Knowledge and Practice Gaps in Pediatric Neurocritical Care Nursing: Lessons Learned From a Specialized Educational Boot Camp-Reference-Cited by-同舟云学术

Knowledge and Practice Gaps in Pediatric Neurocritical Care Nursing: Lessons Learned From a Specialized Educational Boot Camp

Published:2023-12 Issue:12 Volume:5 Page:e1018
ISSN:2639-8028
Container-title:Critical Care Explorations
language:en
Short-container-title:

Author:

Chang Nathan¹,Sperber Amelia²,Casazza May³,Ciraulo Leslie⁴,Teeyagura Prathyusha²,Rasmussen Lindsey¹

Affiliation:

1. Pediatric Critical Care and Pediatric Neurocritical Care, Lucile Packard Children’s Hospital Stanford, Palo Alto, CA.

2. Pediatric Neurosciences, Lucile Packard Children’s Hospital Stanford, Palo Alto, CA.

3. Pediatric Neurosurgery and Pediatric Neurocritical Care, Lucile Packard Children’s Hospital Stanford, Palo Alto, CA.

4. Pediatric Critical Care, Lucile Packard Children’s Hospital Stanford, Palo Alto, CA.

Abstract

OBJECTIVES: Pediatric neurocritical care (PNCC) is a quickly growing subspecialty within pediatric critical care medicine. Standards for care, education, and application of neuromonitoring technologies in PNCC are still being developed. We sought to identify and improve knowledge deficits in neurocritical care with an educational boot camp for nurses. SETTING: Quaternary children’s hospital with 36 PICU beds. DESIGN: Preinterventional and postinterventional study. METHODS: A 2-day boot camp course covering neurologic and neurosurgical topics pertinent to PNCC was provided to 46 pediatric acute and critical care nurses divided into three cohorts over 3 years. Participant characteristics were collected, and precourse and postcourse knowledge assessments were administered. RESULTS: Regarding participant characteristics, neither critical care registered nurse certification nor years of nursing experience were associated with better precourse baseline knowledge. Knowledge gaps spanned bedside neurologic assessments, physiologic goals in brain injury, and side effects of neurocritical care medications. In postcourse assessments, all participants showed improvement in scores, and most participants sustained improvements after 6 months. Nurses reported significant improvement in self-reported confidence in caring for the PNCC population. We also observed shorter ICU lengths of stay, decreased hospital incident reports, and decreased time to stroke imaging, although these programmatic metrics cannot be credited to nursing education alone. CONCLUSIONS: PNCC programs should include nursing expertise in the field. However, topics specific to PNCC may not be adequately addressed by existing general critical care nursing education and certification. A multimodal educational boot camp can be an effective method to improve nursing knowledge in PNCC. Our results demonstrate that specialty nursing education in PNCC is both innovative and feasible, with the potential to improve patient care. Further research is needed to determine the benefits of specialty education on quality of care and clinical outcomes.

Publisher

Ovid Technologies (Wolters Kluwer Health)

Subject

Critical Care and Intensive Care Medicine

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5. Implementation of neonatal neurocritical care program improved short-term outcomes in neonates with moderate-to-severe hypoxic ischemic encephalopathy.;Roychoudhury;Pediatr Neurol,2019