From ward-based critical care to educational curriculum 1: a literature review.

There has been recent recognition in the literature, and a longer standing awareness amongst clinicians, that critically ill patients are to be found outside of intensive care units. These patients are not always well managed and some have concluded that their care is 'suboptimal' [Br. Med. J. 316 (1998) 1853] and that they die of preventable clinical problems [Extremes of Age: the 1999 Report of the National Confidential Enquiry into Perioperative Deaths (1999) NCEPOD]. Whilst the cause of this situation in the NHS probably involves a complex interplay of factors including failures in management, policy and the evidence/information base for practice, education failures have also been blamed. In response the government has mandated formal critical care education for ward nurses [Comprehensive Critical Care: a Review of Adult Critical Care Services (2000) Department of Health]. In this two-part paper, the literature around education for ward-based critical care is examined (Part 1) prior to a report of the findings (Part 2) of a case study exploring the everyday practices, context and culture of an acute surgical ward where seriously ill patients were cared for prior to the introduction of a critical care outreach service (Part 2). Implications for practice, education and future research are discussed.     

Supporting ward staff in acute care areas: the past,the present and the future?

Clinical education for acute ward staff caring for critically ill patients has continued to be a strong focus for practice development. Adopting a work-based learning approach to empower ward staff has led to the development of a five-day competency-based high dependency skills course. Developing leadership potential and enhancing networking opportunities for nurses from within critical care and ward areas is essential for the realisation of the aims of Comprehensive Critical Care.     

Achieving comprehensive critical care

The policy document, Comprehensive Critical Care, suggested that patients with critical care needs should expect the same standard of care wherever they are nursed, be that in a traditional critical care setting or in a general ward area. It is recognized that in order for this to occur, the developmental needs of ward nurses need to be met to enable them to care for patients with level 1 and level 2 needs. A second document, The Nursing Contribution to the Provision of Comprehensive Critical Care for Adults: A strategic Programme of Action, proposed a programme of action and outlined five priority areas to be considered to ensure the success of comprehensive critical care. Education, training and workforce development was one of the areas outlined, and thus, in response, the role of the practice development facilitator was created as a means of developing the critical care knowledge, skills and practice in ward areas. It became apparent that education and training alone were insufficient to ensure that the aims of comprehensive critical care were realized. The way in which the nurses approached and organized their work and the availability of resources had a great impact on the ability of staff to care for these patients. It is argued that achieving comprehensive critical care is complex and that a multi-dimensional approach to the implementation of policy is essential in order to realize its aims.     

An evaluation of the evidence base related to critical care outreach teams--2 years on from Comprehensive Critical Care.

It is now 2 years since the publication of Department of Health [Comprehensive Critical Care: A Review of Adult Critical Care Services (2000a)] document 'Comprehensive Critical Care'. One of its' main recommendations was the introduction of critical care outreach services. Many hospitals have since established such services and are providing education for ward nurses and house officers, and follow-up for patients discharged from intensive care when they return to a general ward. Early Warning Scoring (EWS) systems have also been introduced onto the wards to improve the identification of patients deteriorating into critical illness. However, as yet there appears to be little evidence that this investment has been worthwhile in terms of improving patient outcomes, such as reduction in cardiac arrests on the wards, reduction in unplanned admissions to critical care or earlier referrals to critical care. With many outreach teams hoping to expand their services in the future there is a pressing need to demonstrate an impact. We must remember however that some outreach teams have only been in post for 12 months and so it may therefore be far too early to reliably demonstrate any effect.     

The perception of ward-based nurses seconded into an Outreach Service

A group of ward nurses were seconded into an Outreach Service for a 2-week period. Following this, the group took part in an evaluation of the placement using a focus group methodology. The aim of this project was to explore the perceptions of a ward-based nurse recruited into the Outreach Service so that they could function effectively and efficiently in that role. The intended outcomes of the project were: --to explore the needs of the new Outreach nurse who was recruited from the ward environment --to enable the participants of the project to have a better understanding of the role of the Outreach team --to enable the participants to develop their skills in assessing critically ill patients --to make recommendations to the Kent Critical Care Network regarding the recruitment of ward staff to Outreach.     

Psychosocial care in oncology nursing: a study of social knowledge

A combination of focus group and individual interviews aimed to examine psychosocial aspects of nursing within a social context and social knowledge held by two teams of ward-based oncology nurses. Five core categories of knowledge emerged: knowledge of how to care, knowledge of the patient, knowledge of the ward, knowledge of nurses coping, and knowledge of involvement. Involvement or emotional closeness was seen as a necessary, inevitable and potentially stressful feature of psychosocial care. The authors conclude that interpersonal and professional aspects of nursing must be balanced in order to provide effective psychosocial care.     

