پروتکل های ارگونومیک برای انتقال بیمار که می تواند به موفقیت تدریس با استفاده از روش های شبیه سازی منجر شود
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|8296||2012||12 صفحه PDF||سفارش دهید||محاسبه نشده|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Clinical Simulation in Nursing, Volume 8, Issue 1, January 2012, Pages e3–e14
Introduction Nursing personnel injury related to patient transfer is epidemic, and reduction of injury rates is a national priority. Hierarchical task analysis (HTA) was chosen to address this issue. Method HTA methods were used to create an optimum task set and protocol which consisted of Internet-based education, simulation practice, and debriefing. Participants (N = 71) were randomly assigned to teams to perform simulated transfers. Pre- to postintervention transfer success was evaluated by ergonomic experts. Results Each team improved significantly from pre- to postintervention (N = 19), with every protocol step demonstrating improvement (N = 10). Interrater reliability of the evaluation instrument was calculated (.43–.83). Conclusion Simulation was used successfully to improve transfer success. This approach shows promise in reduction of transfer-related nursing injury.
Nursing personnel injury related to patient transfer is epidemic, and reduction of injury rates is a national priority. Hierarchical task analysis (HTA) was chosen to address this issue.
نتیجه گیری انگلیسی
The use of hierarchical task analysis methodology supported achievement of study aims. Hierarchical task analysis can be used as a means of analyzing a specific health care intervention (patient transfer) with deconstruction of the process into distinct components. Through a multistep process based on methods described by Annett et al., 1971, Annett et al., 2000 and Stanton, 2006, and Shepherd (1998), a patient transfer protocol was derived and validated. The validation process included achieving expert consensus, referencing steps to their evidence-based rationale, and performing structured clinical observations with ongoing feedback to the expert development panel for final refinement of the protocol. The patient transfer protocol was then used to formularte a simulation intervention incorporating online curricular support materials, simulated manikin transfers, and structured debriefing. Every participant team demonstrated pre-to-postintervention improvement in transfer skill. In addition, improvement occurred in every patient transfer protocol step. The patient transfer protocol rating checklist was programmed into two data collection tools: the Laerdal SimMan software and the HP iPAQ PC. The use of two separate data collection tools proved valuable and efficient in generating interrater reliability statistics. Interrater reliability indicated substantial agreement between ratings of experts and nonexperts. It was important to evaluate the mobility and utility of the HP iPAQ PC tool during the simulation intervention. A mobile and effective tool is needed for clinical observations that will help to establish whether patient transfer skills learned in the simulation lab can be applied and measured in clinical practice.