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Acute staffing deficiencies pose a challenge for hospitals because shortages can negatively impact patient safety. The purpose of this study was to examine the most effective staff recall system (SRS) for Certified Registered Nurse Anesthetists (CRNAs) during times of acute staffing deficiencies, whether from unforeseen emergencies or mass call outs. A preposttest design was used to explore the efficacy of the hospital's current CRNA SRS compared to a newly developed short message system (SMS) Acute Staffing Deficiency Recall Plan. Two 60-minute simulation drills were conducted to test the two systems with a convenience sample of 317 CRNAs. Data were gathered related to CRNAs: contacted, availability, and length of time to contact. Surveys were utilized pre/ post to evaluate knowledge, confidence, and self-efficacy regarding the recall systems. During the first simulation drill, 26% of CRNAs were contacted and 19% confirmed availability within 60 minutes using the standard CRNA SRS. During the second simulation, 86% of the CRNAs were contacted and 38% confirmed availability using the SMS messaging system within 60 minutes (P < .00001 and P < .0001 respectively). The SMS messaging improved CRNA contact by 60% and availability improved by 19% over the standard SRS. [ABSTRACT FROM AUTHOR]

Nursing students have limited opportunities to build team leader skills during their clinical experiences, leaving a practice gap. Senior nursing students participated in a competency-based education unit and a simulation-based learning experience incorporating team leader skills. Presurvey and postsurvey data were collected using the Self-Confidence and Comfort with Utilizing a Standardized Handoff Communication Tool. Participants who completed both surveys were analyzed (n = 85). Statistically significant improvements were found on 14 of the 19 survey items. Results suggest the effectiveness of using competency-based education and simulation-based learning experience to help nursing students build confidence and comfort in team leader skills. [ABSTRACT FROM AUTHOR]

A usability study of a Virtual Reality Sterile Urinary Catheter Insertion Game (VR SUCIG) was conducted to understand user needs in regards to this game. Background: Learning and retention of psychomotor skills in health care is essential to safe clinical practice. Bauman suggests games are most useful when they are part of a layered-learning approach; in other words, they support various forms of learning and serve as cognitive aids (Bauman et al., 2014). Intervention: The VR Sterile Urinary Catheter Insertion Game (VRSUCIG) was created by nurses and a computer gaming developer to provide nursing students with a cost-effective way to practice sterile catheter insertion skills in a systematic, evidence-based manner. A usability study and user reaction survey were conducted to gain a deep understanding of user's needs. Methods: Three hundred nursing students, from 9 US nursing schools participated. Participants played the VR SUCIG and completed the System Usability Scale (SUS) and a User Reaction Survey (URS). Results: The SUS for the 2nd generation of the VR SUCIG was 57, or medium usability. The URS demonstrated the game motivated them to keep practicing. The VR SUCIG promoted repetitive practice of the skill and visually accentuated the concept of sterility. Conclusions. User reactions indicate that nursing students were eager and excited to utilize this technology. Usability scores indicate further refinement of technology is needed. [ABSTRACT FROM AUTHOR]

Background: Phlebotomy blood loss resulting in hospital-acquired anemia remains a significant problem in the critically ill population. A quality improvement project focused on decreasing phlebotomy blood loss and increasing nursing knowledge regarding blood conservation strategies was undertaken in the intensive care unit of a community hospital. Methods: The project followed a quasi-experimental design. Data were gathered using electronic chart review and surveys before and after educational sessions. Intensive care unit nurses attended educational sessions focused on increasing knowledge regarding phlebotomy blood loss, hospital-acquired anemia, blood conservation strategies, and utilization of blood conservation devices. Results: The study showed a statistically significant increase in nursing knowledge regarding hospital-acquired anemia, phlebotomy blood loss, and blood conservation device use (P < .001) and a statistically significant change in blood conservation device application practice in the posteducation period when compared with the preeducation period (P = .016). Conclusion: The findings of this project support the added value of dedicated blood conservation education to nurses to promote increased knowledge, increased blood conservation device utilization, and decreases in phlebotomy blood loss. [ABSTRACT FROM AUTHOR]