Being Prepared During the Evolving COVID-19 Pandemic: A Neonatal Experience in Training and Simulation

Background: Rapid spread of the COVID-19 pandemic raised an urgent need for preparedness in the healthcare sector, including training of healthcare workers to cope with the burden of infected cases while ensuring proper protection of themselves. Improper infection prevention and control measures were key reasons for infection in healthcare workers during the early phase of the outbreak.Objectives/Methods: This paper describes the combined approach of 3 restructured hospitals in Singapore in preparing and training neonatal healthcare workers' during the COVID-19 pandemic crisis, as well as lessons learnt during this process.Results: Information sharing was conducted in the form of e-learning, emphasizing on topics like disease knowledge and infection prevention and control procedures. Skills and competency training were carried out in the form of simulation, with sessions scaled into 4 levels progressing from individual task training to larger group simulations involving multiple disciplines and departments. Challenges encountered included information fatigue by large amount of constantly changing information and multiple amendments to workflows as more information arose. Difficulties conducting training and simulation sessions included restriction of group size to mitigate infection risk amongst participants and the limited supply of personal protective equipment prioritized for direct patient care.Conclusion: Healthcare institutions should ensure adequate dissemination of conceptual knowledge as well as skills competency training of staff in infection control measures for the protection of healthcare workers and patient safety. Ongoing training for sustainability of knowledge and skills, while adapting to the rapidly evolving situation is important in the preparation for future outbreaks.

Implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors

This study aims to determine the implementation of the Andragogy Learning Model in Andragogy Competency Training for PKBM Tutors in Kampar Regency. The method used is descriptive qualitative. Researchers used observation, interviews and documentation. Sources of data are 2 tutors 5 students. The results showed that the implementation of the andragogy learning model was the delivery of material from the tutor/training instructor according to the material that had been mutually agreed upon, then there was a question and answer or discussion for joint evaluation. The results of the andragogy learning model showed that there was an increase and change in terms of knowledge, attitudes and skills. In knowledge knowing about andragogy competencies and how to apply them in adult learning. In attitude that the trainees are very good in attitude, behavior and activity so that enthusiasm in learning is very good. In terms of skills, participants have been able to practice in learning about andragogy competencies because they have in-depth understanding of andragogy competencies for tutors after training. The supporting factors are the enthusiasm of the participants, the focus of the participants, supported by PKBM Mutiara Kampar, the network between PKBM and tutors who are able to guide the participants well, and teach the material as expected. The inhibiting factor is the timing and delivery of materials that adapt to the understanding of the participants.

774. Outbreak of Central-Line-Associated Bloodstream Infections (CLABSI) amid the COVID-19 Pandemic Associated with Changes in Central Line Dressing Care Accompanying Changes in Nursing Education, Nursing Documentation, and Dressing Supply Kits

Background National Healthcare Safety Network (NHSN) data have revealed an increase in CLABSI associated with the COVID-19 pandemic, but data on factors mediating the increase are limited. Our hospital had been free of CLABSI for 18 months, but we encountered an outbreak of 7 CLABSI over a 5-month period beginning in November 2020. This led to an investigation that revealed that some underlying issues were related to COVID-19. Methods Infection prevention staff at Omaha’s Veterans Affairs Medical Center interviewed hospital staff and performed a retrospective chart review of patients with CLABSI (based on the NHSN definition) amid the COVID-19 pandemic. Results The first case of CLABSI in the outbreak was detected in November 2020. Prior to that, there was no case of CLABSI since April 2019, as shown in the graph. Each case of CLABSI was associated with a different microorganism. Further investigation revealed deviations from our usual practices in central line dressing care. Our response to COVID-19 had included alterations in periodic competency training (including dressing care) for nursing staff as well as the rapid introduction of streamlined inpatient nursing documentation. Previously, dressing kits included chlorhexidine-impregnated dressings; in November, a kit without these dressings was introduced. A weekly audit of dressing care was begun in March 2021. No CLABSI was identified in April 2021. Types of Microorganisms identified Different types of microorganisms isolated during the CLABSI outbreak each month. The trend of CLABSI in VA Nebraska-Western Iowa Health Care System Conclusion We encountered a CLABSI outbreak associated with deviations from usual central line dressing care. Using the concept of the Swiss cheese model of error prevention, we recognized alterations in three barriers: competency training; thorough documentation; and complete supply kits. The first two of these factors were directly related to our COVID-19 response. Our findings illustrate the relevance of the Swiss cheese model for maintaining a safe healthcare environment. Disclosures Marvin J. Bittner, MD, Merck (Advisor or Review Panel member)Sanofi Pasteur (Speaker's Bureau)

Relevant Interactive Learning Strategies Needed for Training of Polytechnic Pre-Service Technicians for Diagnosis and Repairs of Modern Automobilesin North-Eastern Nigeria