Evaluating a critical care internship program

The authors describe the evaluation of their Critical Care Internship Program. The program was evaluated by job knowledge and clinical performance of graduate nurses compared to nurses with past critical care or medical-surgical experience.     

Clinical major option: a model for implementing critical care nursing into baccalaureate preparation

What was initiated as a directive from a provincial government in an attempt to increase the number of critical care nurses has evolved into an exciting educational opportunity for many nurses and student nurses in the year 2000. Between 1993 and 1997 there has been significant downsizing of acute care beds across Canada (Code Blue: Critical Care Nursing in Nova Scotia, 1998). At the same time patient acuity has increased, due to shorter hospital stays, and the number of nurses working full-time has decreased with the increased use of casual nurses. Several studies at both the provincial and national levels report current and future shortages of specialized nurses (emergency, critical care and perioperative). It is expected that this shortage will continue into the future, a shortage that is driven by technological advances, as well as an aging general and nursing population. Continued shortages of these acute care nurses will result in fierce competition for skilled nurses as well as aggressive recruitment and retention strategies (Code Blue: Critical Care Nursing in Nova Scotia, 1998). It is generally agreed within the nursing community that specialty nurses in critical care require a unique body of knowledge that is not acquired in a basic undergraduate nursing program (Fitzsimmons, Hadley, & Shively, 1999). This specialized knowledge can be gained informally through experience; however, it is largely developed in additional formal education programs. The purpose of this article is to outline a strategy for the delivery of specialty education at three educational levels in acute care nursing with three streams: emergency, critical care and perioperative nursing. This clinical major option is to be delivered in partnership among the Queen Elizabeth Hospital II, the Health Science Centre and Dalhousie University School of Nursing, Halifax, Nova Scotia, Canada. This model of offering specialty education in university preparation could be a template for preparing nurses in the new millennium.     

Knowledge of pulse oximetry among critical care nurses.

A pulse oximetry (SpO2) knowledge survey was conducted with 551 experienced critical care nurses at the 2002 American Association of Critical Care Nurses National Teaching Institute in Atlanta, GA. Results of this survey indicated an increased level of knowledge about SpO2 technology and monitoring compared to that reported in previous studies. These findings are important, because critical care nurses are responsible for providing care to the most critically ill patients. Critically ill patients are most likely to have decreases in their pulse oximetry values that require immediate interventions. In addition, critically ill patients are also the most likely group of patients to exhibit the clinical conditions that adversely affect pulse oximetry signal quality, including low perfusion and patient motion artifact. The ability of critical care nurses to correctly assess pulse oximetry values within the context of the technology limitations and the critical care environment is important in providing optimal care to critically ill patients.     

重症监护室护士眼部护理知识掌握与实践状况分析

目的调查重症监护室（ICU）护士眼部护理知识掌握情况及其眼部护理实践状况。方法自行设计ICU患者眼部护理知识调查表和ICU患者眼部护理实践调查表对上海市3所三级甲等医院145名相关ICU护士进行问卷调查。结果按百分制计算,ICU护士眼部护理知识的总得分为65．66±5.0,引发眼部并发症的危险因素得分为91.5±9．5,眼部护理不当可能导致的并发症的认知为37．0±5.2;知识的掌握与其在ICU工作年限呈正相关。在护理实践方面,分别有80．7％和88.3％的护士表示能做到评估和清洁眼部,100％的护士表示对眼睑闭合不全采用了必要的干预。结论应对相关专业人员进行重症患者眼部护理知识的教育以有效防治ICU患者眼部并发症。     

Developing critical care skills for nurses in the ward environment: a work-based learning approach

An account of collaborative working between an NHS trust and university in responding to the critical care agenda. An 'Introduction to Critical Care Skills' course initiative, which addresses the needs of nurses caring for level 1 and 2 patients in ward areas, is discussed. Work-based learning forms the focus of skills development using core competencies related to a holistic approach to caring for patients with complex needs. A dynamic evolving process of course development is promoting quality care for patients and closely reflects the needs of those caring for acutely ill patients outside the designated critical care environment.     

Critical care education: experience with a community-based consortium approach

A continuous cycle of new orientees, cost-containment issues related to orientation, and conflicting job priorities prove to be challenging adversaries for critical care educators. The San Diego Chapter of the American Association of Critical Care Nurses (AACN) has met some of these educational challenges by providing a community-wide, consortium-based Critical Care Nursing Internship Program (CCIP) for novice critical care nurses. Over the last 15 years this CCIP has been instrumental in providing comprehensive education for more than 2,200 novice critical care nurses in San Diego County. This article discusses the background, rewards, and current challenges of the program. It also addresses a comparison between consortium-based education and the National AACN Essentials of Critical Care Orientation (ECCO) Program.     

