Other Titles
Rising Star Poster/Presentation
Abstract
Purpose: To develop and implement a multidisciplinary, role-specific educational assessment aimed at identifying knowledge gaps and training needs related to HAPI prevention among key inpatient care teams.
Background: Healthcare-acquired pressure injuries (HAPIs) remain a significant challenge across inpatient settings, requiring collaborative, multidisciplinary prevention strategies. The Center for Disease Control and Prevention reported that pressure injuries affect more than 2.5 million Americans a year resulting in 60,000 deaths. Education and role-specific knowledge among staff are critical components in addressing gaps in HAPI prevention.
Methods: A multidisciplinary HAPI prevention team at a midwestern Level I Trauma Center in partnership with Creighton University designed and disseminated an educational assessment survey. Role-specific questions were tailored to address discipline-relevant practices, devices, and interventions impacting HAPI prevention. QR codes were generated to allow seamless, digital access to the surveys, with each discipline receiving a unique link to ensure targeted content. Inpatient leadership teams were engaged to facilitate dissemination during staff meetings, via email, digital message boards (DMBs), and in breakroom postings.
Results: A total of 162 Registered Nurses and Licensed Practical Nurses, 28 Certified Nursing Assistants and Student Nurse Technicians, 39 Physical and Occupational Therapists, and 4 Respiratory Therapists completed the knowledge assessment. This assessment revealed gaps in staff knowledge of pressure injury prevention including the correct use of pads and drawsheets over a pressure relief overlay, appropriate use of briefs, moisture barrier cream use, strategies to prevent pressure injuries under respiratory equipment, and when to obtain a wound care consult. This assessment also identified common themes in staff perceptions of barriers they face when implementing pressure injury prevention strategies and asked for their creative ideas to help prevent HAPIs.
Conclusion: The multidisciplinary creation of this assessment highlights the importance of tailored education and interventions to prevent HAPIs. By fostering collaboration among inpatient disciplines, this initiative aims to improve frontline staff knowledge and enhance patient outcomes through evidence-based prevention strategies.
References: Centers for Disease Control and Prevention (CDC)
Sigma Membership
Iota Tau
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Health-acquired Pressure Injuries, HAPIs, Pressure Injury Prevention, Multidisciplinary
Recommended Citation
Manning, Olivia Paige; Oliver, Tamara; and Schoening, Anne, "Implementation of a Multidisciplinary Educational Assessment to Enhance Pressure Injury Prevention" (2025). International Nursing Research Congress (INRC). 186.
https://www.sigmarepository.org/inrc/2025/posters_2025/186
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record.
Review Type
Invited Presentation
Acquisition
Proxy-submission
Implementation of a Multidisciplinary Educational Assessment to Enhance Pressure Injury Prevention
Seattle, Washington, USA
Purpose: To develop and implement a multidisciplinary, role-specific educational assessment aimed at identifying knowledge gaps and training needs related to HAPI prevention among key inpatient care teams.
Background: Healthcare-acquired pressure injuries (HAPIs) remain a significant challenge across inpatient settings, requiring collaborative, multidisciplinary prevention strategies. The Center for Disease Control and Prevention reported that pressure injuries affect more than 2.5 million Americans a year resulting in 60,000 deaths. Education and role-specific knowledge among staff are critical components in addressing gaps in HAPI prevention.
Methods: A multidisciplinary HAPI prevention team at a midwestern Level I Trauma Center in partnership with Creighton University designed and disseminated an educational assessment survey. Role-specific questions were tailored to address discipline-relevant practices, devices, and interventions impacting HAPI prevention. QR codes were generated to allow seamless, digital access to the surveys, with each discipline receiving a unique link to ensure targeted content. Inpatient leadership teams were engaged to facilitate dissemination during staff meetings, via email, digital message boards (DMBs), and in breakroom postings.
Results: A total of 162 Registered Nurses and Licensed Practical Nurses, 28 Certified Nursing Assistants and Student Nurse Technicians, 39 Physical and Occupational Therapists, and 4 Respiratory Therapists completed the knowledge assessment. This assessment revealed gaps in staff knowledge of pressure injury prevention including the correct use of pads and drawsheets over a pressure relief overlay, appropriate use of briefs, moisture barrier cream use, strategies to prevent pressure injuries under respiratory equipment, and when to obtain a wound care consult. This assessment also identified common themes in staff perceptions of barriers they face when implementing pressure injury prevention strategies and asked for their creative ideas to help prevent HAPIs.
Conclusion: The multidisciplinary creation of this assessment highlights the importance of tailored education and interventions to prevent HAPIs. By fostering collaboration among inpatient disciplines, this initiative aims to improve frontline staff knowledge and enhance patient outcomes through evidence-based prevention strategies.
References: Centers for Disease Control and Prevention (CDC)
Description
The burden of healthcare-acquired pressure injuries is far-reaching for patients, healthcare facilities, and inpatient staff. This project outlines the process of creating a multidisciplinary educational assessment at a Level I Trauma Center aimed at assessing knowledge gaps relating to HAPIs among staff. Results from the assessment will be explained and used as helpful data to guide implementation of evidence-based interventions throughout the hospital.