Objectives: Assess feasibility, barriers to recruitment, and safety of volatile-based sedation in longer term sedation patients in North American ICUs with limited or no experience with volatile sedation. Design: Open-label, pilot randomized clinical trial performed between October 2013 and September 2018. Setting: Four Canadian ICUs across two academic tertiary and quaternary hospitals. Patients: Sixty adults anticipated needing sedation and invasive ventilation beyond 48 hours with tidal volumes greater than 350 mL, expected 6-month mortality risk less than 50%, no evidence of high intracranial pressure, or drug contraindications (malignant hyperthermia, allergy). Interventions: 2:1 randomization to inhaled volatile sedation using isoflurane or standard midazolam and/or propofol IV sedation. Measurement and Main Results: Primary outcome of safety and feasibility was assessed by staff satisfaction scores using a five-point Likert scale and serum fluoride measurements. Secondary clinical outcomes included time to extubation, quality of sedation, opioid use, cardiorespiratory parameters, vasopressor and antipsychotic drug use, and 3-month cognitive outcome measured using telephone interview for cognitive status. From 2,210 screened patients, 308 met eligibility criteria secondary to many not requiring sedation, extubation planned within 48 hours, high risk of death, or low tidal ventilation. Of 308 patients, 60 were randomized to isoflurane (n = 41) or IV (n = 19) sedation secondary to lack of substitute decision-maker or physician consent. Duration of inhaled isoflurane and IV sedation were median of 114 and 88 hours, respectively. Nine isoflurane patients crossed into the IV arm secondary to mainly hypercarbia from low tidal ventilation. Nursing and respiratory therapy staff satisfaction scores were quantitatively similar between both sedation approaches. Serum fluoride levels rose with duration of isoflurane sedation but were not associated with altered kidney function. There were no significant differences in secondary clinical outcomes. Conclusions: We showed adequate preliminary safety and acceptability of inhaled volatile anesthetics for long-term sedation.
Introduction With recent clinical placement demands exceeding supply, the University Health Network (UHN) Respiratory Therapy (RT) department implemented a 2:1 student-to-preceptor model where a focus on peer learning (PL) becomes a key component of program success. PL can be defined as students learning from and with each other in both formal and informal ways. The shift towards facilitative student-directed models in other health care professions can be seen globally with the literature suggesting that 2:1 models not only support increases in student capacity but also improve the student learning experience through PL strategies. The aim of this study was to explore the perceptions of RT preceptors and students regarding the 2:1 model as an educational strategy in the context of their clinical experience. The study further explored experiences of PL to understand how learning is enabled in RT practice-based education, particularly within 2:1 models. Methods A qualitative descriptive study using single-episode semi-structured interviews with RT preceptors ( n = 10) and students ( n = 10) was conducted during the 2015–2016 RT student clinical year. Twelve open-ended interview questions were designed to draw out study participants’ PL experiences and exploration of issues using a 2:1 model in the context of their clinical experience. Data were recorded, transcribed verbatim, and analyzed using thematic analysis. Results The content analysis resulted in two broad themes with respect to the RT 2:1 educational model: “enablers” and “barriers” to a PL approach. The 2:1 model was preferred by students and preceptors early on in the clinical training due to the benefits of PL, whereas opportunities to showcase independent practice was preferred towards the end of their clinical year. Furthermore, careful planning, resources, and supports need to be implemented to augment benefits and diminish potential disadvantages of using a 2:1 model structure. Conclusion Participants felt that a 2:1 model strongly contributes to a supportive learning environment and can have a positive influence on the RT student clinical experience at UHN. Along with the improved critical thinking and student engagement opportunities that a 2:1 model offers, increased placement numbers are also supported.
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