Pre‐registration education: making a difference to critical care?

Abstract

This paper aims to discuss the development of a pre-registration high-dependency nursing programme and evaluate its effects on student's perceived learning and confidence in managing critically ill patients. The programme consists of two modules that compliment one another, 'Care of the Acutely III Adult' focuses on a variety of disease processes and subsequent nursing care. Whilst the second module titled 'Caring for the Highly Dependant/Critically III Adult' focuses on assessment skills related to critically ill patients. The paper explores the content and delivery of the modules including the advantages and disadvantages of implementing them. Student evaluation from 59 nursing students found that student's knowledge, assessment skills and management of the critically ill patient had improved since completing the modules. Nurse Consultants, intensive therapy unit matrons and Critical Care Outreach nurses have acknowledged an increase in the number of nursing students identifying and referring critically ill patients to outreach teams. They also stated improvements in nurse recruitment in critical care since commencement of the modules.

An integrative literature review on preparing nursing students through simulation to recognize and respond to the deteriorating patient

“…Active observation, early recognition and management of a patient's deteriorating condition, or potential for deterioration have been seen as vital to the nurse's role (Collins et al . , Odell et al . , Cooper et al .…”

Student nurses in critical care: benefits and challenges of critical care as a learning environment for student nurses

“…The search was initially confined to British articles to reflect nurse education in the British health system, but the dearth of literature necessitated a wider search. This is borne out by Collins et al () who highlighted the lack of literature focusing on the effect of pre‐registration education in critical care.…”

“…It can also offer the opportunity to gain an insight into the role of the nurse in critical care, and develop confidence in technical skills and critical thinking (Swinny and Brady, ). Critical care placements can help to equip nursing students with the skills necessary to identify and manage critically ill patients (Collins et al , ), but can also present them with very stressful, emotionally intense events, which they may find difficult to cope with (Shipton, ; Cook, ). If anxiety is recognized and managed in a supportive learning environment, students may experience deeper learning (Moscaritolo, ).…”