DOCSLIB.ORG

**Induction for Critical Care Staff

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
**Induction for Critical Care Staff **INDUCTION FOR For transfer to CRITICAL CARE Intensive Care STAFF Education Team March 2020 Welcome to Critical Care at MFT Name Contact Phone Number Starting Department Line Manager Firstly, Critical Care would like to take this opportunity to thank you for your support in assisting in the Covid-19 escalation plan. The following document and competencies are to support your temporary return to Critical Care. The competencies and study day/s will help you deliver safe care while looking after critical care patients. If you require further information that is not included within this document please do not hesitate to ask either the Education Team or any member of the Critical Care Team. General Information Telephone Numbers Switchboard (0161) 2761234 Contact for Sickness – Absence Manager 03308080260 Cardiac Critical Care (0161)2764544 Intensive Care Unit (0161) 2764712/3 High Dependency Unit (0161) 2764166 Trafford High Care Unit (0161) 7462196 Critical Care refers to patients who require a higher level of care than the normal ward patient, level 2 and 3 patients. The NHS has four levels of patients; Level 0 Ward patients who require minimal assistance and only require Observations once per day. Level 1 Ward patients who require some assistance and Observations 4 hourly. Level 2 Patients who require close monitoring and assistance and hourly/2 hourly Observations. Level 3 Patients who require organ support usually ventilation and continuous invasive monitoring. Critical Care at MFT comprises of; General Critical Care- Intensive Care Unit (ICU) MRI (20 Beds) High Dependency Unit (HDU) MRI (20 Beds) Trafford High Care Unit (THCU) TGH (4 Beds) Central Delivery Unit (CDU) St Marys Hospital Cardiac Intensive Care Unit (CICU) MRI (16 Beds) Reading List Books Adam, S. Osborne, S & Welch, J (2017) Critical Care Nursing: Science and Practice 3rd Ed. Oxford University Press; Oxford. Hodge, T (2015) Fast Facts for the Cardiac Surgery Nurse: Caring for Cardiac Surgery Patients in a Nutshell 2nd Ed. NY Springer Publishing Company; New York. Leach, R (2013) Critical Care Medicine at a Glance 3rd Ed. Wiley-Blackwell; London. Olson, K (2014) Oxford Handbook of Cardiac Nursing 2nd Ed. Oxford University Press; Oxford. Websites http://gmccsi.org.uk http://cc3n.org.uk/competency-framework/4577977310 www.bhf.org.uk/healthcare-professionals www.heartelearning.org/ Senior Nurse Team – Critical Care Deputy Director of Nursing John Logan Head of Nursing Donna Cummings Matrons Matron General Critical Care Cardiac Critical Care Tom Withers Sherly Udeshi Rowena Murray Education & Development Practitioner’s Angela Giddins (Critical Care) Sheba John (CICU) HDU Manager Senior Sisters/Charge Senior Sisters/Charge Melissa Rowlatt Nurses Nurses (CICU) Khanyi Gwitsha ICU Dawn Saad-Saoud Gerry Maclean Zee Harwood Sandy Stannard Jackie Newman Raj Kandasamy Sujita Mathew Andy O’Malley Teresa Tinker Danielle Benjamin Minimole Antony Paul Conway Ali Austin Kenneth Smith Anna Johnstone Sarah Dutton Induction Programme Day 1 Welcome to Critical Care Time Topic Speaker Venue Introduction to critical care- unit information including policies, Education Seminar room 3 8am – 8:15am competency booklets, shifts, off duty, ID Team Critical Care badges etc. Education 8:15am-9am Unit Orientation and Fire Safety Clinical Area Team Moving and Handling Theory & Practical Education 9am-10:30am Clinical Area Skills including Proning Team Break 10.30-10:45am Bedside Safety Checks and competency Initial Patient Head to Toe Assessment (A- E assessment) and Monitoring 10:45am- Education Pressure Ulcer care including medical Skills Room 12pm Team devices and assessment:-Nasofix, Anchorfast, Flowtron, Catheter Care Bowel Management System ANTT/ Hand Hygiene Donning & Doffing & FIT Testing Isolation Rooms Education Seminar room 3 12pm-1pm Damp dusting Team Critical Care COSHH Waste management Specimen collection/acceptance Lunch 1– 1.30pm Medication Management Education Seminar room 3 1:30pm-4pm Including Oral, NG, PEG, JEJ, SC, IV Team Critical Care Inotrope piggybacking Induction Programme Day 2 Time Topic Speaker Venue Invasive/Non Invasive Ventilation PB-Ventilator Competencies/Etco2 Education Seminar room 3 8am - 10am ARDS/ARDS