Abstract
Introduction
Pediatric port access can be challenging in the emergency department; however, it
must be performed promptly and safely. Port education for nurses traditionally includes
procedural practice on adult-size, tabletop manikins, which lacks the situational
and emotional aspects inherent in pediatrics. The purpose of this foundational study
was to describe the knowledge and self-efficacy gain from a simulation curriculum
that promotes effective situational dialogue and sterile port access technique, while
incorporating a wearable port trainer to enhance simulation fidelity.
Methods
An educational intervention impact study was conducted using a curriculum integrating
a comprehensive didactic session with simulation. A unique element included a novel
port trainer worn by a standardized patient, along with a second actor portraying
a distressed parent at the bedside. Participants completed precourse and postcourse
surveys on the day of simulation and a 3-month follow-up survey. Sessions were video
recorded for review and content analysis.
Results
Thirty-four pediatric emergency nurses participated in the program and demonstrated
an overall increase in knowledge and self-efficacy with port access that was sustained
at the 3-month follow-up. Data revealed positive feedback regarding the participants’
simulation experience.
Discussion
Effective port access education for nurses requires a comprehensive curriculum integrating
procedural aspects and situational techniques to address the components of a true
port access experience involving pediatric patients and families. Our curriculum successfully
combined skill-based practice with situational management, and promoted nursing self-efficacy
and competence with port access in the pediatric population.
Key words
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Biography
Denise Downey, Member, Mayflower Chapter, is Nursing Professional Development Specialist, Emergency Services, Boston Children’s Hospital, Boston, MA. Twitter: @DDowneyRN. ORCID identifier: https://orcid.org/0000-0002-7974-9764.
Biography
Kelsey Graber is PhD Student, Center for Research on Play in Education, Development, and Learning, University of Cambridge, Cambridge, UK. ORCID identifier: https://orcid.org/0000-0001-5238-4251.
Biography
Debra Lajoie is Director, Nursing Research Medical, Surgical, Behavioral Health and Emergency Programs, Boston Children’s Hospital, Boston, MA. ORCID identifier: https://orcid.org/0000-0001-6192-8345.
Biography
Lori Newman is Director of Professional Development in Education, Assistant Professor of Pediatrics, Harvard Medical School, Boston Children’s Hospital, Boston MA. ORCID identifier: https://orcid.org/0000-0002-2440-1998.
Biography
Peter Weinstock is Executive Director, Immersive Design Systems, Senior Associate, Critical Care Medicine, Chair in Pediatric Simulation, Associate Professor, Harvard Medical School, Boston Children’s Hospital, Boston, MA. ORCID identifier: https://orcid.org/0000-0002-4425-3232.
Article info
Publication history
Published online: March 03, 2023
Publication stage
In Press Corrected ProofIdentification
Copyright
© 2023 Emergency Nurses Association. Published by Elsevier Inc. All rights reserved.
