Optimizing Clinical Training in Novice Nurse Anesthesia Residents Through Simulation-Based Education
Abstract
Background: The educational transition from an intensive care unit nurse to a nurse anesthesia resident (NAR) is challenging. Adequate clinical acumen is expected upon arrival to the learning environment, especially in the context of anesthesia clinical skills and cognitive knowledge. Consequently, providing a learning environment and physical practice builds the foundation for skill sets and enhances NAR proficiency. A routine simulation involving foundational skills in anesthesia will expose NARs routinely to develop workflow, clinical skills, and critical thinking abilities. This quality improvement project aims to evaluate the best evidence-based method for clinical training for first-year nurse anesthesia residents in simulation by examining Rapid Cycle Deliberate Training (RCDT) versus Boot Camp simulation training methods and improve nurse anesthesia education.
Methods: The researcher completed an exhaustive search of PubMed, Cochrane Library, EMBASE, and CINAHL. A total of 200 articles were critiqued based on the John Hopkins Evidence-Based Practice model, and based on the inclusion and exclusion criteria, 15 articles were considered for this evidence-based literature review. A pre-and post-survey anonymous qualitative study with a virtual educational model design was completed to assess the knowledge levels of nurse anesthesiologists. The project was developed in a significant level 1 trauma center, using an anonymous online platform for survey, virtual educational module delivery, and anonymous qualitative data collection. IRB-exempt status was obtained from the University.
Results: Sixty-four anonymous qualitative surveys were sent to CRNAs at an acute care facility to assess knowledge of educational strategies and perceptions of nurse anesthesia education. Only 11 participants completed the survey, which resulted in an 8% response rate. In the pre-evaluation, seventy-three percent of CRNAs rarely engaged in simulation-based education, which aligned with past nurse anesthesia curricula that excluded simulation as a clinical scholastic strategy. Data obtained from the post-survey after the educational module presentation showed increased awareness of the importance of simulation-based learning for nurse anesthesia residency. Limitations include using the online platform with a small sample size at one specific setting for a short time and lacking participation.
Notes
References:
Kazior, M. R., Chen, F., Isaak, R., Dhandha, V., & Cobb, K. W. (2022). Perception Precedes Reality: A Simulation and Procedural Bootcamp Improves Residents' Comfort With Transitioning to Clinical Anesthesiology Training. Cureus, 14(1), e21706. https://doi.org/10.7759/cureus.21706
Won, S. K., Doughty, C. B., Young, A. L., Welch-Horan, T. B., Rus, M. C., Camp, E. A., & Lemke, D. S. (2022). Rapid Cycle Deliberate Practice Improves Retention of Pediatric Resuscitation Skills Compared With Postsimulation Debriefing. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 17(1), e20–e27. https://doi.org/10.1097/SIH.0000000000000568
McAleer, P., Tallentire, V. R., Stirling, S. A., Edgar, S., & Tiernan, J. (2022). Postgraduate medical procedural skills: attainment of curricular competencies using enhanced simulation-based mastery learning at a novel national boot camp. Clinical medicine (London, England), 22(2), 125–130. https://doi.org/10.7861/clinmed.2021-0578
Putnam, E. M., Baetzel, A. E., & Leis, A. (2022). Paediatric anaesthesiology education: simulation-based 'attending boot camp' for fellows shows feasibility and value in the early years of attendings' careers. BJA open, 4, 100115. https://doi.org/10.1016/j.bjao.2022.100115
Suet, G., Blanie, A., De Montblanc, J., & Benhamou, D. (2022). Use of an Observer Tool to Enhance Observers' Learning of Anesthesia Residents During High-Fidelity Simulation: A Randomized Controlled Trial. Simulation in healthcare : journal of the Society for Simulation in Healthcare, 17(1), e75–e82. https://doi.org/10.1097/SIH.0000000000000584
Sigma Membership
Pi Alpha
Type
Poster
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Curriculum Development, Faculty Development, Simulation, Clinical Acumen, Nurse Anesthesia Resident
Recommended Citation
Campbell, Yasmine Nicole; Francis, Nimisha A.; and Diaz, Valerie J., "Optimizing Clinical Training in Novice Nurse Anesthesia Residents Through Simulation-Based Education" (2025). International Nursing Research Congress (INRC). 9.
https://www.sigmarepository.org/inrc/2025/posters_2025/9
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
Optimizing Clinical Training in Novice Nurse Anesthesia Residents Through Simulation-Based Education
Seattle, Washington, USA
Background: The educational transition from an intensive care unit nurse to a nurse anesthesia resident (NAR) is challenging. Adequate clinical acumen is expected upon arrival to the learning environment, especially in the context of anesthesia clinical skills and cognitive knowledge. Consequently, providing a learning environment and physical practice builds the foundation for skill sets and enhances NAR proficiency. A routine simulation involving foundational skills in anesthesia will expose NARs routinely to develop workflow, clinical skills, and critical thinking abilities. This quality improvement project aims to evaluate the best evidence-based method for clinical training for first-year nurse anesthesia residents in simulation by examining Rapid Cycle Deliberate Training (RCDT) versus Boot Camp simulation training methods and improve nurse anesthesia education.
Methods: The researcher completed an exhaustive search of PubMed, Cochrane Library, EMBASE, and CINAHL. A total of 200 articles were critiqued based on the John Hopkins Evidence-Based Practice model, and based on the inclusion and exclusion criteria, 15 articles were considered for this evidence-based literature review. A pre-and post-survey anonymous qualitative study with a virtual educational model design was completed to assess the knowledge levels of nurse anesthesiologists. The project was developed in a significant level 1 trauma center, using an anonymous online platform for survey, virtual educational module delivery, and anonymous qualitative data collection. IRB-exempt status was obtained from the University.
Results: Sixty-four anonymous qualitative surveys were sent to CRNAs at an acute care facility to assess knowledge of educational strategies and perceptions of nurse anesthesia education. Only 11 participants completed the survey, which resulted in an 8% response rate. In the pre-evaluation, seventy-three percent of CRNAs rarely engaged in simulation-based education, which aligned with past nurse anesthesia curricula that excluded simulation as a clinical scholastic strategy. Data obtained from the post-survey after the educational module presentation showed increased awareness of the importance of simulation-based learning for nurse anesthesia residency. Limitations include using the online platform with a small sample size at one specific setting for a short time and lacking participation.
Description
Educational modalities such as RCDT and Boot Camp adopted in the nurse anesthesia curriculum revealed the effectiveness of reality-based training at the University. However, these positive trends suggest that simulation involvement has to be further enhanced, due to the perception of imposter syndrome still remains unresolved. The statistical analysis revealed that providers would have been satisfied with simulation-based education enhanced with RCDT or boot camp.