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.

The Basic Knowledge Assessment Tool (BKAT) for critical care nursing: its use and effect on orientation programs

1993 ◽  
Vol 13 (2) ◽  
pp. 98-105 ◽  
Author(s):  
JC Toth ◽  
MM Dennis
Keyword(s):  
Critical Care ◽  
Professional Practice ◽  
Assessment Tool ◽  
Basic Knowledge ◽  
Critical Care Nursing ◽  
Orientation Programs ◽  
Care Experience ◽  
Critical Care Units ◽  
Actual Use ◽  
Care Nursing

Findings from this study of 54 subjects who used the BKAT-3 in their professional practice indicate that it is being used most frequently in orientation programs conducted in critical care units, and that content and scores of the BKAT have resulted in changes in those programs. Scores are also being used for placement of nurses with previous critical care experience. In addition, findings from this study and from the literature indicate that research continues to be conducted using scores on the BKAT as a dependent variable, and that moderate to moderately high correlations exist between intended and actual use of the BKAT.

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.

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.

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