Improving Anesthesia Non-Technical Skills in Nurse Anesthetists Through an Online Workshop
Melanie Schutt, DNP-c
Seventy percent of critical errors in anesthesia result from poor provider anesthesia non-technical skills (ANTS) indicating a critical need to examine alternative methods promoting ANTS. This Doctor of Nursing Practice (DNP) project examined the impact of an online educational ANTS workshop created for New York Certified Registered Nurse Anesthetists (CRNAs) who precept student registered nurse anesthetists (SRNAs). Lewin’s Theory of Planned Change was the theoretical framework. CRNAs were recruited using convenience snowball sampling through professional Facebook pages and the University at Buffalo LISTSERV. An online pre-workshop survey (n = 38), followed by an online self-guided workshop, focused on current ANTS information including the current definition, clinical implications, the perioperative role, and the importance of CRNAs training SRNAs about ANTS. A post-educational survey was administered immediately following the workshop (n = 29) and again one month later (n = 22). Data were analyzed using a one-way ANOVA rank test and chi square test of independence. Following the educational workshop, there was a statistically significant decrease in CRNAs’ perceived effectiveness in training SRNAs’ ANTS (p = 0.003). CRNAs perception of the importance of ANTS in non-crisis situations was statistically significant, increasing over time (p = 0.003 & p = 0.001). Forty percent of CRNAs reported personalities as a perioperative ANTS barrier. Knowledge was not perceived as a factor contributing to ANTS deficits. ANTS barriers reported by the CRNAs pointed toward the culture in the perioperative period. Introducing a no blame environment may increase the use of ANTS and improve patient outcomes.
Keywords: Certified registered nurse anesthetists (CRNAs), student registered nurse anesthetist (SRNA), anesthesia non-technical skills (ANTS), education
Full text available: https://ubir.buffalo.edu/xmlui/handle/10477/81348
Development of an Online Preceptor Workshop for the DNP Nurse Anesthesia Program Recruitment and Retention
Alexis Stachowski, DNP-c
The purpose of this Doctor of Nursing Practice (DNP) project was to develop an evidence-based online preceptor workshop for Certified Registered Nurse Anesthetist (CRNA) clinical preceptors to improve their communication skills, teaching strategies, and clinical education consistency with Student Registered Nurse Anesthetists (SRNAs). Knowles Theory of Adult Learning served as the theoretical framework. A webpage was created through web press to host the online workshop. A 20-item pre-educational survey, a 20-item post-educational survey, and a 24-item one-month follow up survey were developed and distributed through SurveyMonkey. A Likert scale was used to measure preceptor responses. A RM-ANOVA was used to measure the means for each item. A total of 37 CRNAs participated in the pre-workshop survey, 28 CRNAs completed the workshop and post-workshop survey, and 20 CRNAs completed the one-month follow up survey. Significant results were noted for the question “please rate your comfort level with conflict management and resolution with SRNAs.” Mauchly’s test of sphericity assumption was x2 (2)= (2.594), p=.273. Test within subjects showed [F (1,16) = 6.054, p = 0.026]. Statistically significant results were also noted for the question “I feel I Provide a formal debriefing of SRNAs performance at the end of every clinical day.” Paired T-test showed significant results from pre-workshop (M=1.70, SD=1.08) and post-workshop survey reflections (M=1.15, SD=0.67) conditions t(19) =2.24, p=0.37. The educational intervention showed a positive impact on clinical preceptor’s communication skills and clinical education consistency. Future research should include a needs assessment survey focusing on perceived CRNA preceptor education needs.
Keywords: CRNA, preceptor, preceptorship, nurse anesthesia, clinical education
Full text available: https://ubir.buffalo.edu/xmlui/handle/10477/81350