Computerized clinical simulations: a strategy for staff development in critical care

1992 ◽  
Vol 1 (2) ◽  
pp. 99-107 ◽  
Author(s):  
SB Henry ◽  
D Waltmire
Keyword(s):  
Critical Care ◽  
Staff Development ◽  
Assessment Tool ◽  
Critical Care Nurses ◽  
Knowledge Assessment ◽  
Basic Knowledge ◽  
Learning Needs ◽  
Evaluation Tool ◽  
Self Evaluation ◽  
Clinical Simulations

BACKGROUND: Identifying the learning needs of employees and evaluating the results of staff development offerings are essential elements of the responsibilities of the staff development educator. High patient acuity, the shortage of critical care nurses, and rapidly changing technology within the critical care environment demand the provision of staff development offerings that are appropriate for the learning needs of critical care nurses and the evaluation of the effect of programs on critical care nursing practice. OBJECTIVE: The purposes of this descriptive, correlational study were to compare the ability of a knowledge test, a self-evaluation tool, and computerized clinical simulations to discriminate between nurses with varied levels of knowledge and experience, and to compare the learning needs identified from the three types of evaluative instruments. METHODS: Each subject (n = 142) completed the Basic Knowledge Assessment Tool for Critical Care, Cardiovascular Self-Evaluation Tool, and four computerized clinical simulations. RESULTS: Both the Basic Knowledge Assessment Tool and the Cardiovascular Self-Evaluation Tool discriminated between experienced/inexperienced and Advanced Cardiac Life Support-certified/noncertified critical care nurses. The computerized clinical simulations discriminated according to Advanced Cardiac Life Support certification, but not between experienced and inexperienced critical care nurses. The computerized clinical simulations identified more specific learning needs than did the Basic Knowledge Assessment Tool or Cardiovascular Self-Evaluation Tool. CONCLUSIONS: The evidence for discriminant validity, adequate internal consistency reliability, and ease of administration supports the continued use of these two tools as methods for critical care staff development needs assessment and evaluation. In addition, the study findings support the use of computerized clinical simulations as an adjunct to other needs assessment and evaluation methods in nursing staff development.

Comparing Basic Knowledge in Critical Care Nursing Between Nurses From the United States and Nurses From Other Countries

2003 ◽  
Vol 12 (1) ◽  
pp. 41-46 ◽  
Author(s):  
Jean C. Toth
Keyword(s):  
United States ◽  
Critical Care ◽  
Assessment Tool ◽  
The United States ◽  
Critical Care Nurses ◽  
Knowledge Assessment ◽  
Basic Knowledge ◽  
Critical Care Nursing ◽  
English Speaking ◽  
Care Nursing

• Background No previous research was found that compared basic knowledge in critical care nursing among nurses from different nations. Nurses from outside the United States were invited to participate during reliability testing of the Basic Knowledge Assessment Tool, Version 5.• Purpose To compare basic knowledge in critical care between nurses from the United States and nurses from other countries and to measure the reliability of the Basic Knowledge Assessment Tool, Version 5.• Sample Data were collected for 16 months from 682 critical care nurses: 528 from the United States and 154 from other countries.• Results The Basic Knowledge Assessment Tool, Version 5, was a reliable test for all nurses studied, regardless of country of origin. The level of knowledge of nurses from English-speaking countries other than the United States did not differ from that of nurses from the United States. Scores for nurses from non–English-speaking nations were lower than scores for nurses from the United States. The largest source of variance in scores among all subjects was the length of experience in critical care nursing.• Conclusions The Basic Knowledge Assessment Tool, Version 5, is a valid and reliable tool for assessing critical care nurses from the United States and the other countries studied. Critical care nurses from English-speaking countries scored higher than nurses from countries where the primary language is not English.

Introducing the Basic Knowledge Assessment Tool for pediatric critical care nursing (PEDS-BKAT)

1998 ◽  
Vol 18 (3) ◽  
pp. 67-72 ◽  
Author(s):  
NG Runton ◽  
JC Toth
Keyword(s):  
Critical Care ◽  
Assessment Tool ◽  
Task Force ◽  
Basic Knowledge ◽  
Learning Needs ◽  
Critical Care Nursing ◽  
New Employees ◽  
Before And After ◽  
Pediatric Icu ◽  
Care Nursing

A 9-member educational task force and a 4-member panel of experts was used to establish the validity of the PEDS-BKAT, which was modified from version 4 of the adult BKAT for critical care nursing. A sample of 105 pediatric ICU nurses from 6 settings took the PEDS-BKAT. Test results include a mean score of 78.9 points and a reliability of 0.86 (coefficient alpha). The PEDS-BKAT can be used to assess knowledge before and after orientation, to determine learning needs for veteran staff nurses, for advanced placement of new employees with previous experience in a pediatric ICU, and in nursing research. Copies of the PEDS-BKAT are available upon request.

Evidence-Based Migraine Therapy: Learning Needs and Knowledge Assessment

Cephalalgia ◽  
2000 ◽  
Vol 20 (2_suppl) ◽  
pp. 5-9 ◽  
Author(s):  
RA Purdy
Keyword(s):  
Evidence Based Medicine ◽  
Assessment Tool ◽  
Great Majority ◽  
Daily Practice ◽  
Knowledge Assessment ◽  
Learning Needs ◽  
Evidence Based ◽  
Major Goal ◽  
Migraine Therapy ◽  
Based Medicine

One of the primary goals of continuing medical education (CME) is to enhance the learners' performance, and a major goal of evidence-based medicine (EBM) is to improve knowledge of current best care. This paper overviews the use of a Learning Needs and Knowledge Assessment tool to highlight the potential learning needs and knowledge of neurologists and to focus the issues, interest and interactions of neurologists in a workshop on EBM migraine therapy. Virtually all neurologists felt they used evidence-based medicine in their daily practice. Surprisingly, 50% of neurologists agreed that they were uncertain which triptan to use. The great majority of neurologists felt that the triptans were not all equally efficacious. Our survey identified significant knowledge gaps among neurologists regarding how to appraise the validity of evidence from a randomized clinical trial, and with regard to what are the most clinically useful measures of benefit in clinical trials.

Use of PADIS Assessment Tools by Critical Care Nurses: An Integrative Review

2020 ◽  
pp. 019394592097302
Author(s):  
Denise Waterfield ◽  
Susan Barnason
Keyword(s):  
Critical Care ◽  
Assessment Tool ◽  
Reasoned Action ◽  
Final Analysis ◽  
Critical Care Nurses ◽  
Assessment Tools ◽  
Integrative Review ◽  
Control Beliefs ◽  
Reasoned Action Approach ◽  
Patient Centered

The purpose of this integrative review was to evaluate the literature from January 2013 to April 2020 and to explore critical care nurses’ perspectives of and intent to use recommended Pain, Agitation/Sedation, Delirium, Immobility, and Sleep Disruption (PADIS) patient assessment tools in adult critical care units. A literature search was performed with a total of 47 studies included in the final analysis for this review. The studies’ data were organized and further reduced based on The Reasoned Action Approach behavioral theory to reflect the extent to which a nurse plans to use a PADIS assessment tool. Extracted themes were related to behavioral beliefs in patient-centered care and critical thinking; normative beliefs about communication and prioritization; and control beliefs concerning autonomy and confidence. Contextualizing the international phenomenon of variation in PADIS assessment tool use by critical care nurses provides a deeper understanding of its complexity for use in the clinical setting.

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