SESSION TYPE: Bronchoscopy and Interventional Procedures Posters
PRESENTED ON: Wednesday, October 24, 2012 at 01:30 PM - 02:30 PM
PURPOSE: Current practice in interventional pulmonology (IP) encompasses complex procedures that require a solid teamwork among team members including the IP nurse assistants (IPNA) and IP respiratory therapist assistants (IPRTA) to ensure an efficient workflow and patients' safety. However, there is currently no professional teaching platform that focuses on enforcing professionalism for specialized IPNA and IPRTA personnel.
METHODS: A collaborative effort by expert IP tutors from three international large academic teaching institutions, under School of Respirology, have supported this one day course, to encourage open, interactive discussion along with concise background clinical instructions. The emphasis (75%) of this one-day course was allocated for hands-on self-performance sessions by nurse course participants themselves forming teams, while assisting tutor IPs and each other, on simulation mannequins which included stop and go scenario performance e.g. in airway foreign body removal, transbronchial needle aspiration (TBNA) and management of massive hemoptysis.
RESULTS: Assessment by the twenty nurse course participants showed that 80% approved this competency educational initiative as an excellent open platform with full adherence to the requirements of modern competency education they currently need. Twenty percent indicated that an integrative course together with mandatory participation of their own IP physicians should become institutionalized. Seventy percent agreed that mandatory passing of a theoretical examination before participation and post-course official examination audited by the international IP tutors, should be enforced. Official diplomas by the IP educational School of Respirology would be much appreciated for their professional status. However, 80% also indicated that they fully realized that this one-day IP nurse is insufficient for their level of competency.
CONCLUSIONS: The results shown seem to match the necessity for synchronizing competency education with IP physicians, which should be organized by strong collaboration among the large academic teaching institutions to meet the modern requirements of competency education at all levels..
CLINICAL IMPLICATIONS: Current educational curriculum for IP assistants may be considered obsolete, and this incentive should be offered to fulfill the need and safeguard the competency of our IP assistants due to the many technical advancements and increasingly complex services offered to the high risk patients we currently encounter.
DISCLOSURE: The following authors have nothing to disclose: Linda Penninx, Cielito Caneja, Tawimas Shaipanich, Myles McKinnon
No Product/Research Disclosure InformationVU University Medical Center, Amsterdam, Netherlands