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Mechanical ventilation simulation for cross-training step-down nurses to the surgical ICU
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Ruszkowski, Samantha. Mechanical ventilation simulation for cross-training step-down nurses to the surgical ICU. Retrieved from https://doi.org/doi:10.7282/t3-n4zc-kh44

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TitleMechanical ventilation simulation for cross-training step-down nurses to the surgical ICU
NameRuszkowski, Samantha (author); Reyes, Darcel (chair); Rutgers University; School of Nursing - RBHS
Date Created2020
Other Date2020-05 (degree)
SubjectSimulation, Mechanical ventilation, Cross-training, Nursing education, Nursing confidence, Nursing knowledge, Adult-Gerontology Acute Care Nurse Practitioner
Extent1 online resource (95 pages) : illustrations
DescriptionPurpose of Project: The purpose of this project was to modify the current cross-training program to include simulation-based education to increase step-down nurses’ knowledge and confidence in providing care for patients requiring invasive mechanical ventilation while increasing learning satisfaction with simulation in cross-training to the surgical ICU.

Methodology: This quality improvement project used a one-group pre- and post-intervention design with a convenience sample of step-down nurses at a hospital in New York City. Participants evaluated their level of self-confidence, knowledge, and learner satisfaction before and after the use of simulated scenarios. Two months after the educational intervention, the participants were asked to retake the post-knowledge survey.

Results: Overall, there was a significant increase in the total participant confidence scores preintervention (M = 27.9) and post-intervention (M = 32.0; p = .003). There was a significant increase in the total number of correctly answered questions prior to the simulation intervention (M = 7.1) compared with the scores two-months post intervention (M = 10.3; p = .000). Following the intervention there was a significant increase in pre-intervention satisfaction scores (M = 20.2) and post-intervention confidence scores; (M =24.4; p = .000).

Implications for Practice: Simulation provides the ability to engage within complex scenarios without the pressure of potentially harming a patient, allowing for submersion into learning that is otherwise excluded
NoteDNP
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-n4zc-kh44
LanguageEnglish
CollectionSchool of Nursing (RBHS) DNP Projects
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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