Developing an Evidence-Based Educational Framework to Support ICU Nurses in Trauma Care Competencies
Other Titles
Developing an Evidence-Based Educational Framework to Support the Trauma Care Competencies of Intensive Care Unit Nurses in Saudi Arabia [Poster Title]
Abstract
Background: Managing trauma patients in intensive care units (ICUs) significantly impacts patient survival and outcomes, requiring skilled nurses to deliver competent care. In-service education (ISE) is vital for developing trauma-care-specific competencies.1 Research on trauma care education in critical care is limited, especially in contexts with a workforce of diverse educational backgrounds.2 This study aimed to develop an educational framework to support trauma care competencies for a mixed-culture workforce in Saudi Arabia.
Methods: An exploratory multiple-case study, guided by the Medical Research Council Framework for developing complex interventions3 was conducted across three hospitals in two Saudi Arabian regions. Participants included 68 key stakeholders from adult ICUs, including clinical staff, educators, managers, and leaders. Data were collected through semi-structured interviews, complemented by documentary reviews of trauma-related education syllabi/ competencies, followed by advisory focus groups for education framework refinement. Framework analysis was used for interviews and focus groups, while content analysis was employed for document reviews.
Results: The findings were categorised into three main categories, including several themes and subthemes:
1. Trauma care and education practices:
- Trauma care practice: Highlighted limited competencies, educational support, and the educational needs of nurses.
- Trauma education practice: Described staff learning behaviours, supervision practices, and ISE systems in the studied settings.4
2. Educational components: Stakeholders emphasised the need for ISE by subject experts characterised by:
- Relevant educational content.
- A range of educational techniques.
- Flexible delivery and format.
3. Factors influencing the implementation of the ISE framework: Enablers included adequate planning, sufficient resources, and a supportive work environment. Barriers included heavy workloads, cost, low-quality training, and balancing life and well-being.5
Conclusion and implications: This study systematically developed a novel ISE framework that enhances the understanding of the multicultural nursing workforce's educational needs in complex clinical settings. The use of multiple cases enhances the transferability of the developed framework; however, future research should evaluate its feasibility and implementation.
Notes
References:
1. Whiting D and Cole E. Developing a trauma care syllabus for intensive care nurses in the United Kingdom: A Delphi study. Intensive Crit Care Nurs., 2016, 36:49–57.
2. Almarhabi M, Cornish J, and Lee G. The effectiveness of educational interventions on trauma intensive care unit nurses’ competence: A systematic-review and meta-analysis. Intensive Crit Care Nurs., 2021, 64:102931.
3. Skivington K, Matthews L, Simpson SA, Craig P, Baird J, Blazeby JM, Boyd KA, Craig N, French DP, McIntosh E, Petticrew M, Rycroft-Malone J, White M, and Moore L. A new framework for developing and evaluating complex interventions: update of Medical Research Council guidance. BMJ., 2021, 374.
4. Almarhabi M, Cornish J, Raleigh M, and Philippou J. In-service education in trauma care for intensive care unit nurses: An exploratory multiple case study. Nurse Educ Pract., 2023, 72:103752. https://doi.org/10.1016/j.nepr.2023.103752.
5. Almarhabi M, Cornish J, Raleigh M, and Philippou J. Developing effective In-Service Education for intensive care nurses: Exploring the views of clinical stakeholders in the Kingdom of Saudi Arabia. Nurse Educ Today., 2024, 134:106092. https://doi.org/10.1016/j.nedt.2024.106092.
Sigma Membership
Phi Mu
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Qualitative Research
Keywords:
Continuing Education, Competence, Workforce, Intensive Care Unit, ICU, Trauma Care, Saudi Arabia
Recommended Citation
Almarhabi, Maha Ahmed; Cornish, Jocelyn; Raleigh, Mary; and Philippou, Julia, "Developing an Evidence-Based Educational Framework to Support ICU Nurses in Trauma Care Competencies" (2025). International Nursing Research Congress (INRC). 86.
https://www.sigmarepository.org/inrc/2025/posters_2025/86
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
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Developing an Evidence-Based Educational Framework to Support ICU Nurses in Trauma Care Competencies
Seattle, Washington, USA
Background: Managing trauma patients in intensive care units (ICUs) significantly impacts patient survival and outcomes, requiring skilled nurses to deliver competent care. In-service education (ISE) is vital for developing trauma-care-specific competencies.1 Research on trauma care education in critical care is limited, especially in contexts with a workforce of diverse educational backgrounds.2 This study aimed to develop an educational framework to support trauma care competencies for a mixed-culture workforce in Saudi Arabia.
Methods: An exploratory multiple-case study, guided by the Medical Research Council Framework for developing complex interventions3 was conducted across three hospitals in two Saudi Arabian regions. Participants included 68 key stakeholders from adult ICUs, including clinical staff, educators, managers, and leaders. Data were collected through semi-structured interviews, complemented by documentary reviews of trauma-related education syllabi/ competencies, followed by advisory focus groups for education framework refinement. Framework analysis was used for interviews and focus groups, while content analysis was employed for document reviews.
Results: The findings were categorised into three main categories, including several themes and subthemes:
1. Trauma care and education practices:
- Trauma care practice: Highlighted limited competencies, educational support, and the educational needs of nurses.
- Trauma education practice: Described staff learning behaviours, supervision practices, and ISE systems in the studied settings.4
2. Educational components: Stakeholders emphasised the need for ISE by subject experts characterised by:
- Relevant educational content.
- A range of educational techniques.
- Flexible delivery and format.
3. Factors influencing the implementation of the ISE framework: Enablers included adequate planning, sufficient resources, and a supportive work environment. Barriers included heavy workloads, cost, low-quality training, and balancing life and well-being.5
Conclusion and implications: This study systematically developed a novel ISE framework that enhances the understanding of the multicultural nursing workforce's educational needs in complex clinical settings. The use of multiple cases enhances the transferability of the developed framework; however, future research should evaluate its feasibility and implementation.
Description
The study presents an innovative in-service education (ISE) framework aimed at enhancing trauma care competencies within a diverse nursing workforce in Saudi Arabia. Attendees will gain insights from research involving key clinical stakeholders across three hospitals, highlighting the challenges and opportunities in delivering effective trauma care education in intensive care units.