Published online Nov 4, 2016. doi: 10.5492/wjccm.v5.i4.212
Peer-review started: May 17, 2016
First decision: July 5, 2016
Revised: July 20, 2016
Accepted: August 6, 2016
Article in press: August 8, 2016
Published online: November 4, 2016
Processing time: 170 Days and 10.8 Hours
To investigate the use of a multidisciplinary, longitudinal simulation to educate pediatric residents and nurses on management of pediatric diabetic ketoacidosis.
A multidisciplinary, multiple step simulation course was developed by faculty and staff using a modified Delphi method from the Pediatric Simulation Center and pediatric endocrinology department. Effectiveness of the simulation for the residents was measured with a pre- and post-test and a reference group not exposed to simulation. A follow up post-test was completed 3-6 mo after the simulation. Nurses completed a survey regarding the education activity.
Pediatric and medicine-pediatric residents (n = 20) and pediatric nurses (n = 25) completed the simulation course. Graduating residents (n = 16) were used as reference group. Pretest results were similar in the control and intervention group (74% ± 10% vs 76% ± 15%, P = 0.658). After completing the intervention, participants improved in the immediate post-test in comparison to themselves and the control group (84% ± 12% post study; P < 0.05). The 3-6 mo follow up post-test results demonstrated knowledge decay when compared to their immediate post-test results (78% ± 14%, P = 0.761). Residents and nurses felt the interdisciplinary and longitudinal nature of the simulation helped with learning.
Results suggest a multidisciplinary, longitudinal simulation improves immediate post-intervention knowledge but important knowledge decay occurs, future studies are needed to determine ways to decrease this decay.
Core tip: Our paper describes how an interprofessional simulation improved the understanding of the medically complex disorder of pediatric diabetic ketoacidosis (DKA). This was shown in our data collection both by improvements in test scores from pre-simulation to post-simulation, as well as when compared to the control group. Few studies have looked at simulation as an educational tool for DKA. Our simulation course identified gaps in knowledge, communication, and patient care. Therefore, demonstrating that interprofessional simulation is a useful tool to teach a team based approach and focus on communication between nursing staff and physicians when taking care of critically ill children.