Investigating the effect of video-based training on adherence of surgical positioning standards: a randomized controlled trial.

BACKGROUND: The operating room is a high-risk environment where proper patient positioning is crucial for minimizing injury and ensuring optimal access to surgical sites. This process requires effective collaboration among surgical team members, particularly operating room nurses who play a vital role in patient safety. Despite advancements in technology, challenges such as pressure injuries persist, with a significant incidence rate. Video-based training (VBT) emerges as a promising educational tool, enhancing knowledge retention and fostering a learner-centered approach. This study aims to evaluate the impact of VBT on adherence to surgical positioning standards, highlighting its potential to improve safety protocols in the operating room. METHODS: In this clinical trial, 62 qualified operating room nurses (50 women, 12 men, average age: 28.90 ± 3.75 years) were randomly divided into control and intervention group (n = 31 in each group). The control group only received positioning recommendations, but in the intervention group, in addition to the recommendations, video-based surgical positioning training was performed for 1 month, at least 3 times a week. The performance of nurses in both groups was evaluated through a researcher-made checklist at baseline and post-intervention. RESULTS: Based on findings, there was no significant difference between the two groups in compliance with surgical positioning standards at baseline (p = 0.07). However, after the intervention, compliance scores significantly improved in the VBT group compared to the control group (p < 0.001). The VBT group showed a mean improvement of 62.12 points, while the control group improved by 10.77 points (p < 0.001). CONCLUSIONS: This preliminary study demonstrated a notable improvement in compliance with surgical positioning standards among operating room nurses following VBT intervention. Despite the promising results, the small sample size and preliminary nature of the research necessitate further studies to confirm these findings and assess long-term outcomes. These initial insights highlight the potential of innovative training methods in enhancing surgical practices.

[Re-engineering Ibode training]. / La réingénierie de la formation Ibode.

The operating theatre is a place dedicated to the cult of asepsis, which demands vigilance and discipline from the professionals who work there at all times. The scrub nurse plays an essential role in guaranteeing the quality and safety of care. In order to acquire the knowledge and skills needed to practice this specialty, a complementary post-graduate training program has been created. Over the years, this training has been regularly updated in response to technological developments and advances in surgery. Today, scrub nurse training is university-based.

Clinical trial on nurse training through virtual reality simulation of an operating room: assessing satisfaction and outcomes.

INTRODUCTION: Virtual reality (VR) provides a firsthand active learning experience through varying degrees of immersion. The aim of this study is to evaluate the use of VR as a potential tool for training operating room nurses to perform thoracic surgery procedures. METHODS: This is an open parallel-group randomized clinical trial. One group received basic formation followed by an assessment module. The experimental group received the same basic formation, followed by thoracic surgery training and an assessment module. RESULTS: Fifty-six nurses participated in the study (51 females), with a mean age of 41.6 years. Participants achieved a median evaluation mode score of 480 points (IQR = 32 points). The experimental group (520 points) achieved an overall higher score than the control group (440 points; P = .04). Regarding age, women in the second quartile of age among the participants (35-41 years) achieved significantly better results than the rest (P = .04). When we evaluated the results based on the moment of practice, exercises performed in the last 10 min obtained better results than those performed in the first 10 min (1064 points versus 554 points; P < .001). Regarding adverse effects blurred vision was the most frequent. The overall satisfaction rating with the experience was 8.5 out of 10. CONCLUSION: Virtual reality is a useful tool for training operating room nurses. Clinical trial with ISRCTN16864726 registered number.

Assessing Evidence-Based Practice in Operating Room Nursing Students: A Cross-Sectional Study in the Southwest of Iran.

Evidence-based practice (EBP) is a clinical decision-making process that is grounded in the utilization of the most reliable and up-to-date evidence. It involves utilizing resources and evidence to enhance patient management. The application of evidence-based decisions in patient care and education is of utmost importance in the performance of health sciences students. However, the emphasis on this concept among operating room nursing students has been lacking. Hence, the objective of this research is to assess the implementation of evidence-based practice among operating room nursing students studying in the operating room department at the Shiraz University of Medical Sciences in Iran. The study follows a descriptive, cross-sectional design, with a sample of 148 operating room nursing students selected through census sampling based on the student list. After obtaining informed consent, participants completed a demographic information form and the Rubin-Parrish evidence-based practice questionnaire. The data that were gathered underwent analysis through the utilization of SPSS version 22 software, employing descriptive statistics, T-tests, and Pearson correlation coefficient tests. The results revealed that the overall average score of evidence-based practice among the students exceeded the standard scores (172.66 ± 14.74). There was a significant association between the evidence-based practice score and prior familiarity with evidence-based practice, interest in the field of study, research experience, intention to participate in the Master's exam, and the participants' grade point average (GPA) (p < 0.05). These findings indicate that operating room nursing students displayed an average level of evidence-based practice, emphasizing the need for effective plans and strategies to improve their performance. Addressing the identified factors from this study becomes crucial in this regard.