net Protocol Team Skills Room Airvo Carina Break 10am - 10:15am 10:15am – Sedation Management Education Skills Room 11:15am Nurse led weaning Team Ventilator Associated Bundle 11:15am- Education Chest Drains Skills Room 12:15pm Team Management and Removal of Chest Drains 12:15pm- Education Seminar room 3 Documentation 1pm Team Skills Room Lunch 1pm – 1.30pm Seminar room 3 1.30pm - Education Critical Care/ Tracheostomy Care/ Emergency Algorithm 2pm Team Simulation Room Education Seminar room 3 2pm -4pm Care of the deceased Team Skills Room Competency Date completed Signed ANTT Blood sampling ANTT IV Medication Administration HDU/ICU Bedside Checks Oral Medication Competencies Enteral Medication Competencies Inhalation Medication Competencies IM and SC Medication Competencies Drager Carina Competency Airvo 2 Competency Puritan Bennet 980 Ventilator Invasive Line Competencies Removal of central Line Hollister Feeding Tube Attachment Device Inotrope ‘Piggybacking’ Urinary Catheter Care Competencies Nasogastric Tube—Confirming Position Competency Removal of Chest Drains Documentation Donning and Doffing including FIT Testing Damp dusting Care of the deceased patient Waste management Sampling and Specimen collection/sending Proning and Proning team Critical Care ANTT Blood Sampling Name Date Not Competency Achieved Achieved 1. Patient Identification Inform patient about the procedure Wash/gel hands wear apron Check forename and surname Date of Birth Hospital/District number 2. Preparation Check patient against the ordered analysis Request analysis to be completed with a valid ICE Login Print labels at the bedside Gather appropriate sample containers 3. Prepare ANTT tray Clean using detergent and water/Azo wipes Clean using Sani-cloth 70% wipes Place all equipment into tray Wash/Gel hands Put on gloves and other PPE if required 4. Taking blood sample Wipe the Bio-connector with Sani-cloth CHG 2% for 30 seconds leave to dry for 30 seconds Keep all key parts protected/clean at all times Withdraw 3-5ml blood into 10ml syringe Attach connector to the Bio-connector Withdraw blood into the tubes brown/orange, red then green. Remove the connector and take ABG if required Attach clean 10ml syringe and flush port and line Remove syringe and clean bio-connector with Sani-cloth CHG 2% Discard waste appropriately Remove gloves and decontaminate hands 5. Labelling Attach labels at the bedside Second independent check of patient details against request and blood bottles Document what samples have been sent for analysis 6. Sending to the laboratory Place in appropriate sample bags at bedside, seal while independent checker present Both staff to initial bags before placing in POD system and send to 101 ANTT Blood Sampling Knowledge Assessment Yes/No What is the difference between Closed and Open Ended Questions? Why is it necessary to ask Open Ended Questions? What would you do if the Patient Identity Band was missing? What is the risk associated with pre-labelled blood bottles? The correct action to take if the information identifying a patient is missing? The correct action to take if a discrepancy is found? Assessor signature Print Individual Signature Print Critical Care ANTT IV Medication Administration Name Date Competency Achieved Not Achieved 1. Pre-Administration Did the member of staff: Check the validity of prescription?- 6 Rs’ Ensure the patient has patent IV access? Ensure the patient has wristband? Gain consent Gather the prescribed IV medication and necessary equipment? Able to describe the indications, contraindications and usual dosage range for the prescribed medication. Able to describe the role of the ‘Second Checker’ Able to identify resources if further information is required 2. Patient Identification Did the member of staff: Whenever possible ask the patient or carer to state surname, forename and date of birth? Independent of the second checker, ensure that the details stated match the patient’s wrist band? Able to describe the action to be taken if discrepancies in details exist. 