Assistant Professor, Departments of Emergency Medicine and Pediatrics, New York University Langone Health.
Clinical Associate Professor, Departments of Emergency Medicine and Pediatrics, New York University Langone Health.
MedEdPORTAL. 2024 Oct 8;20:11445. doi: 10.15766/mep_2374-8265.11445. eCollection 2024.
Family presence during pediatric medical resuscitation has myriad benefits. However, there is significant heterogeneity in provider acceptance and implementation of the family support role. We designed this curriculum to teach all members of the health care team best practices in the Family Presence Facilitator (FPF) role during pediatric medical resuscitations.
We applied Kern's six-step approach to develop an FPF curriculum comprising didactic and interactive elements, along with training for simulated participants. We implemented the curriculum through (a) live sessions (30-minute didactic or 90-minute workshop) for learners; (b) a 20-minute asynchronous version of the didactic curriculum for self-directed learning; and (c) a 1-hour, monthly, in situ simulation curriculum in a pediatric emergency department setting. Curriculum evaluation surveys queried self-reported engagement, satisfaction, relevance, confidence, commitment, knowledge, skills, and attitudes in a retrospective pre/post format.
We collected data from 153 learners, including attendings, fellows, residents, advanced practice providers, medical students, and child life specialists, between October 2022 and September 2023. Only 22% of participants had received similar prior training. One hundred percent of learners found the curriculum enjoyable and engaging; learners also agreed the curriculum improved their knowledge and skills in providing empathetic and respectful communication (99%); nonspeculative, clear information (100%); and nonverbal support (99%). Of respondents, 100% believed the curriculum would improve the patient care experience.
Facilitating family presence during pediatric medical resuscitations is a crucial skill. Our curriculum improves self-reported confidence, knowledge, and skills among interprofessional learners. Next steps include expanding this curriculum beyond the pediatric setting.
在儿科医疗复苏过程中让家属在场有很多好处。然而，提供者对家属支持角色的接受和实施存在显著的异质性。我们设计了这个课程，旨在教授医疗团队的所有成员在儿科医疗复苏期间担任家庭支持协调员（FPF）的最佳实践。
我们应用 Kern 的六步方法开发了一个包含理论和互动元素的 FPF 课程，以及针对模拟参与者的培训。我们通过以下方式实施课程：（a）为学习者提供现场课程（30 分钟的理论或 90 分钟的研讨会）；（b）为自学提供 20 分钟的理论课程异步版本；（c）在儿科急诊环境中每月进行 1 小时的现场模拟课程。课程评估调查以回顾性前后格式询问自我报告的参与度、满意度、相关性、信心、承诺、知识、技能和态度。
我们在 2022 年 10 月至 2023 年 9 月期间收集了 153 名学习者的数据，包括主治医生、研究员、住院医师、高级执业医师、医学生和儿童生活专家。只有 22%的参与者接受过类似的先前培训。100%的学习者认为课程有趣且参与度高；学习者还认为课程提高了他们在提供富有同情心和尊重的沟通（99%）、非推测性、明确信息（100%）和非言语支持（99%）方面的知识和技能。100%的受访者认为该课程将改善患者的护理体验。
促进儿科医疗复苏过程中的家属在场是一项至关重要的技能。我们的课程提高了跨专业学习者自我报告的信心、知识和技能。下一步包括将该课程扩展到儿科环境之外。