Critical care outreach services and early warning scoring systems: a review of the literature

AIM: The aim of this paper is to explore the literature relating to critical care outreach services and the use of early warning scoring systems to detect developing critical illness. BACKGROUND: Several studies have identified how suboptimal care may contribute to physiological deterioration of patients with major consequences on morbidity, mortality and requirement for intensive care. In a review of adult critical care services, the Department of Health (DOH) (England) recommended in 2000 that outreach services be established to avert admissions to Intensive Care, to enable discharges and to share critical care skills. METHODS: A literature search was carried out of the BIOMED and NESLI databases using the key words "outreach", "early warning signs/systems" and "suboptimal care". The literature review was limited to the past 10 years, and primary research articles of particular relevance were included in the review. The literature is examined within the context of recent findings relating to the provision of suboptimal care within general wards prior to cardiac arrest and/or admission to Intensive Care Units (ICU), and subsequent government initiatives. Discussion. The discussion explores the potential contribution of critical care outreach services and early warning scoring systems to the care of patients in acute general wards, including the role that education can have in developing the knowledge base and assessment skills of ward nurses. CONCLUSION: The paper concludes that further study is required to evaluate the effectiveness of critical care outreach services and early warning scoring systems, and that ward staff need to be educated to identify those patients at risk of developing critical illness. Finally, it is suggested that nurses' decision-making in relation to calling the outreach team requires further investigation.     

Nurses’ perceptions of environmental pressures in relation to their occupational stress

Aim. The aim of this paper was to explore nurses’ stress experiences of working under the current health care system in Tawain (the context) using a qualitative approach. Background. Although most global health care institutions have been changing in response to the economic contraction, there is a deficit of information in understanding the changes of the ecology of the health care system in Taiwan from nurses’ perspectives. Design. Grounded theory. Methods. A grounded theory approach was used to collect the data from a sample of 28 critical care nurses from seven hospitals in Taiwan. Data were analysed using a multi‐step analytic procedure, based on the approaches of Glaser, Chesler and Strauss and Corbin. Findings. The health care system changes were found to increase critical care nurses’ occupational stress and work dilemmas. For the purpose of this study, the two categories that emerged in the ‘context’ component of the paradigm model are investigated. They were: hospital reorganisation and cultural burden of the nurse’s role. Conclusions. The findings indicated that hospital organisational changes and people’s own belief of the nurse’s role were recognised as the environmental pressures which increase critical care nurses’ occupational stress. Cultural background may play an important role in influencing nurses’ work atmosphere and their ways of being seen. Relevance to clinical practice. Critical care nurses perceived that their hospitals were under huge demands due to the changes in health care policies; these had subsequently caused them a high level of occupational stress. Beliefs in the embedded culture were also identified as significant factors in causing nurses’ role stress. These findings could enhance the knowledge of critical care nurses’ occupational stress and identify the most appropriate stress management skills available to them. Findings will add to the understanding of Chinese nurses who may work globally.     

Developing a competency framework for critical care to match patient need.

The competency framework developed by the critical care education group of the London Standing Conference aims to serve every grade and level of practitioner. It is neither time specific nor static. The patient is the central focus of the framework and the elements of competence reflect patient need at any critical care level [Comprehensive Critical Care: A Review of Adult Critical Care Services, The Stationary Office, London]. A group of expert nurses have developed the competency framework, with widespread consultation and collaboration. This approach intended to develop consistency for critical care education and practice. It is envisaged that this will reduce pockets of repeated activity, which places huge demands on limited resources. The critical care competency framework was developed using the method of functional analysis. A plan for the future has been identified, including continued collaboration and consultation with Trusts and Higher Educational Institutions and the development of an online manual to support the competency framework. KEY POINTS: 1. Critical care delivery has been under close scrutiny and a number of key contemporary drivers have led to the development of this competency framework. 2. The development of a consistent pan-London approach to critical care education has been identified. 3. The patient is the focus of critical care delivery and therefore patient need is central to the critical care competency framework. 4. Wider collaboration is needed with other agencies and groups to prevent the repetition of work already carried out.     

