Ricerca degli attuali percorsi di formazione infermieristica post base in terapia intensiva: revisione sistematica della letteratura.
Barra laterale dell'articolo
Pubblicato:
giu 30, 2022
Parole chiave:
area critica, infermiere, formazione, post-base.
Contenuto principale dell'articolo
Abstract
INTRODUZIONE
Gli infermieri in area critica necessitano di capacità nel saper integrare conoscenze teoriche avanzate e abilità pratiche per soddisfare le esigenze di assistenza dei pazienti in condizioni critiche.
OBIETTIVO
Lo studio presentato si propone di ricercare i percorsi formativi post-base per l’infermiere di area critica, le tecniche che maggiormente conducono a un miglioramento delle loro conoscenze e competenze.
MATERIALI E METODI
Gli autori hanno condotto una revisione sistematica della durata di sette mesi. La revisione è stata condotta su tre banche dati. È stata disposta una stringa di ricerca sulla base del PICO selezionato. È stato redatto un diagramma di flusso PRISMA. Si sono stabiliti i criteri di inclusione ed esclusione. Sono stati utilizzati molteplici strumenti di valutazione della qualità degli studi.
RISULTATI
La stringa di ricerca ha permesso di ottenere 506 articoli. Dopo la rimozione dei duplicati, la selezione con criteri di inclusione ed esclusione, la valutazione qualitativa, la revisione ha incluso 41 studi.
DISCUSSIONE E CONCLUSIONI
L’indagine ha affermato l’importanza dell’aggiornamento continuo delle conoscenze e competenze del personale che eroga la propria assistenza in contesti di elevata complessità assistenziale. Emerge una scarsa uniformità nella definizione di percorsi formativi standardizzati. La ricerca australiana ha permesso di sviluppare uno strumento di valutazione del livello di pratica atteso dopo un programma di formazione. La simulazione viene individuata come migliore strategia di insegnamento per i corsi post-laurea in area critica.
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Come citare
Galli, A., Gatti, C., & Pelusi, G. (2022). Ricerca degli attuali percorsi di formazione infermieristica post base in terapia intensiva: revisione sistematica della letteratura. Journal of Biomedical Practitioners, 6(1). https://doi.org/10.13135/2532-7925/6838
Fascicolo
Sezione
Articoli scientifici
Gli autori mantengono i diritti sulla loro opera e cedono alla rivista il diritto di prima pubblicazione dell'opera, contemporaneamente licenziata sotto una Licenza Creative Commons - Attribuzione che permette ad altri di condividere l'opera indicando la paternità intellettuale e la prima pubblicazione su questa rivista.
Riferimenti bibliografici
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[23] Saab MM, McCarthy B, Andrews T, Savage E et al. “The Effect of Adult Early Warning Systems Education on Nurses' Knowledge, Confidence and Clinical Performance: A Systematic Review” J Adv Nurs. 2017;73(11):2506-2521.
[24] Abe Y, Kawahara C, Yamashina A et al. “Repeated scenario simulation to improve competency in critical care: a new approach for nursing education” Am J Crit Care. 2013;22(1):33-40.
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[26] Goldsworthy S. “Mechanical Ventilation Education and Transition of Critical Care Nurses Into Practice” Crit Care Nurs Clin North Am. 2016;28(4):399-412.
[27] Campbell JM. “Education and Simulation Training of Pediatric Intensive Care Unit Nurses to Care for Open Heart Surgery Patients” Crit Care Nurse. 2015;35(3):76-81.
[28] Moscato S, Miller J, Logsdon K, Weinberg S, Chorpenning L. “Dedicated education unit: an innovative clinical partner education model” Nurs Outlook 2007;55(1):31–7.
[29] Miller T. “The dedicated education unit: a practice and education partnership” Nurs Leadersh Forum 2005;9(4): 169–73.
[30] Koharchik L, Jakub K, Witsberger C et al. “Staff Nurses' Perception of Their Role in a Dedicated Education Unit Within the Intensive Care Unit” Teaching and Learning in Nursing. 2016;12(1):17-20.
