Project description:BackgroundThere is a severe shortage of intensive care nurses worldwide, and training a qualified ICU nurse is hard since it takes a very long time to accumulate the intensive care knowledge and skills needed. This study aimed to examine the effect of an escape room teaching method on teamwork attitudes and intensive care knowledge of ICU new nurses, their satisfaction with, and willingness to participate in escape room training.MethodsA convenience sampling approach was utilized to enlist new nurses from April 2023 to March 2024 in China. ICU nurses with less than two years of experience in the First Affiliated Hospital of Kunming Medical University were involved in our study. Most of them were female (85.71%) with bachelor's degrees (85.71%), and without escape room experiences (92.86%). Teamwork attitudes were collected through the TeamSTEPPS Teamwork Attitudes Questionnaire (T-TAQ) developed by the Agency for Healthcare Research and Quality (AHRQ); intensive care knowledge were collected by researchers-made online intensive care knowledge tests; satisfaction with escape room training, and willingness to participate in the escape room training were collected by researchers-made online questionnaires. Finally, the data were analyzed with SPSS v.26. Descriptive statistics, the paired samples test, the Wilcoxon signed-rank test, multivariate regression, and Pearson correlation were utilized for analysis.ResultsFifteen groups of new nurses participated in the escape room training. For teamwork attitudes, there were significant differences in the mean T-TAQ total score (p < 0.001) and in the dimensions of teamwork (p < 0.001), leadership (p < 0.001), situation monitoring (p = 0.019), mutual support (p < 0.001), and communication (p < 0.001) before and after the escape room training. For the learning level, the mean intensive care knowledge scores were significantly different before and after the escape room training (p < 0.001). As for the reaction level, the satisfaction of ICU new nurses with the escape room training was high (9.23 ± 0.869), and the majority of them (95.24%) were willing to participate in the escape room training.ConclusionImplementing the escape room teaching method could promote teamwork attitudes and intensive care knowledge of ICU new nurses, and they were satisfied with and willing to participate in the escape room training. The key limitations in the study are the absence of a control group and data loss, and the results should be taken with caution. Our findings indicate that the escape room can be conducted in clinical practice learning for nursing and medical education settings with some props, and in ways of game playing, which doesn't require expensive equipment and can be conducted conveniently, suggesting that escape room might be a promising method with cost-effectiveness value for nursing and medical education globally.

Project description:DesignA two-round Delphi survey was conducted to seek opinions from experts about the index system for the evaluation of training courses of clinical nursing staff's information literacy. Besides, a non-randomized controlled experimental study was adopted to check the application effect of the training courses.AimsThis study intended to construct a training course of information literacy for clinical nurses, train nurses in order to improve their information literacy level and provide theoretical reference for the training of information literacy courses for clinical nurses.MethodsTwo rounds of Delphi study were conducted for the study among 26 clinical medical and nursing experts as well as educational experts from 5 different provinces and cities in China. From July 2022 to October 2022, a total of 84 clinical nurses from two hospitals were selected by the convenience sampling method, of which the nurses in one hospital were the control group and the nurses in the other hospital were the observation group. 42 nurses in the observation group were trained by the constructed information literacy training course. Questionnaire evaluation was used to compare the differences in the level of information literacy of nurses and the training effect between the two groups.ResultsThe results of the Delphi consultation showed that the expert's judgment coefficient was 0.958, the expert's familiarity was 0.946, and the expert's authority coefficient was 0.952. Finally, a training course of information literacy for clinical nurses with 4 course categories and 45 specific course contents was formed. Among them, nursing information awareness included 7 courses, nursing information knowledge 15 courses, nursing information ability 19 courses, and nursing information ethics 4 courses. The results of the empirical study showed that the information literacy level of the nurses in the observation group after the training of the information literacy course was improved, and the scores in nursing information awareness, nursing information knowledge, nursing information ability, and information ethics were significantly higher than those in the control group after training (P < 0.05).ConclusionsThe constructed information literacy training courses for clinical nurses were clearly targeted and systematic. Empirical research showed that the course contents were scientific and reasonable, which could provide reference for the training of clinical nurses' information literacy.

Project description:BackgroundSince operating rooms are a major bottleneck resource and an important revenue driver in hospitals, it is important to use these resources efficiently. Studies estimate that between 60 and 70% of hospital admissions are due to surgeries. Furthermore, staffing cannot be changed daily to respond to changing demands. The resulting high complexity in operating room management necessitates perpetual process evaluation and the use of decision support tools. In this study, we evaluate several management policies and their consequences for the operating theater of the University Hospital Augsburg.MethodsBased on a data set with 12,946 surgeries, we evaluate management policies such as parallel induction of anesthesia with varying levels of staff support, the use of a dedicated emergency room, extending operating room hours reserved as buffer capacity, and different elective patient sequencing policies. We develop a detailed simulation model that serves to capture the process flow in the entire operating theater: scheduling surgeries from a dynamically managed waiting list, handling various types of schedule disruptions, rescheduling and prioritizing postponed and deferred surgeries, and reallocating operating room capacity. The system performance is measured by indicators such as patient waiting time, idle time, staff overtime, and the number of deferred surgeries.ResultsWe identify significant trade-offs between expected waiting times for different patient urgency categories when operating rooms are opened longer to serve as end-of-day buffers. The introduction of parallel induction of anesthesia allows for additional patients to be scheduled and operated on during regular hours. However, this comes with a higher number of expected deferrals, which can be partially mitigated by employing additional anesthesia teams. Changes to the sequencing of elective patients according to their expected surgery duration cause expectable outcomes for a multitude of performance indicators.ConclusionsOur simulation-based approach allows operating theater managers to test a multitude of potential changes in operating room management without disrupting the ongoing workflow. The close collaboration between management and researchers in the design of the simulation framework and the data analysis has yielded immediate benefits for the scheduling policies and data collection efforts at our practice partner.

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Construction and application of standardized training effect evaluation system for new nurses in operating room

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