An Integrative Review Regarding Knowledge and Self-Competency of Pediatric and Neonatal Critical Care Transport Nurses

Abstract

Objective: As the health care setting has become more centralized, there has been an increased need for critically ill neonatal and pediatric patients to be transported to facilities for a higher level of care. These interfacility transports are possible through the utilization of highly specialized teams of health care providers. Unfortunately, there is currently a lack of consistency in training these teams to provide safe care. The purpose of this integrative review was to identify the best practice for improving nursing knowledge and self-competency in critical care neonatal and pediatric interhospital transport.

Methods: A literature search was conducted to answer the following question: What are the best practices to improve/assess nursing knowledge and self-competency in critical care neonatal and pediatric interhospital transport? The articles found were then appraised using the Johns Hopkins Evidence-Based Practice Model's appraisal tool.

Results: Eight articles were included in the final review and found to be of good quality. From these articles, 4 themes were identified that address the best practices in the education of critical care transport nurses: increased knowledge and skills with simulation, improved self-efficacy and satisfaction of nurses with simulation, knowledge assessment is feasible through tests and checklists, and the importance of debriefing among nurses with simulation.

Conclusion: The incorporation of routine simulations that include knowledge tests, checklists, and targeted educational debriefings for interhospital neonatal and pediatric critical care transport teams improves and verifies nursing knowledge and self-competency. Future research should focus on the design and curriculum specifications of this educational plan within critical care interhospital transport.