Standards for nurse staffing in critical care units determined by: The British Association of Critical Care Nurses,The Critical Care Networks National Nurse Leads,Royal College of Nursing Critical Care and In‐flight Forum

Background: Since 1967 the gold standard for nurse staffing levels in intensive care and subsequently critical care units has been one nurse for each patient. However, critical care has changed substantially since that time and in recent years this standard has been challenged. Previously individual nursing organisations such as the British Association of Critical Care Nurses (BACCN) and the Royal College of Nursing have produced guidance on staffing levels for critical care units. This paper represents the first time all three UK Professional Critical Care Associations have collaborated to produce standards for nurse staffing in critical care units. These standards have evolved from previous works and are endorsed by BACCN, Critical Care Networks National Nurse Leads Group (CC3N) and the Royal College of Nursing Critical Care and In‐flight Forum. Aim: The aim of this paper is to provide an overview of the much more detailed document ‘Standards for Nurse Staffing in Critical Care’, which can be found on the BACCN web site at www.baccn.org.uk . The full paper has extensively reviewed the evidence, whereas this short paper provides essential detail and the 12 standard statements. Methods: Representation was sort from each of the critical care associations. The authors extensively reviewed the literature using the terms: (1) critical care nursing, (2) nursing, (3) nurse staffing, (4) skill mix, (5) adverse events, (6) health care assistants and critical care, (7) length of stay, (8) critical care, (9) intensive care, (10) technology, (11) infection control. Outcomes: Comprehensive review of the evidence has culminated in 12 standard statements endorsed by BACCN, CC3N and the Royal College of Nursing Critical Care and In‐flight Forum. The standards act as a reference for nursing staff, managers and commissioners associated with critical care to provide and support safe patient care. Conclusion: The review of the evidence has shown that the contribution of nursing can be difficult to measure and consequently support nurse staffing ratios. However, there is a growing body of evidence which associates higher number of registered nursing staff to patient ratio relates to improved safety and better outcomes for patients. The challenge for nurses is to produce accurate and meaningful outcome measures for nursing and collect data that accurately reflect the input of nursing on patient outcomes and safety.     

British Association of Critical Care Nurses position statement on prescribing in critical care

Background: Nurses in the UK are now one group of non-medical staff who can prescribe. This practice is evolving for critical care nursing staff who care for critically ill patients during their stay in hospital through ward and outpatient follow-up after admission to critical care.
Aim: The purposes of this paper were to present existing information regarding prescribing to support nurses in critical care currently prescribing and to inform those who are intending to prescribe.
Methods: To develop the position statement, a search of the literature was conducted using key databases. To ascertain the current level and type of prescribing in critical care, a short questionnaire was sent by email to British Association of Critical Care Nursing members, and the results of this are presented in Appendix A.
Outcomes/Results: Evidence was found in relation to the history, context in critical care, educational requirements and issues of consent related to non-medical prescribing.
Conclusions: The position statement is based upon evidence from the literature, National Health Service policy and the Nursing and Midwifery Council regulations. It takes account of the critical care patient pathway before, during and after an admission to critical care.     

Education for outreach: development of an interprofessional MSc in critical care

This article describes the development of a new multi-professional Master's degree programme, which is aimed at supporting the education of practitioners in meeting the needs of Level 1 critically ill patients. The main drivers that influenced its development were Comprehensive Critical Care (Department of Health, 2000a) and the National Health Service Modernisation Agency for Critical Care. The programme was aimed primarily at junior doctors, senior ward nurses, senior physiotherapists and members of Outreach teams. The programme was designed to maximize work-based learning and is framed around two clinically focused units. The programme is informed by principles of quality improvement and aims to prepare practitioners to meet the needs of Level 1 patients 'at the point of need'.     

Credentialling Australian critical care nurses: the pilot study.

In October 1998, the Australian College of Critical Care Nurses (ACCCN) launched a model to credential specialist level critical care nurses. This model was 'road tested' during a pilot study, when experienced critical care nurses were invited to apply to become the first Australian credentialled critical care nurses. The pilot study was designed to ensure all individuals taking part in the process were surveyed regarding adequacy of the credentialling package and the credentialling process. Applicants were required to provide evidence of practise at the specialist level, as described in the Competency Standards for Specialist Level Critical Care Nurses. Evidence was presented via curriculum vitae, professional journal and supported by three peer reviewers and two referees. Each application was sent to a three-person assessor panel, which assessed the evidence in the application against the Competency Standards for Specialist Level Critical Care Nurses. A total of six applications from five states and one territory were received by April 1999. Five of the applicants were assessed to have met the Competency Standards and were awarded the credential, Australia Credentialled Critical Care Nurse (ACCN), which they will hold for a period of 3 years. Feedback from assessors, applicants, peer reviewers and referees involved in the pilot study has resulted in the further refinement of the credentialling package and processes. Australian critical care nurses will now have the opportunity to seek to be credentialled four times per year.