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Abstract PD-003: A MULTI-MODAL APPROACH TO CONTINUING EDUCATION AT BOSTON CHILDREN’S HOSPITAL

Mastronardi, L.1; Shubert, J.2

Pediatric Critical Care Medicine: June 2018 - Volume 19 - Issue 6S - p 29
doi: 10.1097/01.pcc.0000537405.70354.c8
Poster Discussion Abstracts
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1Boston Children’s Hospital, MSICU, Boston, USA

2Boston Children’s Hospital, Medical Surgical Intensive Care Unit, Boston, USA

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Aims & Objectives:

The Medical-Surgical Intensive Care Unit Education Council developed multi modal educational platform. The program aimed to teach a multigenerational staff using varied learning styles (auditory, visual, and kinesthetic).

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Methods

Multiple methods were developed to meet the needs of the diverse staff of 150 nurses for the 30-bed unit. Skillapalooza evenings provided programmed hours for hands-on skills practice with new or infrequently used equipment, guidance on unit algorithms, and videos for “just-in-time” education. Bedside rolling carts taught topics on a one-to-one basis. Education posters provided descriptive pictures with bulleted teaching points for self-guided learning. Lecturers during Education Days presented on evidence-based practice updates, disease processes, and new research protocols. Pharmacists provided interactive learning activities to practice low-frequency, high-acuity medication calculations. Surveys were used to collect feedback on educational programs and to elicit new topics. Results were quantified to examine where knowledge gaps existed.

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Results

There was a response rate of 72% for the survey. The majority of respondents attended Skillapalooza (88%) and 98% found it was an effective way to review skills in a “fun and low-key environment,” especially for “hands-on learners.” Additionally, 94% of respondents found it helpful to review unit-based skills via rolling carts, and 85% appreciated unit-based educational posters.

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Conclusions

As highlighted in the survey results, the Educational Council successfully developed innovative methods to educate a multigenerational nursing staff with diverse learning styles.

©2018The Society of Critical Care Medicine and the World Federation of Pediatric Intensive and Critical Care Societies