Effect of Breathing Meditation Training on Nursing Work Quality, Occurrence Risk of Adverse Events, and Attention Level of Operating Room Nurses.

Objective: To explore the effect of breathing meditation training on nursing work quality, occurrence risk of adverse events, and attention level of operating room nurses. Methods: Taking the starting time of breathing meditation training of operating room nurses in our hospital in July 2020 as the dividing line, operating room nurses who implemented routine management from April 2020 to June 2020 were selected as the control group (n=30), and operating room nurses who carried out breathing meditation training from July 2020 to September 2020 were included in the intervention group (n=30). The emotional state [Hamilton Anxiety Scale (HAMA) score, Hamilton Depression Scale (HAMD) score], Mindfulness Attention Awareness Scale (MAAS) score, electrocardiogram indicators (blood pressure, pulse, and respiration), electroencephalogram indicators (SMR wave, ß wave, and θ wave EEG frequency), attention level (attention quotient, visual attention, and auditory attention), nursing work quality (health education, theoretical knowledge, nursing operation, and operating room management) and the number of reported adverse events were compared between the two groups before and after training. Results: After breathing meditation training, the intervention group's Hamilton Anxiety Rating Scale (HAMA) and Hamilton Depression Rating Scale (HAMD) scores were significantly reduced (P < .05), while the Mindfulness Attention Awareness Scale (MAAS) score was significantly increased (P < .05). ). In addition, blood pressure and respiratory rate were reduced in the intervention group (P < .05), with significant differences compared with the control group (P < .05). The SMR waves and beta waves in the intervention group increased (P < .05), while theta waves decreased (P < .05). Attention quotient, visual attention and auditory attention scores were improved in the intervention group compared with the control group (P < .05). The scores of health education, theoretical knowledge, nursing operations and operating room management of the intervention group after training were higher than those of the control group (P < .05). The intervention group reported a lower number of adverse events than the control group (74.42% vs. 25.58%). The application of breathing meditation training in special training for operating room nurses can effectively relieve negative emotions, enhance mindfulness scores, reduce blood pressure and respiratory rate, regulate brain wave frequency, improve attention status and quality of nursing work, and reduce the risk of adverse events. These outcomes may have a positive impact on improving the quality of nursing practice and patient care in the operating room. For operating room nurses, the negative emotional stress caused by sustained high levels of mental concentration may affect work efficiency and the entire surgical process. Breathing meditation training can enhance nurses' emotional resilience, thereby improving the efficiency and safety of operating room care. Conclusion: The application of breathing meditation training in the special training of operating room nurses can effectively alleviate negative emotions, enhance the mindfulness score, reduce blood pressure and respiratory rate, regulate brain wave frequency, improve the attention state and nursing work quality, and reduce the occurrence risk of adverse events. Future research should conduct longitudinal studies to evaluate the long-term effects of breathing meditation training on the quality of nursing work and the prevention of adverse events. Additionally, research could explore advanced neuroimaging techniques to gain structural insights, integrate meditation into existing training programs, tailor interventions for different healthcare settings, assess patient outcomes, explore technology-assisted meditation, and investigate interprofessional collaboration. Through these pathways, a more complete understanding of the impact and best integration of breath meditation in healthcare settings can be achieved, providing valuable insights into improving the well-being of healthcare professionals and potentially overall patient care and satisfaction.

Leveraging Academic-Clinical Partnerships to Create an Operating Room Nurse Pipeline.

This article describes an academic-clinical partnership program between a school of nursing and an American Nurse Credentialing Center Magnet®- and National Cancer Institute-designated Comprehensive Cancer Center based on a shared vision and multifaceted for optimal new graduate operating room (OR) recruitment and use of clinical partner resources. The program, now in its 3rd year, has a 100% retention rate among the cohorts. Implementing a multifaceted OR partnership program based on nursing theory is a strategy for workforce development to increase retention of new graduate OR nurses.

Nursing Students' Experiences Related to Operating Room Practice: A Qualitative Study.

