Effect of a Triage Educational Intervention on Nurses' Knowledge and the Efficiency of Urgent Care in Saudi Arabia
Bibliographic record
Abstract
Background: Emergency department overcrowding affects patient safety and service efficiency. Although the Canadian Triage and Acuity Scale (CTAS) is widely implemented in Saudi Arabia, variability in triage accuracy remains as a result of limited formal training. This study assessed the impact of a structured CTAS educational intervention on nurses' triage knowledge and the performance of a hospital-based urgent care center. Method: A quasi-experimental pretest/posttest design was used. Fifteen nurses at a high-volume urgent care center completed a 1-day CTAS Proficiency Training Course. A 15-item scenario-based questionnaire measured knowledge before and after training. The urgent care center time-based indicators (registration-to-triage, triage-to-decision, and total length of stay) were extracted for 1 month before and after the intervention, covering 33,720 patient visits. Data were analyzed with the Mann–Whitney U and Wilcoxon signed-rank tests. Results: Knowledge scores improved significantly ( p = .015). All of the urgent care center time intervals decreased ( p < .001), with CTAS Level II waiting times dropping from 33 to 9 minutes. Conclusion: The CTAS training enhanced nurse triage knowledge and improved urgent care efficiency. Structured triage education is recommended.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".