Dialysis Department, Hakkari University Vocational School of Health Services, Hakkari, Turkey.
Department of Surgical Nursing, Gulhane Faculty of Nursing, University of Health Sciences Turkey, Ankara, Turkey.
Nurs Crit Care. 2024 Jan;29(1):80-89. doi: 10.1111/nicc.12863. Epub 2022 Nov 22.
Because patients diagnosed with brain death in intensive care units constitute a potential cadaveric donor group for organ transplantation, intensive care units are potential donor sources. Nurses who closely monitor the patient collaborate with medical personnel in the recognition and early diagnosis of brain death. Nurses also have an important role in supporting the patient's family. Therefore, it is very important for nurses to know the diagnostic criteria for brain death.
The aim of this study was to compare the effectiveness of theoretical education and video-assisted education in equipping intensive care nurses to recognize brain death.
A randomized, experimental study was conducted between February and May 2020 with a total of 50 intensive care nurses, split into 25 in the video-assisted training group and 25 in the theoretical training group. In study, intensive care nurses were given a theoretical training and video-assisted training on brain death criteria. One group was trained theoretically and the other group used a video showing criteria for brainstem reflexes (pupil assessment, spontaneous breathing, corneal reflex, retching and coughing assessments) and deep tendon reflexes in a simulated patient, supported by animation. The data were collected before, immediately after and 3 months after the training using the Brain Death Criteria Knowledge Test, the Brain Death Case Test, and the Training Effectiveness Evaluation Form. The independent samples t-test, Mann-Whitney U test, Friedman test, Wilcoxon test, and Chi-square test were used for statistical analysis of data.
It was found that the knowledge scores of both groups immediately after training and 3 months after training were higher than before the training (p < .001). However, the post-training knowledge scores of the video-assisted training group were significantly higher than those of the theoretical training group (p = .011).
To enable intensive care nurses to identify brain death, video-assisted training with a simulated patient is recommended, as is repeating the training at regular intervals.
The simulated patient video-assisted training method can be used for in-service training to provide intensive care nurses with the ability to identify brain death. The training may be repeated at regular intervals (e.g., every 3 months) to increase nurse recall.
由于重症监护病房中被诊断为脑死亡的患者构成了器官移植的潜在尸体供体群体，因此重症监护病房是潜在的供体来源。密切监测患者的护士与医务人员合作，对脑死亡进行识别和早期诊断。护士在支持患者家属方面也发挥着重要作用。因此，护士了解脑死亡的诊断标准非常重要。
本研究旨在比较理论教育和视频辅助教育在培养重症监护护士识别脑死亡方面的效果。
这是一项于 2020 年 2 月至 5 月进行的随机、实验性研究，共有 50 名重症监护护士，分为视频辅助培训组和理论培训组各 25 名。在研究中，对重症监护护士进行了脑死亡标准的理论培训和视频辅助培训。一组接受理论培训，另一组使用模拟患者的视频展示脑干反射（瞳孔评估、自主呼吸、角膜反射、呕吐和咳嗽评估）和深腱反射的标准，并辅以动画。使用脑死亡标准知识测试、脑死亡病例测试和培训效果评估表在培训前、培训后立即和培训后 3 个月收集数据。采用独立样本 t 检验、Mann-Whitney U 检验、Friedman 检验、Wilcoxon 检验和卡方检验对数据进行统计分析。
发现两组培训后立即和培训后 3 个月的知识得分均高于培训前（p<0.001）。然而，视频辅助培训组的培训后知识得分明显高于理论培训组（p=0.011）。
为了使重症监护护士能够识别脑死亡，建议使用模拟患者的视频辅助培训，并定期重复培训。
模拟患者视频辅助培训方法可用于在职培训，使重症监护护士具备识别脑死亡的能力。培训可以定期（例如每 3 个月）重复，以提高护士的记忆。
