Critical care nurse · 2021
Using Simulation to Improve Adherence to Get With the Guidelines Time to First Shock.
СтатьяНазвание и аннотация: Перевод пока не подготовлен
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Paddock Andrea
Аннотация
BACKGROUND: Evidence demonstrates that shocking patients in ventricular fibrillation or pulseless ventricular tachycardia in 2 minutes or less leads to improved outcomes. At our facility in Orlando, Florida, 4 of 7 time to first shock fallouts occurred in the intensive care unit. No standardization for conducting code situations existed in the intensive care unit.
OBJECTIVE: To develop nurse simulation education and training to standardize intensive care unit code processes and improve compliance with timely defibrillation.
METHODS: The sample consisted of intensive care unit nurses. Interventions included online education, simulation, and a postintervention survey. Analysis was conducted using the Get With the Guidelines program as well as descriptive statistics.
INTERVENTIONS: Online education assigned to all intensive care unit nurses included electrocardiogram recognition and code documentation. Nurses and physicians collaborated to develop a diagram to identify roles needed for successful conduct of a code situation. A code simulation video was created, reflecting these roles, and embedded in the online education. The education was graded and remediated one-on-one with nurses. Intensive care unit nurses completed structured code simulations, allowing them to practice serving as the leader. Three months after the intervention, a survey was distributed to nurses.
RESULTS: The time to first shock fallouts in the intensive care unit decreased by 100%, and the facility's fallouts decreased by 71%. The facility's adherence to the time to first shock metric increased from 42% to 83%. In a postintervention survey, 89% of nurses reported perceived improvement in knowledge, team leadership and communication, and confidence associated with code events.
CONCLUSIONS: Online education and code simulation positively affected time to first shock in code situations and empowered nurses to confidently function in these situations.
OBJECTIVE: To develop nurse simulation education and training to standardize intensive care unit code processes and improve compliance with timely defibrillation.
METHODS: The sample consisted of intensive care unit nurses. Interventions included online education, simulation, and a postintervention survey. Analysis was conducted using the Get With the Guidelines program as well as descriptive statistics.
INTERVENTIONS: Online education assigned to all intensive care unit nurses included electrocardiogram recognition and code documentation. Nurses and physicians collaborated to develop a diagram to identify roles needed for successful conduct of a code situation. A code simulation video was created, reflecting these roles, and embedded in the online education. The education was graded and remediated one-on-one with nurses. Intensive care unit nurses completed structured code simulations, allowing them to practice serving as the leader. Three months after the intervention, a survey was distributed to nurses.
RESULTS: The time to first shock fallouts in the intensive care unit decreased by 100%, and the facility's fallouts decreased by 71%. The facility's adherence to the time to first shock metric increased from 42% to 83%. In a postintervention survey, 89% of nurses reported perceived improvement in knowledge, team leadership and communication, and confidence associated with code events.
CONCLUSIONS: Online education and code simulation positively affected time to first shock in code situations and empowered nurses to confidently function in these situations.