The effectiveness of educational interventions on trauma intensive care unit nurses’ competence: A systematic review and meta-analysis

TY - JOUR

T1 - The effectiveness of educational interventions on trauma intensive care unit nurses’ competence

T2 - A systematic review and meta-analysis

AU - Almarhabi, Maha

AU - Cornish, Jocelyn

AU - Lee, Geraldine

PY - 2020/1/1

Y1 - 2020/1/1

N2 - Objectives: To examine the current evidence on the effect of education on intensive care unit nurses’ knowledge and skills competence in caring for adult major trauma patients. Methodology: A systematic review and meta-analysis was conducted to identify relevant studies through a comprehensive search, following strict eligibility criteria. Five databases were searched: MEDLINE, PubMed, CINAHL, Cochrane and Web of Science. A subsequent hand search was performed. The Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument tool was used to assess methodological quality. Results: Five eligible quantitative studies were identified and appraised. The overall results demonstrated that educational interventions have positive effects in improving intensive care nurses’ knowledge and practice in managing major trauma patients. Meta-analysis was applied to three homogenous studies relating to knowledge outcome. Results demonstrated significant improvements immediately post-intervention and at one-to three-month follow-up [MD (mean difference) = 29.12, 95%CI (confidence interval) 10.29–47.95; P < 0.00001], and [MD = 23.70, 95%CI 8.84–38.56; P < 0.00001], respectively. A slight decrease in the knowledge and practice scores was noted from one- to three-month follow-up. Conclusion: This review demonstrated the significant effects of trauma education on improving intensive care nurses’ knowledge and practices. Further research should develop valid competencies and policies to drive nurses’ practice and potentially improve the safety and quality of care.

AB - Objectives: To examine the current evidence on the effect of education on intensive care unit nurses’ knowledge and skills competence in caring for adult major trauma patients. Methodology: A systematic review and meta-analysis was conducted to identify relevant studies through a comprehensive search, following strict eligibility criteria. Five databases were searched: MEDLINE, PubMed, CINAHL, Cochrane and Web of Science. A subsequent hand search was performed. The Joanna Briggs Institute Meta-Analysis of Statistics Assessment and Review Instrument tool was used to assess methodological quality. Results: Five eligible quantitative studies were identified and appraised. The overall results demonstrated that educational interventions have positive effects in improving intensive care nurses’ knowledge and practice in managing major trauma patients. Meta-analysis was applied to three homogenous studies relating to knowledge outcome. Results demonstrated significant improvements immediately post-intervention and at one-to three-month follow-up [MD (mean difference) = 29.12, 95%CI (confidence interval) 10.29–47.95; P < 0.00001], and [MD = 23.70, 95%CI 8.84–38.56; P < 0.00001], respectively. A slight decrease in the knowledge and practice scores was noted from one- to three-month follow-up. Conclusion: This review demonstrated the significant effects of trauma education on improving intensive care nurses’ knowledge and practices. Further research should develop valid competencies and policies to drive nurses’ practice and potentially improve the safety and quality of care.

KW - Competence

KW - Education

KW - Intensive Care Units nurses

KW - Knowledge

KW - Major trauma

KW - Meta-analysis

KW - Practice

KW - Skills

KW - Systematic review

UR - http://www.scopus.com/inward/record.url?scp=85091002675&partnerID=8YFLogxK

U2 - 10.1016/j.iccn.2020.102931

DO - 10.1016/j.iccn.2020.102931

M3 - Review article

AN - SCOPUS:85091002675

SN - 0964-3397

JO - Intensive and Critical Care Nursing

JF - Intensive and Critical Care Nursing

M1 - 102931

ER -