The effectiveness of nurse education and training for clinical alarm response and management: a systematic review.
Identifieur interne : 000943 ( Main/Exploration ); précédent : 000942; suivant : 000944The effectiveness of nurse education and training for clinical alarm response and management: a systematic review.
Auteurs : Liqing Yue [République populaire de Chine] ; Virginia Plummer [Australie] ; Wendy Cross [Australie]Source :
- Journal of clinical nursing [ 1365-2702 ] ; 2017.
Descripteurs français
- KwdFr :
- MESH :
- enseignement et éducation : Personnel infirmier hospitalier.
- normes : Alarmes cliniques, Sécurité des patients.
- soins infirmiers : Monitorage physiologique.
- Facteurs temps, Humains.
English descriptors
- KwdEn :
- MESH :
- education : Nursing Staff, Hospital.
- nursing : Monitoring, Physiologic.
- standards : Clinical Alarms, Patient Safety.
- Humans, Time Factors.
Abstract
AIMS AND OBJECTIVES
To identify the effectiveness of education interventions provided for nurses for clinical alarm response and management.
BACKGROUND
Some education has been undertaken to improve clinical alarm response, but the evidence for evaluating effectiveness for nurse education interventions is limited.
DESIGN
Systematic review.
METHODS
A systematic review of experimental studies published in English from 2005-2015 was conducted in four computerised databases (MEDLINE, EMBASE, CINAHL and Scopus). After identification, screening and appraisal using Joanna Briggs Institute instruments, quality research papers were selected, data extraction and analysis followed.
RESULTS
Five studies met the inclusion criteria for alarm response and no articles were concerned with clinical alarm education for management. All had different types and methods of interventions and statistical pooling was not possible. Response accuracy, response time and perceptions were consistent when different interventions were adopted. A positive effect was identified when learning about general alarms, single alarms, sequential alarms and medium-level alarms for learning as the primary task. Nurses who were musically trained had a faster and more accurate alarm response. Simulation interventions had a positive effect, but the effect of education provided in the care unit was greater. Overall, clinical alarm awareness was improved through education activities.
CONCLUSIONS
Nurses are the main users of healthcare alarms and work in complex environments with high numbers of alarms, including nuisance alarms and other factors. Alarm-related adverse events are common. The findings of a small number of experimental studies with diverse evidence included consideration of various factors when formulating education strategies. The factors which influence effectiveness of nurse education are nurse demographics, nurse participants with musical training, workload and characteristics of alarms. Education interventions based in clinical practice settings increase education effectiveness, although simulation can be effective. No study shows any type of intervention results in sustained improvement.
RELEVANCE TO CLINICAL PRACTICE
There are workload implications in education and the matching of load, number and type of alarms with nurse demographics which should be evaluated. There also needs to be a connection between education and the clinical setting to contribute to clinical alarm awareness for undergraduate nurses and practicing nurses. Education solely supported by employers is insufficient. Patient safety and long-term effects must be further explored.
DOI: 10.1111/jocn.13605
PubMed: 27685951
Affiliations:
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wicri:level="1"><nlm:affiliation>Faculty of Medicine, Nursing and Health Science, Monash University, Frankston, Vic., Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Faculty of Medicine, Nursing and Health Science, Monash University, Frankston, Vic.</wicri:regionArea><wicri:noRegion>Vic.</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Peninsula Health, Frankston, Vic., Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Peninsula Health, Frankston, Vic.</wicri:regionArea><wicri:noRegion>Vic.</wicri:noRegion></affiliation></author><author><name sortKey="Cross, Wendy" sort="Cross, Wendy" uniqKey="Cross W" first="Wendy" last="Cross">Wendy Cross</name><affiliation wicri:level="1"><nlm:affiliation>Nursing and Allied Health, Faculty of Medicine, Nursing and Health Science, Monash University, Clayton, Vic., Australia.</nlm:affiliation><country 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sortKey="Yue, Liqing" sort="Yue, Liqing" uniqKey="Yue L" first="Liqing" last="Yue">Liqing Yue</name><affiliation wicri:level="1"><nlm:affiliation>Central South University Xiangya School of Public Health, Supervisor Nurse Xiangya Hospital of Central South University, China.