Peter Jessica, Moser Chandler H, Karne Vidyadhari, Stanley Stanola, Wilson Helen, Maragos Carol S, Stokes Jacqueline, Mattare Kathryn, Turner Laurie, Brenner Michael J, Pandian Vinciya
Department of Nursing Faculty, Johns Hopkins University School of Nursing, Baltimore, Maryland, United States.
Center for Nursing Science and Clinical Inquiry, Madigan Army Medical Center, Joint Base Lewis-McChord, WA, United States.
Tracheostomy. 2024;1(2):16-26. Epub 2024 Jun 30.
To evaluate an educational intervention to promote confidence, knowledge, and skills in tracheostomy tube change among nursing students.
The study, conducted at the at the Johns Hopkins Center for Immersive Learning and Digital Innovation, enrolled nursing students without prior experience in tracheostomy tube change. The intervention included a pre-recorded presentation, faculty demonstrations with a Tracheostomy Care Training Simulation Model, and participant practice demonstrating skills. Primary outcomes included confidence, knowledge, and competency with tracheostomy tube changes. Secondary outcomes included number of attempts required to achieve competency and time required per attempt. The study followed STROBE guidelines with repeated measure design.
Participants in the study (n=50) had a mean age of 30 years, were predominantly female (83%) with a bachelor's degree (76%), most often in the third semester of nursing school (45%). Participants showed a mean improvement of 3.58 points out of five (SD: 0.56, P<0.001) across 11 pre- and post-test items. Every confidence assessment improved, with the largest increase in assessing tube placement. Knowledge assessments improved across all eight test items in the first test-retest interval, showing an improvement of 1.14 points out of five (SD: 0.89, P<0.001). Competency assessment improved in the first test-retest interval of 1.01 points out of five (SD: 0.65, P<0.001). On serial assessments, time to complete tracheostomy tube change decreased from 2.39 to 0.60 minutes. Faculty deemed 95% of participants competent after only one skill testing iteration.
An educational intervention, combining digital presentations with interactive faculty-led simulations and practical skill assessments, successfully elevated nursing students' confidence, knowledge, and competency in tracheostomy tube changes.
评估一项教育干预措施，以提高护理专业学生在气管切开套管更换方面的信心、知识和技能。
该研究在约翰霍普金斯沉浸式学习与数字创新中心进行，招募了此前没有气管切开套管更换经验的护理专业学生。干预措施包括预先录制的演示文稿、教师使用气管切开护理培训模拟模型进行的示范，以及参与者展示技能的实践操作。主要结果包括气管切开套管更换的信心、知识和能力。次要结果包括达到能力所需的尝试次数和每次尝试所需的时间。该研究遵循STROBE指南采用重复测量设计。
参与研究的人员（n = 50）平均年龄为30岁，主要为女性（83%），拥有学士学位（76%），大多数处于护理学院第三学期（45%）。在11项测试前和测试后的项目中，参与者平均提高了3.58分（满分5分，标准差：0.56，P < 0.001）。每次信心评估均有所提高，其中评估套管位置的提高幅度最大。在第一次重测间隔期间，所有八项测试项目的知识评估均有所改善，满分5分提高了1.14分（标准差：0.89，P < 0.001）。在第一次重测间隔期间，能力评估满分5分提高了1.01分（标准差：0.65，P < 0.001）。在系列评估中，完成气管切开套管更换的时间从2.39分钟降至0.60分钟。仅经过一次技能测试迭代后，教师就认为95%的参与者具备能力。
一项将数字演示与教师主导的互动模拟和实践技能评估相结合的教育干预措施，成功提高了护理专业学生在气管切开套管更换方面的信心、知识和能力。
