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INACSL Simulation-Based Training for Bag-Mask Ventilation

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MLA citation style (9th ed.)

Wotring, Spencer. Inacsl Simulation-based Training for Bag-mask Ventilation. . 2022. mushare.marian.edu/concern/generic_works/06556553-6543-49cb-a7fb-0e2d3c22b1c2?locale=it.

APA citation style (7th ed.)

W. Spencer. (2022). INACSL Simulation-Based Training for Bag-Mask Ventilation. https://mushare.marian.edu/concern/generic_works/06556553-6543-49cb-a7fb-0e2d3c22b1c2?locale=it

Chicago citation style (CMOS 17, author-date)

Wotring, Spencer. Inacsl Simulation-Based Training for Bag-Mask Ventilation. 2022. https://mushare.marian.edu/concern/generic_works/06556553-6543-49cb-a7fb-0e2d3c22b1c2?locale=it.

Note: These citations are programmatically generated and may be incomplete.

Background and Review of Literature: The ability to manage a patient's airway is a critical skill an anesthesia provider must possess. Poor airway management can result in inadequate ventilation, which can lead to brain damage and death. Simulation training in anesthesia providers' education is an effective and safe way to allow providers to improve technical and nontechnical skills without putting patients at risk. INACSL standards of best practice provide a way to standardize health care simulation to optimize and enhance simulation-based learning. Purpose: This DNP project was a quality improvement project to examine the effect on SRNA knowledge, satisfaction with learning, and confidence in their ability to adequately ventilate a patient via bag-mask ventilation when using simulation-based training that incorporates INACSL best practices compared to current simulation-based training. Methods: This DNP project utilized a quality improvement design and was evaluated by the Student Satisfaction and Self-Confidence in Learning instrument and a post-test knowledge assessment. Implementation Plan/Procedure: A total of 24 SRNA's enrolled in an anesthesia simulation course were divided into 2 groups. Group 1 had been intended to receive standard practices of self-directed learning of BMV skills, while Group 2 received a 2:1 hands-on instructional activity during the prebrief period. Both groups underwent the same simulation checkoff for BMV skills. Both groups were given a pre-test and post-test of the Student Satisfaction and Self- Confidence in Learning instrument. Additionally, both groups also completed a post-test knowledge assessment after the simulation checkoff. Implications/Conclusion: Overall, the participants in the experimental group consistently scored higher in agreement in the satisfaction (U= 15.5, p=.001) and self-confidence of student learning (U= 16.0, p=.001). Moreover, they scored higher percentages in the knowledge section despite the individuals in the control group having additional undue outside influence during this project. If simulation is used, INACSL best practice standards should be incorporated. This will allow nurse anesthesia educational programs to implement more effective BMV training within their program, which will improve the safety of their care.

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