[31] Macedo APMC, Padilha KG, Püschel VAA. “Professional practices of education/training of nurses in an intensive care unit” Rev Bras Enferm. 2019;72(2):321-328.
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[33] Drotz E, Poksinska B. “Lean in healthcare from employees' perspectives” J Health Organ Manag. 2014;28(2):177-95. doi: 10.1108/JHOM-03-2013-0066.
[34] Cacciatore P, Calabrò GE, Mogini V et al. “Lean thinking in the hospital setting - Results of a systematic review of literature” Ig Sanita Pubbl. Jan-Feb 2019;75(1):29-50.
[35] Poksinska B. “The current state of Lean implementation in health care: literature review” Qual Manag Health Care. Oct-Dec 2010;19(4):319-29. doi: 10.1097/QMH.0b013e3181fa07bb.
[36] Munyiginya P, Brysiewicz P, Mill J. “Critical care nursing practice and education in Rwanda” Southern African Journal of Critical Care.2016;32(2):55-57.
[37] Carter C, Mukonka PS, Sitwala LJ et al. “The development of critical care nursing education in Zambia” Br J Nurs. 2020;29(9):499-505.
[38] Guilhermino MC, Inder KJ, Sundin D. “Education on Invasive Mechanical Ventilation Involving Intensive Care Nurses: A Systematic Review” Nurs Crit Care. 2018;23(5):245-255.
[39] Guilhermino MC, Inder KJ, Sundin D et al. “Education of ICU Nurses Regarding Invasive Mechanical Ventilation: Findings From a Cross-Sectional Survey” Aust Crit Care. 2014;27(3):126-132.
[40] Price DM, Strodtman L, Montagnini M et al. “Palliative and End-of-Life Care Education Needs of Nurses Across Inpatient Care Settings” J Contin Educ Nurs. 2017;48(7):329-336.
[41] Powers KA. “Family Presence During Resuscitation: The Education Needs of Critical Care Nurse” Dimens Crit Care Nurs. 2018;37(4):210-216.
[42] Tracy MF, Oerther S, Arslanian-Engoren C et al. “Improving the care and health of populations through optimal use of clinical nurse specialists” Nurs Outlook 2020; 68:523–527.
[43] Buhagiar TM, Schoenlein MH, Smith DS. “Ethical decision making in critical care: Communication, coordination of care, and the practice of the clinical nurse specialist” Clin Nurse Spec. 2020; 34:93–95
[44] Gabbard ER, Klein D, Vollman K et al. “Clinical Nurse Specialist: A Critical Member of the ICU Team” Clin Nurse Spec. 2021 Sep-Oct 01; 35(5):271-276.
[45] Gill FJ, Leslie GD, Grech C et al. “Health Consumers' Experiences in Australian Critical Care Units: Postgraduate Nurse Education Implications” Nurs Crit Care. 2013;18(2):93-102.
[2] Haegdorens F, Van Bogaert P, De Meester K et al. “The Impact of Nurse Staffing Levels and Nurse's Education on Patient Mortality in Medical and Surgical Wards: An Observational Multicentre Study“ BMC Health Serv Res. 2019;19(1):864.
[3] Vandijck D, Hellings J. “Innovation in Critical Care Nursing Education“ Nurs Crit Care. 2014;19(2):59-60.
[4] Hendrickx L, Winters C. “Access to Continuing Education for Critical Care Nurses in Rural or Remote Settings“ Crit Care Nurse. 2017;37(2):66-71.
[5] Gosselin M, Perron A, Lacasse A. “Assessment of continuing education needs among critical care nurses in remote Québec, Canada. J Contin Educ Nurs” 2020;51(7):322-330.
[6] Gill FJ. “Pediatric Critical Care Nursing Education and Certification Really Matters” Pediatr Crit Care Med. 2018;19(8):779-780.