The main purpose of this study was to determined competency training needs of polytechnic Pre-service technicians for diagnosis and repairs of modern automobiles in North-Eastern Nigeria. The study sought to answer two research questions using Competency Outcome Performance Assessment (COPA) model framework. It is paramount importance to note that competency training needs of diagnosis and repairs of modern cars requires practical and effective training skills to be able to adequately repair them. A descriptive survey research design was adopted for the study. The population for the study was made up of 384 technicians in automotive technology in the NBTE accredited polytechnics in Northern Nigeria. Out of 384 a sample of 192 was randomly selected for the study. The questionnaire consisted of 192 tasks on diagnosis and repairs skills needed, developed with reference to curriculum of National Automobile Technician Education (NATE) and National Vocational Certificate in Automotive / Mechatronics approved by National Board for Technical Education. The questionnaire was divided into two sections: A & B, (see Appendix I). Section A contains items designed to obtain personal information of the respondents, while section B is divided into four sub-sections (I, II, III & IV). The instrument was developed using COPA Model structure, adapted from Lenburge et al (2009). A four-point rating scale ranges from Highly Needed (HN) = 4, Needed (N) = 3, Moderately Needed (MN) = 2, Least Needed (LN) = 1 was employed in sub-section I, while four-point rating scaled ranges from most relevant (4), highly relevant (3), moderately relevant (2) and less relevant. A reliability test of the instrument was also conducted and analyzed using Cronbach Alpha coefficient method and yielded an overall reliability coefficient of 0.80. Data generated from the use of the questionnaire was analyzed with Statistical Package for Social Sciences (SPSS) 23rd version software using mean and standard deviation to answer the research questions. Findings revealed relevant interactive strategies needed in the training of polytechnic Pre-service Technicians in diagnosis and repairs of modern Automobiles. Based on the findings of the study, appropriate recommendations were made, among which is, that the identified modern technology skills should be integrated into the curriculum of Automotive Technology programme in Nigerian polytechnic. Identified interactive skills will help lecturers in developing lesson plan using the competencies that are essentially needed by Pre-service automotive technicians in order for them to prepare on how to teach them appropriately.

Relevant Interactive Learning Strategies Needed for Training of Polytechnic Pre-Service Technicians for Diagnosis and Repairs of Modern Automobiles in North-Eastern Nigeria

The main purpose of this study was to determined competency training needs of polytechnic Pre-service technicians for diagnosis and repairs of modern automobiles in NorthEastern Nigeria. The study sought to answer two research questions using Competency Outcome Performance Assessment (COPA) model framework. It is paramount importance to note that competency training needs of diagnosis and repairs of modern cars requires practical and effective training skills to be able to adequately repair them. A descriptive survey research design was adopted for the study. The population for the study was made up of 384 technicians in automotive technology in the NBTE accredited polytechnics in Northern Nigeria. Out of 384 a sample of 192 was randomly selected for the study. The questionnaire consisted of 192 tasks on diagnosis and repairs skills needed, developed with reference to curriculum of National Automobile Technician Education (NATE) and National Vocational Certificate in Automotive / Mechatronics approved by National Board for Technical Education. The questionnaire was divided into two sections: A & B, (see Appendix I). Section A contains items designed to obtain personal information of the respondents, while section B is divided into four sub-sections (I, II, III & IV). The instrument was developed using COPA Model structure, adapted from Lenburge et al (2009). A four-point rating scale ranges from Highly Needed (HN) = 4, Needed (N) = 3, Moderately Needed (MN) = 2, Least Needed (LN) = 1 was employed in sub-section I, while four-point rating scaled ranges from most relevant (4), highly relevant (3), moderately relevant (2) and less relevant. A reliability test of the instrument was also conducted and analyzed using Cronbach Alpha coefficient method and yielded an overall reliability coefficient of 0.80. Data generated from the use of the questionnaire was analyzed with Statistical Package for Social Sciences (SPSS) 23rd version software using mean and standard deviation to answer the research questions. Findings revealed relevant interactive strategies needed in the training of polytechnic Pre-service Technicians in diagnosis and repairs of modern Automobiles. Based on the findings of the study, appropriate recommendations were made, among which is, that the identified modern technology skills should be integrated into the curriculum of Automotive Technology programme in Nigerian polytechnic. Identified interactive skills will help lecturers in developing lesson plan using the competencies that are essentially needed by Pre-service automotive technicians in order for them to prepare on how to teach them appropriately.

Life Support Course for Nurses: beyond competency training

The Life Support Course for Nurses (LSCN) equips nurses with the resuscitation skills needed to be first responders in in-hospital cardiac arrests. Previous published articles on the LSCN were mainly focused on the development of the LSCN in Singapore, as well as nurses’ confidence level, defibrillation experience and outcomes, the perceived barriers faced by nurses and the usefulness of the course. This paper highlights the importance of two key learning methodologies in the LSCN: deep learning and reflection.