Abstract
Purpose: Student nurse education includes the preparation of student nurses to recognize and treat the deteriorating patient in an emergency situation. The NMC requires that student nurses must practice safely by being aware of the correct use, limitations and hazards of common medical devices and equipment. Student nurses are exposed to a variety of emergency equipment within their training, both within the academic modules and also clinical placements, although the latter varies dependent on the students' individual placement allocation. This study explored how many students were able to correctly identify key pieces of emergency equipment and their indications for use. It also explored the students own perceptions of their confidence in using the identified equipment.
Design: The study used a structured questionnaire to evaluate undergraduate nursing students' knowledge of clinical emergency equipment. The questionnaire required students to identify equipment which may be encountered within an emergency department resuscitation bay and noted their confidence in using this equipment in a clinical practice setting.
Setting: The study occurred within the Faculty of Health at a Higher Education Institution.
Participants/Subjects: The convenience sample consisted of nineteen 2nd year undergraduate nursing students undertaking a three year educational degree program leading to Registered Nurse qualification. Ethical approval was obtained from the local ethics committee.
Methods: The questionnaire consisted of 23 photographs showing clinical emergency equipment. The participants were asked to identify and state their perceived purpose of the equipment. They were asked if they had experience using the equipment and how confident they felt in doing so. Results/
Outcomes: Responses (n= 19) indicated that the most commonly recognized equipment were basic airways adjuncts. 84% recognized oropharyngeal airways, 79% recognized nasopharnygeal airways and 84% recognized bag-valve-mask and could correctly state its use. This was expected as this equipment is taught as part of the undergraduate education. However, of concern was the number of students who stated that they were not confident using these adjuncts in clinical practice. For example, of those that recognised the oropharngeal airway, 94% were not confident to use it in practice. Less than half (47%) recognized a defibrillator despite the importance of early defibrillation being delivered in theoretical and simulation sessions. The students with increased confidence had exposure to the equipment external to their student nurse role (first aid volunteering or work as a health care worker). Numerous ancillary items, for example, bougie (5%), arterial blood gas syringe (16%), capnography monitor (0%), Magills forceps (11%), were not recognized despite being incorporated in simulation practice and resuscitation cart equipment checks in clinical placements. Implications: Whilst it is important to expose undergraduate nursing students to emergency equipment within the university setting it is not synonymous with confidence in use. Simulation is recognized as clinical practice hours within nurse education, however it is evident that this exposure alone does not equate to confidence and competence using the equipment. Students appear to have increased confidence when they have had real-life experience and exposure to equipment. Nurse educators need to consider alternative methods of equipment familiarization within an academic setting.
Sigma Membership
Non-member
Type
Poster
Format Type
Text-based Document
Study Design/Type
N/A
Research Approach
N/A
Keywords:
Nurse Education, Emergency Equipment, Student Nurses
Recommended Citation
Oldroyd, Carol and Day, Alison, "Evaluation of undergraduate student nurses’ knowledge of emergency equipment" (2019). General Submissions: Presenations (Oral and Poster). 121.
https://www.sigmarepository.org/gen_sub_presentations/2018/posters/121
Conference Name
Emergency Nursing 2018
Conference Host
Emergency Nurses Association
Conference Location
Pittsburgh, Pennsylvania, USA
Conference Year
2018
Rights Holder
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Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Evaluation of undergraduate student nurses’ knowledge of emergency equipment
Pittsburgh, Pennsylvania, USA
Purpose: Student nurse education includes the preparation of student nurses to recognize and treat the deteriorating patient in an emergency situation. The NMC requires that student nurses must practice safely by being aware of the correct use, limitations and hazards of common medical devices and equipment. Student nurses are exposed to a variety of emergency equipment within their training, both within the academic modules and also clinical placements, although the latter varies dependent on the students' individual placement allocation. This study explored how many students were able to correctly identify key pieces of emergency equipment and their indications for use. It also explored the students own perceptions of their confidence in using the identified equipment.
Design: The study used a structured questionnaire to evaluate undergraduate nursing students' knowledge of clinical emergency equipment. The questionnaire required students to identify equipment which may be encountered within an emergency department resuscitation bay and noted their confidence in using this equipment in a clinical practice setting.
Setting: The study occurred within the Faculty of Health at a Higher Education Institution.
Participants/Subjects: The convenience sample consisted of nineteen 2nd year undergraduate nursing students undertaking a three year educational degree program leading to Registered Nurse qualification. Ethical approval was obtained from the local ethics committee.
Methods: The questionnaire consisted of 23 photographs showing clinical emergency equipment. The participants were asked to identify and state their perceived purpose of the equipment. They were asked if they had experience using the equipment and how confident they felt in doing so. Results/
Outcomes: Responses (n= 19) indicated that the most commonly recognized equipment were basic airways adjuncts. 84% recognized oropharyngeal airways, 79% recognized nasopharnygeal airways and 84% recognized bag-valve-mask and could correctly state its use. This was expected as this equipment is taught as part of the undergraduate education. However, of concern was the number of students who stated that they were not confident using these adjuncts in clinical practice. For example, of those that recognised the oropharngeal airway, 94% were not confident to use it in practice. Less than half (47%) recognized a defibrillator despite the importance of early defibrillation being delivered in theoretical and simulation sessions. The students with increased confidence had exposure to the equipment external to their student nurse role (first aid volunteering or work as a health care worker). Numerous ancillary items, for example, bougie (5%), arterial blood gas syringe (16%), capnography monitor (0%), Magills forceps (11%), were not recognized despite being incorporated in simulation practice and resuscitation cart equipment checks in clinical placements. Implications: Whilst it is important to expose undergraduate nursing students to emergency equipment within the university setting it is not synonymous with confidence in use. Simulation is recognized as clinical practice hours within nurse education, however it is evident that this exposure alone does not equate to confidence and competence using the equipment. Students appear to have increased confidence when they have had real-life experience and exposure to equipment. Nurse educators need to consider alternative methods of equipment familiarization within an academic setting.