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IRCT2012110711399N1 IRCT 2013-01-24 Tehran University of Medical Sciences, Vice chancellor for research The Effect of Clinical Teammate Educator in Compare with Workshop Education The Effect of Clinical Teammate Educator in Compare with Workshop Education on Nursing Staff’s Knowledge about Arterial Blood Gases in Firoozgar Hospital 2013-02-03 anticipated 30 Complete https://irct.ir/trial/11671 interventional Randomization: Randomized, Blinding: Not blinded, Placebo: Not used, Assignment: Parallel, Purpose: Other, Other design features: Samples will be randomly selected among nursing staff of two intensive care units of Firoozgar hospital. 1 Comparison of clinical teammate method with workshop method. Intervention 1: Intervention group 1: Clinical teammate educator will attend in customary turns of his/her own working ward. Since the working load in different turns is not equal, the educator can do his/her previous roles in the ward as well as educating other personnel in suitable times (the time that other personnel have no predefined task) and encouraging them for learning. In these times he/she present a part of education curriculum to the personnel regarding to their pudding time and learners eagerness. Planning of turns through the program will be in a way that each nurse at least 8 times be co-turn with the clinical teammate educator. Intervention 2: Intervention group 2: Simultaneous with the last week of education in clinical teammate educator group, workshop method will be performed for other group. A week after finishing the educational program in both groups, they will attend in the second exam (post test). Abstract<br /> Aims: The sufficient knowledge of nurses has an important role in increase of nurses’ care<br /> in the critical units. Work-centered learning or learning in work place is one of the ways<br /> which is considered recently in the education of the professions related to Medicine and<br /> Nursing. This study aimed to compare two clinical teammate educator and workshop<br /> methods in the interpretation of arterial blood gases to the nurses working in the<br /> intensive care units.<br /> Methods: In this quasi experimental study, from Firoozgar Tehran hospital intensive care<br /> units 3 units were randomly selected as number one experimental unit (clinical teammate<br /> method) and number 2 and 3 experimental units (workshop method) in 2013. The<br /> samples included nurses working in these units selected with achievable sampling. At the<br /> beginning and the end of the training courses, the knowledge of nurses in the<br /> interpretation of arterial blood gases in both groups was measured using a questionnaire.<br /> Data were analyzed by SPSS 19 software using descriptive and inferential statistics<br /> (Independent-T, exact Fisher and pair-T tests).<br /> Findings: There was a significant difference between before and after Nurses’ mean<br /> scores in workshop method group but there was no statistically significant difference<br /> between before and after nurses’ mean scores in clinical teammate group.<br /> Conclusion: Using workshop method is more appropriate compared with clinical<br /> teammate method to train the interpretation of arterial blood gases to the nurses of the<br /> critical care units.<br /> Keywords<br /> Education [http://www.ncbi.nlm.nih.gov/mesh/68004493];<br /> Intensive Care Units [http://www.ncbi.nlm.nih.gov/mesh/68007362];<br /> Blood Gas Analysis [http://www.ncbi.nlm.nih.gov/mesh/68001784]
public Abbas-Ali Ebrahimian
School of Health Management and Information Sciences, Rashid Yasemi Street, Valieasr Street
Tehran Iran (Islamic Republic of) +98 216694423 a-ebrahimian@razi.tums.ac.ir Tehran University of Medical Sciences scientific Dr Nader Khalesi
School of Health Management and Information Sciences, Rashid Yasemi Street, Valieasr Street
Tehran Iran (Islamic Republic of) Iran +98 21 8877 8069 khalesi_nader@yahoo.com Tehran University of Medical Sciences Iran (Islamic Republic of) Inclusion criteria: Informed consent to participate in the study, and having the RN degree and working in the study setting. Exclusion criteria: Refusing to continue the study, change in the ward, and attendance in a simultaneous and similar educational program. 22 years 50 years Both unspecifie Z55.9 Other Other Intervention group 1: Clinical teammate educator will attend in customary turns of his/her own working ward. Since the working load in different turns is not equal, the educator can do his/her previous roles in the ward as well as educating other personnel in suitable times (the time that other personnel have no predefined task) and encouraging them for learning. In these times he/she present a part of education curriculum to the personnel regarding to their pudding time and learners eagerness. Planning of turns through the program will be in a way that each nurse at least 8 times be co-turn with the clinical teammate educator. Intervention group 2: Simultaneous with the last week of education in clinical teammate educator group, workshop method will be performed for other group. A week after finishing the educational program in both groups, they will attend in the second exam (post test). Knowledge. Timepoint: Beginning of the study, two months after intervention. Method of measurement: Researcher made questionnaire to assess knowledge of Arterial blood gases interpretation. Tehran University of Medical Sciences, Vice chancellor for research Approved 2012-11-07 Ethics Committee of Tehran University of Medical Sciences Tehran University of Medical Sciences,Ghods Street Tehran Iran (Islamic Republic of)