Simulation-Based Learning to Assess and Improve Critical Care Transport Team Members’ Knowledge of Pediatric Intubation: A Quality Improvement Project

Abstract

Objective

The care of critically ill neonatal and pediatric patients requiring transport is optimized by using specialty transport teams. Research demonstrates that training is best accomplished through routine simulation. At the project site, no simulation-based learning is provided to critical care transport team members. This project aimed to implement a simulation-based learning program to improve the knowledge and self-competency of neonatal and pediatric critical care transport team members.

Methods

Team members participated in two 9-week paired pediatric simulations that incorporated intubation and mechanical ventilation. Testing was conducted through a knowledge test and self-competency survey completed before and after both simulations and a performance checklist for each simulation.

Results

There was a statistically significant increase in knowledge test scores from the baseline knowledge test to each subsequent test (P ≤ .001, P = .002, and P ≤ .001). For self-competency, there was a statistically significant increase from the first survey to the second (P ≤ 0.001) and fourth (P ≤ .001). From the first to the second simulation, there was a statistically significant increase in performance (P ≤ .001).

Conclusion

Paired simulation-based learning allows for the assessment and improvement of team members’ knowledge. Future research should focus on how this improved knowledge translates to patient care.