Rapid Deployment of Critical Care Nurse Education During the COVID-19 Pandemic

Abstract

This study evaluated nurses’ perceptions of a rapidly deployed critical care education program conducted to prepare a community hospital for its transformation to a COVID-19 treatment center. The education included a traditional didactic approach and incorporated experienced nursing support staff at the bedside. Nurses were interviewed about the strengths and weaknesses of the program, and for their perceptions of the additional clinical support. A distributed learning model with small groups attending multiple trainings could have improved the didactic session. However, there was positive feedback about the use of a “buddy” system and critical care education specialist in the intensive care unit setting.

Redeployment and training of healthcare professionals to Intensive Care during COVID-19: a systematic review

“…From the eleven research studies included in the review, sample sizes ranged from ten (Marks, Edwards, & Jerge, 2020) to 1269 (Camilleri et al, 2020). One study reported 59% (N=19) of participants were male, and 41% (N=13) female (Payne, Rahman, Bullingham, Vamadeva, & Alfa-Wali, 2020).…”

“…Most courses used blended approaches (theory + practice) and were collaboratively designed by a variety of clinical educators, intensive care experts and frontline staff (Camilleri et al, 2020; Hettle et al, 2020; Jansen et al, 2020; Riggall & Smith, 2015). Staff found it particularly useful when course content and practical sessions were repeated over time in consecutive sessions, rather than receiving an overwhelming amount of information in one session (Marks et al, 2020). This required allocating time to access sustained training and senior staff pointing to most up to date training available (Coughlan et al, 2020).…”

“…Training formats included online videos; live webinars; webcasts of conference presentations from previous years; podcasts and blogs to discuss recent publications; and infographics presenting main results (Fawcett, Charlesworth, Cook, & Klein, 2020). Online learning formats allowed staff to access material at their own pace and check understanding, however, there was a need for practical follow-up sessions to consolidate learnings (Camilleri et al, 2020; Hettle et al, 2020; Marks et al, 2020).…”

Gobernanza De Enfermería: Adaptación en Tiempos De Pandemia. Experiencia en Clínica Las Condes

“…Ya que la llegada del peak a la institución y a la Región Metropolitana, fue retardada en comparación con otras regiones, y otros países, se pudo adaptar la utilización de la Teoría de Miller 1 de diferentes estrategias de aprendizaje: lectura de protocolos, clases teóricas online , sesiones prácticas con talleres y simulación in situ .…”

“…Esto llevó, a que enfermeros nuevos y sin experiencia en intensivo se sintieran en algunas ocasiones abrumados y con la sensación de mucha información, al igual que lo reportado por S. Marks en Hospital de New York 1 . Para evitar esto, se realizó un boletín informativo que diera un acceso rápido y de fácil consulta para los distintos estamentos, con protocolos, pero también con algunos recursos más prácticos y entendibles, como videos tutoriales e infografías de fácil lectura.…”