Background:

In the wake of the coronavirus disease 2019 (COVID-19) pandemic, hospital resources have been stretched to their limits. We introduced an innovative course to rapidly on-board a group of non-intensive care unit (ICU) nurse practitioners as they begin to practice working in a critical care setting.

Objective:

To assess whether a brief educational course could improve non-ICU practitioners’ knowledge and comfort in practicing in an intensive care setting.

Methods:

We implemented a multi-strategy blended 12-week curriculum composed of bedside teaching, asynchronous online learning and simulation. The course content was a product of data collected from a targeted needs assessment. The cognitive learning objectives were taught through the online modules. Four simulation sessions were used to teach procedural skills. Bedside teaching simultaneously occurred from critical care faculty during daily rounds. We assessed learning through a pre and post knowledge multiple choice question (MCQ) test. Faculty assessed learners by direct observation and review of clinical documentation. We evaluated learner reaction and comfort in critical practice by comparing pre and post surveys.

Results:

All 7 NPs were satisfied with the course and found the format to work well with their clinical schedules. The course also improved their self-reported comfort in managing critically ill patients in a medical ICU. There was an increase in the mean group score from the pre-to the post-course MCQ (60% vs 73%).

Conclusions:

The COVID-19 Critical Care Course (CCCC) for NPs was implemented in our ICU to better prepare for an anticipated second surge. It focused on delivering practical knowledge and skills as learners cared for critically ill COVID-19 patients. In a short period of time, it engaged participants in active learning and allowed them to feel more confident in applying their education.

中文翻译：

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应对大流行的快速重症监护病房入职

背景：

在 2019 年冠状病毒病 (COVID-19) 大流行之后，医院资源已达到极限。我们为一组非重症监护病房 (ICU) 执业护士在开始在重症监护环境中练习工作时引入了创新课程。

客观的：

评估简短的教育课程是否可以提高非 ICU 从业者在重症监护环境中执业的知识和舒适度。

方法：

我们实施了由床边教学、异步在线学习和模拟组成的多策略混合的 12 周课程。课程内容是从有针对性的需求评估中收集的数据的产物。通过在线模块教授认知学习目标。四个模拟课程用于教授程序技能。重症监护教师在每天轮班期间同时进行床边教学。我们通过前和后知识多项选择题 (MCQ) 测试来评估学习。教师通过直接观察和审查临床文件来评估学习者。我们通过比较前后调查来评估学习者在批判性实践中的反应和舒适度。

结果：

所有 7 名 NP 都对该课程感到满意，并发现该格式与他们的临床日程安排相得益彰。该课程还提高了他们自我报告的在医疗 ICU 中管理重症患者的舒适度。从课前到课后 MCQ 的平均组分数有所增加（60% 对 73%）。

结论：

在我们的 ICU 中实施了针对 NP 的 COVID-19 重症监护课程 (CCCC)，以更好地为预期的第二次激增做好准备。它侧重于在学习者照顾重症 COVID-19 患者时提供实用知识和技能。在很短的时间内，它让参与者参与了主动学习，让他们对应用他们的教育更有信心。