Objective: Despite evidence-based guidelines, SpO maintenance-related practices of care providers remain inconsistent. Our aim was to evaluate the impact of interprofessional learning workshops, bedside coaching, and neonatal intensive care unit (NICU) level enablers on targeted behavioral change of NICU staff, focusing on SpO maintenance.
Methods: NICU is a specialized area of the hospital with sophisticated monitors where multidisciplinary staff provide round-the-clock care for sick and preterm infants. As a subset of a quality improvement project to improve SpO maintenance and reduce desaturation events, three targeted evidence-based staff behaviors were deemed as important based on established capability-opportunity-motivation-behavior and theoretical domains framework models: setting SpO alarm limits, using SpO alarm management algorithms, and reporting daily summaries of SpO during rounds. We conducted interprofessional workshops, provided bedside coaching, and altered unit NICU processes (guidelines, automated SpO histogram printouts, defined staff standard work) and measured demonstrable changes in staff reaction, learning, and behaviors by direct observation of behaviors and survey questionnaires.
Results: Two hundred and seventy-five (87%) and 210 (80%) of NICU staff attended workshops and received bedside coaching, respectively. The proportion of staff expressing satisfaction with workshop and bedside coaching was 85% and 82%, respectively. The proportion of staff reporting improvement in their knowledge and confidence related to SpO maintenance increased significantly following the workshop. Targeted behaviors related to SpO maintenance like setting appropriate alarm limits, adhering to SpO management algorithm, and reporting daily SpO summaries during rounds increased from 80% to 96%, 0% to 64%, and 20% to 70%, respectively.
Conclusion: Focused behavioral change interventions aimed at improving staff capability, opportunity, and motivation resulted in a demonstrable change in targeted staff behaviors related to SpO maintenance. Further research is needed to establish ways of optimizing intended staff behaviors while implementing care bundles in a given setting.
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http://dx.doi.org/10.29390/cjrt-2021-075 | DOI Listing |
J Infus Nurs
November 2024
Author Affiliations: Albert Einstein College of Medicine, Bronx, New York (Schechter); Division of Hospital Medicine, Department of Medicine (Baron, Galen, Southern ), and Department of Radiology (Gohari), Albert Einstein College of Medicine and Montefiore Medical Center, Bronx, New York.
Adv Med Educ Pract
October 2024
Medical School, St George's, University of London, London, UK.
Ultrasound J
October 2024
Division of Pulmonary and Critical Care Medicine, Mayo Clinic, Rochester, MN, USA.
Background: Traditionally, ultrasound skills have been taught through a one-on-one approach, where instructors physically guide learners' hands at the bedside or in the workshop. However, this method is frequently challenged by scheduling and cost limitations. Our objective was to create a tele-education model for point-of-care ultrasound training and evaluate its effectiveness and its impact on learners' perceived workload compared to conventional education and self-directed learning methods.
View Article and Find Full Text PDFJ R Coll Physicians Edinb
December 2024
Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
In medical training and practice, our professional attributes, attitudes, perceptions, character traits and identities are fundamentally shaped by our lived experiences and observations in clinical and para-clinical settings instead of being inculcated through formal curriculum or classroom teaching. For instance, clinical acumen, communication skills and bedside manners are learnt through role modelling and experiential learning in the course of clinical rotations. Likewise, one's attitudes, professional behaviours and inclinations are often also influenced by direct/indirect observations of the actions of others in the medical fraternity in various clinical and non-clinical settings.
View Article and Find Full Text PDFPediatr Res
October 2024
Department of Pediatrics, Emory University School of Medicine, Atlanta, GA, USA.
Background: Mother's voice is a salient auditory stimulus commonly experienced during early development; after birth, characteristic acoustic modulations of mothers' infant-directed speech (IDSpeech) and singing (IDSinging) contribute to neurodevelopment. For preterm infants, early separation leads to decreased exposure to mother's voice; the impact on maternal ability to produce IDSpeech/IDSinging and infant perception of mother's voice is unknown.
Methods: Fifty mother/preterm-infant dyads were enrolled in this prospective cohort study.
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