Innovative Education of Central Line Dressing Change and Maintenance with Simulation

 

Innovative Education of Central Line Dressing Change and Maintenance with Simulation
Introduction
There is a significant learning and educational need to improve the skills and knowledge related to central line dressing change and maintenance. According to research studies (insert reference), healthcare professionals often lack confidence in performing these procedures correctly, leading to increased risk of infection and other complications. This highlights the relevance and significance of addressing this educational gap.

The innovation to address this need involves the implementation of simulation-based training for central line dressing change and maintenance. The overall intended outcome is to enhance healthcare professionals’ competency and confidence in performing these procedures, ultimately leading to improved patient safety and reduced rates of central line-associated bloodstream infections (CLABSIs).

The innovation will directly influence several health outcomes. Firstly, it will contribute to reducing the incidence of CLABSIs, which can lead to severe complications and increased healthcare costs. Secondly, it will enhance patient satisfaction by ensuring that central line dressing changes are performed correctly and with minimal discomfort. Lastly, it will promote interprofessional collaboration by providing a platform for healthcare professionals from different disciplines to learn together and improve patient care.

Description of the Evidence-Based Planned Innovation
The innovation involves the implementation of simulation-based training for central line dressing change and maintenance. Interprofessional collaborative (IPC) partners involved in this innovation include nurses, physicians, and infection control specialists. Each discipline’s expertise is crucial to ensure comprehensive training and effective maintenance of central lines.

The guiding theory for this innovation is based on Kolb’s Experiential Learning Theory. This theory emphasizes the importance of actively engaging learners in hands-on experiences, reflection, conceptualization, and experimentation. Through simulation-based training, healthcare professionals can actively participate in realistic scenarios, reflect on their actions, acquire new knowledge and skills, and transfer them to real-world clinical practice.

The selected pedagogical approach for this innovation is a blended learning model. This approach combines simulation-based training with online modules and resources. Simulation provides a hands-on, experiential learning environment, while online modules offer flexibility for self-paced learning and reinforcement of essential concepts. This approach allows learners to engage in both active practice and independent study, catering to different learning styles and preferences.

Assessment/Evaluation Plan for the Innovation
The intended outcome of the innovation is to improve healthcare professionals’ competency and confidence in performing central line dressing change and maintenance procedures correctly.

The assessment tools include:

Pre-test: Assesses baseline knowledge and skills related to central line dressing change and maintenance.
Simulation-based performance evaluation: Assesses healthcare professionals’ ability to perform central line dressing change and maintenance procedures correctly in a simulated environment.
Post-test: Assesses knowledge acquisition and retention after completing the simulation-based training.
Self-assessment surveys: Collects feedback from learners regarding their confidence levels, perceived competency, and satisfaction with the training program.
The selected benchmarks for each tool are as follows:

Pre-test: A benchmark score will be set based on expert consensus or established standards.
Simulation-based performance evaluation: A checklist of essential steps will be used to determine whether healthcare professionals meet the predefined competency criteria.
Post-test: A benchmark score will be set based on the level of improvement expected after completing the simulation-based training.
Self-assessment surveys: Positive feedback from learners regarding increased confidence, perceived competency improvement, and overall satisfaction with the training program will be considered as benchmarks for success.
Technology Used
The technology used in this evidence-based education project includes:

High-fidelity simulation mannequins: These mannequins provide a realistic representation of a patient with a central line, allowing healthcare professionals to practice dressing change and maintenance procedures in a safe environment.
Virtual reality (VR) simulations: VR simulations provide an immersive experience that enhances realism and engagement during training. Learners can interact with virtual patients and practice central line dressing change and maintenance procedures.
Learning management system (LMS): An LMS will be utilized to deliver online modules, track learners’ progress, provide access to additional resources, and facilitate communication between learners and instructors.
Summary of Key Points
Priority Need: Improve skills and knowledge related to central line dressing change and maintenance.
Innovation: Simulation-based training with interprofessional collaboration.
Pedagogical Approach: Blended learning model combining simulation-based training with online modules.
Intended Outcome: Enhanced competency and confidence in performing central line dressing change and maintenance procedures correctly.
Evaluation Plan: Pre-test, simulation-based performance evaluation, post-test, self-assessment surveys.
Technology Used: High-fidelity simulation mannequins, virtual reality simulations, learning management system.

In conclusion, implementing simulation-based training for central line dressing change and maintenance addresses a significant educational need in healthcare. By utilizing interprofessional collaboration, guided by theory, and employing a blended learning approach, this innovation aims to improve healthcare professionals’ competency, patient safety outcomes, and interprofessional collaboration. The assessment tools and technology utilized will provide valuable data to evaluate the effectiveness of the innovation in achieving its intended outcomes.