3. Checking the Medication Did the member of staff and Second Checker: Individually check the drug against the prescription (6 R’s) at the bedside. Individually complete drug calculation (if required) 4. Preparation & Administration Did the member of staff: (Whilst the Second checker observing the following steps) Wash hands with soap and water at commencement of procedure and able to explain the purpose of hand washing. Use appropriate personal protective equipment (PPE) and change appropriately. Select and prepare appropriate aseptic field. Able to explain what key parts are and how these should be protected during the procedure. Prepare the medication (including flushes) while protecting the key parts. Complete labelling (if required) Clean the key parts for 30 seconds and allow to air dry. Safely administer the prescribed medication including appropriate rate of administration. 5. Post Administration Disposal of all waste undertaken in accordance with Waste Management Policy. Remove PPEs and wash hands with soap and water. The member of staff and the Second Checker sign the prescription chart. The member of staff is able to discuss the signs and symptoms of possible side effects including anaphylaxis. Complete appropriate documentation. ANTT IV Medication Administration
Load more

Recommended publications
  • Download Article (PDF)
    Advances in Engineering Research, volume 205 Proceedings of the 3rd Green Development International Conference (GDIC 2020) The Development of Information Systems in Documentation Management of Critical Care Nursing Fadliyana Ekawaty1*, Dini Rudini2 1Faculty of Medicine and Health Sciences, Universitas Jambi 2Faculty of Medicine and Health Sciences, Universitas Jambi *Corresponding author. Email: [email protected] ABSTRACT Intensive Care Unit (ICU) is one of the units in the hospital that clients receive intensive medical care and monitoring. There, nurses carry out the nursing care process. All steps in the process must be properly documented. Although nursing care documentation is very important for both patients and nurses, but in reality there are still many incomplete nursing care documentations. The nurses’ awareness to completely fill the documents is still lack. Currently, many technological developments have been developed to support activities/work in various fields. one of them is the development of health information system, a nursing management system. So, this research aims to produce a product in the form of ICU nursing care documentation software that enable nurses in documenting their nursing care easier and well documented. The method used at this research is a product-oriented development model. The stages are: 1). Initiation System (initiation of the system), 2). Analysis System, 3). Design System and 4). Production that then tested through the prototype Black Box Testing. The research result shows that this software very useful because it shortens the time for preparing reports. Even this study uses students as research objects, nurses who work in the hospital also can use this software.
    [Show full text]
  • Tele Critical Care Implementation and Education Project
    The University of San Francisco USF Scholarship: a digital repository @ Gleeson Library | Geschke Center Master's Projects and Capstones Theses, Dissertations, Capstones and Projects Summer 8-5-2020 Tele Critical Care Implementation and Education Project Jeffrey Dover [email protected] Follow this and additional works at: https://repository.usfca.edu/capstone Part of the Critical Care Nursing Commons, and the Telemedicine Commons Recommended Citation Dover, Jeffrey, "Tele Critical Care Implementation and Education Project" (2020). Master's Projects and Capstones. 1059. https://repository.usfca.edu/capstone/1059 This Project/Capstone is brought to you for free and open access by the Theses, Dissertations, Capstones and Projects at USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. It has been accepted for inclusion in Master's Projects and Capstones by an authorized administrator of USF Scholarship: a digital repository @ Gleeson Library | Geschke Center. For more information, please contact [email protected]. TCC IMPLEMENTATION & EDUCATION PROJECT 1 Practicum Prospectus: Tele Critical Care Implementation and Education Project Jeffrey Dover University of San Francisco TCC IMPLEMENTATION & EDUCATION PROJECT 2 TABLE OF CONTENTS Section I: Title and Abstract Title ........................................................................................................................... 1 Abstract ....................................................................................................................