[7] Guilhermino MC, Inder KJ, Sundin D et al. “Nurses' perceptions of education on invasive mechanical ventilation” J Contin Educ Nurs. 2014;45(5):225-232.
[8] Paim CC, Ilha S, Backes S et al. “Permanent education in health in an intensive care unit: the perception of the nurses” Rev. de Pesq.: cuidado é fundamental. 2015;7(1):2001-2010.
[9] Skees J. “Continuing education: a bridge to excellence in critical care nursing” Crit Care Nurs Q. 2010;33(2):104-116.
[10] Blake N, Collins M. “Importance of Healthy Work Environment Education in Nursing Schools” AACN Adv Crit Care 2017;28(3):289-290.
[11] Mohamadi M, Namnabati M et al. “Reduced Mental Workload of Neonatal Intensive Care Unit Nurses through a Self-designed Education Class: A Randomized Controlled Trial” Iran J Nurs Midwifery Res. 2019;24(1):50-55.
[12] Lawrence LA. “Work Engagement, Moral Distress, Education Level, and Critical Reflective Practice in Intensive Care Nurses” Nurs Forum. 2011;46(4):256-268.
[13] Endacott R, Jones C, Bloomer MJ et al. “The state of critical care nursing education in Europe: an international survey” Intensive Care Med. 2015;41(12):2237-2240.
[14] Vanderspank-Wright B. “Intensive Care Nursing in Canada, 1960-2002: Historical Perspectives on Education, Knowledge Development, Technology and Identity...Dynamics of Critical Care” Dynamics. 2014;25(2),40.
[15] Gill FJ, Lin F, Massey D et al. “Development of a position statement for Australian critical care nurse education” Aust Crit Care.2019;32(4):346-350.
[16] Salehi Z, Nouri JM, Khademolhoseyni SM. “The effect of education and implementation of evidence-based nursing guidelines on infants' weight gaining in NICU” Glob J Health Sci. 2014;7(2):148-153.
[17] Long DA, Young J, Rickard CM et al. “Analysing the role of the PICU nurse to guide education of new graduate nurses” Nurse Educ Today. 2013;33(4):388-395.
[18] Gill FJ, Leslie GD, Grech C et al. “An Analysis of Australian Graduate Critical Care Nurse Education” Collegian. 2015;22(1):71-81.
[19] Gill FJ, Leslie GD, Grech C et al. “A Review of Critical Care Nursing Staffing, Education and Practice Standards” Aust Crit Care. 2012;25(4):224-237.
[20] Labeau S, Chiche JD, Blot S. “Post-registration ICU nurses education: plea for a European curriculum” Int J Nurs Stud. 2012;49(2):127-8.
[21] Gill FJ, Leslie GD, Grech C et al. “Development of Australian Clinical Practice Outcome Standards for Graduates of Critical Care Nurse Education” J Clin Nurs. 2015;24(3-4):486-499.
[22] Gill FJ, Leslie GD, Grech C et al. “Developing and Testing the Standard of Practice and Evaluation of Critical-Care-Nursing Tool (SPECT) for Critical Care Nursing Practice” J Contin Educ Nurs. 2014;45(7):312-320.
[23] Saab MM, McCarthy B, Andrews T, Savage E et al. “The Effect of Adult Early Warning Systems Education on Nurses' Knowledge, Confidence and Clinical Performance: A Systematic Review” J Adv Nurs. 2017;73(11):2506-2521.
[24] Abe Y, Kawahara C, Yamashina A et al. “Repeated scenario simulation to improve competency in critical care: a new approach for nursing education” Am J Crit Care. 2013;22(1):33-40.
[25] 25. Jansson M, Kääriäinen M, Kyngäs H. “Effectiveness of simulation-based education in critical care nurses' continuing education: A systematic review” Clin Sim Nurs. 2013;9(9):355-360.
[26] Goldsworthy S. “Mechanical Ventilation Education and Transition of Critical Care Nurses Into Practice” Crit Care Nurs Clin North Am. 2016;28(4):399-412.
