Background: Inhaler technique (IT) knowledge among healthcare providers is poor.The aim was to improve Pediatric Emergency Department (PED) healthcare providers' IT technique by carrying out an education intervention and sustain it for 6 months.Methods: Open-label, quasi-experimental, prospective, and unicentric study.Healthcare professionals working at the PED were enrolled. The study was developed in three phases: baseline evaluation and education intervention (P1) and reevaluation 1 month (P2) and 6 months (P3) after the education intervention.Participants fulfilled an eight-question theoretical test. Practical skills were evaluated by demonstrating IT in all three phases. The education intervention consisted in a verbal explanation of IT followed by a demonstration of IT with metered-dose inhaler using a mannequin.Results: A total of 84 healthcare providers (medical residents, nurses, and nursing assistants) were involved. In the theoretical questionnaire, the mean score at baseline was 4.4/8 (SD 1.7) improving to 6.3/8 (SD 1.2) in P2 and 6.47/8 (SD 1.1) in P3. In the IT evaluation for children <7 years old, the score improved from 5.7/7 (SD 1.3) to 6.5/7 in P2 and 6.7/7 in P3 (p < 0.001). For children >7 years old, the mean score of IT at baseline was 3.1/10 (SD 4), which improved to 7.4/10 (SD 3) and 8.2/ 10 in P2 and P3, respectively (p < 0.001). Only professional category influenced results at baseline.
Conclusion:Healthcare providers' theoretical knowledge and practical skills on IT are low. The education intervention performed is a useful strategy to ameliorate IT among healthcare providers.
Background: Inhaler technique (IT) knowledge among healthcare
providers is poor. The aim was to improve PED healthcare providers’ IT
technique by carrying out an education intervention, and sustain it for
6 months. Methods: open-label, quasi-experimental, prospective
and unicentric study. Healthcare professionals working at the Pediatric
Emergency Department (PED) were enrolled. The study was developed in
three phases: baseline evaluation and education intervention (P1) and
reevaluation 1 month (P2) and 6 months (P3) after the education
intervention. Participants fulfilled an eight-question theoretical test.
Practical skills were evaluated by demonstrating IT in all three phases.
The education intervention consisted in a verbal explanation of IT
followed by a demonstration of IT with metered-dose inhaler using a
mannequin. Results: 84 healthcare providers (medical residents,
nurses and nursing assistants) were involved. In the theoretical
questionnaire, the mean score at baseline was 4.4/8 (SD 1.7) improving
to 6.3/8 (SD 1.2) in P2 and 6.47/8 (SD 1.1) in P3. In the IT evaluation
for children <7 years old, the score improved from 5.7/7
(SD1.3) to 6.5/7 in P2 and 6.7/7 in P3 (p<0.001). For children
>7 years old, the mean score of IT at baseline was 3.1/10
(SD 4), which improved to 7.4/10 (SD3) and 8.2/10 in P2 and P3
respectively (p<0.001). Only laboral category influenced
results at baseline. Conclusion: Healthcare providers’
theoretical knowledge and practical skills on IT are low. The education
intervention performed is a useful strategy to ameliorate IT among
healthcare providers.
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