Elsa Pla-Canalda, María F. Jiménez-Herrera, José Fernández-Sáez, Pablo Concha-Martínez, Estrella Martínez-Segura
{"title":"教育干预对护士和学生无创通气的影响","authors":"Elsa Pla-Canalda, María F. Jiménez-Herrera, José Fernández-Sáez, Pablo Concha-Martínez, Estrella Martínez-Segura","doi":"10.1111/tct.70168","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Proficient management of noninvasive mechanical ventilation (NIMV) demands competence, coupled with their seamless mobilization in clinical practice in managing respiratory failure. The COVID-19 pandemic necessitated the rapid integration of less experienced professionals and nursing students into Intensive Care Units (ICUs), highlighting a need for efficient NIMV training. This study aimed to evaluate the impact of a theoretical-practical training and simulation-based educational strategy in improving NIMV knowledge and clinical competence.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>Teaching sessions were conducted between April and June 2021. Participants underwent a 3-h theoretical-practical session followed by a 1.5-h simulation. Knowledge acquisition was assessed using an ad hoc multiple-choice test. Separately, self-perceived competence was evaluated using the validated COM-VA questionnaire at three time points: preintervention, posttheoretical-practical formation and postsimulation. Nonparametric statistical tests were used to analyse the changes in knowledge and competence.</p>\n </section>\n \n <section>\n \n <h3> Results</h3>\n \n <p>The study included 66 participants (30 students and 36 professionals) and found significant improvements in both knowledge and self-perceived competence across the educational intervention. Knowledge test scores rose from 82.2% preintervention to 90.2% postsimulation (<i>p</i> < 0.05). Median COM-VA scores also significantly increased from 6.82 (IQR = 1.33) preintervention to 7.38 (IQR = 1.45) postsimulation (<i>p</i> < 0.001). While the theoretical-practical session led to the largest knowledge gain, simulation provided additional benefit.</p>\n </section>\n \n <section>\n \n <h3> Conclusion</h3>\n \n <p>A combined theoretical-practical and simulation-based educational intervention demonstrated effectiveness in significantly enhancing the knowledge and self-perceived clinical competence of nursing students and professionals in our study group in NIMV management. This rapid and effective training strategy has important implications for preparing healthcare personnel, particularly during emergency situations like the COVID-19 pandemic, potentially contributing to improved patient safety.</p>\n </section>\n </div>","PeriodicalId":47324,"journal":{"name":"Clinical Teacher","volume":"22 5","pages":""},"PeriodicalIF":1.2000,"publicationDate":"2025-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://asmepublications.onlinelibrary.wiley.com/doi/epdf/10.1111/tct.70168","citationCount":"0","resultStr":"{\"title\":\"Impact of Educational Intervention on Noninvasive Ventilation (NIV) in Nurses and Students\",\"authors\":\"Elsa Pla-Canalda, María F. Jiménez-Herrera, José Fernández-Sáez, Pablo Concha-Martínez, Estrella Martínez-Segura\",\"doi\":\"10.1111/tct.70168\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Proficient management of noninvasive mechanical ventilation (NIMV) demands competence, coupled with their seamless mobilization in clinical practice in managing respiratory failure. The COVID-19 pandemic necessitated the rapid integration of less experienced professionals and nursing students into Intensive Care Units (ICUs), highlighting a need for efficient NIMV training. This study aimed to evaluate the impact of a theoretical-practical training and simulation-based educational strategy in improving NIMV knowledge and clinical competence.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>Teaching sessions were conducted between April and June 2021. Participants underwent a 3-h theoretical-practical session followed by a 1.5-h simulation. Knowledge acquisition was assessed using an ad hoc multiple-choice test. Separately, self-perceived competence was evaluated using the validated COM-VA questionnaire at three time points: preintervention, posttheoretical-practical formation and postsimulation. Nonparametric statistical tests were used to analyse the changes in knowledge and competence.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results</h3>\\n \\n <p>The study included 66 participants (30 students and 36 professionals) and found significant improvements in both knowledge and self-perceived competence across the educational intervention. Knowledge test scores rose from 82.2% preintervention to 90.2% postsimulation (<i>p</i> < 0.05). Median COM-VA scores also significantly increased from 6.82 (IQR = 1.33) preintervention to 7.38 (IQR = 1.45) postsimulation (<i>p</i> < 0.001). While the theoretical-practical session led to the largest knowledge gain, simulation provided additional benefit.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Conclusion</h3>\\n \\n <p>A combined theoretical-practical and simulation-based educational intervention demonstrated effectiveness in significantly enhancing the knowledge and self-perceived clinical competence of nursing students and professionals in our study group in NIMV management. 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Impact of Educational Intervention on Noninvasive Ventilation (NIV) in Nurses and Students
Background
Proficient management of noninvasive mechanical ventilation (NIMV) demands competence, coupled with their seamless mobilization in clinical practice in managing respiratory failure. The COVID-19 pandemic necessitated the rapid integration of less experienced professionals and nursing students into Intensive Care Units (ICUs), highlighting a need for efficient NIMV training. This study aimed to evaluate the impact of a theoretical-practical training and simulation-based educational strategy in improving NIMV knowledge and clinical competence.
Method
Teaching sessions were conducted between April and June 2021. Participants underwent a 3-h theoretical-practical session followed by a 1.5-h simulation. Knowledge acquisition was assessed using an ad hoc multiple-choice test. Separately, self-perceived competence was evaluated using the validated COM-VA questionnaire at three time points: preintervention, posttheoretical-practical formation and postsimulation. Nonparametric statistical tests were used to analyse the changes in knowledge and competence.
Results
The study included 66 participants (30 students and 36 professionals) and found significant improvements in both knowledge and self-perceived competence across the educational intervention. Knowledge test scores rose from 82.2% preintervention to 90.2% postsimulation (p < 0.05). Median COM-VA scores also significantly increased from 6.82 (IQR = 1.33) preintervention to 7.38 (IQR = 1.45) postsimulation (p < 0.001). While the theoretical-practical session led to the largest knowledge gain, simulation provided additional benefit.
Conclusion
A combined theoretical-practical and simulation-based educational intervention demonstrated effectiveness in significantly enhancing the knowledge and self-perceived clinical competence of nursing students and professionals in our study group in NIMV management. This rapid and effective training strategy has important implications for preparing healthcare personnel, particularly during emergency situations like the COVID-19 pandemic, potentially contributing to improved patient safety.
期刊介绍：
The Clinical Teacher has been designed with the active, practising clinician in mind. It aims to provide a digest of current research, practice and thinking in medical education presented in a readable, stimulating and practical style. The journal includes sections for reviews of the literature relating to clinical teaching bringing authoritative views on the latest thinking about modern teaching. There are also sections on specific teaching approaches, a digest of the latest research published in Medical Education and other teaching journals, reports of initiatives and advances in thinking and practical teaching from around the world, and expert community and discussion on challenging and controversial issues in today"s clinical education.
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