Development of a severe influenza critical care curriculum and training materials for resource-limited settings

Diaz, JV; Lister, Paula; Ortiz, Justin R.; Adhikari, NK; Adhikari, Neill K. J.

doi:10.1186/cc12437

Cited by 4 publications

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“…Thus, training programmes, for example, emergency drills, simulation-based training, tabletop exercises, role-playing and online learning, are expected to develop and support healthcare workers to gain more experience in responding to pandemics. [10][11][12][13][14] However, the previous training programmes were commonly ineffective in reflecting the reality and providing practical experience for the recent outbreak of COVID-19. As a result, the nurses naturally lacked the ability to deal with emergencies [15][16][17][18][19][20][21][22] and felt enormous psychological pressure in responding to the COVID-19 pandemic.…”

Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Effect of virtual reality simulation training on the response capability of public health emergency reserve nurses in China: a quasiexperimental study

et al. 2021

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ObjectiveTo develop a virtual reality simulation training programme, and further verify the effect of the programme on improving the response capacity of emergency reserve nurses confronting public health emergencies.DesignA prospective quasiexperimental design with a control group.ParticipantsA total of 120 nurses were recruited and randomly divided into the control group and the intervention group.InterventionParticipants underwent a 3-month training. The control group received the conventional training of emergency response (eg, theoretical lectures, technical skills and psychological training), while the intervention group underwent the virtual reality simulation training in combination with skills training. The COVID-19 cases were incorporated into the intervention group training, and the psychological training was identical to both groups. At the end of the training, each group conducted emergency drills twice. Before and after the intervention, the two groups were assessed for the knowledge and technical skills regarding responses to fulminate respiratory infectious diseases, as well as the capacity of emergency care. Furthermore, their pandemic preparedness was assessed with a disaster preparedness questionnaire.ResultsAfter the intervention, the scores of the relevant knowledge, the capacity of emergency care and disaster preparedness in the intervention group significantly increased (p<0.01). The score of technical skills in the control group increased more significantly than that of the intervention group (p<0.01). No significant difference was identified in the scores of postdisaster management in two groups (p>0.05).ConclusionThe virtual reality simulation training in combination with technical skills training can improve the response capacity of emergency reserve nurses as compared with the conventional training. The findings of the study provide some evidence for the emergency training of reserve nurses in better response to public health emergencies and suggest this methodology is worthy of further research and popularisation.

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Section: Strengths and Limitations Of This Studymentioning

confidence: 99%

Effect of virtual reality simulation training on the response capability of public health emergency reserve nurses in China: a quasiexperimental study

et al. 2021

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“…Study characteristics are presented in table 3. A majority of the studies reported on learning interventions developed in response to EVD (n=24, 52%), eight studies were motivated by SARS (17%), [44][45][46][47][48][49][50][51] seven studies by H1N1 influenza (15%), [52][53][54][55][56][57][58] one study by MERS (2%) 59 and three studies were motivated by more than one disease. [60][61][62] Three studies were published in relation to COVID-19.…”

Section: Study Characteristicsmentioning

confidence: 99%

Training and education of healthcare workers during viral epidemics: a systematic review

et al. 2021

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BackgroundIt is necessary to train a large number of healthcare workers (HCW) within a limited time to ensure adequate human resources during an epidemic. There remains an urgent need for best practices on development and implementation of training programmes.ObjectiveTo explore published literature in relation to training and education for viral epidemics as well as the effect of these interventions to inform training of HCW.Data sourcesSystematic searches in five databases performed between 1 January 2000 and 24 April 2020 for studies reporting on educational interventions in response to major viral epidemics.Study eligibility criteriaAll studies on educational interventions developed, implemented and evaluated in response to major global viral outbreaks from 2000 to 2020.ParticipantsHealthcare workers.InterventionsEducational or training interventions.Study appraisal and synthesis methodsDescriptive information were extracted and synthesised according to content, competency category, educational methodology, educational effects and level of educational outcome. Quality appraisal was performed using a criterion-based checklist.ResultsA total of 15 676 records were identified and 46 studies were included. Most studies were motivated by the Ebola virus outbreak with doctors and nurses as primary learners. Traditional didactic methods were commonly used to teach theoretical knowledge. Simulation-based training was used mainly for training of technical skills, such as donning and doffing of personal protective equipment. Evaluation of the interventions consisted mostly of surveys on learner satisfaction and confidence or tests of knowledge and skills. Only three studies investigated transfer to the clinical setting or effect on patient outcomes.Conclusions and implications of findingsThe included studies describe important educational experiences from past epidemics with a variety of educational content, design and modes of delivery. High-level educational evidence is limited. Evidence-based and standardised training programmes that are easily adapted locally are recommended in preparation for future outbreaks.

