Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.
J Neurosci Nurs. 2013 Apr;45(2):108-18. doi: 10.1097/JNN.0b013e318282906e.
Nurses are key providers in the care of children with mild traumatic brain injury (mTBI). New treatment recommendations emphasize symptom assessment and brain rest guidelines to optimize recovery. This study compared pediatric trauma core nurses' knowledge, degree of confidence, and perceived change in practice following mTBI education.
Twenty-eight trauma core nurses were invited to participate in this voluntary quasiexperimental, one-group pretest-posttest study. Multiple choice questions were developed to assess knowledge, and self-report Likert scale statements were used to evaluate confidence and change in practice. Baseline data of 25 trauma core nurses were assessed and then reassessed 1 month postintervention.
Paired samples analysis showed significant improvement in knowledge (mean pretest: 33.6% vs. mean posttest score: 79.2%; 95% CI [35.6, 55.6]; t = 9.368; p < .001). All but two test questions yielded a significant increase in the number of participants with correct responses. Preintervention confidence was low (0-32% per question) and significantly increased postintervention (26%-84% per question). Despite increased administration of the symptom assessment and identification of interventions for symptom resolution posteducation (χ(2)6.125, p = .001), these scores remained low.
Findings demonstrate that educational intervention effectively increased trauma core nurses' knowledge and confidence in applying content into practice. Postintervention scores did not uniformly increase, and not all trauma core nurses consistently transferred content into practice. Further research is recommended to evaluate which teaching method and curriculum content are most effective to educate trauma core nurses and registered nurses caring for patients with mTBI and to identify barriers to incorporating this knowledge in practice.
护士是儿童轻度创伤性脑损伤（mTBI）护理的主要提供者。新的治疗建议强调症状评估和脑休息指南，以优化康复。本研究比较了儿科创伤核心护士在接受 mTBI 教育后的知识、信心程度和实践感知变化。
邀请 28 名创伤核心护士参加这项自愿准实验、单组前后测研究。开发了多项选择题来评估知识，使用自我报告的李克特量表陈述来评估信心和实践变化。在干预后 1 个月对 25 名创伤核心护士的基线数据进行了评估。
配对样本分析显示知识显著提高（平均预测试：33.6%比平均后测试分数：79.2%；95%置信区间[35.6，55.6]；t=9.368；p<.001）。除了两个测试问题外，所有问题的正确答案数量都显著增加。干预前信心水平较低（每个问题 0-32%），干预后显著提高（每个问题 26%-84%）。尽管干预后症状评估和确定缓解症状的干预措施的实施频率有所增加（χ(2)6.125，p=.001），但这些分数仍然较低。
研究结果表明，教育干预有效提高了创伤核心护士将内容应用于实践的知识和信心。干预后的分数没有统一增加，并非所有创伤核心护士都始终将内容转化为实践。建议进一步研究，以评估哪种教学方法和课程内容最有效地教育照顾 mTBI 患者的创伤核心护士和注册护士，并确定将这些知识纳入实践的障碍。