    [Show full text]
  • AACN Essentials of Critical-Care Nursing Pocket Handbook, Second
    AACN Essentials of Critical Care Nursing—Pocket Handbook Notice Medicine is an ever-changing science. As new research and clinical experience broaden our knowledge, changes in treatment and drug therapy are required. The editor and publisher of this work have checked with sources believed to be reliable in their efforts to provide information that is complete and generally in accord with the standards accepted at the time of publication. However, in view of the possibility of human error or changes in medical sciences, neither the editors nor the publisher nor any other party who has been involved in the preparation or publication of this work warrants that the information contained herein is in every respect accurate or complete, and they disclaim all responsibility for any errors or omissions or for the results obtained from use of the information contained in this work. Readers are encouraged to confirm the information contained herein with other sources. For example and in particular, readers are advised to check the product information sheet included in the package of each drug they plan to administer to be certain that the information contained in this work is accurate and that changes have not been made in the recommended dose or in the contraindications for administration. This recommendation is of particular importance in connection with new or infrequently used drugs. AACN Essentials of Critical Care Nursing Pocket Handbook Second Edition Marianne Chulay, RN, PhD, FAAN Consultant, Critical Care Nursing and Clinical Research Gainesville, Florida Suzanne M. Burns RN, MSN, RRT, ACNP, CCRN, FAAN, FCCM, FAANP Professor of Nursing, Acute and Specialty Care School of Nursing Advanced Practice Nurse Level 2, Director Professional Nursing Staff Organization Research Program University of Virginia Health System Charlottesville, Virginia New York Chicago San Francisco Lisbon London Madrid Mexico City Milan New Delhi San Juan Seoul Singapore Sydney Toronto Copyright © 2010, 2006 by The McGraw-Hill Companies, Inc.
    [Show full text]
  • Nurse Anesthesia Program 642 Anesthesia Techniques, Procedures Are Not Allowed to Work at Any Time As an Anesthesia 209 Carroll Street and Simulation Lab 4 Provider
    Accreditation: CORE COURSES: CR The program is fully accredited by the 561 Advanced Phys. Concepts-Health Care I 3 Council on Accreditation of Nurse Anesthesia Educational 562 Advanced Phys. Concepts-Health Care II 3 Program, and the American Association of Colleges of ADDITIONAL INFORMATION 603 Theoretical Basis 3 Nursing. 606 Information Management in Nursing 3 Information in this brochure is subject to change. 607 Policy Issues 2 Call program office for additional information at Employment: Limited student employment of one day 619 Principles of Evidence-Based Practice 3 per week as an RN is allowed in the first 12 months as long 330-972-3387 NURSING Total 17 as progress is satisfactory in the program. Employment The University of Akron OF for the last 15 months of residency is discouraged due NURSING ANESTHESIA (NA) to both academic and clinical responsibilities. Students Nurse Anesthesia Program 642 Anesthesia Techniques, Procedures are not allowed to work at any time as an anesthesia 209 Carroll Street and Simulation Lab 4 provider. Akron, OH 44325-3701 640 Scientific Components of NA 3 SCHOOL 643 Advanced Health Assess. & Prin. of NA I 4 Student Financial Aid Loans, stipends, grants and Brian P Radesic 645 Advanced Health Assess. & Prin. of NA II 4 scholarships are available on a limited basis. DNP, MSN, CRNA 641 Advanced Pharmacology for NA I 3 Program Director 644 Advanced Pharmacology for NA II 3 Non-discrimination Statement: The program does not 647 Professional Roles for Nurse Anesthetist 2 discriminate on the basis of race, color, religion, age, 637 NA Residency I 4 gender, nationality, marital status, disability, sexual 646 NA Residency II 4 Melody Betts orientation, or any factor protected by law.
