eLearning to facilitate the education and implementation of the Chelsea Critical Care Physical Assessment: a novel measure of function in critical illness

Abstract

ObjectiveTo evaluate the efficacy of eLearning in the widespread standardised teaching, distribution and implementation of the Chelsea Critical Care Physical Assessment (CPAx) tool—a validated tool to assess physical function in critically ill patients.DesignProspective educational study. An eLearning module was developed through a conceptual framework, using the four-stage technique for skills teaching to teach clinicians how to use the CPAx. Example and test video case studies of CPAx assessments were embedded within the module. The CPAx scores for the test case studies and demographic data were recorded in a secure area of the website. Data were analysed for inter-rater reliability using intraclass correlation coefficients (ICCs) to see if an eLearning educational package facilitated consistent use of the tool. A utility and content validity questionnaire was distributed after 1 year to eLearning module registrants (n=971). This was to evaluate uptake of the CPAx in clinical practice and content validity of the CPAx from the perspective of clinical users.SettingThe module was distributed for use via professional forums (n=2) and direct contacts (n=95).ParticipantsCritical care clinicians.Primary outcome measureICC of the test case studies.ResultsBetween July and October 2014, 421 candidates from 15 countries registered for the eLearning module. The ICC for case one was 0.996 (95% CI 0.990 to 0.999; n=207). The ICC for case two was 0.988 (0.996 to 1.000; n=184). The CPAx has a strong total scale content validity index (s-CVI) of 0.94 and is well used.ConclusionseLearning is a useful and reliable way of teaching psychomotor skills, such as the CPAx. The CPAx is a well-used measure with high content validity rated by clinicians.

Impact of the Chelsea critical care physical assessment (CPAx) tool on clinical outcomes of surgical and trauma patients in an intensive care unit: An experimental study

“…The CPAx tool has been shown to be a valid tool in the assessment of physical morbidity and is effective in detecting changes in physical function (Corner 2012 ; Corner et al 2015 ). It has a limited floor and ceiling effect, and reliability testing has shown that CPAx has strong internal consistency and inter-rater reliability (Corner et al 2013 , 2015 , 2016 ). A higher score represents greater functional ability.…”

“…Maher and Williams ( 2005 ) found that only 17% of physiotherapists caring for lung transplant patients used outcome measures as part of their routine care – this was because of time constraints and lack of equipment. Similarly, functional outcome measures are not consistently used by physiotherapists in the critical care settings (Corner 2012 ; Corner, Handy & Brett 2016 ). This may be because they are considered time consuming and in the past lacked specificity in the ICU population (Corner 2012 ).…”

“…The tool is simple to use, responsive to change and has minimal floor and ceiling effects (Corner et al 2014 , 2015 ). It was designed to be used daily to monitor patients’ function and identify problem areas (Corner et al 2013 , 2016 ). Once problem areas have been identified, a specific rehabilitation programme can be tailored to the needs of the patient (Corner et al 2013 ).…”

Cross-cultural adaptation and inter-rater reliability of the Swedish version of the Chelsea critical care assessment tool (CPAX-Swe) in critically ill patients

“…An aggregated score can be calculated (0-50) and higher scores indicate a better functioning/independency. An eLearning package (https://cpax.helmlms.com/login) is available and has proved to be an effective and useful way to deliver standardised education and facilitate clinical implication [12]. Before using the CPAx in a Swedish context, a crosscultural adaptation and reliability testing after translation was needed.…”

eLearning resources to supplement postgraduate neurosurgery training

“…[36], occupational [20], dental [3], and critical care medicine [12], psychosomatics and psychotherapy [14] and hand surgery [32]. A systematic review from 2014 on eLearning in pharmacy education concluded that it effectively increases knowledge of physicians and students.…”