Using a didactic model to improve patient observation skills in neonatal intensive care nurse trainees – A pilot study

SummaryObjectivesTo implement a didactic model for students specialising in intensive care nursing (n = 12) and nurses working in neonatal intensive care units (NICU) (n = 17). To evaluate nurse self-assessments following observation of children with congenital heart disease (CHD), before and after participation in the programme, as well as the usefulness of the programme.Methodology/designA pilot study with a pre- and post-test design, using self-administered questionnaires.ResultsThe didactic model increased the number of clinical observations and assessments of physiological factors made by both students and NICU nurses during evaluation of children with suspected CHD. The majority of nurses reported that both participation in the programme and the didactic model were useful and they demonstrated high-level knowledge, according to Bloom's taxonomy for cognitive learning. In particular, subjects found that the literature provided and structured bedside guidance in the clinical setting assisted learning.ConclusionIntensive care students and NICU nurses performed clinical observations and physical factor assessments more frequently after completing the programme, compared with baseline. We speculate that this didactic model may also be useful in other clinical settings.