    [Show full text]
  • CVP)/Right Atrial (RA) Catheter: Pressure Measurement, Removal
    Critical Care Specialty Procedural Guideline D-6.1 Central Venous (CVP)/Right Atrial (RA) Catheter: Pressure Measurement, Removal Policy Statement(s) Pressure Measurement • CVP or RA represents right ventricular (RV) function and is used to evaluate right-sided heart preload. Normal 2-8 mmHg. • Monitoring trends in CVP is more meaningful than a single reading. • Central venous access may be obtained in a variety of places: • internal jugular vein • subclavian vein • femoral vein • external jugular vein • CVP waveform normally has a, c, v waves present. Removal • An RN can remove a central venous catheter with a physician's order. • The central venous catheter tip is obtained for culture : • Upon order of a physician. • If there is evidence of infection at the site. • If the patient's temperature is elevated. • After removal, cleanse CVP or RA catheter site with alcohol and apply an occlusive dressing. Procedural Guideline(s) • Pressure Measurement • Removal Pressure Measurement 1. Assure transducer has been leveled, zeroed and the square wave test is adequate. 2. Observe pressure tracing (Figure 1) to validate CVP tracing. 3. Pressure readings may be obtained with the patient's head elevated up to 45 degrees as long as the transducer is leveled to the phlebostatic axis. Figure 1 4. CVP waveform consists of (Figure 2): • A wave which correlates with PR interval of the ECG tracing. • C wave which correlates with the end of QRS. • V wave which correlates with after the T wave. 5. Measure the mean of the A wave to obtain pressure. Figure 2 6. The mean of the A wave generally will be consistent with the monitor value displayed unless large A waves are present.
    [Show full text]
  • Efccna Competency Tool for European Critical Care Nurses 2013
    2013 EfCCNa Competencies for European Critical Care Nurses European federation of Critical Care Nursing associations – EfCCNa Contents DEVELOPED BY 3 INTRODUCTION 4 BACKGROUND 4 HOW TO USE 5 COMPETENCY TOOL 7 CLINICAL DOMAIN 8 PROFESSIONAL DOMAIN 14 MANAGEMENT DOMAIN 17 EDUCATION & DEVELOPMENT DOMAIN 21 2 Developed by The European federation of Critical Care Nursing associations (EfCCNa) Education Committee (2013) David Waters (United Kingdom) Anne Kokko (Finland) Heike Strunk (Germany) Evanthia Georgiou (Cyprus) Maria Hadjibalassi (Cyprus) Drago Satosek (Slovenia) Karin Klas (Austria) 3 Introduction Critical care is a complex and dynamic specialty, which aims to treat the delicate health needs of the acutely or critically ill patient and their families. The role of the critical care nurse is invaluable in the delivery of evidence-based care and remains a core member of the critical care multi-professional team. Due to the increasing complexity and holistic nature of critical care delivery, the critical care nurse is required to have a unique combination of skills, knowledge and attitudes. To ensure that the critical care nurse is fit for purpose and competent to perform their role, the appropriate training and development opportunities should be provided; examples include post- registration critical care training and local competency tools. Background In 2009 the EfCCNa Education Committee commenced work on a project to develop a European Critical Care Nursing competency framework that could be utilised in practice to assess competence and facilitate continuing professional development (CPD). The motivation for pursuing this project came from member associations within EfCCNa, who reported the need for a competency assessment tool that could allow competence to be mapped, but also to articulate an acceptable level of clinical skill and knowledge for the critical care nursing workforce across Europe.
    [Show full text]
  • The Roles of Critical Care Advanced Practice Nurse
    Journal of Korean Academy of Nursing (2006) Vol. 36, No. 8, 1340-1351 The Roles of Critical Care Advanced Practice Nurse Sung, Young Hee1, Yi, Young Hee1, Kwon, In Gak1, Cho, Yong Ae1 Purpose. To determine and compare the perception among nurses and doctors of the roles and tasks of critical care advanced practice nurses (APNs) in order to establish standardized and formally agreed role criteria for such critical care APNs. Method. This study measured and analyzed the necessity of each of the roles and tasks of critical care APNs, as perceived by nurses and doctors, through a survey of 121 participants: 71 nurses in 7 intensive care units (ICUs) at a general hospital in Seoul, and 50 doctors who used ICUs. Data collection utilized a questionnaire of 128 questions in the following fields: direct practice (79), leadership and change agent (17), consultation and collaboration (15), education and counseling (11), and research (6). Results. Both the nurses’ and the doctors’ groups confirmed the necessity of critical care APNs, with doctors who frequently used ICUs indicating a particularly strong need. As for the priority of each role of critical care APNs, the nurses considered direct practice to be the most critical, followed by education and counsel- ing, research, consultation and collaboration, and leadership and change agent. The doctors also considered direct practice to be the most critical, followed by education and counseling, consultation and collaboration, research, and leadership and change agent. There was a statistically significant difference between how the two groups regarded all the roles, except for the consultation and collaboration roles.
