Healthcare Providers’ Awareness and Perceptions of Competency Requirements in Central Venous Catheter Insertion
Background Studies show that medical residents do not feel comfortable and lack the skills and confidence to perform common bedside procedures. Regulatory bodies often require a set number of procedures to determine resident competence, yet medical providers' knowledge of competency guidelin...
| Main Authors: | , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
F1000 Research Ltd
2018-01-01
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| Series: | MedEdPublish |
| Subjects: | |
| Online Access: | https://www.mededpublish.org/Manuscripts/1408 |
| _version_ | 1811312665152192512 |
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| author | Elaine R. Cohen Jeffrey H. Barsuk Joelle R. Hertz Diane B. Wayne Yasuharu Okuda Debi Mitra William C. McGaghie Kenzie A. Cameron |
| author_facet | Elaine R. Cohen Jeffrey H. Barsuk Joelle R. Hertz Diane B. Wayne Yasuharu Okuda Debi Mitra William C. McGaghie Kenzie A. Cameron |
| author_sort | Elaine R. Cohen |
| collection | DOAJ |
| description | Background
Studies show that medical residents do not feel comfortable and lack the skills and confidence to perform common bedside procedures. Regulatory bodies often require a set number of procedures to determine resident competence, yet medical providers' knowledge of competency guidelines are less well known. This study aimed to qualitatively assess existing practices relevant to documentation of competency in central venous catheter (CVC) insertion and explore healthcare providers' awareness and perceptions of those practices at their institutions.
Methods
The authors performed a qualitative study at Veterans Affairs Medical Centers (VAMCs) from February to December 2014 as part of a larger project related to the dissemination of a simulation-based CVC insertion curriculum. Two authors conducted interviews with hospital staff (including attending physicians, nurses, and residents) at selected VAMCs. Recordings of interviews were transcribed, coded, and analyzed using a grounded theory approach and constant comparative techniques.
Results
Twenty-six participants were interviewed at six VAMCs. Participants reported varying perspectives regarding their institutions' policies about CVC insertion. Four major themes emerged: (1) knowledge of institutional policy; (2) competency by numbers; (3) documentation of competency; and (4) perceptions of competency measures. Participants reported concern about the reliability of these policies and measures of competence.
Conclusions
This study demonstrates that healthcare providers' knowledge and perceptions about institutional requirements for procedural competency vary widely. Our findings suggest the need for establishment of consistent competency policies based on evidence-based practices, and highlight the need for increased communication regarding individual institutional policies. Integration of rigorous simulation-based education, implemented consistently across institutions, can provide a reliable mechanism to train and assess procedural competence and ensure patient safety. |
| first_indexed | 2024-04-13T10:40:52Z |
| format | Article |
| id | doaj.art-e062da443189437bb439d815bcb4fd18 |
| institution | Directory Open Access Journal |
| issn | 2312-7996 |
| language | English |
| last_indexed | 2024-04-13T10:40:52Z |
| publishDate | 2018-01-01 |
| publisher | F1000 Research Ltd |
| record_format | Article |
| series | MedEdPublish |
| spelling | doaj.art-e062da443189437bb439d815bcb4fd182022-12-22T02:49:56ZengF1000 Research LtdMedEdPublish2312-79962018-01-0171Healthcare Providers’ Awareness and Perceptions of Competency Requirements in Central Venous Catheter InsertionElaine R. Cohen0Jeffrey H. Barsuk1Joelle R. Hertz2Diane B. Wayne3Yasuharu Okuda4Debi Mitra5William C. McGaghie6Kenzie A. Cameron7Northwestern University Feinberg School of MedicineNorthwestern University Feinberg School of MedicineEastern Washington UniversityNorthwestern University Feinberg School of MedicineThe Simulation Learning, Education and Research Network (SimLEARN), Veterans Health AdministrationNorthwestern University Feinberg School of MedicineNorthwestern University Feinberg School of MedicineNorthwestern University Feinberg School of MedicineBackground Studies show that medical residents do not feel comfortable and lack the skills and confidence to perform common bedside procedures. Regulatory bodies often require a set number of procedures to determine resident competence, yet medical providers' knowledge of competency guidelines are less well known. This study aimed to qualitatively assess existing practices relevant to documentation of competency in central venous catheter (CVC) insertion and explore healthcare providers' awareness and perceptions of those practices at their institutions. Methods The authors performed a qualitative study at Veterans Affairs Medical Centers (VAMCs) from February to December 2014 as part of a larger project related to the dissemination of a simulation-based CVC insertion curriculum. Two authors conducted interviews with hospital staff (including attending physicians, nurses, and residents) at selected VAMCs. Recordings of interviews were transcribed, coded, and analyzed using a grounded theory approach and constant comparative techniques. Results Twenty-six participants were interviewed at six VAMCs. Participants reported varying perspectives regarding their institutions' policies about CVC insertion. Four major themes emerged: (1) knowledge of institutional policy; (2) competency by numbers; (3) documentation of competency; and (4) perceptions of competency measures. Participants reported concern about the reliability of these policies and measures of competence. Conclusions This study demonstrates that healthcare providers' knowledge and perceptions about institutional requirements for procedural competency vary widely. Our findings suggest the need for establishment of consistent competency policies based on evidence-based practices, and highlight the need for increased communication regarding individual institutional policies. Integration of rigorous simulation-based education, implemented consistently across institutions, can provide a reliable mechanism to train and assess procedural competence and ensure patient safety.https://www.mededpublish.org/Manuscripts/1408competencycentral venous cathetermastery learningsimulationqualitative research |
| spellingShingle | Elaine R. Cohen Jeffrey H. Barsuk Joelle R. Hertz Diane B. Wayne Yasuharu Okuda Debi Mitra William C. McGaghie Kenzie A. Cameron Healthcare Providers’ Awareness and Perceptions of Competency Requirements in Central Venous Catheter Insertion MedEdPublish competency central venous catheter mastery learning simulation qualitative research |
| title | Healthcare Providers’ Awareness and Perceptions of Competency Requirements in Central Venous Catheter Insertion |
| title_full | Healthcare Providers’ Awareness and Perceptions of Competency Requirements in Central Venous Catheter Insertion |
| title_fullStr | Healthcare Providers’ Awareness and Perceptions of Competency Requirements in Central Venous Catheter Insertion |
| title_full_unstemmed | Healthcare Providers’ Awareness and Perceptions of Competency Requirements in Central Venous Catheter Insertion |
| title_short | Healthcare Providers’ Awareness and Perceptions of Competency Requirements in Central Venous Catheter Insertion |
| title_sort | healthcare providers awareness and perceptions of competency requirements in central venous catheter insertion |
| topic | competency central venous catheter mastery learning simulation qualitative research |
| url | https://www.mededpublish.org/Manuscripts/1408 |
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