PURPOSE: The purpose of this study was to examine the experiences of nursing students concerning operating room (OR) practice. DESIGN: A qualitative design was used in this study. METHODS: Data were collected from second-year nursing students using the semistructured interview form including open-ended questions about their OR experiences. Perspectives of phenomenological approach including existentials of lived body, lived relations, lived space, and lived time were used in data analysis. FINDINGS: The study data regarding experiences of nursing students concerning OR practice were organized under three themes, namely, "OR environment," "emotions," and "career plans after graduation." Nine subthemes emerged: educational experience, teamwork, and communication, excitement, enjoyment, anxiety, fear, different emotions, working as a surgical nurse, and working in departments other than OR. CONCLUSIONS: In clinical environments, student nurses should be supported by staff and instructors to facilitate learning and create meaningful learning experiences.

Conocimiento sobre asepsia, antisepsia y su práctica durante el transoperatorio, Hospital Escuela Universitario / Knowledge of aseptic and antisepsis and their practice during intraoperative procedures at Hospital Escuela Universitario

Las medidas de asepsia y antisepsia, son procedimientos efectivos de bajo costo en la prevención de infecciones intrahospitalarias; prácticas inadecuadas del personal constituyen un problema de salud pública. Objetivo: determinar el nivel de conocimiento y práctica en asepsia y antisepsia en personal de Sala de Operaciones, Bloque Materno Infantil, Hospital Escuela Universitario. Material y Métodos: estudio descriptivo, observacional, transversal; universo 82 personas, muestra 38 sujetos; se aplicó instrumento de observación y entrevista estructurada. Resultados: 26(68%) femenino, 12(32%) masculino, edad promedio 38 años; 16(42%) personas obtuvieron débil conocimiento, 3(8%) muy buen conocimiento; conocimiento promedio (64%), puntaje mínimo (13%), máximo (93%). Práctica lavado de manos; calificación excelente 28(74%), 6(16%) no se lavaron las manos, 21(55%) al ingresar al área quirúrgica y 11(29%) entre procedimientos. 17(45%) realizaron buen uso de indumentaria quirúrgica, 23(92%) realizaron excelente lavado quirúrgico, 13(93%) instrumentistas excelente colocación de bata estéril. 19(76%) realizaron excelente manejo de asepsia y antisepsia durante transquirúrgico. 14(100%) circulantes realizaron excelente práctica postquirúrgica. Se comparó conocimiento contra práctica, excelente práctica de lavado de manos 10(26%), pero escaso conocimientos y buena práctica de indumentaria quirúrgica, 2(5%) muy buen conocimiento, pero práctica regular en uso de indumentaria quirúrgica (p ≤ 0.001). 3(12%) con conocimiento débil, realizó práctica excelente en transquirúrgico. 2(14%) obtuvieron 100% en práctica posquirúrgica (p ≤ 0.001). Se encontró factor protector 60% y 40% factor de riesgo durante la práctica transoperatoria, IC 95%, RR: 0.4 (-0.3, 0.5) y RR: 0.6 (- 05, 0.8). Conclusión: hubo diferencias entre categorías de profesionales afectando el nivel de conocimiento y práctica de la técnica aséptica, factor de riesgo 40%. Se encontró que los que no tienen conocimiento y no practican las técnicas de asepsia, tienen 2.9 veces más probabilidad de riesgo, en relación al grupo que tiene conocimiento y realiza medidas de asepsia en el transoperatorio...(AU)

Establishing a Sustainable Training Program for Laparoscopy in Resource-Limited Settings: Experience in Ghana.

Background: Healthcare equipment funded by international partners is often not properly utilized in many developing countries due to low levels of awareness and a lack of expertise. A long-term on-site training program for laparoscopic surgery was established at a regional hospital in Ghana upon request of the Ghana Health Service and local surgeons. Objective: The authors report the initial 32-month experience of implementing laparoscopic surgery focusing on the trainees' response, technical independence, and factors associated with the successful implementation of a "new" surgical practice. Methods: Curricular structure and feedback results of the trainings for doctors and nurses, and characteristics of laparoscopic procedures performed at the Greater Accra Regional Hospital between January 2017 and September 2019 were retrospectively reviewed. Findings: Comprehensive training including two weeks of simulation workshops followed by animal labs were regularly provided for the doctors. Among the 97 trainees, 27.9% had prior exposure in laparoscopic surgery, 95% were satisfied with the program. Eleven nurses attained professional competency over 15 training sessions where none had prior exposure to laparoscopic surgery. Since the first laparoscopic cholecystectomy in February 2017, 82 laparoscopic procedures were performed. The scope of the surgery was expanded from general surgery (n = 46) to gynecology (n = 33), pediatric surgery (n = 2), and urology (n = 1). The volume of local doctors as primary operators increased from 0% (0/17, February to December 2017) to 41.9% (13/31, January to October 2018) and 79.4% (27/34, November 2018 to September 2019), with 72.5% of the cases being assisted by the expatriate surgeon. There were no open conversions, technical complications, or mortalities. Local doctors independently commenced endoscopic surgical procedures including cystoscopies, hysteroscopies, endoscopic neurosurgeries and arthroscopies. Conclusion: Sensitization and motivation of the surgical workforce through long-term continuous on-site training resulted in the successful implementation of laparoscopic surgery with a high level of technical independence.

