ArticleThe clinical teacher2025
Impact of Educational Intervention on NIMV: 'Impact of Educational Intervention on Noninvasive Ventilation (NIV) in Nurses and Students'.
Article in The clinical teacher, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
1 citing paper in PubMed.
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundProficient management of noninvasive mechanical ventilation (NIMV) demands competence, coupled with their seamless mobilization in clinical practice in managing respiratory failure. The COVID-19 pandemic necessitated the rapid integration of less experienced professionals and nursing students into Intensive Care Units (ICUs), highlighting a need for efficient NIMV training. This study aimed to evaluate the impact of a theoretical-practical training and simulation-based educational strategy in improving NIMV knowledge and clinical competence.
methodTeaching sessions were conducted between April and June 2021. Participants underwent a 3-h theoretical-practical session followed by a 1.5-h simulation. Knowledge acquisition was assessed using an ad hoc multiple-choice test. Separately, self-perceived competence was evaluated using the validated COM-VA questionnaire at three time points: preintervention, posttheoretical-practical formation and postsimulation. Nonparametric statistical tests were used to analyse the changes in knowledge and competence.
resultsThe study included 66 participants (30 students and 36 professionals) and found significant improvements in both knowledge and self-perceived competence across the educational intervention. Knowledge test scores rose from 82.2% preintervention to 90.2% postsimulation (p < 0.05). Median COM-VA scores also significantly increased from 6.82 (IQR = 1.33) preintervention to 7.38 (IQR = 1.45) postsimulation (p < 0.001). While the theoretical-practical session led to the largest knowledge gain, simulation provided additional benefit.
conclusionA combined theoretical-practical and simulation-based educational intervention demonstrated effectiveness in significantly enhancing the knowledge and self-perceived clinical competence of nursing students and professionals in our study group in NIMV management. This rapid and effective training strategy has important implications for preparing healthcare personnel, particularly during emergency situations like the COVID-19 pandemic, potentially contributing to improved patient safety.
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