Education as a Vehicle to Empower Emergency Room Nurses during Pediatric Traumas
Brett M Tracy, Mickey Ott, *Miller Hamrick, *Kathryn Bailey
Memorial University Medical Center-Mercer University School of Medicine, Savannah, GA
Background (issue): In January 2017, the Emergency Trauma Advocate (ETA) program was piloted at our institution to enhance trauma patient advocacy, particularly in children. The goal was to empower nurses by improving their fund of knowledge through hands-on skill sessions and interactive lecture series. These four-hour meetings occurred monthly; nursing participation was self-motivated and there was no financial incentive. This study reviews the preliminary findings of the program.
Methods: We performed a retrospective review of pediatric trauma admissions (n=113) from January 2017 through April 2017. Patient age, injuries, and admission details were recorded. Additionally, surveys were administered after each teaching session to participating ETA nurses (n=13) questioning their personal academic interests and how to improve this pilot program.
Findings: During this 4-month period, the average age of our pediatric population was 7.8 years. Thirty-five pediatric trauma patients required admission to the intensive care unit. Most patients sustained orthopedic injuries (n=38), followed by various intracranial hematomas (n=16) and skull fractures (n=12). Survey responses demonstrated the greatest interest in critical care (n=11) and orthopedic trauma education (n=11). Further instruction on managing neurosurgical trauma patients (n=9) was another common survey theme.
Conclusions (implications for practice): Nurses’ interest in educational topics directly correlate with recent pediatric trauma injury patterns. Future education should focus on relevant, common pediatric trauma themes to promote nurse understanding thereby enabling nurses to improve the healthcare provided to children.
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