Notice bibliographique
Résumé
Abstract Introduction For ninth consecutive year, CIHI reported the province has the worst RN to population ratio in the country, needing 26,000 additional nurses. With shortage of ICU nurses, staff continue experiencing burnout, the ongoing impact of the pandemic recovery experience, and the perception of a lack of team cohesiveness. As a provincial unit with 14 beds, staffing dropped from 46 to 15 full/part-time staff during COVID. Half of the nurses have less than 2 years of experience. Immediate action needs to be taken. The goal is to create an education pathway based on the American Burn Competencies Standards and the Standards for Critical Care Nursing Practice that adapts to individualized learning style as part of recruitment and retention strategy. Methods A roadmap using the Prosci Methodology is used by the newly recruited nurses to follow as they adopt new behaviors or ways of thinking. The effectiveness of the educational pathway is assessed using the PDSA cycle. Educational burn topics are established based on the certified burn registered nurse certificate. Nurses are from different levels of nursing experience or non-experience (new graduate, with or without ICU, with or without Burn). Using adult self-learning theory, the five senses guide the learning milestone: e-modules, “show and tell” clinical practice, games, return demonstrations, simulation labs of scenarios, test and quizzes, micro-teaching sessions, buddy shifts, self-reflection goals and achieving specializing certificates like ABLS, ACLS, CCNC, CBRN. Results There is a continuous demand for ICU services while units have ICU nurses’ shortages. Nurses attend the critical care sponsorship program to obtain basic ICU skills, but no specific program provides the burn specialty skills. By developing an educational pathway, new burn staff are supported from beginning to two years after being hired. For retention, a standard of burn competency is established that encourages professional development. A cohesive regional burn team is the result. Conclusions There is a continuous demand for ICU services while units are experiencing ICU nursing shortages. Nurses attend the critical care sponsorship program to obtain basic ICU skills, but no specific program provide the burn specialty skills. By developing an educational pathway, new burn staff are supported from beginning to two years after being hired. For retention, a standard of burn competency is established that encourages professional development. A cohesive regional burn team is the result. Applicability of Research to Practice As part of the discussion, this project is able to inspire nurses to join the team and to retain nurses in the burn ICU specialization while enable the creation of a supportive environment that nurses feel ready for professional development in an intensive burn care through completing an environmental safety survey and participation in national or international ICU or burn conferences. Funding for the Study N/A
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,003 | 0,001 |
| Communication savante | 0,003 | 0,002 |
| Science ouverte | 0,001 | 0,002 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,079 | 0,028 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».