Effect of an educational programme on the attitudes towards patient safety of operation room nurses.

BACKGROUND: A culture of patient safety is one of the cornerstones of good-quality healthcare, and its provision is one of the significant challenges in healthcare environments. AIM: The purpose of this study was to evaluate the effect of a surgical safety educational programme on the attitudes of nurses to patient safety in operating rooms (OR). DESIGN: An interventional one-group pre-/post-test design, which sought to measure changes in OR nurses' attitudes toward patient safety culture. METHODS: A simple random sampling technique was used to recruit 66 OR nurses working at six Royal Medical Service hospitals in Amman, Jordan. All participants took part in a 4-hour educational workshop. Pre-tests and post-tests were done. RESULTS: The results of this study showed that OR nurses' attitudes towards a culture of patient safety was originally negative; significant improvement after attending the programme was found (3.3 ± 0.20 versus 3.8 ± 0.30). There was a negative correlation between years of experience and nurses' attitudes towards patient safety. CONCLUSIONS: Incorporating courses about safety culture into continuing education programmes may improve nurses' attitudes towards patient safety. Nurses should be qualified to play an important role in creating a culture of patient safety.

The Impact of Critical Reflective Inquiry Education on Experienced Nurses' Insights Into Practice.

Successful succession planning necessitates use of innovative strategies to encourage and support knowledge recovery and transfer. This quality improvement project evaluated the impact of a critical reflective inquiry workshop on experienced nurses' insights into practice. Nurses assessed written clinical narratives using the Critical Reflective Inquiry Assessment Tool before and after the workshop. Guided reflection led by nursing professional development practitioners fostered insight into practice, which is an essential step in supporting knowledge transfer to novice nurses.

The evolving roles of Operating Department Practitioners in contemporary healthcare: A service evaluation.

A mixed method study was undertaken to capture quantitative and qualitative data in relation to the contemporary roles and skills of Operating Department Practitioners. The data provide evidence that Operating Department Practitioners take opportunities to widen their knowledge skills and practice, with over 37% of the sample completing a mentorship qualification and 14% having completed or studying towards a postgraduate or Master's Degree. The study provides evidence of the development in the roles of the Operating Department Practitioner and suggests that Operating Department Practitioners offer an eclectic mix of skills which are delivered in a variety of clinical settings. It is recognised that Operating Department Practitioners have the potential to further improve patient safety and service delivery in roles other than those historically associated with the profession.

Development and Evaluation of a Quick Response Code-Based Nursing Education Program for Operating and Recovery Room Nurses.

The purpose of this study was to develop and evaluate the effectiveness of a quick response code-based nursing education program to improve the competence of operation and recovery room nurses. An experimental methodological design was used to develop a quick response code-based nursing educational program and analyze its effects and nurses' satisfaction with its use. The quick response code-based nursing education program was developed in five steps based on the ADDIE model: analysis, design, development, implementation, and evaluation. The program was built on smartphones, and a Web site was linked to it. After testing the program for 40 days, nurses' attitudes toward various medical devices were significantly less negative. Nurses were able to use a large number of medical devices and were highly satisfied and willing to engage with the quick response code-based nursing educational program. In the context of nursing education, introducing educational content using quick response codes helps to improve nurses' knowledge and competence in providing high-quality nursing care and medical services.

Development and Feasibility Testing of a Device Briefing Tool and Training to Improve Patient Safety During Introduction of New Devices in Operating Rooms: Best Practices and Lessons Learned.

