.

Background This scoping review aimed to identify key characteristics related to electronic health record (EHR) end-user system optimization levels among graduating/newly graduated nurses. Method Using a systematic approach to conducting a scoping review, 11 articles were identified from three databases. Articles were reviewed for nursing level status, type of EHR used for research, type of assessment, and which EHR knowledge, skills, or attitudes were studied. Results The majority of the studies used a reported by evaluator approach that examined the accuracy of EHR documentation (e.g., skills). EHR knowledge was examined in two studies. No study examined EHR attitudes. Studies that reflected self-reported data mainly focused on EHR skills related to navigating, finding, utilizing, and showing and EHR knowledge gains. Conclusion Graduating/newly graduated nurses have gaps in EHR skills, knowledge, and attitudes. Simulation and EHR education are viable pedagogical approaches to building EHR end-user system optimization. [J Contin Educ Nurs. 2022;53(11):505-512.].

Interdisciplinary simulation-based training to improve delivery room communication.

INTRODUCTION: Poor communication among obstetric and pediatric professionals is associated with adverse perinatal events leading to severe disability and neonatal mortality. This study evaluated the effectiveness of an interdisciplinary simulation-based training (SBT) program to improve delivery room communication between obstetric and pediatric teams. METHODS: Obstetric and pediatric teams participated in an SBT annually during 3 academic years, 2008-2011 (Y1-Y3), in a prospective, observational study. Eligible participants (n = 228) included attendings, fellows, house staff, midlevel providers, and nurses involved in delivery room care. Simulations were videotaped and evaluated using a validated 20-item checklist of best communication practices. Checklist scores were compared across years with the Kruskal-Wallis test. Providers were also surveyed annually regarding communication during actual deliveries using a standardized questionnaire. Ratings were analyzed using two-way analysis of covariance. RESULTS: At least 60% of eligible providers participated in 1 or more SBT sessions and completed surveys annually. Checklist scores on communication during SBT improved from Y1 (median, 6; interquartile range, 4) to Y3 (median, 11; interquartile range, 6) (P < 0.001). Survey results showed the perception of improvement over time in interteam communication during actual deliveries by obstetric (P < 0.005) and pediatric (P < 0.0001) providers. The obstetric team also perceived improved provider communication with the family (P < 0.05). CONCLUSIONS: Communication during SBT as well as the perception of communication during actual deliveries improved across the study period. The potential of a checklist to standardize delivery room communication and improve patient outcomes merits further investigation.

Back to basics: creating a simulation program for patient safety.

As the malpractice crisis in Obstetrics continues to spiral, safety initiatives within Obstetrics have grown to include simulation as a primary risk reduction strategy. Starting a simulation program requires careful planning and the commitment of all nursing and physician providers to promote a culture of patient safety. This article discusses eight recommended steps towards implementing a simulation program and illustrates through a case scenario how the process of building such a program will be integral to both its success and the fulfillment of your department's goals of providing excellent patient care.