Diagnosing “Brain Death” in Intensive Care

Mitre, Calin; Mitre, Ileana

doi:10.1515/jccm-2017-0016

Cited by 2 publications

(4 citation statements)

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“…In the diagnosis of brain death, it is critical to know the conditions that do not exclude the diagnosis of death as well as the essential criteria of brain death because these situations can mislead healthcare professionals into thinking that a brain-dead individual may still be alive, thus delaying the diagnosis of brain death. 3,[34][35][36] Other research has indicated that insufficient knowledge about the presence of spinal reflexes and automatisms-which are known conditions that do not exclude the diagnosis of brain death-the continuation of normal blood pressure and the presence of sudden hypertensive attacks may cause confusion about brain death for intensive care nurses. 2,22 In the current study, the knowledge scores of nurses in both groups in the knowledge test, including questions about these conditions, were at a mod- Additionally, studies on subjects other than brain death have revealed that video-assisted training facilitates a higher level of knowledge and experience attainment for participants than theoretical training [39][40][41] and that teaching clinical skills visually promotes learning.…”

Section: Discussionmentioning

confidence: 99%

“…In this study, the total knowledge scores in both groups improved significantly ( p < .001) after the training provided to identify these criteria, but the total knowledge score average was higher in the VTG than in the TTG ( p = .048; see Table 2). In the diagnosis of brain death, it is critical to know the conditions that do not exclude the diagnosis of brain death as well as the essential criteria of brain death because these situations can mislead healthcare professionals into thinking that a brain‐dead individual may still be alive, thus delaying the diagnosis of brain death 3,34–36 . Other research has indicated that insufficient knowledge about the presence of spinal reflexes and automatisms—which are known conditions that do not exclude the diagnosis of brain death—the continuation of normal blood pressure and the presence of sudden hypertensive attacks may cause confusion about brain death for intensive care nurses 2,22 .…”

Section: Discussionmentioning

confidence: 99%

“…One of the suggested methods is the use of multimedia, including videoassisted training. 26,36 However, it appears that no study has evaluated What is known about the topic…”

Section: Introductionmentioning

confidence: 99%

“…The use of technology has been recommended to enhance knowledge and competence through education. One of the suggested methods is the use of multimedia, including video‐assisted training 26,36 . However, it appears that no study has evaluated the effectiveness of video‐assisted training in providing intensive care nurses with the ability to collaborate to identify brain death.…”

Section: Introductionmentioning

confidence: 99%

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The effectiveness of video training in improving intensive care nurses' knowledge about brain death identification

Deniz

AYHAN

2022

Nursing in Critical Care

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BackgroundBecause patients diagnosed with brain death in intensive care units constitute a potential cadaveric donor group for organ transplantation, intensive care units are potential donor sources. Nurses who closely monitor the patient collaborate with medical personnel in the recognition and early diagnosis of brain death. Nurses also have an important role in supporting the patient's family. Therefore, it is very important for nurses to know the diagnostic criteria for brain death.AimThe aim of this study was to compare the effectiveness of theoretical education and video‐assisted education in equipping intensive care nurses to recognize brain death.Study DesignA randomized, experimental study was conducted between February and May 2020 with a total of 50 intensive care nurses, split into 25 in the video‐assisted training group and 25 in the theoretical training group. In study, intensive care nurses were given a theoretical training and video‐assisted training on brain death criteria. One group was trained theoretically and the other group used a video showing criteria for brainstem reflexes (pupil assessment, spontaneous breathing, corneal reflex, retching and coughing assessments) and deep tendon reflexes in a simulated patient, supported by animation. The data were collected before, immediately after and 3 months after the training using the Brain Death Criteria Knowledge Test, the Brain Death Case Test, and the Training Effectiveness Evaluation Form. The independent samples t‐test, Mann–Whitney U test, Friedman test, Wilcoxon test, and Chi‐square test were used for statistical analysis of data.ResultsIt was found that the knowledge scores of both groups immediately after training and 3 months after training were higher than before the training (p < .001). However, the post‐training knowledge scores of the video‐assisted training group were significantly higher than those of the theoretical training group (p = .011).ConclusionsTo enable intensive care nurses to identify brain death, video‐assisted training with a simulated patient is recommended, as is repeating the training at regular intervals.Relevance to Clinical PracticeThe simulated patient video‐assisted training method can be used for in‐service training to provide intensive care nurses with the ability to identify brain death. The training may be repeated at regular intervals (e.g., every 3 months) to increase nurse recall.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

“…One of the suggested methods is the use of multimedia, including videoassisted training. 26,36 However, it appears that no study has evaluated What is known about the topic…”

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations