The purpose of this quality improvement project was to determine whether a 4-hour Certified Registered Nurse Anesthetist (CRNA) preceptor workshop would significantly increase staff CRNA preceptors' satisfaction, confidence, and/or comfort, to better prepare CRNAs to precept. A review of the literature, interviews with experienced CRNA preceptors, and a needs assessment survey were completed and used to develop the workshop's curriculum. For evaluation of the impact of this quality improvement project, attendees were asked to complete preworkshop and postworkshop surveys. Because scores were skewed, the significance of the differences from presurvey to postsurvey was determined with the Wilcoxon signed-rank test for the median difference. The median for all scores increased significantly from presurvey to the postsurvey. Because 94% of attendees had never attended a CRNA preceptor education course and 82% had never participated in any type of preceptor education or preparation, the results from this project suggest that this program fulfilled an unmet need for CRNA preceptors at this institution.
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Nurs Educ Perspect
September 2024
About the Authors The authors are faculty at The University of Alabama at Birmingham School of Nursing, Birmingham, Alabama. Susan P. McMullan, PhD, CRNA, CNE, CHSE, FAANA, FAAN, is an associate professor. Kaitlen O. Woodfin, DNP, CRNA, CHSE, is an instructor. Ryan Richey, DNP, CRNA, CHSE, is an instructor. Amy Yerdon, DNP, CRNA, CNE, CHSE, is an assistant professor. For more information, contact Dr. McMullan at
Advanced practice registered nursing (APRN) educational programs require students to complete many hours of clinical education to prepare them for their role. This article outlines the process of developing a novel nurse anesthesia preceptor training program that could be implemented by any graduate APRN program. Preceptors' requests for specific information about how to best educate students served as a catalyst to develop a customized preceptor training program tailored to the needs of the program, the preceptors, and students to optimize clinical education and improve quality of care.
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April 2023
a clinical anesthetist at Ascension St. Vincent's East Acute Care Hospital, Birmingham, Alabama, and an Adjunct Clinical Instructor, University of Alabama at Birmingham, School of Nursing, Birmingham, Alabama. Email:
Entrustable professional activities (EPAs) are the tasks or responsibilities which can be entrusted to a learner competent in that task to allow for unsupervised practice. The concept of EPAs is well documented in medical education literature, but only recently in nursing education. A paucity of literature exists on the application of an EPA framework specifically in nurse anesthesia.
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February 2023
is an orthopedic spine surgeon at Connecticut Orthopedics. He serves as the Associate Chief of Orthopedics at Yale New Haven Hospital, New Haven, Connecticut. Email:
Currently, there are approximately 1.62 million instrumented spinal surgeries performed each year in the United States. Complex procedures such as wide exposures and composite osteotomies, compounded by the spine's extensive vascular network, often result in major blood loss and increased fibrinolysis.
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December 2022
is a Nightingale Professor in honor of Nursing Veterans, Emerita, Director, RWJF Future of Nursing Scholars Program, University of Pennsylvania School of Nursing. Email:
The clinical learning environment is essential for student registered nurse anesthetists (SRNAs) to develop intricate clinical knowledge and acquire proficiency in technical skills required for anesthetic care. The perioperative experience of an SRNA can differ greatly based on the program, preceptor, hospital rotation, or geographic location. This literature review synthesizes the historical and current state of certified registered nurse anesthetist (CRNA)/SRNA preceptorship in the clinical setting.
View Article and Find Full Text PDFAANA J
June 2021
is a clinical professor in the Department of Systems, Population and Leadership and a simulation consultant in research, discovery, and innovation at the University of Michigan School of Nursing, Ann Arbor. She teaches in the area of leadership, quality and safety, and simulation-based learning. Her program of research is in using simulation-based methods to improve patient safety.
A pilot study was conducted to compare student academic performance and course satisfaction with the flipped classroom (a type of blended learning) and casebased learning in a graduate nurse anesthesia program. Quiz, test, and student satisfaction survey scores from a neuroanesthesia principles course were compared between 2 first-year nurse anesthesia student cohorts taught in a flipped classroom with case-based learning (n=17) vs traditional lecture-based classroom (n=19). Mean preclass and postclass quiz scores (SD) improved significantly in both the flipped classroom (8.
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