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Spaced Scenario Demonstrations Improve Knowledge and Confidence in Pediatric Acute Illness Management
Objectives: Nationally accredited simulation courses such as advance pediatric life support and pediatric advance life support are recommended for health care professionals (HCPs) at two yearly intervals as a minimum requirement, despite literature evidence suggesting rapid decline in knowledge shor...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2014
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4241830/ https://www.ncbi.nlm.nih.gov/pubmed/25505780 http://dx.doi.org/10.3389/fped.2014.00133 |
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author | Ojha, Rahul Liu, Anthony Champion, Bernard Linton Hibbert, Emily Nanan, Ralph Kay Heinrich |
author_facet | Ojha, Rahul Liu, Anthony Champion, Bernard Linton Hibbert, Emily Nanan, Ralph Kay Heinrich |
author_sort | Ojha, Rahul |
collection | PubMed |
description | Objectives: Nationally accredited simulation courses such as advance pediatric life support and pediatric advance life support are recommended for health care professionals (HCPs) at two yearly intervals as a minimum requirement, despite literature evidence suggesting rapid decline in knowledge shortly after course completion. The objective of this study was to evaluate an observation-based, educational intervention program aimed at improving previously acquired knowledge and confidence in managing critical illnesses. Methods: A prospective cohort longitudinal study was conducted over a 6-month period. Participants were assessed with a knowledge based questionnaire immediately prior to and after observing 12 fortnightly critical illness scenario demonstrations (CISDs). The outcome measure was performance on questionnaires. Regression analysis was used to adjust for potential confounders. Questionnaire practice effect was evaluated on 30 independent HCPs not exposed to the CISDs. Results: Fifty-four HCPs (40 doctors and 14 nurses) participated in the study. All participants had previously attended nationally accredited simulation courses with a mean time since last attendance of 1.8 ± 0.4 years. The median number of attendances at CISD was 6 (2–12). The mean questionnaire scores at baseline (17.2/25) were significantly lower than the mean post intervention questionnaire scores (20.3/25), p = 0.003. The HCPs self-rated confidence in managing CISD was 6.5 times higher at the end of the program in the intervention group (p = 0.002) than at baseline. There was no practice effect for questionnaires demonstrated in the independent sample. Conclusion: The educational intervention program significantly improved the knowledge and confidence of the participants in managing pediatric critical illnesses. The CISD program provides an inexpensive, practical, and time effective method of facilitating knowledge acquisition and retention. Despite the distinctively different approach, this study has shown the effectiveness of the participant being an observer to enhance pediatric resuscitation skills. |
format | Online Article Text |
id | pubmed-4241830 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2014 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-42418302014-12-10 Spaced Scenario Demonstrations Improve Knowledge and Confidence in Pediatric Acute Illness Management Ojha, Rahul Liu, Anthony Champion, Bernard Linton Hibbert, Emily Nanan, Ralph Kay Heinrich Front Pediatr Pediatrics Objectives: Nationally accredited simulation courses such as advance pediatric life support and pediatric advance life support are recommended for health care professionals (HCPs) at two yearly intervals as a minimum requirement, despite literature evidence suggesting rapid decline in knowledge shortly after course completion. The objective of this study was to evaluate an observation-based, educational intervention program aimed at improving previously acquired knowledge and confidence in managing critical illnesses. Methods: A prospective cohort longitudinal study was conducted over a 6-month period. Participants were assessed with a knowledge based questionnaire immediately prior to and after observing 12 fortnightly critical illness scenario demonstrations (CISDs). The outcome measure was performance on questionnaires. Regression analysis was used to adjust for potential confounders. Questionnaire practice effect was evaluated on 30 independent HCPs not exposed to the CISDs. Results: Fifty-four HCPs (40 doctors and 14 nurses) participated in the study. All participants had previously attended nationally accredited simulation courses with a mean time since last attendance of 1.8 ± 0.4 years. The median number of attendances at CISD was 6 (2–12). The mean questionnaire scores at baseline (17.2/25) were significantly lower than the mean post intervention questionnaire scores (20.3/25), p = 0.003. The HCPs self-rated confidence in managing CISD was 6.5 times higher at the end of the program in the intervention group (p = 0.002) than at baseline. There was no practice effect for questionnaires demonstrated in the independent sample. Conclusion: The educational intervention program significantly improved the knowledge and confidence of the participants in managing pediatric critical illnesses. The CISD program provides an inexpensive, practical, and time effective method of facilitating knowledge acquisition and retention. Despite the distinctively different approach, this study has shown the effectiveness of the participant being an observer to enhance pediatric resuscitation skills. Frontiers Media S.A. 2014-11-24 /pmc/articles/PMC4241830/ /pubmed/25505780 http://dx.doi.org/10.3389/fped.2014.00133 Text en Copyright © 2014 Ojha, Liu, Champion, Hibbert and Nanan. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Pediatrics Ojha, Rahul Liu, Anthony Champion, Bernard Linton Hibbert, Emily Nanan, Ralph Kay Heinrich Spaced Scenario Demonstrations Improve Knowledge and Confidence in Pediatric Acute Illness Management |
title | Spaced Scenario Demonstrations Improve Knowledge and Confidence in Pediatric Acute Illness Management |
title_full | Spaced Scenario Demonstrations Improve Knowledge and Confidence in Pediatric Acute Illness Management |
title_fullStr | Spaced Scenario Demonstrations Improve Knowledge and Confidence in Pediatric Acute Illness Management |
title_full_unstemmed | Spaced Scenario Demonstrations Improve Knowledge and Confidence in Pediatric Acute Illness Management |
title_short | Spaced Scenario Demonstrations Improve Knowledge and Confidence in Pediatric Acute Illness Management |
title_sort | spaced scenario demonstrations improve knowledge and confidence in pediatric acute illness management |
topic | Pediatrics |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4241830/ https://www.ncbi.nlm.nih.gov/pubmed/25505780 http://dx.doi.org/10.3389/fped.2014.00133 |
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