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“…Different types of learning interventions are described across the studies. The majority of the studies used in-person training as an intervention [ 13 , 15 , 19 – 23 , 31 , 34 , 35 , 38 – 43 , 47 , 49 – 51 , 53 , 56 , 62 , 67 , 68 , 71 , 73 , 74 , 76 – 79 , 81 – 83 , 88 , 94 , 98 – 101 , 105 , 109 , 110 , 112 , 119 , 121 , 123 – 127 , 129 – 132 , 134 , 136 , 137 , 139 – 142 , 144 , 145 , 147 – 152 , 154 – 160 , 162 , 166 , 173 , 175 , 179 –…”

Section: Resultsmentioning

confidence: 99%

“…On training methods, 68 studies [ 13 – 17 , 20 – 25 , 27 – 30 , 32 , 33 , 37 , 41 , 45 , 47 , 48 , 53 , 58 , 59 , 62 , 65 , 68 , 79 , 84 , 85 , 87 , 88 , 90 , 93 , 97 , 111 , 123 – 125 , 138 , 141 , 145 , 146 , 148 , 153 , 161 , 167 , 168 , 170 , 193 , 204 , 214 , 216 , 247 , 251 , 255 , 261 , 294 , 297 , 298 , 300 , 304 , 313 , 321 , 322 …”

Section: Prominent Topic Areasunclassified

Learning interventions and training methods in health emergencies: A scoping review

Utunen,

Balaciano,

Arabi

et al. 2024

PLoS ONE

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Background Keeping the health workforce and the public informed about the latest evolving health information during a health emergency is critical to preventing, detecting and responding to infectious disease outbreaks or other health emergencies. Having a well-informed, ready, willing, and skilled workforce and an informed public can help save lives, reduce diseases and suffering, and minimize socio-economic loss in affected communities and countries. Providing “just in time” support and opportunities for learning in health emergencies is much needed for capacity building. In this paper, ‘learning intervention’ refers to the provision of ad-hoc, focused, or personalized training sessions with the goal of preparing the health workers for emergencies or filling specific knowledge or skill gaps. We refer to ‘training methods’ as instructional design strategies used to teach someone the necessary knowledge and skills to perform a task. Methods We conducted a scoping review to map and better understand what learning interventions and training methods have been used in different types of health emergencies and by whom. Studies were identified using six databases (Pubmed/Medline, Embase, Hinari, WorldCat, CABI and Web of Science) and by consulting with experts. Characteristics of studies were mapped and displayed and major topic areas were identified. Results Of the 319 records that were included, contexts most frequently covered were COVID-19, disasters in general, Ebola and wars. Four prominent topic areas were identified: 1) Knowledge acquisition, 2) Emergency plans, 3) Impact of the learning intervention, and 4) Training methods. Much of the evidence was based on observational methods with few trials, which likely reflects the unique context of each health emergency. Evolution of methods was apparent, particularly in virtual learning. Learning during health emergencies appeared to improve knowledge, general management of the situation, quality of life of both trainers and affected population, satisfaction and clinical outcomes. Conclusion This is the first scoping review to map the evidence, which serves as a first step in developing urgently needed global guidance to further improve the quality and reach of learning interventions and training methods in this context.

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Development of a severe influenza critical care curriculum and training materials for resource-limited settings

Cited by 4 publications

References 0 publications

Effect of virtual reality simulation training on the response capability of public health emergency reserve nurses in China: a quasiexperimental study

Effect of virtual reality simulation training on the response capability of public health emergency reserve nurses in China: a quasiexperimental study

Training and education of healthcare workers during viral epidemics: a systematic review

Learning interventions and training methods in health emergencies: A scoping review

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