[27] Campbell JM. “Education and Simulation Training of Pediatric Intensive Care Unit Nurses to Care for Open Heart Surgery Patients” Crit Care Nurse. 2015;35(3):76-81.
[28] Moscato S, Miller J, Logsdon K, Weinberg S, Chorpenning L. “Dedicated education unit: an innovative clinical partner education model” Nurs Outlook 2007;55(1):31–7.
[29] Miller T. “The dedicated education unit: a practice and education partnership” Nurs Leadersh Forum 2005;9(4): 169–73.
[30] Koharchik L, Jakub K, Witsberger C et al. “Staff Nurses' Perception of Their Role in a Dedicated Education Unit Within the Intensive Care Unit” Teaching and Learning in Nursing. 2016;12(1):17-20.
[31] Macedo APMC, Padilha KG, Püschel VAA. “Professional practices of education/training of nurses in an intensive care unit” Rev Bras Enferm. 2019;72(2):321-328.
[32] Al-Balushi S, Sohal AS, Singh PJ et al. “Readiness factors for lean implementation in healthcare settings - a lit-erature review” J Health Organ Manag. 2014;28(2):135-53. doi: 10.1108/JHOM-04-2013-0083.
[33] Drotz E, Poksinska B. “Lean in healthcare from employees' perspectives” J Health Organ Manag. 2014;28(2):177-95. doi: 10.1108/JHOM-03-2013-0066.
[34] Cacciatore P, Calabrò GE, Mogini V et al. “Lean thinking in the hospital setting - Results of a systematic review of literature” Ig Sanita Pubbl. Jan-Feb 2019;75(1):29-50.
[35] Poksinska B. “The current state of Lean implementation in health care: literature review” Qual Manag Health Care. Oct-Dec 2010;19(4):319-29. doi: 10.1097/QMH.0b013e3181fa07bb.
[36] Munyiginya P, Brysiewicz P, Mill J. “Critical care nursing practice and education in Rwanda” Southern African Journal of Critical Care.2016;32(2):55-57.
[37] Carter C, Mukonka PS, Sitwala LJ et al. “The development of critical care nursing education in Zambia” Br J Nurs. 2020;29(9):499-505.
[38] Guilhermino MC, Inder KJ, Sundin D. “Education on Invasive Mechanical Ventilation Involving Intensive Care Nurses: A Systematic Review” Nurs Crit Care. 2018;23(5):245-255.
[39] Guilhermino MC, Inder KJ, Sundin D et al. “Education of ICU Nurses Regarding Invasive Mechanical Ventilation: Findings From a Cross-Sectional Survey” Aust Crit Care. 2014;27(3):126-132.
[40] Price DM, Strodtman L, Montagnini M et al. “Palliative and End-of-Life Care Education Needs of Nurses Across Inpatient Care Settings” J Contin Educ Nurs. 2017;48(7):329-336.
[41] Powers KA. “Family Presence During Resuscitation: The Education Needs of Critical Care Nurse” Dimens Crit Care Nurs. 2018;37(4):210-216.
[42] Tracy MF, Oerther S, Arslanian-Engoren C et al. “Improving the care and health of populations through optimal use of clinical nurse specialists” Nurs Outlook 2020; 68:523–527.
[43] Buhagiar TM, Schoenlein MH, Smith DS. “Ethical decision making in critical care: Communication, coordination of care, and the practice of the clinical nurse specialist” Clin Nurse Spec. 2020; 34:93–95
[44] Gabbard ER, Klein D, Vollman K et al. “Clinical Nurse Specialist: A Critical Member of the ICU Team” Clin Nurse Spec. 2021 Sep-Oct 01; 35(5):271-276.
[45] Gill FJ, Leslie GD, Grech C et al. “Health Consumers' Experiences in Australian Critical Care Units: Postgraduate Nurse Education Implications” Nurs Crit Care. 2013;18(2):93-102.