References

Critical care services in the English NHS. 2020. https://www.kingsfund.org.uk/publications/critical-care-services-nhs (accessed 4 April 2022)

Bannigan K, Watson R. Reliability and validity in a nutshell. J Clin Nurs. 2009; 18:(23)3237-3243 https://doi.org/10.1111/j.1365-2702.2009.02939.x

Bryman A. Social research methods, 4th edn. Oxford: Oxford University Press; 2012

Camilleri M, Zhang X, Norris M Covid-19 ICU remote-learning course (CIRLC): rapid ICU remote training for frontline health professionals during the COVID-19 pandemic in the UK. Journal of the Intensive Care Society. 2020; https://doi.org/10.1177/1751143720972630

Carter C, Mukonka PS, Sitwala LJ, Howard-Hunt B, Notter J. The development of critical care nursing education in Zambia. Br J Nurs. 2020; 29:(9)499-505 https://doi.org/10.12968/bjon.2020.29.9.499

Critical Care National Network Nurse Leads Forum. Step competency framework. 2018. https://www.cc3n.org.uk/step-competency-framework.html (accessed 4 April 2022)

C19 Space. Summary. Skills PrepAration CoursE. COVID-19 courses for non-ICU doctors and nurses in Europe. 2020. https://c19-space.academy.esicm.org/ (accessed 4 April 2022)

Educational Technology. Ultimate guide to blended learning. 2020. https://tinyurl.com/365w9urb (accessed 4 April 2022)

Goh KJ, Wong J, Tien JCC Preparing your intensive care unit for the COVID-19 pandemic: practical considerations and strategies. Crit Care. 2020; 24:(1) https://doi.org/10.1186/s13054-020-02916-4

Health Education England, Royal College of Nursing. Improving digital literacy. 2015. https://tinyurl.com/2a9csxcy (accessed 4 April 2022)

Intensive Care National Audit and Research Centre. ICNARC report on COVID-19 in critical care: England, Wales and Northern Ireland. 2022. https://www.icnarc.org/Our-Audit/Audits/Cmp/Reports (accessed 4 April 2022)

Isted A, McDonnell AJ, Jones E Clinical characteristics and outcomes of 85 intensive care patients with Covid-19 in South London: a single centre observational study. Journal of the Intensive Care Society. 2020; 23:(1)34-43 https://doi.org/10.1177/1751143720971541

Ives J, Greenfield S, Parry JM Healthcare workers' attitudes to working during pandemic influenza: a qualitative study. BMC Public Health. 2009; 9:(1) https://doi.org/10.1186/1471-2458-9-56

Conducting educational research: adopting or adapting an instrument. 2012. http://korbedpsych.com/R09aAdopt.html (accessed 4 April 2022)

Lam KK, Hung SY. Perceptions of emergency nurses during the human swine influenza outbreak: a qualitative study. Int Emerg Nurs. 2013; 21:(4)240-246 https://doi.org/10.1016/j.ienj.2012.08.008

Lawn S, Zhi X, Morello A. An integrative review of e-learning in the delivery of self-management support training for health professionals. BMC Med Educ. 2017; 17:(1) https://doi.org/10.1186/s12909-017-1022-0

Learning Theory. Andragogy: adult learning theory (Knowles). 2022. https://tinyurl.com/5657ntts (accessed 4 April 2022)

Liu Q, Luo D, Haase JE The experiences of health-care providers during the COVID-19 crisis in China: a qualitative study. Lancet Glob Health. 2020; 8:(6)e790-e798 https://doi.org/10.1016/S2214-109X(20)30204-7

Lingum NR, Sokoloff LG, Meyer RM Building long-term care staff capacity during COVID-19 through just-in-time learning: evaluation of a modified ECHO model. J Am Med Dir Assoc. 2021; 22:(2)238-244.e1 https://doi.org/10.1016/j.jamda.2020.10.039

Marks S, Edwards S, Jerge EH. Rapid deployment of critical care nurse education during the COVID-19 pandemic. Nurse Lead. 2021; 19:(2)165-169 https://doi.org/10.1016/j.mnl.2020.07.008

NHS England/NHS Improvement. Coronavirus: principles for increasing the nursing workforce in response to exceptional increased demand in adult critical care. 2020. https://tinyurl.com/44v7b6zh (accessed 4 April 2022)

NHS England/NHS Improvement. Clinicians considering a return to the NHS. 2022. https://tinyurl.com/yc36eezf (accessed 4 April 2022)

Peebles RC, Nicholson IK, Schlieff J, Peat A, Brewster DJ. Nurses' just-in-time training for clinical deterioration: Development, implementation and evaluation. Nurse Educ Today. 2020; 84 https://doi.org/10.1016/j.nedt.2019.104265

