Nydahl Peter, Miethbauer Kai, Baillie Hannah, Bergmann Torben, Miethbauer Tom, Ochs Steffen, Pschonder Sarah-Isabelle, Wenzel Ralf, Schreiber Stefan, von Gahlen-Hoops Wolfgang
Pflegeforschung und -entwicklung, Pflegedirektion, Arbeitsgruppe Didaktik in der Pflege, Universitätsklinikum Schleswig-Holstein, Haus V40, Arnold-Heller-Str. 3, 24105, Kiel, Deutschland.
Fachkrankenpfleger für Anästhesie- und Intensivpflege, Atmungstherapeut, Klinik für Innere Medizin, Universitätsklinikum Schleswig-Holstein, Kiel, Deutschland.
Med Klin Intensivmed Notfmed. 2023 Jun;118(5):341-350. doi: 10.1007/s00063-022-00963-z. Epub 2022 Sep 16.
Respiratory therapists (RT) perform various tasks, including the care of patients, diagnostics, support for therapy and care, training and education as well as optimization of structures and processes. It is unclear to what extent the various activities are performed at German university hospitals and how trained employees evaluate the service.
Description of activities of RT at a university hospital and evaluation of microlearning of employees.
Data were collected in a prospective mixed method study over 6 months. Primary outcome was the number of RT activities. Secondary outcome was the evaluation of microlearning as evaluated by employees with regard to benefits for personal knowledge gain, practical application, and for benefits for patients on scales of 1-10 (1 = very bad, 10 = very good).
During the 6‑month study period, RT were called for a total of 1674 consultations and carried out 2274 activities; the three most common activities accounted for 45% (n = 1037) of all activities and included the following: 20.1% (n = 461) adjustment of non-invasive ventilation, 13.1% (n = 299) secretion management, and 12.2% (n = 277) protocolized weaning. In all, 111 RTs rated microlearning as very good 111 employees with a median of 9.8 (interquartile range 9-10). About 74% of the working time was spent in direct care and education on the wards.
The job profile of RTs is complex, is associated with responsibility, and is largely located in direct patient care. Bedside microlearning courses for RTs may be an innovative opportunity to expand the competencies of employees.
呼吸治疗师执行各种任务，包括患者护理、诊断、治疗与护理支持、培训与教育以及结构和流程优化。目前尚不清楚德国大学医院各项活动的开展程度以及经过培训的员工如何评价这项服务。
描述大学医院呼吸治疗师的活动，并评估员工的微学习情况。
在一项为期6个月的前瞻性混合方法研究中收集数据。主要结果是呼吸治疗师活动的数量。次要结果是员工对微学习的评价，评价指标包括对个人知识获取、实际应用的益处以及对患者的益处，评分范围为1至10分（1 = 非常差，10 = 非常好）。
在6个月的研究期间，共进行了1674次呼吸治疗师会诊，开展了2274项活动；三项最常见的活动占所有活动的45%（n = 1037），包括以下内容：20.1%（n = 461）无创通气调整、13.1%（n = 299）分泌物管理以及12.2%（n = 277）标准化撤机。共有111名呼吸治疗师将微学习评价为非常好，111名员工的评价中位数为9.8（四分位间距为9 - 10）。约74%的工作时间用于病房的直接护理和教育。
呼吸治疗师的工作内容复杂，责任重大，且主要集中在直接的患者护理方面。针对呼吸治疗师的床边微学习课程可能是拓展员工能力的一个创新机会。
