Rapid training of non-intensivists using an online critical care course during COVID-19

Management of the postoperative liver transplant patient can be extremely challenging. The combination of preoperative comorbidities and intraoperative complexity can make for a tenuous postoperative critical care course. Consideration and monitoring of graft function are paramount as poor graft function or primary graft nonfunction will affect every aspect of care. Our goal in this review is to use a systems-based approach to highlight the key tenets for postoperative management of liver transplant patients to help orchestrate integrated care across subspecialties. This review contains 2 figures, 2 tables, and 94 references. Key words: critical care, liver transplant, systems-based management

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Integrating M-Learning in Teaching ECG Reading and Arrhythmia Management for Undergraduate Nursing Students

International Journal of Interactive Mobile Technologies (iJIM) ◽

10.3991/ijim.v14i01.11417 ◽

2020 ◽

Vol 14 (01) ◽

pp. 82

Author(s):

Basma Salameh ◽

Ahmad Ewais ◽

Osama Salameh

Keyword(s):

Critical Care ◽

Nursing Education ◽

Nursing Students ◽

Mobile Devices ◽

Mobile Learning ◽

Learning Experience ◽

Control Group ◽

Learning Materials ◽

Academic Achievements ◽

Care Course

<p class="0abstract">Use of mobile devices among nursing students is recently a widespread approach. Integrating mobile devices in education can improve the quality of nursing education by engaging students in learning experience. The present study aims at investigating theeffect of using Mobile Learning (M-learning) on students’ academicachievements and satisfaction. Therefore, quasi-experimental design was used. The study included 104 students who were enrolled in a critical care course at the faculty of Nursing. During the study, the participant were divided into control and experimental groups. The experimental group 52 students were able to use a developed mobile application, which includes learning materials and multimedia resources, dedicated to critical care course. On the other hand, control group 52 students were able to explore the classical learning materials form the course. The study included students’ attitudes, students’ satisfaction, and students’ academic achievements. Differences between the two groups were considered significant as the result was p < 0.05. The obtained results showed significance difference between pre-post quizzes achievements between the experimental and control group (p<0.000). Additionally, 76% of the students were satisfied with using M-learning. The study revealed that there was improvement in the student academic achievements and satisfaction when integrating mobile learning into nursing education<span>.</span></p>

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Implementing a critical care course for ward nurses

Nursing Standard ◽

10.7748/ns.17.20.41.s64 ◽

2003 ◽

Vol 17 (20) ◽

pp. 41-44 ◽

Cited By ~ 4

Author(s):

Bernadette O’Riordan ◽

Kate Gray ◽

Fiona McArthur-Rouse

Keyword(s):

Critical Care ◽

Care Course

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EMS Today Conference. Maryland, USA 2 to 6 March 2010

Australasian Journal of Paramedicine ◽

10.33151/ajp.8.1.108 ◽

2010 ◽

Vol 8 (1) ◽

Author(s):

Malcolm Boyle ◽

Bill Lord

Keyword(s):

Critical Care ◽

Haemodynamic Monitoring ◽

Legal Environment ◽

Airway Assessment ◽

Core Content ◽

Paediatric Care ◽

Advanced Airway ◽

Hands On ◽

Care Course

This was the 28th EMS Today Conference and was preceded by numerous workshops in the two days prior. The workshops covered topics like; leadership, ALS core content refresher program, advanced airway course, hands on reality-based command training, understanding the legal environment for EMS leaders, ALS assessment, emergency paediatric care course, presentation tips and techniques, haemodynamic monitoring for the critical care transport provider, airway assessment for dummies, emergency ethics, critical care certification course, and flight and critical care paramedic examinations.

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Acute critical care course for interns to develop competence

The National Medical Journal of India ◽

10.25259/nmji_103_19 ◽

2021 ◽

Vol 34 ◽

pp. 167-170

Author(s):

NAVDEEP SOKHAL ◽

AKSHAY KUMAR ◽

RICHA AGGARWAL ◽

KESHAV GOYAL ◽

KAPIL DEV SONI ◽

...

Keyword(s):

Critical Care ◽

Role Play ◽

Training Programme ◽

Average Score ◽

Know How ◽

Medical Graduates ◽

Qualitative Feedback ◽

Intensive Course ◽

Care Course ◽

And Training

Background All medical graduates must know how to stabilize and manage critically ill patients. A 2-day intensive course, called the acute critical care course (ACCC), was conducted to train interns in technical and non-technical skills for managing a patient whose condition is deteriorating. This analysis aims to assess the feasibility and effectiveness of ACCC for interns. Methods We developed and conducted the ACCC to train interns. It included lectures and skill stations. Twenty-four interns participated in the course. Immediate, post-course, quantitative and qualitative feedback was taken online. Qualitative information was also collected verbally and later by email. These data were analysed both quantitatively and qualitatively. Thematic analysis was used to identify, analyse and report the patterns of responses and behaviour. Results The average score for the utility of the course was 4.7 and for the skill stations it was 4.6 on a scale of 5. The qualitative analysis of the feedback emphasized the need for the course before the clinical posting and more skill-based modules rather than lectures. The interactive style of teaching and training in communication using role-play was appreciated. Few suggestions to improve the course were provided. Conclusions Implementing the ACCC needed simulation, interactive discussions, role-play, modified Pendleton’s feedback, and reflective exercise that form the basis of a range of educational principles. The blended learning set of objectives of ACCC were the pillars for this successful internship training programme.

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