Sauers-Ford Hadley S, Hamline Michelle Y, Tzimenatos Leah, McKnight Heather, Hamilton Charlaine M, McKennan Maureen G, Rosenthal Jennifer L
Departments of Pediatrics and
Departments of Pediatrics and.
Hosp Pediatr. 2019 Apr;9(4):300-304. doi: 10.1542/hpeds.2018-0217. Epub 2019 Mar 8.
Our 121-bed children's hospital is a quaternary care referral center for a 33-county region. Referring hospitals asked for Pediatric Acute Care Education Sessions (PACES). To determine which topics to prioritize for these sessions, nominal group technique (NGT) methods were used to obtain stakeholder-prioritized consensus on education topics.
Five NGT sessions were conducted over 6 weeks at referring hospitals throughout central and northern California. Each session lasted ∼90 minutes and engaged a diverse multidisciplinary group of stakeholders. At these sessions, stakeholders answered the question "What are your top 5 clinical topics that should be prioritized by PACES?" NGT numeric ranking methods were used to determine prioritized topics. A thematic analysis was performed on the session transcripts.
The 5 sessions had 43 total participants, including nurses, respiratory therapists, physicians, and administrators. The top 4 prioritized topics were sepsis, diabetic ketoacidosis, respiratory failure or support, and bronchiolitis and/or respiratory syncytial virus. Unique education needs for each hospital were also uncovered in the NGT discussion. Three qualitative themes emerged from the discussion: diverse educational needs, the need for guidelines on telemedicine and transfer, and relationship building.
The use of NGT to engage multisite, multidisciplinary stakeholders helped to inform an education program. The use of NGT methods provided rich information that would not have been obtained through surveys alone and helped facilitate relationship building. The PACES group was able to identify and prioritize education topics of interest to referring community hospitals.
我们拥有121张床位的儿童医院是一个为33个县的地区提供四级医疗转诊服务的中心。转诊医院要求举办儿科急性护理教育课程（PACES）。为了确定这些课程应优先安排哪些主题，采用了名义小组技术（NGT）方法来就教育主题达成利益相关者优先排序的共识。
在加利福尼亚州中部和北部的转诊医院，于6周内举办了5次NGT会议。每次会议持续约90分钟，参与人员包括来自不同学科的利益相关者。在这些会议上，利益相关者回答了“PACES应优先安排的前5个临床主题是什么？”这一问题。使用NGT数字排序方法来确定优先主题。对会议记录进行了主题分析。
5次会议共有43名参与者，包括护士、呼吸治疗师、医生和管理人员。排名前4的优先主题是败血症、糖尿病酮症酸中毒、呼吸衰竭或支持，以及细支气管炎和/或呼吸道合胞病毒。在NGT讨论中还发现了每家医院独特的教育需求。讨论中出现了三个定性主题：多样化的教育需求、对远程医疗和转诊指南的需求，以及关系建立。
使用NGT让多地点、多学科的利益相关者参与其中，有助于为一个教育项目提供信息。NGT方法的使用提供了丰富的信息，这些信息仅凭调查是无法获得的，并且有助于促进关系建立。PACES小组能够确定转诊社区医院感兴趣的教育主题并进行优先排序。