    [Show full text]
  • The Intensive Care Unit
    The Intensive Care Unit Information for relatives, friends and carers ContentsContents Introduction 3 What is the Intensive Care Unit? 4 Where are the Intensive Care Units? 4 What happens when a patient is taken to ICU? 5 Visiting the unit 6 How do I get into ICU? 6 Visiting times 6 Who can visit? 6 Telephoning the hospital 7 Information about your relative 7 Using telephones 7 How can I help restrict infection? 8 What can I expect when I enter ICU? 9 Can I touch my relative? 9 Can I talk to my relative? 10 Can I get involved in my relative’s care? 10 Who is looking after my relative? 11 How to identify staff 14 What are ward rounds? 15 Does a patient need any personal items in ICU? 15 Clothing and valuables 15 Personal items and toiletries 15 Practicalities when visiting the hospital 16 Transportation 16 Facilities 16 Can I stay overnight? 17 Shops and hospital services 17 Cashpoint 17 Who else might be able to help me? 18 2 Looking after yourself 18 Chaplaincy and Spiritual Care Department, Ext. 4122 18 What if I want to make a suggestion, comment or complaint? 18 The Patient Advice and Liaison Service (PALS), Ext. 4029 19 Interpreter and Communication Services 19 How long will my relative need intensive care? 19 Patient transfer 20 If a patient dies 20 What to expect following discharge of a recovering patient from ICU 21 Follow up from ICU after hospital discharge 22 ICUsteps support group 22 Sources of help/useful Information 23 IntroductionIntroduction It can be frightening when your relative is admitted to the Intensive Care Unit (ICU).
    [Show full text]
  • A Retrospective Analysis of Nursing Documentation in the Intensive Care Units of an Academic Hos P Ital in the Wes Tern Cap E
    A RETROSPECTIVE ANALYSIS OF NURSING DOCUMENTATION IN THE INTENSIVE CARE UNITS OF AN ACADEMIC HOS P ITAL IN THE WES TERN CAP E by Dawn Sharon Hector Thesis presented in partial fulfillment of the degree of Magister Curationis (Nursing) at the Stellenbosch University Division of Nursing Faculty of Health Science Supervisor: Dr. E.L.Stellenberg Date: March 2010 ii DECLARATION By submitting this thesis electronically, I declare that the entirety of the work contained therein is my own, original work, that I am the owner of the copyright thereof (unless to the extent explicitly otherwise stated) and that I have not previously in its entirety or in part submitted it for obtaining any qualification. Signature Date: Copyright © 2009 Stellenbosch University All rights reserved iii ABSTRACT Critical care nursing is the specialty within nursing that deals with an individual's response to life-threatening problems. These life threatening problems require continuous in-depth assessment and intense therapeutic measures and interventions. The level of nursing care is intense and the amount of documentation is enormous in the intensive care unit. Failure to document any aspects, may threaten the continuity of care and patient safety. Furthermore, it may result in negligence that may result in litigation. The purpose of this study was to retrospectively analyse nursing documentation in the intensive care units of an academic hospital in the Western Cape. The objectives set for this study were to determine whether the documentation of the: • assessment of the patients were adequate; • diagnoses were based on the assessment; • nursing care plans were based on the diagnoses; • nursing care plans were implemented and • nursing care plan shows evidence of continuous evaluation A retrospective exploratory- descriptive research design with a quantitative approach was applied to audit objectively the status of nursing documentation of patients who were admitted to the ICU’s of an academic hospital in the Western Cape in the first 48 hours of admission.
