Delivery of a telephone-based intervention appears feasible. All family caregivers who began the program completed the four education modules. Future studies evaluating the effectiveness of the educational program should include a control group.
Background
Malignant Hyperthermia (MH) is a rare, life-threatening event and many clinicians may be unprepared for management should a crisis occur. Simulation is a recognized teaching method to facilitate learning in a safe environment, and scenarios can be developed to resemble real life experiences. Our aim was to provide education to operating room (OR) staff in its early recognition, treatment, and management.
Methods
We formed an interdisciplinary perioperative team and developed an MH education plan for OR staff. An educational presentation by an anesthesiologist was followed by role playing scenarios using high-fidelity simulation in the OR suite.
Results and Clinical Implications
OR staff responded very favorably to the lecture and the simulation exercise. Outcomes achieved included role clarity, improved anticipatory response and overall team cohesion and interaction. As an immediate consequence, the MH cart was updated and reorganized and an institutional MH policy implemented.
Background:
Our medical center nursing council evaluated its current evidence-based practice (EBP) model and decided to consider alternatives.
Problem:
No models were inclusive of major nursing activities, such as EBP and quality improvement (QI) projects and research studies.
Approach:
A model was developed, meeting the criteria of accessibility, ease of use, and reflective of professional practice activities: EBP and QI projects, research studies, and innovation. In the new model, I3 Model for Advancing Quality Patient Centered Care, professional practice is represented by 3 “I's”: Inquiry, Improvement, and Innovation.
Outcomes:
The model provides an algorithm with steps and decision points for nurses to follow based on a question from a clinical issue or problem. The model was approved by nursing-shared governance and is used for guiding relevant projects.
Conclusion:
The I3 Model guides the nurse in inquiry or improvement while supporting a culture of innovation in professional practice.
Collaborative research between academic and clinical partners enhances the educational and professional environment for students and clinicians, promotes evidence-based practice, and from this project may promote Veteran and family-centered care. The CNS played a key role in engaging and sustaining staff commitment, which contributed to the success of this study.
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