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21.09.2017 | Original Article | Ausgabe 12/2017

European Journal of Pediatrics 12/2017

A mixed methods evaluation of paediatric trainee preparedness to manage cardiopulmonary arrests

Zeitschrift:
European Journal of Pediatrics > Ausgabe 12/2017
Autoren:
Órla Walsh, Sinéad Lydon, Paul O’Connor
Wichtige Hinweise
Communicated by Peter de Winter

Abstract

Paediatric cardiopulmonary arrest (CPA) survival rates are strongly linked to the training of the doctors responding to the event. This study sought to characterise the level of experience in managing CPAs among paediatric trainees and to investigate the nontechnical (NTS) required to effectively lead a paediatric CPA team. A mixed-methods research design was used. For the quantitative phase, a questionnaire was developed to assess training, confidence, and experiences related to CPA management. During the qualitative phase, 17 paediatric trainees participated in a series of critical incident technique (CIT) interviews to explore the NTS used during the management of paediatric CPAs. A total of 56 of 131 (37.1% response rate) trainees responded to the preparedness questionnaire. A total of 48.2% of respondents expressed low confidence in their skill as a team leader during the management of a CPA. The CIT interviews highlighted deficiencies in specific NTS (identifying options, prioritising, and identifying and utilising resources).
Conclusion: Our results indicate that there is a desire for more training in CPA management among paediatric trainees, in particular as a team leader, which includes a focus on key NTS.
What is Known
Levels of preparedness to be a paediatric cardiopulmonary arrests team member/leader are generally lower than desirable.
The importance of nontechnical skills to the effective performance of adult cardiopulmonary arrests teams has been identified.
What is New
Levels of preparedness to be a cardiopulmonary arrests team member were higher than reported in US studies.
There is a need for greater training in cardiopulmonary arrest management which includes a focus on key nontechnical skills to include identifying options, prioritising, identifying and utilising resources.

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