Ragazzoni L, Barco A, Echeverri L Just-in-time training in a tertiary referral hospital during the COVID-19 pandemic in Italy. Acad Med. 2021; 96:(3)336-339 https://doi.org/10.1097/ACM.0000000000003575

UK Critical Care Nurse Alliance. Updated UKCCNA position statement. UKCCNA position statement: nurse staffing during COVID-19. 2021. https://tinyurl.com/bdep75wk (accessed 4 April 2022)

UK Critical Care Nurse Alliance. Accountability, delegation and indemnity for the coronavirus adult critical care surge. 2020. https://tinyurl.com/cnv7tz76 (accessed 4 April 2022)

Vaona A, Banzi R, Kwag KH E-learning for health professionals. Cochrane Database Syst Rev. 2018; 1 https://doi.org/10.1002/14651858.CD011736.pub2

Vindrola-Padros C, Andrews L, Dowrick A Perceptions and experiences of healthcare workers during the COVID-19 pandemic in the UK. BMJ Open. 2020; 10:(11) https://doi.org/10.1136/bmjopen-2020-040503

Wanless S., Winterman E., Chapman S. Skills teaching in COVID lockdown in the UK: lessons learnt. Pielegniarstwo XXI wieku (Nursing in the 21st Century). 2020; 19:(3)171-173 https://doi.org/10.2478/pielxxiw-2020-0018

Weiner DL, Rosman SL. Just-in-time training for disaster response in the austere environment. Clin Pediatr Emerg Med. 2019; 20:(2)95-110 https://doi.org/10.1016/j.cpem.2019.07.001

World Health Organization. COVID-19 public health emergency of international concern (PHEIC) Global Research and Innovation Forum. Towards a research roadmap. 2020. https://tinyurl.com/2p8ztdx4 (accessed 4 April 2022)

Wu Z, McGoogan JM. Characteristics of and important lessons from the coronavirus disease 2019 (COVID-19) outbreak in China. JAMA. 2020; 323:(13)1239-1242 https://doi.org/10.1001/jama.2020.2648

Service evaluation of a COVID-19 critical care orientation programme

21 April 2022
Volume 31 · Issue 8

Abstract

Background:

During the first wave of the COVID-19 pandemic in the UK, south London had the highest number of COVID-19 patients admitted to critical care. At one hospital, staff being redeployed to critical care were invited to attend an orientation to critical care workshop.

Aim:

To carry out a service evaluation of the training outcomes from rapidly redeployed staff who completed the workshop during the first wave of the COVID-19 pandemic (March–July 2020).

Methods:

Two stages were used, the first was a post-workshop evaluation questionnaire completed immediately after the training, with the second involving a single centre e-survey questionnaire two months later.

Findings:

In total 131 health professionals attended the workshop, and 124 (95%) post-course evaluations were completed. Some 116 staff were contacted for the e-survey, with a response rate of 34% (n=40). Overall, the training was well evaluated. Of the 40 respondents, 70% (n=28) had volunteered, but only just over half (n=21, 52%) went on to work in critical care.

Conclusion:

This article describes the organisational response of one NHS acute hospital to the unprecedented challenges that arose from the COVID-19 pandemic. The service evaluation identified the importance of a pedagogical approach, which not only delivered clinical content, but also allayed anxiety for health professionals preparing to work in a new environment.

The severe acute respiratory syndrome coronavirus 2 (SARS-CoV-2), termed COVID-19, remains a public health emergency of international concern (World Health Organization (WHO), 2020). Its major impact has been on healthcare systems, which have had to rapidly adapt to respond to the high numbers of patients requiring critical care (Wu and McGoogan, 2020). As a result, health professionals working in non-critical care settings were redeployed into acute and critical care areas. In the first wave of COVID-19 in the UK, south London had the greatest burden from COVID-19, with critical care admissions of confirmed cases exceeding 1200 (Intensive Care National Audit and Research Centre (ICNARC), 2020). University Hospital Lewisham (UHL) is an NHS district general hospital in south London. Prior to the pandemic, the hospital consisted of 470 beds and an 18-bed critical care unit (8 intensive care (level 3) beds and 10 high dependency (level 2) beds. At UHL critical care capacity was increased to 26 level 3 beds; however, at times capacity peaked over four-fold to 34 patients requiring ventilation. To alleviate pressure and create additional critical care capacity, patients were transferred to neighbouring teaching hospitals that had a much larger pre-pandemic critical care capacity (Isted et al, 2020). This article outlines the results from a service evaluation of redeployed clinical staff at UHL during the first wave of the pandemic (March to July 2020).

Register now to continue reading

Thank you for visiting British Journal of Nursing and reading some of our peer-reviewed resources for nurses. To read more, please register today. You’ll enjoy the following great benefits:

What's included

  • Limited access to clinical or professional articles

  • Unlimited access to the latest news, blogs and video content