ABSTRACTS from 16th International COnference on ... - CRRT Online

<strong>ABSTRACTS</strong> FROM 17 TH INTERNATIONAL CONFERENCE ON CRRT,
SAN DIEGO, FEB 14-17, 2012
medical records of patient’s who
received CRRT between May 25 and
August 211. Seven records were
excluded due to CRRT and ECMO
running concurrently, and 12 records
were unavailable for review. Data was
collected for analysis <strong>from</strong> 65 records.
The patient’s ages ranged <strong>from</strong> 3 days
old to a 65 year old with a congenital
heart defect. Therapy time ranged <strong>from</strong>
one to 38 days with a mean of 6.1 days.
RN Staffing options for this period were
Gambro Clinical Specialist on-call,
CRRT staff on-call, and CRRT staff
prescheduled. Mean time <strong>from</strong> order to
initiation of therapy was 269.5 hours.
There is a significant difference in mean
time for staffing options (p=.41).
Additionally, there is significant
difference between staffing and off
circuit time for troubleshooting and
circuit changes. Results and implications
for practice are discussed including
practice changes encountered since the
program had begun.
84. Nursing Knowledge of Pediatric
CRRT Principles and
Troubleshooting
Scott Ludes, Kristina J Burger, Frances
Pfister
All Children's Hospital, Saint
Petersburg, FL, USA
Education and training is an important
aspect of preparing a nurse to care for a
pediatric patient who requires CRRT.
General concepts and pathophysiology
of kidney injury and failure are
imperative in order to fully understand
the treatment and necessary hourly
calculations. Additionally, the nurse
must also have proper training to set up
and manage the CRRT machine.
When providing training it is expected
that the learner complete and evaluation
of the program as well as complete
necessary skills in order to be
competent. However, even with the
classroom learning and clinical practice,
very few education programs re-evaluate
the ongoing retained knowledge and
troubleshooting ability. Outcome
measurement of training is done well at
the end of the session, but frequently
falls short for long term evaluation.
CRRT is a complex treatment which is
not just running a machine, but
constantly evaluating the effects of the
treatment and prevention of
complications.
The goal of this project was to provide
an opportunity for staff nurses who care
for pediatric CRRT patients to reevaluate
their initial training and
demonstrate ongoing critical knowledge
regarding the bedside care of the patient.
The setting is a 28 bed pediatric critical
care unit which provides CRRT to 12-15
patients per year. All bedside nurses who
have completed training were asked to
complete an evaluation prior to an
update class. Twenty evaluations were
returned and elements included a Likert
Scale of training objectives and seven
multiple choice and true/false questions
about bedside care and policy.
Results indicated that staff felt they still
met the course objective (mean=4 on 1-5
scale). The lowest mean score of 3.89
was given to the statement "Original
classroom time was enough to cover the
material". However, the mean score for
the seven other questions was only 72%.
Questions which scored less than 8%
were regarding safety and alarm
conditions. Results of this data have
provided the CRRT trainer to make
changes to the course and training in
order to improve nurses knowledge and
preparation, and provide higher quality
of care to the patient. Other
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