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| Médium: | Recurso digital |
| Jazyk: | angličtina |
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Zenodo
2025
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| Témata: | |
| On-line přístup: | https://doi.org/10.1111/tct.70168 |
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| _version_ | 1866902063654371328 |
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| author | Pla-Canalda, E Jimenez-Herrera, M Fernández-Sáez, J Concha-Martinez, P Martinez-Segura, E |
| author_facet | Pla-Canalda, E Jimenez-Herrera, M Fernández-Sáez, J Concha-Martinez, P Martinez-Segura, E |
| contents | 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. © 2025 The Author(s). The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd. |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_1111_tct_70168 |
| institution | Zenodo |
| language | eng |
| publishDate | 2025 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | Impact of Educational Intervention on Noninvasive Ventilation (NIV) in Nurses and Students Pla-Canalda, E Jimenez-Herrera, M Fernández-Sáez, J Concha-Martinez, P Martinez-Segura, E clinical competence knowledge noninvasive ventilation nursing professional training simulation training 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. © 2025 The Author(s). The Clinical Teacher published by Association for the Study of Medical Education and John Wiley & Sons Ltd. |
| title | Impact of Educational Intervention on Noninvasive Ventilation (NIV) in Nurses and Students |
| topic | clinical competence knowledge noninvasive ventilation nursing professional training simulation training |
| url | https://doi.org/10.1111/tct.70168 |