</nlm:affiliation><country xml:lang="fr">République populaire de Chine</country><wicri:regionArea>Central South University Xiangya School of Public Health, Supervisor Nurse Xiangya Hospital of Central South University</wicri:regionArea><wicri:noRegion>Supervisor Nurse Xiangya Hospital of Central South University</wicri:noRegion></affiliation></author><author><name sortKey="Plummer, Virginia" sort="Plummer, Virginia" uniqKey="Plummer V" first="Virginia" last="Plummer">Virginia Plummer</name><affiliation wicri:level="1"><nlm:affiliation>Faculty of Medicine, Nursing and Health Science, Monash University, Frankston, Vic., Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Faculty of Medicine, Nursing and Health Science, Monash University, Frankston, Vic.</wicri:regionArea><wicri:noRegion>Vic.</wicri:noRegion></affiliation><affiliation wicri:level="1"><nlm:affiliation>Peninsula Health, Frankston, Vic., Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Peninsula Health, Frankston, Vic.</wicri:regionArea><wicri:noRegion>Vic.</wicri:noRegion></affiliation></author><author><name sortKey="Cross, Wendy" sort="Cross, Wendy" uniqKey="Cross W" first="Wendy" last="Cross">Wendy Cross</name><affiliation wicri:level="1"><nlm:affiliation>Nursing and Allied Health, Faculty of Medicine, Nursing and Health Science, Monash University, Clayton, Vic., Australia.</nlm:affiliation><country xml:lang="fr">Australie</country><wicri:regionArea>Nursing and Allied Health, Faculty of Medicine, Nursing and Health Science, Monash University, Clayton, Vic.</wicri:regionArea><wicri:noRegion>Vic.</wicri:noRegion></affiliation></author></analytic><series><title level="j">Journal of clinical nursing</title><idno type="eISSN">1365-2702</idno><imprint><date when="2017" type="published">2017</date></imprint></series></biblStruct></sourceDesc></fileDesc><profileDesc><textClass><keywords scheme="KwdEn" xml:lang="en"><term>Clinical Alarms (standards)</term><term>Humans (MeSH)</term><term>Monitoring, Physiologic (nursing)</term><term>Nursing Staff, Hospital (education)</term><term>Patient Safety (standards)</term><term>Time Factors (MeSH)</term></keywords><keywords scheme="KwdFr" xml:lang="fr"><term>Alarmes cliniques (normes)</term><term>Facteurs temps (MeSH)</term><term>Humains (MeSH)</term><term>Monitorage physiologique (soins infirmiers)</term><term>Personnel infirmier hospitalier (enseignement et éducation)</term><term>Sécurité des patients (normes)</term></keywords><keywords scheme="MESH" qualifier="education" xml:lang="en"><term>Nursing Staff, Hospital</term></keywords><keywords scheme="MESH" qualifier="enseignement et éducation" xml:lang="fr"><term>Personnel infirmier hospitalier</term></keywords><keywords scheme="MESH" qualifier="normes" xml:lang="fr"><term>Alarmes cliniques</term><term>Sécurité des patients</term></keywords><keywords scheme="MESH" qualifier="nursing" xml:lang="en"><term>Monitoring, Physiologic</term></keywords><keywords scheme="MESH" qualifier="soins infirmiers" xml:lang="fr"><term>Monitorage physiologique</term></keywords><keywords scheme="MESH" qualifier="standards" xml:lang="en"><term>Clinical Alarms</term><term>Patient Safety</term></keywords><keywords scheme="MESH" xml:lang="en"><term>Humans</term><term>Time Factors</term></keywords><keywords scheme="MESH" xml:lang="fr"><term>Facteurs temps</term><term>Humains</term></keywords></textClass></profileDesc></teiHeader><front><div type="abstract" xml:lang="en"><p><b>AIMS AND OBJECTIVES</b></p><p>To identify the effectiveness of education interventions provided for nurses for clinical alarm response and management.</p></div><div type="abstract" xml:lang="en"><p><b>BACKGROUND</b></p><p>Some education has been undertaken to improve clinical alarm response, but the evidence for evaluating effectiveness for nurse education interventions is limited.</p></div><div type="abstract" xml:lang="en"><p><b>DESIGN</b></p><p>Systematic review.</p></div><div type="abstract" xml:lang="en"><p><b>METHODS</b></p><p>A systematic review of experimental studies published in English from 2005-2015 was conducted in four computerised databases (MEDLINE, EMBASE, CINAHL and Scopus). After identification, screening and appraisal using Joanna Briggs Institute instruments, quality research papers were selected, data extraction and analysis followed.</p></div><div type="abstract" xml:lang="en"><p><b>RESULTS</b></p><p>Five studies met the inclusion criteria for alarm response and no articles were concerned with clinical alarm education for management. All had different types and methods of interventions and statistical pooling was not possible. Response accuracy, response time and perceptions were consistent when different interventions were adopted. A positive effect was identified when learning about general alarms, single alarms, sequential alarms and medium-level alarms for learning as the primary task. Nurses who were musically trained had a faster and more accurate alarm response. Simulation interventions had a positive effect, but the effect of education provided in the care unit was greater. Overall, clinical alarm awareness was improved through education activities.