Abstract
Background:
Continuous renal replacement therapy (CRRT) is an advanced treatment frequently required to support the critically ill children. Because of the complexity of this kind of treatment, physicians, nurses and other allied healthcare professionals frequently found some obstacle and disharmony to deliver effective and safe care to the children.
Aims & Objectives:
The aim of this study is to assess the performance of pediatric CRRT individually and among the team and to detect the problems associated with implementing the CRRT among inter-professional team.
Methods
Different In-site CRRT simulation scenarios are conducted in pediatric ICU in our center without prior notification to our candidates every few weeks. The candidates of those simulation sessions were pediatric nephrology physicians (targeted candidate), intensivists, nurses and clinical pharmacists. The targeted candidate performance and the Inter-professional education (IPE) domains were assessed among the team to delivery effective treatment to the child Manikin in PICU room. CRRT “Prismaflex” machine was used. Two forms are filled by two different simulation specialists who attended all the simulation scenarios. The first form is the candidate performance and the second is the IPE form.
Primary Results
Up-to-date we conducted three simulation sessions. Three major themes were emerged from this study until now. First theme was the prolonged time taken to transmit the CRRT prescription from the protocol to implementing it on the machine. Second theme was the good harmony among the different specialties to deliver the treatment. The third one is the boosting effect of simulation sessions to improve the competency in CRRT prescription and the fluency among the team.
Conclusions
The authors expect to conclude that CRRT simulation is an effective training method to enhance the quality of children care among the inter-professional team. Team members involved in the simulation are expected to be more confident and comfortable to deliver the CRRT.