BACKGROUND: Introducing new surgical devices into the operating room (OR) can serve as a critical opportunity to address patient safety. The effectiveness of OR briefings to improve communication, teamwork, and safety has not been evaluated in this setting. METHODS: Ariadne Labs and Johnson and Johnson (J&J) collaborated to develop and assess an intervention including a Device Briefing Tool (DBT) and novel multidisciplinary team training for clinicians (surgeons and nurses) around the introduction of a new device in the OR. J&J sales representatives trained clinicians to use the DBT, a communication tool to improve patient safety when a new device is used for the first time. Surveys were administered to representatives (n = 10), surgeons (n = 15), and nurses (n = 30) at the baseline, after trainings, and after using the DBT in an operation at six different Thai hospitals. RESULTS: Familiarity with the Surgical Safety Checklist (SURGICAL SAFETY CHECKLIST) varied but increased post-training. Regarding trainings, 90% of representatives felt they very much or completely met all learning objectives but 50% felt only slightly prepared to train clinicians on using DBT. Post-training, clinician confidence in using a new device rose from 47 to 85%. Regarding the DBT, 90% of clinicians felt confident using it and reported they were very likely to use it in the future. Overall, over 90% of all clinicians and representatives felt safe having surgery in their hospitals. CONCLUSIONS: There is high acceptability and feasibility of the multidisciplinary trainings and the DBT among representatives and clinicians, albeit in a limited number of participants from a small number of institutions.

Trainability of Cricoid Pressure Force Application: A Simulation-Based Study.

BACKGROUND: Aspiration of gastric contents is a leading cause of airway management-related mortality during anesthesia practice. Cricoid pressure (CP) is widely used during rapid sequence induction to prevent aspiration. National guidelines for CP suggest a target force of 10 N before and 30 N after loss of consciousness. However, few studies have rigorously assessed whether clinicians can be trained to consistently achieve these levels of force. We hypothesized that clinicians can be trained effectively to deliver 10-30 N during application of CP. METHODS: Clinicians (attending anesthesiologist, anesthesiology residents, certified registered nurse anesthetists, or operating room nurses) applied CP on a Vernier force plate simulator with measurements taken at 4 time points over 60 seconds, 2 measurements before and 2 measurements after loss of consciousness. A successful cycle required all 4 time points to be within the target range (10 ± 5 and 30 ± 5 N, respectively). After baseline assessment (n = 100 clinicians), a subset of 40 participants volunteered for education on recommended force targets, underwent self-regulated practice, and then performed 30 1-minute cycles of high-frequency simulation analyzed by cumulative sum analysis to assess their change in performance. RESULTS: At baseline, 5 cycles (1.3% [confidence interval {CI}, 0.3%-2.50%]) out of 400 were successful. Performance improved after education and self-regulated practice (16% successful cycles [CI, 7.8%-25%]), and performance during the last 4 of 30 cycles was 45% (CI, 33%-58%). The odds of success increased over time (odds ratio, 1.1; P < .001). By cumulative sum analysis, however, no subject crossed the h0 line, indicating that no one achieved proficiency of the predefined target forces. CONCLUSIONS: At baseline, performance was poor at achieving target forces specified by national guidelines. Simulation-based training improved the success rate, but no participant achieved the predefined threshold for proficiency.

The effect of an empathy role-play program for operating room nursing students.

PURPOSE: The purpose of this research was to investigate the effect of a role-playing training program for empathetic communication with patients on empathy scores of operating room nursing students. METHODS: This clinical trial was carried out on 77 operating room nursing students from the first to the fourth years studied in the School of Nursing and Midwifery at Isfahan University of Medical Sciences in the academic year 2017-2018. The intervention administered on the experimental group included a 12-hour training program with the theme of expressing empathy to patients using a role-playing technique. The Jefferson Scale of Empathy-Health Profession Students' Version was completed before, immediately after, and one month after the intervention by the samples. Comparison analysis was done among three stages. RESULTS: Comparing the total mean empathy scores before intervention in the control group and the experimental one did not reveal a significant difference (P=0.50); however, the total mean empathy scores in the experimental group, immediately after and one month after the intervention, was higher than that in the control group (P<0.001). CONCLUSION: Empathy training through a role-playing technique was effective on improving the empathy scores of operating room nursing students and it also highlighted the fact that empathy could be promoted by education. Making changes in educational curriculum of operating room nursing students was indispensable in order to make them familiar with the concept of empathy in operating room.

Academic-Practice Partnerships to Reduce the Shortage of Operating Room Nurses.

The operating room (OR) is a unique practice environment for nurses; however, many baccalaureate nursing programs no longer include OR nursing in the curriculum. This is unfortunate because many ORs in the United States are experiencing shortages of nurses. This article describes 3 types of academic-practice partnerships by which nursing students can experience the OR environment. Specific learning opportunities in this area lead to more successful transition into practice for new graduates who select the OR as a career choice.