Enhancing Tracheostomy Care Proficiency: Evaluating the Impact of Online Interprofessional Tracheostomy Education Program

Abstract

Background Evidence suggests that many clinicians lack confidence in managing tracheostomy patients effectively. This gap is further exacerbated by the influx of new healthcare providers who may have received insufficient training in tracheostomy care. Consequently, there is a pressing need to evaluate the effectiveness of training interventions to enhance clinicians’ confidence and competence in tracheostomy care. This study aims to assess the effectiveness of an interprofessional online training program in improving healthcare professionals’ confidence and proficiency in tracheostomy care. Local Problem Interprofessional healthcare providers’ have expressed lack of experience and confidence in managing tracheostomy patients. Method We used a pre-test, post-test approach, assessing self-reports of caregiver experience and confidence regarding tracheostomy care. Participants included nurses, allied health therapists, and respiratory therapists at a large urban inpatient rehabilitation hospital. Interventions An interprofessional online tracheostomy training program was developed for staff as the last step of a comprehensive quality improvement project. Results Ninety-eight (98) subjects responded to the pre-training survey, and 35 responded to the post-training survey. Prior to training, nurses reported being “very confident” in suctioning (70.9%) and stoma care (58.2%), but less so in other aspects of care. Fewer allied health therapists reported confidence in tracheostomy-related skills; however, respiratory therapists reported proficiency in most skills. Clinicians with more work experience exhibited higher levels of confidence compared to new graduates in stoma care and cleaning, emergency care, and capping and speaking valve precautions. However, 40-73% of clinicians still reported lower levels of confidence in tracheostomy-related skills. Following training, there was an increased trend of confidence in most skills, especially for nurses; however, confidence remained low in managing tracheostomy emergencies (17.6%) and identifying the differences between tracheostomy and laryngectomy (20%). Conclusions Online training may improve confidence in tracheostomy care, but critical content may necessitate multiple primary teaching methods to achieve mastery. Additional methods such as simulations, hands-on skills practice, and bedside rounds can be beneficial for material synthesis.