    [Show full text]
  • The Development of Intensive Care Nursing As a Specialty at Wellington Hospital Intensive Care Unit, Wellington, New Zealand, 1964 – 1989
    THE DEVELOPMENT OF INTENSIVE CARE NURSING AS A SPECIALTY AT WELLINGTON HOSPITAL INTENSIVE CARE UNIT, WELLINGTON, NEW ZEALAND, 1964 – 1989 by Elinore Harper A thesis submitted to Victoria University of Wellington in fulfilment of the requirements for the degree of Masters of Nursing Victoria University of Wellington 2011 Abstract Intensive care nursing developed as a specialty with the advent of intensive care units (ICUs) following the poliomyelitis outbreaks of the 1950s. In New Zealand (NZ) the first ICU was opened in the early 1960s in Auckland. Many ICUs were quickly established in other NZ hospitals around this time with Wellington Hospitals ICU opening in 1964. This work explores the first 25 years of the development of the Wellington ICU and the specialisation of ICU nursing. Oral history interviews with past and present staff who worked and taught in the ICU during this time and Hospital archives and primary documentation sources provided much of the background information about this development. One find during the cataloguing of materials and administrative records prior to the move to the newly built Wellington Regional Hospital was the patient admission records documenting each year of the unit‟s operation since it opened. The information gathered from these records provided data on patient demographics, giving age, admission diagnosis, discharge destination, mortality information and admission source for each patient admitted. Education of the nurses, many of whom were embracing the knowledge and technology required to look after ICU patients for the first time was paramount to the care of the critically ill patient. With the advent of an ICU six-month nursing course in 1968 many of the educational needs of the nurses were met.
    [Show full text]
  • Nurses' Perceptions of the Impact of a Computerized Information System on a Critical Care Unit
    Nursing Informatics 463 U. Gerdin et al. (Eds.) IOS Press 1997 Nurses' Perceptions of the Impact of a Computerized Information System on a Critical Care Unit A.L. Lyness,a M. Hravnak b and D. Martichc 'Department of Health and Community Systems, University of Pittsburgh, School of Nursing, 415 Victoria Building, Pittsburgh, PA 15261 'Department of Acute/Tertiary Care, University of Pittsburgh, School of Nursing, 314 Victoria Building, Pittsburgh, PA 15261 ` Department of Anesthesiology and Critical Care Medicine, University of Pittsburgh Medical Center, Suite 648 Scaife Hall, Pittsburgh, PA 15261 Critical care nurses work in complex environments and encounter a vast amount of information daily. To learn how a computerized information system (CIS) impacted nursing practice on a critical care unit, this foundational research was conducted before and after implementation of a CIS. Qualitative methods using interviews and open ended questions were employed. Results showed that nurses felt positive overall about the implementation of a bedside CIS. Nurses liked the readability of the information and having the CIS near the bedside. They disliked the periodic slowness or downtime. Broad themes of reflection, questioning and action emerged from the content analysis. The themes were in accord with the theoretical framework that guided the study. Recommendations for future research included exploring nursing medication documentation, use of hand held devices, and having resource databases within the CIS. Introduction Critical care units have evolved over the past few decades as a highly information intensive environment' A major resource to assist in managing the information is the computerized information system (CIS). To be effective a CIS needs to be integrated and to operate in a seamless fashion " in which all components work together to respond to the needs of patients." 2.
    [Show full text]
  • Critical Care Surge Response Strategies for the 2020 COVID-19 Outbreak in the United States
    Research Report Critical Care Surge Response Strategies for the 2020 COVID-19 Outbreak in the United States Mahshid Abir, Christopher Nelson, Edward W. Chan, Hamad Al-Ibrahim, Christina Cutter, Karishma Patel, Andy Bogart C O R P O R A T I O N For more information on this publication, visit www.rand.org/t/RRA164-1 Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2020 RAND Corporation R® is a registered trademark. Limited Print and Electronic Distribution Rights This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions. The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org About This Report The coronavirus disease 2019 (COVID-19) pandemic is placing extraordinary strains on the U.S. medical system, most especially hospitals. Hospitals are searching for ways to ramp up their surge capacity to provide critical care for the sickest COVID-19 patients.
    [Show full text]