Are Incoming Pediatric Interns Ready to Obtain the Essential Components of an Informed Consent for Lumbar Puncture?

ObjectiveIn 2013, the Association of American Medical Colleges created the “Core Entrustable Professional Activities (EPAs) for Entering Residency” to more clearly define the set of activities that entering residents should be able to perform on day 1 of residency without direct supervision. EPA #11 is obtaining informed consent for tests and/or procedures. This EPA acknowledges that an entrustable learner should be able to document a complete consent among other components. The aim of this study is to explore whether incoming pediatric interns demonstrated the behaviors of an “entrustable learner” in the domain of documenting informed consent for a common pediatric procedure.MethodsAll incoming interns in our program (2007–2017) completed a 6-station Objective Structured Clinical Examination during residency orientation. One of the scenarios involves obtaining parental consent for a lumbar puncture (LP). The researchers determined and agreed what components would be important for a complete and accurately documented consent. A retrospective review of the resident's written informed consents occurred looking for accuracy of documented components.ResultsOf the 258 consents reviewed, 8 were complete and accurate. Incoming interns appear to be skilled when completing the basics of the informed consent form such as documenting names, obtaining signatures, and correctly identifying the procedure. However, detailing all the risks of the LP were areas for which they did not demonstrate proficiency.ConclusionsDocumenting informed consent is not adequately demonstrated by our learners prior to the beginning of internship. We would recommend specific training before entrusting pediatric interns to obtain LP consent independently.     

The Influence of Race and Gender on Nursing Care Decisions: A Pain Management Intervention

Background: Understanding whether a patient's race or gender and/or the nurse's race or gender influence how nurses form care decisions can contribute to exploration of methods that can positively affect disparate treatment. Aims: This research examined how the variables of race and gender of both the nurse and the patient influence nurses' decision making about pain management. Design: A randomized four-group post-test–only experimental design was used to examine the variables and variable interactions. Settings: An investigator-developed case vignette tool hosted online was used to obtain data about nursing pain management decisions. The vignette intervention was developed to simulate four exact patient scenarios that differed only by patient race and gender. Participants/Subjects: A quota sample of 400 nurses was recruited using a self-selected face-to-face recruitment technique. Methods: A four-way between-groups analysis of variance assessed whether the gender of the nurse, race of the nurse, gender of the patient, or race of the patient made any differences in the dose intensity of pain medications selected by the nurse sample. Results: No significant interactions were noted between any combinations of the four independent variables. A significant main effect was noted in medication intensity for nurse gender (F [1,384] = 9.75, p = .002). Conclusions: Data trends suggested that gender stereotypes about how patients managed pain played a role in dose intensity decisions because female patients on average were given higher doses of pain medication than male patients were by all the nurses in the study. Further research is needed in this complex area of study.