The published literature on bacterial tracheitis is limited. We report the first multi-centre study of bacterial tracheitis together with a concise review of the literature. We conducted a retrospective study of cases admitted during the period 1993-2007 to 3 tertiary paediatric centres in the United Kingdom and 1 in Australia. A total of 34 cases were identified. 31 patients (91%) required intubation. Complications included cardiorespiratory arrest in 1, ARDS in 1, hypotension in 10, toxic shock syndrome in 1 and renal failure in 1 patient(s). Staphylococcus aureus was the most commonly implicated bacterial organism, isolated from the respiratory tract in 55.8% of the cases overall. Other pathogens commonly isolated from the respiratory tract included Streptococcus pyogenes (5.9%), Streptococcus pneumoniae (11.8%) and Haemophilus influenzae (11.8%). Viral coinfection was identified in 9 (31%) of the 29 cases in whom immunofluorescence testing was performed (influenza A in 4 cases; parainfluenza 1 in 2 cases; parainfluenza 3 in 2 cases; adenovirus in 1 case). The combined experience from 4 major paediatric intensive care units suggests that bacterial tracheitis remains a rare condition with an estimated incidence of approximately 0.1/100,000 children per year. Short-term complications were common but long-term sequelae were rare. There were no fatal outcomes, which contrasts with the high historical mortality rates and likely reflects improvements in intensive care management.
Considering the emphasis on safety in health care, new methods for training qualified nurses are being considered. The use of simulation technologies to provide regular and repeated training for qualified nurses in the management of paediatric emergencies has yet to be investigated. This paper presents the results of a study designed to determine if and how a period of regular simulation training in the management of paediatric emergencies improves qualified nurses' clinical confidence. A mixed methods design was employed using a group of qualified paediatric nurses (n=20) who were matched into two groups. The intervention group (n=10) received three simulation-based training sessions and the control group (n=10) had no training. Each nurse completed a pre- and post-clinical confidence questionnaire and were interviewed. Results demonstrated a statistically significant improvement in confidence following simulation training, which was explained by the provision of insight and preparation for real life. Further research should aim to replicate these findings using larger sample sizes and direct assessments of nurses' clinical performance.
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