There are many creative ways to teach arterial blood gas interpretation. This article illustrates the use of the stepwise approach, tables, figures, case studies, illustrations, computer-based learning modules, and the tic-tac-toe approach. The authors recommend making several approaches available so students and new critical care nurses can choose the ones that work best for them.
This article discusses the creative use of a stepwise approach to teaching arterial blood gas interpretation along with case studies and computer-based learning modules.
LaShonda Barnette, BSN, RN-BC, is a case manager at Gaston Memorial Hospital in Gastonia, North Carolina, and a graduate nursing student at the University of North Carolina at Greensboro.
Donald D. Kautz, PhD, RN, CRRN, CNE, is an associate professor of nursing at the University of North Carolina at Greensboro. Dr Kautz serves as a reviewer of manuscripts for Dimensions of Critical Care Nursing.
The authors have disclosed that they have no significant relationship with, or financial interest in, any commercial companies pertaining to this article.
Address correspondence and reprint requests to: Donald D. Kautz, PhD, RN, CRRN, CNE, School of Nursing, University of North Carolina at Greensboro, PO Box 26170, Greensboro, NC 27402 (firstname.lastname@example.org).