</p></div><div type="abstract" xml:lang="en"><p><b>CONCLUSIONS</b></p><p>Nurses are the main users of healthcare alarms and work in complex environments with high numbers of alarms, including nuisance alarms and other factors. Alarm-related adverse events are common. The findings of a small number of experimental studies with diverse evidence included consideration of various factors when formulating education strategies. The factors which influence effectiveness of nurse education are nurse demographics, nurse participants with musical training, workload and characteristics of alarms. Education interventions based in clinical practice settings increase education effectiveness, although simulation can be effective. No study shows any type of intervention results in sustained improvement.</p></div><div type="abstract" xml:lang="en"><p><b>RELEVANCE TO CLINICAL PRACTICE</b></p><p>There are workload implications in education and the matching of load, number and type of alarms with nurse demographics which should be evaluated. There also needs to be a connection between education and the clinical setting to contribute to clinical alarm awareness for undergraduate nurses and practicing nurses. Education solely supported by employers is insufficient. Patient safety and long-term effects must be further explored.</p></div></front></TEI><pubmed><MedlineCitation Status="MEDLINE" IndexingMethod="Curated" Owner="NLM"><PMID Version="1">27685951</PMID><DateCompleted><Year>2017</Year><Month>12</Month><Day>05</Day></DateCompleted><DateRevised><Year>2018</Year><Month>12</Month><Day>02</Day></DateRevised><Article PubModel="Print-Electronic"><Journal><ISSN IssnType="Electronic">1365-2702</ISSN><JournalIssue CitedMedium="Internet"><Volume>26</Volume><Issue>17-18</Issue><PubDate><Year>2017</Year><Month>Sep</Month></PubDate></JournalIssue><Title>Journal of clinical nursing</Title><ISOAbbreviation>J Clin Nurs</ISOAbbreviation></Journal><ArticleTitle>The effectiveness of nurse education and training for clinical alarm response and management: a systematic review.</ArticleTitle><Pagination><MedlinePgn>2511-2526</MedlinePgn></Pagination><ELocationID EIdType="doi" ValidYN="Y">10.1111/jocn.13605</ELocationID><Abstract><AbstractText Label="AIMS AND OBJECTIVES" NlmCategory="OBJECTIVE">To identify the effectiveness of education interventions provided for nurses for clinical alarm response and management.</AbstractText><AbstractText Label="BACKGROUND" NlmCategory="BACKGROUND">Some education has been undertaken to improve clinical alarm response, but the evidence for evaluating effectiveness for nurse education interventions is limited.</AbstractText><AbstractText Label="DESIGN" NlmCategory="METHODS">Systematic review.</AbstractText><AbstractText Label="METHODS" NlmCategory="METHODS">A systematic review of experimental studies published in English from 2005-2015 was conducted in four computerised databases (MEDLINE, EMBASE, CINAHL and Scopus). After identification, screening and appraisal using Joanna Briggs Institute instruments, quality research papers were selected, data extraction and analysis followed.</AbstractText><AbstractText Label="RESULTS" NlmCategory="RESULTS">Five studies met the inclusion criteria for alarm response and no articles were concerned with clinical alarm education for management. All had different types and methods of interventions and statistical pooling was not possible. Response accuracy, response time and perceptions were consistent when different interventions were adopted. A positive effect was identified when learning about general alarms, single alarms, sequential alarms and medium-level alarms for learning as the primary task. Nurses who were musically trained had a faster and more accurate alarm response. Simulation interventions had a positive effect, but the effect of education provided in the care unit was greater. Overall, clinical alarm awareness was improved through education activities.</AbstractText><AbstractText Label="CONCLUSIONS" NlmCategory="CONCLUSIONS">Nurses are the main users of healthcare alarms and work in complex environments with high numbers of alarms, including nuisance alarms and other factors. Alarm-related adverse events are common. The findings of a small number of experimental studies with diverse evidence included consideration of various factors when formulating education strategies. The factors which influence effectiveness of nurse education are nurse demographics, nurse participants with musical training, workload and characteristics of alarms. Education interventions based in clinical practice settings increase education effectiveness, although simulation can be effective. No study shows any type of intervention results in sustained improvement.