Research of current postgraduate nursing training courses in ICU: a systematic review.
Barra laterale dell'articolo
Pubblicato:
giu 30, 2022
Parole chiave:
critical care, nurse, education, postgraduate.
Contenuto principale dell'articolo
Abstract
INTRODUCTION
Critical care nurses need the ability to integrate advanced theoretical knowledge and practical skills to meet the needs of critical patient care.
OBJECTIVE
The study presented in this paper wants to research the postgraduate training courses for critical care nurses the techniques that improve more their knowledge and skills.
METHODS
The authors conducted a systematic review lasting 7 months on three different databases. A search string was placed, based on the selected PICO. A PRISMA flow chart was drawn up. The inclusion and exclusion criteria were established. Several quality assessment tools were used. Results: the search string yielded 506 articles. After the removal of duplicates, the selection with the inclusion and exclusion criteria and the qualitative evaluation; the review included 41 studies.
DISCUSSION AND CONCLUSIONS
The survey affirms the importance to continuously update the knowledge and skills of the staff who give assistance in high care complexity situations. A lack of uniformity in the definition of standardized training courses emerged from the study. Australian research has given the possibility to develop a tool to evaluate the expected practice level after a training program. Simulation is identified as the best teaching strategy for postgraduate courses in the critical area.
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Come citare
Galli, A., Gatti, C., & Pelusi, G. (2022). Research of current postgraduate nursing training courses in ICU: a systematic review. Journal of Biomedical Practitioners, 6(1). https://doi.org/10.13135/2532-7925/6839
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Articoli scientifici
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Riferimenti bibliografici
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[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] Jansson M, Kääriäinen M, Kyngäs H. “Effectiveness of simulation-based education in critical care nurses' contin-uing 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 liter-ature 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.