</AbstractText><AbstractText Label="RELEVANCE TO CLINICAL PRACTICE" NlmCategory="CONCLUSIONS">There are workload implications in education and the matching of load, number and type of alarms with nurse demographics which should be evaluated. There also needs to be a connection between education and the clinical setting to contribute to clinical alarm awareness for undergraduate nurses and practicing nurses. Education solely supported by employers is insufficient. Patient safety and long-term effects must be further explored.</AbstractText><CopyrightInformation>© 2016 John Wiley & Sons Ltd.</CopyrightInformation></Abstract><AuthorList CompleteYN="Y"><Author ValidYN="Y"><LastName>Yue</LastName><ForeName>Liqing</ForeName><Initials>L</Initials><AffiliationInfo><Affiliation>Central South University Xiangya School of Public Health, Supervisor Nurse Xiangya Hospital of Central South University, China.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Plummer</LastName><ForeName>Virginia</ForeName><Initials>V</Initials><AffiliationInfo><Affiliation>Faculty of Medicine, Nursing and Health Science, Monash University, Frankston, Vic., Australia.</Affiliation></AffiliationInfo><AffiliationInfo><Affiliation>Peninsula Health, Frankston, Vic., Australia.</Affiliation></AffiliationInfo></Author><Author ValidYN="Y"><LastName>Cross</LastName><ForeName>Wendy</ForeName><Initials>W</Initials><AffiliationInfo><Affiliation>Nursing and Allied Health, Faculty of Medicine, Nursing and Health Science, Monash University, Clayton, Vic., Australia.</Affiliation></AffiliationInfo></Author></AuthorList><Language>eng</Language><PublicationTypeList><PublicationType UI="D016428">Journal Article</PublicationType><PublicationType UI="D016454">Review</PublicationType><PublicationType UI="D000078182">Systematic Review</PublicationType></PublicationTypeList><ArticleDate DateType="Electronic"><Year>2017</Year><Month>03</Month><Day>10</Day></ArticleDate></Article><MedlineJournalInfo><Country>England</Country><MedlineTA>J Clin Nurs</MedlineTA><NlmUniqueID>9207302</NlmUniqueID><ISSNLinking>0962-1067</ISSNLinking></MedlineJournalInfo><CitationSubset>N</CitationSubset><MeshHeadingList><MeshHeading><DescriptorName UI="D056902" MajorTopicYN="N">Clinical Alarms</DescriptorName><QualifierName UI="Q000592" MajorTopicYN="Y">standards</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D006801" MajorTopicYN="N">Humans</DescriptorName></MeshHeading><MeshHeading><DescriptorName UI="D008991" MajorTopicYN="N">Monitoring, Physiologic</DescriptorName><QualifierName UI="Q000451" MajorTopicYN="Y">nursing</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D009741" MajorTopicYN="N">Nursing Staff, Hospital</DescriptorName><QualifierName UI="Q000193" MajorTopicYN="Y">education</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D061214" MajorTopicYN="N">Patient Safety</DescriptorName><QualifierName UI="Q000592" MajorTopicYN="Y">standards</QualifierName></MeshHeading><MeshHeading><DescriptorName UI="D013997" MajorTopicYN="N">Time Factors</DescriptorName></MeshHeading></MeshHeadingList><KeywordList Owner="NOTNLM"><Keyword MajorTopicYN="N">clinical alarm</Keyword><Keyword MajorTopicYN="N">education</Keyword><Keyword MajorTopicYN="N">equipment alarm</Keyword><Keyword MajorTopicYN="N">management</Keyword><Keyword MajorTopicYN="N">monitor</Keyword><Keyword MajorTopicYN="N">nurse</Keyword><Keyword MajorTopicYN="N">response</Keyword><Keyword MajorTopicYN="N">student nurse</Keyword><Keyword MajorTopicYN="N">systematic review</Keyword><Keyword MajorTopicYN="N">training</Keyword></KeywordList></MedlineCitation><PubmedData><History><PubMedPubDate PubStatus="accepted"><Year>2016</Year><Month>09</Month><Day>11</Day></PubMedPubDate><PubMedPubDate PubStatus="pubmed"><Year>2016</Year><Month>9</Month><Day>30</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="medline"><Year>2017</Year><Month>12</Month><Day>6</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate><PubMedPubDate PubStatus="entrez"><Year>2016</Year><Month>9</Month><Day>30</Day><Hour>6</Hour><Minute>0</Minute></PubMedPubDate></History><PublicationStatus>ppublish</PublicationStatus><ArticleIdList><ArticleId IdType="pubmed">27685951</ArticleId><ArticleId IdType="doi">10.1111/jocn.13605</ArticleId></ArticleIdList></PubmedData></pubmed><affiliations><list><country><li>Australie</li><li>République populaire de Chine</li></country></list><tree><country name="République populaire de Chine"><noRegion><name sortKey="Yue, Liqing" sort="Yue, Liqing" uniqKey="Yue L" first="Liqing" last="Yue">Liqing Yue</name></noRegion></country><country name="Australie"><noRegion><name sortKey="Plummer, Virginia" sort="Plummer, Virginia" uniqKey="Plummer V" first="Virginia" last="Plummer">Virginia Plummer</name></noRegion><name sortKey="Cross, Wendy" sort="Cross, Wendy" uniqKey="Cross W" first="Wendy" last="Cross">Wendy Cross</name><name sortKey="Plummer, Virginia" sort="Plummer, Virginia" uniqKey="Plummer V" first="Virginia" last="Plummer">Virginia Plummer</name></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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